[tips] Phineas Gage Day

[Christopher Green]

Bill Altman reminded me (over on psychteach) of today’s special anniversary.

It was exactly 170 years ago today that Phineas Gage’s life and historical fate 
were changed in an instant when a tamping iron he was using to set an explosive 
charge at a railway-building site in Vermont was accidentally blown through his 
head. Normally that would have been the end of his story but, as you know, he 
survived the calamity and went on to become one of the most studied 
neurological cases in history. 

A little over a decade ago, I had the opportunity to interview Malcolm 
Macmillan, who knows more about the case than almost anyone. You can find the 
interview embedded in an episode if my “This Week in the History of Psychology” 
podcast series here: https://www.yorku.ca/christo/podcasts/TWITHOP-Sep11.mp3 
(go to 4:45).

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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[tips] 12 positions in Psychology at York University

[Christopher Green]

The Psychology Department at York University in Toronto is now hiring for 12 
positions: 

Two full‐time tenure track professorial‐stream appointments in Clinical 
Psychology (Adult) at the rank of Assistant Professor to commence July 1, 2019.

A full‐time tenure track professorial‐stream appointment at the rank of 
Assistant Professor in Clinical‐Developmental Psychology, to commence July 1, 
2019.

A full‐time teaching stream (alternate stream) tenure‐track position at rank of 
Assistant Lecturer to commence July 1, 2019. Core responsibilities will include 
teaching Introduction to Psychology.

A full‐time professorial stream tenure‐ track position at the rank of Assistant 
Professor in Visual Neuroscience: Neuroimaging, to commence July 1, 2019.

A tenure track professorial‐stream appointment in Clinical Neuropsychology 
(Adult) at the rank of Assistant Professor to commence July 1, 2019.

A full-time tenure‐track professorial‐stream appointment in Quantitative 
Methods at the rank of Assistant Professor to commence July 1, 2019.

Two full time teaching stream (alternate stream) tenure‐track appointments in 
Statistics & Research Methods at the rank of Assistant Lecturer to commence 
July 1, 2019.

A full‐time tenure‐track professorial‐stream appointment in Social‐Personality 
Psychology, at the rank of Assistant Professor to commence July 1, 2019.

A full‐time teaching stream (alternate stream) tenure track position at the 
rank of Assistant Lecturer to commence July 1, 2019. Core responsibilities 
include teaching undergraduate and advanced courses in Personality Psychology.

A full‐time teaching stream (alternate stream) tenure track position in Writing 
and Communication in Psychology at the rank of Assistant Lecturer to commence 
July 1, 2019.

Full details for each position can be found at 
http://webapps.yorku.ca/academichiringviewer/listpositions.jsp?page=1 
 (and 
the succeeding pages).

Please distribute this announcement widely. 

Best,
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
...


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Re: [tips] Predatory Psychoscatology

[Christopher Green]

I strongly suspect that no thought would have been rejected so long as gold was 
offered.

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

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

> On Jul 27, 2018, at 7:09 AM, Stuart McKelvie  wrote:
> 
>  
> 
> Dear Chris,
>  
> Were you tempted to submit some golden thoughts…. Or some silver thoughts 
> that might be rejected as not good enough?
>  
> Stuart
>  
>  
> ___
>"Floreat Labore"
>  
>   
> "Recti cultus pectora roborant"
>  
> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
> Department of Psychology, Fax: 819 822 9661
> Bishop's University,
> 2600 rue College,
> Sherbrooke,
> Québec J1M 1Z7,
> Canada.
>  
> E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca)
>  
> Bishop's University Psychology Department Web Page:
> http://www.ubishops.ca/ccc/div/soc/psy   
>  
>  Floreat Labore"
>  
>      
>  
> 
> ___
>  
>  
>  
>  
> From: Christopher Green [mailto:chri...@yorku.ca] 
> Sent: July-26-18 11:12 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Predatory Psychoscatology
>  
>  
> 
> My favorite was Golden Research Thoughts, but it has folded, alas.
>  
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>  
> chri...@yorku.ca
> http://www.yorku.ca/christo
> 
> On Jul 26, 2018, at 11:03 PM, Claudia Stanny  wrote:
> 
>  
> 
> This one is (so far) my all-time favorite predatory journal.  Even the 
> mailing service for this (scroll down to the end) is a hoot.
>  
> The one that misspelled Science in its logo is a close second (but I deleted 
> that one long ago).
> My spam box is full of these.
>  
> 
>  
>  
> International Journal of Latest Trends in Engineering and Technology (IJLTET)
> UGC Approved Journal*
> (*upto April 2018)
> 
> ISSN (Online): 2278-621X ISSN (Printed): 2319-3778
> An ISO 9001:2008 Certified Journal
> A Peer Reviewed Bi-Monthly Published Journal
> IMPACT FACTOR : 4.490
> Index Copernicus IC Value : 77.02
> DOI: 10.21172
>  
> Submit Paper
>  
> Visit Website
> 
>  
> 
> https://www.facebook.com/IjLtet-1515507545233869/
> 
> Important Dates:
> Volume 11 , Issue 1, July 2018 
> Initial Submission 26th July 2018 
> Date of Publication: 31st July2018
> 
>  
> ©2018 SN Society | India, Delhi
> 
> Like  +1 
>  
> Web Version  Preferences  Forward  Unsubscribe 
>  
>   
> Powered by Mad Mimi®A GoDaddy® company
>  
> _
>  
> 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/
> 
>  
> ---
> 
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> 
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> 
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> 
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Re: [tips] Predatory Psychoscatology

[Christopher Green]

My favorite was Golden Research Thoughts, but it has folded, alas.

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

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

> On Jul 26, 2018, at 11:03 PM, Claudia Stanny  wrote:
> 
>  
> 
> This one is (so far) my all-time favorite predatory journal.  Even the 
> mailing service for this (scroll down to the end) is a hoot.
> 
> The one that misspelled Science in its logo is a close second (but I deleted 
> that one long ago).
> My spam box is full of these.
> 
> 
>  
> International Journal of Latest Trends in Engineering and Technology (IJLTET)
> UGC Approved Journal*
> 
> (*upto April 2018)
> 
> ISSN (Online): 2278-621X ISSN (Printed): 2319-3778
> An ISO 9001:2008 Certified Journal
> A Peer Reviewed Bi-Monthly Published Journal
> IMPACT FACTOR : 4.490
> 
> Index Copernicus IC Value : 77.02
> 
> DOI: 10.21172
> 
> Submit Paper
> Visit Website
> 
> 
> https://www.facebook.com/IjLtet-1515507545233869/
> 
> Important Dates:
> 
> Volume 11 , Issue 1, July 2018 
> Initial Submission 26th July 2018 
> Date of Publication: 31st July2018
> 
>  
> ©2018 SN Society | India, Delhi
> 
> Like  +1 
> Web Version  Preferences  Forward  Unsubscribe 
>   
> Powered by Mad Mimi®
> A GoDaddy® company
> 
> _
>  
> 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/
> 
>> 
> 
> ---
> 
> You are currently subscribed to tips as: chri...@yorku.ca.
> 
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Re: [tips] A Tipster's book cometh...

[Christopher Green]

Ken,

Philadelphia makes a few secondary appearances (the “Bible Riots”; Cattell and 
Witmer at Penn; Goddard at Vineland). Philly was not a leading “character," 
though, so it didn’t get the “star” treatment of NYC, BOS, CHI, and BAL. (I was 
led during my research, however, to read a fantastic book, Puritan Boston and 
Quaker Philadelphia by E. Digby Baltzell, that compares the histories of the 
two cities and, thereby, explains their current “characters” — well, their 
characters 40 years ago; the book was written in 1979).  

I will now accept complaints from partisans of Washington DC, St. Louis, 
Detroit, Buffalo, Cleveland, Cincinnati,  Minneapolis, Milwaukee, Omaha, Des 
Moines, Atlanta, Miami, Houston, Dallas, Denver, San Francisco (my own personal 
favorite), Los Angeles, Phoenix, Seattle, Portland…  ;-)

Actually, many of those cities make appearances in the book, but I do not 
return to them repeatedly as I did with the “Big Four.” 

Best,
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 Jul 25, 2018, at 4:08 PM, Kenneth Steele  wrote:
> 
> 
> 
> 
> 
>  
> The book looks like an interesting take on the early history of American 
> psychology.
> 
> Chicago, New York, Boston, Baltimore but no Philadelphia!! ;-)
> 
> Ken
> 
> -
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu 
> <mailto:steel...@appstate.edu>
> Professor
> Department of Psychology  http://www.psych.appstate.edu 
> <http://www.psych.appstate.edu/>
> Appalachian State University
> Boone, NC 28608
> USA
> -----
> 
>> On Jul 25, 2018, at 3:44 PM, Christopher Green > <mailto:chri...@yorku.ca>> wrote:
>> 
>> 
>> 
>> 
>> 
>>  
>> How much would people object if I were to mention on this list that the book 
>> I have been working on for the better part of the past decade, Psychology & 
>> Its Cities is due to launch in just a couple of weeks? And that it tells the 
>> story of how urban upheaval (immigration, technology, labor, race) in the 
>> decades around the turn of the 20th  century affected the early development 
>> of psychology in the US. And that it is available at both the Routledge and 
>> Amazon websites:
>> https://www.routledge.com/Psychology-and-Its-Cities-A-New-History-of-Early-American-Psychology/Green/p/book/9781138059436
>>  
>> <https://www.routledge.com/Psychology-and-Its-Cities-A-New-History-of-Early-American-Psychology/Green/p/book/9781138059436>
>> https://www.amazon.com/Psychology-Its-Cities-History-American/dp/1138059439 
>> <https://www.amazon.com/Psychology-Its-Cities-History-American/dp/1138059439>
>>  
>> 
>> You’d mind it a lot if I did that? Ok, then. I won’t do it.
>> 
>> Best,
>> Chris
>> …..
>> Christopher D Green
>> Department of Psychology
>> York University
>> Toronto, ON M3J 1P3
>> Canada
>> 43.773897°, -79.503667°
>> 
>> chri...@yorku.ca <mailto:chri...@yorku.ca>
>> http://www.yorku.ca/christo <http://www.yorku.ca/christo>
>> ...
>> 
>> ---
>> 
>> You are currently subscribed to tips as: steel...@appstate.edu 
>> <mailto:steel...@appstate.edu>.
>> 
>> To unsubscribe click here: 
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>> 
>> 
>> 
>> 
> 
> ---
> 
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Re: [tips] The Genetic Theory of Educational Achievement Is about 90% Horse Manure!

[Christopher Green]

Well, David, in the US and other “underdeveloped” countries. ;-)
https://arstechnica.com/science/2015/12/poverty-stunts-iq-in-the-us-but-not-in-other-developed-countries/

...
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada

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

> On Jul 25, 2018, at 7:21 PM, David  wrote:
> 
>  
> 
> More troublingly, I'm not seeing any indication that they investigators 
> accounted for a Scarr-Rowe interaction.  Rookie mistake.  That interaction 
> should've been the *first* thing they looked for.  Otherwise, as Eric 
> Turkheimer has argued, they might be better off not estimating "heritability" 
> at all .
> 
> --David Epstein
>   da...@neverdave.com
> 
> - Original Message -
> From: "Teaching in the Psychological Sciences (TIPS)" 
> 
> To:"Teaching in the Psychological Sciences (TIPS)" 
> 
> Sent:Wed, 25 Jul 2018 15:29:27 -0400
> Subject:Re: [tips] The Genetic Theory of Educational Achievement Is about 90% 
> Horse Manure!
> 
> Household income is incredibly highly skewed. Assuming they obliviously used 
> a linear coefficient to obtain the 7% figure, it is probably a severe 
> under-estimate of the true size of the effect. 
> 
> 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 Jul 25, 2018, at 1:58 PM, Michael Palij  wrote:
> 
>  
> At least for White Europeans.  A masive study using genomic info as a
> predictor of educational achievement showed that genes accounted for
> only about 11% of the difference in years of education.
> 
> The Scientist Mag has a layperson friendly description of the study
> published in the journal  "Nature Genetics". See:
> https://www.the-scientist.com/news-opinion/genes-explain-about-11-percent-of-differences-in-years-of-education-64552
>  
> There are links in the article to additional sources.
> 
> So, I guess this pretty much undermines "g" or single factor theories
> of intelligence (assuming intelligence drives educational achievement
> as certain theorists assert).  In addition, household income accounts
> for only 7% of the variance in the differences which some might consider
> a unexpected low amount.  I guess this all goes to show that your
> genetic ancestry (sorry Galton) nor wealth/poverty are the most
> important factors in academic acheivemnt, like getting a Ph.D.
> or other advanced degree.
> 
> Now, I just hope the results are replicable. ;-)
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> P.S.  To Miguel:  don't worry about the tipos. ;-)
> 
> 
> 
> ---
> 
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[tips] A Tipster's book cometh...

[Christopher Green]

How much would people object if I were to mention on this list that the book I 
have been working on for the better part of the past decade, Psychology & Its 
Cities is due to launch in just a couple of weeks? And that it tells the story 
of how urban upheaval (immigration, technology, labor, race) in the decades 
around the turn of the 20th  century affected the early development of 
psychology in the US. And that it is available at both the Routledge and Amazon 
websites:
https://www.routledge.com/Psychology-and-Its-Cities-A-New-History-of-Early-American-Psychology/Green/p/book/9781138059436
 

https://www.amazon.com/Psychology-Its-Cities-History-American/dp/1138059439 
 

You’d mind it a lot if I did that? Ok, then. I won’t do it.

Best,
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
...


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Re: [tips] The Genetic Theory of Educational Achievement Is about 90% Horse Manure!

[Christopher Green]

Household income is incredibly highly skewed. Assuming they obliviously used a 
linear coefficient to obtain the 7% figure, it is probably a severe 
under-estimate of the true size of the effect. 

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 Jul 25, 2018, at 1:58 PM, Michael Palij  wrote:
> 
> 
> 
> 
> 
>  
> At least for White Europeans.  A masive study using genomic info as a
> predictor of educational achievement showed that genes accounted for
> only about 11% of the difference in years of education.
> 
> The Scientist Mag has a layperson friendly description of the study
> published in the journal  "Nature Genetics". See:
> https://www.the-scientist.com/news-opinion/genes-explain-about-11-percent-of-differences-in-years-of-education-64552
>  
> 
>  
> There are links in the article to additional sources.
> 
> So, I guess this pretty much undermines "g" or single factor theories
> of intelligence (assuming intelligence drives educational achievement
> as certain theorists assert).  In addition, household income accounts
> for only 7% of the variance in the differences which some might consider
> a unexpected low amount.  I guess this all goes to show that your
> genetic ancestry (sorry Galton) nor wealth/poverty are the most
> important factors in academic acheivemnt, like getting a Ph.D.
> or other advanced degree.
> 
> Now, I just hope the results are replicable. ;-)
> 
> -Mike Palij
> New York University
> m...@nyu.edu 
> 
> P.S.  To Miguel:  don't worry about the tipos. ;-)
> 
> 
> 
> ---
> 
> You are currently subscribed to tips as: chri...@yorku.ca 
> .
> 
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>  
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> 
> 
> 
> 
> 


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[tips] Quant position as York U (Toronto)

[Christopher Green]

 
Please see the attached job ad for a Quantitative Psychology position at York University, in Toronto, Canada. 
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QM 2018 job ad.pdf
Description: Adobe PDF document
Chris...Christopher D GreenDepartment of PsychologyYork UniversityToronto, ON   M3J 1P343.773759, -79.503722chri...@yorku.cahttp://www.yorku.ca/christo

Re: [tips] Fake Conferences for those Who Will Publish and Perish

[Christopher Green]

I’m surprised that the New York Time took so long to catch on to this. It has 
been going on for over a decades now. There is a famous case of a group of 
computer science grad students at MIT who, back in 2005, wrote a program called 
SciGen to generate fake computer science papers. They submitted one to an 
sprawling conference in Orlando, which promptly accepted it and, then, after 
the story started being picked up in the media, un-accepted it. The students 
travelled to Orlando anyway, rented a room in the same conference center as the 
real conference, and held an unofficial fake symposium, disguised in fake 
moustaches. 

Then there is the case, also in 2005, of the American computer scientists who 
were so vexed at a particular conference spamming them repeatedly that they 
responded with a mock up of an article titled “Take Me Off Your F—ing Mailing 
List” and consisting of nothing but that sentence repeated over and over again. 
Nine years later, 2014, an Australian engineer who was being spammed by a fake 
journal responded with a copy of that very “article,” but much to his surprise, 
just hours later, received a message saying that his submission had been 
accepted… for a fee, of course. 

It just so happens that I have been writing about this phenomenon of late. It 
is much more pervasive (and worse) than most scientists (and journalists) 
generally understand. Here are a few sentences from a paper about it that I’ll 
be giving in the Netherlands next month:

As late as 2011, Beall reported only 18 [fake] publishers. By the time his list 
was shut down by mounting legal threats in January 2017 there were 1310 
(Basken, 2017). Now we are up over 1400 (Anonymous, n.d.), who operate 
something like 8000 fake academic journals, which publish around 400,000 fake 
articles per year (Moher et al., 2017). Considering that there are something 
like 32,000 legitimate journals publishing something like 2 million legitimate 
articles every year (Ware & Mabe, 2009),[1]  the proportion of fake publishing 
now amounts to approximately 20% of journals and 15% of articles across all of 
academia. 
---
[1] These figures were derived by taking Ware and Mabe’s (2009) figures of 
25,400 “active scholarly peer-reviewed journals… collectively publishing 1.5 
million articles per year” (p. 5), and ” and applying their annual growth rates 
of 3% and 3.5% respectively over 9 years.

References
Anonymous. (n.d.). Beall’s List of Predatory Journals and Publishers. Retrieved 
December 19, 2017, from http://beallslist.weebly.com/

Basken, P. (2017, September 12). Why Beall’s List Died — and what it left 
unresolved about open access. Chronicle of Higher Education. Retrieved from 
http://www.chronicle.com/article/Why-Beall-s-List-Died-/241171

Moher, D., Shamseer, L., Cobey, K. D., Lalu, M. M., Galipeau, J., Avey, M. T., 
… Ziai, H. (2017). Stop this waste of people, animals and money. Nature News, 
549(7670), 23. https://doi.org/10.1038/549023a

Ware, M., & Mabe, M. (2009). The STM report An overview of scientific and 
scholarly journal publishing. Oxford, UK: STM: International Association of 
Scientific, Technical and Medical Publishers. Retrieved from 
http://www.stm-assoc.org/2009_10_13_MWC_STM_Report.pdf


Of course, sheer number of publications isn’t really what counts in academia 
these days; it’s the number of citations, especially recent citations. Some 
authors have been caught in “citation cartels” (promising to cite each other’s 
work as much as possible, even where not really relevant). One Dean of 
Engineering in Malaysia was recently found to have ordered his faculty to cite 
at least three other faculty in the same department every year (to jack up the 
department’s citation rate and, by extension, the government's funding of the 
university, which was guided by citation rates). My favorite scam, though, is 
the one in which authors submit gobbledegook articles to fake journals and 
conferences (with published proceedings) under a pseudonym. Why? How could a 
pseudonymous article help? The nonsense article would cite the author’s 
legitimate work profusely, thereby cranking up his or her citation rate (and 
appearing to be from independent sources rather than self-citation). 

Nice work if you can get it. 

