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

[Miguel Roig]

Merry Christmas, Annette. Yes, it's kind of weird how the NY Times URLs read, 
but that is often the case for URLs for obituaries.  Odd, indeed!


Miguel


From: Annette Taylor 
Sent: Monday, December 24, 2018 1:47:59 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re:[tips] tips digest: December 24, 2018




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

Annette

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


On Sun, Dec 23, 2018 at 10:00 PM Teaching in the Psychological Sciences (TIPS) 
digest mailto:tips@fsulist.frostburg.edu>> wrote:
Subject: Obit - Eleanor Maccoby author of "The Psychology of Sex Differences"
From: Miguel Roig mailto:ro...@stjohns.edu>>
Date: Sun, 23 Dec 2018 13:59:39 +
X-Message-Number: 1

Happy holidays to all.

I just saw this news item and thought to share it:

https://www.nytimes.com/2018/12/22/obituaries/eleanor-maccoby-dead.html



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[tips] Obit - Eleanor Maccoby author of "The Psychology of Sex Differences"

[Miguel Roig]

Happy holidays to all.

I just saw this news item and thought to share it:

https://www.nytimes.com/2018/12/22/obituaries/eleanor-maccoby-dead.html

Miguel
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RE: [tips] A question and a comment

[Miguel Roig]

I thank you all who responded and shared your knowledge, views, class exercise, 
etc., on reflexes. After speaking to a couple of speech pathologists who 
admitted not having expertise with dementia groups, my sense is that they 
interpret Schwarz' use of reflex in the same way that Ken had described. As 
such, it seems that in the presence of the right cues, even when the 
swallow/gag reflex is normally 'lost', there can remain some conscious ability 
to swallow food that can be triggered with enough coaxing. That said, this 
explanation is not entirely satisfying to me, so if I find out more about this 
issue I will post it here.

Miguel, hoping none of you were in the path of Michael.

From: Joan Warmbold Boggs [jwarm...@oakton.edu]
Sent: Sunday, October 7, 2018 5:45 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] A question and a comment

I define a reflex as an inborn response to certain stimuli--and then 
immediately give examples of such.  I then explain that these "inborn 
response-stimulus associations" all serve some type of survival mechanism so 
became wired into our nervous system.

Only after 35 years of teaching have I begun to describe classical conditioning 
as the "acquisition of a new stimulus--response association." This is the most 
accurate definition as clearly a new reflex has not been learned but, instead, 
an inborn reflex has been conditioned to be elicited by a new stimulus event.

I developed a new class exercise to accommodate this new definition and 
attached a copy for those who might be interested. If it doesn't come through, 
feel free to ask for a copy--and feedback always welcomed.

Joan






On 2018-10-07 2:39 pm, Miguel Roig wrote:

Ken, I admit to have always (and I mean always) understood and explained 
reflexes using Hall's definition and I usually cover the topic in the chapters 
of development and also in the chapter of learning/conditioning, especially 
with respect to distinguishing reflexes from fixed action patterns. I suppose 
that such a simplistic definition may be, arguably, acceptable and even 
desirable in an introductory textbook but perhaps not for a more advanced 
learning course (I have not taught the latter in decades!). If, as you point 
out, this confusion still exists in the textbook literature, especially in 
learning texts, and no one has clarified it in recent years, I would think that 
an essay on the subject targeted to, say, Teaching of Psychology (ToP) would be 
welcomed and might even lead to desired changes in how authors address this 
important concept. Then, again, as the cases of Kitty Genovese and of Little 
Albert have shown over the years, some textbook authors don't seem to read ToP 
or similarly relevant literature!

And I have now reached my quota of posts for today. Sigh ...

Miguel

From: Kenneth Steele [steel...@appstate.edu<mailto:steel...@appstate.edu>]
Sent: Sunday, October 7, 2018 1:04 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] A question and a comment

Hi Miguel:

But here are some of the conundrums that you encounter with following the 
Marshall Hall pathway.

If a reflex is a simple, unlearned response to a stimulus then why do we talk 
about conditioned reflexes as learned responses to a stimulus?  Is a reflex 
unlearned or learned?

This position leads to the proposition that there are two kinds of reflexes: 
learned and unlearned.  Which leads to several questions.  Isn't a learned 
reflex an oxymoron? How do you discriminate between the two type of reflexes?  
How do you know that your unlearned reflex isn't really a learned reflex, since 
you can't see the history of its development?  (This issue was a favorite of 
the American Functionalists - the TC Schneirla crowd.)

I see learning textbooks (and students) trap themselves in contradictory 
statements, leaving everybody confused.  I can point to specific paragraphs in 
learning textbooks which define a reflex as unlearned and then in the next 
sentence define a conditioned reflex as learned.  It is no wonder that students 
find classical conditioning as a confusing topic.

You are correct that Hall's definition is the most popular.  I send grad 
students on a hunt through their subfields to find the most common  definition 
of a reflex and the Hall definition is the most popular, although Marshall Hall 
is almost unknown as a name in psychology. I am not saying that Skinner's 
solution is the best but that textbooks have left students (and a bunch of 
faculty) feeling very confused.

I am glad that you were able to find the article.  Google can be so helpful at 
times.

Best regards,

Ken


On Oct 7, 2018, at 12:33 PM, Miguel Roig 
mailto:ro...@stjohns.edu>> wrote:

But, I like Hall's definition!  And it is the definition for reflex that most 
introductory, and even some advanced textbooks, provi

RE: [tips] A question and a comment

[Miguel Roig]

Ken, I admit to have always (and I mean always) understood and explained 
reflexes using Hall's definition and I usually cover the topic in the chapters 
of development and also in the chapter of learning/conditioning, especially 
with respect to distinguishing reflexes from fixed action patterns. I suppose 
that such a simplistic definition may be, arguably, acceptable and even 
desirable in an introductory textbook but perhaps not for a more advanced 
learning course (I have not taught the latter in decades!). If, as you point 
out, this confusion still exists in the textbook literature, especially in 
learning texts, and no one has clarified it in recent years, I would think that 
an essay on the subject targeted to, say, Teaching of Psychology (ToP) would be 
welcomed and might even lead to desired changes in how authors address this 
important concept. Then, again, as the cases of Kitty Genovese and of Little 
Albert have shown over the years, some textbook authors don't seem to read ToP 
or similarly relevant literature!

And I have now reached my quota of posts for today. Sigh ...

Miguel

From: Kenneth Steele [steel...@appstate.edu]
Sent: Sunday, October 7, 2018 1:04 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] A question and a comment

Hi Miguel:

But here are some of the conundrums that you encounter with following the 
Marshall Hall pathway.

If a reflex is a simple, unlearned response to a stimulus then why do we talk 
about conditioned reflexes as learned responses to a stimulus?  Is a reflex 
unlearned or learned?

This position leads to the proposition that there are two kinds of reflexes: 
learned and unlearned.  Which leads to several questions.  Isn’t a learned 
reflex an oxymoron? How do you discriminate between the two type of reflexes?  
How do you know that your unlearned reflex isn’t really a learned reflex, since 
you can’t see the history of its development?  (This issue was a favorite of 
the American Functionalists - the TC Schneirla crowd.)

I see learning textbooks (and students) trap themselves in contradictory 
statements, leaving everybody confused.  I can point to specific paragraphs in 
learning textbooks which define a reflex as unlearned and then in the next 
sentence define a conditioned reflex as learned.  It is no wonder that students 
find classical conditioning as a confusing topic.

You are correct that Hall’s definition is the most popular.  I send grad 
students on a hunt through their subfields to find the most common  definition 
of a reflex and the Hall definition is the most popular, although Marshall Hall 
is almost unknown as a name in psychology. I am not saying that Skinner’s 
solution is the best but that textbooks have left students (and a bunch of 
faculty) feeling very confused.

I am glad that you were able to find the article.  Google can be so helpful at 
times.

Best regards,

Ken


> On Oct 7, 2018, at 12:33 PM, Miguel Roig  wrote:
>
> But, I like Hall's definition!  And it is the definition for reflex that most 
> introductory, and even some advanced textbooks, provide: A simple unlearned 
> response to a stimulus.
>
> From the description provided by Schwarz, it seems as if he is using a 
> 'looser' definition a la Skinner. But, yes, if you've already lost the 
> ability to swallow ... WTH ... The quote is confusing!!!
>
> And thanks for the reference! Found it online via a simple Google search. ;-)
>
> Miguel
> 
> From: Kenneth Steele [steel...@appstate.edu]
> Sent: Sunday, October 7, 2018 10:20 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] A question and a comment
>
> Hi Miguel:
>
> Few people understand that one reason that people have so much difficulty 
> with the term ‘reflex’ is that there are several definitions of the term in 
> use.  Most people seem to be using Marshall Hall’s definition (unconscious, 
> unlearned, involuntary behavior).
>
> I recommend Skinner (1931) ‘The concept of the reflex in the description of 
> behavior’ J. Gen. Psych., 5, 427-458, to help unravel some of these uses.  
> Read his summary for the Cliff Notes version of the history.  (There are 
> other histories, too.)
>
> Back to your original question, the quote makes no sense.  If someone has a 
> dysfunctional swallowing reflex then putting food into that person’s mouth is 
> the worst thing you can do.  The likely outcome is that the person will 
> aspirate the food or liquid and choke.
>
> Ken
>
>
> -
> Kenneth M. Steele, Ph.D.  
> steel...@appstate.edu<mailto:steel...@appstate.edu>

RE: [tips] A question and a comment

[Miguel Roig]

But, I like Hall's definition!  And it is the definition for reflex that most 
introductory, and even some advanced textbooks, provide: A simple unlearned 
response to a stimulus.

>From the description provided by Schwarz, it seems as if he is using a 
>'looser' definition a la Skinner. But, yes, if you've already lost the ability 
>to swallow ... WTH ... The quote is confusing!!!

And thanks for the reference! Found it online via a simple Google search. ;-)

Miguel

From: Kenneth Steele [steel...@appstate.edu]
Sent: Sunday, October 7, 2018 10:20 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] A question and a comment

Hi Miguel:

Few people understand that one reason that people have so much difficulty with 
the term ‘reflex’ is that there are several definitions of the term in use.  
Most people seem to be using Marshall Hall’s definition (unconscious, 
unlearned, involuntary behavior).

I recommend Skinner (1931) ‘The concept of the reflex in the description of 
behavior’ J. Gen. Psych., 5, 427-458, to help unravel some of these uses.  Read 
his summary for the Cliff Notes version of the history.  (There are other 
histories, too.)

Back to your original question, the quote makes no sense.  If someone has a 
dysfunctional swallowing reflex then putting food into that person’s mouth is 
the worst thing you can do.  The likely outcome is that the person will 
aspirate the food or liquid and choke.

Ken


-
Kenneth M. Steele, Ph.D.  
steel...@appstate.edu<mailto:steel...@appstate.edu>
Professor
Department of Psychology  http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA
-

On Oct 7, 2018, at 9:39 AM, Miguel Roig 
mailto:ro...@stjohns.edu>> wrote:

Good morning, here is question for your: I was reading this article on the lack 
of coverage of dementia situations in advance directives, 
https://www.nytimes.com/2018/04/30/well/live/an-advance-directive-for-patients-with-dementia.html
 (an interesting read in its own right) when I came upon the following quote:  
“People should at least understand what the normal process of advanced dementia 
is about,” Dr. Schwarz said. “Feeding tubes are not the issue — they’re not 
done when dementia is terminal. Instead, a caregiver will stand patiently at 
the bedside and spoon food into your mouth as long as you open it. Opening your 
mouth when a spoon approaches is a primitive reflex that persists long after 
you’ve lost the ability to swallow and know what to do with what’s put in your 
mouth.”  My question: Is Schwarz referring to the rooting reflex? If so, isn't 
touching the cheek necessary for the reflex to be triggered and, if that is the 
case then, isn't what he is describing a learned behavior, even if its strength 
lies in it being grounded on an earlier reflex or something to that effect?  I 
would appreciate any clarification on this.

And now a comment or, really, a heads-up that is unrelated to the above 
question and perhaps not even real news to most of us: It concerns an article 
and a documentary about the high price of academic publishing. The article by 
Richard Smith, former editor of the BMJ is freely available from the latest 
issue of the Lancet, though you need to register to get it, 
https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(18)32353-5/fulltext.
 The article is based, in part on the documentary "Paywall". The video is over 
an hour long, but just the first 10 minutes will likely outrage even those who 
are already aware of the current state of academic publishing. You can check it 
out for free at: https://paywallthemovie.com/.

