RE: [tips] Teach statistics before calculus

[Marc Carter]

I'd agree, withte proviso that "by hand" allows things like excel.  One can 
build formulas in excel and not have to do the tedious and time-wasting 
computations we all had to do (who thinks it's important to compute sums of 
squares with hand calculators anymore?).  Time is better spent, as far as I can 
tell, talking about the mathematical objects (what *is* a sum of suqares?  how 
does it behave?) than using up time calculating it.

But, that's just my two cents.

m

From: Christopher Green 
Sent: Wednesday, October 1, 2014 8:40 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Teach statistics before calculus

That is good Jim, and I do the same thing, but it is only a start. Most of the 
stats actually used in psychological research is continuous, not discrete.

As for stats courses that allow student to depend on computers, and never do 
hand calculations using formulas… this student have not learned statistics. 
They have learned data-entry.

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

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

On Oct 1, 2014, at 8:01 AM, Jim Clark  wrote:

> Hi
>
> One reason I like probability and binomial in intro stats (despite student 
> protest) is that students can determine p distribution if H0 true, without 
> calculus. And provides a concrete foundation for normal distribution, which 
> binomial approaches as n increases.
>
> Also possible to use simulations to show the resulting probability 
> distributions agree nicely with theoretical ps produced by calculus.
>
> Although calculus allows for alternative (deeper?) understanding of 
> distributions, not clear that it is necessary.
>
> Of course, calculus has other benefits for stats, such as proof that SS is a 
> minimum.
>
> Take care
> Jim
>
> Sent from my iPhone
>
>> On Oct 1, 2014, at 5:42 AM, "Miguel Roig"  wrote:
>>
>> Chris, I believe that we have had discussions here about the practicality of 
>> teaching students to do hand calculations from formulas given the wide 
>> availability of statistical software. If so, do those who learn in classes 
>> in which the emphasis is primarily conceptual and software-based even taught 
>> how to look up p values in those tables? :)
>>
>> Miguel
>>
>> -Original Message-
>> From: Christopher Green [mailto:chri...@yorku.ca]
>> Sent: Tuesday, September 30, 2014 6:15 PM
>> To: Teaching in the Psychological Sciences (TIPS)
>> Subject: Re: [tips] Teach statistics before calculus
>>
>> Funny, just earlier today I was saying that the reason so many students have 
>> so much trouble with the (continuous) statistics that we teach in psychology 
>> is that we are essentially trying to teach them a topic that requires a 
>> knowledge of calculus without making them take calculus first. That's what 
>> all those tables in the back of the book are: they integrate over 
>> probability distributions so that we can lookup (rather than calculate 
>> directly) the proportion of area up to a given x-axis value (z, t, F, 
>> chi-square, etc.).
>>
>> So this guy might be right that stats is at the top of the pyramid, but only 
>> because it passes directly through calculus.
>>
>> Chris
>> .
>> Christopher D Green
>> Department of Psychology
>> York University
>> Toronto, ON M3J 1P#
>> Canada
>>
>> chri...@yorku.ca
>> http://www.yorku.ca/christo
>> ...
>>
>>> On Sep 30, 2014, at 5:04 PM, Miguel Roig  wrote:
>>>
>>> It's only 3 minutes long and there is probably nothing here that you don't 
>>> already know, but I thought it was worth sharing.
>>>
>>> http://www.ted.com/talks/arthur_benjamin_s_formula_for_changing_math_education
>>>
>>> Miguel
>>> ___
>>> Miguel Roig, Ph.D.
>>> Professor of Psychology
>>> St. John's University
>>> 300 Howard Avenue
>>> Staten Island, New York 10301
>>> Voice: (718) 390-4513
>>> Fax: (718) 390-4347
>>> E-mail: ro...@stjohns.edu
>>> http://facpub.stjohns.edu/~roigm
>>> http://orcid.org/-0001-5311-5651
>>> On plagiarism and ethical writing: 
>>> http://ori.dhhs.gov/education/products/plagiarism/
>>> ___
>>> ---
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>> You are current

RE: [tips] Biological/Physiological Psychology & Behavioral Neuroscience

[Marc Carter]

I'm very late to this party (got sick).

It seems to me that biological psych is a much broader field than behavioral 
neuroscience.  But perhaps that's just  how I've come to teach them …

m

From: Gerald Peterson [mailto:peter...@svsu.edu]
Sent: Friday, August 22, 2014 3:04 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Biological/Physiological Psychology & Behavioral 
Neuroscience










Carol, I thought the FUN group sounded interesting. I asked a psych colleague 
here in the college of Health and Human Services if he was familiar with it. 
Gulphe is Jeffrey Smith, and he wrote back quickly. He is the current 
president of Fun and attended the summer conference of FUN with one of our 
biology faculty and also one of our clinical neuropsych faculty. And so it 
goes

G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Aug 22, 2014, at 2:25 PM, Carol DeVolder 
mailto:devoldercar...@gmail.com>> wrote:






My take on this is that biological psychology or physiological psychology as a 
fairly broad term that encompasses most species; behavioral neuroscience (or 
more simply neuroscience) does this as well, however the term is simply a 
sexier version. This (or these) discipline(s) study everything from cell bio 
(e.g., neurotransmitters, glia, neurocytology) with a definite biochemistry 
underpinning. Neuropsychology, on the other hand, involves the relationship 
between biological mechanisms and human behaviors (for the most part). Language 
in primates, affect in human and non-human animals, neural plasticity, recovery 
of function--all are part of this, but the emphasis is on "people." An offshoot 
of this is the APA division 40, Clinical Neuropsychology.

Personally, I think much of it has to do with the attractiveness of saying "I 
am a neuroscientist" rather than "I am a biopsychologist." Both may mean the 
same, but one sounds a whole lot jazzier than the other.

My department is crafting an advertisement for a new position--coming soon--and 
we have been wrestling with this type of wording. Some schools have 
interdisciplinary neuroscience majors that emphasize philosophy as well, with 
courses like philosophy of the mind, and consciousness. We are a department 
that deals with people, we don't have space for animal labs, and our students 
who go to grad school tend to go on to programs either in clinical psychology, 
physical therapy, or allied health fields. Our position will reflect our 
emphasis on the psychology part of it. A helpful organization is Faculty for 
Undergraduate Neuroscience (FUN), and Annette, you may find some help with your 
question within that organization http://www.funfaculty.org/drupal/

Happy Friday!
Carol (undercover--AKA, Carol)

On Thu, Aug 21, 2014 at 2:22 PM, Annette Taylor 
mailto:tay...@sandiego.edu>> wrote:
Words change...usage changes...but people sometimes have a hard time changing.

We currently have a search underway for a biological psychologist. It would 
seem that the concept of a biological psychologist is outdated and that the 
proper search might be for a behavioral neuroscientist. But there are people in 
our department who insist that the perspectives are different and that we 
really want a biological psychologist--someone trained in a psychology 
department and not someone trained for example, in a biology department or even 
an interdisciplinary department. Someone whose focus is primarily on 
behavior--not necessarily human--but definitely behavior and not something like 
the molecular level. So a person could study "learning and memory" at a more 
global behavioral level or at a finer tuned level in terms of brain structures, 
or a even finer tuned level yet at the molecular level. I think that the 
argument among some (I don't have this perspective so I'm trying to be fair to 
those who do) is that is that once you get down to cellular levels and below 
you are no longer a biological "psychologist."

Is there any sense among tipsters as to any "real" difference in what a 
traditional biological psychologist might bring to a department as opposed to a 
behavioral neuroscientist? We are at a crucial growth junction having initiated 
a program in behavioral neuroscience to complement our program in psychological 
science. The feeling among some is that the biological psychologist would be 
better serve the general psychological science program in the sense of 
preparing students who want to go into areas such as human relations/business 
or into law school or even into clinical areas with less than a PhD--i.e., 
areas that need a fundamental understanding of brain/behavior relationships, 
but not so finely tuned to the cellular levels and below.

I'd appreciate some feedback as to where the field is going.

(It seems to be that interdisciplinary neuroscience is the direction but I 
could be wrong on that. I'm not sure how to best research this objectively in 
some way other than looking at the job postings at APA and

RE: [tips] statistics teaching: SPSS vs R

[Marc Carter]

Is R like vi?  "Vi is very user friendly.  It's just picky about its friends."

m

PS  Although I got pretty adept with it, I still hate it.  It is vile.  
(Speaking of, "Vile" is apparently a more user-friendly version of vi.)

From: Hugh Foley [mailto:hfo...@skidmore.edu]
Sent: Friday, August 22, 2014 1:50 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] statistics teaching: SPSS vs R










Last year, some students from my adv stats course (taught with SPSS) asked me 
to teach them R in the spring. I knew nothing about R, but I'd enjoyed using 
Field's SPSS text to supplement Keppel & Wickens and knew that he had a version 
with R:

http://www.amazon.com/Discovering-Statistics-Using-Andy-Field/dp/1446200469/ref=sr_1_1?ie=UTF8&qid=1408732248&sr=8-1&keywords=andy+field+r

I'm sure that Field is not to everyone's liking, but I enjoy his irreverent 
examples and his stats knowledge seems solid.

Here's my take on my R adventure...

It's admirable that people are actively working on R. It may well survive for a 
long time. That's the good news. The bad news is that people are actively 
working on R. That means that stuff breaks with new versions. (As in the many 
pieces of software incompatible with new versions of an OS.) For example, I 
think that some of the programs that Field developed for R (in a 2012 text) 
won't work with the newest versions of R for Mac. And a nice package for post 
hoc analyses wouldn't work with the latest Mac version (for Mavericks 
compatibility...and Yosemite is on the horizon...EEK). That said, I could get 
all the "big" analyses to work by using examples from Field's text within 
RStudio. (It may all be easier on a PC.)

I would argue that with sufficient investment of time (but see David below), 
learning R with a supporting text (such as Field's) could lead to mastery of a 
package that would be even more powerful than SPSS in lots of ways. People seem 
to be developing statistical software for R all the time, while SPSS seems 
fairly stagnant for software that isn't business related.

I'll be teaching adv stats again this fall (for the last time). I will surely 
use SPSS, but I may accompany each example in SPSS with R code.

Hugh

On Aug 22, 2014, at 10:13 AM, David Epstein 
mailto:da...@neverdave.com>> wrote:


In discussions of R, I tend to think of what programmer Jamie Zawinski
once said about Linux: that it's "only free if your time has no
value." :)

--David Epstein
 da...@neverdave.com

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--
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Department of Psychology
Skidmore College
Saratoga Springs, NY 12866
518-580-5308
http://www.skidmore.edu/~hfoley
--
"And I still don't know if I'm a falcon,
a storm, or an unfinished song." Rilke
--








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RE: [tips] That Blowed Up Real Good!

[Marc Carter]

Gosh,that was hard to watch and not be reminded of September 11.  The Trade 
Towers pretty much imploded like and generated all that dust.

m

> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Monday, August 25, 2014 9:37 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] That Blowed Up Real Good!
> 
> NOTE:  Turn your sound down if you watch the videos in these articles.
> Unless, of course, you like broadcasting that you're watching a
> building implode.
> 
> This past weekend the good people of Albany, NY, got a chance to see
> "urban renewal" at work as the Wellington Hotel Annex was leveled by
> controlled implosion.  A new convention center will be erected in the
> area and I wouldn't be surprised if EPA (the regional psych org, not
> the environmental thingie) holds a meeting there shortly after the
> center opens (they'll probably get a great rate).  The implosion was
> well-documented by "citizen reporters" (i.e., people who watched with
> their smart phone's video on; one wonders how many people took video of
> the scene -- I wouldn't be surprised if it were in the
> hundreds) and some of these videos are up on the Gothamist website;
> see:
> http://gothamist.com/2014/08/24/videos_onlookers_delight_at_magical.php
> 
> The first video has someone engaged in uncontrolled giggling during the
> implosion -- one wonders what response this person had on 9/11.  But I
> guess that merriment at an event like this only to be expected when one
> knows they're not at any danger.
> 
> For those whose imploding building hunger is not sated, here's some
> videos of a building that was imploded on Governors' Island (off the
> southern tip of Manhattan, NYC); see:
> http://gothamist.com/2013/06/09/watch_the_the_tallest_building_on_g.php
> 
> The second video looks like it was shot from one of the high rise
> apartments in Battery Park City (see:
> http://en.wikipedia.org/wiki/Battery_Park_City ).  The person taking
> the video seems to me to show the right attitude (i.e., no giggling).
> There are also some fantastic shots of New York harbor with the
> Verrazano-Narrows bridge in the background.
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> 
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RE: [tips] Psychology and Politics

[Marc Carter]

I'm about as liberal as they come.

It just seems to me that the liberal world-view fits the data better than any 
alternative.  Especially the "bootstraps" crap that I get tossed at me.  
(Fundamental attribution error?   Locus of control?  All those things seem to 
support the idea of a strong social safety net rather than a lecture on how 
people don't try hard enough.)

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Carol DeVolder [mailto:devoldercar...@gmail.com]
Sent: Saturday, March 01, 2014 7:17 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Psychology and Politics







I'm pretty darned liberal.

On Sat, Mar 1, 2014 at 6:46 PM, Beth Benoit 
mailto:beth.ben...@gmail.com>> wrote:






Michael alerted me back channel that not many from TIPS have responded.  I 
think this is an interesting bit of news:  i.e., are psychology profs more 
likely to be liberal or conservative.

What say you, colleagues?

I'm quite liberal.  Anyone else willing to admit to one side or the other?

Beth Benoit
Plymouth State University
Plymouth, New Hampshire

On Sat, Mar 1, 2014 at 8:34 AM, Michael Britt 
mailto:mich...@thepsychfiles.com>> wrote:









After reading articles like this one:

"...90.6 percent of social and personality psychologists describe themselves as 
liberal on social issues (compared with 3.9 percent who describe themselves as 
conservative), and 63.2 percent describe themselves as liberal on economic 
issues (compared with 10.3 percent who describe themselves as conservative)."

http://www.huffingtonpost.com/jarryd-willis/polarized-psychology-is-science-devalued-in-a-divided-society_b_4839207.html

one of my Psych Files facebook members asks, "Are most psychologists liberal?  
Does the liberal mindset affect the way Psychology is understood and even 
taught?".  Good questions.  Are we all mostly liberal?

Michael A. Britt, Ph.D.
mich...@thepsychfiles.com<mailto:mich...@thepsychfiles.com>
http://www.ThePsychFiles.com
Twitter: @mbritt


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RE: [tips] What to do with skewed data

[Marc Carter]

I fear I'm coming late to the party, but do find this useful:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CCkQFjAA&url=http%3A%2F%2Foak.ucc.nau.edu%2Frh232%2Fcourses%2FEPS625%2FHandouts%2FData%2520Transformation%2520Handout.pdf&ei=GpSGUvTxG8aI3AXGg4C4Cg&usg=AFQjCNEj_VHiueIGnPTfv4eLFEYd6Zlj3g&bvm=bv.56643336,d.b2I

I can't attest to the validity of these transformations, though: it's a wee bit 
beyond my ken.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Michael Britt [mailto:mich...@thepsychfiles.com]
> Sent: Monday, November 11, 2013 12:01 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] What to do with skewed data
>
> I did a survey which asked respondents how satisfied they are in their
> current (romantic) relationship on a 1=10 point scale (where 10="very
> satisfied).  While there was some variation, not surprisingly, the
> results are strongly negatively skewed.  That makes sense - most people
> are probably satisfied with their relationships or they would leave the
> other person (or there's some form of cognitive dissonance going on,
> but that's not my question.
>
> No matter how big the sample size (mine was 160 respondents) I assume
> you'll always get a skewed distribution on a question like this so
> wouldn't I be breaking the normalization assumption if I were to do
> correlations using these results?   I assume I could either do:  a) do
> some kind of transformation - but I've never done one before so I'm not
> familiar with it, or b) recode the data into 3 categories (perhaps 1-5
> is low satisfaction, 6-7 is moderate and 8-10 is high) and do a chi-
> squre instead of a correlation.
>
> Any thoughts?  Appreciate it.
>
> Michael
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: @mbritt
>
>
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RE: [tips] Google autocomplete & psychology

[Marc Carter]

Facebook can track you even if you're logged out.  
http://lifehacker.com/5843969/facebook-is-tracking-your-every-move-on-the-web-heres-how-to-stop-it

I use noscript and firefox so that it can't do that.  It sort of bugs me that 
it does that.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Carol DeVolder [mailto:devoldercar...@gmail.com]
Sent: Tuesday, November 05, 2013 1:24 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Google autocomplete & psychology







Something I find most disconcerting is how products I've looked at online 
(e.g., using a company's website) end up showing up on Facebook as specific 
suggestions. I understand how gmail puts ads across the top and sides of the 
page, but the connection between looking at a product without the "help" of 
Facebook (I may not even have it open at the time) and how the product ends up 
on the side of my page is beyond me. Kind of scary. This article (which I may 
have gotten from an old TIPS post) is a fascinating read.  
http://www.nytimes.com/2012/02/19/magazine/shopping-habits.html?_r=0
Carol


On Tue, Nov 5, 2013 at 1:01 PM, Tim Shearon 
mailto:tshea...@collegeofidaho.edu>> wrote:
Ken, and others
The algorithms Google uses are proprietary and secret but it's pretty clear 
they are snooping our searches (among other things).  Clearly it's not just 
search history on the computer but also between the different search engines as 
the answers I get, Google, Yahoo, Bing, etc. are quite qualitatively different. 
I don't know if that results in some sort of digital psychodynamics. :) (Sorry 
if I've repeated something already said. I'm reviewing files today and 
distracted)
Tim
___
Timothy O. Shearon, PhD
Professor and Chairperson, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu<mailto:tshea...@collegeofidaho.edu>

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

"You can't teach an old dogma new tricks." Dorothy Parker




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Carol DeVolder, Ph.D.
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St. Ambrose University
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RE: [tips] Positive Psychology

[Marc Carter]

Related thing: of what possible meaningfulness can fractional milliseconds 
have?  That has always troubled me.

(Although I confess to having reported them on occasion...)

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
Sent: Thursday, October 31, 2013 10:51 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Positive Psychology










Last post of the day...

Which brings us to a particular peeve of mine: the lack of attention to 
significant figures in social sciences. We create a false sense of precision of 
measurement by retaining way too many digits in our reported values.

We calculate means and habitually round to 'two decimal places' as if that is 
correct. It is rarely correct. The text I teach stats from says to round to one 
more decimal place than the original data was measured. That's still incorrect 
from a significant figures perspective, but is at least not too badly creating 
a false impression of precision of measurement.

http://en.wikipedia.org/wiki/Significant_figures

How this persists, I do not know... 

Paul

On Oct 31, 2013, at 11:14 AM, Christopher Green wrote:








Here's a general rule about mathematics and science: if you can't even measure 
your data accurately and precisely 
(http://en.wikipedia.org/wiki/Accuracy_and_precision) then you can't make 
accurate and precise predictions.

One of my favorite points in my stats class each year is when I have taught 
them all that elaborate machinery for extracting a regression line from 
bivariate data, and then how to use it to make predictions. They are all 
feeling very empowered at that point. And then I start working the standard 
error of the estimate, and they gradually realize that for most common kinds of 
psychological data, the confidence interval on any given prediction rarely 
gives you a range much better than "top half of the data" or "bottom half of 
the data."

I put it to you that very little in psychology is measured either precisely or 
accurately -- especially emotional states like happiness --  and so point 
predictions of the kind presented in the article were unlikely to be very 
useful even if the first author had understood the math (or the co-author had 
understood psychology). (I, too, 20 years or so ago, thought that non-linear 
dynamics might unlock psychology, until I realized that we mostly didn't have 
data good enough to bear that level of scrutiny.) "Bigwigs" like Seligman who 
praised the article (presumably taking the math on faith) should have known 
better, but we all know that positive psychology is equal parts Barnum and 
Carnegie, with just a soupçon of illustrative data to make it seem worth 
arguing about (don't we?).

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
=

On 2013-10-31, at 10:18 AM, Jim Clark wrote:


Hi

I loved this quote in the article from a book titled "Social science as 
sorcery."