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Jan 31, 2018, at 11:28 AM, Michael Palij  wrote:

> 
> 
> 
> 
>  
> NY Times on the conferences that accept word salad abstracts
> for presentations (comparable to the predatory journals).
> See:
> https://www.nytimes.com/2016/12/29/upshot/fake-academe-looking-much-like-the-real-thing.html?em_pos=medium=edit_up_20180131=upshot_art=7=389166=img=1
> 
> Some folks actually think these are okay.
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> ---
> 
> You are 

Re: [tips] Consciousness Theory Is Where Science Goes to Die

[Christopher Green]

> On Nov 26, 2017, at 8:24 AM, Stuart McKelvie  wrote:
> 
> Recently, it has been argued that the crisis is past and that there is a 
> renaissance:
> http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-122216-011836

Yeah, Stuart, maybe *their* crisis is past (since they started it, more or 
less), but the *discipline's* crisis has barely begun yet. If you hang our in 
their twitter bubble (as I do) it seems like there is a huge amount of renewal 
going on. When I go out into the "real world" to give talks about this stuff, 
though, there is still a huge amount of ignorance and a not-insignificant 
amount of denial and resistance (where the whole thing is said to be nothing 
but the product of "cyber-bullies” and "data-thugs"). 

It is going to be a long, hard slog -- and the barbarians may well break 
through the wall and raze the castle before we are able to get our house in 
order.

(My article about all this is under review as we speak.)

Best,
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] Frontiers in Psychology

[Christopher Green]

There is lots written about Frontiers online. A Google search of “Frontiers in 
Psychology” will bring a lot of it up. Here is one from a couple of years ago 
that I find particularly interesting.
http://deevybee.blogspot.ca/2015/06/my-collapse-of-confidence-in-frontiers.html

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Nov 14, 2017, at 10:07 AM, Ken Steele  wrote:

> 
> 
> 
> 
>  
> 
> I, too, have read several papers from Frontiers and agree with Stuart's 
> assessment that the quality is quite variable across papers.
> 
> Additionally, I agree that the editing is also of variable quality.  The last 
> paper I read had several misspellings.
> 
> Ken
> 
> -- 
> -
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu
> Professor
> Department of Psychology  http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> -
> 
> On 11/14/2017 9:59 AM, Stuart McKelvie wrote:
>> 
>> 
>> 
>> 
>> 
>>  
>> Dear Annette,
>>  
>> Interesting question. At one point, I think that Jeffrey Beall (author of 
>> the list of predatory publishers and journals) raised some red flags about 
>> Frontiers, to which they protested vehemently.
>>  
>> I have downloaded quite a few papers and have found the quality to vary. 
>> There are some interesting well-written articles and there are some 
>> poorly-written ones. Indeed, one was so bad that I wrote to the editors 
>> (they always list the names of editors and referees for each paper). The 
>> reply indicated agreement with my assessment, with a promise to look into 
>> procedures.
>>  
>> One thing is clear: they have high publication charges.
>>  
>> Sincerely,
>>  
>> Stuart
>>  
>>  
>> ___
>>"Floreat Labore"
>>  
>>   
>> "Recti cultus pectora roborant"
>>  
>> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
>> Department of Psychology, Fax: 819 822 9661
>> Bishop's University,
>> 2600 rue College,
>> Sherbrooke,
>> Québec J1M 1Z7,
>> Canada.
>>  
>> E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca)
>>  
>> Bishop's University Psychology Department Web Page:
>> http://www.ubishops.ca/ccc/div/soc/psy   
>>  
>>  Floreat Labore"
>>  
>>  
>>  
>> 
>> ___
>>  
>>  
>>  
>>  
>> From: Annette Taylor [mailto:tay...@sandiego.edu] 
>> Sent: November-14-17 9:53 AM
>> To: Teaching in the Psychological Sciences (TIPS)
>> Subject: [tips] Frontiers in Psychology
>>  
>>  
>> 
>> 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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Re: [tips] Replication report released

[Christopher Green]

Another one bites the dust.
- Chris Green
...

> From: Ken Steele 
> Sent: Monday, November 13, 2017 3:21:17 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Replication report released
>  
> 
> Some Tipsters may find the replication below to be of interest:
> 
> https://www.psychologicalscience.org/publications/replication-dijksterhuis-van-knippenberg
> 
> Ken
> 
> -- 
> -
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu
> Professor
> Department of Psychology  http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> -

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Re: [tips] More on (non-)replication in psychology

[Christopher Green]

Hi Ken,

Could you explain that last bit about your replications? Have you been doing 
replications of Wansink's work? Have you been getting his effects, even with 
your larger samples?

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 Oct 22, 2017, at 4:22 PM, Kenneth Steele <steel...@appstate.edu> wrote:
> 
>  
> 
> Chris:
> 
> Thanks for posting the link to the article about the Wansink lab.  I used 
> several of his early articles in classes to illustrate “mindless eating” 
> (e.g., his popcorn studies where the amount consumed increased when the same 
> volume of popcorn was presented in a larger container).
> 
> But recently I noticed that reports from that lab seemed to be ridiculous, 
> i.e., Wansink et al. (2014, Eating Behaviors) where the report stated when 
> children ate on-the-bone chicken, they exhibited more aggressive behavior 
> than pre-cut, boneless chicken.
> 
> Also I note that I have replications coming out and that they are not 
> statistically under-powered.  Typically, I am using 5-10x the original sample 
> size and G*Power calculations typically put me at 95-99% for the reported 
> effect size.
> 
> Ken
> 
> -
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu
> Professor
> Department of Psychology  http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> ---------
> 
>> On Oct 22, 2017, at 3:16 PM, Christopher Green <chri...@yorku.ca> wrote:
>> 
>> 
>> 
>> 
>> 
>>  
>> The New York Times piece on Amy Cuddy has gotten a lot of attention over the 
>> past few days — some people acting like this is a totally new thing, focused 
>> entirely on her alone. It is not and she is not. Back in March Slate 
>> published a (much better balanced) article on similar problems at Brian 
>> Wansink’s "Food and Brand Lab” at Cornell.
>> You can find that article here: 
>> http://www.chronicle.com/article/Spoiled-Science/239529
>> 
>> Since them things have gotten a lot worse for Wansink. Retraction Watch has 
>> been keeping count: 
>> http://retractionwatch.com/2017/09/19/another-retraction-hits-high-profile-food-researcher-fire/
>>  
>> 
>> Chris
>> …..
>> Christopher D Green
>> Department of Psychology
>> York University
>> Toronto, ON M3J 1P3
>> Canada
>> 43.773895°, -79.503670°
>> 
>> chri...@yorku.ca
>> http://www.yorku.ca/christo
>> orcid.org/-0002-6027-6709
>> ...
>> 
>> ---
>> 
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>> 
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[tips] More on (non-)replication in psychology

[Christopher Green]

The New York Times piece on Amy Cuddy has gotten a lot of attention over the 
past few days — some people acting like this is a totally new thing, focused 
entirely on her alone. It is not and she is not. Back in March Slate published 
a (much better balanced) article on similar problems at Brian Wansink’s "Food 
and Brand Lab” at Cornell.
You can find that article here: 
http://www.chronicle.com/article/Spoiled-Science/239529

Since them things have gotten a lot worse for Wansink. Retraction Watch has 
been keeping count: 
http://retractionwatch.com/2017/09/19/another-retraction-hits-high-profile-food-researcher-fire/
 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...


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Re: [tips] When the Impossible is Shown to be Impossible: A Case Study in Failing to Replicate

[Christopher Green]

So far as I know, Marie, there are no bullies here. They accusation is an 
attempt by some people whose work has not held up to deflect attention from 
themselves.

True, there are some people who are blunt about what they take to be obvious 
points that every scientist should readily accept (e.g., phenomena that aren’t 
replicable are not scientifically valid phenomena). There are some people who 
have become exasperated when they have spent considerable time and effort 
showing that some supposed finding has serious flaws, and all they get back for 
their efforts is dodging and weaving. We have all been taught since we were 
undergrads that replication is the gold standard of science.  So, it is bizarre 
to have people act as though attempts at replication are some sort of unfair 
“attack" on them. It is, on the contrary, a central pillar of scientific 
practice (even if psychologists have long been too lax about it). We should be 
conducting far more attempts at replication, not trying to shut down the little 
that is now, finally, started being done. 

If we are going to feel sorry for someone, it shouldn’t be for the people who 
did poor work in the first place, then, when it was shown to be poor, played 
the victim instead of the culprit. We should feel sorry for all those early 
career researchers — graduate students, post-docs, untenured profs — who 
assumed that the senior researchers, journal reviewers, and editors knew what 
they were doing and, so, attempted to use the published literature as a basis 
for their own research. But they were unable to re-produce the supposedly 
established results and so, in the end, did not graduate, did not get permanent 
positions, and did not get tenure. That’s who I feel sorry for. If we had been 
more vigilant in the first place, these poor people would not have found 
themselves in so untenable a situation in the first place.

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Oct 22, 2017, at 1:18 PM, Helweg-Larsen, Marie <helw...@dickinson.edu> wrote:

> 
> 
> 
> 
>  
> The story IS about Amy Cutter and her experiences as a person, a woman, a 
> social psychologist, etc. It is a fascinating story exactly because the 
> article draws on her experiences to make broader points about gender, a new 
> online bullying culture and how that culture can change people (or in this 
> case at least one person).
>  
> It seems that the bullies themselves don’t understand the idea of replication 
> or the fact the single-replications are often vastly underpowered (see 
> attached article).  And of course bullies are righteous in their work to 
> “fix” things.
>  
> I think Amy Cutter’s experiences are echoed in the field now and it scares me.
>  
> Marie
>  
>  
> Marie Helweg-Larsen, Ph.D.
> Professor l Department of Psychology
> Kaufman 168 l Dickinson College
> Phone 717.245.1040 l Fax 717.245.1971
> http://blogs.dickinson.edu/helwegm/
>  
> From: Christopher Green [mailto:chri...@yorku.ca] 
> Sent: Saturday, October 21, 2017 12:49 PM
> To: Teaching in the Psychological Sciences (TIPS) <tips@fsulist.frostburg.edu>
> Subject: Re: [tips] When the Impossible is Shown to be Impossible: A Case 
> Study in Failing to Replicate
>  
>  
> 
> I don’t think it was a choice. I think it was a journalistic reflex — go for 
> the personal, the emotional, because it draws in readers. The same reason 
> they pepper stories about murder rates with profiles about individual murder 
> victims. But in this particular case, it directed readers away from the real 
> story. They came out feeling sympathetic with the Harvard scientist whose 
> work had been (correctly, let us remember) called into question instead of 
> gasping for air at the gaping hole that was staring them in the face. Cuddy’s 
> reaction might be worth a paragraph, but here we got this lavish, heroic 
> treatment of her hard childhood, her teenage car accident, her difficulties 
> returning to school, and her rise, against all odds, to a Princeton PhD and a 
> Harvard professorship. But that’s not the story. The story is that nearly all 
> of the psychological  research of the past 50+ years is now under a cloud of 
> suspicion because we (nearly all) acted badly — sometimes disingenuously — 
> with respect to statistical analysis. Instead of demanding that those who 
> wanted the title of “scientist” really internalize the math, the probability 
> theory, and the critical assumption that underlie data analysis, we turned it 
> into a perfunctory "cookbook” that made it easy for people to think (or 
> rationalize) that there were no real consequences for cutting corner

Re: [tips] When the Impossible is Shown to be Impossible: A Case Study in Failing to Replicate

[Christopher Green]

On Oct 21, 2017, at 12:49 PM, Christopher Green <chri...@yorku.ca> wrote:
> 
> not to mention the rest of the social/behavioral sciences (every single one 
> of which — except economics — shows an explicable hump just inside the .05 
> p-value, when you survey the literature — graph here: 
> https://twitter.com/jtleek/status/890180014733492225). 
> 

Sorry, that should have been “...INexplicable hump just inside the .05 p-value…"

- cdg
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Re: [tips] When the Impossible is Shown to be Impossible: A Case Study in Failing to Replicate

[Christopher Green]

I don’t think it was a choice. I think it was a journalistic reflex — go for 
the personal, the emotional, because it draws in readers. The same reason they 
pepper stories about murder rates with profiles about individual murder 
victims. But in this particular case, it directed readers away from the real 
story. They came out feeling sympathetic with the Harvard scientist whose work 
had been (correctly, let us remember) called into question instead of gasping 
for air at the gaping hole that was staring them in the face. Cuddy’s reaction 
might be worth a paragraph, but here we got this lavish, heroic treatment of 
her hard childhood, her teenage car accident, her difficulties returning to 
school, and her rise, against all odds, to a Princeton PhD and a Harvard 
professorship. But that’s not the story. The story is that nearly all of the 
psychological  research of the past 50+ years is now under a cloud of suspicion 
because we (nearly all) acted badly — sometimes disingenuously — with respect 
to statistical analysis. Instead of demanding that those who wanted the title 
of “scientist” really internalize the math, the probability theory, and the 
critical assumption that underlie data analysis, we turned it into a 
perfunctory "cookbook” that made it easy for people to think (or rationalize) 
that there were no real consequences for cutting corners — replacing butter 
with margarine, leaving out the dash of salt, trying to replace sugar with some 
sort of artificial sweetener — and what we ended up with was a hot mess that no 
one who is serious about these things can stomach anymore. 

And it’s not as though any of this is new (though everyone who gets caught 
keeps saying they had never heard of it before). The computational facility 
that allows for the simulation studies of the past few years is new, but Paul 
Meehl and Jacob Cohen and David Bakan, and Jum Nunnally, and Bill Rozeboom.  
and Bob Rosenthal have all been telling us this stuff since the 1960s and 1970s 
(and through the 1980s and 1990s). (Heck, there are even couple of articles by 
a guy named Berkson from 1938 and 1942). But even most of the psychologists who 
bothered to read this material (I was lucky that it was assigned to me as an 
undergrad — Thanks TIPSter Stuart McKelvie!) decided to harumph and go on 
pretty much as before — a little worse each decade as the designs got more 
complex. 

It is a massive s#*t sandwich, and it threatens the credibility of not only 
psychology, but of a ton of medical research (classic cancer experiments aren’t 
replicating), not to mention the rest of the social/behavioral sciences (every 
single one of which — except economics — shows an explicable hump just inside 
the .05 p-value, when you survey the literature — graph here: 
https://twitter.com/jtleek/status/890180014733492225). And we’re suppose to 
focus on poor Amy Cuddy’s feelings? The thing is (for those of you inclined to 
think that this is “really” a gender issue), Cuddy is way old news now. Brian 
Wansink’s food lab at Cornell is having to correct and retract dozens of 
articles — research that has already been (mis-)used to change the practices of 
school cafeterias and the like. For heaven’s sake, he was so “sloppy" that one 
of his most famous studies on the eating behaviour of 8-11 year olds turned out 
to have actually been run on 4-5 year olds!  I wouldn't expect him or his lab 
to last another year. There are half a dozen other prominent labs under 
scrutiny of this kind as well.

Psychology is in deep trouble. Much worse than we know yet, especially once the 
politicians who hate social science already get ahold of it. Amy Cuddy’s 
feelings won’t amount to a hill of beans once the full scale of this thing is 
understood. 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Oct 21, 2017, at 11:51 AM, Michael Palij <m...@nyu.edu> wrote:

> 
> 
> 
> 
>  
> On Fri, 20 Oct 2017 20:03:43 -0700,  Christopher Green wrote:
> 
> >Interesting article, but I thought it made the usual journalistic error 
> >of personalizing the story too much, making readers come away 
> >feeling for the people instead of understanding the problem.
> 
> Although I agree that there is too much personalization (I believe
> this is done so that the reader can (a) see the person described
> as more as a relatable person), and (b) borrowing some of the
> writing conventions from fiction to make what would be a dry
> nonfiction story more interesting.  In an article like this, I can accept
> it.  However, after a long hiatus, I am teaching Introduction to Psych
> and find that the textbook is filled with too many personalized examples
> or what I would call "cutesy" examples that to simplify the prese

Re: [tips] When the Impossible is Shown to be Impossible: A Case Study in Failing to Replicate

[Christopher Green]

Interesting article, but I thought it made the usual journalistic error of 
personalizing the story too much, making readers come away feeling for the 
people instead of understanding the problem.

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

chri...@yorku.ca

> On Oct 20, 2017, at 6:32 PM, Michael Palij  wrote:
> 
>  
> 
> There is an interesting article that will appear in this
> Sunday's NYT Magazine about social psychologist
> Amy Cuddy of "Power Pose" fame.  See:
> https://www.nytimes.com/2017/10/18/magazine/when-the-revolution-came-for-amy-cuddy.html?rref=collection%2Fsectioncollection%2Fmagazine=click=magazine=rank=package=highlights=1=sectionfront
> 
> One lesson to draw from this is that one should make sure
> that one's research is done correctly before one publishes it.
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> 
> 
> 
> ---
> 
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> 
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Re: [tips] History timeline

[Christopher Green]

I think you mean the one that used to be here: 
http://www.oocities.org/athens/delphi/6061/en_linha.htm
(You can pick up a brief description of it by Googling “history psychology 
timeline brazil”)
It does not seem to be working anymore. 

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Sep 22, 2017, at 2:19 PM, Michael Scoles  wrote:

> 
> 
> 
> 
>  
> Tipsters -
> 
> Once upon a time, I had a link to a history of psychology timeline that was 
> unique in its inclusion of figures from outside the typical Northern 
> Europe/North America story.  If I remember correctly, color coding was used 
> to identify various countries/cultures.  The creators were from South 
> America, possibly Brazil, so there were a lot of South American references, 
> but also Asian and African references.
> 
> Has anyone else seen/used this, or have the link?
> 
> Thanks.
> 
> -- 
> Michael T. Scoles, Ph.D.
> Associate Professor of Psychology & Counseling
> University of Central Arkansas
> Conway, AR 72035
> 501-450-5418
> ---
> 
> You are currently subscribed to tips as: chri...@yorku.ca.
> 
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> 
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Re: [tips] Plagiarism & general knowledge

[Christopher Green]

You make an interesting point about future readers, Mike. It is hard to know 
what they will have read, believe, or "know." On the other hand, over-citation 
(of the obvious) can undermine the credibility of a writer as easily as 
under-citation. I don't think there's a single "right" answer here, but the old 
advice to undergrads that you should have at least on citation for every claim 
one makes is obvious overkill in the actual published literature. There is a 
judgment call to be made.

I think you may have misread what I said in my example about James: viz., if I 
mentioned his participation in spiritualism in an article intended for a 
history of psych journal, I might not provide a citation for the claim because 
it is well known in that readership. (Of course, if the article were centrally 
about James' spiritualism, then I probably would cite because I would be likely 
be adjudicating among the details of various accounts and interpretations of 
that fact.) On the other hand, if i were writing for non-historians, I would 
probably provide a citation or two because the claim would be new and perhaps 
startling to many members of that readership.

Neither of these are hard and fast "rules." Context is king. They were just 
illustrative examples.