Miguel

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[tips] A question and a comment

[Miguel Roig]

Good morning, here is question for your: I was reading this article on the lack 
of coverage of dementia situations in advance directives, 
https://www.nytimes.com/2018/04/30/well/live/an-advance-directive-for-patients-with-dementia.html
 (an interesting read in its own right) when I came upon the following quote:  
“People should at least understand what the normal process of advanced dementia 
is about,” Dr. Schwarz said. “Feeding tubes are not the issue — they’re not 
done when dementia is terminal. Instead, a caregiver will stand patiently at 
the bedside and spoon food into your mouth as long as you open it. Opening your 
mouth when a spoon approaches is a primitive reflex that persists long after 
you’ve lost the ability to swallow and know what to do with what’s put in your 
mouth.”  My question: Is Schwarz referring to the rooting reflex? If so, isn't 
touching the cheek necessary for the reflex to be triggered and, if that is the 
case then, isn't what he is describing a learned behavior, even if its strength 
lies in it being grounded on an earlier reflex or something to that effect?  I 
would appreciate any clarification on this.

And now a comment or, really, a heads-up that is unrelated to the above 
question and perhaps not even real news to most of us: It concerns an article 
and a documentary about the high price of academic publishing. The article by 
Richard Smith, former editor of the BMJ is freely available from the latest 
issue of the Lancet, though you need to register to get it, 
https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(18)32353-5/fulltext.
 The article is based, in part on the documentary "Paywall". The video is over 
an hour long, but just the first 10 minutes will likely outrage even those who 
are already aware of the current state of academic publishing. You can check it 
out for free at: https://paywallthemovie.com/.

Miguel

This email may contain proprietary, confidential and/or privileged material for 
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RE: [tips] A chance to illustrate some important lessons about memory?

[Miguel Roig]

Thanks, Dave!  And this piece in the NY Times on the nature of 'blackouts' may 
also be instructive:

https://www.nytimes.com/2018/09/29/opinion/sunday/brett-kavanaugh-drinking-blackouts.html?rref=collection%2Fsectioncollection%2Fsunday=click=sunday%C2%AEion=stream=stream

Miguel

From: David Myers [my...@hope.edu]
Sent: Monday, October 1, 2018 8:24 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] A chance to illustrate some important lessons about memory?

Without picking sides on Supreme Court politics, might the debate over the 
credibility of the testimonies at last Thursday's Senate hearing offer a chance 
to teach and illustrate some important lessons about human memory?

I offer my 2 cents in a little essay at 
www.TalkPsych.com, though I perhaps should also have 
noted the distinction between unreliable memories that form (are "recovered") 
under the influence of suggestion and more reliable traumatic memories that 
were never forgotten.

Dave Myers

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RE: [tips] IRBs and training

[Miguel Roig]

Someone in the IRB forum posted a link to another source of free IRB training 
from NIH: 
https://obssr.od.nih.gov/training/online-training-resources/gdp-download/

Presumably it takes two hours to complete and produces a certificate. The 
downside is that someone has to adapt it to whatever online learning platform 
used by the institution.

Miguel

PS: Why couldn't NIH let people know about this other source of HSP training?

From: Miguel Roig [ro...@stjohns.edu]
Sent: Monday, September 17, 2018 3:35 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] IRBs and training

Actually, the training is available until September 26th. Know that the site 
will let you download the PDF of the training, but you will have to copy their 
questions and come up with a way of administering the materials and tests on 
your own (this is what we at SJU intend to do). You may also want to use some 
of these resources from NIH: 
https://www.hhs.gov/ohrp/education-and-outreach/human-research-protection-program-fundamentals/resources-for-investigators/index.html.
 NIH does have a more advanced training module, but it takes over 4 hours to 
complete; perhaps too much for psychology undergraduates: 
https://www.cc.nih.gov/training/training/crt1.html.

Miguel

From: Sara Levine [slev...@fitchburgstate.edu]
Sent: Monday, September 17, 2018 3:22 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] IRBs and training

We are using CITI.

Sara

Sara Pollak Levine, Ph.D.
Professor & Chair of Psychological Science
Fitchburg State University
McKay 206B
978-665-3611

My preferred pronouns: She/Her/Hers

For appts please contact Brenda Coleman, Administrative Assistant for 
Psychological Science, at bcole...@fitchburgstate.edu or 978-665-3355.




On Mon, Sep 17, 2018 at 3:03 PM -0400, "Ken Steele" 
mailto:steel...@appstate.edu>> wrote:




Hi Carol:

My impression is that CITI is very common in North Carolina.

Ken


--
-
Kenneth M. Steele, Ph.D.  
steel...@appstate.edu<mailto:steel...@appstate.edu>
Professor
Department of Psychology  http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA
-


On 9/17/2018 2:57 PM, Carol DeVolder wrote:



Sorry for the cross-posting, but this list often gets faster and better 
responses. What are those of you who regularly supervise student research doing 
now that NIH no longer provides the human subjects protection training and 
certification? Since Federal law requires evidence of training, even for 
student researchers, there must be some other mechanism in place. CITI? Others? 
Any help you can provide is greatly appreciated.
Thanks,
Carol

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






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[tips] APA elections

[Miguel Roig]

Dear all, if you are a member of APA and have no particular candidate in mind 
to vote for this year, please consider giving your vote to my colleague, Susan 
Krauss Whitbourne. Those of you from the east coast may recognize her name as a 
distinguished member of Psi Chi and past president of EPA (last year).

Thanks!

For the candidates' statements go here: 
http://www.apa.org/about/governance/elections/president-elect-candidates.aspx.

Miguel
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RE: [tips] IRBs and training

[Miguel Roig]

Actually, the training is available until September 26th. Know that the site 
will let you download the PDF of the training, but you will have to copy their 
questions and come up with a way of administering the materials and tests on 
your own (this is what we at SJU intend to do). You may also want to use some 
of these resources from NIH: 
https://www.hhs.gov/ohrp/education-and-outreach/human-research-protection-program-fundamentals/resources-for-investigators/index.html.
 NIH does have a more advanced training module, but it takes over 4 hours to 
complete; perhaps too much for psychology undergraduates: 
https://www.cc.nih.gov/training/training/crt1.html.

Miguel

From: Sara Levine [slev...@fitchburgstate.edu]
Sent: Monday, September 17, 2018 3:22 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] IRBs and training

We are using CITI.

Sara

Sara Pollak Levine, Ph.D.
Professor & Chair of Psychological Science
Fitchburg State University
McKay 206B
978-665-3611

My preferred pronouns: She/Her/Hers

For appts please contact Brenda Coleman, Administrative Assistant for 
Psychological Science, at bcole...@fitchburgstate.edu or 978-665-3355.




On Mon, Sep 17, 2018 at 3:03 PM -0400, "Ken Steele" 
mailto:steel...@appstate.edu>> wrote:




Hi Carol:

My impression is that CITI is very common in North Carolina.

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 9/17/2018 2:57 PM, Carol DeVolder wrote:



Sorry for the cross-posting, but this list often gets faster and better 
responses. What are those of you who regularly supervise student research doing 
now that NIH no longer provides the human subjects protection training and 
certification? Since Federal law requires evidence of training, even for 
student researchers, there must be some other mechanism in place. CITI? Others? 
Any help you can provide is greatly appreciated.
Thanks,
Carol

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






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RE: [tips] Phineas Gage Day

[Miguel Roig]

$15 dues for APA membership in 1944 ... According to this inflation calculator, 
https://www.officialdata.org/1944-dollars-in-2018?amount=15, $15 in 1944 is 
equivalent to $214.78, which is about $100 less than what I pay today for APA 
membership, though my fee includes fees for 3 divisions.

Interesting!

Miguel

From: Christopher Green [chri...@yorku.ca]
Sent: Thursday, September 13, 2018 10:04 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Phineas Gage Day

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


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

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

Chris

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

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

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RE: [tips] Things That Make You Say "WTF!?"

[Miguel Roig]

I'd love to see a blind review of the accuracy of his radiology reports that 
have been classified by the ethnicity of the patient (I assume that the 
radiologist has this type of information at hand when reviewing x-rays, MRIs, 
etc.).

Miguel  

From: Christopher Green [chri...@yorku.ca]
Sent: Friday, July 27, 2018 10:15 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Things That Make You Say "WTF!?"

I don’t believe a word of his retraction. This wasn’t a drunken, impulsive 
outburst, but an ongoing commentary. I can only assume that he was told his 
only hope for keeping his job was a total retraction and abject public apology. 
Be on the lookout for future reversions to form.

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

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

On Jul 27, 2018, at 9:51 PM, Michael Palij mailto:m...@nyu.edu>> 
wrote:




I am at a loss for words.  See:
http://gothamist.com/2018/07/27/white_supremacist_doctor_apologizes.php

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


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RE:[tips] Predatory Psychoscatology

[Miguel Roig]

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

It's an invention alright!!!

Miguel



From: Article Publication [scientificresearc...@gmail.com]
Sent: Thursday, July 26, 2018 11:55 AM
To: Miguel Roig
Subject: Submit your research articles

International Invention of Scientific Journal
ISSN: 2457-0958
The article submissions open -2018
The manuscript/ paper can be submitted online 
http://iisj.in/index.php/iisj/user/register<https://scientificresearch07-dot-yamm-track.appspot.com/Redirect?ukey=1JQ6CfrFyPKrrRyrjlBO3584vx_khbOxTFL6zlKq9PKM-0=YAMMID-20540136=http%3A%2F%2Fiisj.in%2Findex.php%2Fiisj%2Fuser%2Fregister>
Or by directly Email:  edi...@iisj.in<mailto:edi...@iisj.in>
Visit our Website: 
www.iisj.in<https://scientificresearch07-dot-yamm-track.appspot.com/Redirect?ukey=1JQ6CfrFyPKrrRyrjlBO3584vx_khbOxTFL6zlKq9PKM-0=YAMMID-20540136=http%3A%2F%2Fwww.iisj.in%2F>
IISJ is indexed and abstracted in (SIS)Scientific Indexing Services,Index 
Copernicus , DOAJ, Google Scholar. CiteFactor.
IISJ is an open access, peer-reviewed, International Journal, that provides 
rapid publication of research articles, review articles and short 
communications.
IISJ provides rapid publication of articles in all areas of Social Science, 
Medical Science, Humanities, Agriculture, Engineering and Technology, Human 
Science, Biotechnology, management and Basic Applied Science.
With Best Regards
IISJ JOURNAL
+919098703263

From: Stuart McKelvie [smcke...@ubishops.ca]
Sent: Wednesday, July 25, 2018 2:57 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Predatory Psychoscatology

Dear Tipsters,

My own humble contributions are here:

Predatory ( knew what I was doing – testing limits)

https://pdfs.semanticscholar.org/c561/52ab96d0c61720c889d37ab838aedf8eb6fc.pdf

https://medwinpublishers.com/PPRIJ/PPRIJ16000106.pdf

https://juniperpublishers.com/pbsij/PBSIJ.MS.ID.555689.php

Non-predatory – the story (Current Psychology)

https://www.researchgate.net/publication/317769995_A_Case_for_Treatment_What_do_Research_Reports_on_Salt_and_Pepper_Passage_Reveal_about_Research_and_Publication_Practices
Stuart

___
   "Floreat Labore"

   [cid:image001.jpg@01D11876.FED84950]
"Recti cultus pectora roborant"

Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
Department of Psychology, Fax: 819 822 9661
Bishop's University,
2600 rue College,
Sherbrooke,
Québec J1M 1Z7,
Canada.

E-mail: stuart.mckel...@ubishops.ca<mailto:stuart.mckel...@ubishops.ca> (or 
smcke...@ubishops.ca<mailto:smcke...@ubishops.ca>)

Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psy

 Floreat Labore"

 [cid:image002.jpg@01D11876.FED84950]

[cid:image003.jpg@01D11876.FED84950]
___




From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]
Sent: July-25-18 2:31 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Predatory Psychoscatology



https://theconversation.com/i-got-a-hoax-academic-paper-about-how-uk-politicians-wipe-their-bums-published-99417

https://static1.squarespace.com/static/56c77251f8baf3ae17ce0a75/t/5b51a047352f5399d14e2088/1532076108626/Gerry+Jay+Louis+hoax+paper.pdf

Cheers,
[Karl L. Wuensch]<http://core.ecu.edu/psyc/wuenschk/klw.htm>



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RE:[tips] Child Life Specialists

[Miguel Roig]

That's odd, Joe. I have not yet heard of that 'specialization'.

Miguel

From: Joseph Horton [jjhorton2...@outlook.com]
Sent: Wednesday, July 25, 2018 12:53 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Child Life Specialists

Hi Tipsters!


