Re:[tips] tips digest: December 24, 2018

[Annette Taylor]

Thanks Miguel. There is just something about the phrasing in the URL:
eleanor-maccoby-dead that is just hmmm...odd.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu


On Sun, Dec 23, 2018 at 10:00 PM Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> Subject: Obit - Eleanor Maccoby author of "The Psychology of Sex
> Differences"
> From: Miguel Roig 
> Date: Sun, 23 Dec 2018 13:59:39 +
> X-Message-Number: 1
>
> Happy holidays to all.
>
> I just saw this news item and thought to share it:
>
> https://www.nytimes.com/2018/12/22/obituaries/eleanor-maccoby-dead.html
>
>
>

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[tips] ​RE: IRBs and training

[Annette Taylor]

A downside of CITI is that your institution has to pay or each researcher
has to pay.

We have CITI but I find it a bit unsatisfactory to be in that position.
Researchers should be able to become certified without that expense. Talk
about ethics!

A

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu


On Wed, Sep 19, 2018 at 10:00 PM Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Thursday, September 20, 2018.
>
> 1. RE: IRBs and training
> 2. RE: IRBs and training
>
> --
>
> Subject: RE: IRBs and training
> From: Miguel Roig 
> Date: Wed, 19 Sep 2018 10:14:57 +
> X-Message-Number: 1
>
> Someone in the IRB forum posted a link to another source of free IRB
> training from NIH:
> https://obssr.od.nih.gov/training/online-training-resources/gdp-download/
>
> Presumably it takes two hours to complete and produces a certificate. The
> downside is that someone has to adapt it to whatever online learning
> platform used by the institution.
>
> Miguel
>
> PS: Why couldn't NIH let people know about this other source of HSP
> training?
> 
> From: Miguel Roig [ro...@stjohns.edu]
> Sent: Monday, September 17, 2018 3:35 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] IRBs and training
>
> Actually, the training is available until September 26th. Know that the
> site will let you download the PDF of the training, but you will have to
> copy their questions and come up with a way of administering the materials
> and tests on your own (this is what we at SJU intend to do). You may also
> want to use some of these resources from NIH:
> https://www.hhs.gov/ohrp/education-and-outreach/human-research-protection-program-fundamentals/resources-for-investigators/index.html.
> NIH does have a more advanced training module, but it takes over 4 hours to
> complete; perhaps too much for psychology undergraduates:
> https://www.cc.nih.gov/training/training/crt1.html.
>
> Miguel
> 
> From: Sara Levine [slev...@fitchburgstate.edu]
> Sent: Monday, September 17, 2018 3:22 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] IRBs and training
>
> We are using CITI.
>
> Sara
>
> Sara Pollak Levine, Ph.D.
> Professor & Chair of Psychological Science
> Fitchburg State University
> McKay 206B
> 978-665-3611
>
> My preferred pronouns: She/Her/Hers
>
> For appts please contact Brenda Coleman, Administrative Assistant for
> Psychological Science, at bcole...@fitchburgstate.edu or 978-665-3355.
>
>
>
>
> On Mon, Sep 17, 2018 at 3:03 PM -0400, "Ken Steele"  > wrote:
>
>
>
>
> Hi Carol:
>
> My impression is that CITI is very common in North Carolina.
>
> Ken
>
>
> --
>
> -
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu steel...@appstate.edu>
> Professor
> Department of Psychology  http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
>
> -
>
>
> On 9/17/2018 2:57 PM, Carol DeVolder wrote:
>
>
>
> Sorry for the cross-posting, but this list often gets faster and better
> responses. What are those of you who regularly supervise student research
> doing now that NIH no longer provides the human subjects protection
> training and certification? Since Federal law requires evidence of
> training, even for student researchers, there must be some other mechanism
> in place. CITI? Others? Any help you can provide is greatly appreciated.
> Thanks,
> Carol
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
>
>
>
>
>
> ---
>
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> .
>
> To unsubscribe click here:
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> 

Re:[tips] tips digest: September 08, 2018

[Annette Taylor]

On a related note, I have several blind spots that I am well aware of
because I have several nevi on my fundi (a nevus is one of those
freckle-like dark spots many people have on their skin and have to keep
watching so they don't turn cancerous). Because of that, there are no
receptor cells where the nevi are located. But I have to really try to
find those spots. Under normal day to day conditions I am not aware of them
at all - again I attribute it to the constant motion of the eyes.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu


On Fri, Sep 7, 2018 at 10:00 PM Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Saturday, September 08, 2018.
>
> 1. position announcement
> 2. Low light level cone function
> 3. Re: Low light level cone function
> 4. Re: Low light level cone function
> 5. Re: Low light level cone function
>
> --
>
> Subject: position announcement
> From: Carol DeVolder 
> Date: Fri, 7 Sep 2018 13:19:28 -0500
> X-Message-Number: 1
>
> Cross-posted just in case.
>
> Position Announcement:
>
>
>
> The Department of Psychology at St. Ambrose University, Davenport, Iowa,
> invites applications for a full-time tenure-track position at the Assistant
> Professor level, for the 2019-20 academic year. Area of specialization is
> open; however, the ideal candidate will be able to teach Applied
> Statistics, Tests and Measurements (Assessment), and Personality Theories.
> Also, the successful candidate will be responsible for mentoring
> undergraduate students in inquiry-based projects related to the applicant’s
> area of expertise.  A PhD is required, however, candidates who are ABD will
> be considered only if completion of the PHD can be documented to occur
> within
> one year.  Priority will be given to applicants showing a strong commitment
> to teaching and scholarly engagement, as well as a willingness to teach in
> multiple delivery formats. St. Ambrose University is an independent,
> comprehensive, and Catholic diocesan university firmly grounded in the
> liberal arts. An institution of 3,200 graduate and undergraduate students,
> the University’s Core Values include: Catholicity, Integrity, the Liberal
> Arts, Life-Long Learning, and Diversity. See www.sau.edu for further
> information. People from underrepresented populations are encouraged to
> apply. Review of applications will begin October 1st, 2018 and continue
> until the position is filled.  Please apply online at
> http://www.sau.edu/employment and upload your cover letter, statement of
> teaching philosophy, curriculum vitae, and unofficial graduate transcript.
> Three letters of reference should be sent directly to
> humanresour...@sau.edu.
> EOE
>
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
> --
>
> Subject: Low light level cone function
> From: Rick Stevens 
> Date: Fri, 7 Sep 2018 13:46:19 -0500
> X-Message-Number: 2
>
> TIPS had been quiet lately.  A question occurred to me when talking about
> rod vs cone functioning.
>
> When light levels get low, the cones lose function.  Since the fovea is
> 100% cones, why don't we have a blind spot in the center of our vision in
> low light, low enough to lose color, but still enough light to move around
> in a dark room.  While the blind spots of right and left eyes can be
> 'filled in' by information from the other eye, I would think that the
> foveas would be aimed at exactly the same spot.
>
> My first thought would be the memory of looking close to some spot, getting
> the information with the rods and remembering it when shifting my gaze to
> that spot.  I know memory stuff better than physiology stuff, so I thought
> that there might be a better or at least a more physio-oriented answer.
>
> Rick Stevens
> School of Behavioral and Social Sciences
> University of Louisiana at Monroe
>
> --
>
> Subject: Re: Low light level cone function
> From: Carol DeVolder 
> Date: Fri, 7 Sep 2018 13:52:08 -0500
> X-Message-Number: 3
>
> Just a quick response--in some respects, we do have that blind spot, which
> is why you can't look directly at a dim star at night if you want to see
> it. Furthermore, our eyes are never still, so even if we are looking at
> something, there is enough jitter for the foveal area to be filled in. The
> fovea is pretty darned small, as well. Also, memory is an amazing
> contributor to perception.
> Happy Friday,
> Carol
>
>
> On Fri, Sep 7, 2018 at 1:47 PM Rick Stevens 
> wrote:
>
> >
> > TIPS had been quiet lately.  A question occurred to me when talking about
> > rod vs cone functioning.
> >
> > When light levels get low, 

Re:[tips] tips digest: July 28, 2018

[Annette Taylor]

I think this speaks to the power of the internet in creating cults, and
"brainwashing" individuals via echochambers. And then the question is how
to "deprogram" ? How does one change such a whole-life viewpoint? How does
evil take hold of seemingly reasonable people?

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Fri, Jul 27, 2018 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

>
> Subject: Things That Make You Say "WTF!?"
> From: Michael Palij 
> Date: Fri, 27 Jul 2018 21:51:21 -0400
>
> I am at a loss for words.  See:
> http://gothamist.com/2018/07/27/white_supremacist_doctor_apologizes.php
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
> --
>
> Subject: Re: Things That Make You Say "WTF!?"
> From: Christopher Green 
> Date: Fri, 27 Jul 2018 22:15:43 -0400
> X-Message-Number: 8
>
> I don’t believe a word of his retraction. This wasn’t a drunken, impulsive
> outburst, but an ongoing commentary. I can only assume that he was told his
> only hope for keeping his job was a total retraction and abject public
> apology. Be on the lookout for future reversions to form.
>
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>
> chri...@yorku.ca
> http://www.yorku.ca/christo

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Re:[tips] Submit your research articles

[Annette Taylor]

I have found that VERY MANY of these journal emphasize "international" in
their titles.

I believe this is because for people working in small third world countries
without their own national journals then to be published "internationally"
adds to the prestige.

A

ps: i get SEVERAL of these daily - perhaps because of my association as a
visiting professor in India

--
From: Miguel Roig 
Date: Fri, 27 Jul 2018 02:42:11 +
X-Message-Number: 3

Just today I received the following gem. Check out the title of the journal.


It's an invention alright!!!

Miguel



To: Miguel Roig
Subject: Submit your research articles

International Invention of Scientific Journal

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

>
>

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Re:[tips] tips digest: May 07, 2018

[Annette Taylor]

Karl what a great study waiting to happen. Who had some undergrads in need
of a research thesis ideas?

Annette
PS I'm in line at passport control in Amsterdam here for the international
psychonomics  meeting.v
Very excited to be here.a very long and slow line

On Sunday, May 6, 2018, Teaching in the Psychological Sciences (TIPS)
digest  wrote:

> TIPS Digest for Monday, May 07, 2018.
>
> 1. RE: One space or two after a period?
> 2. Re: One space or two after a period?
>
> --
>
> Subject: RE: One space or two after a period?
> From: "Wuensch, Karl Louis" 
> Date: Sun, 6 May 2018 17:18:53 +
> X-Message-Number: 1
>
>   For me, one space looks fine with Courier New but not with Times
> New Roman.  With 12 point font and my printer and driver, one blank space
> is 2.8 mm wide with Courier New but only 1.1 mm wide with Times New Roman,
> and that 1.1 mm is not, for me, enough of a break.
>
>   I wonder if some of the variance in spacing preference is
> associated with variance in length of pause between sentences when
> speaking.  Might those who prefer two spaces also prefer longer pauses
> between sentences when speaking or listening?
>
> Cheers,
> [Karl L. Wuensch]
> From: Claudia Stanny [mailto:csta...@uwf.edu]
> Sent: Saturday, May 05, 2018 2:18 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] One space or two after a period?
>
>
>
> This is such a strange issue.
>
> I had a had time retraining my typing to get rid of two spaces after a
> period. Sometimes, the old habit slips in. But with the fonts I use, the
> only way I can edit out two spaces is to use the search and replace
> function.
>
> The fundamental flaw in this research is that the stimulus material was
> presented in Courier. I doubt the results will replicate with adjustable
> fonts.
>
> Who actually uses Courier anymore when we have word processors and modern
> printers that give us manuscripts that look like they were typeset? It is
> an ugly font.
>
> My first step into high tech when I typed my dissertation on an IBM
> Selectric (Ken and Miguel will know what that is) was that a member of my
> committee loaned me his special font ball and I could use Bookman font
> instead of Courier for my manuscript! (Plus I could suck off typos with
> that wonderful tape!)
>
> OK. I'm done ranting.
>
> Claudia
>
> _
>
> Claudia J. Stanny, Ph.D.
> Director
> Center for University Teaching, Learning, and Assessment
> BLDG 53 Suite 201
> University of West Florida
> Pensacola, FL  32514
>
> Phone:   (850) 857-6355 (direct) or  473-7435 (CUTLA)
>
> csta...@uwf.edu
>
> CUTLA Web Site: http://uwf.edu/offices/cutla/
>
> On Sat, May 5, 2018 at 12:51 PM, Miguel Roig > wrote:
> Glad you enjoyed it!  I went from two spaces to one, but now I'll have to
> make the effort to go back to two.
>
> And glad to see that TIPS is still alive.
>
> Miguel (on TIPS since '97).
>
> 
> From: Kenneth Steele [steel...@appstate.edu]
> Sent: Saturday, May 5, 2018 1:41 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] One space or two after a period?
>
> Hi Miguel:
>
> Thanks for posting the url.  The issue reminds me of a conversation I had
> about 2 weeks ago at the end of a class.  A student came up to me after
> class and said that she had to ask me an important question.  She had an
> earnest look on her face, and the class had been on auditory physiology and
> deafness.  I thought the question would be about her or her
> parents/grandparents’ hearing issues.  Here was her question:
>
> “One space or two”?
>
> I laughed heartily and said I was a two-space guy.  She then proceeded to
> tell me about her issue.  She was a writer and had been using the two-space
> rule all of her life.  But she was taking a psychology course currently and
> being told (graded down) for not using the 1-space rule.  I assured her
> that I had never heard of a manuscript being rejected because the writer
> was not in compliance with the journal’s policy on one space or two spaces
> after a period.
>
> At that moment, two more undergraduates entered into the discussion about
> the merits of the 1-space vs. 2-space rule.  There was much passion about
> the issue.  I could have been listening to a Red Sox vs. Yankees discussion
> in a bar.
>
> Ken
>
> 
> -
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu steel...@appstate.edu>>
> Professor
> Department of Psychology  http://www.psych.appstate.edu
> Appalachian 

[tips] EMDR vs CBT

[Annette Taylor]

So I read this article and here are their results:

"Sixty-six patients were analyzed as completers (31 EMDR vs. 35 CBT). No
significant difference between the two groups was found either at the end
of the interventions (71% EMDR vs. 48.7% CBT) or at the 6-month follow-up
(54.8% EMDR vs. 42.9% CBT). A RM-ANOVA on BDI-II scores showed similar
reductions over time in both groups [*F*(6,59) = 22.501, *p* < 0.001] and a
significant interaction effect between time and group [*F*(6,59) = 3.357,
*p* = 0.006], with lower BDI-II scores in the EMDR group at T1 [mean
difference = –7.309 (95% CI [–12.811, –1.806]), *p =* 0.010]. The RM-ANOVA
on secondary outcome measures showed similar improvement over time in both
groups [*F*(14,51) = 8.202, *p* < 0.001], with no significant differences
between groups [*F*(614,51) = 0.642, *p* = 0.817]. "

And I would conclude: well the, USE CBT! It is more efficient and cheaper
and easier to use since you don't have to ADD a useless add-on to CBT. But
NO!! here is their conclusion:

"this study suggests that EMDR could be a viable and effective treatment
for reducing depressive symptoms and improving the quality of life of
patients with recurrent depression. Trial registration: ISRCTN09958202. "

WHAT AM I MISSING HERE?  I had a WTF moment here. Sorry if I'm being dense
at 6 am. Since tipsters are smart people perhaps you can enlighten me.

https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00074/full?utm_source=F-AAE_medium=EMLF_campaign=MRK_547424_69_Psycho_20180220_arts_A

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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Re:[tips] tips digest: February 15, 2018

[Annette Taylor]

Oh. I am sad. About 30 years ago I attended a conference in Canada and sat
next to her at dinner. She was a lovely, open, person. And her work was
ground-breaking.

Annette

(yes, we all have to die, sigh. Still a sad reality for me when others that
I respect have reached that point in life. 82 is a good age to live to.)

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Wed, Feb 14, 2018 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Thursday, February 15, 2018.
>
> 1. Anne Triesman has Died
>
> --
>
> Subject: Anne Triesman has Died
> From: Michael Palij 
> Date: Wed, 14 Feb 2018 08:44:38 -0500
> X-Message-Number: 1
>
> See the NY Obit:
> https://www.nytimes.com/2018/02/13/obituaries/anne-
> treisman-who-studied-how-we-perceive-dies-at-82.html?emc=
> edit_th_180214=todaysheadlines=389166
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
> ---
>
> END OF DIGEST
>
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[tips] ​Info needed on effectiveness of signs

[Annette Taylor]

Check out work by Robert Cialdini. He has done similar work on similar
topics with the principle of social proof.

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Thu, Feb 1, 2018 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Friday, February 02, 2018.
>
> 1. Info needed on effectiveness of signs
> 2. RE: interpretations of partial eta squared
> 3. Increased predatory conferences
> 4. That is Greek to me
> 5. Effect Size Estimates
> 6. RE: Effect Size Estimates
>
> --
>
> Subject:
> ​​
> Info needed on effectiveness of signs
> From: Dap Louw <
> ​​
> lou...@ufs.ac.za>
> Date: Thu, 1 Feb 2018 11:19:05 +
> X-Message-Number: 1
>
>
> I can't find any recent empirical data in the effectiveness of specific
> wording on warning signs.
>
> For example, which is more effective: a sign saying "Do not litter. Fine
> $100" (punishment approach) or "Please help to keep our community clean"
> (please assist apprach).
>
> Several years ago I read (I believe it was a meta-analysis) that there was
> no difference in the effectiveness of the different approaches, although
> the different wordings were preferred/liked by different groups according
> to gender, age, education, life orientation, etc.
>
> Any recent empirical data (or even experience) in this?
>
> Also, what about a community where more than 50% are illiterate and where
> signs without words will have to be used?  I am busy with such a community
> project in a very poor, uneducated and isolated area of South Africa.
> Input from community psychologists working in similar areas will be
> appreciated.
>
> Thanks.
>
> Dap
>
>
> [UFS Logo]
>
> Dap Louw
> Extraordinary Professor: Psychology
> Buitengewone Professor: Sielkunde
> Faculty / Fakulteit: The Humanities / Geesteswetenskappe
> PO Box / Posbus 339, Bloemfontein 9300, Republic of South Africa /
> Republiek van Suid-Afrika
> [http://apps.ufs.ac.za/emailsignature/siteimages/icon_tel.jpg]27(0)43 841
> 1193
> [http://apps.ufs.ac.za/emailsignature/siteimages/icon_cel.jpg]27(0)83 391
> 8331
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[tips] Increased predatory conferences

[Annette Taylor]

And then there are these. I have no clue.
-- Forwarded message --
From: "Academic Papers" 
Date: Feb 1, 2018 1:00 PM
Subject: Публикация в бесплатных журналах Scopus/Web of Science. От 3-х
месяцев.
To: 
Cc:

Здравствуйте!

Вы получили это письмо, так как опубликовали статью в журнале базы ВАК.
Ваша статья может быть опубликована в Scopus или WoS в ближайшее время.

Специально для авторов статей ВАК мы делаем индивидуальные списки журналов,
где Вы сможете опубликовать свою статью. Эти списки составляются на основе
опыта работы с 5673 журналами.