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

chri...@yorku.ca

> On Sep 1, 2017, at 7:44 PM, Mike Palij <m...@nyu.edu> wrote:
> 
>> On Fri, 01 Sep 2017 08:42:39 -0700, Christopher Green wrote:
>> Many good points, Dap! You even have these kinds of differences
>> among different subfields of psychology, not just different nationalities.
>> For instance, every historian of psychology knows that William James
>> was highly active in the spiritualist movement from the 1880s until
>> his death, but many non-historian psychologists don't  know it. So,
>> I would be unlikely to cite this fact if I were writing for a history of
>> psychology journal.
> 
> Chris, what you say above is somewhat confusing.  Are you saying:
> 
> (1) You would not mention that Williams James was into spiritualism in
> a history of psychology article,
> 
> or
> 
> (2) If you mention that William James was into spiritualism in a history
> of psychology article, you would not cite a specific source or provide a
> reference.
> 
> Point (1) is puzzling because you are stating this as general rule but
> one has to make the inference that relevance and context would determine
> whether or not you state that James was into spiritualism.  Moreover,
> it is understandable if you are making a minor point or offhand comment
> and do not cite a source and do not provide a reference, but surely
> you would cite a source if you are making a substantial point, right?
> This leads to point (2).  Again, if you are making a minor statement
> about James's involvement in spiritualism, it is understandable that
> you might not cite a source but students who read your article and
> are surprised about James involvement in spiritualism would wonder
> what the basis is for this statement.  I guess this comes down to who
> one thinks is one's audience -- only historians of psychology or a
> much larger readership of both professional psychologists, professionals
> in other areas, and students.  I understand that one could limit how
> one writes so that one writes only for the group that one has the greatest
> "common ground" (i.e., expert to expert presentation instead of
> expert to novice presentation) but I am then reminded of my experiences
> reading articles in mathematics and math statistics journals where
> one might come across a statement like the following:
> 
> "It is well-known that the basis of the Cholesky decomposition of a matrix
> is most efficient and "
> 
> The old joke, of course, is that one uses "it is well-known" when one
> is too lazy to find a reference that actually supports the assertion.
> Not that I am saying Chris is guilty of such a thing or even other
> psychologists -- it's a lot easier to get away with such a dodge in math. ;-)
> 
> So, I guess it comes down to how narrow or how broad the
> audience is that one is presently writing for.  However, one should
> keep in mind that what is "common knowledge" today may not be
> so in the future, for example:
> 
> "It is well known that Underwood and colleagues have shown that
> a single store model of memory is most consistent with the results
> of memory studies and that proactive interference is the primary
> mechanism of forgetting."
> 
> In the 1950s and early 1960s, most experimental psychologists
> and even "ordinary" psychologists ;-) would be fami

Re: [tips] Plagiarism & general knowledge

[Christopher Green]

Yes to all that, Claudia. I also think there are differences between the 
reasons we make students cite and the reasons we, as professionals, cite in our 
own publications. (Students must prove their knowledge, but when we're writing 
to our own disciplinary subgroup, and our work is at all known to that 
subgroup, establishing our general credibility is not so much at issue.) The 
differences are probably not explicit enough to many of us, and they are 
probably not necessary to make clear to (undergrad) students.

Trying to loop back to the question of self-citation, I usually find discussion 
of this "problem" overgrown with too much "school marmism" to take entirely 
seriously. If you are trying to take credit for an idea twice, that is a 
problem, but I have often found myself in the situation of writing two or more 
papers about the same material to two or more distinct audiences: e.g., (1) 
about a Canadian psychological event to Canadian and American audiences, (2) 
about the work of Charles Babbage to cog/comp scientists and to historians, (3) 
about early sport psychology to psychologists and to baseball enthusiasts. I 
usually nominally cite my previous work to cover my behind, but the whole point 
of writing two papers on the same topic is to highlight different aspects 
according to the audience's interests and to make different assumptions about 
what the audience's knowledge base is likely to be.

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

chri...@yorku.ca

> On Sep 1, 2017, at 5:57 PM, Claudia Stanny <csta...@uwf.edu> wrote:
> 
>  
> 
> Thanks, Chris!
> 
> This is my thinking, also. Citation is not just about giving credit to avoid 
> a charge of plagiarism. Citation is how we establish our scholarly 
> credentials and communicate to our audience. 
> 
> Audience is especially tricky for students, but many assume their audience is 
> their professor (who knows everything! so why cite what is known to that 
> reader?). So I also emphasize to students that part of the culture of 
> citation is demonstrating that you know the literature. So you cite the 
> critical works, even if they are well known to most of the readers or the 
> work is well know. Although the Little Albert study probably appears in every 
> intro psych text book and is a cultural meme of sorts, students indicate 
> their scholarship by citing the report of this work (and, interestingly, some 
> textbook authors reveal themselves as having relied on a secondary source 
> when they misspell Rosalie's name  ). The audience might well know where 
> this appeared and doesn't necessarily need the citation, but including it 
> signals that the writer has accessed the primary literature and read it. 
> 
> Similarly, accuracy of citations reflects on the care and scholarship of the 
> author. These are subtle cues for expertise, but I think it would be helpful 
> to make students aware of this side of authorship. Helps defuse the sense 
> that citation practices are arbitrary hoops created for students to make them 
> crazy.
> 
> Best,
> 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 Fri, Sep 1, 2017 at 10:42 AM, Christopher Green <chri...@yorku.ca> wrote:
>>  
>> 
>> Many good points, Dap! You even have these kinds of differences among 
>> different subfields of psychology, not just different nationalities. For 
>> instance, every historian of psychology knows that William James was highly 
>> active in the spiritualist movement from the 1880s until his death, but many 
>> non-historian psychologists don't  know it. So, I would be unlikely to cite 
>> this fact if I were writing for a history of psychology journal. I might do 
>> so, however, if I were writing for a generalist journal or an experimental 
>> journal. The issue isn't so much how I came to know it as it is whether my 
>> readers are likely to be aware of it as part of their general knowledge.
>> 
>> Best,
>> Chris
>> -
>> Christopher D. Green
>> Department of Psychology
>> York University
>> Toronto, ON M6C 1G4
>> Canada
>> 
>> chri...@yorku.ca
>> 
> 
> ---
> 
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> 
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Re: [tips] Plagiarism & general knowledge

[Christopher Green]

Many good points, Dap! You even have these kinds of differences among different 
subfields of psychology, not just different nationalities. For instance, every 
historian of psychology knows that William James was highly active in the 
spiritualist movement from the 1880s until his death, but many non-historian 
psychologists don't  know it. So, I would be unlikely to cite this fact if I 
were writing for a history of psychology journal. I might do so, however, if I 
were writing for a generalist journal or an experimental journal. The issue 
isn't so much how I came to know it as it is whether my readers are likely to 
be aware of it as part of their general knowledge.

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

chri...@yorku.ca

> On Sep 1, 2017, at 3:37 PM, Dap Louw  wrote:
> 
>  
> 
>  
> I have always struggled to determine where to draw the line between 
> plagiarism and general knowledge.  The general view in South Africa is that 
> you do not have to use a reference if the information has become general 
> knowledge.  In other words,  According to Freud the psyche consists of the 
> id, ego and superego   or   Watson was an American psychologist  does not 
> need a reference. 
> 
> However, it often gets tricky.  Allow me to use a pretty naive example (my 
> apologies):
> 
> *  Columbus arrived in America in 1492.  I assume every American knows this, 
> but probably less than 0,001% of South Africans do.  Does it mean that South 
> Africans have to use a reference but not Americans?  My family and I spent 
> some time in the US and I therefore knew it.  Am I excluded? 
> 
> *  Columbus arrived in America in 1492 and more specifically on 12 October.  
> Is this general kowledge in the US? If so, what about:
> 
> *   Columbus arrived in America in 1492 and more specifically on 12 October 
> at 14:00  (fictitious). 
> 
> *   Columbus arrived in America in 1492 and more specifically on 12 October 
> at 14:00 and saw a three dead whales floating in the sea (fictitious)
> 
> When do we start using references in these cases?  I assume very few 
> Americans would know about the whales, but what about American history 
> lecturers who see this as general knowledge among themselves?
> 
> In South Africa we have a system of external examiners for thesis and 
> dissertations.  In most cases at least one (sometimes all) of them must be 
> from an international university.  They see the thesis/dissertation for the 
> first time when they receive it.  In many cases these external examiners 
> focus more on correct referencing, list of references and other technical 
> aspects, rather than the content, often postponing the students’ graduation.  
> Not to mention the obsession (fetish?) with the different academic systems of 
> reference (Harvard, APA, Oxford, Vancouver, MLA, etc) --- of which there are 
> a few thousand.
> 
> Please say you understand my frustration! ☺
> 
> Dap
> 
>  
> 
> 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
> 27(0)43 841 1193
> 27(0)83 391 8331
> lou...@ufs.ac.za
> 
> 
> 
>  
>  
>  
> 
> University of the Free State:
> This message and its contents are subject to a disclaimer.
> Please refer to http://www.ufs.ac.za/disclaimer for full details. 
> 
> Universiteit van die Vrystaat:
> Hierdie boodskap en sy inhoud is aan 'n vrywaringsklousule onderhewig.
> Volledige besonderhede is by http://www.ufs.ac.za/disclaimer vrywaring 
> beskikbaar.
> 
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Re: [tips] Peer review video

[Christopher Green]

On Jul 26, 2017, at 10:20 AM, Jim Clark  wrote:

> Perhaps easy to overlook, but the video does not use $ charges as a criterion 
> for rejecting a journal. It mentions two criteria: (1) listing in a resource 
> that libraries use to decide whether to purchase a subscription, and (2) 
> impact factor. And it mentions some problems with the latter.

There is no reason for library to subscribe to a journal that is freely 
available on the internet (like PLoS of Frontiers). Nor, indeed, is it even 
possible. It is not a subscription-based service. 

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...


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Re: [tips] Peer review video

[Christopher Green]

Miguel,

It is true that PLoS ONE is $1500, but all the other PLoSes are $3000. It is 
also $3000 at APS journals and at Wiley (at least at my go-to journal there, 
JHBS). Frontiers in Psychology is $2500 for “A-type” articles. So, APA is not 
out of line at $3000.

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Jul 25, 2017, at 5:36 PM, Miguel Roig <ro...@stjohns.edu> wrote:

> Thanks for checking and reporting on this, Chris. Given that that amount is 
> twice what it costs to publish in PLOS ONE 
> (http://journals.plos.org/plosone/s/publication-fees), one wonders whether 
> APA's open access approach it is worth the money. 
> 
> Miguel  
> 
> ________
> From: Christopher Green [chri...@yorku.ca]
> Sent: Tuesday, July 25, 2017 2:40 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Peer review video
> 
> I was looking at APA's policies again just now. It looks like they will allow 
> an author to make any article open access, but at a cost of $3000. Many 
> researchers, of course, cannot afford this cost, even if they have a small 
> research grant.
> 
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON   M3J 1P3
> 43.773759, -79.503722
> 
> chri...@yorku.ca<mailto:chri...@yorku.ca>
> http://www.yorku.ca/christo
> 
> On Jul 25, 2017, at 2:06 PM, Miguel Roig 
> <ro...@stjohns.edu<mailto:ro...@stjohns.edu>> wrote:
> 
> 
> 
> Your point about ‘open access’ is a good one, Chris. But, my goodness, I was 
> not aware about that submission criterion from the APA. Given the speed with 
> which publishing is evolving toward a more ‘open’ format, I can’t imagine 
> that policy lasting too much longer.
> 
> Miguel
> 
> From: Christopher Green [mailto:chri...@yorku.ca]
> Sent: Tuesday, July 25, 2017 11:11 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Peer review video
> 
> 
> 
> Miguel,
> 
> That is an interesting video, and it would probably be useful to 
> undergraduates who don’t yet quite know what a peer-reviewed scientific 
> journal is. However, the narrator is about a decade behind the times when it 
> comes to the prominence and importance of “open” journals these days. It is 
> an issue — a series of issues — that is becoming more complicated by the week.
> 
> Not only are there lots of prominent, respectable “open” (e.g., author-pays) 
> journals now (all the versions of PLoS and, perhaps more controversially, the 
> Frontiers series). A lot of the government research funding agencies have 
> begun to bend to the argument that, if the public paid for the research 
> (through government grants) then the public has a right to read it as well. 
> (There are all kinds of problem with this argument, but it is getting 
> traction where it matters — at the Cabinet table.) As a result, funding 
> agencies across Europe (and in Canada) are beginning to insist that research 
> supported by gov't funds be published in an “open” journal, or at least in a 
> journal that will open a certain length of time after publication (e.g., 6 
> months, 1 year). Indeed, if you submit a paper to an APA journal now, there 
> is a box asking whether your research was supported by a list of major 
> international government funding agencies and, if you say “yes,” APA will not 
> allow you to submit your work, because APA never makes its publications 
> “open.” (Some “traditional” journals now allow the author to pay an 
> additional fee in order to make the publication “open,” but I don’t think APA 
> journals are among them… yet.)
> 
> Best,
> Chris
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
> 
> chri...@yorku.ca<mailto:chri...@yorku.ca>
> http://www.yorku.ca/christo
> orcid.org/-0002-6027-6709<http://orcid.org/-0002-6027-6709>
> ...
> 
> On Jul 25, 2017, at 8:00 AM, Miguel Roig 
> <ro...@stjohns.edu<mailto:ro...@stjohns.edu>> wrote:
> 
> 
> An interesting video on peer review, predatory journals, and related issues:  
> https://www.youtube.com/watch?v=LIlBsfTx3Kc.
> 
> Although the discussion centers largely on climate science and biomedical 
> sciences, I think it is a good resource for both graduate and undergraduate 
> students for helping them discern legitimate science and scholarship from 
> junk.
> 
> Miguel
> 
> ---
> You are currently subscribe

Re: [tips] Peer review video

[Christopher Green]

I was looking at APA's policies again just now. It looks like they will allow 
an author to make any article open access, but at a cost of $3000. Many 
researchers, of course, cannot afford this cost, even if they have a small 
research grant.

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 Jul 25, 2017, at 2:06 PM, Miguel Roig <ro...@stjohns.edu> wrote:
> 
>  
> 
> Your point about ‘open access’ is a good one, Chris. But, my goodness, I was 
> not aware about that submission criterion from the APA. Given the speed with 
> which publishing is evolving toward a more ‘open’ format, I can’t imagine 
> that policy lasting too much longer.  
>  
> Miguel
>  
> From: Christopher Green [mailto:chri...@yorku.ca] 
> Sent: Tuesday, July 25, 2017 11:11 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Peer review video
>  
>  
> 
> Miguel,
>  
> That is an interesting video, and it would probably be useful to 
> undergraduates who don’t yet quite know what a peer-reviewed scientific 
> journal is. However, the narrator is about a decade behind the times when it 
> comes to the prominence and importance of “open” journals these days. It is 
> an issue — a series of issues — that is becoming more complicated by the 
> week. 
>  
> Not only are there lots of prominent, respectable “open” (e.g., author-pays) 
> journals now (all the versions of PLoS and, perhaps more controversially, the 
> Frontiers series). A lot of the government research funding agencies have 
> begun to bend to the argument that, if the public paid for the research 
> (through government grants) then the public has a right to read it as well. 
> (There are all kinds of problem with this argument, but it is getting 
> traction where it matters — at the Cabinet table.) As a result, funding 
> agencies across Europe (and in Canada) are beginning to insist that research 
> supported by gov't funds be published in an “open” journal, or at least in a 
> journal that will open a certain length of time after publication (e.g., 6 
> months, 1 year). Indeed, if you submit a paper to an APA journal now, there 
> is a box asking whether your research was supported by a list of major 
> international government funding agencies and, if you say “yes,” APA will not 
> allow you to submit your work, because APA never makes its publications 
> “open.” (Some “traditional” journals now allow the author to pay an 
> additional fee in order to make the publication “open,” but I don’t think APA 
> journals are among them… yet.)
>  
> Best,
> Chris
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
>  
> chri...@yorku.ca
> http://www.yorku.ca/christo
> orcid.org/-0002-6027-6709
> ...
>  
> On Jul 25, 2017, at 8:00 AM, Miguel Roig <ro...@stjohns.edu> wrote:
> 
> 
> An interesting video on peer review, predatory journals, and related issues:  
> https://www.youtube.com/watch?v=LIlBsfTx3Kc. 
> 
> Although the discussion centers largely on climate science and biomedical 
> sciences, I think it is a good resource for both graduate and undergraduate 
> students for helping them discern legitimate science and scholarship from 
> junk.  
> 
> Miguel
> 
> ---
> You are currently subscribed to tips as: chri...@yorku.ca.
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>  
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Re: [tips] Peer review video

[Christopher Green]

Miguel,

That is an interesting video, and it would probably be useful to undergraduates 
who don’t yet quite know what a peer-reviewed scientific journal is. However, 
the narrator is about a decade behind the times when it comes to the prominence 
and importance of “open” journals these days. It is an issue — a series of 
issues — that is becoming more complicated by the week. 

Not only are there lots of prominent, respectable “open” (e.g., author-pays) 
journals now (all the versions of PLoS and, perhaps more controversially, the 
Frontiers series). A lot of the government research funding agencies have begun 
to bend to the argument that, if the public paid for the research (through 
government grants) then the public has a right to read it as well. (There are 
all kinds of problem with this argument, but it is getting traction where it 
matters — at the Cabinet table.) As a result, funding agencies across Europe 
(and in Canada) are beginning to insist that research supported by gov't funds 
be published in an “open” journal, or at least in a journal that will open a 
certain length of time after publication (e.g., 6 months, 1 year). Indeed, if 
you submit a paper to an APA journal now, there is a box asking whether your 
research was supported by a list of major international government funding 
agencies and, if you say “yes,” APA will not allow you to submit your work, 
because APA never makes its publications “open.” (Some “traditional” journals 
now allow the author to pay an additional fee in order to make the publication 
“open,” but I don’t think APA journals are among them… yet.)

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Jul 25, 2017, at 8:00 AM, Miguel Roig  wrote:

> An interesting video on peer review, predatory journals, and related issues:  
> https://www.youtube.com/watch?v=LIlBsfTx3Kc. 
> 
> Although the discussion centers largely on climate science and biomedical 
> sciences, I think it is a good resource for both graduate and undergraduate 
> students for helping them discern legitimate science and scholarship from 
> junk.  
> 
> Miguel
> 
> ---
> You are currently subscribed to tips as: chri...@yorku.ca.
> To unsubscribe click here: 
> http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92=T=tips=51100
> or send a blank email to 
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> 


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Re: [tips] Effects, Affects, Independent and Depentent Variables.

[Christopher Green]

Perhaps (he said wearily), we should end the long-futile effort to enforce 
conceptual distinctions by legislating the use of mere words and, instead, 
educate people rigorously enough that they are capable and, indeed, desirous, 
of respecting and expressing important conceptual distinctions in the flexible 
vocabulary of the true sophisticate. 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Jul 20, 2017, at 8:42 PM, Stuart McKelvie  wrote:

> 
> 
> 
> 
>  
> I agree with Karl.
>  
> Here are some incomplete thoughts.
>  
> When teaching methods, I would devote time to nomenclature. I suggested that 
> the terms “independent variable” and “dependent variable” be reserved for 
> experimental designs.
>  
> How, then, do we refer to variables in non-experimental designs? If it is 
> correlational, I suggested “predictor variable” and “predicted variable” (if 
> the argument was framed in that manner). In some cases, the predictor 
> variable might be categorical (perhaps a subject variable) and in others  it 
> might be continuous. If only a relationship was being examined, without any 
> thought of predicting one from the other, we might say that each one is 
> simply an associated variable or a correlated variable.
>  
> Trickier is the situation where one variable is manipulated, but 
> randomization has not occurred, as in a quasi-experimental design. Perhaps 
> the manipulated variable could still be termed “independent”, but it would be 
> inappropriate to call the other variable “dependent”. I suggested that 
> “predicted variable” is a safer bet.
>  
>  
>  
> ___
>"Floreat Labore"
>  
>   
> "Recti cultus pectora roborant"
>  
> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
> Department of Psychology, Fax: 819 822 9661
> Bishop's University,
> 2600 rue College,
> Sherbrooke,
> Québec J1M 1Z7,
> Canada.
>  
> E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca)
>  
> Bishop's University Psychology Department Web Page:
> http://www.ubishops.ca/ccc/div/soc/psy   
>  
>  Floreat Labore"
>  
>  
>  
> 
> ___
>  
>  
>  
>  
> From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu] 
> Sent: July-20-17 7:52 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Effects, Affects, Independent and Depentent Variables.
>  
>  
> 
>   When using the word “effect,” as in “effect-size,” I sometimes warn 
> my students that I am using it in the “soft” sense (not causal).  A related 
> concern of mine is the use  of the terms “independent variable” and 
> “dependent variable” in research that is not experimental – that is, when no 
> variable is manipulated.  There is a tendency to use “independent variable” 
> whenever the variable is categorical and “dependent variable” when it is 
> continuous.  Once I helped a previous student with his dissertation.  No 
> variables were manipulated, but several were categorical.  I help him dummy 
> code the categorical variables and use them in a multiple correlation 
> analysis, with continuous covariates, to predict the focal continuous outcome 
> variable.  His dissertation advisor told him no, do an ANOVA instead, because 
> then we have independent and dependent variables and thus can make causal 
> inferences.
>  
> Cheers,
> 
> From: Annette Taylor [mailto:tay...@sandiego.edu] 
> Sent: Wednesday, July 19, 2017 10:08 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Opinions needed
>  
>  
> 
> 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 
> 

Re: [tips] OMG! Meaningful Processing Produces More Durable Memories!!!!!!