The recipe for authorship in this line of business is as simple as it is 
rewarding: just
get hold of a textbook of mathematics, copy the less complicated parts, put in 
some
references to the literature in one or two branches of the social studies 
without worrying
unduly about whether the formulae which you wrote down have any bearing on the
real human actions, and give your product a good-sounding title, which suggests 
that
you have found a key to an exact science of collective behaviour. (Andreski, 
1972,
pp. 129-130)

Reminds me of some of the similarly damning comments about post-modernist and 
like efforts to see relevance to social phenomena in such things as relativity 
theory and quantum physics.

I could not follow the math in the article but my take-away was that some 
people in our discipline are too quick to push theory way ahead of any 
empirical base.  I've always been struck by how "The origin of species" cites 
massive amounts of data (i.e., observations) in support of a few basic 
principles.  Unfortunately in psychology, I believe we have moved too far in 
the direction of thinking that major theoretical advances happen quickly.  One 
manifestation of this view is the requirement that papers for some (most?) of 
our major journals must be large multi-study papers with strong theoretical 
conclusions.  What we need are more journals that publish the results of 
studies (damn the theory) that can then be integrated once sufficient and 
reliable observations are available.  In essence what journals like the Journal 
of Experimental Psychology and Journal of Verbal Learning and Verbal Behavior 
use to be.

Take care
Jim


Jim Cla

RE:[tips] The Tragedy of An Adjunct

[Marc Carter]

Just read a Robin Williams quote: Canada is "like a nice apartment over a meth 
lab."

I find it difficult to argue with that...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Thursday, September 26, 2013 10:28 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE:[tips] The Tragedy of An Adjunct
>
> Hi
>
> As much as a comment on Adjuncts, I saw this as a sad commentary on
> healthcare in the US, since medical care appeared to be one of the
> reasons an 83 year old woman needed to work at a very low-paying job.
> But then I'm Canadian with a quasi-socialized medical system, like most
> developed countries in the world.
>
> Take care
> Jim
>
> Jim Clark
> Professor & Chair of Psychology
> 204-786-9757
> 4L41A
>
> -Original Message-
> From: Annette Taylor [mailto:tay...@sandiego.edu]
> Sent: Thursday, September 26, 2013 8:30 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE:[tips] The Tragedy of An Adjunct
>
> I intensely dislike tear-jerkers; never to go a movie that is described
> as such and this post-gazette piece is of that genre--dramatized to
> artificially create emotion. Then the kicker was the author's
> affiliation: so here is a university where the union wants to come in
> and unionize the adjuncts and there follows the tear jerker by a union
> official.
>
> I realize that the workload versus the compensation of adjuncts is not
> balanced; I started my professional life as an adjunct and I will
> probably end my professional life as an adjunct in my retirement years.
> But I don't need to have my emotions twisted by an external factor to
> have compassion and a reasoned understanding of that plight. I felt
> manipulated by this piece rather than saddened.
>
> Annette
>
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> tay...@sandiego.edu
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RE: [tips] Who pays highest taxes for health care?

[Marc Carter]

Gotta be the US.

People without insurance wind up costing taxpayers a lot more money than they 
would have paid if the uninsured could get care before things get really bad.

We're just dumb.

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Tuesday, September 17, 2013 1:00 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Who pays highest taxes for health care?










So, here's to day (only-tangentially-related-to-psychology) trivia question.

The residents of which of the following countries contribute the MOST TAX 
DOLLARS PER CAPITA toward health care?

a) UK
b) Canada
c) US
d) Australia
e) Netherlands

Keeping in mind that all but one of those countries pays for universal medical 
coverage out of tax revenues (or other similar mandatory payroll deductions).

The answer may surprise you, as will many other things about this short video.
http://www.youtube.com/watch?v=qSjGouBmo0M&feature=youtu.be

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
=



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RE: [tips] Obama on Federal Support of Education

[Marc Carter]

Saw this

http://www.nytimes.com/2013/08/21/books/mark-edmundsons-essays-ask-why-teach.html?_r=0

this morning.  Sort of bucks the trend.  I wish it would catch on...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Christopher Green [mailto:chri...@yorku.ca]
> Sent: Thursday, August 22, 2013 2:37 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Obama on Federal Support of Education
>
> Miguel,
>
> I didn't even get into the question of occupational vs. "real"
> education. For the sake of argument, I accepted that occupational
> training was the primary goal of higher ed. Even under that assumption,
> I predict this plan will fail in the ways I outlined.
>
> Now let's talk about the (de-)merits of that vision of higher ed.
>
> Chris
> -
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
> Canada
>
> chri...@yorku.ca


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RE: [tips] Nagel on Limits of Science

[Marc Carter]

I need to read the book, but my take on it is that Nagel is claiming that 
science simply has no language for connecting subjective, qualitative 
experience with objective, observable events: the language of physics cannot 
tell us, e.g., what it's like to be, say, a bat - or a person.  I think in that 
he's correct.  We have since the early 90's been very successful at finding 
ever more NCCs (neural correlates of consciousness) without having made 
significant moves to understand how those NCs relate to the other C: we simply 
don't have a way to connect them conceptually, and until we can do that, we're 
not going to be able to do it in a lab.

Where I think he overreaches is suggesting that we will never have such an 
ability.  I believe every mental event is of course simultaneously a physical 
event, and that one day we'll be able to describe how the one gives rise to the 
other.   (I'm not, however, sanguine about the prospects of my being around 
when we do.)

The reason I'm tentative here is that I'm unsure about whether he's making an 
ontological (viz. Cartesian) or epistemological claim (it seems the former, but 
I do need to read the book, and I did read the Times piece before I'd had much 
coffee this morning).  But based on other things I've read of his, I think he's 
more Searle than Dennett.

But Nagel's always fun, even if you disagree with him...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Paul Brandon [mailto:pkbra...@hickorytech.net]
Sent: Tuesday, August 20, 2013 1:37 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Nagel on Limits of Science


 I don't believe that most contemporary philosophers agree with him either.

On Aug 20, 2013, at 12:05 PM, Jim Clark wrote:


Hi

Following article describes purported limits on science's capacity to explain 
psychological phenomena.

http://opinionator.blogs.nytimes.com/2013/08/18/the-core-of-mind-and-cosmos/?_r=1&;

The comments clearly indicate that popular readers do not buy the argument ... 
although of course a certain segment of society undoubtedly will.

Take care
Jim


Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
pkbra...@hickorytech.net<mailto:pkbra...@hickorytech.net>





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RE:[tips] Question...

[Marc Carter]

Okay then, I shall think on this some more, and relax more.  :)

Thanks!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Monday, August 19, 2013 2:18 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE:[tips] Question...
>
> Hi
>
> Consider the binomial distribution.  One calculates an exact
> probability that for n = 20 and p = .5, p(x = 13) = .xx (whatever .xx
> is).   If one now approximates this with a normal distribution, we find
> the area between 7.5 and 8.5 and report p = .yy (roughly).  That is, we
> do not (cannot?) say that p is < .yy, as that would be nonsense.
> Considering now the tails of the distribution, if we want to
> approximate the p value for x >= 8, then we report (estimated) p
> between 7.5 and 20, and it would be nonsense to say p <= some value as
> it could actually be greater given it is an estimate.
>
> Extending this thinking to the p value for a statistical results, we
> are calculating (estimating) the probability that our test statistic is
> greater than or equal to the observed value.  That is, p = .05 = p(z >=
> 1.645) = an area or the interval between 1.645 and infinity.
>
> I guess another way to think about this is that our observed value may
> have noise associated with it, but the probability distribution does
> not.  That is, given a specified value for z, t, F, whatever, the
> probability for that value is exact.
>
> Take care
> Jim
>
> Jim Clark
> Professor & Chair of Psychology
> 204-786-9757
> 4L41A
>
>
> -Original Message-
> From: Marc Carter [mailto:marc.car...@bakeru.edu]
> Sent: Monday, August 19, 2013 2:00 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE:[tips] Question...
>
> Hi, Jim --
>
> But that's my point (no pun intended): if I report p = .xx, then I'm
> reporting a point, not an interval.  If I report p < .xx, then I'm
> reporting an interval.
>
> Am I misunderstanding?  (It's been known to happen...)
>
> m
>
> --
> Marc Carter, PhD
> Associate Professor of Psychology
> Chair, Department of Behavioral and Health Sciences College of Arts &
> Sciences Baker University
> --
>
>
> > -Original Message-
> > From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> > Sent: Monday, August 19, 2013 1:47 PM
> > To: Teaching in the Psychological Sciences (TIPS)
> > Subject: RE:[tips] Question...
> >
> > Hi
> >
> > I think this is a miss-application of that rule.  The p value is an
> > area, not a point estimate.
> >
> > Take care
> > Jim
> >
> > Jim Clark
> > Professor & Chair of Psychology
> > 204-786-9757
> > 4L41A
> >
> > -Original Message-
> > From: Marc Carter [mailto:marc.car...@bakeru.edu]
> > Sent: Monday, August 19, 2013 1:42 PM
> > To: Teaching in the Psychological Sciences (TIPS)
> > Subject: [tips] Question...
> >
> > Hi, All --
> >
> > Hope your school years are off to a good start, if they've started
> (we
> > start Wednesday and I am SO not ready).
> >
> > But I have a question: am I being a pedant if I insist that my
> > students never report an exact _p_ value?  IIRC from my calc days,
> the
> > probability of obtaining an exact value of a random variable is zero.
> >
> > I suppose I should just go with the flow, but it sort of rankles...
> >
> > What do you all think?
> >
> > m
> >
> > --
> > Marc Carter, PhD
> > Associate Professor of Psychology
> > Chair, Department of Behavioral and Health Sciences College of Arts &
> > Sciences Baker University
> > --
> >
> >
> >
> > The information contained in this e-mail and any attachments thereto
> > ("e-mail") is sent by Baker University ("BU") and is intended to be
> > confidential and for the use of only the individual or entity named
> > above. The information may be protected by federal and state privacy
> > and disclosures acts or other legal rules. If the reader of this
> > message is not the intended recipient, you are notified that
> > retention, dissemination, distribution or copying of this e-mail is
> > strictly prohibited. If you have received this e-mail in error please
> > immediately notify Baker University by email reply and immediately
> and
> > permanently delete this e-mail message and

RE:[tips] Question...

[Marc Carter]

Hi, Jim --

But that's my point (no pun intended): if I report p = .xx, then I'm reporting 
a point, not an interval.  If I report p < .xx, then I'm reporting an interval.

Am I misunderstanding?  (It's been known to happen...)

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Monday, August 19, 2013 1:47 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE:[tips] Question...
>
> Hi
>
> I think this is a miss-application of that rule.  The p value is an
> area, not a point estimate.
>
> Take care
> Jim
>
> Jim Clark
> Professor & Chair of Psychology
> 204-786-9757
> 4L41A
>
> -Original Message-
> From: Marc Carter [mailto:marc.car...@bakeru.edu]
> Sent: Monday, August 19, 2013 1:42 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Question...
>
> Hi, All --
>
> Hope your school years are off to a good start, if they've started (we
> start Wednesday and I am SO not ready).
>
> But I have a question: am I being a pedant if I insist that my students
> never report an exact _p_ value?  IIRC from my calc days, the
> probability of obtaining an exact value of a random variable is zero.
>
> I suppose I should just go with the flow, but it sort of rankles...
>
> What do you all think?
>
> m
>
> --
> Marc Carter, PhD
> Associate Professor of Psychology
> Chair, Department of Behavioral and Health Sciences College of Arts &
> Sciences Baker University
> --
>
>
>
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[tips] Question...

[Marc Carter]

Hi, All --

Hope your school years are off to a good start, if they've started (we start 
Wednesday and I am SO not ready).

But I have a question: am I being a pedant if I insist that my students never 
report an exact _p_ value?  IIRC from my calc days, the probability of 
obtaining an exact value of a random variable is zero.

I suppose I should just go with the flow, but it sort of rankles...

What do you all think?

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--



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RE: Re:[tips] Why my mind no longer changes on weed?

[Marc Carter]

I've had exactly the opposite experience -- an increased sensitivity - or else 
pot is a whole lot more potent than it used to be...  (Or perhaps both?)

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Carol DeVolder [mailto:devoldercar...@gmail.com]
Sent: Wednesday, August 14, 2013 3:52 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: Re:[tips] Why my mind no longer changes on weed?







In all seriousness, it's likely that you have developed a tolerance to the 
effects, including subjective ones.
Carol

On Wed, Aug 14, 2013 at 2:54 PM, Wuensch, Karl L 
mailto:wuens...@ecu.edu>> wrote:
As much as Mike's hypothesis appeals to me, the weed seems to affect 
others here.

Cheers,

Karl L. Wuensch

-Original Message-
From: Mike Palij [mailto:m...@nyu.edu<mailto:m...@nyu.edu>]
Sent: Wednesday, August 14, 2013 9:31 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: Re:[tips] Why my mind no longer changes on weed?

On Wed, 14 Aug 2013 03:38:56 +, , Karl LWuensch wrote:
> It stopped having any noticeable effect on me, many years ago.
> Is this unusual?  How does this happen?
> Cheers,

Dear Karl,

I don't know how to say this delicately so I'll just say it straight:
it is God's punishment for the evil and wicked behavior of North Carolina (NC) 
both past and present.  Yes, whatever euphoric or other positive effects 
marijuana might have had on residents of NC have been suspended for the sins 
that they and their ancestors have committed.  Why would God choose to 
eliminate the positive effects of marijuana as His/Her/It's punishment?  I 
don't know but God does work in mysterious ways.  As for them there sins, allow 
me to elucidate:

(1) Eugenics:  forced sterilization and other eugenics practices were popular 
in the U.S. before WWII (just ask Chris Green), some saying that this was the 
inspiration for the Nazi laws for increasing the "fitness" of the German 
people.  For the role that North Carolina played, see this article from the 
Salon website:
http://www.salon.com/2013/08/11/north_carolinas_shocking_history_of_sterilization/

Briefly quoting from the article:

|North Carolina's first sterilization law was recorded in 1919, but
|sterilizations did not begin until 1929, after the passage of Buck v.
|Bell, when one vasectomy, one castration, and one ovariectomy were
|performed (the state's law was unusual in allowing castrations for
|"therapeutic treatment"). ...
|By July 1935, the state had sterilized 223 men and women, most of them
|residents of state-run institutions.
(It is unclear whether "state-run institutions" included state colleges).

It should be noted that NC was NOT the first to propose a eugenics 
sterilization law; that honor goes to Indiana who passed a law in 1907.  But 
don't think that Indiana is getting away scot free: it is being published by 
having Republican governors and putting some of them in charge of the state's 
major universities; see:
http://socialistworker.org/2013/08/14/whats-wrong-with-indiana
and
http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/07/17/e-mails-reveal-censorship-efforts-by-mitch-daniels-as-indiana-governor/

But let's get back to NC's activities that have robbed their residents of 
marijuana's positive effects.

(2) Voter Suppression: current Governor Pat McCrory has just signed a state law 
that will restrict non-Republicans from voting.
For background on this see:
http://www.esquire.com/blogs/politics/North_Carolina_Joins_The_Parade
Even the Catholics are upset by it; see:
http://ncronline.org/blogs/distinctly-catholic/shame-north-carolina
These anti-democracy tendencies cannot go unpunished.

(3) Arresting Riff-Raff:  By riff-raff I don't mean ordinary people but the 
rapper Riff Raff.  Riff Raff is from Houston, Texas and as everyone knows: "You 
don't mess with Texas".  See:
http://blog.chron.com/hottopics/2013/08/riff-raff-arrested-in-north-carolina/

(4) Anti-Sharia Law Laws:  NC has recently passed a law that would prevent 
Sharia or Islamic law from being imposed on North Carolina. See:
http://www.thedailybeast.com/articles/2013/08/09/north-carolina-your-anti-sharia-law-takes-the-cake.html

Quoting from the Daily Beast article:

|Why would Republicans in North Carolina feel the need to prevent a
|threat they admit isn't real?  Even the North Carolina Bar Association
|called the legislation unnecessary.
|
|Maybe looking at the legislative history of this proposed bill will
|give you some insight. The Republican-controlled House's version also
|included provisions to restrict a woman's right to an abortion. So in
|the very same breath these Republicans were trying to prevent Islamic
|law from being 

RE: [tips] Is this a safe classical conditioning activity?!

[Marc Carter]

We use a parka, spray bottle (set on stun - er, I mean mist), and a clicker.  
Takes about ten trials for acquisition, and extinction is pretty quick.  The S 
has his or her eyes closed throughout.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Rick Stevens [mailto:stevens.r...@gmail.com]
Sent: Saturday, June 22, 2013 6:27 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Is this a safe classical conditioning activity?!







How many trials is it supposed to take to produce the conditioning?

Rick Stevens
Psychology Department
University of Louisiana at Monroe
stevens.r...@gmail.com<mailto:stevens.r...@gmail.com>
OSGrid - Evert Snicks

On Sat, Jun 22, 2013 at 5:27 AM, MiguelRoig 
mailto:miguelr...@comcast.net>> wrote:









I would think that this is equivalent to eye blink conditioning. In the absence 
of further pairings, the conditioned dilation would quickly extinguish itself.

Miguel

From: "Sally Walters" mailto:swalt...@dccnet.com>>
To: "Teaching in the Psychological Sciences (TIPS)" 
mailto:tips@fsulist.frostburg.edu>>
Sent: Friday, June 21, 2013 6:10:30 PM
Subject: [tips] Is this a safe classical conditioning activity?!










I like the activity that Hock (2013 suggests:  to classically condition the 
pupil of the eye to dilate to the sound of a bell. However somebody asked me if 
it was safe and I realized I don't know the answer! It's a homework activity, 
done by turning out the lights after ringing a bell. I'd also have them try to 
extinguish the response.

I assume it's safe, but does anyone know anything to the contrary??

Hock, R. R. (2013). Forty studies that changed psychology (7th ed.). Boston: 
Pearson.

Thanks,
Sally Walters
Thompson Rivers University


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RE: [tips] For Your Next Lab Class: How To Build Your Own Cyborg Cockroach

[Marc Carter]

Starship Troopers: loved the book, hated the movie -- too much gore and none of 
the good stuff (the drama, the sociology, etc).

And the German roach (I lived in Williamsburg, Brooklyn before moving here) 
doesn't really capture "cockroach" to me.  They're almost cute, except when you 
get an infestation.  Those giant winged bastards I grew up with, on the other 
hand...

And the story about the freezer is true: friend of mine and I captured on, put 
it in a little cage, and left it in the freezer for close to a half hour.  It 
was fine.

Then we shot it, and I am not sorry.  ;)

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Friday, June 14, 2013 10:00 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: RE: [tips] For Your Next Lab Class: How To Build Your Own
> Cyborg Cockroach
>
> On Fri, 14 Jun 2013 07:31:31 -0700, Marc Carter wrote:
> >Lipstick on a pig.  It's always and ever going to be a cockroach, no
> >matter how robocopy you make it.  I have horror stories, and we kept a
> >very clean house when I was living down there.
> >Those things are NOT to be trifled with. Two-and-a-half inches of
> >winged evil.
>
> Just a couple of points:
>
> (1) My experience with cockroaches is almost exclusively with NY
> roaches which I believe are from the family of "German" roaches and
> rarely reach one inch in length (what New Yorkers call "waterbugs" are
> much larger bugs but are rare -- these look somewhat like that roaches
> in the video but I can't say for sure since it's been a while since I
> saw one up and personal).
>
> (2) I'm betting you're big fan of "Starship Troopers" and not for
> reasons having to do with either Robert Heinlein or Paul Verhoeven
> (also of Robocop fame).
> ;-)
>
> -Mike Palij
> New York University
> m...@nyu.edu

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RE: [tips] For Your Next Lab Class: How To Build Your Own Cyborg Cockroach

[Marc Carter]

Lipstick on a pig.  It's always and ever going to be a cockroach, no matter how 
robocopy you make it.  I have horror stories, and we kept a very clean house 
when I was living down there.