*Получить список журналов по ссылке
*
* бесплатно*

 Список журналов включает:

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   - База индексации (Scopus, Web of Science)
   - Показатели (Quartile, Impact Factor, SJR)
   - Размер издательского взноса (при наличии)​​​

Предложение ограничено и действует только 24 часа. 10578 авторов уже
получили список журналов Scopus/WoS, где можно опубликовать свою статью.

*Я тоже хочу получить список журналов*

У нас есть специальное предложение до 3 февраля - мы бесплатно предоставим
подборку журналов по любой выбранной научной области!

Такого предложения больше не будет. За несколько минут после перехода на
сайт Вы получите подборку журналов по научной теме Вашей статьи.

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бесплатно*
*Подписывайтесь на наши социальные сети, вступайте в нашу группу ВКонтакте
,
чтобы быть в курсе скидок и специальных предложений, а также новостей про
научные публикации.*
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Вконтакте]

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Одноклассники]

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Youtube]




*Желаем Вам хорошего дня! Команда Academic Papers.*

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Если Вы получили это письмо по ошибке, приносим Вам свои извинения.
Просто проигнорируйте его в таком случае.
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196070, г. Санкт-Петербург, Бассейная ул, дом. 33, корп. 1, оф. 1

Вы получили это письмо, так как Ваш email указан в контактах 

Re:[tips] tips digest: January 06, 2018

[Annette Taylor]

If it wasn't so expensive I'd buy it for conversation value. They missed
the mark with the price point. There is psychology heremarketing. Great
classroom discussion potential.

Thanks.

Annette
No Sig line on phone and no monitor to reject my message

On Jan 6, 2018 1:00 AM, "Teaching in the Psychological Sciences (TIPS)
digest"  wrote:

> TIPS Digest for Saturday, January 06, 2018.
>
> 1. Happy (Belated) New Year (if you follow the Gregorian Calendar) & Merry
> Christmas (for Julian followers)
>
> --
>
> Subject: Happy (Belated) New Year (if you follow the Gregorian Calendar) &
> Merry Christmas (for Julian followers)
> From: Michael Palij 
> Date: Fri, 5 Jan 2018 09:30:42 -0500
> X-Message-Number: 1
>
> It has been extremely quiet on Tips lately which can mean
> a variety of things but I am prompted to post to Tips because
> of the Events mentioned in the subject line and, for the
> Orthodox Christians (or old Eastern European Catholics),
> I think I found the perfect gift to give on Amazon; see:
>
> https://www.amazon.com/dp/B00BOXHMG2/ref=sspa_dk_detail_6?psc=1
>
> I kid you not. ;-)
>
> -Mike Palij
> New York University
>
>
>
> ---
>
> END OF DIGEST
>
> ---
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> b...@fsulist.frostburg.edu
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[tips] interpretations of partial eta squared

[Annette Taylor]

I am a stats moron by self-description. Although I "aced" stats in graduate
school in the 1970's/1980's I am woefully behind in anything new since then.

So I would appreciate if someone can give me at least a quick and dirty
heuristic for interpreting the size of partial eta squared in SPSS. I did
google it but got little helpful guidance.

Here is the situation: I have a 2 x 2 x 2 anova with a main effect on one
of the variables. Here is the output line:
Source Type III Sum of Squares df Mean Square   F Sig. Partial Eta
Squared
Refute211.5931 11.593   10.004 .002
.061
Error  179.626155   1.159
Total 1302.000 163


I am concerned that even though the p value is quite nice, the partial eta
squared at .061 is hard to make sense of. Is this a good effect size or is
this a tiny effect size?

Thanks to you stats mavens! Reading about eta squared versus partial eta
squared just didn't answer my questions.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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[tips] schizophrenia question

[Annette Taylor]

Student asked what it was that lead to the dopamine hypothesis regarding
schizophrenia. How did anyone get to the idea of too much dopamine? AND is
there ANY type of physiological evidence for that?

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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Re:[tips] tips digest: November 30, 2017

[Annette Taylor]

Thanks to Joan and Gerald and Bob!

I am definitely going to check out the book Bob recommended.

As you may or may not know about using NOBA and other OERs: you can mix and
match without violating...anything! So I have been combining SEVERAL OERs
in my intro class now as well as under properly allowed copyright, using
LESS THAN ONE CHAPTER of any textbook as long as you offer it behind a fire
wall with the express intent of using it ONLY for your class and no more
than LESS THAN ONE CHAPTER for any given text.

Thus, this semester I used LESS THEN WHOLE CHAPTER  from several intro
texts. I prefer not to advertise here. But some of the "big sellers" did
not even make a single chapter for me!

Another chapter to be careful with is Social BTW. Find and read some of the
critiques by Griggs - the minimization  and white washing of Milgram that
progressed historically; the focus on only ONE dramatic finding from the
genuine body of work by Asch (in this case it was not Asch's doing) and a
resounding critique of Zimbardo's prison study and it's shortcoming and why
we should NOT extrapolate.

I will happily share my readings off list. I also supplement with MANY
articles. My focus is on debunking myths so I have readings for most of the
popular ones that are quite accessible for students, for example a nice
reading by Willingham on Learning Styles; a nice  reading on the Mozart
effect, and so on.

In an ideal world I would use the entire books from the series that
Lilienfeld's 50 myths is in but in reality students can't read all of those
books and the core readings in the field.

And, BTW, I am NOT AT ALL enamoured of the NOBA readings; I have used about
6-8 of them this year but hesitantly. For example, I used the Affective
Neuroscience chapter for emotion, but I"m not crazy about over-relying on
neuroscience. I did like their point about shared brain structures and
circuits with shared but also unique structures that seem to underlie
different emotions, etc. The idea that no brain area is unique identified
with any emotion (anyone remember the amygdala from the 1970's???)

Annette



From: "Joan Warmbold" 
Date: Wed, 29 Nov 2017 12:18:56 -0600 (CST)
X-Message-Number: 3

Annette and Gerald,

I couldn't agree more with you both, which is why I never teach theories
of personality in my psychology 101 course--or teach the course itself.
Same for emotions.  Are you required to follow the standard content found
in our textbooks or can you develop your own course content based on
relatively recent and far more sound scientific principles?

For most Psychology 101 students, this is the only course they will take
within our field.  After teaching this course for over 10 years, I gained
the confidence to limit my focus on what is scientifically valid and of
real use to my students and I tell my students such from the get-go.  We
can't depend on our textbooks to keep up-to-date as clearly their goal is
to please as many potential consumers as possible which apparently
translates into maintaining the status quo.

I'm soon going with NOBA so will have the opportunity to have more input
into the content of my Psych 101 text.  Two prime modifications will be to
include a section on epigenetics, a fascinating and very relevant field
for understanding behavior that few if any texts include, as well as very
applied section on how principles of psychology provide advice for
developing meaningful relationships and effective parenting strategies.

Joan
jwarm...@oakton.edu

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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Re:[tips] tips digest: November 29, 2017

[Annette Taylor]

There is a TON of stuff on the internet criticizing the MBTI. I think
getting the students to think about the weaknesses of the whole area of
personality...which is a function, undoubtedly of operational definitions
and people jumping on intuitively appealing information, but without any
evidence to back it up, would be an important contribution. I find that
personality and emotion are the two most troubling areas for me to teach in
intro because both are fraught with so much psychobabble. And an overlap
exists in many things there. You might also tackle Maslow's hierarchy from
a critical thinking perspective--so easy to falsify.

These were all interesting "hypotheses" but how they ever got elevated to
sort of maintstream theories 100% befuddles me.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Tue, Nov 28, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Wednesday, November 29, 2017.
>
> 1. Need assistance with Personality Theories course
> 2. RE: Need assistance with Personality Theories course
> 3. P.S. RE: Need assistance with Personality Theories course
> 4. Re: P.S. RE: Need assistance with Personality Theories course
>
> --
>
> Subject: Need assistance with Personality Theories course
> From: Carol DeVolder 
> Date: Tue, 28 Nov 2017 15:30:01 -0600
> X-Message-Number: 1
>
> Dear Tipsters,
> I have inherited the final weeks of an upper-level undergraduate
> personality theories course due to a colleague's unexpected departure. I
> have no materials for the class and very little to go by in terms of
> grading rubrics. I find that I am expected to evaluate student
> presentations on various theorists as part of their grade as well as finish
> off the semester as best I see fit. The former instructor assigned
> presentations to groups of students and those presentations were to take up
> the remainder of the semester. I sat in on the past few presentations, but
> a few were done before I took over--I am trying for consistency, but not
> sure I can attain it. The problem (at least one problem) is that I have two
> classes next week that do not have any assigned readings or presentations.
> In other words, they've gone through the whole darned book and I don't know
> what to talk to them about. Does anyone have anything they can share with
> respect to general presentation rubrics (I don't assign group
> presentations, so I don't have any from other classes), and any activities
> I might do with the students that would put their knowledge (such as it is)
> to use? For example, does anyone have an in-class activity that addresses
> things like personality inventories? I'm completely overwhelmed and at a
> loss, so any help would be appreciated.
> Thanks,
> Carol
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
> --
>
> Subject: RE: Need assistance with Personality Theories course
> From: Stuart McKelvie 
> Date: Tue, 28 Nov 2017 22:47:39 +
> X-Message-Number: 2
>
> Dear Carol,
>
> You mentioned perhaps giving your students an inventory.
>
> Here is a link to the 10-item Gosling test for the Big 5.
> https://gosling.psy.utexas.edu/scales-weve-developed/ten-
> item-personality-measure-tipi/
>
>
> It has the test, scoring, male and female norms (in means and SDs) and
> documentation.
>
> It is free and open for use.
>
> You might be able to make a little class activity out of this.
>
> For example, get each person to self-rate themselves on the five traits.
> Compare this with how they scores on the test.
>
> Another site is the free, open access International Personality Item Pool
> (Goldberg).
>
> Stuart
>
>
> 
> ___
>"Floreat Labore"
>
>[cid:image001.jpg@01D11876.FED84950]
> "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 www.ubishops.ca/ccc/div/soc/psy>
>
>  Floreat Labore"
>
>  [cid:image002.jpg@01D11876.FED84950]
>
> [cid:image003.jpg@01D11876.FED84950]
> 

Re:[tips] tips digest: November 15, 2017

[Annette Taylor]

Thanks to all the replies to my query. I asked because I had the same
reaction: HIGHLY variable quality and I sort of remembered from the back of
my mind some negative critiques. The BishopBlog was very "insightful." But
also supported with evidence.

Unfortunately I could not connect to retraction watch. They seem to be down
right now...hope it's just temporary.


Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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[tips] Frontiers in Psychology

[Annette Taylor]

Sorry if this is a duplicate but the first one I sent is not showing in my
sent box :-(

Does anyone know about the quality of the publications in this journal?

I get  monthly list of new articles sorted by subdisciplines but many of
the titles sound sort of iffy.

Is this a quality journal or is this a vanity online journal? Is it well
peer-reviewed? Anyone have any experiences?

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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[tips] Frontiers in Psychology

[Annette Taylor]

Do tipsters know of any evaluations of the quality of publications in this
journal?

Is this one of those new journals that publishes anything submitted, within
reason, as long as the author pays the fees?

A



Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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[tips] Request for Tipsters

[Annette Taylor]

Historically, on TiPS, we have shunned oversight of our posts.

And I fully and whole-heartedly agree with this.

HOWEVER, here is a problem and request.

I get the digest. One consequence is sometimes the prior thread is SO LONG
that I can't even tell where one old post ends and a new one begins. It's
truly challenging to read the digest past the first post.

I would kindly request that tipsters, in the spirit of respecting those who
get the digest (I typically get over 50 emails a day! :-( and want to
reduce that amount where ever I can), that you trim the previous
conversation to just the relevant points you are addressing. It will really
help EVERYONE in the long run to not have to wade through so much previous
content, even in a direct receipt format (e.g., not digest) AND it help to
focus your argument for the reader of your reply.

I mean this in a spirit or regulating ourselves and never, ever having to
deal with monitors who reject posts for x, y, z reasons ;-)

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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Re:[tips] tips digest: August 30, 2017

[Annette Taylor]

I have to say that I found a few of the items difficult to respond to
because, as is often the case with misconceptions, some of them contain a
grain of truth and so it's hard to discriminate where to draw the line.
Others were clear cut. I do not much recommend using the T/F format.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Tue, Aug 29, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:
>
> From: "Mike Palij" 
> Date: Tue, 29 Aug 2017 09:24:05 -0400
>
> On Sat, 26 Aug 2017 15:22:14 -0700, Stuart McKelvie wrote:
> >Dear Tipsters,
>


> ​ snip lots​
>
>
> Macdonald, K., Germine, L., Anderson, A., Christodoulou, J.,
> & McGrath, L. M. (2017). Dispelling the myth: Training in
> education or neuroscience decreases but does not eliminate
> beliefs in neuromyths. Frontiers in Psychology, 8, 1314.
>
> The article itself can be read here:
> http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01314/full
>
> APPENDIX A
> TABLE A1 | Brain Survey.
> # Item Answer
> 1 We use our brains 24 h a day True.
> 2 It is best for children to learn their native language before a second
> language is learned False.
> 3 Boys have bigger brains than girls, on average True.
> 4 If students do not drink sufficient amounts of water, their brains
> shrink False.
> 5 When a brain region is damaged, other parts of the brain can take up
> its function True.
> 6 We only use 10% of our brain. False.
> 7 The left and right hemispheres of the brain work together True.
> 8 Some of us are "left-brained" and some are "right-brained" and this
> helps explains differences in how we learn False.
> 9 The brains of boys and girls develop at different rates True.
> 10 Brain development has finished by the time children reach puberty
> False.
> 11 There are specific periods in childhood after which certain things
> can no longer be learned False.
> 12 Information is stored in the brain in networks of cells distributed
> throughout the brain True.
> 13 Learning is due to the addition of new cells to the brain False.
> 14 Individuals learn better when they receive information in their
> preferred learning style (e.g., auditory, visual, kinesthetic) False.
> 15 Learning occurs through changes to the connections between brain
> cells True.
> 16 Academic achievement can be negatively impacted by skipping breakfast
> True.
> 17 A common sign of dyslexia is seeing letters backwards False.
> 18 Normal development of the human brain involves the birth and death of
> brain cells True.
> 19 Mental capacity is genetic and cannot be changed by the environment
> or experience False.
> 20 Vigorous exercise can improve mental function True.
> 21 Children must be exposed to an enriched environment from birth to
> three years or they will lose learning capacities permanently False.
> 22 Children are less attentive after consuming sugary drinks and/or
> snacks False.
> 23 Circadian rhythms ("body-clock") shift during adolescence causing
> students to be tired during the first lessons of the school day True.
> 24 Exercises that rehearse coordination of motor-perception skills can
> improve literacy skills False.
> 25 Extended rehearsal of some mental processes can change the structure
> and function of some parts of the brain True.
> 26 Children have learning styles that are dominated by particular senses
> (i.e., seeing, hearing, touch) False.
> 27 Learning problems associated with developmental differences in brain
> function cannot be improved by education False.
> 28 Production of new connections in the brain can continue into old age
> True.
> 29 Short bouts of motor coordination exercises can improve integration
> of left and right hemisphere brain function False.
> 30 There are specific periods in childhood when it's easier to learn
> certain things True.
> 31 When we sleep, the brain shuts down False.
> 32 Listening to classical music increases children's reasoning ability
> False.
> Adapted from Dekker et al. (2012).
>
> First day of class, if it hasn't come already, will be here soon.  Time
> to collect some data. ;-)
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>
> ---
>
> END OF DIGEST
>
> ---
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[tips] Retrograde versus anterograde amnesia prevalence

[Annette Taylor]

I've been trying to find some statistical data on the relative prevalence
of retro versus anterograde amnesia and have had no luck :-(

I have taught in the past that anterograde is more common but I'm not so
sure about that. It is certainly more devastating in terms of human
functioning, but is it more prevalent?

Any help would be greatly appreciated!

Annette


Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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[tips] ​hy Do Neuroscientists Hate Left-handers?

[Annette Taylor]

I did laterality research for my dissertation work - my mentor was Joe
Hellige who did a lot of work in laterality. (Ok this was late 80's/early
90's).

We excluded lefties for these reasons: Righties are pretty much lateralized
with language right, VS left; and this comes from studies during
neurosurgery in which surgeons would isolate one hemisphere from the other
to map out language areas before going in removing tumors, etc. to try to
minimize damage to language areas. They basically inject each carotid with
a solution that would paralyze functions in the opposite hemisphere. When
it comes to lefties, however, language was unpredictable. Sometimes it was
all in the right, sometimes all in the left and quite bilateral. Since we
were primarily interested in dual tasks that combined language with distal
musculature (finger tip tapping) we wanted to be sure to maximize the
probability that any shared or unshared resources would be hemisphere
specific. Hence the need to exclude lefties because we could not do  the
invasive carotid artery injections ;-) And this may be at least basis for
neuro studies excluding the lefties--unpredictable lateral distribution of
functions.

Annette


Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Sat, Aug 12, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Sunday, August 13, 2017.
>
> 1. So, Will Have To Buy The Beatles "White Album" on DNA?
> 2. W
> ​​
> hy Do Neuroscientists Hate Left-handers?
> 3. RE: Why Do Neuroscientists Hate Left-handers?
>
> Subject: Why Do Neuroscientists Hate Left-handers?
> From: "Mike Palij" 
> Date: Sat, 12 Aug 2017 14:10:30 -0400
> X-Message-Number: 2
>
> Here's a factoid to toss out when reviewing the problems and
> ​
> limitation of contemporary neuroscience:
>
> Left-handers are not used in neuroscience research.
>
> I had assumed that they had been included and may
> ​
> have been analyzed separately from right handers
> (and people who are ambidextrous) in the same
> ​
> way that monolinguals and bilinguals are analyzed
> separately.
>
> For more on this point, here is an interview with
> ​
> leftie Paul Silva on HuffPo:
> http://www.huffingtonpost.com/entry/neuroscience-research-
> seriously-flawed-a-conversation_us_59835271e4b094ff5a3f0c7d#
>
> And don't forget that August 13 is International Left-Handers
> Day.
>
> -Mike Palij (right handed)
> New York University
> m...@nyu.edu
>
> --
>
> Subject: RE: Why Do Neuroscientists Hate Left-handers?
> From: Miguel Roig 
> Date: Sat, 12 Aug 2017 23:24:59 +
> X-Message-Number: 3
>
> I recall reading studies on laterality which would often exclude subjects
> with any degree of personal sinistrality  (e.g., being left legged, or left
> eared, and/or perhaps performing certain tasks with the left hand -writing
> with the right hand but throwing a ball with the left) or familial
> sinistrality.
>
> Miguel (right everything, but left eyed).
>
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Saturday, August 12, 2017 2:11 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] Why Do Neuroscientists Hate Left-handers?
>
>
>
> Here's a factoid to toss out when reviewing the problems and
> limitation of contemporary neuroscience:
>
> Left-handers are not used in neuroscience research.
>
> I had assumed that they had been included and may
> have been analyzed separately from right handers
> (and people who are ambidextrous) in the same
> way that monolinguals and bilinguals are analyzed
> separately.
>
> For more on this point, here is an interview with
> leftie Paul Silva on HuffPo:
> http://www.huffingtonpost.com/entry/neuroscience-research-
> seriously-flawed-a-conversation_us_59835271e4b094ff5a3f0c7d#
>
> And don't forget that August 13 is International Left-Handers
> Day.
>
> -Mike Palij (right handed)
> New York University
> m...@nyu.edu
>
>
> ---
>
> You are currently subscribed to tips as: ro...@stjohns.edu @stjohns.edu>.
>
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>
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You are currently 

[tips] Readings for Intro to Psych

[Annette Taylor]

Dear Tipsters:

This semester a colleague and I decided to try something completely
different for intro psych. Keeping within fair use copyright wherein one
can use less than 10% of an existing book for course use only, and keeping
the readings behind the university's fire wall, we decided to cull through
LOTS of existing intro text and pick out our favorite chapter for each
traditional topic area. This is because we have found things we didn't like
in any single single text. (We did check with our library personnel that
this is OK under copyright allowances--one chapter for less than 10%).