[Christopher Green]

Given that Gus Craik worked at the Baycrest Centre for many years after 
retiring from University of Toronto, I’m guessing that they well know about 
level of processing. This looks like a newsletter for those outside of the 
“biz,” so alerting them to phenomena that are well-known among researchers 
might be understandable. 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Jun 22, 2017, at 9:49 AM, Mike Palij  wrote:

> 
> 
> 
> 
>  
> Who knew!?!  Well, these folks apparently didn't; see:
> https://www.eurekalert.org/pub_releases/2017-06/bcfg-lmm062017.php
>  
> Should someone tell them about Level of Processing theory and
> the problems it has?
>  
> -Mike Palij
> New York University
> m...@nyu.edu
>  
> ---
> 
> You are currently subscribed to tips as: chri...@yorku.ca.
> 
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> 
> 
> 
> 
> 


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

[Christopher Green]

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 than someone who drops their membership.  

I don’t think this policy is terribly forward-looking (given where the 
publication industry is currently headed), but I can understand why an 
organization facing the current dilemmas of the APA has made such a 
calculation. 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...

On Jun 19, 2017, at 3:17 PM, Joan Warmbold  wrote:

> 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
>>> 
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> 
> 
> 
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[tips] Study on Students and 'Authenticity' in Classroom

[Christopher Green]

And the award for unintentionally ironic research of the year goes to...

https://www.insidehighered.com/quicktakes/2017/05/26/study-students-and-authenticity-classroom?utm_source=Inside+Higher+Ed_campaign=43309ed845-DNU20170526_medium=email_term=0_1fcbc04421-43309ed845-197361429_cid=43309ed845_eid=b2de87810a
 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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


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Re: [tips] Dear "Herr Professor Doktor"

[Christopher Green]

Mike,

You’re missing something because I didn’t explain it. Norm Swartz was an 
interesting guy. Very smart — it’s not like he was unaware of the ancient roots 
of the conventional accounts of mathematical truth — but very radical. Once a 
devoted follower of Hempel, but he had taken the lessons of Quine’s “Two 
Dogmas” very much to heart, I think. To a first approximation (he wrote a 
whole, complex book on the topic that I’m not really competent to paraphrase), 
he thought that, with the apparent collapse of the analytic, all statements are 
empirical or they are nonsense (the remaining two-thirds of the old Logical 
Positivist triad). Mathematical statements, then — to the degree that they had 
any meaning anymore — became theories of empirical reality. As it turns out, 
there are empirical exceptions to mathematical truths like 1+1=2. For instance, 
if you add 1 litre of water to 1 litre of water, you get slightly less than 1 
litre of water (due to evaporation). The effects are much more profound with 
gasses, where volume is a function of temperature and pressure, in addition to 
the raw “amount” of gas you have. 

I didn’t say I agreed with this position. Indeed, since I don’t fully 
understand his position — I’m sure he has responses to the obvious objections 
that are forming in your mind even now — I’m not really in a position to agree 
or disagree with it. It is interesting to contemplate, nevertheless.

The most obvious objection, I think, to my claim that everything is opinion 
would be the counterclaim that  some things are fact. It might well be that 
there are some raw facts out there. But we don’t have “metaphysical access” to 
those. All we have are our observations and our statements about our 
observations. Those, alas, are opinions. Our observations can easily be wrong, 
and our statements about what our observations imply about “the world" can be 
wronger still. 

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On May 14, 2017, at 12:39 PM, Mike Palij <m...@nyu.edu> wrote:

> On Sun, 14 May 2017 08:29:46 -0700, Christopher Green wrote:
>> Everything is opinion. Some opinions are just better backed with
>> evidence than others. None are so well evinced that they are certain.
>> I once had a philosophy of science professor who was such a
>> thoroughgoing empiricist that he disputed whether 1+1=2.
> 
> Dear "Herr Professor Doktor" Chris,
> 
> I think I'm missing something, about the connection between
> empiricism and "1 + 1 = 2".  Was he against logic and mathematics?
> The equation "1 + 1 = 2" requires certain assumptions (e.g., base 10
> number system) and one could just as easily argue for the truth of
> "1 + 1 = 10" if one assumes a base 2 system (binary arithmetic;
> see the Wikipedia entry for more background on this and other
> systems that go back to ancient Egypt {ca. 2400-1200 BCE]
> and China in the form of the text "I Ching" [800 BCE]). As a logic
> system, the only issue is whether it is free from contradiction
> not whether it corresponds to things in the real word -- a
> distinction, I believe is captured by the difference between
> validity of deductive arguments and their soundness (see:
> http://www.iep.utm.edu/val-snd/  ).  If one doesn't believe
> in logic, then logical systems make no sense.  Is this
> what your PoS Prof was arguing or, that the equation "1 + 1 = 2"
> is considered true if everyone agrees that it is true,
> regardless of the underlying logic, that is, it is a consensus
> view?  What was Herr Professor Doktor's argument?
> Ich habe mich verlaufen. ;-)
> (see:
> http://www.dummies.com/languages/german/common-conversational-words-and-phrases-in-german/
>)
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> 
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Re: [tips] Dear "Herr Professor Doktor"

[Christopher Green]

Louis,

Everything is opinion. Some opinions are just better backed with evidence than 
others. None are so well evinced that they are certain. I once had a philosophy 
of science professor who was such a thoroughgoing empiricist that he disputed 
whether 1+1=2. 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On May 14, 2017, at 10:47 AM, Louis Eugene Schmier  
wrote:

> Stuart, as I respect yors.  However, positions are not “opinions.”  They’re 
> based on the findings of, reflections on, experimentations with, and 
> applications of the results of “brain-based” research by such renown people 
> as Carol Dweck, Ed Deci, Barbara Fredrickson, Richard Boyartzis, Teresa 
> Amabile, Mihaly Csikszentmihalyi, Sonya Lyubormirsky, Daniel Goleman, Peter 
> Senge, etc.
> 
> Make it a good day
> 
> -Louis-
> 
> 
> Louis Schmier 
> http://www.therandomthoughts.edublogs.org   
> 203 E. Brookwood Pl http://www.therandomthoughts.com
> Valdosta, Ga 31602 
> (C)  229-630-0821 /\   /\  /\ /\  
>/\
>  /^\\/  \/   \   /\/\__   
> /   \  /   \
> / \/   \_ \/ /   \/ 
> /\/  /  \/\  \
>   //\/\/ /\\__/__/_/\_\/  
>   \_/__\  \
> /\"If you want to climb 
> mountains,\ /\
> _ /  \don't practice on mole 
> hills" - /   \_
> 
>> On May 14, 2017, at 10:34 AM, Stuart McKelvie  wrote:
>> 
>> 
>> Dear Louis,
>> 
>> Disagreement is fine with me. I respect your posts and opinions.
>> 
>> Sincerely,
>> 
>> Stuart
>> 
>> ___
>>  "Floreat Labore"
>> 
>> 
>>   "Recti cultus pectora roborant"
>> 
>> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 
>> Department of Psychology, Fax: 819 822 9661
>> Bishop's University,
>> 2600 rue College,
>> Sherbrooke,
>> Québec J1M 1Z7,
>> Canada.
>> 
>> E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca)
>> 
>> Bishop's University Psychology Department Web Page: 
>> http://www.ubishops.ca/ccc/div/soc/psy
>> 
>>Floreat Labore"
>> 
>> 
>> 
>> 
>> ___
>> 
>> 
>> 
>> 
>> -Original Message-
>> From: Louis Eugene Schmier [mailto:lschm...@valdosta.edu] 
>> Sent: May 14, 2017 10:33 AM
>> To: Teaching in the Psychological Sciences (TIPS)
>> Subject: Re: [tips] Dear "Herr Professor Doktor"
>> 
>> Stuart, based on my personal and professional experience, supported by the 
>> research on learning, I’ll have to respectfully disagree.
>> 
>> Make it a good day
>> 
>> -Louis-
>> 
>> 
>> Louis Schmier
>> http://www.therandomthoughts.edublogs.org   
>> 203 E. Brookwood Pl http://www.therandomthoughts.com
>> Valdosta, Ga 31602 
>> (C)  229-630-0821 /\   /\  /\ /\ 
>> /\
>> /^\\/  \/   \   /\/\__   
>> /   \  /   \
>>/ \/   \_ \/ /   \/ 
>> /\/  /  \/\  \
>>  //\/\/ /\\__/__/_/\_\/  
>>   \_/__\  \
>>/\"If you want to climb 
>> mountains,\ /\
>>_ /  \don't practice on mole 
>> hills" - /   \_
>> 
>>> On May 14, 2017, at 10:23 AM, Stuart McKelvie  wrote:
>>> 
>>> Dear Tipsters,
>>> 
>>> I favour formality in correspondence with students, for two reasons: 
>>> 
>>> 1. This is a professional relationship and students should practice 
>>> professional writing. It will serve as a good model for future 
>>> communication when they are employed.
>>> 
>>> 2. Keeping a space between professor and student (e.g. not using the 
>>> professor's first name) makes things easier when the professor has to 
>>> criticize or perhaps fail student work.
>>> 
>>> Sincerely,
>>> 
>>> Stuart
>>> 
>>> 
>>> ___
>>> "Floreat Labore"
>>> 
>>> 
>>>  "Recti cultus pectora roborant"
>>> 
>>> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 
>>> Department of Psychology, Fax: 819 822 9661
>>> Bishop's University,
>>> 2600 rue College,
>>> Sherbrooke,
>>> Québec J1M 1Z7,
>>> Canada.
>>> 
>>> E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca)
>>> 
>>> 

Re: [tips] Dear "Herr Professor Doktor"

[Christopher Green]

But Stuart (or, rather, Professor McKelvie), everyone called all the professors 
by their first names at Bishop’s all those many decades you were there. Are you 
telling now us that this drove you mad the whole time? :)

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On May 14, 2017, at 10:23 AM, Stuart McKelvie  wrote:

> Dear Tipsters,
> 
> I favour formality in correspondence with students, for two reasons: 
> 
> 1. This is a professional relationship and students should practice 
> professional writing. It will serve as a good model for future communication 
> when they are employed.
> 
> 2. Keeping a space between professor and student (e.g. not using the 
> professor's first name) makes things easier when the professor has to 
> criticize or perhaps fail student work.
> 
> Sincerely,
> 
> Stuart
> 
> 
> ___
>   "Floreat Labore"
> 
> 
>"Recti cultus pectora roborant"
> 
> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 
> Department of Psychology, Fax: 819 822 9661
> Bishop's University,
> 2600 rue College,
> Sherbrooke,
> Québec J1M 1Z7,
> Canada.
>  
> E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca)
> 
> Bishop's University Psychology Department Web Page: 
> http://www.ubishops.ca/ccc/div/soc/psy
> 
> Floreat Labore"
> 
> 
> 
> 
> ___
> 
> 
> 
> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] 
> Sent: May 14, 2017 10:06 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Dear "Herr Professor Doktor"
> 
> Hi
> 
> First it should be pointed out that Mike's e-mail did not have a proper 
> salutation, such as "Dear Reader."
> 
> More seriously, I worry if labels are necessary to demonstrate our greater 
> expertise in the classroom. Shouldn't there be more substantive indicators?   
> 
> Might the informality also be encouraged by colleagues who value opinion over 
> knowledge and perhaps invite informal relations with their students? 
> 
> Take care
> Jim
> 
> Sent from my iPhone
> 
>> On May 14, 2017, at 8:22 AM, "Mike Palij"  wrote:
>> 
>> Tipsters may find interesting a NY Times opinion piece on the role of 
>> etiquette in today's colleges and university by Molly Worthen  who is 
>> identified as:
>> 
>> Molly Worthen is the author of "Apostles of Reason:
>> The Crisis of Authority in American Evangelicalism,"
>> an assistant professor of history at the University of North Carolina, 
>> Chapel Hill, and a contributing opinion writer.
>> 
>> Her article can be accessed here:
>> 
>> https://www.nytimes.com/2017/05/13/opinion/sunday/u-cant-talk-to-ur-pr
>> ofessor-like-this.html
>> 
>> So, how do you deal with students who think "Okay, you got a Ph.D., so 
>> what?  Think you're better than me?"
>> 
>> -Mike Palij
>> New York University
>> m...@nyu.edu
>> 
>> 
>> 
>> 
>> 
>> ---
>> You are currently subscribed to tips as: j.cl...@uwinnipeg.ca.
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>> 1291=T=tips=50827 or send a blank email to 
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>> .edu
>> 
> 
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Re: [tips] Explaining What Expertise Is (was Teaching expertise

[Christopher Green]

PsycTeacher has been slow to post my response to Michael from yesterday. I copy 
it here for TIPSters. (Perhaps one day it will appear on the other list as 
well.)
-cdg
……
Mike, 

I think that the research you cite on “expertise” means something rather 
different by the term than I did. They seem to take “expertise" to be a 
category, a state that one arrives in at some certain point in time. 

By contrast, I take “expertise” to be something that one develops over time — 
it is a continuum, not a category.  What I want students to be able to do is 
take all that “cook book” stuff they learned in the intro stats course — this 
is how you do a t-test, this is how to do a correlation, this is how you do a 
chi-square, etc. — and start to *use* it as part of a broader inquiry into the 
meaning of their data, not just use statistical tests to “stamp” a result out 
of a dataset. 

As Robert Abelson put it, statistics should be part of a “reasoned argument.” 
That means we use the strengths of statistical tests while remaining keenly 
aware of their weaknesses, and we integrate what they offer with other kinds of 
information about the kind of data we’re using and the kind of participants — 
often people — we’re testing. Statistics are not an autonomous domain, entirely 
divorced from other ways of thinking. They should be seamlessly woven into the 
various ways in which we think about our research problems. 

As I like to say to my classes, using statistics does not absolve you of the 
responsibility to *think* about your data and your broader research project 
(ding! Significant! vs. bzzz! Not significant!). It is just a set of tools 
that, like all tools, are designed to do certain things well, but not other 
things (like hitting a screw with a hammer). 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On May 4, 2017, at 9:39 AM, Mike Palij <m...@nyu.edu> wrote:

> 
> 
> 
> 
>  
> NOTES:
> (1)  I apologize to folks on TiPS who are also on the
> PsychTeacher list where I had posted this message
> yesterday and may find this redundant. 
>  
> (2)  I've changed the subject line from "Teaching Expertise"
> to "Explaining What Expertise Is" because the former seems
> to emphasize expertise about teaching in contrast to what
> expertise (in statistics) is, which seems to be the focus of
> Chris' post.
>  
> (3) One difference between TiPS and PsychTeaher's response
> to Chris' original response is a focus on the use of rubrics and
> guides and aids in accomplishing certain tasks.  I think I understand
> why people may raise issues about the use of such things by
> students in doing assignments -- instead of engaging in a burst
> of creative problem solving when dealing with a vague set of
> instructions for a task or assignment -- but it should be clear
> that original focus of Chris' post was on developing "expertise"
> in an area, specifically, statistics.  My response below tries
> to make the argument that this is an odd argument given the
> scientific research on expertise which imply that it is unrealistic
> to expect expertise in an area (e.g., doing a correct statistical
> analysis) instead of competence (i.e., ability to perform a
> specific analysis though without sophistication, such as
> knowing that instead of an independent groups t-test,
> one should use Tchebycheff's inequality, as shown
> in following:
> Lord, F. M. (1953). On the statistical treatment of football numbers.
> 
> American Psychologist, 8, 750–751.
> 
> (4) Even with expertise and experience, it is clear that in some
> situations experts rely upon checklists to make sure that they
> cover all relevant issue -- ask an airplane pilot who goes through
> a checklist before a take-off or a surgeon who goes through
> a checklist before doing surgery (as well as other aids that
> remind them that, say, it is the right kidney they need to remove
> and not the left).  The reliance on such devices is to make sure
> that explicitly review all relevant information instead of just
> haphazardly review them and assuming they "know" what the
> unexamined points are (which can give rise to certain types
> of "cognitive illusions", comparable to the semantic illusion
> shown by the question "How many of each animals was taken
> on the Ark by Moses?").
> 
> On Wednesday, May 03, 2017 11:30 AM, Christopher Green wrote:
> >How does one explain to students what it means to have
> >expertise?
> 
> With all due respect, this is an odd question.  If one looks at
> the cognitive research on expertise (e.g., Chi, Chase, Ericsson,
> et al), then some common "rules of thum

[tips] Teaching expertise

[Christopher Green]

How does one explain to students what it means to have expertise? I had this 
intermediate statistics course this past term. The students were actually doing 
very well in it. Too well, in fact (about 80% A's). I was thinking of cranking 
up the level the following year, but I decided to check by doing an in-class 
poll: "This course was a) too easy, b) about right, c) too hard." To my 
surprise, a majority said it was too hard. So I asked, "how can it be too hard 
if nearly everyone is getting an A?" 

What followed was a good, open discussion. It turned out that they felt the 
questions on my assignments and tests had not been explicitly enough. One 
student called them "vague." I tried to explain that this was a "feature," not 
a "bug." When you are really doing statistics (or pretty much anything else) 
outside of a classroom, no one says: "Here are some data. I would like you to 
do a t-test on them. Be sure to check that the variances  are equal, and 
include a couple of box plots. Oh, and check carefully to ensure that we aren't 
likely to have any confounding variables or Simpson's paradoxes. And another 
thing..." and so forth. They say, "Here's the data. Please do the analysis and 
report back." They say that because, if you have developed some expertise, you 
already know that there are a hundred little things to do and to check for 
beyond simply doing the t-test itself. And you know which potential problems to 
look for first, and which can probably be ignored unless other problems turn up 
first. 

I am trying to teach help them develop expertise of that sort -- taking some 
responsibility for the integrity of their work, even if they are a little 
unsure going into it. But, even though they are very good at doing exactly what 
you tell them to do, it seems that we, in education, have become so explicit 
about so much that students haven't ever really developed expertise in 
anything, and they slightly resent it when you expect them to do so. They don't 
seem to understand that this kind of intellectual flexibility is, in fact, the 
goal of almost everything they are ever going to be taught. (Even though I 
would bet that they have developed something like it around things they enjoy 
and, so, spend a lot of time on, such as pop music, fashion, sports, movies, 
etc.) The school system, though, seems to have become so enamoured of explicit 
rules, stated goals, and checklists of objectives, that we have forgotten that 
what we are aiming for, ultimately, is flexible expertise.

Any comments, suggestions? 

Thanks,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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


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[tips] Lots of hiring in psych

[Christopher Green]

Psychology (along with nursing, English, math, and music) are the best 
discipline for new tenure track hires these days, according to a new study.

Snippet: "Nursing, psychology, English, math and music are the top disciplines 
for tenure-track faculty hires at four-year institutions, according to a new 
survey from the College and University Professional Association-Human 
Resources." 

https://www.insidehighered.com/news/2017/04/06/new-cupa-hr-study-looks-faculty-hiring-pay-chairs-and-adjuncts-and-more?utm_source=Inside+Higher+Ed_campaign=002af6c135-DNU20170406_medium=email_term=0_1fcbc04421-002af6c135-197361429_cid=002af6c135_eid=b2de87810a
 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
...
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[tips] Two-thirds of UK Psych students think their degree was not worth it.

[Christopher Green]

Two-thirds of UK Psych students think their degree was not worth it. It was the 
only subject in which a majority rejected the value of their own degree. I 
wonder whether North American numbers would be similar.
http://www.businessinsider.com/which-degrees-are-worth-doing-emolument-2017-3

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
...
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Re: [tips] "Highest IQ cabinet"

[Christopher Green]

That he is making an empty boast. What possible evidence could he have for sic 
ha claim?
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Jan 20, 2017, at 8:18 PM, Philippe Gervaix  wrote:

> 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

[Christopher Green]

It came gowns couple of days ago. Beal is saying but that it was "threats and 
politics." Much speculation that there was a lawsuit, but no certainty about 
that. It has been archived a couple of places, I am told.