We are getting more prospective students asking us about becoming child life 
specialists. So far our primary response is to be clear that our psychology 
degree will not prepare them to the the child life certification exam.


I am curious if your departments are seeing prospectives who want to become 
child life specialists and how you are have responded.


Thanks!

Joe Horton

Grove City College

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RE: [tips] I Thought the Germans Were Smart?

[Miguel Roig]

Did I write that?!

I meant to say 'a complete and speedy recovery'.

Ugh 

Miguel

From: Miguel Roig [ro...@stjohns.edu]
Sent: Saturday, July 21, 2018 12:11 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] I Thought the Germans Were Smart?

My excuse? None! My last post was in early May, but for several weeks prior I 
seem to have been off the list due to some type of glitch and Bill Southerly 
was good enough to reinstate me.

BTW, you'd be surprised at how many academics still seem to be unaware of the 
predatory publishing universe.

I hope you make a complete a full recovery.

From: Michael Palij [m...@nyu.edu]
Sent: Saturday, July 21, 2018 10:43 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: RE: [tips] I Thought the Germans Were Smart?

On Sat, 21 Jul 2018 07:00:34 -0700, Miguel Roig pointed out:
>And what about predatory conferences?

While the Physics Today article refers to conferences in the U.S.
and Europe, most of the conference invitations I receive are in
China and not in Beijing or Shanghai.  I'm not that desperate to
make a conference presentation (I can always do that at EPA ;-) ).

>I do wonder to what extent both ignorance
>on the part of those who participate/publish in these fraudulent outlets plays
>a role in their decisions (see the example described here,
> https://physicstoday.scitation.org/do/10.1063/PT.6.2.20180718a/full/).

I am puzzled that physicists would attend a conference by an
organization they are not familiar with or is not well known in the discipline.
Do they really think that they want to present their "best" work in these
venues or even think that it would be highly regarded by the promotions/salary
committee(s)?

>On a separate note, this is the first TIPS post I have received in weeks!!!
>Thanks, Mike!!

*Cough* Yer welcome.  I've been sick for a while. What's
your excuse? ;-)

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

>Miguel



On Saturday, July 21, 2018 9:12 AM, Mike Palij wrote:
Because if they were, why would they publish
so often in predatory journals?
See:
https://www.the-scientist.com/news-opinion/german-scientists-frequently-publish-in-predatory-journals-64518?utm_campaign=TS_DAILY%20NEWSLETTER_2018_source=hs_email_medium=email_content=64601974&_hsenc=p2ANqtz-9o3zIKA79d8FjbilrrSlgxvZtC0dWq2En7cSAslGa66fUKyjDB3zhCea2MW1tpUWp9YXuu32lB1QkL_6n-0Cm8sJrtDw&_hsmi=64601974

Things that make you go "Hmm".  Maybe they are relying
too much on their "Gut Reasoning" (see Gerd Gigerenzer's work
on 'fast and fugal heuristics' and how they make a person 'smart').

NOTE:  seems like a lot of this is going on around the world with
an estimated 400,000 researchers engaging in the practice.


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RE: [tips] I Thought the Germans Were Smart?

[Miguel Roig]

My excuse? None! My last post was in early May, but for several weeks prior I 
seem to have been off the list due to some type of glitch and Bill Southerly 
was good enough to reinstate me.

BTW, you'd be surprised at how many academics still seem to be unaware of the 
predatory publishing universe.

I hope you make a complete a full recovery.

From: Michael Palij [m...@nyu.edu]
Sent: Saturday, July 21, 2018 10:43 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: RE: [tips] I Thought the Germans Were Smart?

On Sat, 21 Jul 2018 07:00:34 -0700, Miguel Roig pointed out:
>And what about predatory conferences?

While the Physics Today article refers to conferences in the U.S.
and Europe, most of the conference invitations I receive are in
China and not in Beijing or Shanghai.  I'm not that desperate to
make a conference presentation (I can always do that at EPA ;-) ).

>I do wonder to what extent both ignorance
>on the part of those who participate/publish in these fraudulent outlets plays
>a role in their decisions (see the example described here,
> https://physicstoday.scitation.org/do/10.1063/PT.6.2.20180718a/full/).

I am puzzled that physicists would attend a conference by an
organization they are not familiar with or is not well known in the discipline.
Do they really think that they want to present their "best" work in these
venues or even think that it would be highly regarded by the promotions/salary
committee(s)?

>On a separate note, this is the first TIPS post I have received in weeks!!!
>Thanks, Mike!!

*Cough* Yer welcome.  I've been sick for a while. What's
your excuse? ;-)

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

>Miguel



On Saturday, July 21, 2018 9:12 AM, Mike Palij wrote:
Because if they were, why would they publish
so often in predatory journals?
See:
https://www.the-scientist.com/news-opinion/german-scientists-frequently-publish-in-predatory-journals-64518?utm_campaign=TS_DAILY%20NEWSLETTER_2018_source=hs_email_medium=email_content=64601974&_hsenc=p2ANqtz-9o3zIKA79d8FjbilrrSlgxvZtC0dWq2En7cSAslGa66fUKyjDB3zhCea2MW1tpUWp9YXuu32lB1QkL_6n-0Cm8sJrtDw&_hsmi=64601974

Things that make you go "Hmm".  Maybe they are relying
too much on their "Gut Reasoning" (see Gerd Gigerenzer's work
on 'fast and fugal heuristics' and how they make a person 'smart').

NOTE:  seems like a lot of this is going on around the world with
an estimated 400,000 researchers engaging in the practice.


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RE: [tips] I Thought the Germans Were Smart?

[Miguel Roig]

And what about predatory conferences? I do wonder to what extent both ignorance 
on the part of those who participate/publish in these fraudulent outlets plays 
a role in their decisions (see the example described here, 
https://physicstoday.scitation.org/do/10.1063/PT.6.2.20180718a/full/).

On a separate note, this is the first TIPS post I have received in weeks!!!  
Thanks, Mike!!

Miguel

From: Michael Palij [m...@nyu.edu]
Sent: Saturday, July 21, 2018 9:12 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] I Thought the Germans Were Smart?

Because if they were, why would they publish so often in predatory journals?
See:
https://www.the-scientist.com/news-opinion/german-scientists-frequently-publish-in-predatory-journals-64518?utm_campaign=TS_DAILY%20NEWSLETTER_2018_source=hs_email_medium=email_content=64601974&_hsenc=p2ANqtz-9o3zIKA79d8FjbilrrSlgxvZtC0dWq2En7cSAslGa66fUKyjDB3zhCea2MW1tpUWp9YXuu32lB1QkL_6n-0Cm8sJrtDw&_hsmi=64601974

Things that make you go "Hmm".  Maybe they are relying
too much on their "Gut Reasoning" (see Gerd Gigerenzer's work
on 'fast and fugal heuristics' and how they make a person 'smart').

NOTE:  seems like a lot of this is going on around the world with
an estimated 400,000 researchers engaging in the practice.

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


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RE: [tips] One space or two after a period?

[Miguel Roig]

Glad you enjoyed it!  I went from two spaces to one, but now I'll have to make 
the effort to go back to two. 

And glad to see that TIPS is still alive.

Miguel (on TIPS since '97).


From: Kenneth Steele [steel...@appstate.edu]
Sent: Saturday, May 5, 2018 1:41 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] One space or two after a period?

Hi Miguel:

Thanks for posting the url.  The issue reminds me of a conversation I had about 
2 weeks ago at the end of a class.  A student came up to me after class and 
said that she had to ask me an important question.  She had an earnest look on 
her face, and the class had been on auditory physiology and deafness.  I 
thought the question would be about her or her parents/grandparents’ hearing 
issues.  Here was her question:

“One space or two”?

I laughed heartily and said I was a two-space guy.  She then proceeded to tell 
me about her issue.  She was a writer and had been using the two-space rule all 
of her life.  But she was taking a psychology course currently and being told 
(graded down) for not using the 1-space rule.  I assured her that I had never 
heard of a manuscript being rejected because the writer was not in compliance 
with the journal’s policy on one space or two spaces after a period.

At that moment, two more undergraduates entered into the discussion about the 
merits of the 1-space vs. 2-space rule.  There was much passion about the 
issue.  I could have been listening to a Red Sox vs. Yankees discussion in a 
bar.

Ken

-
Kenneth M. Steele, Ph.D.  
steel...@appstate.edu<mailto:steel...@appstate.edu>
Professor
Department of Psychology  http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA
-

On May 5, 2018, at 1:16 PM, Miguel Roig 
<ro...@stjohns.edu<mailto:ro...@stjohns.edu>> wrote:

The APA Manual states two spaces are better than one. What does the research 
say?  Check it out: 
https://www.washingtonpost.com/news/speaking-of-science/wp/2018/05/04/one-space-between-each-sentence-they-said-science-just-proved-them-wrong-2/?utm_term=.efbf00d80b3e
---


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[tips] One space or two after a period?

[Miguel Roig]

The APA Manual states two spaces are better than one. What does the research 
say?  Check it out: 
https://www.washingtonpost.com/news/speaking-of-science/wp/2018/05/04/one-space-between-each-sentence-they-said-science-just-proved-them-wrong-2/?utm_term=.efbf00d80b3e
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RE: [tips] Fake Conferences for those Who Will Publish and Perish

[Miguel Roig]

Stuart, article charges can be pretty steep in some of these predatory 
journals,. How did you manage?

Miguel 

From: Stuart McKelvie [smcke...@ubishops.ca]
Sent: Wednesday, January 31, 2018 3:18 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Fake Conferences for those Who Will Publish and Perish

Dear Tipsters,

Following Chris’s posting below, you might be interests in my activity on this 
matter. My little project is now closed. What follows is an extract from my CV:

Special Group of Eight Publications

***The following six papers were published in journals on Jeffrey Beall’s lists 
of “predatory” publishers and journals. In the first case (McKelvie, 2012b), I 
did not know that this journal was listed. However, the other papers were 
submitted, accepted and published in full knowledge that the journals were 
listed. They are part of a personal exploration into the practices of these 
journals.

***McKelvie, S. J. (2012b). Exploring a counterintuitive finding with 
methodological implications : Why is 9 > 221 in a between-subjects design? 
International Journal of Humanities and Social Science, 2, 45-51
***McKelvie, S. J. (2016a). What Determines Salt and Pepper Passage?A Brief 
Commentary on the Published Reports. Annals of Behavioural Science, 2, 2:20
***McKelvie, S. J. (2017a). Giving 110%: The strange case of language and 
sport. Psychology and Behavioral Science International Journal, 3(2), 1-2. doi: 
10.19080/PBSIJ.2017.03.555610
***McKelvie, S. J. (2016b). Factors in salt and pepper passage: A further 
critical report on the state of the art. Psychology and Psychological Research 
International Journal, 1,1.
***McKelvie, S. J. (2017c). Improbable Publishing: “Eye Color and Cheese 
Preference”? A case study of a memory error. Psychology and Behavioral Science 
International Journal, 5(2), 1. doi:10.19080/PBSIJ.2017.5.555656

***McKelvie, S. J. (2017d). Does clapping of hands have positive effects? A 
critique. Psychology and Behavioral Science International Journal, 6(3).
 doi: 10.19080/PBSIJ.2017.05.555689

**The following two publications about predatory practices appeared in standard 
academic refereed journals.


**McCutcheon, L. E., Aruguete, M. S., McKelvie, S., Jenkins, W., Williams, J., 
McCarley, N., Rivardo, M., & Shaughnessy, M. F. (2016). How questionable are 
predatory social science journals? North American Journal of Psychology, 18 
(1), 427-440.

**McKelvie, S. J. (2017b). “A Case for Treatment”: What do research reports on 
salt and pepper passage reveal about research and publication practices? 
Current Psychology. Published on line June 1. doi: 10.1007/s12144-017-9620-x

Sincerely,

Stuart


___
   "Floreat Labore"

   [cid:image001.jpg@01D11876.FED84950]
"Recti cultus pectora roborant"

Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
Department of Psychology, Fax: 819 822 9661
Bishop's University,
2600 rue College,
Sherbrooke,
Québec J1M 1Z7,
Canada.

E-mail: stuart.mckel...@ubishops.ca (or 
smcke...@ubishops.ca)

Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psy

 Floreat Labore"

 [cid:image002.jpg@01D11876.FED84950]

[cid:image003.jpg@01D11876.FED84950]
___




From: Christopher Green [mailto:chri...@yorku.ca]
Sent: January-31-18 3:12 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Fake Conferences for those Who Will Publish and Perish



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

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

RE: [tips] Mommas Don't Let Your Kids Grow Up To Be Scientific Researchers....