Those things are NOT to be trifled with. Two-and-a-half inches of winged evil.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Thursday, June 13, 2013 9:21 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: Re: [tips] For Your Next Lab Class: How To Build Your Own
> Cyborg Cockroach
>
> On Thu, 13 Jun 2013 16:46:50 -0700, Carol DeVolder wrote:
> >OK, although this looks really interesting, I have one question: Don't
> >most people think cockroaches are super icky?
>
> Perhaps.  But that's why you have to emphasize the CYBORG part!
> Remind folks that they'll be getting a shiny cyborg cockroach like
> Robocop (if your students have never heard of Robocop, play the movie
> for them -- it will warm them up to owning their own cyborg).
> It's not a cockroach, it's a CYBORG
>
> ;-)
>
> -Mike Palij
> New York University
> m...@nyu.edu
>


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RE: [tips] For Your Next Lab Class: How To Build Your Own Cyborg Cockroach

[Marc Carter]

You can put them in the freezer for ten minutes or so and get the same effect 
as the ice water, but more easily.

It takes a lot to kill a roach.  I used to hunt them with a bb gun (in So. 
Texas -- the giant "palmetto bugs").  The ricocheting bbs did, however, take a 
toll on the walls that my father (rightly) objected to.

m


PS  The fact that I more enjoyed shooting them suggests that I am one who finds 
them super icky.  And I scream like a 5-year-old when one takes to flight and 
lands on me.
--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Thursday, June 13, 2013 1:45 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] For Your Next Lab Class: How To Build Your Own Cyborg
> Cockroach
>
> For those of you who are handy working with electronic components and
> doing surgery on large bugs, here's something you might consider doing
> for your next lab class though you probably should practice first to
> make sure that you know what you're doing when you create your cyborg
> cockroach.
>
> Yes, this is very weird.
>
> Anyway, here is one of several articles that are currently out there on
> how a new company "Backyard Brains" is selling RoboRoach kits and
> materials.  Check out the video at the end of the article (which is
> also on the YouTube); see:
> http://blogs.smithsonianmag.com/smartnews/2013/06/cyborg-cockroaches-
> may-become-new-teaching-tools-in-neuroscience-classes/
>
> NOTE #1:  I did not know that ice water anesthetizes cockroaches.
>
> NOTE#2:  Definitely not for people who find cockroaches super icky.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
> P.S.  It's probably a good a idea to get your cockroaches from the
> "Backyard Brains" folks instead of using "home grown" ones. ;-)
>
>
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RE: [tips] Conspiracy lovers

[Marc Carter]

I haven't been keeping up with the conversation, but

doi:10.1177/0956797612457686

A recent Psych Science article on conspiracies and a "motivated rejection of 
science."

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Thursday, June 06, 2013 12:54 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Conspiracy lovers










On 2013-06-06, at 12:57 PM, John Kulig wrote:



In-group, out-group joke of the day: "Nobody goes to Coney Island anymore. It 
gets too crowded!"

Stolen like a thief in the night from Yogi Berra!
http://quote.webcircle.com/cgi-bin/search.cgi?city=New%20York

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
=


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RE: [tips] WOOHOO!!!! The New Phonebook Is HERE!!!! Part Z

[Marc Carter]

And this:

The newly-revised Sixth Edition has not only been rewritten. It has also been 
thoroughly rethought and reorganized, making it the most user-friendly 
"Publication Manual" the APA has ever produced.

is a bunch of hooey.  Give me the 3rd for ease of use, hands down.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Thursday, May 16, 2013 8:44 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] WOOHOO The New Phonebook Is HERE Part Z
>
> Ooops!  I mean the kindle version of the "Publication Manual of the
> American Psychological Association" has been released and is available
> on Amazon; see:
>
> http://www.amazon.com/dp/B00CPUBEBM
>
> I wonder if this is the first printing (the one full of errors) or
> later printings?
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>
>
>
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RE: [tips] WOOHOO!!!! The New Phonebook Is HERE!!!! Part Z

[Marc Carter]

I have a copy of the first, error-ridden one.  It was the first time that I'd 
convinced the APA that I deserved a desk copy (maybe they realized that I'd 
caused the sale of thousands of those manuals over the years and didn't want to 
jeopardize that).

However, when I asked for a copy of the second, corrected printing, they said 
"no."

So now I have a couple copies in the library and no longer require its purchase 
of my students -- I give them the main things, and let them go to the library 
if they need more help.

I'm not going to give APA any more money.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Thursday, May 16, 2013 8:44 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] WOOHOO The New Phonebook Is HERE Part Z
>
> Ooops!  I mean the kindle version of the "Publication Manual of the
> American Psychological Association" has been released and is available
> on Amazon; see:
>
> http://www.amazon.com/dp/B00CPUBEBM
>
> I wonder if this is the first printing (the one full of errors) or
> later printings?
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>
>
>
> ---
> You are currently subscribed to tips as: marc.car...@bakeru.edu.
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> or send a blank email to leave-25558-
> 13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu

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RE:[tips] Testing

[Marc Carter]

Finals.  Final papers/projects.

Buried

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
> Sent: Monday, May 13, 2013 11:46 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Testing
>
> No messages for several days...Is this thing working?
> Can you hear me now?
>
> Paul
>
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RE:[tips] cognitive psychology final exam

[Marc Carter]

Hi, Annette --

Depending on the text I'm using, I'll often do a take-home final (8-12 pages) 
that asks students to use at least 5 experimental results to critique (pro 
and/or con) the information-processing model of cognition.  That forces them to 
do some synthetic work across different cognitive domains, and if they do it 
well, they'll have to get into the notion of distributed processing.

A pain to grade, but then, I usually only have about ten students in those 
classes.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Annette Taylor [mailto:tay...@sandiego.edu]
> Sent: Sunday, May 05, 2013 2:27 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] cognitive psychology final exam
>
> I always give a comprehensive final in classes (to enhance distributed
> practice effects) and have used the same few essay items in a pool I
> created. However, I thought it might be good to expand my small pool.
> So I am asking if anyone on the list has some items that span across
> topics in cognition. For example, one of my items asks students to
> evaluate the idea of "depth" in terms of memory (Craik & Lockhard),
> language (Chomsky), and problem solving (Gick & Holyoak). I also use
> one on feature detection (pattern recognition), feature frequency
> models (categorization) and feature comparison models (semantic
> organizaation). I have  few more that are similarly cross-chapter
> items.
>
> Anyone have other similar items to share for a final exam?
>
> Thanks.
>
> Annette
>
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> tay...@sandiego.edu
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RE: [tips] CCompare and contrast

[Marc Carter]

Oh, please forget to mention Henry.  I'm still scarred from Portrait of a Lady 
and have a CER whenever I hear his name.

;)

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Sunday, April 28, 2013 4:24 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] CCompare and contrast

On 2013-04-28, at 3:15 PM, michael sylvester wrote:


William James' stream of consciousness
and
William Faulkner's stream of consciousness.

And don't forget to mention William James' brother, the novelist Henry James, 
and William James' student, the novelist Gertrude Stein.

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
=



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[tips] p < .05, "reliable," and other highly significant things...

[Marc Carter]

Many thanks to all for the reassurance.  I always tell my students, 
"significance" is like being pregnant: one either is pregnant or one is not; it 
does not admit of degree.  (Although those of you who have borne children might 
disagree!)

I also got some new ideas for how I might talk about some of these things with 
my students.  This is a great listserv.

Thanks again,

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


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RE: [tips] Polling...

[Marc Carter]

That's a good question.  I'm prepping for a discussion tomorrow of Bandura, 
Ross & Ross (1961), and they use "highly significant" to describe a result 
where the _p_ is < .02 – which to me doesn't really merit "highly" anything.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: MiguelRoig [mailto:miguelr...@comcast.net]
Sent: Monday, April 22, 2013 1:10 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Polling...










I get a similar reaction when I read that expression. The question for me is 
this: Has there ever been a consensus as to what obtained p level merits that 
designation?

Miguel
____
From: "Marc Carter" mailto:marc.car...@bakeru.edu>>
To: "Teaching in the Psychological Sciences (TIPS)" 
mailto:tips@fsulist.frostburg.edu>>
Sent: Monday, April 22, 2013 2:03:04 PM
Subject: [tips] Polling...

Hi, All --

A poll:

Am I being too picky about the use of the phrase, "highly significant" (or 
something similar) when it's used to describe a very low-probability result?  
It sort of drives me crazy; all I can hear is my graduate math stats teacher 
threatening to kill us if we ever said something like that.  I still read it in 
papers and it's like fingernails on a chalkboard.

But perhaps I should just chill out?

What do you think?

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--



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[tips] Polling...

[Marc Carter]

Hi, All --

A poll:

Am I being too picky about the use of the phrase, "highly significant" (or 
something similar) when it's used to describe a very low-probability result?  
It sort of drives me crazy; all I can hear is my graduate math stats teacher 
threatening to kill us if we ever said something like that.  I still read it in 
papers and it's like fingernails on a chalkboard.

But perhaps I should just chill out?

What do you think?

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--



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RE: [tips] Expression of Support for Bostonians

[Marc Carter]

Hear, hear.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Friday, April 19, 2013 6:15 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] Expression of Support for Bostonians
>
> Just want to let our colleagues and people in Boston know that they are
> in our thoughts and that we hope that they get through this difficult
> period of time as best they can. News reports tell us that many
> colleges and universities are closed now as a manhunt for one of the
> "marathon bombers" proceeds.  Stay strong.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
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RE: [tips] Why Neuroscience Research Sucks

[Marc Carter]

Hi, All --

I need help.  (Our library doesn't have access to the most recent 12 months of 
Nat. Neurosci.)  I read the piece in the Guardian and read Cohen's paper 
recommended by Mike, but I just can't understand this (from the piece in the 
Guardian):

"The impact of combining low power and low pre-study odds has important 
consequences for the likelihood that the research finding is actually true. In 
our analysis, we show that for exploratory studies with an average 20% power, 
together with average one in four pre-study odds that the effect being sought 
is actually true, the likelihood that any claimed effect (based on passing a 
conventional level of statistical significance) actually is true is only 50%. 
That's a 50/50 chance that any positive effects are spurious. For a 
confirmatory study with four to one pre-study odds, the chance that any 
positive effects are spurious is reduced to 25%."

Can someone help me understand?  This is how I'm thinking (and how I was 
taught):

Power is the probability of rejecting a false null, as I understand it (1-beta, 
where beta is p(miss)).

If my data suggest I should reject the null, why is low power a concern?  If I 
*fail* to reject then the first thing I look at is power, but if I can reject 
with confidence, then I'm not concerned about the power of the test.

Can someone explain why I'm not thinking about this in the right way?  If we 
were talking effect sizes, then I can understand why small effect sizes would 
mitigate the importance of the result (and make is less likely to be replicable 
and/or more likely to be the result of an alpha-error).  But low power 
increasing the likelihood of an alpha-error?  I really don't understand.

I've learned much from you all and hope to keep doing so, here: can someone 
clue me in?  I don't want to be teaching the wrong stuff

Thanks,

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Wednesday, April 10, 2013 12:15 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Why Neuroscience Research Sucks
>
> Hi
>
> I would say the problem is less with individual studies not having
> enough power than with (a) the difficulty of getting replications
> published, and (b) premature conclusion drawing by researchers (often
> aided and abetted by their institution's communication / advertising
> departments) who cannot wait for sufficient replications to be
> confident about the effects.
>
> It seems pretty clear that insisting on increases in power will
> decrease the number of published studies, including replications.  Not
> everyone will have the resources to have the perhaps very large sample
> size necessary to carry out and publish "ideal" studies.  But what we
> need is more replication rather than less.
>
> I remember with fondness the old J of Experimental Psychology and J of
> Verbal Learning and Verbal Behavior, which would contain numerous
> studies, some of which would be only a few pages long as the important
> info was Methods and Results.  And one still finds these kinds of
> journals in the natural sciences, perhaps accounting for the much
> better acceptance rates (i.e., lower rejection rates) than psychology
> journals.
>
> Science is a collective effort, but psychology and affiliated
> disciplines appear to have turned it too much towards an emphasis on
> individual achievement (where individual includes research teams).
>
> Take care
> Jim
>
> James M. Clark
> Professor & Chair of Psychology
> j.cl...@uwinnipeg.ca
> Room 4L41A
> 204-786-9757
> 204-774-4134 Fax
> Dept of Psychology, U of Winnipeg
> 515 Portage Ave, Winnipeg, MB
> R3B 0R4  CANADA
>
>
> >>> Michael Palij  10-Apr-13 7:20 AM >>>
> A paper published in Nature Reviews Neuroscience reports a meta-
> analysis of neuroscience research studies and, in keeping with old
> problems with experimental designs used by people who perhaps don't
> know what they're doing (e.g., failing to appreciate the role of
> statistical power), report that they find (a) low levels of statistical
> power (around .20),
> (b) exaggerated effect sizes, and (c) lack or reproducibility.
> But don't take my word for it, here is a link to research article:
> http://www.nature.com/nrn/journal/vaop/ncurrent/full/nrn3475.html
>
> NOTE: you'll need to use you institution's library to access the
> article.
>
> There are popular media articles that focus on this article which may
> be useful in classes such as critical thinking and maybe even
>

RE: [tips] Prudential ad bar chart

[Marc Carter]

According to this

http://www.ssa.gov/policy/docs/workingpapers/wp108.html,

life expectancy gains are quite heavily dependent upon income.

This (Table 2)

http://www.ssa.gov/policy/docs/workingpapers/wp108-text.html#chart2

is a pretty compelling case for not cutting benefits at the same time as we 
raise the retirement age.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Monday, April 08, 2013 12:20 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: re: [tips] Prudential ad bar chart
>

[snip]

> (4) Gilbert makes the claim that "people are now living longer" which
> is probably true (though he never says "living longer" relative to what
> group or time frame or context) but this statement is not necessarily
> supported by the dot histogram he presents.  He needs to have a
> comparable dot histogram for different time periods and/or groups
> and/or etc.  Perhaps this is just pilot data and maybe he'll get
> funding for a more serious research project (perhaps from some
> insurance company ;-).
>
> -Mike Palij
> New York University
> m...@nyu.edu
>

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RE: [tips] Meet A Tips Legend!

[Marc Carter]

I wish I could go, but that's way beyond my faculty development funds...

Been meaning to ask if any Tipsters go to MPA?  We take students there every 
year.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Frantz, Sue [mailto:sfra...@highline.edu]
> Sent: Friday, April 05, 2013 1:57 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] Meet A Tips Legend!
>
> Paul, I think we've been trading email via this forum since the mid-
> 90s, yes?  It seems right that we should get together every 20 years or
> so.
>
> Any other TIPSters going to APS?  Shall we take an evening and meet in
> the hotel bar?
>
> Sue
>
> -Original Message-
> From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
> Sent: Friday, April 05, 2013 11:41 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Meet A Tips Legend!
>
> Sue! That will be fun to finally meet you in person! Woo Hoo!
>
> Paul
>
> On Apr 5, 2013, at 2:38 PM, Frantz, Sue wrote:
>
> > I'll be there, too.  I'll make sure Paul gets a picture of Scott in a
> speedo.
> >
> > Sue
> >
> > -Original Message-
> > From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
> > Sent: Friday, April 05, 2013 7:34 AM
> > To: Teaching in the Psychological Sciences (TIPS)
> > Subject: Re: [tips] Meet A Tips Legend!
> >
> > I'll be there, and I'll make sure to get pictures of Scott!
> >
> > Paul
> >
> > On Apr 5, 2013, at 10:21 AM, Mike Palij wrote:
> >
> >> No, I don't mean me. ;-)
> >>
> >> I just got an email from APS requesting the pleasure of my company
> at
> >> this year's 25th Annual Convention being held in Washington, D.C.
> >> What's the draw to attend?  Why it's "Meet the Legends"!  Among the
> >> "Legends" at the convention will be:
> >>
> >> Michael Gazzaniga! (I wonder if he'll have any NYU or Stony Brook
> >> stories)
> >>
> >> Roy Baumeister (Signing copies of his book "Willpower")
> >>
> >> Daniel Kahneman (Signing copies of "Thinking, Fast and Slow")
> >>
> >> Diane Halpern (Signing copies of "Undergraduate Education in
> >> Psychology")
> >>
> >> Susan T. Fiske (Signing copies of "Social Cognition" and "Envy Up,
> >> Scorn Down")
> >>
> >> Michael I Norton (Who? Signing copies of "Happy Money" -- sorry, all
> >> my money is sad)
> >>
> >> Barbara L. Fredrickson (Who? Signing copies of "Love 2.0" and
> >> "Positivity")
> >>
> >> Daniel Willingham (Who? Signing copies of "When Can You Trust the
> Experts"
> >> and "Why Don't Students Like School" -- I think the latter has to do
> >> with cafeteria food)
> >>
> >> and, last but not least
> >>
> >> wait for it
> >>
> >> okay...
> >>
> >> Scott Lilienfeld! (Who? Signing a book that is a compilation of his
> >> TiPS posts -- Oops! I'm sorry, that's Louis Schmier's schtick, Scott
> >> will be signing copies of "50 Great Myths of Popular Psychology" and
> >> "Brainwashed" -- remember these books make great birthday gifts,
> >> Christmas and Chanukah gifts, and the perfect gift for that certain
> special someone who deserves the best).
> >>
> >> Alas, I won't be attending the APS convention this year, I'm still
> >> getting over the trauma of attending an APA convention down in D.C.
> >> back in the 1990s and having seen Phil Zimbardo walking around the
> >> Hotel pool in his Speedos (Ahhh!  Make his stop!!!).
> >>
> >> Best of luck to Tip's legend, Scott Lilienfeld.  I know that this
> >> works for some people but don't show up drunk. ;-)
> >>
> >> -Mike Palij
> >> New York University
> >> m...@nyu.edu
> >>
> >> P.S. Sorry if I left that impression that the "legends" are all
> going
> >> to be at APS just to pimp their latest book but that was the
> emphasis of the email.
> >>
> >>
> >> ---
> >> You are currently subscribed to tips as: pcbernha...@frostburg.edu.
> >> To unsubscribe click here:
> >>
> http://

RE: [tips] The Future Of Funding Biomedical Research Is Bleak...

[Marc Carter]

What are we doing wrong?  Nothing.  But we're fighting religiously-motivated 
belief, and that's a fight not easily won.

I'll keep up the fight, but I'm not betting the farm on winning it soon...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Thursday, April 04, 2013 12:21 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] The Future Of Funding Biomedical Research Is Bleak...
>
> But don't take my word for it, consider this editorial from the Journal
> of the American Medical Association; see:
> http://jama.jamanetwork.com/article.aspx?articleID=1675581&utm_source=S
> ilverchair%20Information%20Systems&utm_medium=email&utm_campaign=JAMA%3
> AOnlineFirst04%2F04%2F2013
>
> The article identifies four factors for why funding biomedical research
> is in danger (there's no increase in funding this coming year and the
> sequestration is cutting about 5.1% of current funding).
> Of course, this will affect psychology in a variety of ways from
> neuroscience research to research on psychopathology.
>
> So, what's the teaching of psychology have to do with it?
> Consider the first reason for the erosion of support for funding:
>
> |First, there is increasing politicization of science in general.
> |Despite the massive explanatory power of science and the ability of
> |scientific discovery to create amazing inventions that have positively
> |transformed many lives-from computers and cell phones to vaccines and
> |robotic prosthetics-there is an increasing uncertainty in the United
> |States about the value of science. Recent polls show that 46% of
> |Americans believe that human beings were created "pretty much in their
> |present form at one time within the last 10,000 years or so."3 One
> |researcher reported that while "public trust in science has not
> |declined since the 1970s except among conservatives and those who
> |frequently attend church," there has still been a significant
> |"politicization" of science.4 Politicization of science means that
> |federal funding of science is more contentious and can no longer be
> |considered an area of bipartisan agreement.
>
> Here is the report from Gallup on Americans with anti-evolution
> beliefs:
> http://www.gallup.com/poll/155003/hold-creationist-view-human-
> origins.aspx
>
> NOTE: the percentage of people who are anti-evolution has stayed more
> or less the same for the past 30 years that this polling has been done.
>
> Even 46% of college graduates are anti-evolution.  What are we doing
> wrong?
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>
> ---
> You are currently subscribed to tips as: marc.car...@bakeru.edu.
> To unsubscribe click here:
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> 1&n=T&l=tips&o=24762
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RE:[tips] clinical Ph.Ds?