See 
https://www.insidehighered.com/news/2017/01/18/librarians-list-predatory-journals-reportedly-removed-due-threats-and-politics

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

chri...@yorku.ca

> On Jan 20, 2017, at 6:43 PM, Annette Taylor  wrote:
> 
>  
> 
> 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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> 
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Re: [tips] The Lamcet again

[Christopher Green]

Correlational. Start listing all the SES variable that you think are correlated 
with living closer to busy streets. In addition, it was a tiny increase. 7% if 
I recall correctly.

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

chri...@yorku.ca

> On Jan 7, 2017, at 8:19 PM, "msylves...@copper.net"  
> wrote:
> 
> The Lancet
> has recently published a study that concluded- folks residing in areas of 
> busy traffic noise have a higher rate of  Alzheimers.
> The study subjects were in Ontario,Canada.
> michael
> daytona beach,florida
> 
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Re: [tips] Student's Name: _________

[Christopher Green]

Wow, That shows a lot of poise for a stats exam.
Usually the anxiety alone would undermine any sense of humor.
OR, maybe they were so anxious that they thought it was the first question…

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Dec 14, 2016, at 8:51 AM, Wuensch, Karl Louis  wrote:

> 
> 
> 
> 
>  
> On my stats exam there appears, in the upper right of the first page, 
> "Student's Name _."  Two of my students wrote in there "William S. 
> Gosset."  Should I give them extra credit?  A pint of stout?
> 
> Karl W., East Carolina University
> ---
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Re: [tips] To Canadian Tipsters: Who/What is Gad Saad?

[Christopher Green]

Mike,

Never heard of him. Thankfully, from what I can gather. 
Sorry I can’t be more helpful.
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Nov 16, 2016, at 8:48 AM, Mike Palij  wrote:

> I have been spending some time on Linkedin (got sucked in
> because of former students sending me invites) and though I
> have tried to keep contacts on a professional level, there are
> some folks that one might characterize as "interesting" (as in
> the old Chinese saying "May you live in interesting times).
> One such person is Gad Saad who seems to have too much
> time on his hands and  seems to be heavy into self-promotion.
> There is even a Wikipedia entry on him; see:
> https://en.wikipedia.org/wiki/Gad_Saad
> The best I can figure out is that he started out in Canadian
> colleges and went on get a Ph.D. at Cornell under someone named
> Edward Russo; see: (NOTE: I'm not saying anything about that photo)
> https://www.johnson.cornell.edu/Faculty-And-Research/Profile?id=jer9
> and went on to some sort of position at Concordia (seems to be an
> endowed chair which always raises questions).
> 
> Looking at his publications on scholar.google.com it appears that
> early on he seemed to be a more or less traditional cognitive
> psychologist (even making some presentation a the meetings of
> the Society for Computers in Psychology which historical meets
> before the Psychonomics meeting; my mentor Doris Aaronson
> was involved in SCiP) but somewhere along they way he appears
> to have gone off the rails, focusing on evolutionary psychology and
> consumer psychology (not necessarily bad things but raises
> certain issues). Not as bad as, say, publishing article in the journal
> "Intelligence". ;-)
> 
> These days he seems to be more involved in doing podcasts (thank
> God these things will die out soon), making appearances on TV
> shows, and making weird posts to Linkedin.  Apparently trying to
> become a pop psychologist which always pays better than being
> an academic. But for some reason he reminds of the comedian
> Marc Maron, perhaps best known for his recent TV series on IFC
> (see his Wiki entry) except Saad is not as funny a Maron.
> 
> So, what's is the story about Saad from Canadians who are
> familiar with him?  You can contact me off-list if you like but
> I would appreciate a public discussion if possible.
> 
> Send me something.
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> P.S. It is "interesting" (see definition above) to be living in the
> same city as Voldemort and all of the protests (some by students
> from NYU starting at Washington Square Park and moving uptown).
> To get some idea of how "popular" Voldemort is in Manhattan, see
> the following which give a map of voting patterns in Manhattan at
> some surrounding areas but with an emphasis on the Lower
> East Side:
> http://www.thelodownny.com/leslog/2016/11/heres-how-many-voters-picked-trump-on-the-lower-east-side.html
> I'm still trying to figure out who the 7% in the East Village who
> voted to Voldemort.
> 
> .P.P.S Think that NYU is a bastion of "Liberal PC Hellfire"?
> You are not alone as one of out faculty expressed these ideas
> though on Twitter under the pseudonym "Deplorable Professor".
> Michael Rectenwald; a op-ed he wrote for the Washington Post
> can be accessed here:
> https://www.washingtonpost.com/posteverything/wp/2016/11/03/campus-pc-culture-is-so-rampant-that-nyu-is-paying-to-silence-me/?utm_term=.c94cd6997e83
> NOTE: Rectenwald at first implied he was forced to take a leave
> from NYU but it turns out that he had requested a leave -- see
> the updated Editor Note at the bottom of the WaPo piece and:
> https://www.nyu.edu/about/news-publications/news/2016/november/email-correspondence-between-professor-michael-rectenwald-and-de.html
> So, what is the current status of the self-righteous anti-PC faculty
> member?  He got a promotion; see:
> http://nypost.com/2016/11/13/nyu-awards-promotion-and-full-time-gig-to-deplorable-professor/
> Damn!  Sound like being anti-PC really pays off! ;-)
> 
> 
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Re: [tips] Voldemort Wins

[Christopher Green]

No joke. It happened.
Chris
-
Christopher D. Green
Department of Psychology
York University
Toronto, ON M6C 1G4
Canada

chri...@yorku.ca

> On Nov 9, 2016, at 10:37 AM, Carol  wrote:
> 
> That's an excellent point and I will probably repeat it. 
> 
> I saw a social media (code for Facebook without sounding lame) post that said 
> Canada's Immigration Center site crashed. It may have been a joke, but then 
> again maybe not. 
> cd
> 
>> On Nov 9, 2016, at 6:58 AM, Mike Palij  wrote:
>> 
>> We get the leaders we deserve.
>> 
>> -Mike Palij
>> New York University
>> m...@nyu.edu
>> 
>> 
>> ---
>> You are currently subscribed to tips as: devoldercar...@gmail.com.
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Re: [tips] Happy Birthday to a "4"

[Christopher Green]

I hear that she's moving to Canada if the unthinkable happens… :-)

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

chri...@yorku.ca

> On Oct 28, 2016, at 8:53 AM, Mike Palij  wrote:
> 
> The Lady in the Harbor has a birthday but since she is
> a lady her age won't be mentioned.  For more, see:
> http://www.politico.com/story/2016/10/statue-of-liberty-dedicated-oct-28-1886-230301
> 
> And if you want to see her views of things, see:
> http://www.earthcam.net/projects/statueofliberty/ellisisland/rwd.php?cam=brooklyn
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> 
> 
> 
> 
> ---
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Re: [tips] Would William James Attend?

[Christopher Green]

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

chri...@yorku.ca
> On Oct 21, 2016, at 12:07 PM, Mike Palij  wrote:
> 
> |New Thought movement
> |
> |New Thought is a spiritual movement that began in the
> |United States in the late 19th century which promotes
> |positive thinking and healing.
> 
> Yikes! Positive psychology was scooped! ;-)

Yup. Read Barbara Ehrenreich's _Bright-Sided_. Pos Psych, despite its incessant 
appeals to "science," is pretty much just the latest incarnation of the 
long-running American obsession with happiness -- from New Thought to Christian 
Science to Positive Thinking to the Prosperity Gospel to Positive Psych. She 
reports a great interview with Marty Seligman in which even he can't quite keep 
a totally straight face while extolling its putatively "scientific" virtues. 
And that was before the "happiness equation" collapsed in ruins.

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

chri...@yorku.ca


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Re: [tips] Would William James Attend?

[Christopher Green]

I haven’t watched the presentation, Jim. However, I find that characterization 
of James' interests (and of spiritualism as it was conducted in the late 19th 
century) to be a little anachronistic or ahistorical. It wasn’t so much that 
James wanted to reject the natural-scientific approach to psychology. It was 
that he wanted to carve out a wider understanding of what constitutes “nature” 
(following more or less directly from the most famous work of his own 
godfather, Ralph Waldo Emerson). James’ question about spiritualism (and about 
religion more broadly) was what we would find if we were to study in the same 
manner that we study the (rest of the) natural world, and with the same 
seriousness. Even his _Varieties of Religious Experience_ concludes that we 
need is fewer scholastic “proofs” of God's existence and more empirical and 
comparative studies of religious experience itself. 

The turn of the 20th century was a time when we were trying to figure out what 
the boundaries of the “new” psychology were going to be. Although many “lab 
men” of the era rejected spiritualism and psychical phenomena early on (partly 
in an effort to impress physiologists and other scientists with the 
“seriousness” of their commitment to a certain kind of naturalism), others, 
like James, weren’t so certain that there was nothing worthy of scientific 
study in the realm of the spiritual. (Let us not forget that Hall’s _American 
Journal of Psychology_ was founded on a donation by Robert Pearsall Smith, a 
leader of the American “Holiness Movement” and one of the ASPR’s wealthiest 
members.) Most psychologists fell away from the ASPR after they saw how 
tendentious much of the research was ultimately going to be. James, however, 
seemed never to be satisfied that we had gathered enough evidence to be certain 
that it was nothing but fantasy and fraud.

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Oct 22, 2016, at 1:30 PM, Jim Clark <j.cl...@uwinnipeg.ca> wrote:

> Some modern day students of religion (e.g., Hood) speak positively about 
> James’s interest in phenomena that challenged the natural science approach to 
> psychology. Here’s one presentation in which Hood articulates that view.
>  
> https://www.youtube.com/watch?v=3qeLfh7E9mA
>  
> Jim
>  
>  
> Jim Clark
> Professor & Chair of Psychology
> University of Winnipeg
> 204-786-9757
> Room 4L41A (4th Floor Lockhart)
> www.uwinnipeg.ca/~clark
>  
>  
> From: Christopher Green [mailto:chri...@yorku.ca] 
> Sent: October-22-16 10:41 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Would William James Attend?
>  
>  
> 
>  
> On Oct 21, 2016, at 12:54 PM, Michael Scoles <micha...@uca.edu> wrote:
> 
> 
> I can't find the page number from Principles where he says, "Whatever floats 
> your boat."
>  
>  
> I’m not sure what you’re objecting to here, Michael. James was a well known 
> and ardent advocate of spiritualism — an early joiner of the Society for 
> Psychical Research (in Britain) and the virtual founder of the American 
> Society for Psychical Research. He conducted extensive questionnaire studies 
> of people’s experiences of the paranormal. He visited a variety of “mediums,” 
> commenting publicly on their putative authenticity. He was so outspoken about 
> it that other psychologists of the era (1) begged him to tone it down for the 
> good of the psychology (Cattell), (2) actively strove to demonstrate the 
> frauds perpetrated by his favoured spiritualists (Münsterberg, Jastrow, Hall, 
> or (3) just publicly denounced him (Witmer (in)famously dubbed him the 
> “spoiled child of psychology”).
>  
> All that said, James’ peculiar version of philosophical pragmatism might, to 
> a first approximation, be summed up as “whatever floats your boat” (if 
> floating a boat is taken to be doing something that seems to help the boat to 
> “work”). :-)
>  
> Best,
> Chris
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
> 
> chri...@yorku.ca
> http://www.yorku.ca/christo
> ...
>  
> On Fri, Oct 21, 2016 at 10:09 AM, Mike Palij <m...@nyu.edu> wrote:
> 
>  
> http://www.atlasobscura.com/articles/we-tried-to-talk-to-the-dead-at-new-yorks-only-spirit-church
>  
> Some things never change.
>  
> ---
> 
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> 
> (It may be necessary to cut and paste the above URL if t

Re: [tips] Would William James Attend?

[Christopher Green]

On Oct 21, 2016, at 12:54 PM, Michael Scoles  wrote:

> I can't find the page number from Principles where he says, "Whatever floats 
> your boat."
> 

I’m not sure what you’re objecting to here, Michael. James was a well known and 
ardent advocate of spiritualism — an early joiner of the Society for Psychical 
Research (in Britain) and the virtual founder of the American Society for 
Psychical Research. He conducted extensive questionnaire studies of people’s 
experiences of the paranormal. He visited a variety of “mediums,” commenting 
publicly on their putative authenticity. He was so outspoken about it that 
other psychologists of the era (1) begged him to tone it down for the good of 
the psychology (Cattell), (2) actively strove to demonstrate the frauds 
perpetrated by his favoured spiritualists (Münsterberg, Jastrow, Hall, or (3) 
just publicly denounced him (Witmer (in)famously dubbed him the “spoiled child 
of psychology”).

All that said, James’ peculiar version of philosophical pragmatism might, to a 
first approximation, be summed up as “whatever floats your boat” (if floating a 
boat is taken to be doing something that seems to help the boat to “work”). :-)

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

> On Fri, Oct 21, 2016 at 10:09 AM, Mike Palij  wrote:
> 
> http://www.atlasobscura.com/articles/we-tried-to-talk-to-the-dead-at-new-yorks-only-spirit-church
>  
> Some things never change.


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Re: [tips] Would William James Attend?

[Christopher Green]

Séances held in the old Swedenborg Church in New York? Darn tootin’ he would!
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Oct 21, 2016, at 11:09 AM, Mike Palij  wrote:

> 
> 
> 
> 
>  
> http://www.atlasobscura.com/articles/we-tried-to-talk-to-the-dead-at-new-yorks-only-spirit-church
>  
> Some things never change.
>  
> -Mike Palij
> New York University
> m...@nyu.edu
>  
> ---
> 
> You are currently subscribed to tips as: chri...@yorku.ca.
> 
> To unsubscribe click here: 
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> 
> (It may be necessary to cut and paste the above URL if the line is broken)
> 
> or send a blank email to 
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> 
> 
> 
> 
> 


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Re: [tips] A great many people think they are thinking when they are merely rearranging their prejudices

[Christopher Green]

On Oct 11, 2016, at 9:14 AM, Mike Palij  wrote:

> So, what's the source?  William James is often associated with
> the quote in Subject line but, like icebergs and Freud, no sources
> or references are given.  Or did I miss it?  Send me something.

I do not find that exact quote. However, the 5th para. of chapter 14 
(Association) of James’ Principles of Psychology expresses a similar idea: 

The truth must be admitted that thought works under conditions imposed ab 
extra. The great law of habit itself -- that twenty experiences make us recall 
a thing better than one, that long indulgence in error makes right thinking 
almost impossible -- seems to have no essential foundation in reason. The 
business of thought is with truth -- the number of experiences ought to have 
nothing to do with her hold of it; and she ought by right to be able to hug it 
all the closer, after years wasted out of its presence. The contrary 
arrangements seem quite fantastic and arbitrary, but nevertheless are part of 
the very bone and marrow of our minds. Reason is only one out of a thousand 
possibilities in the thinking of each of us. Who can count all the silly 
fancies, the grotesque suppositions, the utterly irrelevant reflections he 
makes in the course of a day? Who can swear that his prejudices and irrational 
beliefs constitute a less bulky part of his mental furniture than his clarified 
opinions? It is true that a presiding arbiter seems to sit aloft in the mind, 
and emphasize the better suggestions into permanence, while it ends by 
droopping out and leaving unrecorded the confusion. But this is all the 
difference. The mode of genesis of the worthy and the worthless seems the same. 
The laws of our actual thinking, of the cogitatum, must account alike for the 
bad and the good materials on which the arbiter has to decide, for wisdom and 
for folly. The laws of the arbiter, of the cogitandum, of what we ought to 
think, are to the former as the [p. 553] laws of ethics are to those of 
history. Who but an Hegelian historian ever pretended that reason in action was 
per se a sufficient explanation of the political changes in Europe? 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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


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Re: [tips] What Price Altruism?

[Christopher Green]

What brought Price up, Mike?

I remember writing a paper about him and his equation in a graduate philosophy 
seminar many years ago.
(As I recall, no one else in the room understood what a variance was, which 
made it a little tricky to explain why the equation was such a breakthrough — 
even though it seems to still get relatively scant mention even today.)

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Sep 18, 2016, at 12:11 PM, Mike Palij  wrote:

> George R. Price was born in NYC and would go down a crooked
> road that would ultimately lead to the Galton Lab where he would
> produced what is now referred to as the "Price Equation" that
> attempts to explain why altruism exists if evolutionary theory is
> correct.  An interesting -- if depressing -- account of his life and
> its twists and turns is presented in the following article, which
> puts Price's life in the context of a female British playwright who
> would write a play about Price; see:
> http://mosaicscience.com/story/George-Price-altruism-equation?utm_source=narratively_medium=email_campaign=weekender09182016
> NOTE: at the bottom of the article is a reference list but one
> has to click on the "reference bar" to see them.
> 
> For more "straight " info on Price, there entries in Wikipedia
> that provide more information but leaving out some of the details
> in the article above:
> The biographical entry on Price:
> https://en.wikipedia.org/wiki/George_R._Price
> On the Price Equation:
> https://en.wikipedia.org/wiki/Price_equation
> An entry on a movie where the Price equation plays
> a critical role:
> https://en.wikipedia.org/wiki/W%CE%94Z
> NOTE: The original title of the movie is "W (Greek Symbol delta) Z"
> which is a part of the equation. In the U.S., the movie
> was released with the title "The Killing Gene" which is
> available on Amazon:
> https://www.amazon.com/Killing-Gene-Barbara-Adair/dp/B00151QY9Y/ref=sr_1_1?ie=UTF8=1474212073=8-1=The+Killing+Gene
> 
> I think that one can't help feeling sorry for Price because
> though he was brilliant in certain ways, he did not have the
> self-insight to understand how he would ultimately destroy
> himself.
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> P.S. No new explosions today in NYC. 
> 
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Re: [tips] Raise your hand if you grade on a curve

[Christopher Green]

Or, you could just stop distracting everyone form the actual learning by not 
giving grades at all.
But you have heard this rant from me before.

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Sep 14, 2016, at 10:08 AM, Miguel Roig  wrote:

> Now consider changing your strategy: 
> http://www.nytimes.com/2016/09/11/opinion/sunday/why-we-should-stop-grading-students-on-a-curve.html?_r=1
> 
> :)
> 
> Miguel
> 
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[tips] The Noise Miners – Medium

[Christopher Green]

A brilliant bit of satire on the current replication crisis and 
pre-registration of experiments.
https://medium.com/@InOurLabs/the-noise-miners-cffe6c14b626#.j3qx6ksi5

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

chri...@yorku.ca
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[tips] Why grades undermine learning

[Christopher Green]

Here’s an interesting column from today’s “Inside Higher Ed” about how the 
relentless emphasis on grades undermines the learning process. It is close to 
something that I have been saying for years, though most people think of 
grading as so inherent to schooling that they are unable to understand me, and 
often respond by listing the putative motivational advantages of grades. (I go 
one step further, arguing that grades should be eliminated, in order to focus 
student on their learning itself, rather than on the putative measurement of 
their learning.  

My favourite snippet:

"Yet while these students think they’re keeping their eyes on the ball, they 
are actually just staring at the scoreboard.”

http://tinyurl.com/hosc6mu


Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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


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Re: [tips] tips digest: August 11, 2016 / Grading improvement

[Christopher Green]

On Aug 12, 2016, at 4:51 PM, Michael Ofsowitz  wrote:

> On 8/12/16 1:00 AM, Chris Green wrote:
>> Students can get obsessed about grades, and their emotional reactions to 
>> them can interfere with their motivation. But the solution to that problem 
>> is not to change the grades, but to undercut the widespread misapprehensions 
>> about grades. 
>> 
>> I sometimes wonder if we have completely forgotten why we give grades at 
>> all. Grades are not “rewards” or “punishments.” 
> Except when they are... we don't control this; if grades motivate or 
> demotivate (i.e., strengthen or weaken responses), they are rewarding or 
> punishing. Unfortunately. Student obsessions and misinterpretations overpower 
> my interpretations of grades.