We have our finalists but before finalizing 100% I thought it would be good
to see what others think.

If you have a real favorite chapter in the text you are currently using
please email me, off list, and I will compile and report back to the list.
I will include our current finalists. It was a real challenge to stay with
in the one chapter/less than 10% guideline.

So please, send me your favorite chapter or two from a book.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu
​​

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[tips] Cabells

[Annette Taylor]

Speaking of Cabell's, can someone please post on how to access that and is
it self-explanatory once you get there?

Thanks.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Thu, Jul 27, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Friday, July 28, 2017.
>
> 1. Re: Peer review video
>
> --
>
> Subject: Re: Peer review video
> From: Claudia Stanny 
> Date: Thu, 27 Jul 2017 09:40:37 -0500
> X-Message-Number: 1
>
> I took this to mean something like a listing in Cabell's.
> However, some excellent journals (*New Directions for Teaching and
> Learning*)
> are not listed in Cabell's.
>
> _
>
> Claudia J. Stanny, Ph.D.
> Director
> Center for University Teaching, Learning, and Assessment
> BLDG 53 Suite 201
> University of West Florida
> Pensacola, FL  32514
>
>

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[tips] Opinions needed

[Annette Taylor]

Back in the good old dayswhen I was in graduate school...I specifically
being told by my advisor that "effect" could not be used in a title unless
it was a clearly causal effect. So this does err on the side of emphasizing
causal. Nevertheless, I also heard somewhere from someone (???) that the
reason that the APA guidelines reduced the maximum number of words for a
title in APA style was to focus on the actual variables in the title and
eliminate any suggestion of "effect" in the title to reduce the abuse of
the term "effect"

Now, it makes for splashier headlines when your study gets published and
people can talk about something BY INFERENCE "causing" something else
simply because it is systematically linked with it.

Finally, on a similar topic, I woke up this morning to a news story about
"risk factors" for Alzheimer's and my immediate thought was, how are these
things "risk factors?" Specifically it mentioned hearing loss and sleep
apnea. My understanding of a "risk factor" when talking about health
research is that these are things that are either set: a family history of
xyz; or something we can manage such as obesity or smoking. So hearing
loss may be associated with Alzheimer's, might predict that some amount of
the variance in developing Alzheimer's is accounted for by something like
hearing loss. But is the use of the phrase "risk factor" correct in this
instance.

Again, it seems to be a phrase that is being abused, much like "effect" is
being abused.

Early morning musings--so they might be mushy.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Tue, Jul 18, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> Subject: Opinions needed
> From: Dap Louw 
> Date: Tue, 18 Jul 2017 18:27:55 +
> Tipsters
>
> I am well aware that (and often frustrated by) all sorts of buzz words,
> concepts, theories, etc become the flavour of the month/year in
> organizations, including universities.  I would therefore appreciate your
> viewpoint on the following, especially as research methodology is not my
> field of specialization:
>
> To what extent can we measure 'effect'?  In the last 40 years in
> Psychology I've been involved in hundreds of studies on "The effect of
> . (television on ...; poverty on ., etc, etc)".  BTW, when I
> used ' "the effect of" psychology' in Google Scholar search I got 2 460 000
> results.  However:
>
> According to the latest recommendations of our University's Research
> Committee we cannot measure effect unless you make use of especially the
> longitudinal design.  Therefore any title such as  "The effect of .
> (television on ...; poverty on ., etc, etc)" is unacceptable and should
> be replaced by "the perceived effect of ." or something similar.  Is
> this a case of methodology or semantics?
>
> I look forward to hearing from you.  It's high time to get the TIPS ball
> rolling again!
>
> Regards from this side of the ocean.
>
> Dap
>
>

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[tips] Cost of access to articles

[Annette Taylor]

I have found that most journals require a payment of about $30-$35 per
article so the $12 to access an APA journal, by comparison, is rather
inexpensive!

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Mon, Jun 19, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Tuesday, June 20, 2017.
>
> 1. Re:tips digest: June 16, 2017
> 2. Re: tips digest: June 16, 2017
>
> --
>
> Subject: Re:tips digest: June 16, 2017
> From: "Joan Warmbold" 
> Date: Mon, 19 Jun 2017 14:17:48 -0500 (CDT)
> X-Message-Number: 1
>
> Does not the APS have a far more open policy regarding access to their
> journal articles?  In contrast, the APA seems intent on making a
> considerable profit from the time and efforts of research conducted by
> their members.  BTW Mike, I just checked out the price of an article from
> the APA 2017 "Practice Innovations" journal and it was priced at $12.
> That's outrageous and I do wish more of us would protest this policy as it
> obviously interferes with access to important research.
>
> Joan
> Joan Warmbold Boggs
> jwarm...@oakton.edu
>
> __
> > I just published a paper in a APA journal this month and was told that I
> > could post the final page proofs but not a PDF of the article. I have all
> > my career faced the reality that my work is not MY work. If I want to
> > publish in a top tier or mainstream journal I have to give away my work,
> > for free, so someone else can make lots of money from it. This
> contributes
> > to the general societal misperception that we academics are all rich from
> > all the royalties we get from our publications. Hahahahahahahaha.
> >
> > Annette
> >
> > Sent from my iPad
> > So no signature lines
> >
> >> On Jun 15, 2017, at 10:00 PM, Teaching in the Psychological Sciences
> >> (TIPS) digest  wrote:
> >>
> >> TIPS Digest for Friday, June 16, 2017.
> >>
> >> 1. Take Down That Article! Love, APA
> >>
> >> --
> >>
> >> Subject: Take Down That Article! Love, APA
> >> From: "Mike Palij" 
> >> Date: Thu, 15 Jun 2017 09:49:01 -0400
> >> X-Message-Number: 1
> >>
> >> Publish and being bullied about it.  Out APA is telling authors of
> >> its journal article that they have to take the published versions of
> >> their published journal articles.  Yes, we have to agree to give
> >> APA the copyright and control over the final product but some
> >> of this is getting tiresome.  For more on this point, see the following
> >> article:
> >>
> >> http://www.the-scientist.com/?articles.view/articleNo/49670/
> title/Authors-Peeved-by-APA-s-Article-Takedown-Pilot/
> >>
> >> By the way, does anybody know how much money APA makes
> >> per published article?
> >>
> >> -Mike Palij
> >> New York University
> >> m...@nyu.edu
> >>
> >>
> >>
> >> ---
> >>
> >> END OF DIGEST
> >>
> >> ---
> >> You are currently subscribed to tips as: tay...@sandiego.edu
> >> To unsubscribe click here:
> >> http://fsulist.frostburg.edu/u?id=13534.4204dc3a11678c6b1d0be57cfe0a21
> b0=T=tips=50939
> >> or send a blank email to
> >> leave-50939-13534.4204dc3a11678c6b1d0be57cfe0a21
> b...@fsulist.frostburg.edu
> >
> > ---
> > You are currently subscribed to tips as: jwarm...@oakton.edu.
> > To unsubscribe click here:
> > http://fsulist.frostburg.edu/u?id=49240.d374d0c18780e492c3d2e63f91752d
> 0d=T=tips=50943
> > or send a blank email to
> > leave-50943-49240.d374d0c18780e492c3d2e63f91752...@fsulist.frostburg.edu
> >
>
>
>
> --
>
> Subject: Re: tips digest: June 16, 2017
> From: Christopher Green 
> Date: Mon, 19 Jun 2017 16:38:29 -0400
> X-Message-Number: 2
>
> Joan,
>
> In an era when APA Divisional memberships have fallen off a cliff, and APA
> association memberships have fallen to the level of the mid-1980s over the
> past 10 years, the APA Board seems to have made the calculation that
> financing the association on the publication side of the organization makes
> more financial sense than attempting to raise membership fees and, thereby,
> drive more members out of the association altogether.
>
> You might recall that, starting in 2001, APA tried to raise additional
> revenue by spinning off  “Practice Organization” that charged clinical APA
> members a hefty "Practice Assessment Fee.” The result was a 2013 lawsuit
> that APA settled out of court in 2015 for $9 million (plus the loss of a
> lot of future PAFs).
>
> Far fewer people object to the publication charges than to the membership
> fees, and when someone does object to a publication charge, they take away
> with them a lot less money 

[tips] Publication ethics (was ​tips digest: June 16, 2017)

[Annette Taylor]

Hi Miguel:
here is the citation:
​Kowalski, P., & Taylor, A. K. (2017). Reducing students’ misconceptions
with refutational teaching: For long-term retention, verbal ability
matters. *Journal of the Scholarship of Teaching and Learning in
Psychology, *No Pagination Specified.http://dx.doi.org/10.1037/stl082
<http://psycnet.apa.org/doi/10.1037/stl082>

​
​This goes along with some other studies that show that if you diminish
processing resources in any way during a retraction of misinformation, you
are unlikely to succeed with the retraction. Whatever you say first, is
what sticks.

In psychology this sort of goes along with very many findings where someone
makes a splashy finding and then no one can replicate it but the finding
makes it into textbooks and psychological lore. Sigh.

So, first of all: if you want to change students' prior misconceptions you
have to address them. But the trick is not to OVERdo addressing the
misconception, and not start with the misconception because once students
hear it they stop processing. The trick is that you have to mention the
misconception because JUST telling what is right never gets at removing the
prior misinformation. The two pieces of information live happily together
in memory, (c.f., people behave more unusually during a full moon along
with what you tell them in class that this is confirmation bias that is fun
but unsupported by studies that show no differences in arrest numbers or
emergency room activity; however, a slight uptick during a new moon, when
it's darker out so (a) criminals are less visible and (b) people stumble
around in the dark and hurt themselves) and since misconceptions are more
likely to be repeated and become familiarized, so you must bring up the
misconception BRIEFLY and refute. Avoid focusing too much on the
misconception, as that again makes it familiar. It helps to start with a
warning: You may have heard some people say that and then just mention
it briefly and tell students WHY it's wrong. A lot of this goes along with
some of the literature on persuasion in general. So start with why right =
right; brief myth; then go with why wrong = wrong.

As soon as there is a full release, I will post a website url for a global
organization that is going to provide resources to debunk all kinds of
scientific babble and ways to combat the post-truth world.

Annette​

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Sat, Jun 17, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest <tips@fsulist.frostburg.edu> wrote:

> TIPS Digest for Sunday, June 18, 2017.
>
> 1. RE: Re:
> ​​
> tips digest: June 16, 2017
>
> --
>
> Subject: RE: Re:tips digest: June 16, 2017
> From: Miguel Roig <ro...@stjohns.edu>
> Date: Sat, 17 Jun 2017 10:31:10 +
> X-Message-Number: 1
>
> Annette, I think you are correct about publishing in top-tier journals,
> but the science publishing industry is rapidly evolving (devolving?) and
> other publishing models have appeared (PLOS, eLife (
> https://elifesciences.org/about), F1000research (
> https://f1000research.com/) that give authors more control over their
> work and that may ultimately pose a challenge to the status quo.
>
> BTW, I was curious in Mike's question and found the following blurb dated
> from 2014: "The sale and licensing of APA publications and databases is by
> far the largest source of revenue, generating nearly $86 million annually",
> http://www.apa.org/monitor/2014/06/ceo.aspx.
>
> Back to Annette: Could you tell us more about what you published?
> Inquiring minds want to know!
>
> Miguel
>
> 
> From: Annette Taylor [tay...@sandiego.edu]
> Sent: Friday, June 16, 2017 6:58 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re:[tips] tips digest: June 16, 2017
>
> I just published a paper in a APA journal this month and was told that I
> could post the final page proofs but not a PDF of the article. I have all
> my career faced the reality that my work is not MY work. If I want to
> publish in a top tier or mainstream journal I have to give away my work,
> for free, so someone else can make lots of money from it. This contributes
> to the general societal misperception that we academics are all rich from
> all the royalties we get from our publications. Hahahahahahahaha.
>
> Annette
>
> Sent from my iPad
> So no signature lines
>
> > On Jun 15, 2017, at 10:00 PM, Teaching in the Psychological Sciences
> (TIPS) digest <tips@fsulist.frostburg.edu> wrote:
> >
> > TIPS Digest for Friday, June 16, 2017.
> >
> > 1. Take Down That Article! L

Re:[tips] tips digest: June 16, 2017

[Annette Taylor]

I just published a paper in a APA journal this month and was told that I could 
post the final page proofs but not a PDF of the article. I have all my career 
faced the reality that my work is not MY work. If I want to publish in a top 
tier or mainstream journal I have to give away my work, for free, so someone 
else can make lots of money from it. This contributes to the general societal 
misperception that we academics are all rich from all the royalties we get from 
our publications. Hahahahahahahaha.

Annette

Sent from my iPad
So no signature lines 

> On Jun 15, 2017, at 10:00 PM, Teaching in the Psychological Sciences (TIPS) 
> digest  wrote:
> 
> TIPS Digest for Friday, June 16, 2017.
> 
> 1. Take Down That Article! Love, APA
> 
> --
> 
> Subject: Take Down That Article! Love, APA
> From: "Mike Palij" 
> Date: Thu, 15 Jun 2017 09:49:01 -0400
> X-Message-Number: 1
> 
> Publish and being bullied about it.  Out APA is telling authors of
> its journal article that they have to take the published versions of 
> their published journal articles.  Yes, we have to agree to give
> APA the copyright and control over the final product but some
> of this is getting tiresome.  For more on this point, see the following
> article:
> 
> http://www.the-scientist.com/?articles.view/articleNo/49670/title/Authors-Peeved-by-APA-s-Article-Takedown-Pilot/
> 
> By the way, does anybody know how much money APA makes
> per published article?
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> 
> 
> ---
> 
> END OF DIGEST
> 
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Re:[tips] tips digest: May 02, 2017

[Annette Taylor]

Thanks, Mike. Interesting read. I'm back to teaching RM this coming fall,
after a 6 year hiatus and so this will be useful.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Mon, May 1, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Tuesday, May 02, 2017.
>
> 1. A Problem With Collaboration, Including Supervised Student Research
>
> --
>
> Subject: A Problem With Collaboration, Including Supervised Student
> Research
> From: "Mike Palij" 
> Date: Mon, 1 May 2017 15:07:04 -0400
> X-Message-Number: 1
>
> The Scientist has an interesting article on the problem of multiple
> authorship resulting from collaboration with peers and/or student
> research.  See:
> http://www.the-scientist.com/?articles.view/articleNo/49233/
> title/Coming-to-Grips-with-Coauthor-Responsibility/
>
> There is an interesting inforgraphic for 8 researchers with
> "problematic" papers and shows the relationship between
> the "perp" and other authors; see:
> http://www.the-scientist.com/?articles.view/articleNo/49281/
> title/Infographic--Web-of-Retractions/
>
> The problem of misconduct and "problematic" papers is multiplied
> was the number of co-authors/collaborators increases and questions
> arise about their role in the enterprise (i.e., duped or complicit).
> The number of collaborators has been increasing steadily in the
> biomedical sciences but it also appears to be the case in psychology
> (the days of the lone researcher appear to be coming to an end).
> Dierderik Stapel, the Dutch social psychologist who was found out
> to have "problematic" papers is a relevant case for teachers of
> research methods, statistics, and related courses as well as the
> supervision of research/collaboration.  see the APA statement:
> http://www.apa.org/science/about/psa/2011/12/diederik-stapel.aspx
>
> Ultimately, I think, the question comes down to what roles
> and responsibilities collaborators/co-authors have in situations
> that produce "problematic" papers.  How much did the collaborator
> know and when did they know it?  And if they knew there was a
> problem, what did or didn't they do?
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>
>
>
>
> ---
>
> END OF DIGEST
>
> ---
> You are currently subscribed to tips as: tay...@sandiego.edu
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Re:[tips] tips digest: March 07, 2017

[Annette Taylor]

Thanks to all! We are going with logistic regression and found some pretty
good youtubes that seem to have clarified what we need to do. The Chi
square is a great first step.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Mon, Mar 6, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Tuesday, March 07, 2017.
>
> 1. Statistics question
> 2. RE: Statistics question
> 3. Re: Statistics question
> 4. Re: Statistics question
> 5. Re: Statistics question
>

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[tips] Statistics question

[Annette Taylor]

I need some guidance on analyses when you have a categorical predictor
variable and a dichotomous criterion.

I would be happy to watch some recommended tutorial videos if someone can
please recommend some for me. My google search and you tube searches seemed
to all combine a continuous variable at one end or the other.

Alternatively a good read would be equally good.