[Marc Carter]

The last search we did (last year) for a clinical/counseling PhD netted us two 
viable candidates.  Luckily one of them was good.

Right now I'm running a search in exercise science (looking for an ex phys 
person) and we have a woefully small pool.  OTOH, our searches in math, sports 
administration, and international studies all have large and healthy pools.  I 
don't know what's going on, but it sure makes me hate being chair of this 
department...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Bourgeois, Dr. Martin [mailto:mbour...@fgcu.edu]
> Sent: Tuesday, April 02, 2013 5:44 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE:[tips] clinical Ph.Ds?
>
> Yes, we have the same problem. Two failed searches in a row, due to
> small and inadequate pools. We're a large undergrad program with good
> resources (lab space, etc.), and we can't get people to apply. Maybe
> the recent success of our basketball team will help with our next
> search.
>
> Marty
>
> Martin Bourgeois
> Professor and Chair
> Social and Behavioral Sciences
> Florida Gulf Coast University
> Fort Myers, FL 33931
>
>
>
> 
> From: Gerald Peterson [peter...@svsu.edu]
> Sent: Monday, April 01, 2013 7:05 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] clinical Ph.Ds?
>
> Have a question about new clinical Ph.Ds.  We have been advertising
> this year for someone in clinical psych who can come aboard our
> undergrad program here. It is a teaching/research university but there
> is not the high pressure that others face for grants and publications.
> We have had a lot of trouble just getting qualified, new Ph.D. clinical
> folks to apply and I am wondering if this is peculiar to us or if
> others have had similar problems.  Are new clinical Ph.Ds not
> interested in academic positions at all these days? Maybe the practice
> opportunities are much more attractive? We have advertised in the usual
> places but maybe there other places to put the ad than the chronicle
> and apa and aps publications? Any suggestions will be appreciated.  Our
> applicants are totally off base (not clinical, etc.) and/or we have
> fewer new ph.d. clinicians applying.  I wish this were an April first
> joke, but it is just a real challenge in building our program.
>
>
>
> Gerald L. (Gary) Peterson, Ph.D.
> Professor, Department of Psychology
> Saginaw Valley State University
> University Center, MI 48710
> 989-964-4491
> peter...@svsu.edu
>
>
>
> ---
> You are currently subscribed to tips as: mbour...@fgcu.edu.
> To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=13390.2bbc1cc8fd0e5f9e0b91f01828c8781
> 4&n=T&l=tips&o=24693
> or send a blank email to leave-24693-
> 13390.2bbc1cc8fd0e5f9e0b91f01828c87...@fsulist.frostburg.edu
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> or send a blank email to leave-24706-
> 13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu

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RE: [tips] AAUP recommends more researcher autonomy in IRB reform | Inside Higher Ed

[Marc Carter]

I once had a proposal rejected because the IRB felt that a response-time task 
(to identify briefly-presented letters) would be "too stressful."

I fought.  They lost.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Lilienfeld, Scott O [mailto:slil...@emory.edu]
> Sent: Thursday, March 07, 2013 5:34 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] AAUP recommends more researcher autonomy in IRB
> reform | Inside Higher Ed
>
> My favorite recent story about IOD (IRB Overreach Disorder):
>
> Last year, Emory's IRB informed one of our psychology graduate students
> that she needed to change the font on her participant recruitment sheet
> because it was too large, and hence too "coercive" to potential
> participants.
>
> ..Scott
>
>
> 
> From: Mike Wiliams [jmicha5...@aol.com]
> Sent: Thursday, March 07, 2013 12:53 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] AAUP recommends more researcher autonomy in IRB reform
> | Inside Higher Ed
>
> This will have no impact since investigators are not represented in
> AAHRPP or PRIMR.  These organizations are sustained by more and more
> regulations.  They ignore the interests of investigators and
> essentially treat investigators like they are all intent on harming
> subjects.  It is a real "them vs us" attitude and there is essentially
> no check on their behavior.  If there is one thing that the Republicans
> got right is that when you create regulations, you great and industry
> and special interest that feeds off supporting them.
>
> http://www.primr.org/
>
> http://www.aahrpp.org/
>
> Mike Williams
>
> On 3/7/13 12:00 AM, Teaching in the Psychological Sciences (TIPS)
> digest
> wrote:
> > Subject: AAUP recommends more researcher autonomy in IRB reform |
> > Inside Higher Ed
> > From: Christopher Green
> > Date: Wed, 6 Mar 2013 09:02:04 -0500
> > X-Message-Number: 1
> >
> > A very interesting development in the history of the IRB.
> > http://www.insidehighered.com/news/2013/03/06/aaup-recommends-more-
> res
> > earcher-autonomy-irb-reform
> >
> > 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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> or send a blank email to leave-24167-
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>
> 
>
> This e-mail message (including any attachments) is for the sole use of
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>
> If you have received this message in error, please contact the sender
> by reply e-mail message and destroy all copies of the original message
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>
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RE: [tips] The Forgotten Disciplines | Inside Higher Ed

[Marc Carter]

I tried to get some of our psych courses listed as linked "natural science" 
courses, but was rejected.  I asked my colleagues, "Do you not think that human 
behavior is part of the natural world?" and received a resounding "no."  I was 
flabbergasted...

OTOH, on the way in to work I was listening to a story on NPR about happiness 
in parents v. non-parents, and the reporters referred to "scientists" doing 
research on it.

So, who knows?  Maybe one day we'll start to be more universally-recognized as 
scientists.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Tuesday, February 19, 2013 8:57 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] The Forgotten Disciplines | Inside Higher Ed










One of the commenters on the column notes that geography spreads over natural 
sciences, social sciences, and humanities; that it is, in his words, "the 
original interdisciplinary discipline."

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
=

On 2013-02-19, at 9:07 AM, Stuart McKelvie wrote:








Dear Tipsters,

I have vigorously tried to make the case here at Bishop's that psychology is at 
the heart of the "liberal arts" mission. As the author points out, the social 
sciences require quantitative reasoning, communication skills and information 
literacy. To which I would add for psychology: content that overlaps with 
biology, chemistry, other social sciences, philosophy and the arts. What other 
discipline does all this?

Sincerely,

Stuart

__
"Recti Cultus Pectora Roborant"

Stuart J. McKelvie, Ph.D.,
Department of Psychology,
Bishop's University,
2600 rue College,
Sherbrooke (Borough of Lennoxville),
QC J1M 1Z7,
Canada.

"Floreat Labore"
__

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Tuesday, February 19, 2013 8:53 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] The Forgotten Disciplines | Inside Higher Ed

All the talk these days is about the rise of STEM and the decline of the 
humanities. Is psychology a "forgotten discipline"?
http://www.insidehighered.com/blogs/confessions-community-college-dean/forgotten-disciplines

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
=


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RE: [tips] More wine...

[Marc Carter]

Hmm.  As red wine ages and eventually becomes vinegar it gets a reddish, or 
burgundy hue to it (depending on the grape).  So if I were to make it more 
alkaline.  Hmm.

I'm doing chemistry this weekend!  With wine!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Claudia Stanny [mailto:csta...@uwf.edu]
Sent: Wednesday, February 06, 2013 3:55 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] More wine...







If you have a pH thing going on, you could just add a few drops of vinegar to 
see if that creates a color change (or add a bit of baking soda).

If it depends on a pH change, you could create the change in the wine glass.  I 
assume the sink might be more alkaline, so it would be baking soda in the wine 
glass.  Or you could get the wine to revert to the purple by adding some 
vinegar in the sink.

Just don't drink the wine after doing this!  :-)
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 - 5751

Phone:   (850) 857-6355 (direct) or  473-7435 (CUTLA)

csta...@uwf.edu<mailto:csta...@uwf.edu>

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Wed, Feb 6, 2013 at 3:43 PM, Marc Carter 
mailto:marc.car...@bakeru.edu>> wrote:
I'll try this one -- it's easier than trying to figure the ph of the porcelain 
(although that's an interesting idea and I wish I could do it).  I'll get some 
food coloring when I shop this weekend, and will report back what I find.

If it works, I'll be all set to celebrate.  :)

Thanks, all!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Paul C Bernhardt 
> [mailto:pcbernha...@frostburg.edu<mailto:pcbernha...@frostburg.edu>]
> Sent: Wednesday, February 06, 2013 2:56 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] More wine...
>
> Possibly... now, get some red food coloring, add a little bit of blue to
> get a color similar to the wine. Then, dilute it as before and pour it
> into the sink. If you get a similar color shift, then it is probably
> color of sink rather than chemical reaction. Do the same with blue food
> coloring alone, diluted, then poured to see if it shifts to green.
>
> Paul
>
> On Feb 6, 2013, at 1:12 PM, Marc Carter wrote:
>
> > Hi again, all --
> >
> > First, thanks to those who responded.  I think I've figured it out,
> but still need to work out details.
> >
> > Last night I took a few drops of wine and diluted it as much as I
> could (filled the glass as full as I could with water).
> >
> > Purplish, still.  (I had an independent observer name the color for
> > me.  The spouse was there, thinking, I'm sure, that I'm slightly
> mad.)
> >
> > Then I dumped it into the sink.  It was bluish, not purplish.
> (Again,
> > got independent confirmation.)
> >
> > So I think that the sink is not completely white; I think it has a
> slight yellowish tint.  The light reflected through the purple would
> have fewer short-wavelengths and also fewer long ones.  Purple is non-
> spectral, and is gotten by combining both long- and short-wavelength
> lights.  It could be that the light reflected from the sink is without
> (proportionately) more long- than short-wavelengths, and so the wine
> would appear bluish.  This I think is also helped by the fact that the
> sink is illuminated by a fluorescent bulb; they tend to have more power
> in the shorter-wavelength end of the spectrum.
> >
> > What do you think?  :)
> >
> > m
> >
> > --
> > Marc Carter, PhD
> > Associate Professor of Psychology
> > Chair, Department of Behavioral and Health Sciences College of Arts &
> > Sciences Baker University
> > --
> >
> >
> >
> > The information contained in this e-mail and any attachments thereto
> ("e-mail") is sent by Baker University ("BU") and is intended to be
> confidential and for the use of only the individual or entity named
> above. The information may be protected by federal and state privacy
> and disclosures acts or other legal rules. If the reader of this
> message is not the intended recipient, you are notified that retention,
> dissemination, distribution or copying of this e-mail

RE: [tips] More wine...

[Marc Carter]

I'll try this one -- it's easier than trying to figure the ph of the porcelain 
(although that's an interesting idea and I wish I could do it).  I'll get some 
food coloring when I shop this weekend, and will report back what I find.

If it works, I'll be all set to celebrate.  :)

Thanks, all!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
> Sent: Wednesday, February 06, 2013 2:56 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] More wine...
>
> Possibly... now, get some red food coloring, add a little bit of blue to
> get a color similar to the wine. Then, dilute it as before and pour it
> into the sink. If you get a similar color shift, then it is probably
> color of sink rather than chemical reaction. Do the same with blue food
> coloring alone, diluted, then poured to see if it shifts to green.
>
> Paul
>
> On Feb 6, 2013, at 1:12 PM, Marc Carter wrote:
>
> > Hi again, all --
> >
> > First, thanks to those who responded.  I think I've figured it out,
> but still need to work out details.
> >
> > Last night I took a few drops of wine and diluted it as much as I
> could (filled the glass as full as I could with water).
> >
> > Purplish, still.  (I had an independent observer name the color for
> > me.  The spouse was there, thinking, I'm sure, that I'm slightly
> mad.)
> >
> > Then I dumped it into the sink.  It was bluish, not purplish.
> (Again,
> > got independent confirmation.)
> >
> > So I think that the sink is not completely white; I think it has a
> slight yellowish tint.  The light reflected through the purple would
> have fewer short-wavelengths and also fewer long ones.  Purple is non-
> spectral, and is gotten by combining both long- and short-wavelength
> lights.  It could be that the light reflected from the sink is without
> (proportionately) more long- than short-wavelengths, and so the wine
> would appear bluish.  This I think is also helped by the fact that the
> sink is illuminated by a fluorescent bulb; they tend to have more power
> in the shorter-wavelength end of the spectrum.
> >
> > What do you think?  :)
> >
> > m
> >
> > --
> > Marc Carter, PhD
> > Associate Professor of Psychology
> > Chair, Department of Behavioral and Health Sciences College of Arts &
> > Sciences Baker University
> > --
> >
> >
> >
> > The information contained in this e-mail and any attachments thereto
> ("e-mail") is sent by Baker University ("BU") and is intended to be
> confidential and for the use of only the individual or entity named
> above. The information may be protected by federal and state privacy
> and disclosures acts or other legal rules. If the reader of this
> message is not the intended recipient, you are notified that retention,
> dissemination, distribution or copying of this e-mail is strictly
> prohibited. If you have received this e-mail in error please
> immediately notify Baker University by email reply and immediately and
> permanently delete this e-mail message and any attachments thereto.
> Thank you.
> >
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[tips] More wine...

[Marc Carter]

Hi again, all --

First, thanks to those who responded.  I think I've figured it out, but still 
need to work out details.

Last night I took a few drops of wine and diluted it as much as I could (filled 
the glass as full as I could with water).

Purplish, still.  (I had an independent observer name the color for me.  The 
spouse was there, thinking, I'm sure, that I'm slightly mad.)

Then I dumped it into the sink.  It was bluish, not purplish.  (Again, got 
independent confirmation.)

So I think that the sink is not completely white; I think it has a slight 
yellowish tint.  The light reflected through the purple would have fewer 
short-wavelengths and also fewer long ones.  Purple is non-spectral, and is 
gotten by combining both long- and short-wavelength lights.  It could be that 
the light reflected from the sink is without (proportionately) more long- than 
short-wavelengths, and so the wine would appear bluish.  This I think is also 
helped by the fact that the sink is illuminated by a fluorescent bulb; they 
tend to have more power in the shorter-wavelength end of the spectrum.

What do you think?  :)

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--



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RE: [tips] Color question

[Marc Carter]

And who said research can't be fun, anyway?!

I think it will work with any red wine.  (Oh, man, I just confused myself.  
"Red" wine is purple, and leaves a residue that turns blue.  Great.)

Happy weekend!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Gerald Peterson [mailto:peter...@svsu.edu]
> Sent: Friday, February 01, 2013 1:39 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Color question
>
> Ok, I will try! Need to open bottle...any particular wine/quality? May
> need bottle while I wait for dried up residue. Starting
>
>
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
>
>
> On Feb 1, 2013, at 2:18 PM, Marc Carter  wrote:
>
> > Hi, all --
> >
> > Although this is not directly teaching-related, it will be the next
> time I teach color vision.
> >
> > I have dried-up wine residue in the bottom of a glass, left from the
> night before.  It's purple.
> >
> > I put water in the glass to rinse it, and the water has a purple
> tint.
> >
> > I pour this into a white enamel sink.  It's *blue*.
> >
> > The sink is as far as I can see not yellowish -- it really looks
> white.
> >
> > Any ideas on why this happens?  Anyone care to try to replicate this
> and report back?
> >
> > Thanks,
> >
> > m
> >
> > --
> > Marc Carter, PhD
> > Associate Professor of Psychology
> > Chair, Department of Behavioral and Health Sciences College of Arts &
> > Sciences Baker University
> > --
> >
> >
> >
> > The information contained in this e-mail and any attachments thereto
> ("e-mail") is sent by Baker University ("BU") and is intended to be
> confidential and for the use of only the individual or entity named
> above. The information may be protected by federal and state privacy
> and disclosures acts or other legal rules. If the reader of this
> message is not the intended recipient, you are notified that retention,
> dissemination, distribution or copying of this e-mail is strictly
> prohibited. If you have received this e-mail in error please
> immediately notify Baker University by email reply and immediately and
> permanently delete this e-mail message and any attachments thereto.
> Thank you.
> >
> > ---
> > You are currently subscribed to tips as: peter...@svsu.edu.
> > To unsubscribe click here:
> >
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> > 4b&n=T&l=tips&o=23413 or send a blank email to
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[tips] Color question

[Marc Carter]

Hi, all --

Although this is not directly teaching-related, it will be the next time I 
teach color vision.

I have dried-up wine residue in the bottom of a glass, left from the night 
before.  It's purple.

I put water in the glass to rinse it, and the water has a purple tint.

I pour this into a white enamel sink.  It's *blue*.

The sink is as far as I can see not yellowish -- it really looks white.

Any ideas on why this happens?  Anyone care to try to replicate this and report 
back?

Thanks,

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--



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RE: [tips] computer perception

[Marc Carter]

I suppose OCR software might be able to do it.  But I don't know much about how 
OCR software works.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Rick Stevens [mailto:stevens.r...@gmail.com]
Sent: Monday, January 28, 2013 11:14 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] computer perception







I was talking about the use of distorted text for the Captcha screening device 
in my cognitive class.  A computer-literate student pointed out that a web bot 
would not find text, but a jpeg file.  This brought up the question of why the 
text needs to be distorted at all.  The bot won't be seeing a screen (we 
assume).  Could it be that a bot would encounter pictures and run an optical 
character reader program?  If not, it brings up the question of why the text 
even needs to be distorted.  Simply putting text in a picture file would seem 
to be a major barrier.  I know spammers put a lot of effort into their jobs, 
but reading non-distorted text seems like a big task.

The distorted text that a 5-year-old can read but a computer can't was brought 
up in the textbook, but I wondered if anyone knew how the web bots would 
actually try to read text in a picture.

Rick Stevens
Psychology Department
University of Louisiana at Monroe
stevens.r...@gmail.com<mailto:stevens.r...@gmail.com>

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RE: [tips] Finding yourself

[Marc Carter]

I was recently doing some genealogical research, and was stuck at my paternal 
grandmother.  Her middle name was Eleanor, but I couldn't find her.  When I did 
- via a 1930 census record that had my paternal grandfather - she was recorded 
as his spouse with the middle name "Elner."  If you  say "Eleanor" with a 
southern accent (this was in south Alabama), you get "Elner," and that's what 
the census-taker wrote down.  In that same record, my dad's middle initial is 
written as "L" (I saw a Photostat of the record) but whoever digitized that 
record read it as "C."

Some of those old records have pretty radical misspellings of names, so I'm 
sure there are errors in addresses also.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
Sent: Thursday, January 24, 2013 7:27 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Finding yourself


This certainly explains a lot of the errors. There can also be data entry 
errors of addresses.

A family member of mine has been chasing down census records and sending them 
to me. What I find interesting is how many errors are in those records. My 
grandmother and great grandmother were both named Stella, but that year's 
census taker recorded them as both as "Estelle". In two cases streets were 
mistakenly entered, which would misplace their 'dots' on this kind of map.

All of this goes to say, that data entry errors in all kinds of records are 
commonplace from what I can tell. And, I doubt there is much reason to think 
that there would be many fewer data entry errors nowadays.

Paul

On Jan 24, 2013, at 7:15 PM, Helweg-Larsen, Marie wrote:








This is what the author of the map says about weirdly located dots:

Nobody lives in Central Park/Pier 12/County Lockup/Abandoned Themepark.
The census reported that someone lived there.
This says someone lives in the middle of a lake.
The census reported that someone lives in a block which includes a lake, and 
that's where their dot was randomly placed. Also, some people live in the 
middle of lakes.


Marie Helweg-Larsen, Ph.D.
Associate Professor l Department of Psychology
Kaufman 168 l Dickinson College
Phone 717.245.1562 l Fax 717.245.1971
Office hours: Monday, Tuesday, Thursday 10:30-11:30
http://users.dickinson.edu/~helwegm/index.html



From: Claudia Stanny [mailto:csta...@uwf.edu]
Sent: Thursday, January 24, 2013 4:59 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Finding yourself







I see about half a dozen dots for people who appear to be living in Escambia 
Bay near my neighborhood.

My guess is data entry errors for GPS coordinates.  :-)

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 - 5751

Phone:   (850) 857-6355 (direct) or  473-7435 (CUTLA)

csta...@uwf.edu<mailto:csta...@uwf.edu>

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Thu, Jan 24, 2013 at 3:25 PM, Christopher Green 
mailto:chri...@yorku.ca>> wrote:









Question. There is a bridge that runs across the extreme western end of Lake 
Ontario. It's called the Burlington Skyway.  (Essentially, it allows people 
traveling around the western edge of the lake to bypass Hamilton.)