I don’t really see why they really need to. You seem to be denying the 
possibility that some “experiences” are just misapprehensions, and that they 
can be corrected with information. (Surely all of us got bad grades at one 
point or another in our academic careers, but we learned to overcome them and 
improve. Why should we presume in advance that our students are any less able?) 
We can help our students to interpret events such as poor grades not just more 
“positively” but also more correctly. We help them to understand grades as 
signals, help them to put their initial disappointment behind them, and to use 
the signal generate better performance in the future. 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
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Re: [tips] tips digest: August 10, 2016

[Christopher Green]

On Aug 11, 2016, at 11:13 AM, Michael Ofsowitz  wrote:

> Bob: sort of; ideally, if I could remove IQ as a factor and still measure 
> learning (as an advancement in comprehension), I'd like to be able to reward 
> students for their achievement, rather than punish them. Not as a large 
> portion of the overall course grade, but as some small rewarding experience. 
> 
> For example, their ability to comprehend some topic in social psych might be 
> minimal, and on a test (and as I briefly mentioned, mine are all written - 
> short essay type) they might get a C- grade (or worse), which they experience 
> as punishment. But what if such a student has made significant progress from 
> a lower baseline to get to that C-?

I appreciate what Michael is saying here. Students can get obsessed about 
grades, and their emotional reactions to them can interfere with their 
motivation. But the solution to that problem is not to change the grades, but 
to undercut the widespread misapprehensions about grades. 

I sometimes wonder if we have completely forgotten why we give grades at all. 
Grades are not “rewards” or “punishments.” Grades are information, and not even 
information primarily intended for the student who earns them. They are 
information about the student’s performance for the NEXT person or school or 
other institution that the student interacts with. Ideally we talk (or write) 
in detailed qualitative terms to students about their performance (and we do 
that when we write comments on essays). Ideally, we would also talk (or write) 
to people “down the line” who want to know about the student’s performance too. 
But classes are too big, school are too big, there are too many applicants to 
everything, and so we have impoverished our communication to a single letter 
(or perhaps to a not-very-reliable percentage) so that we can handle dozens, 
hundreds, thousands of cases in a short period of time.

It seems to me that the appropriate response to a student “experiencing [a C-] 
as punishment,” is to talk to them about what grades are for and to disabuse 
them of that "experience.” Explain to the student who goes from D to C- that 
they have improved somewhat, and they should be proud of that, but that there 
is still a long way to go (if they even want to be among  the top students in 
the class — perhaps they don’t really care; they just want to “pass”). But, 
more important, explain to them that grades are not "the thing.” They are just 
a (not very informative) indicator of “the thing.” What you ACTUALLY LEARN is 
"the thing.” 

Getting upset about grades is like getting upset about a thermometer. You can’t 
make things warmer or cooler by changing the thermometer. You only change the 
(arbitrary) scale by which we measure it. Actually changing the temperature 
requires us to manipulate (aspects of) the real world, not just our indicators 
of the real world. Same for grades and learning. 

Chris 
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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


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Re: [tips] Sue Frantz receives APA award

[Christopher Green]

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

chri...@yorku.ca

> On Aug 7, 2016, at 3:42 PM, Miguel Roig  wrote:
> 
> Congratulations to TIPster, Sue Frantz, who has received the Charles L. 
> Brewer Distinguished Teaching of Psychology Award.
> 
> http://www.apa.org/news/press/releases/2013/04/two-year-college.aspx
> 
> Miguel
> ---
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Re: [tips] Uh, What College Did She Graduate From?

[Christopher Green]

Like the speech plagiarism story before it, this is a minor blip that will make 
no difference to anything.
Liberals (such as they are in the US) will titter at it. Academics (like you 
and me) will tut tut it.
But I doubt there is a person in the entire US who was going to vote for DT but 
will now change their vote because of the indiscretions of his (current) wife. 

And while we’re on the topic of minor blips that will make no difference, but 
are worth a titter, it turns out that DT Jr. lifted a couple of line in his 
speech last night as well — the metaphors about schools being like an elevator 
stuck on the bottom floor and like a Soviet-era store. They come from a May 
column in American Conservative that was written by a George Mason law 
professor  Frank H. Buckley. 

So, who will be first to spot tonight’s plagiarism??? :-)

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Jul 20, 2016, at 1:48 PM, Mike Palij  wrote:

> 
> 
> 
> 
>  
> Things that make you go "Hm".  See:
> http://www.snopes.com/melania-trump-architecture-degree/
> and
> http://www.huffingtonpost.com/entry/melania-trump-college-claims_us_578dd95ce4b0c53d5cfac0dc
>  
> -Mike Palij
> New York University
> m...@nyu.edu
>  
>  
> ---
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Re: [tips] Is 7% Copying Still Plagiarism?

[Christopher Green]

"Immature poets imitate; mature poets steal; bad poets deface what they take, 
and good poets make it into something better, or at least something different.”
- T. S. Eliot

Make of that what you want. 
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Jul 19, 2016, at 9:08 AM, William Scott  wrote:

> 
> 
> 
> 
>  
> quote from the CNN report:
> "Manafort said the words Melania used were not "cribbed" but are common 
> words."
> 
> What a great defense to the charge of plagiarism. We have a bass player in 
> our bluegrass group who often tells a joke on stage. He claims to know all 
> the words to all the Bluegrass songs. He just doesn't remember what order 
> they are in.
> 
> In direct answer to the question, a plagiarized paragraph in a student's 
> paper has always been plagiarism. Also, the words do not have to be the same 
> if the ideas, especially as sentences, follow the same order to the same 
> effect.
> 
> Bill Scott
> 
> From: Mike Palij 
> Sent: Tuesday, July 19, 2016 8:17:14 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] Is 7% Copying Still Plagiarism?
>  
> 
> 
> 
> 
>  
> http://www.cnn.com/2016/07/19/politics/melania-trump-michelle-obama-speech/index.html
>  
> Send me something. ;-)
>  
> -Mike Palij
> New York University
> m...@nyu.edu
>  
> ---
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Re: [tips] A question about 19th-century translations of scholarly works

[Christopher Green]

Yes, it was standard practice (though not universal) for translators to remain 
anonymous in early 19th century Britain. Translators who added notes, however, 
often gave their initials. (This, by the way, is why Ada Lovelace signed her 
famous annotated translation of Luigi Menabrea article on Babbage's Analytical 
Engine with the letters AAL. It was not, as is often misreported, that women's 
names could not appear in print. Mary Somerville.)

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

chri...@yorku.ca

> On Jun 30, 2016, at 8:20 PM, Jeffry Ricker, Ph.D. 
>  wrote:
> 
>  
> 
> Hi all,
> 
> I'm reading “A treatise on the diseases produced by onanism”--an 1832 English 
> translation of a book written by a well-known French physician, Samuel 
> Auguste David Tissot that was first published in 1758. 
> 
> The cover page states that the book was translated “BY A PHYSICIAN, Member of 
> the Medical Society of the city and county of New York,  ” The 
> translator also wrote the preface, but signed it “TRANSLATOR.”
> 
> It's driving me crazy that I haven't found the translator's name.
> 
> MY QUESTIONS: Does anyone know if it was common in the early nineteenth 
> century for translators of scholarly works not to identify themselves? Or 
> might it be that he didn’t want his name associated with a book about 
> “self-pollution.”
> 
> 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
> 
> 
> 
> 
> ---
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Re: [tips] The Flaw at the Heart of Psychological Research

[Christopher Green]

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

chri...@yorku.ca

> On Jun 27, 2016, at 5:49 PM, Rick Froman  wrote:
> 
>  
> 
> Guess which TIPster has the first article in the Chronicle Review this week 
> which includes a clear and concise look at the state of null hypothesis 
> testing in psychological research?
>  
> http://chronicle.com/article/The-Flaw-at-the-Heart-of/236916
>  
> Rick
>  
> Dr. Rick Froman
> Professor of Psychology
> Psychology Department
> John Brown University
> 2000 W. University Ave.
> Siloam Springs, AR  72761
> rfro...@jbu.edu
> (479) 524-7295
>  
> ---
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[tips] Postdictive illusion of choice or clairvoyance?

[Christopher Green]

Somehow I think that Darryl Bem would have interpreted these results 
differently. :-)
This might make an interesting classroom example of how interpretation 
continues to matter, even in science. It’s not only crucial experiments and 
statistical analyses. 

A Simple Task Uncovers a Postdictive Illusion of Choice  
Adam Bear and Paul Bloom
We like to believe that we know when we've made a choice, but research suggests 
that this perception may sometimes be an illusion. In one computer task, five 
white circles appeared in random positions on screen, and participants were 
asked to predict as quickly as possible which one would turn red. After a 
circle did turn red, participants indicated whether they had chosen correctly. 
As the delay between prediction and outcome shortened, participants' reported 
accuracy increased above chance levels (i.e., 20% correct). The findings 
suggest that although participants believed that they chose before the circle 
turned red, the events actually happened in the reverse order. When the delay 
was brief, participants may have unconsciously perceived the red circle before 
making their prediction, boosting their accuracy above chance. The findings 
provide evidence that people can subjectively experience having made a choice 
before it occurred.

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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


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Re: [tips] The "Zombie" Scientific Literature And Its Effects on Science

[Christopher Green]

I should probably finish by saying that, with reference to Freud, the iceberg 
metaphor attributed to him referred to the repressed form of unconsciousness 
being below the surface of the water. Likewise, for Hall there was an 
unconscious part of the mind that was below the level of consciousness and 
couldn'tbe easily retrieved. If I am correct about this, then Hall seems to 
have first used the iceberg metaphor in the way that it was later used to 
explain Freud's model of the mind (though not by Freud himself). 

Herbert's and Fechner's models of the mind may also have used iceberg 
metaphors, though not in the same sense -- to refer to the same phenomena -- as 
that used by Hall and attributed to Freud.

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

chri...@yorku.ca

> On May 2, 2016, at 1:52 PM, Mike Palij <m...@nyu.edu> wrote:
> 
>> On Mon, 02 May 2016 08:16:58 -0700, Christopher Green wrote:
>>> On May 2, 2016, at 10:39 AM, Mike Palij <m...@nyu.edu> wrote:
>>> I think that the "Freudian Iceberg" falls into this category and
>>> though this has been corrected to some degree, there still
>>> is no single source that points out the problems with this
>>> conception.
>> 
>> I didn't write an article about the Freudian iceberg. However,
>> in an article that I wrote about Stanley Hall's relationship with
>> Ernst Haeckel last year, I did include a paragraph pointing out
>> that the iceberg metaphor for the unconscious mind appeared
>> (perhaps first) in an 1898 article by Hall.
>> 
>> Hall's orignal article was:
>> Hall, G. S. (1898). Some aspects of the early sense of self.
>> American Journal of Psychology, 9, 351-395.
>> 
>> My mention of it appeared in:
>> Green, C. D. (2015). Hall's developmental theory and Haeckel's
>> recapitulationism. European Journal of Developmental Psychology,
>> 12, 656-665.
> 
> There are several issues that have to be considered with respect to
> the Freudian iceberg:
> 
> (1) My own experience has been frustrating in tracking down 19th
> century sources and, in some cases, either finding them inaccessible
> or still under copyright (I am continually amazed at what is under
> copyright protection even when it is over 100 years old and no longer
> in print -- who holds the copyright?).  My limitations in reading German
> has also been a problem (AI's promise of language translation is
> still just a dream).  I have my own opinions about the Freudian
> iceberg and I'll briefly review them here.
> 
> (2) I think that there is consensus that Freud never explicitly used the
> iceberg metaphor even though many of the people who have either
> talked about Freud in the popular media (e.g., Freud's obituary in the
> NY Times where the metaphor is presented and implicitly linked to
> Freud) and in psychology textbooks (Ken Steele found images of
> the overall "shape" of the mind in Freud sources dated 1923 and 1933,
> neither of which are icebergs but the image from Healy et al 1930 is
> closer to an iceberg, and Ruch & Zimbardo's Psychology and Life 7th
> has the Healy image but in subsequent editions it becomes an
> iceberg -- Zimbardo claims to have come up with the iceberg idea).
> Subsequent intro psych textbooks "borrowed" this image/concept
> and elaborated upon it while giving bogus references for sources).
> Though intro psych textbooks have cut back using this image in
> describing Freudian theory, it continues to pop up in unexpected
> places (e.g., a recent psychology of language textbook).
> 
> (3) I maintain that during the 19th century the "mind as an  iceberg"
> was a popular metaphor but I have difficulty is getting solid references
> for this.  This is partly due to the access and copyright issues mentioned
> earlier.
> 
> (4) Outside of psychology (and even in psychology) there is the view
> that Freud developed the theoretical construct of the unconscious but
> in point of fact the unconscious had been discussed and argued about
> long before Freud showed up.  Indeed, as we shall see, Freud was
> influenced by these discussions and borrowed from them. G. Stanley
> Hall in his 1912 "Founders of Modern Psychology" describes how
> Fechner's conception of the mind-soul (since he believed in the mind
> as an extension of the soul) was based on the iceberg metaphor.
> Quoting Hall:
> 
> |To Fechner the soul was not unlike an iceberg which
> |is eight-ninths under the water's surface or threshold out
> |in a denser and darker medium, but the tides of which,
> |and not the wind above, determine its course, often in the
> |teeth of a gale. He measu

Re: [tips] The "Zombie" Scientific Literature And Its Effects on Science

[Christopher Green]

To sort this all out I think you need to distinguish among various potential 
meanings of "unconscious". 

First, there is something simply being not conscious like, say, your heart 
beating. 

Second, there is something that is not conscious at the moment, but can be 
easily retrieved, such as the proverbial capital of France. Freud called this 
"preconscious." 

Third, there is something that is potentially conscious but very difficult to 
retrieve into consciousness. Freud thought this phenomenon might be caused by 
things like repression. 

The borderline between the second and third forms of unconsciousness is, of 
course, highly contested. For instance, when is something truly "repressed" (if 
ever) and when is it simply subject to ordinary memory "interference"? 

I am no Herbart expert, to be sure, but my understanding is that the portion of 
the apperceptive mass not currently in consciousness was thought to be, in 
Freud's terms, preconscious. It could normally be retrieved easily if needed. 
As for Fechner, if he used the iceberg metaphor, I think he used it for 
psychophysical situations in which the stimulus had simply not reached 
perceptual threshold. That is, it is simply not conscious; it is not 
unconscious in the sense of being retrievable to consciousness.

I'll be interested to hear your responses to this.

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

chri...@yorku.ca

> On May 2, 2016, at 1:52 PM, Mike Palij <m...@nyu.edu> wrote:
> 
>> On Mon, 02 May 2016 08:16:58 -0700, Christopher Green wrote:
>>> On May 2, 2016, at 10:39 AM, Mike Palij <m...@nyu.edu> wrote:
>>> I think that the "Freudian Iceberg" falls into this category and
>>> though this has been corrected to some degree, there still
>>> is no single source that points out the problems with this
>>> conception.
>> 
>> I didn't write an article about the Freudian iceberg. However,
>> in an article that I wrote about Stanley Hall's relationship with
>> Ernst Haeckel last year, I did include a paragraph pointing out
>> that the iceberg metaphor for the unconscious mind appeared
>> (perhaps first) in an 1898 article by Hall.
>> 
>> Hall's orignal article was:
>> Hall, G. S. (1898). Some aspects of the early sense of self.
>> American Journal of Psychology, 9, 351-395.
>> 
>> My mention of it appeared in:
>> Green, C. D. (2015). Hall's developmental theory and Haeckel's
>> recapitulationism. European Journal of Developmental Psychology,
>> 12, 656-665.
> 
> There are several issues that have to be considered with respect to
> the Freudian iceberg:
> 
> (1) My own experience has been frustrating in tracking down 19th
> century sources and, in some cases, either finding them inaccessible
> or still under copyright (I am continually amazed at what is under
> copyright protection even when it is over 100 years old and no longer
> in print -- who holds the copyright?).  My limitations in reading German
> has also been a problem (AI's promise of language translation is
> still just a dream).  I have my own opinions about the Freudian
> iceberg and I'll briefly review them here.
> 
> (2) I think that there is consensus that Freud never explicitly used the
> iceberg metaphor even though many of the people who have either
> talked about Freud in the popular media (e.g., Freud's obituary in the
> NY Times where the metaphor is presented and implicitly linked to
> Freud) and in psychology textbooks (Ken Steele found images of
> the overall "shape" of the mind in Freud sources dated 1923 and 1933,
> neither of which are icebergs but the image from Healy et al 1930 is
> closer to an iceberg, and Ruch & Zimbardo's Psychology and Life 7th
> has the Healy image but in subsequent editions it becomes an
> iceberg -- Zimbardo claims to have come up with the iceberg idea).
> Subsequent intro psych textbooks "borrowed" this image/concept
> and elaborated upon it while giving bogus references for sources).
> Though intro psych textbooks have cut back using this image in
> describing Freudian theory, it continues to pop up in unexpected
> places (e.g., a recent psychology of language textbook).
> 
> (3) I maintain that during the 19th century the "mind as an  iceberg"
> was a popular metaphor but I have difficulty is getting solid references
> for this.  This is partly due to the access and copyright issues mentioned
> earlier.
> 
> (4) Outside of psychology (and even in psychology) there is the view
> that Freud developed the theoretical construct of the unconscious but
> in point of fact the unconscious had been discussed and argued abou

Re: [tips] The "Zombie" Scientific Literature And Its Effects on Science

[Christopher Green]

On May 2, 2016, at 10:39 AM, Mike Palij  wrote:

> I think that the "Freudian Iceberg" falls into this category and
> though this has been corrected to some degree, there still
> is no single source that points out the problems with this
> conception.
> 

I didn’t write an article about the Freudian iceberg. However, in an article 
that I wrote about Stanley Hall’s relationship with Ernst Haeckel last year, I 
did include a paragraph pointing out that the iceberg metaphor for the 
unconscious mind appeared (perhaps first) in an 1898 article by Hall. 

Hall’s orignal article was: 
Hall, G. S. (1898). Some aspects of the early sense of self. American Journal 
of Psychology, 9, 351–395.

My mention of it appeared in: 
Green, C. D. (2015). Hall’s developmental theory and Haeckel’s 
recapitulationism. European Journal of Developmental Psychology, 12, 656-665. 

Best,
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

Chris


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Re: [tips] Testing Wars (Again or Still)

[Christopher Green]

Jim,

It may be true that teacher training doesn’t include enough information about 
testing, but that’s not the main problem in the US now. The problem is that 
over-testing is actually disrupting (what is left of) the public education 
system. Because the tests focus only on reading/writing and math (important 
topics, to be sure), and because many schools districts have suffered from 
terrible underfunding for decades now (see “public education funded by local 
property taxes”), many other essential topics are being squeezed out of the 
curriculum. Districts and teachers are under such relentless pressure to raise 
test scores now that many have essentially resorted to teaching their kids how 
to do well on these particular tests, rather than teaching them a broad and 
reasonable curriculum. The crowning  paradox is that US kids still do worse on 
these topics than kids from nearly every other economically equivalent country 
(and they often have nearly no knowledge of other topics — just ask them to, 
say, point out Germany on a map of the world). One of the results is that the 
public system is being eroded by various alternatives: "charter" schools, 
private school “vouchers,” etc. 

It seems to be a classic case of fanaticism: faced with a failed strategy, 
redouble your efforts. 
If the US wants a decent public school system again (and there seem to be lots 
of political and economic forces in the US that are actually fighting this), 
the first thing they have to do to get out of the hole they're in is to stop 
digging. 

Important topic not mentioned in article: Until the US is ready to admit that 
its dreadful income inequality is having a profoundly negative impact on its 
educational outcomes, it unlikely that top-down pressure on teachers is going 
to make much difference. (What kid can concentrate on school when s/he comes 
from a deprived home with highly stressed, unemployed or precariously-employed 
parents? Something as simple as Maslow’s "hierarchy of needs” tells you pretty 
much everything you need to know here.) 