Thanks.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

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Re:[tips] tips digest: February 03, 2017

[Annette Taylor]

Well, let's not complain too loudly. Apparently more and more people are
seeking therapy to cope with the current administration creating more work
opportunities for therapists!
http://www.cheatsheet.com/money-career/jobs-that-may-actually-boom-in-president-donald-trumps-america.html/?a=viewall

;-)

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Thu, Feb 2, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Friday, February 03, 2017.
>
> 1. Fw: [DIV52] FW: APA Immigration statement (please share)
>
> --
>
> Subject: Fw: [DIV52] FW: APA Immigration statement (please share)
> From: "Mike Palij" 
> Date: Thu, 2 Feb 2017 01:20:35 -0500
> X-Message-Number: 1
>
> I think that APA is going to have find a far stronger magic to
> use if it is going to take on Voldemort.  As well as dealing
> with Voldemort's supporters in its own ranks.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
> - Original Message -
> From: Bullock, Merry
> To: di...@lists.apa.org
> Sent: Thursday, February 02, 2017 12:30 AM
> Subject: [DIV52] FW: APA Immigration statement (please share)
>
> Subject: APA Voices Concern Over Trump Administration's
> Restrictions On Refugees
>
> --
> FOR IMMEDIATE RELEASE
> Wednesday, Feb. 1, 2017
> Contact: Kim I. Mills
> (202) 336-6048
> kmi...@apa.org
> --
>
> TRUMP ADMINISTRATION'S ORDERS POSE HARM TO REFUGEES,
> IMMIGRANTS, ACADEMIC RESEARCH AND INTERNATIONAL EXCHANGE, ACCORDING TO
> PSYCHOLOGISTS
>
> APA asks president to consider impact on families,
> students and researchers
>
> WASHINGTON -  While safeguarding the nation from
> terrorist entry is of critical national importance, the Trump
> administration’s proposed restrictions on refugees and other visitors are
> likely to compound the stress and trauma already experienced by populations
> at risk for discrimination, limit scientific progress and increase stigma,
> according to the American Psychological Association.
>
> APA voiced concern regarding the executive order
> issued Jan. 27 that suspends all refugee admissions for 120 days, more than
> halves to 50,000 the number of refugees to be admitted in 2017,
> indefinitely blocks all refugees from Syria, and bars entry for 90 days to
> individuals from seven Muslim-majority countries.
>
> “Refugees, particularly those displaced from war
> zones, experience stress, trauma and other serious mental health problems,”
> said APA President Antonio E. Puente, PhD. “Denying them entry to the
> United States, particularly those who have already been vetted, is inhumane
> and likely to worsen their suffering. This conclusion is based on extensive
> research and clinical experience, as well as my own personal past.”
>
> Such policies can lead to a perception of reduced
> freedom, safety and social connection for those directly affected, as well
> as for society at large. APA urged the administration also to consider the
> importance of allowing international students and psychologists with proper
> documentation to enter the United States. The restrictions to entry will
> prevent many international students and scientists from studying, working
> or attending conferences in the United States, curbing the nation’s ability
> to benefit from global scientific talent, according to APA. They will also
> impede the international engagement of scientists living in this country
> who are not U.S. citizens.
>
> APA also took exception to an executive order issued
> on Jan. 25 that would make it easier to deport immigrants. Research has
> documented serious mental health consequences for immigrant children and/or
> their parents who have been forced to leave the United States, which may
> magnify earlier trauma experienced in or upon fleeing their country of
> origin. Sudden and unexpected family separation is associated with negative
> outcomes on child well-being that can last well into adulthood.
>
> The president’s executive order on immigration could
> lead to expanding family detention centers, according to APA.Immigration
> detainees are more vulnerable to psychological stress, compared to those in
> the community. The longer the detention period, the greater the risk of
> depression and other mental health symptoms for immigrants who were
> previously exposed to interpersonal trauma.
>
> “The United States has 

[tips] Highest IQ cabinet

[Annette Taylor]

Certainly the wealthiest!

Billionaire 'boys' club--'boys' in quotes because they're not all boys but
might as well be and because they might as well be called boys rather than
men.

A

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

On Fri, Jan 20, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

>
> Subject: "Highest IQ cabinet"
> From: Philippe Gervaix 
> Date: Sat, 21 Jan 2017 02:18:19 +0100
> X-Message-Number: 4
>
> Hi all,
> What do you make of new president’s boast "we have by far the highest IQ
> of any Cabinet ever assembled† ?
>
> Philippe Gervaix
> College de Burier
> Montreux
> Switzerland
> phil.gerv...@bluewin.ch
> --
>

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Re:[tips] tips digest: December 25, 2016

[Annette Taylor]

I have often used Beall's list to check on questionable journal
publications.

It seems to have been taken down!

Does anyone know what is going on and what a suitable alternative might be?

Thanks!

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

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Re:[tips] tips digest: January 10, 2017

[Annette Taylor]

Please, everyone, check Beall's list for a review! 'Nuff said.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

On Mon, Jan 9, 2017 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Tuesday, January 10, 2017.
>
> 1. Re: tips digest: December 24, 2016
>
> --
>
> Subject: Re: tips digest: December 24, 2016
> From: Dejan Marolov 
> Date: Mon, 9 Jan 2017 21:23:20 + (UTC)
> X-Message-Number: 1
>
> Call for papers
>
>
> Supporting the concept of interdisciplinarity we welcomesubmissions in
> different academic disciplines. All accepted paperswill be published after
> the conference as a conference proceeding with an ISBNnumber. Free
> coffeebreaks and a city tour will be offer to the participants.
>
>
>
>
> Apply for :
>
> -   Oxford07-09 February 2017
>
> e-mail: isfoxf...@yahoo.com / conta...@isfxford.com
>
>  web: http://isfoxford.com/
>
>
>
> -   Buenos Aires 15-16 February 2017
>
> e-mail: pinconfere...@yahoo.com / cont...@pinconference.net
>
> web: http://businessforum.euinstitute.net/
>
>  -   Budapest 23-24 March 2017
>
> e-mail:  gameet...@yahoo.com / cont...@gameeting.info
>
> web: http://gameeting.info
>
>  -   Vienna 27-28 April 2017
>
> e-mail:  cont...@emfvienna.com / emfvie...@yahoo.com
>
> web: http://emfvienna.com/index.php/contactus
>
>  -   Barcelona 18-19 May 2017
>
> e-mail : cont...@mforumbarcelona.net /  mforumbarcel...@yahoo.com
>
> web: http://mforumbarcelona.net/
>
>
> Kind regards
>

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Re:[tips] tips digest: December 25, 2016

[Annette Taylor]

My ONLY problem with this: The tax write off goes to the person who is
making the donation, e.g., Mike Pence or my Trumpster relatives :(

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

On Sat, Dec 24, 2016 at 10:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> For Those That Observe:  Merry Christmas & Happy Chanukah, Part Deux
> From: "Mike Palij" 
> Date: Sat, 24 Dec 2016 10:55:09 -0500
>
> Finally, as we enter the Age of Voldemort, we all must use
> our wits, creativity, and, of course, psychwar techniques. See:
> http://www.businessinsider.com/trump-supporters-revenge-
> gifts-christmas-presents-2016-12
>
> So, send a donation to Planned Parenthood as a gift in the name of
> Mike Pence.  ;-)
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>

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[tips] Re: ​ Misinformation and the teaching of critical thinking

[Annette Taylor]

Thanks David (& tipsters):

Because misconceptions and critical thinking are particularly important to
me, I have been showing this video in class for several years now:
http://www.cc.com/video-clips/63ite2/the-colbert-report-the-word---truthiness

Annette

Annette Kujawski Taylor, Ph.D.
Instructor, Pearl Harbor Apprenticeship Program
Joint Base, Pearl Harbor Hickam, Hawaii
atayl...@hawaii.edu
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

On Thu, Dec 1, 2016 at 8:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Friday, December 02, 2016.
>
>
> Subject: Misinformation and the teaching of critical thinking
> From: David Myers 
> Date: Thu, 1 Dec 2016 22:31:17 -0500
> X-Message-Number: 2
>
> TIPS colleagues, fyi, a few post-election thoughts on "Misinformation and
> Education in a Post-Truth World":
> http://www.talkpsych.com/talk-psych-blog/2016/12/1/
> misinformation-and-education-in-a-post-truth-world
>
> Dave Myers
> www.davidmyers.org
>
>
>

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Re:[tips] Text reviews

[Annette Taylor]

Most DEFINITELY to be honest! I have always been honest. For better and for
the WORST! and I wish there were more books I could review ;-)  But I do
send feedback routinely on errors or other problems in books. I'm currently
teaching IO and the text selected for me by the department has some
sections I just truly dislike...like 3 pages dedicated to explaining
Maslow's hierarchy followed by ONE SENTENCE that says, well, there's really
no strong evidence for this model, Maslow didn't really come up with the
pyramid idea,  (not to mention how easily falsifiable it is),  but managers
LOVE it, so here you go! ARGH! I did send feedback via my book rep about
this. I thought it should be opposite coverage, you, newly educated
scholars, make sure this goes away! It's psychobabble. Please! Here is one
paragraph describing it and now here is the evidence that fails.

So go for being HONEST. You are NOT being "bought" but rather are being
paid for your professional analysis.

Annette

Annette Kujawski Taylor, Ph.D.
Instructor, Pearl Harbor Apprenticeship Program
Joint Base, Pearl Harbor Hickam, Hawaii
atayl...@hawaii.edu
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

On Mon, Oct 17, 2016 at 7:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Tuesday, October 18, 2016.
>
> 1. Text reviews
>
> --
>
> Subject: Text reviews
> From: Carol 
> Date: Mon, 17 Oct 2016 22:54:00 -0500
> X-Message-Number: 1
>
> If a publisher pays me an honorarium to review a potential text, are they
> paying me to be honest or are they paying me to say only good things about
> the book?
>
> Carol
>
>
> ---
>
> END OF DIGEST
>
> ---
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Re:[tips] Well Who Knew?

[Annette Taylor]

Two quick comments/questions.

(1) A student that I mentored in India is now in Baltimore in graduate
school. She is still not very cognizant of American culture. During a
recent Skype call I told her to be careful and wary in the days following
the election, just in case violence flares up. I think it might. I don't
know it will. But just the thought leads to some extra street smart
vigilance if you might be a member of a targeted group. She is visibly not
Anglo-Saxon American and I actually do have some fears of some second
amendment actions in the wake of the (I sincerely hope) defeat of Trump.

(2) Haven't all groups of large waves of immigrants been treated badly? Is
this meaningfully different? I know that Eastern & Southern European
immigrants were treated very badly and in fact WERE truly banned in the
1920's. See here: https://en.wikipedia.org/wiki/Immigration_Act_of_1924
 There were instances of violence and long-standing prejudices and
discrimination; before AND after the Eastern and Southern Euros the Irish
were also highly discriminated against. And some of the heat is being taken
off the Mexicans with the anti-muslim movements. The only group that was
"relatively" less discriminated against seems to have been the VietNamese
in the 1970's. Perhaps a cultural compensation for how badly we treated
returning servicemen? I seems that whenever there is a wave from a new
group then that group becomes the scapegoat for all ills, at some level.

A

Annette Kujawski Taylor, Ph.D.
Instructor, Pearl Harbor Apprenticeship Program
Joint Base, Pearl Harbor Hickam, Hawaii
atayl...@hawaii.edu
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

On Sat, Oct 15, 2016 at 7:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> TIPS Digest for Sunday, October 16, 2016.
>
> 1. Well Who Knew?
> 2. Re: Well Who Knew?
> 3. Re: Well Who Knew?
> 4. RE: Well Who Knew?
>
> --
>
> Subject: Well Who Knew?
> From: "Mike Palij" 
> Date: Sat, 15 Oct 2016 20:23:36 -0400
> X-Message-Number: 1
>
> http://www.motherjones.com/politics/2016/10/donald-trump-
> hate-groups-neo-nazi-white-supremacist-racism
>
> Gee, anyone doing Right-Wing Authoritarianism (RWA) and Social Dominance
> Orientation (SDO) on Voldemort's supporters?
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
> --
>
> Subject: Re: Well Who Knew?
> From: Carol DeVolder 
> Date: Sat, 15 Oct 2016 19:40:22 -0500
> X-Message-Number: 2
>
> Well thanks for sharing that, Mike. Now I won't sleep tonight. It's damned
> scary.
>
>
> On Sat, Oct 15, 2016 at 7:23 PM, Mike Palij  wrote:
>
> >
> > http://www.motherjones.com/politics/2016/10/donald-trump-
> > hate-groups-neo-nazi-white-supremacist-racism
> >
> > Gee, anyone doing Right-Wing Authoritarianism (RWA) and Social Dominance
> > Orientation (SDO) on Voldemort's supporters?
> >
> > -Mike Palij
> > New York University
> > m...@nyu.edu
> >
> >
> > ---
> >
> > You are currently subscribed to tips as: devoldercar...@gmail.com.
> >
> > To unsubscribe click here: http://fsulist.frostburg.edu/u?id=177920.
> > a45340211ac7929163a021623341=T=tips=49683
> >
> > (It may be necessary to cut and paste the above URL if the line is
> broken)
> >
> > or send a blank email to leave-49683-177920.
> a45340211ac7929163a0216233
> > 4...@fsulist.frostburg.edu
> >
> >
>
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
> --
>
> Subject: Re: Well Who Knew?
> From: "Mike Palij" 
> Date: Sat, 15 Oct 2016 20:52:24 -0400
> X-Message-Number: 3
>
> On Sat, 15 Oct 2016 17:42:07 -0700,  Carol DeVolder wrote:
> >Well thanks for sharing that, Mike.
>
> You forgot the ;-) to indicate that you are being ironic. ;-)
>
> >Now I won't sleep tonight. It's damned scary.
>
> What's really scary is what Voldemort's supporters might do after
> he loses the election. Revolution and assassination are just a
> couple of things being mentioned.  Second amendment solutions.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
> On Sat, Oct 15, 2016 at 7:23 PM, Mike Palij  wrote:
> > http://www.motherjones.com/politics/2016/10/donald-trump-
> hate-groups-neo-nazi-white-supremacist-racism
> >
> > Gee, anyone doing Right-Wing Authoritarianism (RWA) and Social
> > Dominance
> > Orientation (SDO) on Voldemort's supporters?
>
>
> --
>
> Subject: RE: Well Who Knew?
> From: Jim Clark 
> Date: Sun, 16 Oct 2016 01:52:46 +
> X-Message-Number: 4
>
> Hi
>
> Certainly alt-right groups are scary and represent an undercurent of ugly
> sentiment 

Re:[tips] tips digest: October 01, 2016

[Annette Taylor]

Joan, can you comment more on why you consider traits to part of a learned
behaviors model?

I would not think so, given the various sources of evidence for a
biological underpinning to traits.. I think they are more closely aligned
with the "disease model" for lack of a better phrase. That is, a more
biologically-based model. I did look at this article previously and wasn't
all that impressed with the quality of the work. As is common in this type
of work they have a unique personality measure with 2 previous studies that
attempted validation and reliability; I find these measures to often lead
me to extreme caution in accepting results based on them.

I think right now, though, in response to your post, I'm have a hard time
dichotomizing disease model versus learned behavior model as a function of
personality traits.

Annette

Annette Kujawski Taylor, Ph.D.
Instructor, Pearl Harbor Apprenticeship Program
Joint Base, Pearl Harbor Hickam, Hawaii
atayl...@hawaii.edu
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

On Fri, Sep 30, 2016 at 7:00 PM, Teaching in the Psychological Sciences
(TIPS) digest  wrote:

> Subject: Traits that make folks vulnerable to addiction
> From: Joan Warmbold Boggs 
> Date: Fri, 30 Sep 2016 18:56:12 -0500
>
>
> There is a terrific article in today's NYT's about the major four traits
> that make kids vulnerable to drug abuse.  It also includes reference to
> a drug program that actually works to reduce drug use called
> "Preventure."  The title is "Four Traits that puts Kids at Risk for
> Addiction," and can be accessed via the following URL:
>
> http://www.nytimes.com/2016/10/04/well/family/the-4-
> traits-that-put-kids-at-risk-for-addiction.html?&
> moduleDetail=section-news-4=click=Health&
> region=Footer=MoreInSection=WhatsNext=WhatsNext&
> pgtype=article
>
>
> This new, effective program seems based on principles of cognitive
> therapy and is being used extensively throughout Europe, Australia and
> Canada. I'll be curious to see if Preventure is tried out in the US as
> we are so entrenched in the disease model.  The fellow who runs our
> substance abuse program isn't even interested in reading research that
> is pointing in the direction of addiction being a learned behavior
> pattern.  Have many of you out there found the same type of closed-mind
> to alternative models of addiction?
>
> Joan
> Joan Warmbold Boggs
> Professor of Psychology
> jwarm...@oakton.edu
>

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Re:[tips] tips digest: August 25, 2016

[Annette Taylor]

I am teaching this week from Mon to Fri from 6:30 to 3:00 nonstop. I have
filed it away and frankly didn't have time. Travel time in Honolulu is far
worse than even downtown Los Angeles, if imaginably possible.

I think we all appreciate the references on every issue and many of us just
don't have time at the moment to comment. Yours are the single most shared
posts I receive, FWIW.

Annette

Annette Kujawski Taylor, Ph.D.
Instructor, Pearl Harbor Apprenticeship Program
Joint Base, Pearl Harbor Hickam, Hawaii
atayl...@hawaii.edu
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

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Re:[tips] tips digest: August 10, 2016

[Annette Taylor]

Hi Mike:

Thanks for unlurking yourself!

I've tried to deal with the issue of hard working students who are less
able--for which I think might have as much to do with prior exposure in
educational systems as with actual ability.

One thing I do is I let students redo parts of exams. I have done this two
ways in the past:
(1) students submit in writing once sentence telling me why their initial
answer cannot be the best of the options provided; and one sentence telling
me why the option deemed as best is actually the best. Of course, they can
also use this to challenge an item! Over the many years I have been able to
see how a different person reading the item interprets it differently than
I intended and if I think it's a reasonable different interpretation I give
back credit. Normally this process results in getting back HALF credit so
that even the student who finished the exam, with say, a C or a D cannot
leap frog too far over anyone else who does this same process.
(2) students take their exams home after the exam (I keep a scantron--this
is only for multiple choice items generally--in rare exceptions I have
included this for written answers but that's a different story) and rework
them with any resources they want: book, notes, each other, internet, other
faculty, whoever, whatever. They return the exam the next class day with
any changes they want to make written in the margin. If they change from a
wrong to a right they get half credit back; if they change from a right to
a wrong, however, they lose all credit. They don't know which items they
missed so they have to consider each item VERY carefully. My only dismay in
using this system is that sometimes they convince each other about a wrong
answer; so when I see such a pattern I have to go over it in class AND I
compensate by allowing students to revert to #1 for any such items because
most often this results in students changing from a right to a wrong answer
when convinced by classmates about it. Sigh. It's a lot of work for me but
really, really gets students thinking about material. Oh, and once in a
blue moon someone ends up with a lower grade :( Sometimes with a net, no
change (plus points and minus points cancel out); but overall most students
get a little bit more back in exchange for learning a bit more, In the end,
that's what I want: I want the students to know more.

On my course evals, which are anonymous, I have asked a question as to
whether there are any loafers on this--students who just want to see what
others have changed and don't do any actual thinking on their own. The
anonymous responses suggest that this is not the case. I have worried that
"known" "A" students would be dunned for their answers, but that does not
happen. In fact, usually the "A" students don't interact as much with
others on this task. They are confident in their answers and move on to
study other things.

So, this does involve some relative "grade inflation" but not much--there
are written assignments in my classes so this is only one component--the
multiple choice part of exams. I have seen it raise grades by a half a
letter grade overall in the end, and EVERYONE can do this, so it benefits
all students somewhat equally--of course the A's are at ceiling. I don't
worry about grade inflation. I'd rather graduate a bunch of B students than
a bunch of C students who learned what they know by sheer effort and
redoing work over and over again but KNOWING the material, than having a
bunch of students with a C level of learning running around in the world
;-) As I tell them, I am getting "OLD" and soon they will be taking care of
my world again (inverted U-shaped curve of development, haha) and I need
them to know as much as possible!

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu

Subject: Grading improvement
> From: Michael Ofsowitz 
> Date: Wed, 10 Aug 2016 12:21:37 -0400
> X-Message-Number: 1
>
> First, forgive me for stepping out of a long-entrenched role as lurker.
>
> Do any of you have a system to formally grade/reward improvement on
> course work (e.g., tests) as a component of the total course grade?
>
> In the background, I'm thinking that it must be possible to measure
> student learning independent of IQ; my tests and other assignments
> reward comprehension and expression mostly (they're written), so all of
> that is conflated with IQ. But can there be an acceptable measure of
> learning independent of IQ? So if a person who's poor at comprehension
> improves from poor to low-mediocre, can something show that in a
> rewarding way without cheapening the experience to gold stars or a
> dumbed-down grading scale?
>
> I'm also thinking that getting a rewarding experience of extra points
> that are real and meaningful can take some of the frustration away from
> the student who gets low grades, without me having to play 

[tips] error bars

[Annette Taylor]

Thanks for these suggestions and I have about 20 in my inbox to read
through this morning. I am happy to see that I finally asked for help on
something that people feel confident about :)

I'm going to nail my graphs today!