On this (otherwise very interesting map), the Burlington Skyway is covered with 
dots. So far as I know, no one lives on the bridge. Why does it have any dots?

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
=

On 2013-01-24, at 3:10 PM, Marc Carter wrote:


I live in a rural enough area that I can actually make a pretty good guess at 
which one of those dots is me -- even without labels.  :)

That's a very cool map...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--




-Original Message-
From: sbl...@ubishops.ca<mailto:sbl...@ubishops.ca> 
[mailto:sbl...@ubishops.ca<mailto:sbl...@ubishops.ca>]
Sent: Thursday, January 24, 2013 2:03 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Finding yourself

Not easy. But it can be done (in theory, anyway).
Hint: Click on the tab in the upper right,  "show labels".

In the meantime, admire this impressive exercise in data presentation.

http://bmander.com/dotmap/ind

RE: [tips] Finding yourself

[Marc Carter]

I live in a rural enough area that I can actually make a pretty good guess at 
which one of those dots is me -- even without labels.  :)

That's a very cool map...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca]
> Sent: Thursday, January 24, 2013 2:03 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Finding yourself
>
> Not easy. But it can be done (in theory, anyway).
> Hint: Click on the tab in the upper right,  "show labels".
>
> In the meantime, admire this impressive exercise in data presentation.
>
> http://bmander.com/dotmap/index.html
>
> Stephen
> 
> Stephen L. Black, Ph.D.
> Professor of Psychology, Emeritus
> Bishop's University
> Sherbrooke, Quebec, Canada
> e-mail:  sblack at ubishops.ca
> -
>
>
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RE: [tips] Professor says students can't identify continents on map - Nfld. & Labrador - CBC News

[Marc Carter]

Favorite saying from a former colleague in response to my complaints about 
students and their general lack of interest in, well, pretty much anything I 
was interested in:

"Remember: they're not like us."

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
Sent: Wednesday, January 16, 2013 1:52 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Professor says students can't identify continents on map - 
Nfld. & Labrador - CBC News










We are the ones standing in the front of the room... the rest of the folks in 
our classes are outside the room doing other work with their lives. Our 
students are wondering what kind of freaks we are, except for one or two 
students in the class who, one day, will be standing in front of their room. 
When they leave your room they go surf to the Wikipedia page on flags, and 
maybe edit the entries on one or two things they've learned about...

Not everyone wants to be the person in the front of the room.

Paul


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RE: [tips] 4 Copy Editors Killed In Ongoing AP Style, Chicago Manual Gang Violence | The Onion - America's Finest News Source

[Marc Carter]

This has in large measure been the message that I give my students.  I'm not an 
APA maniac; copy editors are (or should be).  I would rather my students spend 
their energy on writing good papers, and as long as they do the important 
things (references need to be accurate, citations need to match references, 
information is in the right places, like that), I'm not going to spend a lot of 
my time on APA format.  I stress that there's a reason we do things the way we 
do (so that we can find things, so that we give proper attribution, etc.), but 
more important to me is that they learn to use good thinking and the literature 
to justify their hypotheses, they learn how a paper is put together, and that 
they understand why these things are important: reading well-written and 
well-organized papers is hard enough work.

m

PS  True story: in grad school we helped my advisor review a submission to 
Psych Science.  It was so (to borrow Scott's term) egregiously bad that in his 
(rejection) letter to the authors, Bill Estes wrote, "APS is not in the 
business of teaching APA format."  Ouch.

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Lilienfeld, Scott O [mailto:slil...@emory.edu]
> Sent: Monday, January 07, 2013 8:14 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] 4 Copy Editors Killed In Ongoing AP Style, Chicago
> Manual Gang Violence | The Onion - America's Finest News Source
>
> I'm currently Associate Editor for an APA journal (Journal of Abnormal
> Psychology), and I probably shouldn't say this, but
>
> The minutae of APA style just aren't considered all that important when
> evaluating manuscripts, as copy-editors will take care of most of the
> details. Unless APA style violations in manuscripts are pretty
> egregious, reviewers rarely make a big deal about them.  Have served on
> the editorial boards of three other APA journals, my impressions there
> haven't been much different.
>
> Scott
>
>
> 
> From: Christopher Green [chri...@yorku.ca]
> Sent: Monday, January 07, 2013 5:39 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] 4 Copy Editors Killed In Ongoing AP Style, Chicago
> Manual Gang Violence | The Onion - America's Finest News Source
>
> I am perennially fascinated/horrified by the interest questions
> pertaining to APA style seem to generate. They just seem to me to be of
> about the same level of scholarly import as are, say, fights over
> whether the toilet paper should go over or under the roll.
>
> Sure, students need to be familiar with stylistic issues, but the
> details of any stylistic prescription rank so far below, well, just
> about everything else, from an intellectual perspective... The level of
> drill and perfection required by some astonishes me. (Full disclosure:
> I was once an APA style maven, but then I started writing for journals
> that required other styles, and I gradually realized what a wasteful
> and arbitrary matter most of it is.)
>
> I think this Onion piece puts things nicely in perspective (and notice
> that APA isn't even a "player").
>
> http://www.theonion.com/articles/4-copy-editors-killed-in-ongoing-ap-
> style-chicago,30806/
>
> Discussion? Retribution?
>
> Chris
> -
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
> Canada
>
> chri...@yorku.ca
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RE: Re:[tips] Charging students for letters of recommendation

[Marc Carter]

I would never charge for letters; that's part of my job.  We're a grad-school 
prep program, and writing letters is a requisite part of that program.

We do, however, require that students submit a skills sheet; it includes 
information that grad programs consider important.  It saves tons of time 
trying to remember or researching what the students have done, and allows us to 
efficiently write letters that get at those qualities grad schools (and we also 
have a separate skills sheet for employers) are looking for.

My big complaint is the electronic submissions, all of which are apparently 
different.  Be nice if there were a central clearinghouse to which we could 
upload letters and comment on students' abilities, and the students could send 
a link to that information to all the schools to which they're applying.  It's 
really hard to keep track of 15 or more different emailed requests – especially 
when many of them will send reminders, further clouding the task….

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Rob Weisskirch [mailto:rweisski...@csumb.edu]
Sent: Wednesday, November 28, 2012 11:04 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re:[tips] Charging students for letters of recommendation







TIPSfolk,

In my previous post, I would not suggest charging students for the quality of 
the letter--they would pay for my time, regardless of what the letter would 
say, good or bad.  I also, as Paul mentioned, do not like to receive other 
information because that creates more work for me to incorporate other 
information that I have not had first-hand knowledge.

In some ways, I do feel there is an obligation to write letters since many 
require them.  If student don't turn to their faculty, from whom are they 
supposed to get letters?

Just my 2 cents,
Rob


Rob Weisskirch, MSW. Ph.D.
Professor of Human Development
Certified Family Life Educator
Liberal Studies Department
California State University, Monterey Bay
100 Campus Center, Building 82C
Seaside, CA 93955
(831) 582-5079
rweisski...@csumb.edu<mailto:rweisski...@csumb.edu>

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RE: [tips] Where have all the tipsters gone?

[Marc Carter]

From: Claudia Stanny [mailto:csta...@uwf.edu]
Sent: Monday, November 12, 2012 10:25 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Where have all the tipsters gone?


 [snip]

 Several long-time TIPsters have moved into roles as chairs and administrators 
at their institutions.  The crush of email in these roles leaves little time 
for reading or responding to the many posts on TIPS.
[snip]

That would be me...

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


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RE: RE:[tips] Evidence of Premonitions Discovered in New Study

[Marc Carter]

Good point, Joan.  I thought of probability matching and the way we learn 
syntax as a couple more examples of our sensitivity to patterns without 
awareness.

Interesting way to think about it.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Joan Warmbold [mailto:jwarm...@oakton.edu]
> Sent: Thursday, October 25, 2012 2:32 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE:[tips] Evidence of Premonitions Discovered in New Study
>
> Relative to Gladwell's book, Blink, and research on subliminal
> perception, an alternative and more scientific explanation for these
> accurate predictions could be that they are come from the subjects'
> implicit recognition of patterns.  Since this implicit processing has
> not become conscious (explicit), it would "feel" like a premonition.
>
> One parallel in Blink was how art historians could 'instinctively'
> determine if a so-called archaeological artifact was real or fake based
> on their extensive experiences.  But they appeared to not have explicit
> awareness of their use of previous experiences so it could feel like it
> was a 'premonition' also.
>
> Joan
> jwarm...@oakton.edu


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RE:[tips] Evidence of Premonitions Discovered in New Study

[Marc Carter]

Key quote: "Mossbridge said that researchers are not sure whether people are 
really sensing the future..."

You sure wouldn't get much sense of that from reading the story.

We're doomed.

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Pollak, Edward (Retired) [mailto:epol...@wcupa.edu]
Sent: Thursday, October 25, 2012 11:17 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Evidence of Premonitions Discovered in New Study











Here we go again!



Evidence of Premonitions Discovered in New Study

http://abcnews.go.com/blogs/health/2012/10/22/evidence-of-premonitions-hinted-at-in-new-study/


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




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RE: [tips] Using Activity Programs To Get Kids More Exercise Should Reduce Childhood/Adolescent Obes

[Marc Carter]

Hi, All --

I should be clear: I wasn't doing 50-milers when I weighed 208.  That's why I 
started riding again, and it took a while to get up to those.

And excellent point: "Diet" is not the way to think of it.  The missus and I 
refer to it as a "lifestyle change," chiefly accomplished by limiting simple 
carbs and being careful about portion size.  We still eat what we like, but 
just not as much, and we get regular exercise (I'm lucky enough to be able to 
bike to work).

So we're following Jim's prescription!  Works like a charm.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Monday, October 01, 2012 8:18 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] Using Activity Programs To Get Kids More Exercise
> Should Reduce Childhood/Adolescent Obes
>
> Hi
>
> Thanks to Marc and Ken for their elaborations.  I was too cryptic in my
> comment.  Rather than exercise-only, which has limited benefits as
> pointed out by Marc, I meant to suggest that the best "treatment" was
> exercise + diet, because the diet reduced caloric intake and exercise
> kept up "consumption" of fat (i.e., metabolic activity).  And even the
> term "diet" is a misnomer, since effective weight loss and maintenance
> requires a change in eating habits, along the lines mentioned by Ken
> and Mark.
>
> Now if only I can figure out how Marc gained an extra 58 pounds (26.3
> kilos here in Canada) while bicycling 50 miles (80.5 kilometers)!  Were
> his McDonald's figures based on (too much) personal experience perhaps?
>
> Take care
> Jim
>
> James M. Clark
> Professor & Chair of Psychology
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca
>
> >>> Marc Carter  01-Oct-12 3:36:26 PM >>>
>
> Absolutely, Jim, but the effect due to changes in basal metabolism is
> small compared to the effects of reduction in caloric intake.  But
> you're exactly right that moving increases your metabolic rate.  The
> problem is that we're just too efficient at turning food into fat --
> and the fitter you are, the faster your metabolic rate goes back down
> after exercise.
>
> E.g.: I'm a cyclist, and can burn maybe a half-pound's worth of
> calories in a reasonably vigorous 50-miler (ca. 1700 kcal -- there are
> about 3500 calories in a pound of fat).  A McDonald's Angus burger has
> near 700 kcals and a regular fries has about 300.  Add a medium soda
> and I just ate 1200 of those calories back -- in one meal without
> dessert.  So that meal would have powered me through about 2 hours of
> hard work and 35 miles.
>
> I was reading the other day that the cyclists who ride the Tour de
> France eat more than 7,000 calories a day.  Consider that for them a
> normal caloric intake would be about 2300-2800 calories a day just for
> basal metabolism, they're only taking in 4500 extra calories to
> maintain 250-400 watts of energy output *for 6 hours*.  Evolution has
> made us pretty danged efficient at extracting energy from food.
>
> Now, I'm all for exercise because it absolutely will help you keep
> weight off (and if done vigorously and regularly will indeed help you
> lose), and it has a ton of additional health benefits (both physical
> and cognitive). I'm also all for getting kids outside running and
> jumping and socializing with each other for all those reasons and more.
> I was just making the point that adding a little bit of exercise to the
> school day isn't going to have much effect on weight if the kids just
> go home and drink two liters of sugary soda (especially HFCS-sweetened
> soda) while sitting in front of a computer or TV.
>
> All the stuff I've been reading lately has said "watch what you eat" is
> how to lose weight.  And sad to say (I've just finished getting rid of
> 58 unwanted pounds) they all say "it's easier to lose than keep it
> off."  :(
>
> m
>
>
>
> --
> Marc Carter, PhD
> Associate Professor of Psychology
> Chair, Department of Behavioral and Health Sciences College of Arts &
> Sciences Baker University
> --
>
>
> > -Original Message-
> > From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> > Sent: Monday, October 01, 2012 1:14 PM
> > To: Teaching in the Psychological Sciences (TIPS)
> > Subject: RE: [tips] Using Activity Programs To Get Kids More Exercise
> > Should Reduce Childhood/Adolescent Obesity, Right?
> >
> > Hi
&g

RE: [tips] Using Activity Programs To Get Kids More Exercise Should Reduce Childhood/Adolescent Obesity, Right?

[Marc Carter]

Absolutely, Jim, but the effect due to changes in basal metabolism is small 
compared to the effects of reduction in caloric intake.  But you're exactly 
right that moving increases your metabolic rate.  The problem is that we're 
just too efficient at turning food into fat -- and the fitter you are, the 
faster your metabolic rate goes back down after exercise.

E.g.: I'm a cyclist, and can burn maybe a half-pound's worth of calories in a 
reasonably vigorous 50-miler (ca. 1700 kcal -- there are about 3500 calories in 
a pound of fat).  A McDonald's Angus burger has near 700 kcals and a regular 
fries has about 300.  Add a medium soda and I just ate 1200 of those calories 
back -- in one meal without dessert.  So that meal would have powered me 
through about 2 hours of hard work and 35 miles.

I was reading the other day that the cyclists who ride the Tour de France eat 
more than 7,000 calories a day.  Consider that for them a normal caloric intake 
would be about 2300-2800 calories a day just for basal metabolism, they're only 
taking in 4500 extra calories to maintain 250-400 watts of energy output *for 6 
hours*.  Evolution has made us pretty danged efficient at extracting energy 
from food.

Now, I'm all for exercise because it absolutely will help you keep weight off 
(and if done vigorously and regularly will indeed help you lose), and it has a 
ton of additional health benefits (both physical and cognitive). I'm also all 
for getting kids outside running and jumping and socializing with each other 
for all those reasons and more.  I was just making the point that adding a 
little bit of exercise to the school day isn't going to have much effect on 
weight if the kids just go home and drink two liters of sugary soda (especially 
HFCS-sweetened soda) while sitting in front of a computer or TV.

All the stuff I've been reading lately has said "watch what you eat" is how to 
lose weight.  And sad to say (I've just finished getting rid of 58 unwanted 
pounds) they all say "it's easier to lose than keep it off."  :(

m



--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Monday, October 01, 2012 1:14 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] Using Activity Programs To Get Kids More Exercise
> Should Reduce Childhood/Adolescent Obesity, Right?
>
> Hi
>
> I thought one of the issues with diet-only is that our metabolic rate
> slowed down when on a diet, but that exercise served to maintain
> metabolic rate?  But it has been a number of years since I lectured on
> this topic.
>
> Take care
> Jim
>
> James M. Clark
> Professor & Chair of Psychology
> j.cl...@uwinnipeg.ca
> Room 4L41A
> 204-786-9757
> 204-774-4134 Fax
> Dept of Psychology, U of Winnipeg
> 515 Portage Ave, Winnipeg, MB
> R3B 0R4  CANADA
>


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RE: [tips] Using Activity Programs To Get Kids More Exercise Should Reduce Childhood/Adolescent Obesity, Right?

[Marc Carter]

*All* the data on weight loss indicate that unless you're training for the 
Olympics, diet is far, far more important than exercise.  To lose weight one 
simply needs to burn more calories than one ingests, but because we are so 
incredibly efficient at extracting energy from food (e.g., a reasonably-fit 
person can run a mile on the calories in an Oreo), you'd have to have a LOT of 
exercise to offset even a small caloric intake/use imbalance.

What activity can do, though, is keep children from eating as much.  If you're 
outside running around, you're not eating.  But activity programs at school 
aren't going to keep kids from eating: they only eat at prescribed times in 
school, anyway.  It's when they're not in school that activity would matter -- 
but again, only because they're not eating (or worse, drinking sugar).

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Michael Palij [mailto:m...@nyu.edu]
> Sent: Sunday, September 30, 2012 12:07 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] Using Activity Programs To Get Kids More Exercise
> Should Reduce Childhood/Adolescent Obesity, Right?
>
> Well, apparently not.  A systematic review of studies looking at the
> relationship between implementing a program of activity or exercise
> appears to have a "negligible" impact.  The popular media have picked
> up on this review and here is one source:
> http://www.medicalnewstoday.com/articles/250870.php
>
> And here is another:
> http://usatoday30.usatoday.com/news/nation/story/2012/09/27/physical-
> activity-programs-fail-to-get-children-moving-study-says/57849062/1
>
> The original review can be read here:
> http://www.bmj.com/content/345/bmj.e5888
>
> So things seem to be more complicated than people realize.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
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RE: [tips] Status of SPSS

[Marc Carter]

We get a campus package that includes Base, Advanced Stats (especially for 
repeated-measures) and the Regression package.  It's accessible anywhere on 
campus; this year it cost us a little over $9k.  Not cheap, but considering how 
it continues to be popular in grad programs, we'll keep (trying) to buy it.   
Also, there are a few of us on campus who do research, and it's nice to have 
it.  Used to be that we could get individual copies for something like $250, 
but I'm not sure about that anymore.

When IBM first acquired it, it seemed that they were focusing on business 
applications rather than, umm, social science applications.  This past year, 
however, they seem to have realized that a big chunk of their business was 
coming from universities, and they've developed some reasonably-priced campus 
packages.  (Of course, your definition of "reasonable" may be different than 
mine...)

I get feedback from our grads, and as long as they continue to tell me that 
they have SPSS available to them in grad school, we'll keep going with it.  As 
that changes, though, we'll consider something different.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Musselman, Robin [mailto:rmussel...@lccc.edu]
Sent: Monday, September 24, 2012 9:32 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Status of SPSS







This semester we have had quite a to-do about getting SPSS for our students in 
their statistics and methods classes.  It appears that first Pearson and now 
Cengage has cut their relationship with SPSS.  As a community college, 
obviously we need to teach what the transfer institutions are asking us to 
teach and up until now it has been SPSS.

We are wondering if these changes in terms of getting student editions will 
have any impact on the use of SPSS at four year colleges/universities.

Any thoughts?

Robin

Robin Musselman, EdD
Professor
Past President, Psi Beta
Kno Educator Advisory Board
Lehigh Carbon Community College
Schnecksville, PA 18078
phone:  610-799-1531
email: rmussel...@lccc.edu<mailto:rmussel...@lccc.edu>

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RE:[tips] mimicking others during communication

[Marc Carter]

I can't remember, either, Annette, but it's out there.  I remember after 
reading it becoming very self-conscious about how I was sitting in group 
meetings -- not wanting to find myself mimicking any one group member's 
posture...

Something else that's interesting is the work of a former student of mine 
(Molly Ireland; also a former student of J. Pennebaker) on what she calls 
"language style matching." It's not only physical posture that we mimic, but 
the way we speak.

(And as a former S Texan, I can tell you that when I go back and visit home, I 
speak quite differently)

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Annette Taylor [mailto:tay...@sandiego.edu]
> Sent: Friday, August 24, 2012 11:40 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] mimicking others during communication
>
> Hi All:
>
> First of all, thanks to those who provided ideas for the reseach
> methods activity in intro. I am following up on a couple of those
> ideas. I may have too high a bar for intro; it's sometimes hard to
> judge when you teach everything from intro through senior advanced
> research methods labs.
>
> New query:
>
> I remember reading sometime in the last year, I think, an article that
> suggested that communication is enhanced if during the conversation
> people make reciprocal, unconscious adjustments to their body language
> in which each person's body language approaches that of the other.
>
> Does this sound familiar to anyone? I have tried to find it again and
> have tried search words in both google scholar and psychinfo that
> include "communication mimic gestures body" but I am unable to locate
> it again.
>
> If anyone remembers such a paper, maybe you can just email me off list
> (I only get the digest anyway).
>
> Thanks!
>
> Annette
>
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> tay...@sandiego.edu
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[tips] Thanks!