Chris

P.S. Let me be the first to say, Canada is no paradise when it comes to public 
education, but it has managed to avoid some of the greater pitfalls. Funding is 
spread across whole provinces, and so is more equitable. Teacher pay is 
(generally) better. More generous anti-poverty programs level the 
socio-economic playing field somewhat. And, yes, Canadians pay higher taxes: 
the price of civilization, as Oliver Wendell Holmes once put it. 
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Apr 24, 2016, at 6:37 AM, Jim Clark  wrote:

> 
> 
> 
> 
>  
> Hi
>  
> NY Times reports latest on the testing wars in schools. I think one of the 
> causal factors, perhaps especially in the negative reactions of many 
> teachers, may be the lack of education about testing in teacher education. At 
> least one professor of education in the province bemoaned several years ago 
> about the lack of such training.
>  
> http://www.nytimes.com/2016/04/24/opinion/sunday/race-and-the-standardized-testing-wars.html?emc=edit_th_20160424=todaysheadlines=26933398&_r=0
>  
> Take care
> Jim
>  
> Jim Clark
> Professor & Chair of Psychology
> University of Winnipeg
> 204-786-9757
> Room 4L41A (4th Floor Lockhart)
> www.uwinnipeg.ca/~clark
>  
>  
> ---
> 
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Re: [tips] agnotology

[Christopher Green]

Proctor is very well known in Science & Technology Studies. He got into a dust 
up in the psych journals several years ago with an eminent historian of 
psychology named John Burnham (Ohio St., I think), who had apparently once 
testified in court on behalf of tobacco companies, bringing his historical 
expertise to bear on the topic. I do not recall all the details at present, but 
that is probably why his name turns up in PsycInfo. Agnotology has been around 
for a long while now. Proctor's book on it is from 2008. Although it is often 
described as the "study of ignorance,"  it is really about the intentional 
*production* of ignorance (or justification for the denial of knowledge that is 
well-established), usually for political or commercial purposes. Tobacco 
companies "selling doubt" about the health effects of their product is the 
classic example. More recently, manufacturing doubt about the cause and effects 
climate change has become the central item. (Naomi Oreskes has shown that not 
only is the style of argument in the cases of tobacco and climate change 
similar; it turns out that the two campaigns have often been developed by the 
selfsame "scientists" who sell their academic cred to corporations who need the 
appearance of "independence" to enhance the  believability of their denials.) 
Evolution is a frequent "victim" of similar campaigns. Every time you hear a 
politician start their remarks with "I'm not a scientist but it seems to 
me...," that is a classic agnotological trope in action. 

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 Apr 17, 2016, at 4:24 PM, Jim Clark  wrote:
> 
>  
> 
> Hi
>  
> Came across following article describing work by a science historian under 
> the rubric of “agnotology” (study of ignorance) that clearly overlaps with 
> interest in critical thinking, debunking, and the like in psychology.
>  
> http://www.bbc.com/future/story/20160105-the-man-who-studies-the-spread-of-ignorance
>  
> Here’s an intro to Proctor’s book on the subject.
>  
> http://www.colorado.edu/philosophy/hale/ENVS5200/Agnotology-Introduction.pdf
>  
> Proctor has a few references in PsycInfo, three on tobacco and one on 
> eugenics, which probably overlaps with psychology in other ways as well 
> (e.g., evolutionary psychology).
>  
> New to me, but perhaps not others.
>  
> Take care
> Jim
>  
>  
> Jim Clark
> Professor & Chair of Psychology
> University of Winnipeg
> 204-786-9757
> Room 4L41A (4th Floor Lockhart)
> www.uwinnipeg.ca/~clark
>  
>  
> ---
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Re: [tips] scripts

[Christopher Green]

“Scripts” may also derive from Goffman’s sociological theory that we play 
multiple “roles” rather than having fixed “identities.” There were a number of 
“script” ideas in humanistic forms of psychotherapy as well (e.g., “Games 
People Play”).

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Apr 6, 2016, at 5:26 PM, Christopher Green <chri...@yorku.ca> wrote:

> 
> 
> 
> 
>  
> Annette,
> 
> In case the Keepers of the Gate at PsychTeacher decide that I haven’t 
> comported properly with one of their many persnickety little rules, here is 
> my answer again:
> 
> “Schemata" comes from Kant and was picked up by Piaget, and thence to 
> psychology. Scripts was from Shank and Abelson’s artificial intelligence 
> programs of the 1970s. 
> 
> Chris
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
> 
> chri...@yorku.ca
> http://www.yorku.ca/christo
> ...
> 
> On Apr 6, 2016, at 5:01 PM, Annette Taylor <tay...@sandiego.edu> wrote:
> 
>> 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
>> ---
>> You are currently subscribed to tips as: chri...@yorku.ca.
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> 
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Re: [tips] scripts

[Christopher Green]

Annette,

In case the Keepers of the Gate at PsychTeacher decide that I haven’t comported 
properly with one of their many persnickety little rules, here is my answer 
again:

“Schemata" comes from Kant and was picked up by Piaget, and thence to 
psychology. Scripts was from Shank and Abelson’s artificial intelligence 
programs of the 1970s. 

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Apr 6, 2016, at 5:01 PM, Annette Taylor  wrote:

> 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
> ---
> You are currently subscribed to tips as: chri...@yorku.ca.
> To unsubscribe click here: 
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> 


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[tips] Last Chance! History of Psychology Rating Game

[Christopher Green]

Dear Friends,

This is your last chance to play our online game in which you and your students 
get to choose which historical figures have had the greatest impact on 
psychology. We will be ending collection of data for the research project 
connected to the game a week from today, Wed April 6. 

You can find the game here: http://elo.sha.nemart.in.

Of the 400+ individuals included in our list, the current Top 10 are:

B. F. Skinner 
Sigmund Freud 
William James 
Ivan Pavlov 
Wilhelm Wundt 
Jean Piaget 
Charles Darwin 
Albert Bandura 
John B. Watson 
Edward Thorndike 

Play is extremely simple: The player is shown a pair of significant individuals 
from the past and asked to click on the name of the person who had the greatest 
impact on the psychology. If the player needs to refresh his/her knowledge of 
the figures, there is a short description of their important career highlights, 
along with a link to their Wikipedia entry. As soon as the player clicks on one 
of the two names, s/he is shown a new pair to choose from. 

The educational aspect of the game is that having to choose between 
historically significant individuals will encourage students to read (at least 
little) about a wide range of important figures with whom they may currently be 
unfamiliar. 

Players can play the game for as long as they like, as often as they like, 
whenever they like. They can quit at any time (though they might find it a 
little addictive). At the bottom of the page, they will find "top ten” lists 
that have been compiled from the tens of thousands of choices that they and 
others have made. (Click on the “Ratings” menu tab and they’ll find the 
complete list of ranking, along with some specialized top ten lists, including 
one for women psychologists.)

As well as a game, this is also a research project for us: the PsyBorgs Digital 
History of Psychology Laboratory at York University in Toronto. When starting 
the game for the first time, the player is asked three optional demographic 
questions, and there is a consent form to be “ticked” if the player is willing 
to allow his/her data to be anonymously included in the research project.  
(This project has been approved by the York University Office of Research 
Ethics.) If the player would prefer to skip all that and go straight to the 
game, that is fine as well — s/he can go directly to the first matchup. 

PLEASE SPREAD THE NEWS! To your students!  To your colleagues! To anyone who 
might be interested! Obviously those with an interest in the history of 
psychology will like the game more, but we are aiming to include as many 
different kinds of people as possible to play it. The more the merrier! 

Happy playing!
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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


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Re: [tips] Psychology Replication Timeline

[Christopher Green]

> On Mar 11, 2016, at 9:00 AM, Christopher Green <chri...@yorku.ca> wrote:
> 
> The co-director of my PsyBorgs Digital History of Psychology Lab, Michael 
> Pettit, has put together an interactive time of (controversy over) 
> replication in psychology.
> 
Sorry! That should have been interactive timeLINE...
> Best,
> 
> 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] Reporting CI for correlations

[Christopher Green]

I think the reason is simply that confidence intervals for r are rather large, 
and would undermine confidence (ha!) in the statistic itself. 

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 Mar 2, 2016, at 6:50 PM, Mike Palij  wrote:
> 
>> On Wed, 02 Mar 2016 14:31:18 -0800, Lenore Frigo wrote:
>> For a research methods class, I'm in search of some examples
>> where results report a Pearson's r with a confidence interval (with
>> or without a p-value/NHST). Finding such examples has been
>> surprisingly difficult (searches hit articles about confidence intervals,
>> not those that happen to report them).
> 
> About 20 or so years ago I asked a senior researcher in public
> health with whom I was doing research the following:
> 
> "Why do researchers report the odds-ratio with its confidence
> interval but they don't do the same for the Pearson r?"
> NOTE: this was for journal publishing research on HIV/AIDS
> and substance use.
> 
> His answer was that was just the style of reporting people using
> though the confidence interval for the Pearson r should be reported
> (we didn't -- when in Rome).
> 
> I think that something similar has occurred in psychology. The
> Pearson r is one of the oldest statistics we have and pre-dates
> the concept of confidence interval by decades, so there is a
> history of not reporting the confidence interval.  When Neyman
> came up with he confidence interval, using it implied that one was
> in Neyman's "camp" in contrast to Sir Ronald Fisher's "camp"
> where confidence intervals were considered to be as dumb
> as a bag of hammer.  Fisher argued that the confidence interval
> was a ridiculous concept because it was based on the
> belief that one would replicate the study 100 times.
> Remember: the confidence interval does not provide
> the probability that the interval contains the population parameter
> of interest (it either contains it [p = 1.00] or it doesn't [p= 0.00]),
> rather it says that if this study/process that produced the confidence
> interval was repeated 100 times, 95% of these new intervals
> would contain the population parameter (that is if one uses a
> 95% confidence interval).  Fisher argued that confidence intervals
> were appropriate for a manufacturing practice that puts out
> a large number of samples and not individual experiments.
> Fisher attempted to come up with something called fiducial intervals
> which would represent an interval with a 95% chance of
> containing the population parameter but this turns out to be
> much more difficult to do and Fisher didn't not come up with
> a useful solution.
> 
> For the history of these ideas see the following book:
> 
> Lehmann, E. L. (2011). Fisher, Neyman, and the creation of
> classical statistics. New York, NY: Springer.
> 
> However, as Lehmann points out, most people interpret
> confidence intervals as though they are fidiucial intervals,
> something that distressed both Neyman and Fisher.  The
> reason, I think is obvious, the Neyman definition doesn't
> really make much sense (who is going to replicate a study
> 100 times?) while the Fisherian definition does but does not
> apply to confidence intervals.
> 
> So, I think that there is a basic argument about whether
> one should really report confidence intervals at all.  For a
> single correlation it provides the same information as the
> t-test for the Pearson r, namely, does the Pearson r equal
> zero.  If one is seriously interested in the variability of the
> Pearson r, that's why God created the standard error which,
> conceptually, may be easier to understand than a confidence
> interval.
> 
>> I'd greatly appreciate any leads on example that have r  and
>> confidence intervals reported. Or even any suggestions for how
>> to search for that sort of thing? (Or much more broadly, any thoughts
>> on teaching CIs and going beyond NHST?)
> 
> Like I say above, it has not become standard practice for
> reporting confidence intervals for individual correlations, so
> I doubt that you'll find too many examples (especially in situations
> where the research cherrypicked the correlation from a correlation
> matrix and would have to calculate the CI by hand).  It is easier
> to find confidence intervals for the intraclass coefficients, and
> other statistics where it has become standard practice to do
> so (that is, an agreed upon statistical ritual has been developed).
> 
> On proponent of the use of CI and related statistics is Geoff
> Cumming and you might want to look at his book; here it is
> on Amazon:
> 
> http://www.amazon.com/gp/product/041587968X?keywords=cumming%20%26%2334%3Bnew%20statistsics%26%2334%3B=1456961421_=sr_1_fkmr0_2=8-2-fkmr0
> 
> For a contrary view, you can read my review of Cumming's
> book; see:
> https://www.researchgate.net/publication/236866116_New_statistical_rituals_for_old
> 
> 

[tips] History of Psychology Rating Game

[Christopher Green]

Dear Friends,

You may recall that back in September I announced a new online game in which 
you and your students get to choose which people of the past have had the 
greatest impact on psychology. Now that we are well into a new semester, I am 
reminding teachers who whose students now know enough about the discipline of 
psychology that they will have grounded opinions about who has been most 
important.

You can find the game here: http://elo.sha.nemart.in.

Of the 400+ individuals included in our list, the current Top 10 are:
1. B. F. Skinner
2. William James
3. Sigmund Freud
4. Jean Piaget
5. Ivan Pavlov
6. John B Watson
7. Wilhelm Wundt
8. Charles Darwin
9. Albert Bandura
10. Harry Harlow

Play is extremely simple: The player is shown a pair of significant individuals 
from the past and asked to click on the name of the person who had the greatest 
impact on the psychology. If the player needs to refresh his/her knowledge of 
the figures, there is a short description of their important career highlights, 
along with a link to their Wikipedia entry. As soon as the player clicks on one 
of the two names, s/he is shown a new pair to choose from. 

The educational aspect of the game is that having to choose between 
historically significant individuals will encourage students to read (at least 
little) about a wide range of important figures with whom they may currently be 
unfamiliar. 

Players can play the game for as long as they like, as often as they like, 
whenever they like. They can quit at any time (though they might find it a 
little addictive). At the bottom of the page, they will find "top ten” lists 
that have been compiled from the tens of thousands of choices that they and 
others have made. (Click on the “Ratings” menu tab and they’ll find the 
complete list of ranking, along with some specialized top ten lists, including 
one for women psychologists.)

As well as a game, this is also a research project for us: the PsyBorgs Digital 
History of Psychology Laboratory at York University in Toronto. When starting 
the game for the first time, the player is asked three optional demographic 
questions, and there is a consent form to be “ticked” if the player is willing 
to allow his/her data to be anonymously included in the research project.  
(This project has been approved by the York University Office of Research 
Ethics.) If the player would prefer to skip all that and go straight to the 
game, that is fine as well — s/he can go directly to the first matchup. 

PLEASE SPREAD THE NEWS! To your students!  To your colleagues! To anyone who 
might be interested! Obviously those with an interest in the history of 
psychology will like the game more, but we are aiming to include as many 
different kinds of people as possible to play it. The more the merrier! 

Happy playing!
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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


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Re: [tips] "Troubling Oddities" In A Social Psychology Data Set - Neuroskeptic

[Christopher Green]

I think you were primed to say that, Michael. :-)
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Feb 7, 2016, at 9:34 AM, Michael Britt <mich...@thepsychfiles.com> wrote:

> Hmm..another study that involves priming.  Is most of this research on 
> priming of little value?
> 
> 
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: @mbritt
> 
>> On Feb 7, 2016, at 8:59 AM, Christopher Green <chri...@yorku.ca> wrote:
>> 
>> And the beat goes on... More data manipulation in well-known psychological 
>> research?
>> 
>> http://blogs.discovermagazine.com/neuroskeptic/2016/02/06/troubling-oddities-social-psychology/#.VrdNJIo8LCR
>> 
>> Chris
>> -
>> Christopher D. Green
>> Department of Psychology
>> York University
>> Toronto, ON M6C 1G4
>> Canada
>> 
>> chri...@yorku.ca
>> ---
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[tips] "Troubling Oddities" In A Social Psychology Data Set - Neuroskeptic

[Christopher Green]

And the beat goes on... More data manipulation in well-known psychological 
research?

http://blogs.discovermagazine.com/neuroskeptic/2016/02/06/troubling-oddities-social-psychology/#.VrdNJIo8LCR

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

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Re: [tips] The New "New" "Cognitive Therapy" or How I Gave Up Positive Psychology To Live A More Productive/Realistic Life

[Christopher Green]

> On Jan 16, 2016, at 10:17 AM, Mike Palij  wrote:
> 
> What intrigued me about the four day marathon session is that this is a 
> "massed" learning situation in contrast to a "distributed" learning
> situation which should lead to poorer long-term retention.

True, but it sells better over four consecutive days than eight half-days over 
four weeks. :-) 

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

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Re: [tips] The New "New" "Cognitive Therapy" or How I Gave Up Positive Psychology To Live A More Productive/Realistic Life

[Christopher Green]

We'll make you rational in just four days! (for $3900)
Sounds a lot like the same old pitch. (Revise central noun as dictated by 
fashion.)
Might be fun anyway, but it's beyond my price point. 

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 Jan 16, 2016, at 9:26 AM, Mike Palij  wrote:
> 
> Okay, so there is an article in the NY Times magazine for this
> weekend about a group of people who are using behavioral
> economics concepts in workshops somewhat reminiscent of
> EST sessions but, depending upon your viewpoint, either are
> much more rational or wackier (what with the whole Skynet
> end of human civilization meme and cryogenics).  Tipsters
> may find it either interesting or terrifying or, simply, WTF?
> You decide.  See:
> http://www.nytimes.com/2016/01/17/magazine/the-happiness-code.html?em_pos=large=edit_ma_20160115=magazine=389166&_r=0
> 
> Remember:
> Think positive only when it is warranted by the facts.
> And so on.
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> P.S. I think it helps if you have read Robert Heinlein's
> "A Stranger in a Strange Land" -- it makes the article
> easier to grok.
> 
> 
> 
> 
> 
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[tips] How statistics can be misleading - Mark Liddell | TED-Ed

[Christopher Green]

Good little video on Simpson’s Paradox. Might be worth showing in stats (or 
methods) class.
http://ed.ted.com/lessons/how-statistics-can-be-misleading-mark-liddell

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
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Re: [tips] Psychologists Muses About Leaving Academic Psychology for Popular Writing and Gets Willim James Wrong Among Other Things

[Christopher Green]

On Jan 11, 2016, at 11:33 AM, Mike Palij  wrote:

> She also mentions William James and says:
> 
> |...he did establish one of the first psychological laboratories
> |in the United States.
> 
> This statement is potentially misleading in several ways:
> (1)  Billy J was not a researcher in sense that Wundt or Stanley
> Hall was, so it really is correct to imply he used a lab for
> research instead of demonstration (which is what is was;
> Chris Green or others can correct me on this if I am wrong).

Yes, this is essentially correct. James got his laboratory training *after* he 
became a Harvard lecturer, in the physiology lab of his friend, Henry Pickering 
Bowditch (who had gotten his training with Carl Ludwig — inventor of the 
kymograph — in Leipzig). James then set up a little demonstration lab in the 
mid-1870s, but it was not for research but just to show students 
well-established phenomena. By the early 1890s, Harvard had fallen far behind 
others schools in the size and sophistication of its lab.  That’s when James 
recruited Hugo Münsterberg from Freiburg to expand and professionalize the 
Harvard facilities. Only then did Harvard have a research laboratory to compete 
with those at Clark, Columbia, and Cornell. 

> (2) [G.] Stanley Hall's establishment of a lab in academic psychology
> at Johns Hopkins would have been a better example

True. However, although Hopkins had the first psychological "research lab" in 
the US, it was short-lived because Hall left Hopkins in 1888 to take up the 
presidency of the newly founded Clark U. The Hopkins lab would not re-open 
until J. Mark Baldwin arrived in  1903 (only to be “resigned" in 1909). 

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
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[tips] The History of Psychology Rating Game Continues!

[Christopher Green]

Dear Friends,

You may recall that back in September I announced a new online game in which 
you and your students get to choose which people of the past have had the 
greatest impact on psychology. Now that we are starting a new semester, I am 
"re-announcing" the game to remind teachers who may have just started new 
psychology classes.

You can find the game here: http://elo.sha.nemart.in.