[Miguel Roig]

One of the most interesting discussions that I have heard about the Ph.D. 
surplus in the biomedical sciences was a talk by Brian Martinson at the 4th 
World Conference on Research Integrity, 
https://www.youtube.com/watch?v=L7CdeOcu1ng (go to minute 39.35 or for the more 
relevant segment go to minute 48) in which he describes how a leading expert on 
the worm C Elegans (spell?) ended up mentoring several Ph.D.s who themselves 
mentored some more Ph.D.s all of this resulting in an army of experts on this 
worm, many competing for the few available academic positions. A sad situation.

Miguel

From: Michael Palij [m...@nyu.edu]
Sent: Wednesday, January 31, 2018 2:04 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Mommas Don't Let Your Kids Grow Up To Be Scientific 
Researchers

unless they like being poor and having uncertain futures.  A NY Times
article paints the current dismal picture in some of the "hard" sciences.
I assume the situation is similar in psychology and social sciences.
NOTE:  neuroscience does not seem to be immune.  See:
https://www.nytimes.com/2016/07/14/upshot/so-many-research-scientists-so-few-openings-as-professors.html?action=click=The%20Upshot=RelatedCoverage=Marginalia=article

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


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

[Miguel Roig]

Hey TIPS is alive!!! Thanks for posting, Mike.

Yes, hardly a day goes by nowadays when I don't get one or more emails urging 
me to submit to this journal or to that conference. Some of their salutations 
are kind of funny: "Dear valuable researcher ..."

But, this stuff is really getting out of hand as I have read of some instances 
in which some of the more subtle forms of solicitations have ensnared bonafide 
researchers.  What follows is what I have received just from the past 3-4 days!!

Miguel

---

ASFE 2018 Keynote Speech Invitation
ASFE2018 [asfe2...@cingley.com]
Sent:   Wednesday, January 31, 2018 9:29 AM
To:     
Miguel Roig
The 6th International Agricultural Science and Food Engineering Conference
(ASFE 2018)
August 21-23, 2018 in Kunming, China
Based on your expertise and notable achievements in the field of Agricultural 
Science and Food Engineering, we cordially invite you to deliver an invited 
speech on this conference. 

---

OCM Invitation-HIV-AIDS-2018:Toronto, Canada
HIV-AIDS-2018 [hiv-aids-2...@scientificfederation.net]
This message was sent with High importance.
Sent:   Wednesday, January 31, 2018 8:18 AM
To:     
Miguel Roig
Dear Dr. Miguel Roig,

Good Day!

We warmly welcome you to invite as an Organizing committee member for the 2nd 
International Conference & Expo on HIV & AIDS which will be held on September 
17-18,2018 at Toronto, Canada

__

Reminder from Editorial Office
den...@gavinpublisher.com [den...@gavinpublisher.com]
This message was sent with High importance.
Sent:   Tuesday, January 30, 2018 4:46 AM
To: 
Miguel Roig
Dentistry: Advanced Research : ISSN 2574-7347

Dear Miguel Roig,

Hope you are well!

This is a follow up mail from the editorial office of Dentistry: Advanced 
Research. We are releasing first Issue of this year. We would be glad to know 
your opinion to submit your manuscript for the Upcoming Issue of the journal, 
so that we can plan accordingly to include it in the same

-

Call for Paper | Epidemiology
epidemiology@openaccesspublishers.online 
[epidemiology@openaccesspublishers.online]
Sent:   Monday, January 29, 2018 12:36 AM
To: 
Miguel Roig
Dear Dr. MiguelRoig, 

Greetings!! 

We are glad to get your notice that Archives of Epidemiology is a newly 
launched open access journal, which follows double blind peer review process 
within 21 days from the date of submission.

---

ICNC-FSKD 2018 Submissions due 15 March: Submitting to IEEE Xplore/Scopus/EI 
Compendex/ISI 2018/1/28 21:48:58 7f7
Prof Sun [icnc-fskd2...@aust.edu.cn]
Sent:   Sunday, January 28, 2018 8:48 AM
To: 
Miguel Roig
Dear Colleague, 

We cordially invite you to submit a paper to the upcoming 2018 14th 
International Conference on Natural Computation, Fuzzy Systems and Knowledge 
Discovery (ICNC-FSKD 2018), to be held from 28-30 July 2018 in Huangshan, China.

-







From: Michael Palij [m...@nyu.edu]
Sent: Wednesday, January 31, 2018 11:28 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Fake Conferences for those Who Will Publish and Perish

NY Times on the conferences that accept word salad abstracts
for presentations (comparable to the predatory journals).
See:
https://www.nytimes.com/2016/12/29/upshot/fake-academe-looking-much-like-the-real-thing.html?em_pos=medium=edit_up_20180131=upshot_art=7=389166=img=1

Some folks actually think these are okay.

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


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RE:[tips] Recommendation for a cognitive psychology text

[Miguel Roig]

Thank you all. I appreciate the suggestions.

Miguel

From: Jim Clark [j.cl...@uwinnipeg.ca]
Sent: Saturday, December 2, 2017 10:54 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Recommendation for a cognitive psychology text

Galotti has been around a long time. I found it good and at an appropriate 
level for an intro to cognitive course. Not sure what is the latest edition, as 
I haven't taught cognitive for a few years.

Jim

-Original Message-
From: Miguel Roig [mailto:ro...@stjohns.edu]
Sent: 2-Dec-17 6:08 AM
To: Teaching in the Psychological Sciences (TIPS) <tips@fsulist.frostburg.edu>
Subject: [tips] Recommendation for a cognitive psychology text

Hi everyone, I will be teaching cognitive psychology in the Spring, but I have 
not taught the course in a while. In the past I have used Matlin's and Reed's 
texts and so I would appreciate recommendations for texts of similar 
structure/level.

Thanks.

Miguel

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[tips] Recommendation for a cognitive psychology text

[Miguel Roig]

Hi everyone, I will be teaching cognitive psychology in the Spring, but I have 
not taught the course in a while. In the past I have used Matlin's and Reed's 
texts and so I would appreciate recommendations for texts of similar 
structure/level.

Thanks.

Miguel

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

[Miguel Roig]

To clarify, I had a fair amount of exposure to various theories in psychology 
as a graduate student, but recall acquiring the best understanding of the 
_purpose_ and _function_ of a theory by reviewing Hull's learning theory. As 
background, we used the 4th edition of Hilgard & Bower's Theories of Learning 
and a couple of Hull's papers. Although I now forget which papers we reviewed 
and probably repressed (!) much of that material soon after I read it, that 
review was probably the one learning experience that best illustrated for me 
the role of theory in empirical psychology. To be fair and speaking of 
repression, I had similar experiences with Freud's 'theory' and how his 
clinical 'observations' led him to revise certain aspects of his theory (it was 
the 70s and early 80s!). Although much more appealing than Hull's theory, we 
all know about the pitfalls of that entire system. I just feel that whatever 
exposure I had as a student was not nearly enough for me as an academic and in 
recent years have regretted not having acquired a better background in theory 
construction. Gary's experiences notwithstanding, I sense that my own 
experience is far from unique within our cohort and often wonder why there is 
not more exposure (my assumption) at both, graduate and undergraduate levels, 
on, for example, how to construct a testable theory, how hypotheses ought to be 
derived from theory, how new data modify existing theory, etc., etc. Of course, 
it is never too late to learn about these important matters. But, like other 
have (Kline, 2014, 
http://journals.sagepub.com/doi/abs/10.1177/0959354314529616- I disagree with 
some of his reasons), I also wonder the extent to which the absence/weakness of 
theory in psychology (again, another possibly unwarrantable assumption) is 
responsible for the 'replication crisis' in our discipline  :)

Miguel


From: Gerald L. Peterson [peter...@svsu.edu]
Sent: Saturday, November 25, 2017 9:56 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Consciousness Theory Is Where Science Goes to Die

Theory was a central issue in my 70’s grad study, but I agree with Miguel that 
it seems un-explored. I do not recall much time given to it in my undergrad 
study, except perhaps, in History and Systems class.
Today, I teach (developed) a Scientific Foundations class required of our 
majors. A primary objective is to prepare them for our research methods 
classes. I include information on theory, and have a section categorizing four 
types of theory they might encounter in psych. Students have trouble with this 
but alas, they get almost no study of theory beyond this. They too, might get a 
final hit in our History and Systems class. I would be interested in hearing if 
others share Miguel’s concern, and what we think undergrads should learn.


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



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

[Miguel Roig]

Michael's post brought back some memories of that controversy as the works he 
mentions were required reading in a couple of my courses in graduate school. 
But, in light of Jim's comments, I want to add a pet peeve of mine, based on 
general observations by a colleague of mine now retired, regarding how little 
formal instruction our students seem to get on the role of theory in scientific 
research. For example, even in my own educational experience, I do not recall 
having had to read about the structure of theories, theory construction and 
related matters. Similarly, and please correct me if I am mistaken, our 
undergraduates seem to get little formal instruction on the nature of theories, 
their relationship to laws, hypotheses, etc. beyond a couple of pages of a 
typical research methods textbook. Even current undergraduate textbooks titled 
Theories of Learning or Theories of Personality seem to provide only minimal 
instruction in these important areas beyond mere definitions. I have not taught 
graduate classes in many years, but my sense is that graduate students do not 
receive instruction in these important areas either. Are my impressions 
incorrect?

Miguel

From: Jim Clark [j.cl...@uwinnipeg.ca]
Sent: Saturday, November 25, 2017 2:18 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Consciousness Theory Is Where Science Goes to Die

Hi

As a former Paivio student, I do not recall that Anderson’s paper was taken to 
be definitive about the debate. Paivio and Pylyshyn were both at U of Western 
Ontario when I was there, which made for some interesting classes and seminars.

More broadly, I would think that scientists should be quite skeptical about 
claims that we cannot ever understand some phenomenon at a pretty deep level, 
whether it be imagery or consciousness. My main quibble with too many 
contemporary researchers on consciousness is that they act as though there was 
no research or reflection on the topic prior to the availability of 
sophisticated brain imaging.

Finally I take some issue with Michael’s characterization of the proper 
attitudes toward scientific theories. Yes, they are always provisional and 
subject to refutation and modification, but we hardly want students to be too 
dismissive of them. So interpretation of “over invest” must be communicated 
carefully. Same for how theories develop … in some cases theories are replaced, 
but they also may be modified or subsumed under broader theoretical frameworks 
(e.g., Newton’s laws?). They might also be prematurely dismissed before the 
underlying mechanisms are understood (e.g., continental drift and tectonic 
plates). Students also need to appreciate that nominally different theories, 
especially those at different levels (molecular, molar) might actual reflect 
the same underlying mechanism. What especially needs to be emphasized with 
students is the importance of continuing empirical research to evaluate and 
strengthen our understanding of psychological phenomena.

Take care
Jim

Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


From: Michael Palij [mailto:m...@nyu.edu]
Sent: November-24-17 10:14 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Consciousness Theory Is Where Science Goes to Die



A recently published article in "Frontiers in Psychology"
(word to the wise) by Oakley & Halligan argues that
consciousness is an epiphenomenal by-product of an
unconscious process called the "internal narrative".  If this
sounds familiar it may be because it is similar to the 1970s
imagery debate. that is. do mental images such as visual
mental images have psychological reality and admit transformation
and operations comparable to real world pictures (e.g.., the
Shepard mental rotation studies, the Kosslyn distance estimation
on images research, etc.) or are mental images epiphenomenal
by-products of abstract cognitive processes as argued by
Zenon Pylyshyn and other supporters of a Chomskyan style
cognitive architecture (i.e., rule and symbol systems with
cognitively impenetrable modules).  John Anderson's 1978
paper pointing out that there was no principled way to determine
which position was correct pretty much settled the argument
but proponents of the analog view of mental images (Shepard, etc.)
or the epiphenomenal view of mental images (Pylyshyn) would
continue to skirmish over the decades. As far as I know, Anderson's
conclusions still holds.  I say all this as a prologue to identifying
the sources for the Oakley & Halligan paper just to prime the reader
toward a particular conclusion. ;-)
I became aware of Oakley & Halligan paper because a newspaper
article about it popped up in my news feed.  The UK newspaper
the Daily Mail has an article that presents Oakley & Halligan's
speculations as conclusive science 

RE: [tips] Frontiers in Psychology

[Miguel Roig]

Hi Annette, Frontiers in Psychology is part the Frontiers publishing group, 
https://www.frontiersin.org/, which publishers journals and different fields. 
As Stuart points out, Jeffrey Beall added the publisher to his list of 
predatory publishers, 
http://www.nature.com/news/backlash-after-frontiers-journals-added-to-list-of-questionable-publishers-1.18639,
 which he no longer maintains. Is it strictly an open access pay-for-play, 
outlet?  I do not have any experience submitting to their journal, but perhaps 
you should check out its coverage in RetractionWatch, 
http://retractionwatch.com/?s=frontiers.  My experience with papers that I have 
read from Frontiers in Psychology mirrors that of Stuart: Some good stuff; some 
not so good; usually low powered stuff. 