[Marc Carter]

I got the article from several, including David, the originator.

I appreciate it very much.   Whenever possible, I like to use evidence.

:)

Thanks again,

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--



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[tips] A favor...

[Marc Carter]

Hi, All --

Either yesterday or the day before someone posted a link to an article on the 
per-incident pregnancy rate for consensual sex vs. rape.

I have searched by various mailboxes and cannot find it, and cannot for the 
life of me figure what I should search for in the TIPS database.

If anyone has that link and abstract handy, could you, would you, forward it on 
to me?  I'll buy you a cookie first chance I get.

Thanks,

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--



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RE:[tips] research methods activity

[Marc Carter]

Hi, Annette --

I do something very much like this, but *after* students have had 
methods/stats.  Before then (in methods) I will have them bring in the popular 
report on the research and answer questions about it, like "What else do you 
want to know in order to believe this?" and things like that.  That might be a 
good exercise.

And for the beginning students you might model for them what you want them to 
be able to do, so you could choose the article  That might help get them 
along the road you want them on?

Take care,

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Annette Taylor [mailto:tay...@sandiego.edu]
> Sent: Tuesday, August 21, 2012 9:47 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] research methods activity
>
> I am hoping that there is some collective wisdom at the well for me
> tonight. I was planning to use a couple of media reports and primary
> articles to have students compare the quality of the information
> presented in them. I had hoped to have students read the media reports;
> answer a number of questions about quality and then look to the source
> papers to find the answers. Bah! Not working too well.
>
> Now maybe I am a stickler, but, on rereading the journal articles I
> found myself completely dissatisfied with all the weaknesses of the
> published papers! They were either too hard for me (let alone freshmen
> with no stats classes behind them) to understand the results, or seemed
> to minimize the correlation is not causation argument. BIG DEEP SIGH.
> Or they simply had no answers to the important questions. I had been
> hoping to use them just for that reason: the media outlets clearly took
> the results too far. But now I see that the source articles are drawing
> more grandiose conclusions than their data warrant! This seems to be a
> popular theme of late.
>
> So, do any of you use this activity. What articles do you use? What are
> your criteria? Are mine too stringent?
>
> Help?!
>
> Here are the articles I was going to use:
>
> Here are Mike's links from this morning:
> http://www.asanet.org/documents/press/pdfs/AM_2012_Carolyn_Hsu_News_Rel
> ease.pdf
> Note that this is just a brief report and lacks detail.
> Popular media:
> http://health.usnews.com/health-news/articles/2012/08/20/health-buzz-
> college-binge-drinkers-report-being-happier
> And here:
> http://scienceblog.com/56149/binge-drinking-college-students-are-
> happier-than-their-non-binge-drinking-peers/
> And here:
> http://www.insidehighered.com/quicktakes/2012/08/20/binge-drinking-
> makes-students-happy
> And here, on the LiveScience website:
> http://www.livescience.com/22512-college-binge-drinkers-happier.html
>
> Here are the articles about caffeine, women and depression:
> http://www.npr.org/blogs/thesalt/2011/09/27/140837983/caffeinated-
> women-may-be-fighting-depression-with-every-cup
> and
> http://www.cnn.com/2011/09/26/health/women-depression-coffee/index.html
> and the source article:
> http://archinte.jamanetwork.com/article.aspx?articleid=1105943
> I did get the whole article for this one and found myself completely
> unable to evaluate their statistics.
>
> Here are the articles about sexual activity and song lyrics:
> http://www.msnbc.msn.com/id/14227775/ns/health-sexual_health/t/dirty-
> song-lyrics-can-prompt-early-teen-sex/
> and
> http://www.npr.org/templates/story/story.php?storyId=5629465
> and the source article
> http://pediatrics.aappublications.org/content/118/2/e430.full.pdf+html
>
> for stressed men and heavy women:
> http://healthland.time.com/2012/08/09/why-stressed-out-men-prefer-
> heavier-women/
> and
> http://www.newsnet5.com/dpp/news/health/stressed-out-men-find-heavier-
> women-attractive
> and the source paper:
> http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0042
> 593
>
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> tay...@sandiego.edu
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RE: [tips] Somebody Please Smack This POS

[Marc Carter]

Let's hope so.  Missouri is considerably saner than where I live (KS).  I keep 
hoping that some of the sane is going to leak over the border, but after the 
catastrophe that was the primary election, my hopes are dimming…

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Sunday, August 19, 2012 7:19 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Somebody Please Smack This POS










Oops! Akin now says that he "misspoke." Words came out of his mouth that were 
not first formed in his brain? He was mistaken and has since learned better? He 
will say anything at all to get his way, but wasn't smart enough to know that 
these particular words were not going to help him get what he wants? (And now 
he's doing exactly the same thing?) Misspoke. Right.

At least, since he's running for Senate (and seems likely to get trounced), he 
is presumably giving up his House seat, so we won't be seeing much more of him 
come Nov.

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo

On 2012-08-19, at 7:06 PM, Christopher Green 
mailto:chri...@yorku.ca>> wrote:









Newsflash! Rep. Akin sits on the House Committee on Science, Space and 
Technology.

http://www.latimes.com/news/politics/la-pn-rep-todd-akin-no-pregnancy-from-legitimate-rape-20120819,0,7447581.story

Oh, the irony.

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
==



On 2012-08-19, at 4:40 PM, Michael Palij wrote:


Make up your mind about what to do with someone like this.  Consider
this a teachable moment and think about what and how to teach it; see:

http://www.washingtonpost.com/blogs/the-fix/wp/2012/08/19/todd-akin-gop-senate-candidate-legitimate-rape-rarely-causes-pregnancy/

Note:  people have different opinions about what is "rare" and what might
be rare in the popular culture might be a significant frequency in medical
practice; see:

http://www.ncbi.nlm.nih.gov/pubmed/8765248

-Mike Palij
New York University
m...@nyu.edu<mailto:m...@nyu.edu>

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RE: [tips] Survey finds that social psychologists admit to anti-conservative bias | Inside Higher Ed

[Marc Carter]

Not to speak of the scientific struggle: how are we supposed to know what's 
what if editors and grantors are politically biased?

Sheesh  I mean, I understand that at root we are all biased.  But we know 
this and should fight against it.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Wednesday, August 08, 2012 7:29 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Survey finds that social psychologists admit to 
anti-conservative bias | Inside Higher Ed










It looks like social psychology is about to become the primary site of a 
potentially nasty political struggle, at least in the US. A 
soon-to-be-published survey shows sizeable minorities of social psychologists 
willing to admit that a conservative perspective would make them less likely to 
accept a journal submission, recommend a grant proposal, or hire a job 
applicant.
http://www.insidehighered.com/news/2012/08/08/survey-finds-social-psychologists-admit-anti-conservative-bias

How are conservative legislators likely to respond?

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
==




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RE: [tips] Olympic Hugging Behavior

[Marc Carter]

No, Chris, that would be synchronized diving.  I never heard of that before 
these Olympics, and caught myself watching it, much as one cannot turn away 
from a train wreck...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Tuesday, August 07, 2012 9:45 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Olympic Hugging Behavior


 On 2012-08-07, at 9:59 AM, Michael Palij wrote:
With respect to the Olympics, I watch only certain events, typically
Women's Beach Volleyball and I do notice the touching there. ;-)

Beach volleyball is a sport? I thought it was just a marketing trick to get 
people to watch the real sports. :-)

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
==



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RE: Re:[tips] Math Is Hard! So, Let's Not Teach It?

[Marc Carter]

y takes time and needs to be spread out over many semesters.  Even a 
year isn't enough time.  If we're lucky, they get to that point about the time 
they're graduating.  Tacking on a class in college algebra (when was the last 
time you used matrices outside of an academic context?) won't do it.  And I can 
teach them about the concept of things like functions and derivatives or 
integrals without having to teach them *how* to do them.

Below are our (tentative -- we're still developing them) gen ed objectives for 
algebra.  These will be used heavily in three of the core courses (among other 
quantitative tools -- these are just the ones from algebra; we have more from 
stats than anything else).  But they'll get used in many contexts and on many 
different contents.

ALGEBRA
*   linear equations: equations in one unknown; slopes of lines; parallel 
and perpendicular lines;
*   evaluating expressions
*   proportionality
*   graphs and tables: constructing; reading, interpreting; extrapolating 
from; the notions of direct and inverse variation
*   graphical representation of formulas
*   simple exponents: roots and powers; products and quotients with a 
common base
*   exponential change
*   rates: comparison of rates of change

Now, I make no claim to be an expert at what graduates should know, but we 
spent a lot of time (like I say, 5 years) going to conferences and reading the 
literature and looking at AAC&U and AGLS and other model universities' 
information to learn about what one should do in a gen ed curriculum.  None of 
it suggested a class in college algebra.  All of it suggested quantitative 
literacy, across the curriculum.  So that's what we did.

We could be wrong.  Time will tell

I do appreciate this dialog.  Sometimes I don't get the time to actually 
*think* in my current job.

Cheers, and really: thanks!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
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RE: [tips] Math Is Hard! So, Let's Not Teach It?

[Marc Carter]

I think both, Jim.  I could never advocate getting rid of it in high school for 
the very reasons you cite.  I was only referring to it as a requirement for the 
BA/BS.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Tuesday, July 31, 2012 12:06 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] Math Is Hard! So, Let's Not Teach It?
>
> Hi
>
> But wasn't Hacker proposing the elimination of algebra prior to
> university?  At what age can kids realistically make an accurate
> prediction about what they want to be when they grow up so as to know
> whether to take algebra or not?  And how many would not even appreciate
> all the occupations they were eliminating?
>
> Take care
> Jim
>
> James M. Clark
> Professor of Psychology and Chair
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca


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RE: [tips] Math Is Hard! So, Let's Not Teach It?

[Marc Carter]

I take your point that Hacker seems to be proposing the misguided notion that 
things that get in the way of graduation should be eliminated, but do agree 
with him that algebra isn't something that everyone needs to do.  The problem I 
saw was that he undercuts his argument by saying that physicians don't use it, 
but they had to do chemistry, and to do chemistry they had to have been able to 
do algebra.  To understand statistics, algebra is important, so if you want to 
do psychology, you need to do some algebra.  And so on...  So for some fields, 
it is important.  Just because a doc says he doesn't use it doesn't mean that 
doc never had to use it.

And I do agree that learning algebra teaches other skills, skills that can be 
applied in other contexts -- but will they be?  How well does the abstract 
thinking in algebra transfer to abstract thinking in a literature class?  Or, 
is algebra the best way to instruct students in those skills?  Those are 
empirical questions, and I don't know the answers.

But the larger point: here we're moving away from requiring algebra across the 
board and focusing on a core curriculum that develops quantitative reasoning in 
everyone, regardless of major.  The informed citizen needs to be able to parse 
graphs and stats, among other quant skills, far more than they need to be able 
to show why the mean is the center of mass of a distribution.  They need to 
understand how to interpret and reason from quantitative information, and that 
has to happen in a variety of contexts in order to get good transfer.  Taking 
an algebra class has not been shown to do that (to my knowledge).  Doing it 
across 4 classes that have different content and contexts can.

So I'm pretty much on board with his argument that we don't need to require 
algebra of everyone -- although I think I have different reasons.  But we do 
need to be sure that our graduates are "numerate" if we expect them to get 
along in an increasingly quantified world.  And that, to me, is the real 
mission of the BA: clear thinkers.  That seems to me to be much more important 
than doing algebra.

And I actually like algebra and I use it quite often.  :)

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Ken Steele [mailto:steel...@appstate.edu]
> Sent: Sunday, July 29, 2012 12:21 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Math Is Hard! So, Let's Not Teach It?
>
>
> That conclusion is where Hacker's argument is headed.  Any subject that
> interferes with graduation rates should be eliminated.
>
> 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 7/29/2012 12:41 PM, Christopher Green wrote:
> >
> >
> > It is easy to get graduation rates up by gutting the curriculum.
> > Why teach anything at all? Let's just ask "What is your name?"
> > and "What is your favorite color?" That will make grad rates ( very
> > nearly) 100% instantly. Of course, the Chinese and Indians and
> > Koreans, etc. will not be dropping math from their curriculums. Your
> > choice. :-(
> >
> > Chris
> > ...
> > Christopher D Green
> > Department of Psychology
> > York University
> > Toronto, ON M6C 1G4


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RE: [tips] On Leaving Academia < Ars Experientia

[Marc Carter]

Thanks for that, Chris.

When I first started teaching I considered my job to be the best job in the 
world.  No longer.  It's fundamentally a different world than it was then -- at 
that was only 20 years ago.

m

PS  And I guessed correctly about the festering zeitgeist.  :)

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Christopher Green [mailto:chri...@yorku.ca]
> Sent: Thursday, July 26, 2012 11:02 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] On Leaving Academia < Ars Experientia
>
> An interesting essay by a professor who decided to pack it in. But
> before you read it, try to guess in advance what he calls the
> "festering, suppurating, gangrenous wound in the zeitgeist of the
> country."
>
> http://cs.unm.edu/~terran/academic_blog/?p=113
>
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
>
> ---
> You are currently subscribed to tips as: marc.car...@bakeru.edu.
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> or send a blank email to leave-19249-
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RE: [tips] Data sets (preferably free) for Intro Stats

[Marc Carter]

I use David Howell's a lot:

http://www.uvm.edu/~dhowell/fundamentals7/DataFiles/DataSets.html

It's good if you have a copy of the text so you know what the data sets 
contain, though!

m

PS  Obviously, I'm not on a cruise.  Just found out that a colleague is 
cruising to Alaska next week.  Jealous...

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: drnanjo [mailto:drna...@aol.com]
Sent: Tuesday, July 17, 2012 9:39 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Data sets (preferably free) for Intro Stats









Hello. Hello. Is anyone out there? Or are you all on your yachts sailing to the 
South Pacific?

Anyway, I am in need of some introductory level statistics data sets, suitable 
for use in lab demonstrations or assignments.

I am willing to pay a small fee but would prefer free if possible.

If you know of any web-based resources, please send the information along.

I hope your summer session is good (if you are teaching) OR your vacation is 
pleasant and relaxing (if you are not.)


Nancy Melucci
Long Beach City College Et al...
Surf City USA

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RE: Re:[tips] Some Problems with Neuroimaging

[Marc Carter]

Only offering this as a cautionary tale (but not taking sides because others 
know far more about this than I), and because it's damned funny.

http://prefrontal.org/files/posters/Bennett-Salmon-2009.pdf

I always use this in my methods and cognitive classes to make sure that 
students don't jump to conclusions.  And they get a big laugh out of it, as I 
did.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


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RE: [tips] APA Style Guide to Electronic References, Sixth Edition

[Marc Carter]

I'm still angry about the 6th.  It was the first time that they had given me a 
desk copy -- in spite of the fact that I've sold literally tens of thousands of 
those manuals for them (by requiring them of my students for over 20 years) -- 
and it had hundreds of errors.  Of course, they refused to replace it with the 
corrected version.

>From now on I'm having the library buy it and making it optional for my 
>students.  If they wish to buy it, they may; otherwise, they can use the 
>library copy or one of several on-line guides.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Stuart McKelvie [mailto:smcke...@ubishops.ca]
> Sent: Monday, July 02, 2012 3:12 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] APA Style Guide to Electronic References, Sixth
> Edition
>
> Dear Tipsters,
>
> I echo Chris's frustration about APA and their style rules. As a
> professional organization they should produce a complete cheap PDF and
> share it to all.
>
> And it reminds me of the annoyances a couple of years ago when they had
> errors in their own guide (or at least inconsistencies and points that
> were not clear)!
>
> Sincerely,
>
> Stuart
> _
>  Sent via Web Access
>
>"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"
> ___
>
> ---
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RE: [tips] Michael Sokolski, creator of , dies at 85

[Marc Carter]

Scantron!

I just read about it.

Without him, my previous couple of jobs would have been hell

m


--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Thursday, June 28, 2012 9:54 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Michael Sokolski, creator of , dies at 85










Someone who is probably very important to your teaching activities has died. 
His name was Michael Sololski, and he might have done more to influence 
20th-century post-secondary pedagogy than any other single individual. What did 
he invent?


http://news.yahoo.com/blogs/lookout/michael-sokolski-creator-scantron-dies-85-234636091.html
:-)

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
==




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RE: [tips] The "Real" Spiderman

[Marc Carter]

I live in a hundred-odd year-old house in Eastern Kansas, and I have them.  
Just was reading the wiki article on the little devils, and came across this 
sentence:

"In 2001, more than 2,000 brown recluse spiders were removed from a heavily 
infested home in Kansas, yet the four residents who had lived there for years 
were never harmed by the spiders, despite many encounters with them."

I don't know whether to feel better or worse.  I see them from time to time.  
Wonder how many I have?

Ick.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: MiguelRoig [mailto:miguelr...@comcast.net]
Sent: Tuesday, June 26, 2012 12:07 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] The "Real" Spiderman











I have always been rather indifferent to spiders and would even become somewhat 
annoyed when my wife and kids would complain about the presence of a spider in 
the house (e.g., Daddly Long-legs or some other seemingly innocuous species) 
that needed to be killed or, as I would do, simply toss it out the house. I 
admit to have only been vaguely acquainted with the Brown Recluse, but after 
reading Ken's post I decided to look it up to see if they can be found up here 
(NJ) and ... damn I'm glad I did.



There is an informative audio in this webpage, 
http://www.brown-recluse.com/index.html, though about midstream it becomes an 
infomertial about a remedy. There are also some nasty-looking pictures of 
spider bites that went bad and the rest of the site has some additional useful 
information. The Penn State site, 
http://ento.psu.edu/extension/factsheets/brown-recluse-spiders, is likely to 
contain more reliable information. But, all in all this stuff is downright 
scary.



Thanks for posting about your experience, Ken.



Miguel




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RE: [tips] The "Real" Spiderman

[Marc Carter]

Although I'll be in the city around the time of the exhibit, living here in 
Kansas provides me more than enough exposure to arachnids...  I've lived in a 
lot of places, but I've never seen so many and so many varieties of spiders.  
On top of that, my clinical colleague used to have a tarantula ("Cookie" was 
her name, and she actually was very sweet -- as spiders go, at any rate) that 
my colleague used for desensitization exercises in her classes.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Michael Palij [mailto:m...@nyu.edu]
> Sent: Tuesday, June 26, 2012 5:57 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] The "Real" Spiderman
>
> Okay, I'm sure that all of you are aware that the powers that be have
> decided to "re-boot" the Spiderman franchise and the new version will
> be out in theaters shortly.  Spiderman is based in NYC and it is not
> surprising to see certain NYC landmarks used in the films.  In the new
> film, the American Museum of Natural History is used and here is an
> article on the museum's arachnid expert; see:
> http://www.nydailynews.com/events/norm-platnick-american-museum-
> natural-history-curate-spiders-alive-exhibit-article-
> 1.1101904?localLinksEnabled=false
>
> By the way, the museum has its own program to show off. Quoting the NY
> Daily News article:
>
> |The tarantula will be part of he upcoming "Spiders Alive!" exhibition
> |(which officially opens July 28), which Platnick will curate. More
> than
> |20 species of living spiders will coexist with interactive exhibits to
> |let visitors explore all kinds of arachnid facts.
>
> So, if you in NYC at the right time, get your bug on.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
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RE: [tips] Smoking Ad and Cognitive Dissonance

[Marc Carter]

I have a dim recollection of a study (described in the 1st edition of Mynatt & 
Doherty) in which the researchers had smokers describe the bad effects of 
smoking, and there were measurable decreases in smoking 6 months out -- and I'm 
assuming there was a debrief (although if an old study, there might not have 
been).