Yes, Excel versions matter, as I found out immediately.
I have a different version on my pc than does my collaborator on her mac.
Sigh. We will figure it out.

Annette​

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu

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[tips] error bars

[Annette Taylor]

I am drawing a graph with excel (which may be the problem!) and cannot
figure out to put in proper error bars--that is, with the each point on the
graph of a 3 x 5 anova graph having it's own, proper standard deviation. I
have them all calculated but when I try to put it into excel I can't do it.

Excel seems to put the same length error bar for each point and only for
one of the three lines in my 3 x 5 graph. Completely useless

Given that maybe no one knows how to do this in excel,
(1) what might be a better graphing program
(2) should I use something other than standard deviation supporting teach
mean.

Warning: I have not had a stats class in ... 38 years??? I sometimes feel
like a bigger stats dunce that most beginning students.​

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu

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[tips] I/O misconceptions

[Annette Taylor]

I will be teaching I/O this fall for the first time (in Honolulu ;-) as I 
continue my gypsy teaching) and I'd like to know which concepts are most often 
misconceived by students coming into the course. This will help me to focus on 
important points in class.

Thanks.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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RE:[tips] tips digest: May 31, 2016

[Annette Taylor]

Thanks! Actually those are the two articles I wanted to compare; I had the 
Bjork paper but the Smith paper is the one I was trying to find; I guess I had 
the year of publication wrong :( 1974 versus 1979 could have been copying 
sloppy handwriting! 

Now for dichotomizing versus normal distributions of human characteristicsa 
bug up my butt for sure.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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[tips] A couple of things so please read both; especially relevant to cognitive and personality people

[Annette Taylor]

Please forgive cross postings.

(1) I used to cite an article by Smith (1974) and in fact I know I have read 
it! Not so many years ago even because the details are clear to me; this is a 
test of encoding specificity with same or changing rooms (one more white and 
one more orange) for learning and testing but in an added condition she asked 
participants to imagine themselves in the learning room when they changed rooms 
from learning to testing and they performed as well as those who did not change 
environments. 

I have searched and searched and searched and searched and cannot find 
it--psych info, google scholar, academic search premier, you name it.

Can anyone help me out here?

(2) I attended some talks at APS this past week. I find the whole approach to 
personality these days to befuddle me completely. Every one of the talks I went 
to tried to categorize people into polar opposites of types either in thinking 
or decision making styles or any of a slew of other reasons doing so.

Now this conflicts with what I had always believed that most human 
characteristics including personality and other types of thinking 
characteristics are pretty much normally distributed with most people falling 
in the middle--having aspects of both poles--68% within one SD and 95% within 2 
SD and so about 5 % would be purely one type of the other.

But the talks I went to all suggested that there is sort of upside down curve 
with 95% of people being clearly categorized as this or that and the bottom of 
the curve, the 5% sort of being hard to categorize.

I am so confused. Can anyone clarify this discrepancy for me please?

Thank you

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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[tips] scripts

[Annette Taylor]

Inquiring student minds want to know...how did "scripts" (event schemata, or 
schemas depending on your grammatical preference) get their name? Just a bit of 
trivia, I know, but not a bad question.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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[tips] French national teaching of psychology conference

[Annette Taylor]

If anyone was able to get the attachment could you please forward to me?

Thanks.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu


From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Sent: Thursday, March 10, 2016 10:00 PM
To: tips digest recipients
Subject: tips digest: March 10, 2016

TIPS Digest for Thursday, March 10, 2016.

1. French national teaching of psychology conference
2. Re: French national teaching of psychology conference

--

Subject: French national teaching of psychology conference
From: Bill Southerly 
Date: Thu, 10 Mar 2016 21:03:37 +
X-Message-Number: 1

An attachment regarding the French national teaching of psychology
conference as passed on by Doug Bernstein.

Bill


Dr. Bill Southerly
Frostburg State University
bsouthe...@frostburg.edu
301-687-4389






--

Subject: Re: French national teaching of psychology conference
From: David Hogberg 
Date: Thu, 10 Mar 2016 17:20:59 -0500
X-Message-Number: 2

no attachment apparent

On Thu, Mar 10, 2016 at 4:03 PM, Bill Southerly 
wrote:

> An attachment regarding the French national teaching of psychology
> conference as passed on by Doug Bernstein.
>
> Bill
>
>
> Dr. Bill Southerly
> Frostburg State University
> bsouthe...@frostburg.edu
> 301-687-4389
>
>
>
>
>
>
> ---
> You are currently subscribed to tips as: dhogb...@albion.edu.
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--
David K. Hogberg, PhD
Professor of Psychology, Emeritus
Department of Psychological Science
Albion College
Albion MI 49224

Tel: 517/629-4834 (Home and mobile)



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[tips] bottom up processing in humans

[Annette Taylor]

I am having a bit of a hard time this year answering questions about bottom up 
processing.

Student question: How can it be truly bottom up if it requires a comparison to 
a stored image? Isn't that like top-down? You use the stored image to recognize 
what it is that is coming in. How are these actually different?

I did have a response but I want to withhold it from here so not to bias 
responses from the list.

Student question: Is there any real life example of people using template 
models of pattern recognition? If not, why did they even get developed as 
models of human pattern recognition?

My answer here was really lame, IMHO so I am looking for a better one but as 
above, don't want to bias responses.

Maybe I'm particular brain dead that these two stumped me.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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RE:[tips] Successful Completion Rates -- Trying Once Again

[Annette Taylor]

Hi Jeff,

Wow. This and another posting on psychteach suggest that nationally the 
experience of teaching intro to psych is relatively poor in terms of outcomes.

I have to say that my perspective is from a private liberal arts college so 
that we are rather selective in our admissions. We admit our maximum we can 
handle every fall and our retention rates are in the mid to high 80's which I 
understand is quite exceptional. I think this last year we might have nudged 
90%.

In terms of intro psych my completion rates are often in the high 90's and most 
often at 100%. Almost no one drops and if they do it is not because they are 
doing poorly but because of personal reasons. I don't think I am hard or easy, 
but in the middle someplace. I teach for mastery so students who are willing to 
do lots of work over and over and over again are likely to improve their grades 
by as much as a full letter as long as they are willing to eventually master 
the content. I get very few, but a few, every semester, who blow it all off. 
But they don't drop the class, they simply fare poorly in terms of grades. So 
the question asked on the other list was about final exam grades and I was 
surprised that nationally the level is so low because I've always had higher 
grades; but the person posing the question was actually shocked that the 
national statistics seem to be so high! I think it was around 80% if I recall 
correctly, and my students perform a bit better than that.

So, I have to say that I have not realized how 'spoiled' I might be in my 
situation and that our students are substantially more dedicated. I have had 
taught in two other programs in recent years and again, in both situations, 
because they were again expensive, privately funded institutions which both did 
carry a large number of students on financial aid (but still, if you are taking 
out loans most of the time the family has some where-with-all to pay for it in 
the end), and my experiences were very similar. In fact in my last experience 
at a private university India I'd say the students were overwhelmingly 
motivated and bright and almost OCD in their education-related behaviors. 

Perhaps these national statistics take into account people like me, who have 
been spoiled with great, motivated students. (hahaha, or maybe I motivate them 
;-) but I don't think so!)

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu


From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Sent: Friday, February 05, 2016 10:00 PM
Subject: Successful Completion Rates -- Trying Once Again
From: "Jeffry Ricker, Ph.D." 
Date: Fri, 5 Feb 2016 11:09:38 -0700

Hi all,

In my Introduction to Psychology course, during the Fall and Spring semesters, 
I have a “successful completion rate” (i.e., the percentage of students 
enrolled on the first day of class who earn a C or better for their final 
grade) of about 55% over the last three years. When I used to teach in the 
summers, my successful completion rate was around 85-90%; and I also get about 
85-90% successful completion in honors’ sections of the course.

A couple of colleagues who teach about the same number of sections as I do have 
successful completion rates of about 75% and 85%. It’s possible that they are 
much better at teaching than I am. On the other hand, it’s also possible that 
the rigor of our courses differ. For example, the total number of points earned 
on my tests correlate about 0.62 with scores on a psychology 
reading-comprehension test that I developed. Reading is extremely important in 
my class.

Why am I telling you this? First,the “successful completion rate” metric is 
becoming imortant for evaluating teachers and programs (take a look around the 
U.S. Dep of Education Website, e.g., here: 
http://www.ed.gov/accreditation?src=rn ). And the tone of some publications and 
announcements for teaching workshops/programs either imply or state outright 
that faculty are the primary cause of low successful completion rates.

Second, I was hoping that you would share with me (probably privately, 
off-list) your experiences with this metric and also what your successful 
completion rates for intro psych are. I’m very curious about variations across 
different types of institutions.

Best,
Jeff
--
-
Jeffry Ricker, Ph.D.
Professor of Psychology
-
Social/Behavioral Sciences
Scottsdale Community College
9000 E. Chaparral Road
Scottsdale, AZ 85256-2626
Office: SB-123
Fax: (480) 423-6298
Facebook: https://www.facebook.com/DrJeffryRicker/timeline/
LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438






---

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You 

[tips] cumulative finals

[Annette Taylor]

This issue came up in a faculty meeting today...

is there or is there not some "evidence" for the value of cumulative final 
exams for learning?

There seems to be a bit of disagreement about this.

I have no references to cite specifically one way or the other. 

If anyone has some, please send them to me, and I can summarize and post to 
list.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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[tips] back to the stats well

[Annette Taylor]

I need to know if there even is an adequate statistical test, other than using 
descriptives for this situation:

We asked people to order their number 1, 2, 3 choices from a list of 10 
options. So 7 options were essentially all tied at 0. So this would be ranked 
and ordinal data to the best of my understanding. I wonder if we should have 
made them rank all 10? But we really weren't interested in anything less than 
the top three.

We'd like to see whether there is a systematic, not attributable to chance way 
to characterize the choices that people made. 

Any ideas? I have been directed to a website that offers what seem to me to be 
partial solutions but I'd like to see if any of you have any other suggestions 
that are not biased by the other suggestion.

Thanks!

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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[tips] More on cultural differences in teaching

[Annette Taylor]

Yes, I agree completely about the robin idea and indeed we Discussed quite 
widely the same ideas mentioned. My point  was that robin was the example in 
the text, and is in many texts.

All the construction here, especially the newest is all concrete and concrete 
with steel reinforced rods. There is extensive construction everywhere I go in 
India and all of it looks like it has steel spaghetti rods up to the skies :)

New dilemma. We are reading Influence by Cialdini, along with invisible gorilla 
and Brainwashed in my critical thinking course. I have had the darnedest time 
explaining Tupperware parties or even the concept. My students are largely of 
the upper classes but all are familiar with most aspects of life in the lower 
classes -- this is still a very class-driven culture despite the formal 
abandonment of the caste system. The idea of home parties of this nature has 
not yet taken on, which is quite surprising. We are going to consider this week 
why that might be soinasmuch as folks here catch on to all types of 
technology and sales gimmicks it is going to be an interesting discussion to 
see why this might be so.

Annette

No signature line from the iPad...thank goodness this is not that other list 
where you have to a include more info about yourself ;-) you all know me, sort 
of. And I apologize for the brevity as this is coming from the Oxford bookstore 
in Delhi...only 30 minutes free internet access and my laptop is too heavy to 
lug around town. Sometime I will write about life contrasts. No time for 
now...too busy taking them in. Took me nearly an hour to find the entrance...I 
walked past it three times and then took the tactic of going into every store 
one by one asking for directions until someone said next door. Look for the 
stairs going up. Nothing at street level to indicate the location, sigh.




Sent from my iPad


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[tips] Teaching Abroad

[Annette Taylor]

Several people have asked me backchannel to post a bit about teaching in India.

I have not gotten around to it because basically I am always too overwhelmed by 
just about everything to get around to posting something.

So I thought I'd post a bit about Euro/American-centrism in teaching and 
textbooks.

First of all, all of my students are fluent in English--most consider 
themselves native English speakers as they spoke English at home growing up and 
as they tell me, "we think in English!" it is NOT a second language! And they 
speak with that wonderfully melodic Indian English :)  But, of course, they are 
all equally fluent in Hindi.

Because I'm always a bit rushed (I'd like to take a walk in that short window 
of time each day between dusk and dark, hot and chilly, too smoky/polluted and 
sort of OK to at least walk in) this will be brief.

Two things that stuck out this week in my cognitive class:
(1) talking about semantic networks--hierarchical and networks models: my 
textbook, an American textbook as they are no Indian cognitive psychology 
textbooks that are quite as comprehensive as the US ones, used a common US 
example: the robin. A robin is a bird. A robin has a red breast. A robin lays 
small blue eggs, etc. The students had no clue what a robin is. They had no 
idea if it was true or false that it has a red breast or lays small blue eggs. 
We defaulted to crows and pigeons in our discussions. My exam item I just wrote 
is about crows :)

(2) Problem solving: Duncker's candle problem. I have a text-associated image 
of a box of matches, a box of candles, a box of tacks, scotch tape, a thimble. 
I put it up and asked "What can we toss aside?" Of course the thimble and the 
tacks! HUH? you might say? Well, their only experience with modern construction 
is that the walls are all made of solid concrete. How are you going to stick a 
tack into solid concrete? The tape will have to do, even if it keeps coming 
away from the weight of the candle. (Heard among students exiting, "stupid 
problem these people came with!".)

And that, boys and girls, is but a teensy weensy glimpse into the Euro/American 
centric world of textbook publishing and teaching :)

I am off for my quick walk while I still can catch that narrow window! Oh drat! 
just got bitten by mosquitoes again! Odomos to the rescue!

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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[tips] jobs to tenure

[Annette Taylor]

Does anyone know where I could find data on how many tenure-track jobs a person 
has, on average, before getting tenure?

I have recently been told that almost NO ONE gets tenure in their first job. Is 
that right? That has not been my experience but I'm an old person ;-)

Would there be any statistics on this? If so, where?

Another question: average number of years to PhD in the US? Anyone know where 
I'd find that data? I'm going try the APA website...which may take a l - o - n 
- g surf.

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
---
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or send a blank email to 
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Re:[tips] Most misleading statistical graphic ever?

[Annette Taylor]

https://docs.google.com/spreadsheets/d/1HKF8k5PUvznJo3eKHneJ-GJVjBG5d3t4loBjFUzlvZY/edit?usp=sharing

OK, so I think this is the graph, thanks to Miguel Roig for sending it to me, 
and I think this is also the version to show students for comparison; I lost 
some of the fancier add on formatting when I imported it to google docs :(

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
---
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RE:[tips] tips digest: November 13, 2015

[Annette Taylor]

Some tipsters have kindly started putting their images into a googledoc or 
other accessible location or having a hot link. It would be most appreciated if 
all tipsters could do so as I, and I am sure many other tipsters, for various 
reasons, could not see this graphic.

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu


From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Sent: Friday, November 13, 2015 10:00 PM
To: tips digest recipients
Subject: tips digest: November 13, 2015

TIPS Digest for Friday, November 13, 2015.

1. Most misleading statistical graphic ever?
2. re:  Most misleading statistical graphic ever?
3. RE: Most misleading statistical graphic ever?
4. Re: Most misleading statistical graphic ever?
5. Re: Most misleading statistical graphic ever?

--

Subject: Most misleading statistical graphic ever?
From: Christopher Green 
Date: Fri, 13 Nov 2015 15:46:41 -0500
X-Message-Number: 1





Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca
http://www.yorku.ca/christo
--
---
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RE:[tips] illusion

[Annette Taylor]

Thanks to Miguel Roig who sent me the picture that immediately showed itself to 
be a razor blade! I don't know if the image I am attaching here will show up 
but turn it around by 90 degrees. Then imagine a bit of foreshortening and a 
bit of converging lines at the distance so that the lower part seems to have a 
larger end than the farther end. 

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu


From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Sent: Saturday, November 07, 2015 10:00 PM
To: tips digest recipients
Subject: tips digest: November 07, 2015

TIPS Digest for Saturday, November 07, 2015.

1. Illusion?
2. Re: Illusion?
3. Re: Illusion?
4. Re: Illusion?
5. RE: Illusion?
6. RE: Illusion?
7. Re: Illusion?

--

Subject: Illusion?
From: Jim Matiya 
Date: Sat, 7 Nov 2015 18:39:14 -0600
X-Message-Number: 1

Has anyone on the list ever seen this illusion. A student submitted as a an 
example...but I have never seen it before.  I am a little slow, can anyone see 
the figure-ground illusion?

I have attached the picture



JIm
retired from FGCU

Jim Matiya

Too often we underestimate
 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


  :) I was addicted to the Hokey-Pokey, but I turned myself around  :)

--

Subject: Re: Illusion?
From: Beth 
Date: Sat, 7 Nov 2015 20:15:56 -0500
X-Message-Number: 2

Are we all too embarrassed?   Okay, I'll try to overcome pluralistic ignorance. 
 Don't see a figure-ground illusion.
Beth Benoit
Plymouth State University
New Hampshire

Sent from my iPhone

> On 7 Nov 2015, at 7:39 pm, Jim Matiya  wrote:
>
>
>
> Has anyone on the list ever seen this illusion. A student submitted as a an 
> example...but I have never seen it before.  I am a little slow, can anyone 
> see the figure-ground illusion?
>
> I have attached the picture
>
>
>
> JIm
> retired from FGCU
>
> Jim Matiya
>
> Too often we underestimate 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
>
>
>   :) I was addicted to the Hokey-Pokey, but I turned myself around  :)
> ---
>
> You are currently subscribed to tips as: beth.ben...@gmail.com.
>
> To unsubscribe click here: 
> http://fsulist.frostburg.edu/u?id=13105.b9b37cdd198e940b73969ea6ba7aaf72=T=tips=47290
>
> (It may be necessary to cut and paste the above URL if the line is broken)
>
> or send a blank email to 
> leave-47290-13105.b9b37cdd198e940b73969ea6ba7aa...@fsulist.frostburg.edu
>
> 

--

Subject: Re: Illusion?
From: Christopher Green 
Date: Sat, 7 Nov 2015 20:34:39 -0500
X-Message-Number: 3

By "figure ground illusion" I take it you mean an "ambiguous" or multi stable 
figure, like the duck-rabbit? No, I do not see anything recognizable when I try 
to force the white into figure here.

Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca
http://www.yorku.ca/christo

> On Nov 7, 2015, at 7:39 PM, Jim Matiya  wrote:
>
>
>
> Has anyone on the list ever seen this illusion. A student submitted as a an 
> example...but I have never seen it before.  I am a little slow, can anyone 
> see the figure-ground illusion?
>
> I have attached the picture
>
>
>
> JIm
> retired from FGCU
>
> Jim Matiya
>
> Too often we underestimate 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
>
>
>   :) I was addicted to the Hokey-Pokey, but I turned myself around  :)
> ---
>
> You are currently subscribed to tips as: chri...@yorku.ca.
>
> To unsubscribe click here: 
> http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92=T=tips=47290
>
> (It may be necessary to cut and paste the above URL if the line is broken)
>
> or send a blank email to 
> leave-47290-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu
>
> 

--

Subject: Re: Illusion?
From: Carol 
Date: Sat, 7 Nov 2015 19:35:44 -0600
X-Message-Number: 4

Me neither. I tried squinting, turning it upside down, and blurring my vision. 
I need at least a hint.

> On Nov 7, 

[tips] more junk science and what to do about it

[Annette Taylor]

A colleague sent me this link about a new program that will make you happy and 
that it is "supported by science."

http://my.happify.com/o/lp32/?fl=1===HRX4AZRF65=RON=300x250=SadBrain

I decided to look up some of the books on which the website is based, on 
Amazon, and peruse the reviews. I was flabbergasted when I saw that the book 
Hardwiring Happiness had such high reviews: 66% of 279 reviews were for 5 
stars! So I thought Wow, let me read the 1 star reviews, must be some unhappy 
few people out there: and there I found what I expected to find. The book 
HUGELY oversells the power of imaging studies to promote conclusions that 
cannot possibly be reached with such studies. We just covered Brainwashed in my 
critical thinking seminar and it seems that most of what I could access in this 
book for free on Amazon fell into exactly all the traps that Brainwashed 
mentions.

So how can they find so very many people to write such high praise for this 
book? I'm flabbergasted.

To quote from the Amazon cite: "Hardwiring Happiness lays out a simple method 
that uses the hidden power of everyday experiences to build new neural 
structures full of happiness, love, confidence, and peace."



BTW no review in psycritiques

Then we have this guy: Shawn Achor received a Bachelor of Arts from Harvard 
University and a Master of Arts in Christian and Buddhist Ethics from Harvard 
Divinity School to promote this website based on his best-selling and highly 
(over???) rated book, Before Happiness. This is also not reviewed in 
psycritiques but his previous book is, The Happiness Advantage, and it is 
royally slammed for what it is: sham. Here are a few quotes: "Surely someone 
the New York Times describes as “A big star . . . a world-famous expert” (back 
cover blurb) would not mistake a largely correlational and unreplicated body of 
research for causal mechanisms of critical business outcomes!" and "Positive 
psychology is often criticized for rushing flimsy correlational research to 
market and peddling it as causal truth (e.g., Lazarus, 2003). Critics will find 
the apotheosis of their foil in this book...If Salvador Dali had partnered with 
P. T. Barnum, they could hardly have produced a more ludicrous, fantastical 
overstatement of what “more than a decade” of positive psychology research has 
discovered."



HOW DO WE COMBAT THIS? People are flocking to this junk and loving it and 
spending lots of $$ on it.



I am going to write a book...I am going to put in it every single bit of 
"Influence" (see Ciadini's work) that I can. I will retire, finally



Annette

The rest of the positive psychology coaches promoting this website don't 
deserve mention--all of these magic bullet, quick fix authors! Penn & Teller 
have a fabulous bullshit! episode on self-helplessness.









Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu

____
From: Annette Taylor
Sent: Sunday, November 08, 2015 3:53 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: illusion

Thanks to Miguel Roig who sent me the picture that immediately showed itself to 
be a razor blade! I don't know if the image I am attaching here will show up 
but turn it around by 90 degrees. Then imagine a bit of foreshortening and a 
bit of converging lines at the distance so that the lower part seems to have a 
larger end than the farther end.

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu


From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Sent: Saturday, November 07, 2015 10:00 PM
To: tips digest recipients
Subject: tips digest: November 07, 2015

TIPS Digest for Saturday, November 07, 2015.

1. Illusion?
2. Re: Illusion?
3. Re: Illusion?
4. Re: Illusion?
5. RE: Illusion?
6. RE: Illusion?
7. Re: Illusion?

--

Subject: Illusion?
From: Jim Matiya <jmat...@hotmail.com>
Date: Sat, 7 Nov 2015 18:39:14 -0600
X-Message-Number: 1

Has anyone on the list ever seen this illusion. A student submitted as a an 
example...but I have never seen it before.  I am a little slow, can anyone see 
the figure-ground illusion?

I have attached the picture



JIm
retired from FGCU

Jim Matiya

Too often we underestimate
 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


  :) I was addicted to the Hokey-Pokey, but I turned myself around  :)

---

[tips] No illussion attachment

[Annette Taylor]

Unfortunately, such attachments are purged from the digest :(

Can someone please send it to me?

Thanks.

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu


From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Sent: Saturday, November 07, 2015 10:00 PM
To: tips digest recipients
Subject: tips digest: November 07, 2015

TIPS Digest for Saturday, November 07, 2015.

1. Illusion?
2. Re: Illusion?
3. Re: Illusion?
4. Re: Illusion?
5. RE: Illusion?
6. RE: Illusion?
7. Re: Illusion?

--

Subject: Illusion?
From: Jim Matiya 
Date: Sat, 7 Nov 2015 18:39:14 -0600
X-Message-Number: 1

Has anyone on the list ever seen this illusion. A student submitted as a an 
example...but I have never seen it before.  I am a little slow, can anyone see 
the figure-ground illusion?

I have attached the picture



JIm
retired from FGCU

Jim Matiya

Too often we underestimate
 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


  :) I was addicted to the Hokey-Pokey, but I turned myself around  :)

--

Subject: Re: Illusion?
From: Beth 
Date: Sat, 7 Nov 2015 20:15:56 -0500
X-Message-Number: 2

Are we all too embarrassed?   Okay, I'll try to overcome pluralistic ignorance. 
 Don't see a figure-ground illusion.
Beth Benoit
Plymouth State University
New Hampshire

Sent from my iPhone

> On 7 Nov 2015, at 7:39 pm, Jim Matiya  wrote:
>
>
>
> Has anyone on the list ever seen this illusion. A student submitted as a an 
> example...but I have never seen it before.  I am a little slow, can anyone 
> see the figure-ground illusion?
>
> I have attached the picture
>
>
>
> JIm
> retired from FGCU
>
> Jim Matiya
>
> Too often we underestimate 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
>
>
>   :) I was addicted to the Hokey-Pokey, but I turned myself around  :)
> ---
>
> You are currently subscribed to tips as: beth.ben...@gmail.com.
>
> To unsubscribe click here: 
> http://fsulist.frostburg.edu/u?id=13105.b9b37cdd198e940b73969ea6ba7aaf72=T=tips=47290
>
> (It may be necessary to cut and paste the above URL if the line is broken)
>
> or send a blank email to 
> leave-47290-13105.b9b37cdd198e940b73969ea6ba7aa...@fsulist.frostburg.edu
>
> 

--

Subject: Re: Illusion?
From: Christopher Green 
Date: Sat, 7 Nov 2015 20:34:39 -0500
X-Message-Number: 3

By "figure ground illusion" I take it you mean an "ambiguous" or multi stable 
figure, like the duck-rabbit? No, I do not see anything recognizable when I try 
to force the white into figure here.

Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca
http://www.yorku.ca/christo

> On Nov 7, 2015, at 7:39 PM, Jim Matiya  wrote:
>
>
>
> Has anyone on the list ever seen this illusion. A student submitted as a an 
> example...but I have never seen it before.  I am a little slow, can anyone 
> see the figure-ground illusion?
>
> I have attached the picture
>
>
>
> JIm
> retired from FGCU
>
> Jim Matiya
>
> Too often we underestimate 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
>
>
>   :) I was addicted to the Hokey-Pokey, but I turned myself around  :)
> ---
>
> You are currently subscribed to tips as: chri...@yorku.ca.
>
> To unsubscribe click here: 
> http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92=T=tips=47290
>
> (It may be necessary to cut and paste the above URL if the line is broken)
>
> or send a blank email to 
> leave-47290-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu
>
> 

--

Subject: Re: Illusion?
From: Carol 
Date: Sat, 7 Nov 2015 19:35:44 -0600
X-Message-Number: 4

Me neither. I tried squinting, turning it upside down, and blurring my vision. 
I need at least a hint.

> On Nov 7, 2015, at 7:15 PM, Beth  wrote:
>
>
>
> Are we all too embarrassed?   Okay, I'll try to overcome pluralistic 
> ignorance.  Don't see a figure-ground illusion.
> Beth Benoit
> Plymouth State University
> New Hampshire
>
> 

[tips] statement of purpose versus personal statement

[Annette Taylor]

Cross posted to that other list:

For those of you who have to read these on admissions committees for doctoral 
programs, or who have recently written them, how would you characterize the 
difference? What should one emphasize in one versus the other? 

A student asked me to read her SoP and I just felt like it was a narrative form 
of her CV and not sufficiently about her personal aspirations; but she thought 
that unless they asked for a personal statement that she should not include her 
personal aspirations. I'm not sure what's right here in terms of guidance.

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
---
You are currently subscribed to tips as: arch...@mail-archive.com.
To unsubscribe click here: 
http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=47281
or send a blank email to 
leave-47281-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu

[tips] quick question about application cycles.

[Annette Taylor]

One of my students is applying for graduate school next year and the deadlines 
are upon us. 

When she checked online for one of the schools it said on the website that the 
professor she was interested in studying with was not taking applications for 
the 2015 cycle of applications.

We were confused whether this is means for those who are submitting 
applications by the December 1, 2015 deadline, or whether that is still on the 
website from last year's application cycle for students who started the program 
in 2015.

If it's the latter then that means that the professor would be considering 
applications this year, for starting in 216, right?

I find the language too confusing. Sigh.

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
---
You are currently subscribed to tips as: arch...@mail-archive.com.
To unsubscribe click here: 
http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=47179
or send a blank email to 
leave-47179-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu

[tips] rubric for review papers

[Annette Taylor]

No one was able to send me a rubric for review papers so here is the one I came 
up with, for better or worse; I am pasting from excel so IDK how it will look 
here. I have an html option and am using that.



Category & Value3   2   1   Poss Pts Pts
CitationAccurately cited in the desired APA format  
Incorrectly cited   2
Primary Claim   Accurately notes primary claim of the review
Notes only secondary or incomplete primary claim2
Arguments   Identifies 3+ arguments to support the main claim AND fully 
notes overall quality of evidence   Identifies 2+ arguments to support the main 
claim AND fully notes overall quality of evidence   Identifies single argument 
to support the main claim AND fully notes overall quality of evidence
Identifies single argument to support the main claim OR fully notes overall 
quality of evidence 4
Counter-arguments   Identifies 3+ counterarguments to the main claim AND 
fully notes how evidence is refutedIdentifies 2+ counterarguments to 
the main claim AND fully notes how evidence is refutedIdentifies single 
counterargument to the main claim AND fully notes how evidence is refuted 
Identifies single counterargument to the main claim OR fully notes how evidence 
is refuted  4
Gaps & Inconsistencies  Fully describes specific gaps, contradictions 
and inconsistencies   Partially describes specific gaps, contradictions and 
inconsistencies   Barely describes specific gaps, contradictions and 
inconsistencies  3
Conclusions Fully describes authors' conclusions.   Partially 
describes authors' conclusions.   Barely describes authors' conclusions.  3
Agreement   Agreement based on quality and quantity of author's 
evidence for AND against main claim Agreement based on quality and quantity of 
author's evidence for AND against main claim Agreement based on something other 
than quality and quantity of evidence3
Future Directions   Describes next steps in solving problem 
the authors have raised Vaguely alludes to a problem the authors have raised
2
ImplicationsNotes both theoretical and practical 
implications of study  Notes only theoretical OR practical implications 
   2
Total Points25



Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu


From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Sent: Wednesday, October 28, 2015 10:00 PM
To: tips digest recipients
Subject: tips digest: October 28, 2015

TIPS Digest for Wednesday, October 28, 2015.

1. quick question about application cycles.
2. Re: quick question about application cycles.
3. Random Thought:  A Classroom Truth
4. Proquest Dissertation vs PsycInfo for Dissertation Info:  Which Do You Use?

--

Subject: quick question about application cycles.
From: Annette Taylor <tay...@sandiego.edu>
Date: Wed, 28 Oct 2015 08:12:14 +
X-Message-Number: 1

One of my students is applying for graduate school next year and the deadlines 
are upon us.

When she checked online for one of the schools it said on the website that the 
professor she was interested in studying with was not taking applications for 
the 2015 cycle of applications.

We were confused whether this is means for those who are submitting 
applications by the December 1, 2015 deadline, or whether that is still on the 
website from last year's application cycle for students who started the program 
in 2015.

If it's the latter then that means that the professor would be considering 
applications this year, for starting in 216, right?

I find the language too confusing. Sigh.

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
--

Subject: Re: quick question about application cycles.
From: Christopher Green <chri...@yorku.ca>
Date: Wed, 28 Oct 2015 06:59:37 -0400
X-Message-Number: 2

Best to e-mail the professor and ask. People are terrific at launching 
websites, but terrible at updating them.
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773897°, -79.503667°

chri...@yorku.ca
http://www.yorku.ca/christo
...

On Oct 28, 2015, at 4:12 AM, Annette Taylor <tay...@sandiego.edu> wrote:

> One of my students is applying for graduate school next year and the 
> deadlines are upon us.
>
> When she checked

[tips] searching for a rubric

[Annette Taylor]

Does anyone on TiPS have a scoring/grading rubric for a summary review paper of 
an article that itself is a review paper rather than an empirical study? 

Could you please share?

Thanks.

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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[tips] auditory sensory memory

[Annette Taylor]

Hi Tipsters: Sorry for the cross-posting; got no replies so far.

Student questions about auditory sensory memory:
Is there any analogous memory phenomenon for auditory stimuli similar to the 
very rare but demonstrated phenomenon of photographic memory? My response to 
this was that perhaps perfect pitch might be something like this?

Also is there a concept related to being able to remember a sound after only a 
single exposure? This might be important in learning foreign languages but in 
other sound contexts as well. I guess it's asking about a type of 1-shot 
learning (like conditioned taste aversion).

How does the activity of the hippocampus specifically affect memory in people 
with auditory and visual impairments? Is the auditory input necessary for a 
complete visual memory? Do auditory and visual inputs coalesce to make a 
complete memory or are the two somewhat distinct?

Thanks for any answers!

Annette

Annette Kujawski Taylor, Ph. D.
Visiting Professor, 
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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[tips] questions on priming and pattern recognition

[Annette Taylor]

Maybe these two are related.

I was showing some interactive slides in class, talking about pattern 
recognition in my cognitive course when several interesting events occurred 
across students for which I have no surefire explanation.

Situation 1: I first showed students a picture of a Bev Doolittle art piece 
called The Forest Has Eyes, which you can see here; 
http://www.artcountrycanada.com/doolittle.htm. This requires some rather global 
processing as many pieces or parts of the scenery compose faces. There are 12 
faces in the image in case anyone is interested in finding them all. So then I 
showed the picture of the face among coffee beans, which can be seen here: 
http://www.moillusions.com/coffe-illusion/ (BTW I disagree that this is an 
optical illusion; the face is quite clear once the pattern recognition has 
decoded it. Why would this be considered to be an illusion?)

At least a couple of more vocal students noted that they were familiar with the 
face in the coffee beans but completely failed to find it; I suggested that 
they might have been primed for a more global search, rather than a local 
search, that they were looking for images more like the ones in the Doolittle 
art piece and so even though they were familiar with the second image and the 
images were separated by about 15-20 minutes and other pattern recognition 
tasks we played around with in class, they completely failed at the second 
task. I suggested it might have been this type of priming effect but they 
wanted to know how the effect could be so strong and last so long past all the 
other images they had engaged with in between,

Does anyone have a better explanation than priming?
Does anyone have some information for me on priming to explain the effect if 
there is an agreement that it is visual priming? I know a bit about priming for 
verbal stimuli but this one I don't know as much about.

As an aside this recently made the rounds on facebook: 
https://ifunny.co/tags/Tribbles

Situation 2: We were examining Biederman's geon model and I have an image from 
a textbook which features a tea kettle shot from above where the vertices of 
distinct features such as the spout/neck of the kettle that are occluded by the 
handled in the overhead view. Now in this image the kettle is sitting on a 
tiled countertop. So after some lengthy discussion in which students mostly 
agreed it looked to them like a round handle type device to turn on the shower, 
we went into a discussion of the tile background. That had completely thrown 
the students off. None of them had ever seen a tile countertop but all of them 
had seen tiles in the bathroom. (I'm in India ;-) I tried surfing the net for 
the image but it must be proprietary to the text book :(  This is the closest I 
can find but it doesn't have the tiled background. 
http://us.123rf.com/450wm/dmitryzimin/dmitryzimin1501/dmitryzimin150100033/35202152-chinese-tea-pot-on-a-black-background--overhead-view.jpg?ver=6

So the overhead shot of the kettle with the vertices of critical elements 
obscured, along with the lack of an experiential frame of reference for the 
context, seems to have thrown off the whole process of pattern recognition. One 
student did say she thought it was a tea kettle, so at least one got it; but 
the rest were really frustrated by my explanation of loss of vertices. Context, 
or lack thereof, seemed to overwhelm the lack of vertices more than usual and 
maybe even precluded all other effects. 

Again, pattern recognition is not a particular forte of mine. So any additional 
insights would be welcomed.

Please do backchannel me because of the time change, I probably won't get the 
digest until it is too late to see your answers for the remaining class this 
week. Friday is Idul Juha holiday (Eid al-Adha). I can't believe all the 
holidays here! :) We get all the usual Christian holidays we celebrate in the 
US plus all the Muslin, Hindi, Buddhist holidays, as well as more secular 
Indian holidays like Diwali, coming up shortly. It's a lot of fun, like 
celebrating Ghandi's birthday or Guru Nanak's birthday, but sort of disrupts 
the flow of classes ;-) And, BTW India is one of the countries with half hour 
time changes so I am actually 12,5 hours ahead of my regular home on the US 
West Coast. LOVE teaching abroad :)

Annette
 
Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] Tenured or tenure-track faculty positions in Clinical, Biological and Developmental

[Annette Taylor]

Tenured or tenure-track faculty positions in Clinical, Biological and 
Developmental Psychology (Rank open)
Ashoka University is seeking candidates for full-time faculty positions in 
clinical, biological and developmental psychology. These three positions are 
open to candidates at any level – assistant, associate, and full professor. 
Successful candidates are expected to have a commitment to teaching excellence 
and to research productivity in psychological science. At Ashoka, we emphasize 
psychology as an empirical science. The faculty hired will help shape the 
psychology department at India’s premier liberal arts university, in addition 
to offering basic courses (e.g., introductory psychology, statistics, research 
methods), and teaching upper-level courses in their areas of expertise. Ashoka 
is an English-speaking, world-class university in Delhi NCR with students who 
are comparable to the best anywhere (see 
http://india.blogs.nytimes.com/2013/11/26/a-new-university-offers-liberal-arts-as-higher-education-alternative/).
Pay and research support are unparalleled in India. To apply, submit a cover 
letter, vita, teaching statement, sample syllabus, research statement, 
publication(s), and three references through the application portal (below). 
 