Miguel 

From: Annette Taylor [tay...@sandiego.edu]
Sent: Tuesday, November 14, 2017 9:52 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Frontiers in Psychology

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

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

A



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

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[tips] "Baked In A Buttery Flaky Crust"

[Miguel Roig]

Does anyone know whether there is a specific disorder that is preventing this 
fellow from saying the line "Baked in a buttery flaky crust" correctly?  Watch 
the video: https://www.youtube.com/watch?v=DIrQ9ilL8aw

Miguel

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

[Miguel Roig]

You are welcome! :)

From: MARK CASTEEL [ma...@psu.edu]
Sent: Saturday, October 28, 2017 9:13 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate

An interesting read Miguel. Thanks for sharing.

Mark

From: Miguel Roig [mailto:ro...@stjohns.edu]
Sent: Saturday, October 28, 2017 8:11 AM
To: Teaching in the Psychological Sciences (TIPS) <tips@fsulist.frostburg.edu>
Subject: RE: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate



Is it criticism or bullying?  Here is one perspective:

https://approachingblog.wordpress.com/2017/10/25/scientific-criticism-personal-by-nature-civil-by-choice/

Miguel

From: Helweg-Larsen, Marie [mailto:helw...@dickinson.edu]
Sent: Thursday, October 26, 2017 2:01 PM
To: Teaching in the Psychological Sciences (TIPS) 
<tips@fsulist.frostburg.edu<mailto:tips@fsulist.frostburg.edu>>
Subject: RE: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate



But why do the bullies “need to get results” – what made them the data police? 
Or gave them the license to destroy individual researcher’s careers to “promote 
change” (not sure what the change is, other than perhaps fear).

It will take decades to change how we analyze and report data. We need to write 
new textbooks, teach undergrads and grad students differently, change journal 
policies, train editors/reviewers, granting agencies, etc. But right now people 
don’t even agree on the nature of the replication crisis or what should be done 
about it.

And finally, Cuddy published a paper in 2010 following the standard rules for 
the field at the time (really still today) on which she was second author. It 
seems pretty likely that the personal attacks on her were (are) related to her 
being too ambitious, too pretty, too well educated, and too outspoken. Some of 
the comments on the New York Times article even demanded an apology from her 
which is incomprehensible to me (unless we all apologize for conducting 
research as we were trained to do).

Marie

Marie Helweg-Larsen, Ph.D.
Professor l Department of Psychology
Kaufman 168 l Dickinson College
Phone 717.245.1040 l Fax 717.245.1971
http://blogs.dickinson.edu/helwegm/

From: William Scott [mailto:wsc...@wooster.edu]
Sent: Monday, October 23, 2017 7:46 PM
To: Teaching in the Psychological Sciences (TIPS) 
<tips@fsulist.frostburg.edu<mailto:tips@fsulist.frostburg.edu>>
Subject: Re: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate




There are those who would argue that it is the peer review process that has 
failed us by avoiding the publication of replication studies in favor of flashy 
"discovery". As well many of the critics who have been accused of 
cyber-bullying have argued that when the arguments have been made in the 
abstract without specifically calling out individual researchers, there has 
been little consequent action, but now they are getting results. Here is an 
interesting post by James Heathers about what it feels like to be a so-called 
cyber-bully.

https://medium.com/@jamesheathers/the-buck-stops-nowhere-8284a57c88c9
[Image removed by 
sender.]<https://medium.com/@jamesheathers/the-buck-stops-nowhere-8284a57c88c9>

The Buck Stops Nowhere – James Heathers – 
Medium<https://medium.com/@jamesheathers/the-buck-stops-nowhere-8284a57c88c9>
medium.com
I wrote them all down in shorthand, then forgot about them. At least, for a 
while. The reason why is simple: I have a job and writing, well, writing takes 
time. The ...



From: Helweg-Larsen, Marie <helw...@dickinson.edu<mailto:helw...@dickinson.edu>>
Sent: Monday, October 23, 2017 1:29:30 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate



I think they are bullies (and I am not trying to deflect attention from 
myself). And I don’t think it is good for science. We already have a process by 
which we can discuss replication (or problems with studies) namely by 
publishing in peer reviewed journals focusing on the evidence instead of making 
personal attacks. Blogs are not peer reviewed and are just a few individual 
people’s beliefs without any checks and balances. We should focus on making our 
science better not on destroying people’s careers.

The field is full of underpowered studies as well as findings that will 
probably not hold up under replication (although lots of replication studies 
are themselves under powered or presented with glee as if one failed 
replication can provide conclusive evidence). We should fix these problems (in 
our training of undergraduate and graduate students, journal editorial 
policies, etc.) and not by attac

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

[Miguel Roig]

Is it criticism or bullying?  Here is one perspective:

https://approachingblog.wordpress.com/2017/10/25/scientific-criticism-personal-by-nature-civil-by-choice/

Miguel

From: Helweg-Larsen, Marie [mailto:helw...@dickinson.edu]
Sent: Thursday, October 26, 2017 2:01 PM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: RE: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate



But why do the bullies "need to get results" - what made them the data police? 
Or gave them the license to destroy individual researcher's careers to "promote 
change" (not sure what the change is, other than perhaps fear).

It will take decades to change how we analyze and report data. We need to write 
new textbooks, teach undergrads and grad students differently, change journal 
policies, train editors/reviewers, granting agencies, etc. But right now people 
don't even agree on the nature of the replication crisis or what should be done 
about it.

And finally, Cuddy published a paper in 2010 following the standard rules for 
the field at the time (really still today) on which she was second author. It 
seems pretty likely that the personal attacks on her were (are) related to her 
being too ambitious, too pretty, too well educated, and too outspoken. Some of 
the comments on the New York Times article even demanded an apology from her 
which is incomprehensible to me (unless we all apologize for conducting 
research as we were trained to do).

Marie

Marie Helweg-Larsen, Ph.D.
Professor l Department of Psychology
Kaufman 168 l Dickinson College
Phone 717.245.1040 l Fax 717.245.1971
http://blogs.dickinson.edu/helwegm/

From: William Scott [mailto:wsc...@wooster.edu]
Sent: Monday, October 23, 2017 7:46 PM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: Re: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate




There are those who would argue that it is the peer review process that has 
failed us by avoiding the publication of replication studies in favor of flashy 
"discovery". As well many of the critics who have been accused of 
cyber-bullying have argued that when the arguments have been made in the 
abstract without specifically calling out individual researchers, there has 
been little consequent action, but now they are getting results. Here is an 
interesting post by James Heathers about what it feels like to be a so-called 
cyber-bully.

https://medium.com/@jamesheathers/the-buck-stops-nowhere-8284a57c88c9
[Image removed by 
sender.]

The Buck Stops Nowhere - James Heathers - 
Medium
medium.com
I wrote them all down in shorthand, then forgot about them. At least, for a 
while. The reason why is simple: I have a job and writing, well, writing takes 
time. The ...



From: Helweg-Larsen, Marie >
Sent: Monday, October 23, 2017 1:29:30 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate



I think they are bullies (and I am not trying to deflect attention from 
myself). And I don't think it is good for science. We already have a process by 
which we can discuss replication (or problems with studies) namely by 
publishing in peer reviewed journals focusing on the evidence instead of making 
personal attacks. Blogs are not peer reviewed and are just a few individual 
people's beliefs without any checks and balances. We should focus on making our 
science better not on destroying people's careers.

The field is full of underpowered studies as well as findings that will 
probably not hold up under replication (although lots of replication studies 
are themselves under powered or presented with glee as if one failed 
replication can provide conclusive evidence). We should fix these problems (in 
our training of undergraduate and graduate students, journal editorial 
policies, etc.) and not by attacking individual researchers.

Marie



Marie Helweg-Larsen, Ph.D.
Professor l Department of Psychology
Kaufman 168 l Dickinson College
Phone 717.245.1040 l Fax 717.245.1971
http://blogs.dickinson.edu/helwegm/

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Sunday, October 22, 2017 2:52 PM
To: Teaching in the Psychological Sciences (TIPS) 
>
Subject: Re: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate



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

True, there are some people who are blunt about what they take to be obvious 

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

[Miguel Roig]

Two reactions: It is not so much the failure of peer review to consider the 
true value of replications, but a failure of long-standing editorial/journal 
policy, which is then passed down to referees. Also, wrt the blog, an editor 
may not be able to compel an author to release his/her data, but if data 
availability is a precondition to publication and the author refuses to release 
data, that editor has the power to issue an expression of concern or even a 
retraction of that author's work. These outcomes, which have already occurred 
in some instances, usually have significant negative consequences for the 
authors. 

Miguel

From: William Scott [wsc...@wooster.edu]
Sent: Monday, October 23, 2017 7:45 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate

There are those who would argue that it is the peer review process that has 
failed us by avoiding the publication of replication studies in favor of flashy 
"discovery". As well many of the critics who have been accused of 
cyber-bullying have argued that when the arguments have been made in the 
abstract without specifically calling out individual researchers, there has 
been little consequent action, but now they are getting results. Here is an 
interesting post by James Heathers about what it feels like to be a so-called 
cyber-bully.

https://medium.com/@jamesheathers/the-buck-stops-nowhere-8284a57c88c9

[https://cdn-images-1.medium.com/max/1600/1*NPuM_JhIXSZIr3AcZ_S6mQ.jpeg]

The Buck Stops Nowhere – James Heathers – 
Medium
medium.com
I wrote them all down in shorthand, then forgot about them. At least, for a 
while. The reason why is simple: I have a job and writing, well, writing takes 
time. The ...




From: Helweg-Larsen, Marie 
Sent: Monday, October 23, 2017 1:29:30 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate



I think they are bullies (and I am not trying to deflect attention from 
myself). And I don’t think it is good for science. We already have a process by 
which we can discuss replication (or problems with studies) namely by 
publishing in peer reviewed journals focusing on the evidence instead of making 
personal attacks. Blogs are not peer reviewed and are just a few individual 
people’s beliefs without any checks and balances. We should focus on making our 
science better not on destroying people’s careers.

The field is full of underpowered studies as well as findings that will 
probably not hold up under replication (although lots of replication studies 
are themselves under powered or presented with glee as if one failed 
replication can provide conclusive evidence). We should fix these problems (in 
our training of undergraduate and graduate students, journal editorial 
policies, etc.) and not by attacking individual researchers.

Marie



Marie Helweg-Larsen, Ph.D.
Professor l Department of Psychology
Kaufman 168 l Dickinson College
Phone 717.245.1040 l Fax 717.245.1971
http://blogs.dickinson.edu/helwegm/

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Sunday, October 22, 2017 2:52 PM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: Re: [tips] When the Impossible is Shown to be Impossible: A Case Study 
in Failing to Replicate



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

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

If we are going to feel sorry for someone, it shouldn’t be for the people who 
did poor work in the first place, then, when it was shown to be poor, played 
the victim instead of the culprit. We should feel sorry for all those early 
career researchers 

[tips] Brenda Milner (99) 'keeps on ticking!'

[Miguel Roig]

I posted this to my department:

And you thought Marian Diamond had been the oldest working neuroscientist:  
http://www.aarp.org/health/brain-health/info-2017/brenda-milner-pioneering-brain-scientist-fd.html

M

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RE: [tips] One Way For The U.S. to Maintin Its Scientific Lead In an Anti-Science Cultural Turn

[Miguel Roig]

My sense is that one reason why China has been singled out is because of the 
sheer number of active researchers and because of the system of incentives to 
publish in high impact journals, 
https://arxiv.org/ftp/arxiv/papers/1707/1707.01162.pdf.  My bet is that they 
will eventually overcome these problems (though maybe not eliminate them) AND 
soon will overtake the US in science output. 

M

From: Mike Palij [m...@nyu.edu]
Sent: Saturday, October 14, 2017 5:59 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] One Way For The U.S. to Maintin Its Scientific Lead In an 
Anti-Science Cultural Turn

We can all hope that the Chinese continue to engage in unethical
research
conduct.  See:
https://www.nytimes.com/2017/10/13/world/asia/china-science-fraud-scandals.html?emc=edit_th_20171014=todaysheadlines=389166

Clearly, there is a failure in the Chinese system that produces this
degree
of bad science.  Unfortunately, the failure of teaching critical
thinking to
U.S. citizens furls the anti-intellectualism and anti-science attitudes
that
is now not only prevalent among citizens but now also at the highest
levels
of U.S. government.  What is going to happen when China fixes its
scientific research system -- will all of the smart U.S. students
interested
in science go there for education and research?