I wish I still had a copy of the 1st edition; it's better than the 2nd

Does anyone else recall such a study?  I'll look it up and see if there was a 
debrief.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Thursday, June 21, 2012 8:14 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Smoking Ad and Cognitive Dissonance
>
> Hi
>
> Sounds like it would take a study to answer this question, no?
>
> I'm always dismayed when I see "contests" for the best anti-whatever
> ads, sometimes solicited from high school students.  The government
> then adopts them, without determining empirically whether or not they
> are actually effective or, even worse, whether they actually promote
> the behavior they are trying to limit.
>
> Take care
> Jim
>
>
>
> James M. Clark
> Professor of Psychology
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca
>
> >>> Michael Britt  21-Jun-12 7:50 AM >>>
> In this very interesting ad designed to get people to stop smoking they
> use a tactic where they have innocent little children holding a
> cigarette go up to smokers and ask for a light.  The smokers are taken
> aback to say the least and they (at least the ones in the video) talk
> to the kids about how bad smoking is.  It looks like a very good idea -
> get people to convince others that smoking is bad and thereby induce
> cognitive dissonance between their actions (smoking) and what they say.
>
> http://www.wimp.com/smokingads/
>
> But: I think they ruin the potential of the attempt by having the
> children then give the smokers a small piece of paper that essentially
> explains that they were trying to get them to change their habit (and
> the note gives them a stop smoking hotline number).  The note reveals
> that the whole thing was a set-up. Doesn't this allow the smoker to
> dismiss the whole thing entirely?  I think the idea would have been
> more effective if the kids had not revealed the manipulation attempt.
>
> Thoughts?
>
> Michael
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: mbritt
>
>
>
>
>
>
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RE: [tips] Would you urinate

[Marc Carter]

Everywhere I've ever worked or gone to school (post-high-school) had common 
restrooms.

It's evidently been a thing of the past since at least the 70s.

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: mjchael sylvester [mailto:msylves...@copper.net]
Sent: Thursday, June 14, 2012 1:45 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Would you urinate










next to a student? With budget crunches everywhere separate faculty and student 
rest rooms could be a thing of the past.Right?

michael


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RE: [tips] Malcolm Gladwell's corporatist right-wing background

[Marc Carter]

Interesting, and depressing.  I just ordered texts for an honors' student 
salon, and one of them is _Outliers_, which, as far as I can tell from reviews 
and the little bit I've read so far, has a message that apparently runs quite 
contrary to the typical right-wing explanation for success: disposition.

I guess I'll know more as I read more, but I'm really sort of sorry, now.  I 
hope none of the corporate-shill stuff comes through in this book....

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Thursday, June 07, 2012 3:57 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Malcolm Gladwell's corporatist right-wing background


I confess, I have never been as eager to despise Malcolm Gladwell as many other 
behavioral scientists were. Yes, he overblew and misinterpreted some results, 
but he seemed to occupy an important niche in the complex ecology by which 
difficult, nuanced scientific findings get translated to the wider public, 
which isn't much interested in the niceties of neologistic theories and null 
hypothesis testing.

Turns out, I was wrong, but not for the reasons I expected. It appears, now, 
that Malcolm Gladwell is the product of well-known "public relations" machine 
that has defended corporatist agendas and far right politics for nearly three 
decades now. The only difference is, he has been better at keeping his 
paymasters in the shadows than some of his fellow propagandists.

The source is clearly leftist, but the basic facts are clear enough whether you 
are in sympathy with the writer's politics or not.

http://www.alternet.org/story/155770/is_malcolm_gladwell_america%27s_most_successful_propagandist_and_corporate_shill?page=entire

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
==




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[tips] Stats software in grad school..

[Marc Carter]

Hi, All --

A little unscientific poll for you.

We consider our program to be a grad-school-prep program, and have been doing 
pretty heavy instruction in SPSS, thinking that when the students get to grad 
school that's the package they're most likely to encounter.

That was certainly my experience a few years ago, but I'm wondering if we're 
thinking right, today.  Should we move to a different stats package, or is SPSS 
still pretty common.

Since IBM bought it it's gone through some changes and seemed headed much more 
toward business applications, but this last year they seemed to realize that 
schools were a large part of their clientele, and have made pricing a little 
more reasonable (although still hideously expensive).  Here the departments 
that want that package buy it (IT decided to cut its budget by pushing things 
off onto departments), and so I want to do right by my students, but have to 
think "thrifty."

So, the poll: for those of you who work in departments that have grad programs, 
what stats software packages are available to your students?

Thanks!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--



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RE: [tips] And Now For Something Completely Different: High School Student's Research On Quantum Teleportation

[Marc Carter]

Or, by the time you're 12

http://jama.jamanetwork.com/article.aspx?volume=279&issue=13&page=1005

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Michael Palij [mailto:m...@nyu.edu]
> Sent: Monday, May 21, 2012 2:57 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] And Now For Something Completely Different: High School
> Student's Research On Quantum Teleportation
>
> The Washington Post has an article on the three winners of the "Intel
> International Science and Engineering Fair", two of which are from the
> U.S. and one is from the Canada, eh?  See:
> http://www.washingtonpost.com/local/loudoun-maryland-teens-claim-top-
> spots-at-international-science-fair/2012/05/18/gIQAJp8nfU_story.html
>
> One of the students is Ari Dyckovsky (I can just imagine the jokes made
> about his last name) who has been doing research on quantum
> teleportation at the National Institute of Standards and Technology.
> But don't take my word for it, here's a WP article on it:
> http://www.washingtonpost.com/local/intel-contest-finalist-loudoun-
> teen-with-passion-for-science/2012/03/05/gIQAkaT3wR_story.html
>
> And this research has produced an article where Mr. Dychovsky is first
> author.
> See:
> http://arxiv.org/abs/1202.4028
>
> And, if you're up to it, here is the article:
> http://olmschenk.info/papers/arxiv1202.4028_2012_interference_analysis_
> Dyckovsky.pdf
>
> So, what did *you* do in high school?  How many publications did you
> have when you graduate? ;-)
>
> The bar just gets raised higher every year.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
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RE: [tips] GOP Rep Daniel Webster Bashes Census Survey As "Random" Rather Than "Scientific"

[Marc Carter]

For this I think we can thank Lee Atwater and his protégés who have waged a 
long and relentless war against the "liberal" media - so called because 
frequently the facts of the matter didn't fit conservative ideology.  This has 
led to a state of affairs in which any media outlet - even the Gray Lady - will 
work to avoid appearing biased, *even if the facts themselves are "biased"*, 
and wind up reporting "he said, she said" rather than what's really what.

I despair.  I still read the Times, but this is not by any stretch the first 
time I've seen that sort of sloppy journalistic CYA crap coming from the Times, 
apparently in an effort to be "fair."

As I say, I despair

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Monday, May 21, 2012 10:38 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] GOP Rep Daniel Webster Bashes Census Survey As "Random" 
Rather Than "Scientific"











It is sad to see the NYT fall into the old "tell both sides" scheme that has 
been exploited by political operatives so skillfully for the past couple of 
decades on issues like evolution and climate change. Here, the Times writes: 
"In fact, the randomness of the survey is precisely what makes the survey 
scientific, statistical experts say." The last three words are critical, making 
it seem like there's a serious debate about that, and encouraging readers to 
think that there is a "side" they can take (usually depending on what 
conclusion they favor at the outset). A decade ago, we foolishly thought that 
these were just ill-informed politicians who would back down after things had 
been  explained to them by those who spend their lives and careers figuring 
this stuff out -- scientists. By now, however, it is clear that it is 
calculated political strategy that like-minded ground-troops will rally around, 
encouraged by the usual media sources, creating a fake public debate that 
successfully distracts from the actual issue. Until mainstream news 
organizations stop hobbling themselves with the "theater of objectivity" (not 
to be confused with the real thing) and are willing to straightforwardly call a 
diamond a diamond, this political tactic will be used again and again until no 
one knows what is what anymore.

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
==



On 2012-05-21, at 9:33 AM, Helweg-Larsen, Marie wrote:


And on the same issue from the New York Times
http://www.nytimes.com/2012/05/20/sunday-review/the-debate-over-the-american-community-survey.html

Marie

Marie Helweg-Larsen, Ph.D.
Associate Professor l Department of Psychology
Kaufman 168 l Dickinson College
Phone 717.245.1562 l Fax 717.245.1971
http://users.dickinson.edu/~helwegm/index.html


-Original Message-
From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Sunday, May 20, 2012 10:37 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] GOP Rep Daniel Webster Bashes Census Survey As "Random" Rather 
Than "Scientific"

Apparently certain members of Congress are about to start misusing the word 
"random" to sow confusion about public opinion surveys in much the way they 
successfully misused "theory" to sow confusion about evolution. Stats teachers 
beware. You may well be the next target of political funny business.

http://www.slate.com/blogs/moneybox/2012/05/20/gop_rep_daniel_webster_bashes_census_survey_as_quot_random_quot_rather_than_quot_scientific_quot_.html

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo
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RE:[tips] Pay to publish journals

[Marc Carter]

I had a paper published in Perceptual and Motor Skills, and although there were 
no page charges, there was a requirement to purchase a (huge) number of 
reprints (want some?  :).  I always looked on that as sort of an archive of 
arcane or almost-interesting research.  I'm not sure about Psychology Research, 
though.

But I wouldn't call it common, at least as far as I know -- I don't publish 
much.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


> -Original Message-
> From: Shapiro, Susan J [mailto:sjsha...@indiana.edu]
> Sent: Tuesday, May 08, 2012 12:30 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Pay to publish journals
>
> A colleague has asked me about "pay to publish" journals in Psychology.
>
> He has a paper accepted at
> Psychology Research
> David Publishing Company
> http://www.davidpublishing.com
>
> They want $50 a page to publish the article.
>
> I know that this is becoming increasingly common in some fields, but I
> would like your opinion on this type of journal in Psychology.
>
> We do have pressure to publish at our institution (Though not as much
> as research focused institutions) and he works in a relatively obscure
> area.
>
> Suzi
>
> S. Shapiro Ph D
> Indiana University East
> 2325 Chester Blvd
> Richmond, IN 47374
> (765) 973-8284
> sjsha...@iue.edu
>
>
>
>
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RE: [tips] Zerg Rush

[Marc Carter]

Very cool

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Michael Palij [mailto:m...@nyu.edu]
> Sent: Friday, April 27, 2012 4:17 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] Zerg Rush
>
> Google it.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
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RE: [tips] confidence intervals

[Marc Carter]

That's very much like what I do.  As soon as they start _z_ we start talking 
about "rare" versus "expected" events.  Then when we go to sampling 
distributions of means, I start talking about the likelihood (again, "rare" 
versus "expected" or "likely") of getting a sample mean at various locations in 
a distribution.  Once that's settled, we back around to generating a population 
distribution (with unknown parameters) given a sample mean.   From there it's a 
short step to talking about an interval in which the mean of the population 
from which the sample was drawn is likely to lay.  Along the way we generate a 
definition of "rare" (_p_ of less than .05 - I cheat and actually coax them 
into accepting this as a definition of "rare" or "unlikely").

I don't know of a text that does that, though.  I re-arrange a lot of the 
material in the text I use and it seems to work for me.  Before we get to the 
nuts and bolts of NHST, they have the intuitions already, and I'm all about 
having those conceptual intuitions before getting into the mechanics.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
Sent: Tuesday, April 17, 2012 7:50 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] confidence intervals










One of my favorite books to use to teach statistics, though it is does not have 
a behavioral science orientation, takes that approach and I thought it helped 
students a lot. It starts with a 'plus or minus 2 standard deviations' as a 
definition  of 'usual' versus 'unusual' data in the standard deviation chapter. 
It then refines to the plus or minus 1.96 z score specificity when it gets 
there. I like it a lot.

The book was by Triola, Elementary Statistics (Pearson). That was several 
editions ago. One thing I've noticed is that sometimes great features of books 
get removed or ruined. So, I have no idea if the current edition still has 
those features.

Paul

On Apr 17, 2012, at 4:54 PM, Marte Fallshore wrote:








I was at the Rocky Mountain Psychological Association meeting last weekend, and 
there was a talk on confidence intervals. It got me thinking about teaching 
about confidence intervals before I get to hypothesis testing and then 
integrating it with each hypothesis test we do.

Has anyone out there done that? How did it go? Have you found a book that may 
be does something like that? Thanks,

Marte



Marte Fallshore
Department of Psychology
Central Washington Univ.
400 E University Way
Ellensburg, WA 98926-7575

509/963-3670
509/963-2307 (fax)
Room 462, Psychology Building

Everyone is entitled to their own opinions, but they are not entitled to their 
own facts. ~Daniel Patrick Moynihan

When I give food to the poor, they call me a saint.
When I ask why the poor have no food, they call me a communist.
~Dom Heider Camara

I teach for free; they pay me to grade. (anon)



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RE: [tips] 20th ANNIVERSARY GREATEST TIPSTER

[Marc Carter]

Wow.  I remember being on this list back in the early-to-mid 90's (not sure 
exactly when).

I'm old.

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Steven Specht [mailto:sspe...@utica.edu]
Sent: Thursday, April 05, 2012 12:15 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] 20th ANNIVERSARY GREATEST TIPSTER










You may not be "The Greatest" Michael... but you are the most "omnicentric" 
TIPSter dude.





Steven M. Specht, Ph.D.

Professor of Psychology

Department of Psychology

Utica College

Utica, NY 13502

(315) 792-3171

monkeybrain-collagist.blogspot.com<http://monkeybrain-collagist.blogspot.com>



"The ultimate measure of a man is not where he stands in moments of comfort and 
convenience, but where he stands at times of challenge and controversy."

Martin Luther King Jr.

On Apr 5, 2012, at 1:06 PM, mjchael sylvester wrote:








This is Tipsville 20th anniversary year.
On Wednesday April 11th,I will be announcing the name of the
greatest tipster of all times.
Btw,it is not me.

Michael 'omnicentric' Sylvester,PhD
Daytona Beach,Florida


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RE: [tips] Frequency of Type I errors in published research.

[Marc Carter]

A p of .05 does not automatically mean that 5% of the positive results are 
false positives.  It just means that on any given test (if everything else is 
correctly done) there's a probability of .05 that you're getting a false 
positive.

Add to that the fact that in many pieces of research the obtained p of getting 
those results is far below .05.

In my mind I think of it a lot like the Gamblers' Fallacy.  They're (or should 
be) independent events.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Michael Burman [mailto:mbur...@une.edu]
Sent: Monday, April 02, 2012 9:36 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: re: [tips] Frequency of Type I errors in published research.










I get a sense that I'm going to regret asking this question, but why wouldn't 
setting the alpha value at .05 result in about 5% false positives in the 
literature?  Are people suggesting that the true false positive rate would be 
lower?  I get why it would be higher (statistical tricks, bias, research short 
cuts, etc), but not why it would be lower.

Mike


---
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Assistant Professor
Dept. of Psychology
K-12 Outreach Coordinator for the Neurosciences
University of New England

328 Decary Hall
207-602-2301
mbur...@une.edu<mailto:mbur...@une.edu>



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RE:[tips] Frequency of Type I errors in published research.

[Marc Carter]

That's how I read it.

And that's how I've read it in several stats books.  Bugs the hell out of me.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

From: Wuensch, Karl L [mailto:wuens...@ecu.edu]
Sent: Sunday, April 01, 2012 5:29 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Frequency of Type I errors in published research.










  Referring to the file drawer problem and data falsification, the 
president of the Association for Psychological Science recently wrote:  "These 
and related factors should tend to inflate 'false positives' (aka Type I 
errors), which leads inexorably to the pessimistic conclusion that some unknown 
(but considerably higher than .05) proportion of our field's published effects 
are not true effects."

  Am I misreading this, or does he imply (incorrectly) that use of the 
.05 criterion of statistical significance would be expected to result in 5% of 
published research findings being Type I errors?


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RE: [tips] NYT: The Social Sciences' 'Physics Envy'

[Marc Carter]

I think, where it can be used appropriately, yes.  I think if done right, it 
will tell you whether or not your idea is wrong.

I agree with the author that science is actually a great deal messier than we 
teach our students, but hypothesis testing is critical -- otherwise we don't 
know if we're wrong (in most cases).

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Christopher Green [mailto:chri...@yorku.ca]
> Sent: Saturday, March 31, 2012 4:10 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] NYT: The Social Sciences' 'Physics Envy'
>
> Is hypothetico-deductivism really the best way to pursue social
> research?
> Let the shouting begin! :-)
> http://mobile.nytimes.com/2012/04/01/opinion/sunday/the-social-
> sciences-physics-envy.xml?single=1
>
> chris
> ---
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
> Canada
>
> chri...@yorku.ca
> ---
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> 1&n=T&l=tips&o=17034
> or send a blank email to leave-17034-
> 13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu

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RE: [tips] Pavement Art

[Marc Carter]

I also thought of an Ames room -- they use the same principles to create some 
really compelling effects.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
> -Original Message-
> From: Michael Britt [mailto:mich...@thepsychfiles.com]
> Sent: Sunday, March 04, 2012 9:37 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Pavement Art
>
> Thanks Mike.  These links will be helpful.  Appreciate it.
>
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: mbritt
>
>
>
>
>
> On Mar 4, 2012, at 10:21 AM, Michael Palij wrote:
>
> > You mean something like this?
> >
> > http://www.mail-archive.com/tips@fsulist.frostburg.edu/msg04806.html
> >
> > The concept is anamorphosis.
> >
> > -Mike Palij
> > New York University
> > m...@nyu.edu
> >
> > --- -Original Message --
> > On Sun, 04 Mar 2012 05:36:33 -0800, Michael Britt wrote:
> >> Like most people I'm fascinated by what these pavement artists are
> able to do
> >> when they create such depth in their paintings.  I'd love to learn
> more about
> >> what psychological principles are at work.  A typical intro psych
> textbook
> >> covers some principles of depth perception in the Sensation and
> Perception
> >> chapter, but there must be more at work in these pavement artworks.
> Anyone
> >> have any more info on how the illusion of depth is created in these
> paintings?
> >
> > ---
> > You are currently subscribed to tips as:
> michael.br...@thepsychfiles.com.
> > To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=13405.0125141592fa9ededc665c55d9958f6
> 9&n=T&l=tips&o=16421
> > or send a blank email to leave-16421-
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RE: [tips] What's what with weed, correction

[Marc Carter]

But then, rarely has public policy been informed by the data

Sigh.

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
> -Original Message-
> From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca]
> Sent: Wednesday, February 29, 2012 9:31 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] What's what with weed, correction
>
> Dang. I sent you to page 2 of the article. You can get to the start
> from there, or directly from here:
>
> http://www.scientificamerican.com/article.cfm?id=the-truth-about-pot
>
> The author regrets, etc.
>
> Stephen
> 
> Stephen L. Black, Ph.D.
> Professor of Psychology, Emeritus
> Bishop's University
> Sherbrooke, Quebec, Canada
> e-mail:  sblack at ubishops.ca
> -
>
>
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RE: [tips] Dumb question....

[Marc Carter]

Thanks to you all.  I get it now.  It doesn't seem to be a weight as much as I 
was told.

Been teaching this stuff for 20 years, and am still learning new things.  I 
wish I'd had a stats class in grad school instead of math stats...  The former 
would have aided my teaching a lot more than the latter.

Thanks again!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Wednesday, February 22, 2012 8:38 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Dumb question










On 2012-02-22, at 8:57 AM, Marc Carter wrote:


In ANOVA, why are the squared deviations in the SS between groups scaled 
(multiplied) by _n_?  I was once told it was to weight them, but that somehow 
doesn't seem right.

Marc,

Essentially, you are estimating the error variance in two different ways: (1) 
finding the mean of the group variances, (2) finding the variance of the group 
means. BUT, the variance of the group means doesn't estimate the error variance 
of the data, you'll notice. It estimates the (square of the) standard error of 
the mean (SEM). In order to convert an SEM^2 to a data variance, you have to 
multiply it by n (just look at the formula for SEM and figure out how to 
extract the variance in the numerator: multiply it by n to cancel out the n in 
the denominator).

After you have estimated the error variance in these two ways, you will notice 
that the 2nd way is sensitive to differences between the means, but the first 
way is not sensitive to such differences. So, if you divide the second estimate 
by the first, and the number is substantially higher than 1.0, you have reason 
to believe that the difference was generated by differences among the group 
means (presuming, of course, that you have satisfied all the various 
"assumptions" of ANOVA, which are really just ways of eliminating alternative 
explanations for any difference found  between the two estimates).