Play is extremely simple: The player is shown a pair of significant individuals 
from the past and asked to click on the name of the person who had the greatest 
impact on the psychology. If the player needs to refresh his/her knowledge of 
the figures, there is a short description of their important career highlights, 
along with a link to their Wikipedia entry. As soon as the player clicks on one 
of the two names, s/he is shown a new pair to choose from. 

The educational aspect of the game is that having to choose between 
historically significant individuals will encourage students to read (at least 
little) about a wide range of important figures with whom they may currently be 
unfamiliar. 

Players can play the game for as long as they like, as often as they like, 
whenever they like. They can quit at any time (though they might find it a 
little addictive). At the bottom of the page, they will find "top ten” lists 
that have been compiled from the tens of thousands of choices that they and 
others have made. (Click on the “Ratings” menu tab and they’ll find the 
complete list of ranking, along with some specialized top ten lists, including 
one for women psychologists.)

As well as a game, this is also a research project for us: the PsyBorgs Digital 
History of Psychology Laboratory at York University in Toronto. When starting 
the game for the first time, the player is asked three optional demographic 
questions, and there is a consent form to be “ticked” if the player is willing 
to allow his/her data to be anonymously included in the research project.  
(This project has been approved by the York University Office of Research 
Ethics.) If the player would prefer to skip all that and go straight to the 
game, that is fine as well — s/he can go directly to the first matchup. 

PLEASE SPREAD THE NEWS! To your students!  To your colleagues! To anyone who 
might be interested! Obviously those with an interest in the history of 
psychology will like the game more, but we are aiming to include as many 
different kinds of people as possible to play it. The more the merrier! 

Happy new year, and happy playing!
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
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Re: [tips] Science medalists?

[Christopher Green]

There is an entire division of it dedicated to behavioral and social sciences.
https://en.wikipedia.org/wiki/List_of_National_Medal_of_Science_laureates 

Best,
Crhis
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Jan 5, 2016, at 9:22 PM, Gerald Peterson  wrote:

> I learned that Bandura is getting the national medal of scienceI Wonder 
> how many psychologists have received this honor? 
> 
> 
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
> 
> 
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[tips] Subcortical intelligence: caudate volume predicts IQ in healthy adults. - PubMed - NCBI

[Christopher Green]

This article has been getting a lot media play over the past couple of days 
(which is interesting in itself, since it was published back in April). It 
strikes me, however, as a classic example of paying way too much attention to 
p-values and not enough to effect sizes. Yes, the effects are significant 
(mostly), but if you look at the full article, it appears that the R-squares 
range from  .11 downwards. Not exactly a Eureka! moment.

http://www.ncbi.nlm.nih.gov/pubmed/25491047?utm_content=buffer077fa_medium=social_source=twitter.com_campaign=buffer

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

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Re: [tips] 2015Tipsters of the year

[Christopher Green]

I would like to thank all the people who made this possible.
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 Dec 31, 2015, at 9:05 PM, "msylves...@copper.net" <msylves...@copper.net> 
> wrote:
> 
>  
> 
> Christopher Green
> James Clark
> Donald Trump
> El comandante Raoul Castro
> Pope Francis PhD
> 
> All awards come with a Kale salad with mountain oysters
> oysters on a bed of wild rice
> 
> michael
> Data 'r' us
> ---
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> 
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Re: [tips] 2015 Tipsters of the year

[Christopher Green]

Damn dimpled chads!
- cdg

> On Dec 30, 2015, at 3:10 PM, "msylves...@copper.net"  
> wrote:
> 
>  Procrastinators are still counting the votes
> 
> michael
> ---
> 
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[tips] "Data is" vs. "Data are"

[Christopher Green]

Let the shouting begin!
http://fivethirtyeight.com/datalab/data-is-vs-data-are/?ex_cid=538fb
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] back to the stats well

[Christopher Green]

Annette,

If you had ranked all 10 of each item, then Kendall’s Coefficient of 
Concordance, W, would have been appropriate (which, it turns out, is a function 
of the mean of Spearman rhos (rank-order correlation coefficients) between all 
possible pairs of variable). But sine you didn’t rank them all, I’m not sure 
whether there is a hack that can allow you to use it. 

It occurs to me that there might be some way of using the combinations of 10 
things taken 3 at a time (perhaps forgetting about the 1-2-3 ranking?) to 
create a useful binomial probability, but I can’t work it out completely at the 
moment. 

Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

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

On Dec 27, 2015, at 1:01 PM, Annette Taylor  wrote:

> 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] Rate some psychologist for the holidays!

[Christopher Green]

Holidays beginning to get you down? Need something to do with all your free 
time?
You could always pass a little time rating a few dozen paris of historical 
psychologists!
Just go to: http://elo.sha.nemart.in/ and begin. 

If you would like to help us in our research project, please check the consent 
form and fill in a (very tiny amount of) demographic information. 

The current Top 10 standings are:

B. F. Skinner (1659)
William James (1588)
Ivan Pavlov (1575)
Wilhelm Wundt (1555)
John B. Watson (1550)
Jean Piaget (1545)
Charles Darwin (1540)
Edward Thorndike (1515)
Sigmund Freud (1504)
Hermann Ebbinghaus (1493)
Happy holidays everyone!!
Best,
Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca
http://www.yorku.ca/christo
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Re: [tips] College Professor Put On Leave For Heresy?

[Christopher Green]

Paul,

There are, of course, a number of Christian sects that reject the trinity too. 
Unitarianism is the obvious one. The Mormons too, I think. Perhaps one other of 
the big American post-Protestant denominations of the Second Great Awakening? 
(Jehovah's Witness, Pentecostal, Seventh Day Adventist, Christian Science, 
etc.). Would Wheaton have fired this professor if she had visibly expressed 
support for one of those groups when they were under widespread social attack? 
I can't say for sure, obviously, but I know where I would place my bets.

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 Dec 19, 2015, at 11:43 AM, Paul Brandon  wrote:
> 
> Mike—
> I assume that -you- have read Wheaton’s statement; I’m less sure about other 
> readers.
> Certainly there is a theological argument for the statement that everyone 
> worships the same god (I read a children’s book to that effect sixty+ years 
> ago).  However, the many fundamentalist sects of Christianity manage to make 
> a big deal of minor theological differences.
> And while the three ‘Abrahamic’ religions share the Old Testament, they use 
> different translations; sometimes significantly (I’m thinking of the 
> Christian version of Isaiah used to predict the coming of Christ).
> 
> And wandering off into theology, I sometimes thing that Islam is the only 
> pure monotheism.
> Judaism states clearly that you shall worship no one but the Lord — the Torah 
> is less clear about the existence of other gods.
> As for Christianity, 1 = 3 and the whole panoply of demigods (saints)…..
> 
>> On Dec 19, 2015, at 8:18 AM, Mike Palij  wrote:
>> 
>>> On  Fri, 18 Dec 2015 13:47:28 -0600, Paul Brandon wrote:
>>> If you read the Wheaton College statement of faith that
>>> you’ve linked to,
>> 
>> Paul, of course I read the statement of faith -- do you think
>> I post links to sites that I don't examine and understand?
>> 
>>> you would see that the god that Wheaton College worships
>>> is the Trinity (they are very explicit in their Statement of Faith),
>> 
>> Perhaps you are unaware that Catholics hold the same belief,
>> the most obvious proponent being Pope Francis, thus the
>> significance of Prof. Larycia Hawkins mention of the Pope's
>> statement "we worship the same God".  Indeed, the
>> concept of "Abrahamic Religious Tradition" is that Judaism,
>> Christinaity, and Islam use the same sources (e.g., all three
>> use the Jewish Torah or Old Testament as one of their
>> foundational texts and last I checked that source's construct
>> of God is that it a unitary entity -- are you saying that Christians
>> of Wheaton reject the old Testament becase it doesn't subscibe
>> to the pothytheistic construct of a Trinity existing as a Unity?)
>> all three religious traditions make different interpretations of
>> those texts and the only question, I think, that remains is whether
>> the interpetations are tolerant and ecumenical (i.e., " we are
>> all more similar than we are different") or intolerant and divise
>> (i.e., "we KNOW THE TRUTH and if you don't believe as we
>> do you are an apostate and heretic"; for a little more on this point,
>> see:
>> https://imspeakingtruth.wordpress.com/2008/06/26/apostasy-vs-heresy/ ).
>> 
>> Of course, the move from the unitary monotheism of Judaism to the
>> polytheistic unity of Christianity is something that both Judaism and
>> Islam reject yet the concept of God (the Father) remains the same in all
>> three.  The problems of having a polytheistic monotheism is presented
>> best in Clint Eastwood's movie "Million Dollar Baby"  where he needles
>> his parish preist with questions about whether there is one God or
>> three.  For those who haven't see this movie or forget the scene, here
>> a clip on The YouTube:
>> https://www.youtube.com/watch?v=OCoRyXUnTTU
>> I don't know how the folks at Wheaton interpret this concept -- remember
>> that language is a slippery thing and what is expressed is not understood
>> in the way that speaker intended -- but since they are a derivative religion
>> from Catholicism (part of the Protestant range of religions that range from
>> snaker handlers to Mormons and everything in between) I think both
>> Prof. Hawkins and Pope Francis got it right:  Abrahamic religions do
>> worship the same God, they just interpret the construct differently.
>> For more on this point, I suggest looking at the followig:
>> 
>> Volf, Miroslav. Do we worship the same God?: Jews, Christians, and
>> Muslims in dialogue. Wm. B. Eerdmans Publishing, 2012.
>> 
>> Especially the chapter by Peter Ochs "Do We Worship the Same God?",
>> part of which is availabe on Google books; see:
>> 

Re: [tips] College Professor Put On Leave For Heresy?

[Christopher Green]

Can't have an in-group without a corresponding out-group. On the other hand, 
religions are hardly alone in this dynamic. 

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 Dec 19, 2015, at 3:31 PM, Jim Clark <j.cl...@uwinnipeg.ca> wrote:
> 
>  
> 
> Hi
> 
> Does anyone expect reason or consistency from religious organizations?
> 
> Jim
> 
> Sent from my iPhone
> 
> On Dec 19, 2015, at 2:15 PM, "Paul Brandon" <pkbra...@hickorytech.net> wrote:
> 
>>  
>> 
>> More to the point, would they have hired her if she had expressed support 
>> for one of those groups at a job interview?
>> 
>>> On Dec 19, 2015, at 12:22 PM, Christopher Green <chri...@yorku.ca> wrote:
>>> 
>>> Paul,
>>> 
>>> There are, of course, a number of Christian sects that reject the trinity 
>>> too. Unitarianism is the obvious one. The Mormons too, I think. Perhaps one 
>>> other of the big American post-Protestant denominations of the Second Great 
>>> Awakening? (Jehovah's Witness, Pentecostal, Seventh Day Adventist, 
>>> Christian Science, etc.). Would Wheaton have fired this professor if she 
>>> had visibly expressed support for one of those groups when they were under 
>>> widespread social attack? I can't say for sure, obviously, but I know where 
>>> I would place my bets.
>>> 
>>> 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 Dec 19, 2015, at 11:43 AM, Paul Brandon <pkbra...@hickorytech.net> wrote:
>>> 
>>>> Mike—
>>>> I assume that -you- have read Wheaton’s statement; I’m less sure about 
>>>> other readers.
>>>> Certainly there is a theological argument for the statement that everyone 
>>>> worships the same god (I read a children’s book to that effect sixty+ 
>>>> years ago).  However, the many fundamentalist sects of Christianity manage 
>>>> to make a big deal of minor theological differences.
>>>> And while the three ‘Abrahamic’ religions share the Old Testament, they 
>>>> use different translations; sometimes significantly (I’m thinking of the 
>>>> Christian version of Isaiah used to predict the coming of Christ).
>>>> 
>>>> And wandering off into theology, I sometimes thing that Islam is the only 
>>>> pure monotheism.
>>>> Judaism states clearly that you shall worship no one but the Lord — the 
>>>> Torah is less clear about the existence of other gods.
>>>> As for Christianity, 1 = 3 and the whole panoply of demigods (saints)…..
>>>> 
>>>> On Dec 19, 2015, at 8:18 AM, Mike Palij <m...@nyu.edu> wrote:
>>>> 
>>>>>> On  Fri, 18 Dec 2015 13:47:28 -0600, Paul Brandon wrote:
>>>>>> If you read the Wheaton College statement of faith that
>>>>>> you’ve linked to,
>>>>> Paul, of course I read the statement of faith -- do you think
>>>>> I post links to sites that I don't examine and understand?
>>>>>> you would see that the god that Wheaton College worships
>>>>>> is the Trinity (they are very explicit in their Statement of Faith),
>>>>> Perhaps you are unaware that Catholics hold the same belief,
>>>>> the most obvious proponent being Pope Francis, thus the
>>>>> significance of Prof. Larycia Hawkins mention of the Pope's
>>>>> statement "we worship the same God".  Indeed, the
>>>>> concept of "Abrahamic Religious Tradition" is that Judaism,
>>>>> Christinaity, and Islam use the same sources (e.g., all three
>>>>> use the Jewish Torah or Old Testament as one of their
>>>>> foundational texts and last I checked that source's construct
>>>>> of God is that it a unitary entity -- are you saying that Christians
>>>>> of Wheaton reject the old Testament becase it doesn't subscibe
>>>>> to the pothytheistic construct of a Trinity existing as a Unity?)
>>>>> all three religious traditions make different interpretations of
>>>>> those texts and the only question, I think, that remains is whether
>>>>> the interpetations are tolerant and

[tips] Royal Society Open Science launches Registered Reports |

[Christopher Green]

How do you stop the "file drawer problem"?
Have journals decide whether to accept a paper BEFOREHAND the data is collected.
Royal Society Open Science launches Registered Reports | Publishing blog | 
Royal Society 
It will be interesting to see how this plays out.

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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[tips] Doctors without science

[Christopher Green]

An interesting short article from The Walrus about historical resistance to the 
logic of randomized trial experiments in medicine and beyond. 
http://thewalrus.ca/doctors-without-science/?mc_cid=ed574dbaec_eid=6e3Tv9WgFc
 

It might be a useful reading in a Methods course, where randomized control can 
sometimes seems like a ritual without some real live examples to show what the 
alternatives have done (or, rather, failed to do). 

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
...


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[tips] Psychologist Rating Game Update

[Christopher Green]

Dear Colleagues,
 
As you may recall, I have been running an online game where users get to rate 
the impact of historically significant psychologists (as well as related 
scholars and scientiists). In the current standings, a number of key 
behaviorists (and fellow travellers) are dominating the very top of the charts. 
Some of the "old guys,” though — James, Wundt, Darwin, Hall — are making a 
valiant stand.

B. F. Skinner (1644)
Ivan Pavlov (1590)
William James (1579)
John B. Watson (1567)
Wilhelm Wundt (1545)
Jean Piaget (1536)
Charles Darwin (1531)
Edward Thorndike (1494)
G. Stanley Hall (1488)
Sigmund Freud (1484)

The current list of Top Women is:

Elizabeth Loftus (1352)
Eleanor J. Gibson (1335)
Mary Ainsworth (1308)
Margaret Floy Washburn (1290)
Anne Anastasi (1269)
Mary Whiton Calkins (1263)
Christine Ladd-Franklin (1238)
Karen Horney (1233)
Charlotte Bühler (1230)
Maria Montessori (1226)


You and your colleagues and students can have your say by going to: 
http://elo.sha.nemart.in 
Play early! Play often!

Best,
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
...


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Re: [tips] Most misleading statistical graphic ever?

[Christopher Green]

> On Nov 14, 2015, at 7:35 AM, Michael Britt  wrote:
> Another goodie. Apparently you’ve got quite a store house filled with such 
> graphs Chris.


As a matter of fact, I do have a collection. I use them in my stats classes to 
show people what NOT to do, and to make them critical of graphics they find in 
the popular press or in advertising. FOX is, of course, a terrific source -- 
they are completely shameless about this sort of thing -- but there are many 
others as well. 
Here's a bunch: 
http://simplystatistics.org/2012/11/26/the-statisticians-at-fox-news-use-classic-and-novel-graphical-techniques-to-lead-with-data/
 

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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[tips] Alas, it is not FOX

[Christopher Green]

I must apologize to all and sundry. One of my intrepid grad stats students 
discovered that the “Obamacare Enrollment” bar graph that I sent around 
yesterday does not actually come from FOX News, but is from a Saturday Night 
Live spoof of Fox News. 
http://www.snopes.com/fox-news-obamacare-enrollment-chart/ 

Still, it is heartening to know that any statistical graphic (albeit a simple 
one) is well enough understood by the general public that it could form the 
basis of a joke on a popular television show. 

Best,
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
...


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Re: [tips] Most misleading statistical graphic ever?

[Christopher Green]

 
You mean like this one? :-)Chris
…..Christopher D GreenDepartment of PsychologyYork UniversityToronto, ON M3J 1P3Canada43.773897°, -79.503667°chri...@yorku.cahttp://www.yorku.ca/christo...

On Nov 13, 2015, at 5:41 PM, Jim Clark  wrote:







I’m sure they just forgot to label the vertical axis from high numbers at the bottom to low numbers at the top. Jim
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Re: [tips] Imax of brain?

[Christopher Green]

I am reminded of Groucho Marx's old line: Outside of a dog, a book is man's 
best friend. Inside of a dog it's too dark to read.
:-)
Chris
-
Christopher D. Green
Department of Psychology
York University
Toronto, ON M6C 1G4
Canada

chri...@yorku.ca

> On Nov 12, 2015, at 10:37 AM, Gerald Peterson  wrote:
> 
> I want to see if there is a good movie, Imax, 3D or otherwise, that might 
> provide a valuable inner exploration of the brain. I want to try to urge the 
> use a local planetarium's  theatre projection system for such use. Any ideas? 
> Thnx!
> 
> 
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
> 
> 
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Re: [tips] Illusion?

[Christopher Green]

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  :)
> ---
> 
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Re: [tips] quick question about application cycles.

[Christopher Green]

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  wrote:

> 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
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[tips] Stats teachable moment

[Christopher Green]

Today was a terrific example of how the popular news media get the meaning of 
scientific statistics wrong. There were reports all over the place that smoked 
and cured meats (like bacon) have been declared by the WHO to be "grade 1” 
carcinogens, along with things like cigarettes and plutonium. "Grade 1” sounds 
very scary and everyone immediately presumed that it means that these meats 
must be very risky. In fact, it means nothing of the kind. Smoked and cured 
meats pose a fairly modest cancer risk. What the "grade 1” means is simply that 
we now have very strong evidence (because of the WHO's meta-analysis of 800+ 
studies) that they increase your cancer risk somewhat. The actual risk they 
pose is still much lower than the risk posed by cigarettes or, for heaven's 
sake, plutonium. Indeed, we now have very strong evidence that the risk is much 
lower. Here's an article that clarifies things, from The Guardian (which, by 
the way, probably has the best science coverage of any English language 
newspaper in the world).

 - 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] #ThisPsychMajor Is Trending on Twitter

[Christopher Green]

Beth,

“Alright” is a perfectly cromulent word. :-)

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 26, 2015, at 9:32 AM, Beth Benoit  wrote:

> 
> 
> 
> 
>  
> I noticed that one response was "...any imbicile can run for President..." 
> but since that poster didn't know how to spell "imbecile,"  I assume he/she​ 
> won't be running for President.
> 
> And another wrote "alright" - a particular headache of mine, spelling Nazi 
> that I am.
> 
> Beth Benoit
> Plymouth State University
> Plymouth NH
> 
> On Mon, Oct 26, 2015 at 9:23 AM, Jeffry Ricker, Ph.D. 
>  wrote:
> 
> 
> 
> 
>  
> 
> On Oct 25, 2015, at 9:43 PM, Mike Palij  wrote:
> 
>> I'm not on Twitter so any reports about what discussion
>> are going would be appreciated, especially if it is by students.
> 
> Here are some of the comments: 
> https://www.dropbox.com/s/5ee5fvtxawcf5o5/%23ThisPsychMajor%20hashtag%20on%20Twitter.pdf?dl=0
> 
> -- 
> -
> 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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