Things that make you go h.

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


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RE: [tips] to deceive or not to deceive

[Miguel Roig]

I was about to convey something similar before I saw Karl's post. Admittedly, 
this is a mild form of deception (would anyone really object to participating 
in the study because they were told that the study was of memory rather than of 
attention or vice versa?). The fact is that very often researchers do not 
reveal their hypotheses to potential subjects and although such situations are 
not considered deception, I sometimes wonder whether there are cases in which 
Ss feel mildly misled because they did not get this one piece of information. 
Anyway, if the deception is confined to the study title and not to how the 
study is presented to potential Ss as part of the consent process, then I 
wonder if you might want to come up with a neutral title thereby avoiding the 
minor deception that would occur with the misleading title. 

Miguel

From: Wuensch, Karl Louis [wuens...@ecu.edu]
Sent: Sunday, October 8, 2017 2:56 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] to deceive or not to deceive

  One of my grad students deceived subjects by telling them that the 
research was designed to investigate the physiology of taking online quizzes.  
In fact, the research involved relating physiology to cheating on such quizzes. 
 Because of such deception, our IRB informed us that not only did we need to 
reveal such deception during the debriefing but also allow subjects to withdraw 
their data from the study if they wished to do so.


Cheers,
[Karl L. Wuensch]
From: Carol DeVolder [mailto:devoldercar...@gmail.com]
Sent: Sunday, October 08, 2017 1:19 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] to deceive or not to deceive



Good afternoon, TIPSters. I have a question regarding IRBs and informed 
consent. My students submitted their proposal and created a "working title" for 
their study that doesn't reveal their real intent (they are looking at memory 
rather than attention). To disclose the true nature of the study to 
participants would nullify the results by creating demand characteristics. Does 
this qualify as deception? Is there some rule somewhere (either an APA or an 
NIH OHSR rule or code) that addresses this specifically?
Thanks,
Carol


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




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[tips] APA election

[Miguel Roig]

Dear all, APA elections are now open. If you do not already favor a particular 
candidate, please consider voting for my former dept. chair, current IRB chair, 
and long-time colleague, Ray DiGiuseppe. Below you may find a link to all 4 
candidates' statements, bios, short videos, and other material that should help 
in your decision.

http://www.apa.org/about/governance/elections/president-elect-candidates.aspx

Miguel 
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[tips] Irma

[Miguel Roig]

I believe Claudia Stanny is the only TIPSter who lives in Florida and will be 
close to Irma's cone.  

Claudia, I hope you and your loved ones will go through this one safe and 
sound. 

And for those of you who are/will be home shopping and have not yet learned the 
lesson, please remember that smart real estate is all about 'location, 
location, ELEVATION!  I learned that lesson after Sandy!

Miguel

From: Mike Palij [m...@nyu.edu]
Sent: Saturday, September 9, 2017 9:57 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] More Evidence That Intelligence Is Overrated -- An Elon Musk 
Case Study


Best wishes to Tipsters in Florida and other areas affected
by Irma.  I hope you all get through it with major losses
and/or grief.  Really, good luck.

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




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RE:[tips] Warning: fraud conferences

[Miguel Roig]

Dap, I am sorry to hear about your colleague's experience. Know that I have 
heard at least two similar stories from others.

There is a growing literature on this topic. Here are some entries from a 
PubMed search:

1.

Are Predatory Conferences the Dark Side of the Open Access 
Movement?


Cress PE.


Aesthet Surg J. 2017 Jun 1;37(6):734-738. doi: 10.1093/asj/sjw247. No abstract 
available.


PMID: 28158556 [PubMed - in process]


Similar 
articles


2.

Predatory Publication: The Conference 
Version.


Yoder-Wise PS.


J Contin Educ Nurs. 2017 Jan 1;48(1):3. doi: 10.3928/00220124-20170110-01. No 
abstract available.


PMID: 28099669 [PubMed - indexed for MEDLINE]


Similar 
articles


3.

"Buyer Beware!" predatory conferences: Avoiding an expensive 
mistake.


Rossiter RC, Stone TE.


Nurs Health Sci. 2016 Dec;18(4):414-415. doi: 10./nhs.12318. No abstract 
available.


PMID: 27910288 [PubMed - indexed for MEDLINE]


Similar 
articles


4.

Conference Wolves in Sheep's 
Clothing.


Sorooshian S.


Sci Eng Ethics. 2016 Jun 29. [Epub ahead of print]


PMID: 27357574 [PubMed - as supplied by publisher]


Similar 
articles



7.

Predatory publishing, questionable peer review, and fraudulent 
conferences.


Bowman JD.


Am J Pharm Educ. 2014 Dec 15;78(10):176. doi: 10.5688/ajpe7810176.


PMID: 25657363 [PubMed - indexed for MEDLINE] Free PMC Article


Miguel

From: Dap Louw [mailto:lou...@ufs.ac.za]
Sent: Friday, September 01, 2017 5:19 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Warning: fraud conferences





I just want to warn Tipsters (who don't already know about this) against fake 
conferences.  Yes, first fake journals, now fake conferences.  I know of a 
colleague who has lost a significant amount of money this way.

A typical example is the invitation I have just received.  See 
https://10times.com/icebm-aw   or
https://conferencealerts.com/show-event?id=184977:

8th INTERNATIONAL CONFERENCE ON ECONOMICS, BUSINESS AND SOCIAL SCIENCES 15th 
November to 16th November 2017 at the Four Seasons Resort Langkawi, Malaysia 
(beautiful pictures, etc).

I investigated the invitation as the following bothered me:
*   Although this is indicated as the 8th conference, no proof could be found 
of any previous conferences with this title.

*   The organizers use g-mail addresses.  Why?

*  The deadline for submitting papers only closes two months before the 
Conference.

*  No programme with e.g. keynote speakers is available.

*  No information on accommodation, etc is available

*  The conference takes place under the auspices of the Academic Research 
Foundations(India).  India?  Malasia?

At the end it proved to be a fraud.

So, next time you receive an invitation, first check!

Take care.

Dap Louw
University of the Free State,  Bloemfontein, South Africa

HERE IS THE INVITATION:

Re:  Call for Paper -  8th International Conference on ECONOMIC, BUSINESS AND 
SOCIAL SCIENCES, 15-16 November 2017; VENUE: Four Seasons Resorts; Langkawi, 
Malaysia

Dear Sir\Madam,
Sub: Call for Paper's
I hope and wish that this mail will find you in best of the health and spirit. 
We would like to inform you that we are organizing an '8th International 
Conference on ECONOMIC, BUSINESS AND SOCIAL SCIENCES, 15-16 November 2017; 
VENUE: Four Seasons Resorts; Langkawi, Malaysia '. I shall be very grateful to 
you if you participate in this conference. I am enclosing the call for paper 
for the same with this mail.
 All Accepted Papers will published Scopus Index Journals and JEL Index and 
Listed journals.
IJABER; IJER and MII is indexed in:
Scopus (Elsevier)
EconLit (American Economic Association)
IJABER; IJER* and MII is listed in:
Australian Business Deans Council Journal Rankings List 2016*
Cabell's Directory of Publishing Opportunities
Excellence in Research for Australia (ERA) - Australian Government - Australian 
Research Council, Australia.
1.  International Journal of Applied Business and Economic Research-  ISSN: 
0972-7302(SCOPUS INDEX JOURNALS)
2.  International Journal of Economic Research - ISSN: 0972-938(SCOPUS 
INDEX JOURNALS)
3.  Man in India - ISSN: 0025-1569 (SCOPUS INDEX JOURNALS)
 Special Note for Participants: All articles will get published in our journals 
and journal copies will be handover at the time of conference.
 Deadline for Submission of Full Papers: 15th September 2017.
 All Correspondence to Submission e-mail:  

RE: [tips] Does failing to cite a paper constitute plagiarism?

[Miguel Roig]

Claudia, the case is a bit more complicated because the questionable figure is 
not an exact reproduction of the original figure. In fact, both figures are 
quite different from each other even though they depict the same thing. The 
problem is that the later figure depicts a unique process that was originally 
conveyed in the earlier figure. As such, failure to have cited the paper with 
the original figure is, I think, problematic in this case. 

Miguel


From: Claudia Stanny [csta...@uwf.edu]
Sent: Thursday, August 31, 2017 11:48 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Does failing to cite a paper constitute plagiarism?

Seems this is more than just using the work without citation (or full citation).
Reproducing and image probably violates copyright. Did the authors get 
permission to use the image (this is generally a separate document, which also 
specifies the conditions of use, including how the work should be cited and 
credited in the new publication).

APA is aggressive in its enforcement of its ownership of graphs and images in 
its publications. I knew a professor in grad school who had to obtain 
permission (and pay a fee) to APA to reproduce a figure from one of his prior 
publications in a new publication.

Any discussion of this issue?

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/


On Thu, Aug 31, 2017 at 8:22 AM, Mike Palij > 
wrote:



Some editors apparently don't think so.   See:
http://retractionwatch.com/2017/08/29/citation-not-enough/#more-51589

A couple of points:
(1)  Which well-known Tipster is asked about this case?
(Hint: It ain't me ;-)

(2) Thank the Flying Spaghetti Monster that it doesn't involve
an article in psychology but one in the "hard" sciences. ;-)

NOTE:  Has anyone else developed concerns that Mr T and
his posse's promotion of "fake news" is expanding to "fake
science" (global warming has already been attacked but I am
now referring to ALL science, that is, supporting an anti-science
view) and places like Retraction Watch might be used as evidence
that science is fake one should rely on "alt.science" instead?
It would seem that rationality itself is under attack and critical
thinking has either failed or Mr T's fans never learned it (i.e.,
those that never went to college but doesn't high school provide
a basis to critical thinking?).

Then again, people in the "Academy" may also be to blame
with the promotion of positions like "post-modernism".  On another
list that I'm on this idea was briefly considered but I would suggest
that one look at the following article how it might operate
especially in certain religious contexts that claims "special knowledge"
about the world.  See:
http://www.butterfliesandwheels.org/2003/postmodernism-science-and-religious-fundamentalism/

Best wishes and hope for a quick recovery to everyone,
Tipsters or not, to people affected by hurricane Harvey.
NYC is still getting over the effects of Super Storm Sandy.

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




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RE: [tips] If You Voted For Mr T, You're Gonna DIE!

[Miguel Roig]

Interesting!  But, as much as the results of this study make sense to some of 
us, I'll wait for a critical review of the data or, better yet, a good 
conceptual replication of the findings.

I do agree with your sentiment: "Bad decisions ..."

Miguel

From: Mike Palij [mailto:m...@nyu.edu]
Sent: Friday, August 25, 2017 5:36 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] If You Voted For Mr T, You're Gonna DIE!



Of course, regardless of whom one voted for or even if they didn't vote
at all, we're all going to die but those people who voted for Mr T
are going to die sooner, an unusual association but perhaps not
too surprising.  The research appears in the American Journal
of Public Health; see:
http://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2017.303945

Reuters has a popular media summary of the article that makes
clear some of the details and implications; see:
https://www.reuters.com/article/us-life-expectancy-election-idUSKCN1B22DI

What is even worse is that the policies Mr T wants to implement
will maker his voters die even sooner (i.e., increase the difference
between expected date of death and population average date of
death).

Well, bad decisions do lead to bad results.

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

P.S. I hope any Tipsters in the path of Harvey make out okay this weekend.


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[tips] Job Posting

[Miguel Roig]

The Department of Psychology at St. John’s University is seeking applications 
for a tenure-track Assistant Professor in our psychology core. Areas of 
particular interest include Social, Personality, Physiological, Cognition and, 
Learning. The willingness and ability to teach quantitative courses is 
desirable. The successful applicant will: (1) teach undergraduate and graduate 
courses, (2) involve undergraduate and graduate students in research, (3) 
mentor Undergraduate Research Projects, Master’s theses and Doctoral 
dissertations, and (4) submit applications for external funding of research 
and/or teaching.

More details about St John’s University, our department, and this position, as 
well as application instructions can be found at

https://stjohnsedu.silkroad.com/epostings/?fuseaction=app.jobinfo=218311=1=listserve





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RE: [tips] How Should the New Papers by Scientists Convicted of Misconduct Be Handled by Journals?