For inquiries, please contact Kai Qin Chan, Assistant Professor of Psychology, 
at kai.c...@ashoka.edu.in. 
 
For full consideration all materials should be submitted at 
http://ashoka.edu.in/facultypositions by October 16, 2015.


 
Ashoka University is a private, nonprofit university providing an 
international-quality liberal arts and sciences education, the first of its 
kind in India. We have attracted the brightest students and the highest-quality 
faculty to our world-class campus on the outskirts of New Delhi, India. 
Ashoka’s Young India Fellowship, in its fifth year, has become the top 
destination for Indian postgraduates and our growing Undergraduate Programme 
consists of 360 of the brightest students in India.
 
Ashoka is supported by partnerships with top universities around the world and 
an academic council of eminent scholars, all of whom are invested in building a 
new model of higher education in India through excellence in teaching and 
research. Our faculty is very diverse and consists of world-class researchers 
from premier universities (Harvard, Stanford, Oxford and others) who have made 
a mark in their respective fields, from computer science to philosophy, and are 
working to shape minds of India’s future leaders.


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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RE:[tips] tips digest: August 27, 2015

[Annette Taylor]

See below: I find it a hard call...I remember being a newly minted intro 
professor and sometimes being overwhelmed by the sheer amount of material in 
intro and the many areas I was less familiar...motivation/emotion some of the 
senses other than vision, and child development were areas I was particularly 
unfamiliar with. It took me years to feel truly comfortable with some of the 
chapters. 

I found some of the FAQS to be really great and useful and had information that 
even now was in parts new to me. Some of the other FAQs were a bit 
cliff-notes-ish. But all in all, for a new person, I think this puts the person 
at least into a ballpark of knowing where to find more information and then 
it's up to the individual. Sometimes just having a point of departure is useful.

Annette

Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu

Subject: RE: Addressing Student Questions in Introduction to Psychology
From: Pollak, Edward epol...@wcupa.edu
Date: Fri, 28 Aug 2015 00:22:38 +
X-Message-Number: 2

Am I the only one who finds this whole thing a bit distasteful? This just 
strikes me as a Cliff Notes for Intro Psych Professors.

Ed


Edward I. Pollak, Ph.D.
Professor Emeritus of Psychology
West Chester University of Pennsylvania
Home page: http://www.docsbluegrass.net/http://home.comcast.net/~epollak/
Husband, father, grandfather, bluegrass fiddler  
biopsychologist... in approximate order of importance


From: Scott Freng
 As an instructor of Introduction to Psychology/General Psychology, I 
frequently have students asking questions regarding the material that I do not 
feel confident to answer because the question is outside my area of expertise 
or the material is not sufficiently covered in my textbook. Unfortunately, I 
often lack adequate time to thoroughly review relevant literature and answer 
the question in a later class period. In an effort to create a resource for 
instructors of Introduction to Psychology experiencing similar difficulties we 
conducted two studies. In the two studies, we recruited instructors of 
Introduction to Psychology from this listserv and had them report students' 
commonly asked questions posed in Introduction to Psychology. In addition, we 
had instructors identify student questions they would like more fully 
addressed. From this last survey, we identified three frequently chosen 
questions and with the cooperation of relevant experts, developed short and 
easily digestible answers to these questions.

If you are interested in the questions identified and developed answers, you 
can access the document by going to this 
link.https://dl.dropboxusercontent.com/u/48081498/FAQ%20project.docx

I want to thank all the participants we recruited from this listserv for their 
participation.

Scott Freng
sfr...@uwyo.edumailto:sfr...@uwyo.edu
University of Wyoming
Department of Psychology
Dept. 3415
1000 E. University Avenue
Laramie, WY 82071
(307) 766-2955
sfr...@uwyo.edumailto:sfr...@uwyo.edu



This e-mail message was sent from a retired or emeritus status employee of West 
Chester University.



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[tips] pineal gland calcification and fluoride

[Annette Taylor]

Hi Tipsters:



Note: cross posted to the other list as well.



I had a student who asked me about the use of fluoride resulting in pineal 
gland calcification. I know nothing about that connection. As soon as I heard 
that the pineal gland was being implicated in anything that has government 
sponsored things like fluoridation of water supplies a red flag went up for me.

So I did a google search (BTW my kids tell me google is old-fashioned) and 
found TONS of blogs on conspiracy type websites that the government is 
fluoridating the water in order to kill us and make us less functional and 
evidence of that is the calcification of the pineal gland. Sigh.

So then I tried google scholar, academic search premier and even psychinfo and 
what I found was this: Yes, there is calcification with old age. This seems to 
be pretty normal. Then I found a very large amount of studies with rats and 
hamsters and other small mammals that tested the effects of large amounts of 
fluoride--most of them finding that melatonin levels and sleep were disrupted 
when given excessively large doses over a prolonged part of their (relatively 
short) lifetimes. However, nothing that said that the melatonin disruption was 
because of calcification of the pineal gland.

Does anyone know anything credible about this? I really could not find anything 
credible. Yes, some people on the blogs cited studies in scientific journals 
but since they did not cite the journals it's hard to know how legitimate the 
journals are. It also says nothing about replications. There is a tendency to 
cite the same ONE study.

Any help out there?

Thanks

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu

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RE:[tips] Ritberger Personality and Colour

[Annette Taylor]

Google scholar, psychinfo and a bing search yielded nothing. 

I did take the online test and my scores were 11, 10, 11, 10. It says I'm 
supposed to focus on the highest outcome. Hmmm.

I suspect this is ripe for some student to examine more closely, maybe be 
correlating with Big-5? Maybe on some criterion variable? Seems like it would 
be a good one to get a publication out of for a student.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu


From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Subject: Ritberger Personality and Colour
From: Jim Clark j.cl...@uwinnipeg.ca
Date: Mon, 6 Jul 2015 04:05:17 +
Hi

I wonder if there is any solid evaluation or legitimate review of Ritberger's 
(popular it seems) ideas about personality and colour?

Thanks
Jim

James M. Clark
Professor and Chair of Psychology
U of Winnipeg, Manitoba, Canada
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RE:[tips] Analyses support theory that Botox might alleviate depression

[Annette Taylor]

Which would also speak to the fallacy of the catharsis hypothesis: shouting it 
out does not help. Calming discussing does.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu


Subject: RE: Analyses support theory that Botox might alleviate depression
From: Pollak, Edward epol...@wcupa.edu
Date: Wed, 3 Jun 2015 14:34:08 +


I agree, Annette,this is not really new. I remember listening to a paper, 
Perhaps 20 years ago at EPA. The authors used patients in therapy as subjects. 
All were instructed to discuss a recent incident that they found annoying, 
unpleasant, distressing. But 1/2 of the subjects were instructed to speak 
softly  slowly (i.e., calmly) while the other half were instructed to speak 
loudly  rapidly. Subjects were later asked to rate how distressing they found 
that incident. The subjects speaking calmly rated the incident as much less 
distressing  those instructed to speak in an angry voice reported that the 
incident had distressed them much more.

Edward I. Pollak, Ph.D.
Professor Emeritus of Psychology
West Chester University of Pennsylvania
Home page: http://home.comcast.net/~epollak/
Editor of Ed's Bluegrass Newsletter at 
http://home.comcast.net/~epollak/bgnews.htm
Husband, father, grandfather, bluegrass fiddler  
biopsychologist... in approximate order of importance
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RE:[tips] Analyses support theory that Botox might alleviate depression

[Annette Taylor]

This is actually pretty old news. I heard these reports going back several 
years. Granted, this is a meta-analysis that includes studies that go back 
several years, I'd imagine (it was an orally presented paper presentation and I 
assume is not yet in print? Or was rejected for publication?)

You can also read about it here: 
http://www.botoxfordepression.com/research-botox-for-depression/

and here:
http://www.nbcsandiego.com/news/health/Botox-May-Help-Alleviate-Depression-116730639.html
The latter goes back to 2011.

So, if this is so effective why is treatment with botox not far more widespread?

But what struck me in the link provided below is this set of sentences:

For botulinum patients versus placebo patients, the odds ratio for a response 
was 8.3, with a 95% confidence interval from 3.4 to 20.3.
Similarly, the odds ratio for a remission was 4.6, with a 95% confidence 
interval from 1.6 to 13.1.

Now, if I'm a lay person, or even a modestly educated person about 
statistics--I've had the one class required for the major in psych, for 
example, I have no idea what this is telling me. I know the move is towards 
using CIs to report stats but I'd still want to see something more than this as 
a result. 

How would a stats expert interpret these two sentences? (Certainly not me!)

I think it's pretty meaningless to a lay person who might think it's very 
important just because it's couched in such scientific sounding language.

Annette

ps: I favor the facial feedback hypothesis ;-)

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu


From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Sent: Monday, June 01, 2015 10:00 PM

Holy cow, Batman. Bob Zajonc theory may have more relevance than we knew. And 
by extension, perhaps the James-Lange theory as 
well...

Analyses support theory that Botox might alleviate depression

http://www.medpagetoday.com/MeetingCoverage/APA/51696
Injections of botulinum toxin A into the forehead worked better than placebo at 
reducing depression symptoms, according to a systematic review and an analysis 
of three randomized trials. The studies were small and more research is needed 
to confirm the findings, but the treatment might be useful in some refractory 
disease cases, said Julio Licinio of the South Australian Health and Medical 
Research Institute, who was not involved in the studies.



Edward I. Pollak, Ph.D.
Professor Emeritus of Psychology
West Chester University of Pennsylvania
Home page: http://home.comcast.net/~epollak/
Editor of Ed's Bluegrass Newsletter at 
http://home.comcast.net/~epollak/bgnews.htm
Husband, father, grandfather, bluegrass fiddler  
biopsychologist... in approximate order of importance






This e-mail message was sent from a retired or emeritus status employee of West 
Chester University.



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Re:[tips] Taking notes on paper

[Annette Taylor]

John Kulig wrote:
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.


I did this as well, in college, and SWEAR by it as a learning technique. I 
always tried to rewrite the notes within 24 hours of class, so that the lecture 
was still fresh in my mind. I still have trouble tossing all those old neatly 
reproduced class notes as they were a life saver in graduate school as well! 

I recommend this technique for students to try; might not work for all, but 
worked great for me.

On the other hand, I also agree with Nancy's post. At this point in my life I 
much prefer to type notes, but again, I tend to re-read and edit my typing 
within 24 hours. I just did this again at the APS conference where I knew I'd 
be sharing my notes with others back home. 

Annette

ps: Not going to AP reading this year--too much on-going; will miss y'all.

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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RE:[tips] I Fooled Millions Into Thinking Chocolate Helps Weight Loss. Here's How.

[Annette Taylor]

Why are we not questioning the ethics of this? It seems that this is exactly 
the kind of science that gets legitimate scientists into trouble and ends up 
in retraction watch. But journalists are held to some other standard :(

Annette
--
Subject: I Fooled Millions Into Thinking Chocolate Helps Weight Loss. Here's 
How.
From: Christopher Green chri...@yorku.ca
Date: Thu, 28 May 2015 00:45:09 -0400
X-Message-Number: 10

We're teaching our students how to do science all wrong. This is how you do it.
The amazing story of how a journalist and a movie-maker tricked major media 
companies all over the world into publishing stories about their terrible diet 
study.

http://io9.com/i-fooled-millions-into-thinking-chocolate-helps-weight-1707251800?utm_campaign=socialflow_deadspin_twitterutm_source=deadspin_twitterutm_medium=socialflow

Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
chri...@yorku.ca
http://www.yorku.ca/christo

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] question about cognitive texts

[Annette Taylor]

Cross-listed to PsychTeach:

I am going to be teaching abroad in the fall and due to cost constraints and 
availability constraints of international versions of texts I have narrowed 
down my choices for a cognitive to two, both by Sage: Cognitive Psychology by 
McBride  Cutting or Fundamentals of Cognitive Psychology by Kellogg.

Have any of you used either text and have some feedback on them for me? I see 
them as pretty equal even though one has the word Fundamentals in the title and 
the other does not. In fact, the Fundamentals text is a bit longer (by about 
100 pages!).

This will be a good opportunity for me to dump replace the text I currently use 
that now costs over $300 new in the bookstore :( UGH! Both Sage texts are under 
$100 in the US.

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu

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Re:[tips] Student excuses

[Annette Taylor]

I just had an email from a student who cannot take the final exam because she 
is in her brother's wedding party on the next day. However, she has a solid A+ 
in the course (which, I will grant, is highly exceptional), and feels that she 
knows the material and would like to be excused. She feels that this is a 
sufficiently compelling excuse to satisfy my usual exam policy (I let students 
miss one exam if they have a documented, compelling excuse). She included a 
copy of the wedding invitation as her documentation. 

I am serious here, folks. Being in a wedding? She JUST found out about the 
wedding? She waited until one week before the scheduled time for the final exam 
to email me? She failed to note that the usual exam policy excludes the final 
exam. 

I responded back by email that that just will not do. I explained that being in 
the wedding party is not a compelling excuse and listed examples: serious 
illness (documented); death of an immediate family member (documented); major 
transportation failure (documented), etc. She has failed to respond back. I 
wonder if she'll come to class for the exam?

I'm still flabbergasted. Have times changed? Am I missing something? Am I 
getting too old for this profession?

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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RE:[tips] Corinthian Colleges Closed Today -- Forever

[Annette Taylor]

Interesting part of the article: interview with a student 3 classes away from 
graduation. Lives in the OC, socal. Educational goal: associate's degree in 
criminal justice.

What kind of associate's degree is he buying for the high tuition rates that he 
cannot get a community college? A quick perusal of the internet showed dozens 
and dozens of programs in criminal justice at community college in California. 

It must have been some heck of a sales job that Corinthian was able to put on 
people. Thank goodness it will no longer prey on people who are not smart 
enough to figure out that they don't need to pay top dollar, financed heavily 
with student loans, to buy their education in socal--or probably anywhere! They 
can just go to their local community college.

But it does raise the larger question of how and why would people be persuaded 
to pursue an AA or AS degree at such a high priced institution? The California 
Community Colleges advertise all the time on radio about how affordable it is, 
how widespread it is, how anyone (I hope within reason) can be admitted...so 
the persuasion here must have been something truly extraordinary!

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu

Subject: Corinthian Colleges Closed Today -- Forever
From: Mike Palij m...@nyu.edu
Date: Mon, 27 Apr 2015 14:58:15 -0400
X-Message-Number: 2

The for-profit Corithinian Colleges (which consists of several
colleges, both physical and online) closed down operations today.
For one source on this, see the link to the Los Angeles Times:
http://www.latimes.com/business/la-fi-corinthian-shutdown-20150427-story.html#page=1
and HuffPo
http://www.huffingtonpost.com/2015/04/26/corinthian-colleges-closing_n_7147380.html

Thousands of students are affected as well as faculty and staff.
One wonders what the long-term consequences will be.

-Mike Palij
New York University
m...@nyu.edu
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[tips] Teaching theories of personality

[Annette Taylor]

I posted this yesterday but it was not in my digest today :( So I hope this 
goes through this time.

We offer a course in our department called Theories of Personality. 

IMHO, given the syllabus of the person currently teaching the course, it should 
be called History of Theories of Personality, as the course features theories 
by May, Allport, Maslow, Freud, Kelley, Rogers, Cattell, Bandura and Rotter, in 
no particular order, I just jotted them down as quickly as I could.

If this course is still widely taught, would this look the appropriate theories 
to talk about? I saw next to nothing about trait theory except for Cattell. And 
is that all there is?

There are no syllabi to compare to for a theories of personality course in 
project syllabus younger than 2006. That is 9 years ago and the content does 
seem similar. So does this mean that in the past decade this has phased out?

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] Teaching Theories

[Annette Taylor]

We offer a course in our department called Theories of Personality. 

IMHO, given the syllabus of the person currently teaching the course, it should 
be called History of Theories of Personality, as the course features theories 
by May, Allport, Maslow, Freud, Kelley, Rogers, Cattell, Bandura and Rotter, in 
no particular order, I just jotted them down as quickly as I could.

If this course is still widely taught, would this look the appropriate theories 
to talk about? I saw next to nothing about trait theory except for Cattell. And 
is that all there is?

There are no syllabi to compare to for a theories of personality course in 
project syllabus younger than 2006. That is 9 years ago and the content does 
seem similar. So does this mean that in the past decade this has phased out?

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] adult preschool in Brooklyn

[Annette Taylor]

http://www.people.com/article/adult-preschool-brooklyn-new-york

And people always say, only in California, Huh! Wish I had thought of it; too 
busy with my legitimate employment :(

The price of a Preschool Mastermind course is determined by a sliding scale, 
staring at $333 and going all the way to $999. For that money Joni, who has a 
degree in early education, promises a magical return to the beneficial lessons 
of preschool. 


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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RE:[tips] tips digest: March 06, 2015

[Annette Taylor]

If you read French, I can send you a pdf; one of the San Diego universities has 
this and we have reciprocal relations with them. 

Annette
Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu

Subject: Should HM Have Gotten A Second Opinion?
From: Mike Palij m...@nyu.edu
Date: Fri, 6 Mar 2015 00:19:01 -0500


New research suggests that the brain damage caused HM to lose
his memory was a medical mistake driven by the surgeon's
incorrect beliefs about brain structure and function.  One popular
media account of the research article is available here:
http://blogs.discovermagazine.com/neuroskeptic/2015/03/05/neurosciences-famous-amnesiac-hm-victim-of-medical-error/#.VPk0TY47xNt

I am having some difficulty accessing the original research article
so, here's the reference:
Mauguière, F.,  Corkin, S. (2015). HM never again! An analysis
of HM's epilepsy and treatment. Revue Neurologique.

and here's the article on the publisher's website behind
a paywall:
http://www.sciencedirect.com/science/article/pii/S0035378715000260

Just might change the story about HM a little bit.

-Mike Palij
New York University
m...@nyu.edu
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Re:[tips] Is This Dress Red And Green?

[Annette Taylor]

I only get the digest so I'll have to wait for tomorrow morning to read any 
more about this but we are just now covering sensation/perception in intro so 
of course I had to talk about this in class. Most of the explanations I have 
seen on tips so far do not account for the fact that two people can be looking 
at the dress from approximately exactly the same angle with the same lighting 
conditions and their first impression is opposite of the other. The fact that 
simultaneously two people see it differently is what needs to be explained.

Sure enough in class, about 75% of the class saw blue/black and 25% saw 
white/gold. They were all looking at the same time on the projection from my 
laptop to the overhead display, so many of the explanations about light and 
shadow cannot stand because the distribution was such that it would be 
impossible for such dramatic shifts.

So far the best I was able to find online to use in class yesterday was that 
this is a combination effect of individual differences in perception of light 
and shadow--some people's first impression is that the dress is in shadow and 
others that it is in light and the brain the interprets the colors accordingly. 
I did bring in the link to the nice website here: 
http://www.michaelbach.de/ot/lum-adelsonCheckShadow/index.html (my favorite 
website for explaining illusions). This all happens along with individual 
differences in receptors--some people having more or less of the different 
receptors, particularly red and green, and THEN individual differences in how 
these combine for opponent processes. 

I don't know, that's a lot of mushy combinations that I would think would show 
up more often in day-to-day life than just for this one event.