David Howell's text explains this really well.


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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
==


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[tips] Dumb question....

[Marc Carter]

Hi, all --

I fear this to be a really stupid question, but...

In ANOVA, why are the squared deviations in the SS between groups scaled 
(multiplied) by _n_?  I was once told it was to weight them, but that somehow 
doesn't seem right.

Can someone help?

TIA,

marc

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RE: [tips] Lecturing vs Peer Instruction

[Marc Carter]

Our new gen ed uses inquiry-guided learning for the content part of the core 
courses; what instruction we do has more to do with skills (it's a "skills" 
core with linked content courses).

We do very little lecturing in the core classes, but instead use group work, 
discussion, and student presentations of content from their linked courses.  
It's quite a bit of peer instruction...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
From: Claudia Stanny [mailto:csta...@uwf.edu]
Sent: Tuesday, February 21, 2012 12:39 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Lecturing vs Peer Instruction







BYU has some good videos on problem-based learning that make use of peer 
instruction:

http://ctl.byu.edu/teaching-tips/collaborative-learning



_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 - 5751

Phone:   (850) 857-6355 or  473-7435

csta...@uwf.edu<mailto:csta...@uwf.edu>

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Tue, Feb 21, 2012 at 11:26 AM, Steven Hall 
mailto:mrstev...@gmail.com>> wrote:






Possibly the comment originated from this source at NPR: 
<http://www.npr.org/2012/01/01/144550920/physicists-seek-to-lose-the-lecture-as-teaching-tool>
 lose the 
lecture<http://www.npr.org/2012/01/01/144550920/physicists-seek-to-lose-the-lecture-as-teaching-tool>

Peer instruction is one of many ways to move away from the lecture as the main 
method of instruction.

Is anyone using it or similar active learning techniques?

Steve



Steven Hall
Butte College
Oroville, CA
hal...@butte.edu<mailto:hal...@butte.edu>
mrstev...@gmail.com<mailto:mrstev...@gmail.com>

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RE: [tips] Quickie Poll On How to Teach Undergraduate Statistics

[Marc Carter]

I agree with Chris (and others) on this: even if there are problems with 
NHSTing, it's still the standard in the literature and any student going on to 
grad study would be at a terrible disadvantage in not being familiar with it.  
It's one thing to explain it and point out its limitations; it's an entirely 
different thing to not teach it at all.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Monday, February 20, 2012 5:24 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Quickie Poll On How to Teach Undergraduate Statistics










No. NHST is problematic, to be sure, but a student who takes a stats course in 
a psych dept and doesn't come out understanding NHST will be unable to read and 
understand the psychological research literature as it currently exists. If 
NHST causes confusion, then it is up to the textbook writer and teacher to 
clarify it. Trying to ignore it is counterproductive. Even if one thinks that 
NHST should be completely eliminated from psychological research (and, 
personally, I'm with the Wilkinson Report that NHST is not actually useless, it 
is just too-heavily relied on to answer questions it can't answer), one must 
know one's opponents (better than even its advocates do).

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

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo/
==



On 2012-02-20, at 11:13 AM, Michael Palij wrote:


Okay, I beg your indulgence and participation in an unscientific poll where
you can either post your response to the TiPS list (for discussion) or
email your response directly to me.  I am finishing a book review
on an undergraduate statistics textbook that (a) attempts to eliminate
all null hypothesis signitifcance testing (NHST) in favor of focusing
on effect sizes (ES), confidence intervals (CI), and (old fashioned)
meta-analysis
and (b) encourages research on "statistical cognition" which, according
to the author, shows that teaching NHST causes greater confusion
in students than an ES/CI approach
.
Given that limited description, I'm going to make this into a
2-alternative forced choice question:

Would you use such a textbook as the main textbook in
the first/introductory statistics in psychology course?

[[  Yes
[]  No

Comments?

If you care to, you might comment on whether current intro stat
textbooks do an adequate job of covering issues such as effect
sizes and confidence intervals (these days I use some version
of Gravetter and Wallnau which, in my opinion, do an adequate
job introducing the topics which I assume lay the foundation for
a more advanced undergraduate course in statistical methods).

Thanks in advance for your cooperation.

-Mike Palij
New York University
m...@nyu.edu<mailto:m...@nyu.edu>

P.S. And, no, this not about procrastinating on finishing the book
review. Well, mostly it's not. ;-)

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RE: [tips] Book buyers

[Marc Carter]

I think the cost of books is very little related to the cost of production and 
distribution.  They cost what the market will bear, and as long as students are 
coerced into buying them from university bookstores, the costs will continue to 
rise.  A hot dog at a ball park costs $8 not because of production and 
distribution, or the salaries paid to the ball players.  They cost $8 because 
that's what people are willing to pay for them because there's no place else to 
get a hot dog when you're at the ballpark.

Reselling books, to my mind, offers students a source of books at considerably 
lowered costs than those charged by the publishers.  If students can start to 
buy books at other venues that offer lower costs than the bookstores are 
asking, that should put downward pressure on the cost of books.  And that I 
would truly welcome.

But as several have said, I don't sell books I asked to review.  Unsolicited 
books, on the other hand, are fair game...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Ken Steele [mailto:steel...@appstate.edu]
> Sent: Wednesday, February 15, 2012 11:38 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Book buyers
>
>
> I think the situation is more complex than usually presented by the
> book
> publishers.  I don't have data but I do have an anecdote :-)
>
> A couple of years ago I received unsolicited a box containing several
> textbooks from a publisher.  Many of the books were in areas in which I
> do not teach classes.
>
> A week or so later a book buyer came to my office and I was telling him
> the story of the unsolicited books.  They were still sitting in the
> shipping box on my floor and the book buyer asked to take a look at
> them.
>
> He looked, sighed, and said that every book had just been superceded by
> a newer edition.  I asked why I was sent the books.  He said that the
> cost of the books could be used as expenses for tax credits.
>
> The publisher's practice of bringing out new editions containing
> trivial
> changes on a regular basis convinces me that they are not business
> innocents.
>
> I would like to see data on the problem from a neutral and informed
> source.
>
> Ken
>
> ---
> -
> Kenneth M. Steele, Ph. D.steel...@appstate.edu
> Professor and Assistant Chairperson
> Department of Psychology http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> ---
> -
>
>
> On 2/15/2012 10:35 AM, Jeffrey Nagelbush wrote:
> >
> > -
> ---
> > Date: Wed, 15 Feb 2012 09:27:30 -0600
> > Subject: Re: [tips] Book buyers
> > From: devoldercar...@gmail.com
> > To: tips@fsulist.frostburg.edu
> > We don't have a policy and book selling is common here. We get
> multiple
> > book sellers around, each week, it seems.
> >
> > I used to have ethical problems with the practice but now my concern
> is
> > how much the practice, given it is widespread, actually increases the
> > cost of books to the students. It seems to me these books that the
> > publisher gets no money for would be one more pressure to raise the
> > costs of the books. But I could be wrong. Anyone know of any data on
> > this issue?
> >
> > Jeffrey Nagelbush
> > Professor of Psychology
> > Ferris State University
> > nagel...@hotmail.com
> >
> >
> >
> >
> >
> > On Tue, Feb 14, 2012 at 2:07 PM, Rick Froman  > <mailto:rfro...@jbu.edu>> wrote:
> >
> >
> >
> >
> >
> >
> >
> > We are looking at our current policy toward faculty selling desk
> and
> > review copies of books to buyers. Can you share with me (off-list
> if
> > you don't want to burn one of your three posts to the lists for
> the
> > day) your school's policy (if any) and what you think about it.
> > Thanks,
> >
> > __ __
> >
> > Rick
> >
> > __ __
> >
> > Dr. Rick Froman, Chair
> >
> > Division of Humanities and Social Sciences 
> >
> > Professor of Psychology 
> >
> > Box 3055
> >
> > John Brown University 
> >
> > 2000 W. University Siloam Springs, AR 72761 
> >
>

RE: [tips] A cautionary tale on Wikipedia

[Marc Carter]

I've had some similar experiences with some stats concepts, especially the way 
concepts surrounding null hypothesis statistical testing is presented.  We 
finally agreed to disagree and have both of our "opinions" represented.

But I teach my students don't believe what you read: look at the references and 
go to the original literature.  But this scares me: if the students can't get 
links to some original literature, then what I've been teaching them is 
worthless

Reckon I'll spend a little more time on the difference between primary and 
secondary sources.

Thanks for the heads-up.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
> -Original Message-
> From: Allen Esterson [mailto:allenester...@compuserve.com]
> Sent: Wednesday, February 15, 2012 2:02 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] A cautionary tale on Wikipedia
>
> I'm not one of those who knock Wikipedia, but I do think (as I'm sure
> is the general view of TIPSters) that it should be treated with
> considerable caution. Here is a cautionary tale from one academic who
> set out to edit a Wikipedia page on the basis of his expertise on the
> subject:
>
> I tried to edit the page again. Within 10 seconds I was informed that
> my citations to the primary documents were insufficient, as Wikipedia
> requires its contributors to rely on secondary sources, or, as my
> critic informed me, "published books." Another editor cheerfully
> tutored me in what this means: "Wikipedia is not 'truth,' Wikipedia is
> 'verifiability' of reliable sources. Hence, if most secondary sources
> which are taken as reliable happen to repeat a flawed account or
> description of something, Wikipedia will echo that."
>
> http://chronicle.com/article/The-Undue-Weight-of-Truth-on/130704/
>
> The comments on the article are also worth reading.
>
> One criticism I would make of the author of the article is that he
> should have raised the issue on the Discussion ("Talk") page first to
> explain what he wanted to change, and why. Alternatively, he could have
> left the original wording and added some sentences providing an
> alternative view of the topic. Then the fight could begin on a
> different footing. :-)
>
> Allen Esterson
> Former lecturer, Science Department
> Southwark College, London
> allenester...@compuserve.com
> http://www.esterson.org
>
>
> ---
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RE: [tips] CHRONICLE - Gompertz Law: Even Octogenarians Must Obey It

[Marc Carter]

It also takes into consideration how old you currently are.

The first one (posted by Michael) didn't do that, and it seems to me that if 
I'm 59 the odds are very, very good I'll see 60, whereas if I were 25 the odds 
should be worse -- more time to get into trouble!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
> -Original Message-
> From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
> Sent: Monday, February 13, 2012 6:12 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] CHRONICLE - Gompertz Law: Even Octogenarians Must
> Obey It
>
> This death clock might be preferred by some. It takes into account
> smoking, obesity, and outlook on life.
> http://www.death-clock.org/results.php
> Paul
> On Feb 13, 2012, at 6:20 PM, Michael Palij wrote:
>
> > For those with a "morbid" curiosity, check out how long you have:
> >
> > http://forio.com/simulate/simulation/mbean/death-probability-
> calculator/#p=page0
> >
> > On a related statistical point, some teachers of statistics point out
> > that in the long run positive and negative "errors" or deviations
> cancel each
> > other out.  But leave it to John Maynard Keynes to say:
> >
> > |In the long run we are all dead.
> > http://en.wikiquote.org/wiki/John_Maynard_Keynes
> >
> > And I am a little partial to the following quotes:
> > |Words ought to be a little wild, for they are the assault of
> thoughts
> > on the unthinking.
> >
> > and
> >
> > |There is no harm in being sometimes wrong - especially if one is
> > promptly found out.
> >
> > -Mike Palij
> > New York University
> > m...@nyu.edu
> >
> > -- Original Message -
> 
> > On Mon, 13 Feb 2012 11:51:16 -0800, Jeffry Ricker wrote:
> >
> > Hi all,
> >
> > Here's one for those of you who teach statistics, as well as for
> those of you
> > who are getting older.
> >
> > Best,
> > Jeff
> >
> > =
> >
> > Here's More Bad News About Death
> > READ LATER by TOM BARTLETT
> >
> >  The mathematics of mortality were calculated in 1825 by a self-
> taught
> > British actuary named Benjamin Gompertz, who found that your odds of
> dying
> > double every eight years In 1939 a study led by Major Greenwood,
> a
> > well-known statistician and epidemiologist, noted a small but
> intriguing
> > exception to the Gompertz Law. When we get very old-say, past 85-our
> odds of
> > dying stop increasing at the same exponential rate A new paper,
> though,
> > finds that mortality deceleration for human beings is a myth. The
> > husband-and-wife team of Leonid Gavrilov and Natalia Gavrilova, at
> the
> > University of Chicago's Center on Aging, have re-crunched the
> numbers, examined
> > the assumptions, and found that it's not the case. The mistake was
> likely to
> > have been caused by mixing sets of disparate data
> >
> > FULL TEXT AT:
> > http://chronicle.com/blogs/percolator/heres-more-bad-news-about-
> death/28562
> >
> > ---
> > You are currently subscribed to tips as: pcbernha...@frostburg.edu.
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RE: [tips] Does Your Physician Lie To You?

[Marc Carter]

It appears that the lie is not necessary.  I recall reading a Sci Am article 
years ago that reported a study showing placebo effects even when the patient 
was aware there was no medicine in the pills.  Here's a quick Googled article 
saying much the same thing:

http://www.medindia.net/news/Placebo-Effect-Successful-Even-With-Patients-Knowledge-78439-1.htm

The placebo effect has and I think ever will fascinate me.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Gerald Peterson [mailto:peter...@svsu.edu]
> Sent: Wednesday, February 08, 2012 6:44 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Does Your Physician Lie To You?
>
> OMG, you mean my chiropractitioner, acupuncturist, and all those
> doctors in bed with big Pharma, are now equivalent to my life coach-
> positive-thinking-psychic-spiritual-counseling, tai chi psychologist?!
> Only if they don't believe the lies?
>
>
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
>
>
> On Feb 8, 2012, at 7:27 PM, Michael Palij  wrote:
>
> > There is a story making the rounds in the mass media about a survey
> > of physicians and their interactions with patients.  Some physicians
> > apparently don't provide complete information or may even say untrue
> > things.  One popular media source is this article in the Washington
> > Post:
> > http://www.washingtonpost.com/national/health-science/study-some-
> doctors-not-always-honest-with-patients-shading-prognosis-not-
> revealing-errors/2012/02/08/gIQA32VOzQ_story.html
> >
> > A quote from the WP post may interest some Tipsters:
> >
> > |Doctors prescribe placebos sometimes, and telling the patient could
> > |negate chances of the fake treatment helping, he noted. Sometimes
> > |they exaggerate a health finding to shock the patient into shaping
> up.
> >
> > The survey of physicians is reported in the journal "Health Affairs"
> which
> > can be accessed here:
> > http://content.healthaffairs.org/content/31/2/383.abstract
> > NOTE:  your institution will have to have subscription for you to
> access
> > the article.
> >
> > -Mike Palij
> > New York University
> > m...@nyu.edu
> >
> > ---
> > You are currently subscribed to tips as: peter...@svsu.edu.
> > To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=13445.e3edca0f6e68bfb76eaf26a8eb6dd94
> b&n=T&l=tips&o=15944
> > or send a blank email to leave-15944-
> 13445.e3edca0f6e68bfb76eaf26a8eb6dd...@fsulist.frostburg.edu
> >
>
>
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RE: [tips] Lake Wobegon effect

[Marc Carter]

I know there's some stuff in Tom Gilovich's book (_How we know what isn't so_), 
but don't have my copy with me.  If you have a copy of that, it'll have some 
examples.

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
From: Carol DeVolder [mailto:devoldercar...@gmail.com]
Sent: Wednesday, February 08, 2012 11:30 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Lake Wobegon effect







Dear TIPSters,
I used to have a demonstration that I used in class for the Lake Wobegon 
effect, but as is typical of me, I have misplaced it and I'm not sure from 
where I originally got it. Does anyone have a copy of it or something similar 
that he or she is willing to share?
Thanks for any help you can provide.
Carol


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





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RE: [tips] Neurons in the brain?

[Marc Carter]

Ah.  But if I had read ALL the way to the bottom, I would see that it was 
indeed Goldberg who made the correction.

:/

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Michael Palij [mailto:m...@nyu.edu]
> Sent: Wednesday, February 08, 2012 7:39 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: re: [tips] Neurons in the brain?
>
> On Tue, 07 Feb 2012 06:19:15 -0800, Marc Carter wrote:
> >Weren't we just discussing this?
> >
> >"The room echoed with a slight scraping sound as the students
> scribbled out=
> >their answers on brightly colored sheets of paper, then fell silent
> again.=
> >'The answer,' Michael E. Goldberg, a professor of neuroscience at
> Columbia= ,
> >said into a microphone, 'is 100 million.'"
> >
> >http://www.nytimes.com/schoolbook/2012/02/06/now-these-are-some-
> brainy-students/
>
> The answer to your question is "Yes".  However, the point you
> are trying to make "implicitly" may be lost on some readers of
> the article if they don't read all the way to the end where today
> we have:
>
> |Editor's Note: An earlier version of this post contained incorrect
> |information about the number of brain cells.
>
> The article now correctly states states that the number is 100 billion.
>
> I think we've learned something very important today, namely,
> we can't expect reporters to even correctly report what they hear.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
> P.S.  Thanks to whoever fixed the Mail Archive which now has put
> up the past day's posts.
>
> ---
> You are currently subscribed to tips as: marc.car...@bakeru.edu.
> To unsubscribe click here:
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> 1&n=T&l=tips&o=15925
> or send a blank email to leave-15925-
> 13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu

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RE: [tips] Neurons in the brain?

[Marc Carter]

But my worry was that the correction isn't clear whether or not Goldberg said 
"million" or "billion," or whether it was misrepresented by the reporter.

:)

m



--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
> -Original Message-
> From: Michael Palij [mailto:m...@nyu.edu]
> Sent: Wednesday, February 08, 2012 7:39 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: re: [tips] Neurons in the brain?
>
> On Tue, 07 Feb 2012 06:19:15 -0800, Marc Carter wrote:
> >Weren't we just discussing this?
> >
> >"The room echoed with a slight scraping sound as the students
> scribbled out=
> >their answers on brightly colored sheets of paper, then fell silent
> again.=
> >'The answer,' Michael E. Goldberg, a professor of neuroscience at
> Columbia= ,
> >said into a microphone, 'is 100 million.'"
> >
> >http://www.nytimes.com/schoolbook/2012/02/06/now-these-are-some-
> brainy-students/
>
> The answer to your question is "Yes".  However, the point you
> are trying to make "implicitly" may be lost on some readers of
> the article if they don't read all the way to the end where today
> we have:
>
> |Editor's Note: An earlier version of this post contained incorrect
> |information about the number of brain cells.
>
> The article now correctly states states that the number is 100 billion.
>
> I think we've learned something very important today, namely,
> we can't expect reporters to even correctly report what they hear.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
> P.S.  Thanks to whoever fixed the Mail Archive which now has put
> up the past day's posts.
>
> ---
> You are currently subscribed to tips as: marc.car...@bakeru.edu.
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> 13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu

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[tips] Neurons in the brain?

[Marc Carter]

Weren't we just discussing this?


"The room echoed with a slight scraping sound as the students scribbled out=  
their answers on brightly colored sheets of paper, then fell silent again.=  
'The answer,' Michael E. Goldberg, a professor of neuroscience at Columbia= , 
said into a microphone, 'is 100 million.'"

http://www.nytimes.com/schoolbook/2012/02/06/now-these-are-some-brainy-students/


m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--


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RE: [tips] Research on the "nocebo" effect

[Marc Carter]

Off the top of my head, I think of voodoo, the evil eye, things like that.  It 
seems that there should be some anthro lit on the effects of folk 
superstitions.  They seem (anecdotally) to be as powerful as placebos.

Sorry for not doing the research.  I'm on my way to class...

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--

> -Original Message-
> From: Michael Britt [mailto:mich...@thepsychfiles.com]
> Sent: Tuesday, January 31, 2012 1:11 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Research on the "nocebo" effect
>
> I've recently heard about the "nocebo" effect - the opposite of the
> placebo effect in which people get physically worse if they, for
> example, believe that they will or have been told they will get sick.
> Is there any good research on this topic?
>
> Thanks,
>
> Michael
>
>
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: mbritt
>
>
>
>
>
>
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