[Miguel Roig]

Good article, Mike, thanks for posting it. In my view, this would depend on the 
nature and circumstances of the misconduct. One of the most common criticisms 
of how the system in the US deals with such cases is that offenders who have 
falsified or fabricated data often get away with only a slap on the wrist 
(e.g., being banned from applying for grants for x number of years). If fired 
from their institutions, they then can often move to another institution with 
relative ease given that misconduct investigations are typically shrouded in 
anonymity. So, additional layers of oversight on the part of the journals for 
such individuals' work are, IMO, more than warranted in many cases. One 
question that arises is the length of time that such additional oversight 
should be applied to former offenders; a few years? a life-time?  There are 
those who believe in the power of redemption while others are not so forgiving 
and maintain that those who blatantly violate the scientific community's trust 
should be banned for life for the privilege of doing science. Again, I supposed 
that which position to take depends on the specifics of each case.

Miguel

From: Mike Palij [mailto:m...@nyu.edu]
Sent: Monday, August 21, 2017 9:07 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] How Should the New Papers by Scientists Convicted of Misconduct 
Be Handled by Journals?



Is there redemption for scientists who have had papers retracted
due to various forms of scientific misconduct?
Should their subsequent research be banned or should they be
given the same review (possibly with additional checking of
data and images) that other researchers who have not had retractions?
An article on The Scientist website review one case and how
it was handled.  Do you agree?  see:
http://www.the-scientist.com/?articles.view/articleNo/50124/title/How-Journals-Treat-Papers-from-Researchers-Who-Committed-Misconduct/_campaign=NEWSLETTER_TS_The-Scientist-Daily_2016_source=hs_email_medium=email_content=55470090&_hsenc=p2ANqtz-_SZGo9glbfFU2KNYG2USGNzHI9NZLrkiaxFEUh2JVMBwzeJSOpEJkHDHdWb61jpx--OdozOFIAwMMjRIwHL_qiq-DQZw&_hsmi=55470090

One thing to keep in mind that this case involved basic
research with plants and research that directly involves
humans (e.g., drug trial, testing of surgical procedures, etc.).
Should this make a difference?

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





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RE: [tips] On Election Night, About 7 people in the East Village voted For Mr. T -- I Think I Found One of Them

[Miguel Roig]

And if you scroll down past a couple of other articles on that same page you 
will find an updated article about how the landlord of the building whose 
apartment displayed those flags sued the tenant. An earlier article (scroll 
further down) includes video of an enraged neighbor yelling obscenities at the 
tenant for displaying the flags (warning: the video contains very 'colorful' 
language).

Miguel

From: Mike Palij [mailto:m...@nyu.edu]
Sent: Monday, August 21, 2017 9:24 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] On Election Night, About 7 people in the East Village voted For 
Mr. T -- I Think I Found One of Them



https://www.dnainfo.com/new-york/20170819/east-village/darren-keen-arrest-smashed-window-confederate-flag/?utm_source=Manhattan_campaign=754d77142e-Mailchimp-NYC_medium=email_term=0_7456974fe2-754d77142e-140021829

Interesting that a guy from Omaha is the one who get upset by
the confederate flag.

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


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RE: [tips] Why Do Neuroscientists Hate Left-handers?

[Miguel Roig]

Yes, that was the rationale for controlling for sinistrality. In fact, I read a 
few of Hellige’s papers, which were required reading in one of my grad courses.

Here is an old video of the WADA test, 
https://www.youtube.com/watch?v=SBKc_ncPzOo, which is the technique I think you 
are referring to.

Miguel

From: Annette Taylor [mailto:tay...@sandiego.edu]
Sent: Sunday, August 13, 2017 10:42 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] ​hy Do Neuroscientists Hate Left-handers?



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

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

Annette


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

On Sat, Aug 12, 2017 at 10:00 PM, Teaching in the Psychological Sciences (TIPS) 
digest <tips@fsulist.frostburg.edu<mailto:tips@fsulist.frostburg.edu>> wrote:
TIPS Digest for Sunday, August 13, 2017.

1. So, Will Have To Buy The Beatles "White Album" on DNA?
2. W
​​
hy Do Neuroscientists Hate Left-handers?
3. RE: Why Do Neuroscientists Hate Left-handers?

Subject: Why Do Neuroscientists Hate Left-handers?
From: "Mike Palij" <m...@nyu.edu<mailto:m...@nyu.edu>>
Date: Sat, 12 Aug 2017 14:10:30 -0400
X-Message-Number: 2

Here's a factoid to toss out when reviewing the problems and
​
limitation of contemporary neuroscience:

Left-handers are not used in neuroscience research.

I had assumed that they had been included and may
​
have been analyzed separately from right handers
(and people who are ambidextrous) in the same
​
way that monolinguals and bilinguals are analyzed
separately.

For more on this point, here is an interview with
​
leftie Paul Silva on HuffPo:
http://www.huffingtonpost.com/entry/neuroscience-research-seriously-flawed-a-conversation_us_59835271e4b094ff5a3f0c7d#<http://www.huffingtonpost.com/entry/neuroscience-research-seriously-flawed-a-conversation_us_59835271e4b094ff5a3f0c7d>

And don't forget that August 13 is International Left-Handers
Day.

-Mike Palij (right handed)
New York University
m...@nyu.edu<mailto:m...@nyu.edu>

--

Subject: RE: Why Do Neuroscientists Hate Left-handers?
From: Miguel Roig <ro...@stjohns.edu<mailto:ro...@stjohns.edu>>
Date: Sat, 12 Aug 2017 23:24:59 +
X-Message-Number: 3

I recall reading studies on laterality which would often exclude subjects with 
any degree of personal sinistrality  (e.g., being left legged, or left eared, 
and/or perhaps performing certain tasks with the left hand -writing with the 
right hand but throwing a ball with the left) or familial sinistrality.

Miguel (right everything, but left eyed).

From: Mike Palij [mailto:m...@nyu.edu<mailto:m...@nyu.edu>]
Sent: Saturday, August 12, 2017 2:11 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Why Do Neuroscientists Hate Left-handers?



Here's a factoid to toss out when reviewing the problems and
limitation of contemporary neuroscience:

Left-handers are not used in neuroscience research.

I had assumed that they had been included and may
have been analyzed separately from right handers
(and people who are ambidextrous) in the same
way that monolinguals and bilinguals are analyzed
separately.

For more on this point, here is an interview with
leftie Paul Silva on HuffPo:
http://www.huffingtonpost.com/entry/neuroscience-research-seriously-flawed-a-conversation_us_59835271e4b094ff5a3f0c7d#<http://www.huffingtonpost.com/entry/neuroscience-research-seriously-flawed-a-conversation_us_59835271e4b094ff5a3f0c7d>

And don't forget that August 13 is International Left-Handers
Day.

-Mike Palij (right handed)
New York University
m...@nyu.edu&l

RE: [tips] Why Do Neuroscientists Hate Left-handers?

[Miguel Roig]

I recall reading studies on laterality which would often exclude subjects with 
any degree of personal sinistrality  (e.g., being left legged, or left eared, 
and/or perhaps performing certain tasks with the left hand -writing with the 
right hand but throwing a ball with the left) or familial sinistrality.

Miguel (right everything, but left eyed).

From: Mike Palij [mailto:m...@nyu.edu]
Sent: Saturday, August 12, 2017 2:11 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Why Do Neuroscientists Hate Left-handers?



Here's a factoid to toss out when reviewing the problems and
limitation of contemporary neuroscience:

Left-handers are not used in neuroscience research.

I had assumed that they had been included and may
have been analyzed separately from right handers
(and people who are ambidextrous) in the same
way that monolinguals and bilinguals are analyzed
separately.

For more on this point, here is an interview with
leftie Paul Silva on HuffPo:
http://www.huffingtonpost.com/entry/neuroscience-research-seriously-flawed-a-conversation_us_59835271e4b094ff5a3f0c7d#

And don't forget that August 13 is International Left-Handers
Day.

-Mike Palij (right handed)
New York University
m...@nyu.edu


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RE:[tips] Easy/accessible articles

[Miguel Roig]

Hi Lenore, I offer students extra credit points for writing summaries of 
articles that have been published in Current Directions in Psychological 
Science and that I have selected based on what I thought were topics that might 
be of interest to students (go to 
http://facpub.stjohns.edu/~roigm/Psy1000C.html and scroll down a bit). The 
articles are roughly mapped to each of 5 exams which cover the sequence of 
chapters in Nevid's Intro textbook 'Psychology: Concepts and Applications'. 
Thus, the articles for exam 1 are relevant to topics covered in the first 3 
chapters: Introductory chapter, physiological psych., and S & P. The next set 
of articles deal with consciousness, conditioning and memory, etc. There can be 
considerable overlap between topics. Also, I have not updated the list since 
2015, but most of the articles are relatively recent, they cover noteworthy 
areas of psychology and some might be useful for your purposes.

Miguel

From: Frigo, Lenore [lfr...@shastacollege.edu]
Sent: Thursday, August 10, 2017 9:46 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Easy/accessible articles

Does anyone have any favorite journal articles that would be easy and readable 
for intro-psych level students? The specific topics don't matter, but should 
have some surface appeal for students. I just want to put together a list where 
each student picks one article to work with and integrate when the topic comes 
up during the semester.
Thank you in advance for any suggestions,
Lenore Frigo
Shasta College
lfr...@shastacollege.edu

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RE: [tips] Peer review video

[Miguel Roig]

I guess not, but given how high membership fees are already, especially for 
APA, one would think that perhaps members would get a break on these OA 
publication fees.

Oh, well ...

Miguel


From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Wednesday, July 26, 2017 8:33 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Peer review video



Miguel,

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

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

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

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


Thanks for checking and reporting on this, Chris. Given that that amount is 
twice what it costs to publish in PLOS ONE 
(http://journals.plos.org/plosone/s/publication-fees), one wonders whether 
APA's open access approach it is worth the money.

Miguel


From: Christopher Green [chri...@yorku.ca<mailto:chri...@yorku.ca>]
Sent: Tuesday, July 25, 2017 2:40 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Peer review video

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

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

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

On Jul 25, 2017, at 2:06 PM, Miguel Roig 
<ro...@stjohns.edu<mailto:ro...@stjohns.edu<mailto:ro...@stjohns.edu%3cmailto:ro...@stjohns.edu>>>
 wrote:



Your point about 'open access' is a good one, Chris. But, my goodness, I was 
not aware about that submission criterion from the APA. Given the speed with 
which publishing is evolving toward a more 'open' format, I can't imagine that 
policy lasting too much longer.

Miguel

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Tuesday, July 25, 2017 11:11 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Peer review video



Miguel,

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

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

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

chri...@yorku.ca<mailto:chri...@yorku.ca<mailto:chri...@yorku.ca%3cmailto:chri...@yorku.ca>>
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709<http://orcid.org/-0002-6027-6709>
...

On Jul 25, 2017, at 8:00 AM, Miguel Roig 
<ro...@stjohns.edu<mailto:ro...@stjohns.edu<mailto:ro...@stjohns.edu%3cmailto:ro...@stjohns.edu>>>
 wrote:


An interesting video on peer review, predatory journals, and related issues:  
https://www.youtube.com/watch?v=LIlBsfTx3Kc.

Al

FW: [tips] Peer review video

[Miguel Roig]

Last night I sent a reply to Joan (see below), but it was never posted as I had 
reached my 3 post limit for the day and I had completely forgotten about that 
rule.   

Note that the link below is from a more recent press release that was issued in 
response to the uproar caused by APA's 'take-down notice of earlier this summer 
(see 
http://retractionwatch.com/2017/06/14/researchers-protest-publishers-orders-remove-papers-websites/).

Miguel

From: Miguel Roig
Sent: Tuesday, July 25, 2017 7:55 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Peer review video

Joan, I don't know about the first question, but with respect to your second 
question: see this item from June 15th, 
http://www.apa.org/news/press/releases/2017/06/curtailing-journal-articles.aspx:

"Under APA’s publishing guidelines, authors are free to post the final 
accepted, preformatted versions of their articles — the accepted manuscript — 
on their personal websites, university repositories and author networking sites 
without an embargo. However, any posted manuscripts must include a note linking 
to the final published article, the authoritative document".

Miguel

-Original Message-
From: Joan Warmbold [mailto:jwarm...@oakton.edu]
Sent: Tuesday, July 25, 2017 5:57 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Peer review video

Two questions that come to mind are: 1) What is the APS's position on this 
issue, and, 2) Am I right to assume that APA's closed approach to their 
article's accessibility mean that an author can't make their article available 
on their website, or otherwise.