So I hope when I open up tips tomorrow morning I will have more to take to 
class on Monday :)

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] Erikson the Oliver Sachs discussion

[Annette Taylor]

Well, I'm feeling pestiferous today, second post of the day and one to stir the 
pot.

The discussion over the great loss of Oliver Sachs brings home to me the waste 
of time in teaching Erikson, particularly in intro psych where there is no time 
to deconstruct and critically examine properly. Clearly one can see whatever 
conflicts one wants to depending on one's predisposition to see it and the same 
stage could be applied across any age groups, really. There are elements of all 
of the so-called stages at every age--especially when a 70-year old is stuck in 
the conflict attributed to the 30-year old. I'm waiting for convincing evidence 
for why I want to teach this old and tired and poorly empirically-supported 
overall information, instead of bringing in more modern developmental theories. 
Except that every standardized test seems to LOVE to ask one or two multiple 
choice questions to see who has properly memorized ages and stages. Sigh. And 
that is what I teach in intro psych: planning to take the GRE at some point? 
Cram this the night before. Then forget it.

To quote a(n in)famous tipster: give me something to change my mind.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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RE:[tips] Cold Enough For You?

[Annette Taylor]

We expect a bit of drizzle tonight; otherwise we are the usual sunny mid-to 
high-70's during the day, a little bit foggy and down to the low 60's at night. 
Sigh. Not good for drought but good for teaching as a craft. I'll be grading 
essay exams at Balboa Park today after my morning run. 

We pay a huge premium--but apparently no more so than folks in NYC ;)

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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Re:[tips] Icebergs redux

[Annette Taylor]

I still have all of those emails in a folder if anyone wants to resurrect. I 
think it's work a publication! Sounds like one of those things that could even 
go to the American Psychologist.

I'm willing to help work on but have no time to take a lead.

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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RE:[tips] And a tip o' the sun to ye too.

[Annette Taylor]

My very favoritest holiday of the year! I really dislike darkness--something 
that has gotten worse as I've aged and my eyesight isn't what it used to be. 
Festivus signals the stop of increasing darkness times and the beginning of 
increasing lightness time. Ah! What could be better? :) 

Teaching relation: diminishing eyesight with age and for me, diminishing depth 
perception in particular so that driving becomes more of a challenge. Didn't 
stop me driving 9 hours each way to see my kids  and grand kids this week :) Of 
course, I probably could have limited the 9 hours to daylight but I had to 
drive through LA. Enough said! All driving is rearranged to minimize traffic 
through LA and the OC.

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu


Happy Festivus. May the feats of strength begin, and the airing of
grievances be not too great.
cd

--
Carol DeVolder, Ph.D.
Professor of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa  52803
563-333-6482



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RE:[tips] Do Brain Games Exercise You Brain And Postpone Dementia?

[Annette Taylor]

I get the digest so I didn't want to go to great trouble to trim out and only 
leave the target posting, so I apologize for that.



I only want to draw attention to this article in the latest issue of

Making Working Memory Work: A Meta-Analysis of Executive-Control and Working 
Memory Training in Older Adults
Julia Karbach and Paul Verhaeghen

The online version of this article can be found at:

DOI: 10.1177/0956797614548725

Psychological Science published online 8 October 2014



Here is the abstract:

This meta-analysis examined the effects of process-based executive-function and 
working memory training (49 articles, 61 independent samples) in older adults 
( 60 years). The interventions resulted in significant effects on performance 
on the trained task and near-transfer tasks; significant results were obtained 
for the net pretest-to-posttest gain relative to active and passive control 
groups and for the net effect at posttest relative to active and passive 
control groups. Fartransfer effects were smaller than near-transfer effects but 
were significant for the net pretest-to-posttest gain relative to passive 
control groups and for the net gain at posttest relative to both active and 
passive control groups. We detected marginally significant differences in 
training-induced improvements between working memory and executive-function 
training, but no differences between the training-induced improvements observed 
in older adults and younger adults, between the benefits associated with 
adaptive and nonadaptive training, or between the effects in active and passive 
control conditions. Gains did not vary with total training time.

I thought, as Mike as noted, that the consensus of psychological scientists was 
that such brain game training is bogus. However, this article suggests 
otherwise, at least in terms of specific processes such as working memory.



Annette



Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu



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[tips] research methods cartoons

[Annette Taylor]

The origin of that wonderful set of cartoons is from Donald Martin: Doing 
Psychology Experiments. It came to me in my sleep last night! Ah, how the mind 
works in mysterious ways. A googling verified that it is the correct source. I 
don't, however, know who the artist was, but this is close enough for my 
purposes.

I wanted to use one of the cartoons in a lecture and even though whatever I do 
stays protected (posted only to Blackboard behind our firewall), I always like 
to include the source of my images that I put in my powerpoints :) I had quite 
a few of his cartoons from many years ago when I scanned them from an older 
copy of the book and when I was less fastidious about attributions for images.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] seeking older text book

[Annette Taylor]

I used to have an experimental methods text--very small compared to most--in 
which the author had original cartoons to break up some of the tedium of 
methods. There was a control group with an out of control group; the 
operational definitions cartoon had a surgeon dressed up for operations, or a 
child throwing a stuffed animal and boinking another child on the head with it, 
etc. 

Does anyone recall the author and the name of the text? I have moved offices 
and I can visualize its space on the shelf in my old office but blank where it 
could possibly be now.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] The decline of intellectual curiosity

[Annette Taylor]

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
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[tips] History System

[Annette Taylor]

The response from my department has been: a rose by any other name

I argue that it's not the same and would like more input from the list for this 
topic that omitting systems is a significant departure. I have some ideas but 
they are probably not sufficiently strong to sway the rose by any other name 
folks.

Finally another colleague asked me to ask the list about theories of 
personality. It is currently taught, pretty much, as the history of the 
theories of personality with an extremely strong emphasis on psychodynamic and 
humanistic approaches. Are there no 21st century theories?

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu


Subject: Re: History  Systems
From: Christopher Green chri...@yorku.ca
Date: Wed, 24 Sep 2014 15:39:20 -0400

One other thought: no one in the know uses history and systems anymore. 
That was a phrase popularized in the 1950s (though it may date back to the 
1930s) that marks a course as one that hasn't been rethought in a very long 
time. Plain history of psychology (or sometimes history  theory, which was 
a 1980s phenomenon) signals a more contemporary approach.

Chris
-
Christopher D. Green
Department of Psychology
York University
Toronto, ON M6C 1G4
Canada

chri...@yorku.ca
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RE:[tips] tips digest: September 05, 2014

[Annette Taylor]

It was said on tips in my digest format:

I just allow my students to drop a test grade. That way I don't have to decide 
if an excuse is legitimate or not. I give four exams, counting the final, and 
the end result is usually that the good students don't have to take the final 
exam (and can leave for home earlier, which they appreciate). It's worked very 
well for me.
-

This would not work for me because finals are mandatory at our university!

But, I have always been concerned that this policy results in giving students 
permission to not know the material for whatever test they opt to not take. 

It wasn't said but am I to assume that the final is cumulative and for this 
reason the ones who don't need to take the final are excused?

That would make more sense because then everyone would be expected to know all 
the material and not just the material covered on the tests they (sometimes 
opted in clever ways) to take.

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] tips netiquette

[Annette Taylor]

I realize that we all love this list because (1) we tend to get quality answers 
to questions; (2) flaming rarely happens--in fact we are excessively tolerant 
towards those we should be more assertive with; (3) people can get really 
funny; (4) after 30+ years of teaching I find myself making meaningful changes 
in my teaching based on these discussions; and (5) we love the fact that it is 
NOT moderated and we can post freely, within reason (reason being very loosely 
defined).

I get the digest--primarily because I get very many emails from students which 
I feel are very important to answer asap. Thus, I am trying to cut down the 
overall number of emails I receive, and I can just read the digests through in 
a sitting and respond as necessary.

One of the downsides of the digest is that most people leave the past 
discussion in place. This means that sometimes my tips digest goes on for pages 
and pages and pages and pages and pages and pages of screens.

It would be great if we could try to cut some of the previous conversations. I 
really appreciate having the previous 1-2 bits to follow along (and as some 
have mentioned they failed to get the first bit) but sometimes I get 7-10 bits 
of conversations that go on for pages and pages and pages and pages and pages 
and pages of screens (get the point?)

So maybe in the interest of a little tips netiquette we can try to remember (I 
know, I forget on that other list and get my stuff booted back all the time), 
but maybe we can try harder to remember to trim a bit of the prior discussion 
to make it more manageable for those of us who prefer a single, digested email 
a day from lists.

Thanks guys!

Annette
Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] Intro textbooks

[Annette Taylor]

Many questions have arisen recently on the other teaching list about intro 
textbooks. I have not recommended any to anyone because I am sort of 
floundering with my own musings on this topic of what is going on in the intro 
textbook domain. I remember my intro textbook I used in college in 1969 (gasp!) 
and I still have my high school text book from around 1967... VERY MUCH of what 
was in those text books is what is in modern textbooks--and not a whole lot 
more beyond the 1970's/1980's in terms of how psychologists THINK :( 

I am beginning to bothered by the notion that much of what we are teaching in 
intro seems to me to be a history of the overview of the field of psychology 
rather than a brief overview and into the current state of affairs. In addition 
I think that history is a bit revisionist. I mean was Freud EVER a central 
figure for PSYCHOLOGISTS? Not psychiatrists or clinicians--and my impression is 
that even at that time experimental psychology was a much larger field than 
clinical. Yet the way most intro psych texts portray this it seems that 
clinical psychology and Freud and psychoanalysis DOMINATED the 1930's-1950's. 
See the developmental and personality and therapy chapters!

But those texts from the late 60's were completely focused on the current state 
of affairs of their time. It's very sad for me to think that most chapters on 
developmental, in intro have massive amounts of memorizable factoids on Piaget, 
Erikson, Freud, but little if nothing on important later theorists such as 
Bronfenbrenner and other modern developmental researchers who are doing good, 
quality work. The old stuff can now be nicely compartmentalized for easy 
memorization of facts but I'm not sure it teaches students how to think about 
the field. Same for Personality. That has to be the worst offender in modern 
intro textbooks with very little about the newest work that is being done--and 
admittedly this is an area with less newer work than some other areas. Even 
cognitive, my area, is better than most but still has little to nothing on 
neural network explanations of cognitive phenomena. The focus still seems to be 
on c. 1970's information processing.

I wonder if anyone on this list has been thinking about this.

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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RE:[tips] Media representations of schizophrenia?

[Annette Taylor]

Hi Jim:

I am not that knowledgeable other than that when I teach intro I try to dispel 
myths about all the content areas of psych. So I have no direct experience, 
which is true of everything I teach in intro psych, other than narrow research 
areas in human memory and college student education. 

I find the biggest schizophrenia misrepresentation in the media is that 
hallucinations are primarily visual. As I understand it the hallucinations in 
schizophrenia are primarily auditory. Visual are far less frequent, if not 
downright rare, as are olfactory, gustatory and tactile hallucinations. In 
fact, as far as I know visual hallucinations occur primarily for two reasons: 
drug effects, such as hallucinogens, and tumors or other insults directly to 
brain areas (not sure specifically which areas). The media error arises because 
it is difficult to portray voices that are only heard by the person. As seen 
in a Beautiful Mind, Ron Howard took what were auditory hallucinations in the 
original book and turned it into visual images to portray on the screen. That 
is more typical. Also, some people with schizophrenia self-medicate with street 
drugs that do cause visual hallucinations.

The other error I find is the portrayal of something that hints more of 
multiple personality disorder than of schizophrenia. If you google 
schizophrenia movies you will also find included in there movies such as Three 
Faces of Eve.

Finally, movies seldom show the real day-to-day life of someone who is taking 
their meds, actively getting supportive therapy (I hate to call it therapy as 
it is more general supportive counseling), and is struggling but getting by, is 
marginally able to be self-sufficient and functional and live independently. We 
take for granted how much where-with-all this takes! Many live in small group 
homes and support each other. Few have families who can sustain a life time of 
being supportive. So there are lots of themes out there that we seldom see in 
the movies because frankly, these story lines are not jazzy or sexy.

Maybe your writer friend could find one of these small group homes or half-way 
houses and volunteer for a while. It seems to me that some first-hand 
experience would benefit a writer more than would researching things 
second-hand. (But what do I know, I only write research papers or 
encyclopedias; very boring stuff.)

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu


Subject: Fwd: Media representations of schizophrenia?
From: Jim Clark j.cl...@uwinnipeg.ca
Date: Sat, 30 Aug 2014 04:04:15 +
X-Message-Number: 1


 Hi

 A playwrite mother of my son's friend is writing a play about schizophrenia. 
 I'm curious what people knowledgeable about the disorder find to be the main 
 misrepresentations in the media?

 Thanks
 Jim

 Sent from my iPhone



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END OF DIGEST

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RE:[tips] tips digest: August 27, 2014

[Annette Taylor]

Hmm, manmade microclimates. 

We have them naturally in San Diego, explained here:

http://tourguidetim.com/how-to-prepare-for-san-diego-weather/
and here
http://www.hribar.com/san-diego-microclimate.html

I love it! I live in a perfect climate zone (Mission Valley), it's own 
intermediate microclimate in between coastal, which can actually be 
surprisingly cool even in summer and the MUCH TOO HOT inland areas. When I 
listen to the news I know how to adjust and prepare. 

Annette 

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu


Subject: Measuring the Microclimate in Manhattan, NYC (Sorry Kansas)
From: Mike Palij m...@nyu.edu
Date: Wed, 27 Aug 2014 11:52:02 -0400


Our colleagues at the City College of the City University of New York (CUNY) 
are doing a research study on the differences in climate measures (e.g., 
temperature, humidity, etc.) on a block by block basis in Manhattan.  Though 
the research results have not yet been formally published, preliminary results 
confirm informal observation: temperature in Manhattan varies systematically as 
a function of location.
Low lying areas of Manhattan, such as the Lower East Side (LES) tend to be 
hotter than higher elevations.

NOTE: Some might think of Manhattan as being flat but this is a mistake.  The 
highest natural point in Manhattan is 265.05 feet above sea level in Bennett 
Park in northern Manhattan, above the GW bridge; see the NYC Parks website:
http://www.nycgovparks.org/parks/bennett-park/monuments/721
Some may sneer at a height that is less than a vertical football field but 
others may consider it a blessing especially if you bike around Manhattan.  
Indeed, bikers provide fairly detailed info about elevation in Manhattan; see:
http://www.bikeforums.net/northeast/303521-manhattan-nyc-elevation-meters-above-sea-level.html
Using the above info, one can predict which areas in Manhattan were most 
affected by Superstorm Sandy. 
Anyway, the local public radio station WNYC had a news piece on the study (see:
http://www.wnyc.org/story/beware-light-box-effect-and-other-secrets-nycs-microclimates/)
which was picked up the Gothamist; see:
http://gothamist.com/2014/08/26/temperatures_in_manhattan_do_actual.php
And here is the website for the City College research group:
http://http://glasslab.engr.ccny.cuny.edu/u/brianvh/UHI/
There's a real 1990s vibe to the research website. ;-)

Now, it probably should not come as a big surprise the there are systematic 
differences in temperatures on different blocks or, more accurately, 
streets/avenues.  For example, most streets run east-west which means that the 
amount of sunlight they get during the day is limited -- trees further reduce 
the amount of direct sunlight on pavement and sidewalks.  All avenues run 
north-south and these receive the greatest amount of sunlight during the day.  
Temps on avenues are typically higher than on streets and one explanation is 
because of the sunlight they receive. However, there are other factors to 
consider:
(1)  Avenues tend to have the greatest amount of traffic, mostly of the stop 
and go kind which would add to the heating of the surface
(2) Underground power lines, steam pipes, and telecommunications cables also 
use the avenue to reach neighborhoods.  All of these generate heat
(3)  Many subways run under avenue, with the older IRT and BMT lines (from the 
early 20th century) near to the surface.  These were usually constructed using 
the cut and cover method which involved digging an open ditch to the level of 
the subway and then covering it up (the IND line which was created in the 1930s 
typically used deep tunneling to cut done on the collateral damage caused by 
the cut and cover method).
And so on.  Remember when you're next in NYC:  some parts are hotter than 
others. ;-)

-Mike Palij
New York University
m...@nyu.edu

P.S. Yes, I do live in a hot part of town. ;-)
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[tips] watch it and weep

[Annette Taylor]

JUST IN TIME for incoming freshmen to watch before classes begin:

Watch the trailer here:

https://www.youtube.com/watch?v=MVt32qoyhi0feature=kp

What would we have to do in class to keep ourselves busy without stuff like 
this?

I might email my incoming freshmen to watch it before they come to campus in 
the fall ;) Forget those old, tired critical thinking videos.

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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[tips] plagiarism tutorials

[Annette Taylor]

I have a summer research student who is just not getting it about citations 
and paraphrasing. She doesn't mean to do it badly but she just can't seem to 
get it right. She has written some informal papers for me this summer and 
continues to do it badly; I will talk to her tomorrow because maybe she thought 
that these were less formal papers and didn't need to conform to the rules.

At any rate I wanted her to do a tutorial. I used a plagiarism tutorial in the 
past that I cannot locate right now.

There are probably new ones out there.

Can you all send me your favorites? (Miguel, are you there?)

Thanks.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu
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RE:[tips] Happy Independence Day! And The Academic Importance Of Puncuation

[Annette Taylor]

Perhaps a Canadian tipster can turn this to a discussion of language usage and 
explain why the early 1980's were a socially appropriate time to change the 
name from Dominion Day (which is what I still remember it as, having learned 
about it as a child in the 1950's--dating myself ;-) to Canada Day.

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edu


Subject: Happy Independence Day! And The Academic Importance Of Puncuation
From: Mike Palij m...@nyu.edu
Date: Fri, 4 Jul 2014 11:17:16 -0400

But it is quite likely some will still complain, especially Canadians because, 
well, they are Canadians.  And because July 1 is Canada Day, the day that 
Canada's three colonies formed a single entity known as Canada, which is 
typically ignored by almost everybody.  For more on Canada Day (aka 
Independence Day Lite -- they still have not gotten over not being 
represented in Roland Emmerich's space alien invasion movie Independence Day 
-- personally, I think they should be grateful for NOT being included in it or 
any other Emmerich film, especially Godzilla, NYC is getting tired of being 
destroyed in his films) see: http://en.wikipedia.org/wiki/Canada_Day

Nonetheless, I am sure that there are some Canadians who will say that I have 
it all wrong, the two days have nothing in common, and that I should just shut 
the hell up.  To which I retort:  not all Canadians are this hostile and 
antagonistic, indeed. the Windsor-Detroit International Freedom Festival is a 
counter-example of U.S.-Canada cooperation to celebrate both Canada Day (July 
1) and Independence Day (July 4) in a single festival.  This not only helps to 
strengthen relations between the two countries and express support for common 
values but allows both cities an opportunity to make some money by giving 
people a festival to go to instead of staying home all day watching people 
eating hotdogs, baseball, and fireworks (which really doesn't work that well on 
TV). See: 
http://en.wikipedia.org/wiki/Windsor-Detroit_International_Freedom_Festival

And let's face it:  if anyone anywhere in the world needs a reason to

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