Joan

> Thanks for checking and reporting on this, Chris. Given that that
> amount is twice what it costs to publish in PLOS ONE
> (http://journals.plos.org/plosone/s/publication-fees), one wonders
> whether APA's open access approach it is worth the money.
>
> Miguel
>
> 
> From: Christopher Green [chri...@yorku.ca]
> Sent: Tuesday, July 25, 2017 2:40 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Peer review video
>
> I was looking at APA's policies again just now. It looks like they
> will allow an author to make any article open access, but at a cost of $3000.
> Many researchers, of course, cannot afford this cost, even if they
> have a small research grant.
>
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON   M3J 1P3
> 43.773759, -79.503722
>
> chri...@yorku.ca<mailto:chri...@yorku.ca>
> http://www.yorku.ca/christo
>
> On Jul 25, 2017, at 2:06 PM, Miguel Roig
> <ro...@stjohns.edu<mailto:ro...@stjohns.edu>> wrote:
>
>
>
> Your point about ‘open access’ is a good one, Chris. But, my goodness,
> I was not aware about that submission criterion from the APA. Given
> the speed with which publishing is evolving toward a more ‘open’
> format, I can’t imagine that policy lasting too much longer.
>
> Miguel
>
> From: Christopher Green [mailto:chri...@yorku.ca]
> Sent: Tuesday, July 25, 2017 11:11 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Peer review video
>
>
>
> Miguel,
>
> That is an interesting video, and it would probably be useful to
> undergraduates who don’t yet quite know what a peer-reviewed
> scientific journal is. However, the narrator is about a decade behind
> the times when it comes to the prominence and importance of “open” journals 
> these days.
> It is an issue — a series of issues — that is becoming more
> complicated by the week.
>
> Not only are there lots of prominent, respectable “open” (e.g.,
> author-pays) journals now (all the versions of PLoS and, perhaps more
> controversially, the Frontiers series). A lot of the government
> research funding agencies have begun to bend to the argument that, if
> the public paid for the research (through government grants) then the
> public has a right to read it as well. (There are all kinds of problem
> with this argument, but it is getting traction where it matters — at
> the Cabinet
> table.) As a result, funding agencies across Europe (and in Canada)
> are beginning to insist that research supported by gov't funds be
> published in an “open” journal, or at least in a journal that will
> open a certain length of time after publication (e.g., 6 months, 1
> year). Indeed, if you submit a paper to an APA journal now, there is a
> box asking whether your research was supported by a list of major
> international government funding agencies and, if you say “yes,” APA
> will not allow you to submit your work, because APA never makes its 
> publications “open.” (Some “traditional”
> journals no

RE: [tips] Peer review video

[Miguel Roig]

Thanks for checking and reporting on this, Chris. Given that that amount is 
twice what it costs to publish in PLOS ONE 
(http://journals.plos.org/plosone/s/publication-fees), one wonders whether 
APA's open access approach it is worth the money. 

Miguel  


From: Christopher Green [chri...@yorku.ca]
Sent: Tuesday, July 25, 2017 2:40 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Peer review video

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

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

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

On Jul 25, 2017, at 2:06 PM, Miguel Roig 
<ro...@stjohns.edu<mailto:ro...@stjohns.edu>> wrote:



Your point about ‘open access’ is a good one, Chris. But, my goodness, I was 
not aware about that submission criterion from the APA. Given the speed with 
which publishing is evolving toward a more ‘open’ format, I can’t imagine that 
policy lasting too much longer.

Miguel

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Tuesday, July 25, 2017 11:11 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Peer review video



Miguel,

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

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

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

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

On Jul 25, 2017, at 8:00 AM, Miguel Roig 
<ro...@stjohns.edu<mailto:ro...@stjohns.edu>> wrote:


An interesting video on peer review, predatory journals, and related issues:  
https://www.youtube.com/watch?v=LIlBsfTx3Kc.

Although the discussion centers largely on climate science and biomedical 
sciences, I think it is a good resource for both graduate and undergraduate 
students for helping them discern legitimate science and scholarship from junk.

Miguel

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RE: [tips] Peer review video

[Miguel Roig]

Your point about 'open access' is a good one, Chris. But, my goodness, I was 
not aware about that submission criterion from the APA. Given the speed with 
which publishing is evolving toward a more 'open' format, I can't imagine that 
policy lasting too much longer.

Miguel

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Tuesday, July 25, 2017 11:11 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Peer review video



Miguel,

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

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

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

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

On Jul 25, 2017, at 8:00 AM, Miguel Roig 
<ro...@stjohns.edu<mailto:ro...@stjohns.edu>> wrote:


An interesting video on peer review, predatory journals, and related issues:  
https://www.youtube.com/watch?v=LIlBsfTx3Kc.

Although the discussion centers largely on climate science and biomedical 
sciences, I think it is a good resource for both graduate and undergraduate 
students for helping them discern legitimate science and scholarship from junk.

Miguel

---
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chri...@yorku.ca<mailto:chri...@yorku.ca>.
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[tips] Peer review video

[Miguel Roig]

An interesting video on peer review, predatory journals, and related issues:  
https://www.youtube.com/watch?v=LIlBsfTx3Kc. 

Although the discussion centers largely on climate science and biomedical 
sciences, I think it is a good resource for both graduate and undergraduate 
students for helping them discern legitimate science and scholarship from junk. 
 

Miguel

---
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or send a blank email to 
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RE: [tips] Opinions needed

[Miguel Roig]

I interpret Dap's post as referring to titles of studies or discussion of 
results in which an author uses the term 'effect' to infer some causal outcome 
that is not warranted by the methodology used. As such, I agree that this type 
of use is incorrect and have pointed this out a few times that I have seen its 
inappropriate use in papers that I have refereed.

Miguel



From: Stuart McKelvie [smcke...@ubishops.ca]
Sent: Tuesday, July 18, 2017 3:26 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Opinions needed

Good point, Chris! We certainly have statistically significant effects…….

So I wonder what Dap meant by “effect”?



From: Christopher Green [mailto:chri...@yorku.ca]
Sent: July-18-17 3:24 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Opinions needed



Must an “effect” always be a causal effect? Is it not also reasonable to speak 
of a statistical effect, so long as we keep the two meanings distinct?

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

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

On Jul 18, 2017, at 2:55 PM, Stuart McKelvie 
> wrote:







Dear Dap and Tipsters,

Here is my opinion:

The term “effect” is sometimes used loosely and wrongly when correlational 
research has been conducted. A better term in this case would be “relationship”.

It has been argued that longitudinal studies may permit the term “effect” if 
they are based on sophisticated correlational designs with statistical controls 
(e.g. path analysis), but this is by no means accepted. In any case, 
longitudinal designs are not usually of this kind. The major problem is that 
longitudinal design are usually involve subject variables.

The gold standard for studies that demonstrate cause and effect is the true 
experimental design. Of course, if does not guarantee that a causal 
relationship has been demonstrated, but it is our best bet, in my opinion.

Sincerely,

Stuart


___
   "Floreat Labore"

   
"Recti cultus pectora roborant"

Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
Department of Psychology, Fax: 819 822 9661
Bishop's University,
2600 rue College,
Sherbrooke,
Québec J1M 1Z7,
Canada.

E-mail: stuart.mckel...@ubishops.ca (or 
smcke...@ubishops.ca)

Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psy

 Floreat Labore"

 


___




From: Dap Louw [mailto:lou...@ufs.ac.za]
Sent: July-18-17 2:28 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Opinions needed





Tipsters

I am well aware that (and often frustrated by) all sorts of buzz words, 
concepts, theories, etc become the flavour of the month/year in organizations, 
including universities.  I would therefore appreciate your viewpoint on the 
following, especially as research methodology is not my field of specialization:

To what extent can we measure ‘effect’?  In the last 40 years in Psychology 
I’ve been involved in hundreds of studies on “The effect of ……… (television on 
…; poverty on ….., etc, etc)”.  BTW, when I used ‘ “the effect of" psychology’ 
in Google Scholar search I got 2 460 000 results.  However:

According to the latest recommendations of our University’s Research Committee 
we cannot measure effect unless you make use of especially the longitudinal 
design.  Therefore any title such as  “The effect of ……… (television on …; 
poverty on ….., etc, etc)” is unacceptable and should be replaced by “the 
perceived effect of …..” or something similar.  Is this a case of methodology 
or semantics?

I look forward to hearing from you.  It’s high time to get the TIPS ball 
rolling again!

Regards from this side of the ocean.

Dap



Dap Louw
Extraordinary Professor: Psychology
Buitengewone Professor: Sielkunde
Faculty / Fakulteit: The Humanities / Geesteswetenskappe
PO Box / Posbus 339, Bloemfontein 9300, Republic of South Africa / Republiek 
van Suid-Afrika
27(0)43 841 1193
27(0)83 391 8331
lou...@ufs.ac.za












University of the Free State:
This message and its contents are subject to a disclaimer.
Please refer to http://www.ufs.ac.za/disclaimer for full details.

Universiteit van die Vrystaat:
Hierdie boodskap en sy inhoud is aan 'n 

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

[Miguel Roig]

Annette, many thanks for the link and explanation.

Miguel

From: Annette Taylor [tay...@sandiego.edu]
Sent: Sunday, June 18, 2017 11:14 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Publication ethics (was ​tips digest: June 16, 2017)

Hi Miguel:
here is the citation:
​Kowalski, P., & Taylor, A. K. (2017). Reducing students’ misconceptions with 
refutational teaching: For long-term retention, verbal ability matters. Journal 
of the Scholarship of Teaching and Learning in Psychology, No Pagination 
Specified.http://dx.doi.org/10.1037/stl082<http://psycnet.apa.org/doi/10.1037/stl082>
​
​This goes along with some other studies that show that if you diminish 
processing resources in any way during a retraction of misinformation, you are 
unlikely to succeed with the retraction. Whatever you say first, is what sticks.

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

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

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

Annette​

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

On Sat, Jun 17, 2017 at 10:00 PM, Teaching in the Psychological Sciences (TIPS) 
digest <tips@fsulist.frostburg.edu<mailto:tips@fsulist.frostburg.edu>> wrote:
TIPS Digest for Sunday, June 18, 2017.

1. RE: Re:
​​
tips digest: June 16, 2017

--

Subject: RE: Re:tips digest: June 16, 2017
From: Miguel Roig <ro...@stjohns.edu<mailto:ro...@stjohns.edu>>
Date: Sat, 17 Jun 2017 10:31:10 +
X-Message-Number: 1

Annette, I think you are correct about publishing in top-tier journals, but the 
science publishing industry is rapidly evolving (devolving?) and other 
publishing models have appeared (PLOS, eLife (https://elifesciences.org/about), 
F1000research (https://f1000research.com/) that give authors more control over 
their work and that may ultimately pose a challenge to the status quo.

BTW, I was curious in Mike's question and found the following blurb dated from 
2014: "The sale and licensing of APA publications and databases is by far the 
largest source of revenue, generating nearly $86 million annually", 
http://www.apa.org/monitor/2014/06/ceo.aspx.

Back to Annette: Could you tell us more about what you published?  Inquiring 
minds want to know!

Miguel


From: Annette Taylor [tay...@sandiego.edu<mailto:tay...@sandiego.edu>]
Sent: Friday, June 16, 2017 6:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re:[tips] tips digest: June 16, 2017

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

Annette

Sent from my iPad
So no signature lines

> 

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

[Miguel Roig]

Annette, I think you are correct about publishing in top-tier journals, but the 
science publishing industry is rapidly evolving (devolving?) and other 
publishing models have appeared (PLOS, eLife (https://elifesciences.org/about), 
F1000research (https://f1000research.com/) that give authors more control over 
their work and that may ultimately pose a challenge to the status quo. 

BTW, I was curious in Mike's question and found the following blurb dated from 
2014: "The sale and licensing of APA publications and databases is by far the 
largest source of revenue, generating nearly $86 million annually", 
http://www.apa.org/monitor/2014/06/ceo.aspx. 

Back to Annette: Could you tell us more about what you published?  Inquiring 
minds want to know!

Miguel


From: Annette Taylor [tay...@sandiego.edu]
Sent: Friday, June 16, 2017 6:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re:[tips] tips digest: June 16, 2017

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

Annette

Sent from my iPad
So no signature lines

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

[Miguel Roig]

Chris, the findings of that study are consistent with the current narrative on 
'student engagement' common across colleges and universities in North America. 
Coincidentally, just before reading your post with the link to the study on 
authenticity, I read the following blurb from an email summarizing some talks 
from the APS conference: "Psychological scientist Janie H. Wilson, Georgia 
Southern University, has long argued that professor-student rapport is linked 
with heightened student motivation and performance. But recent research reveals 
some negative aspects of that dynamic, including age and gender biases, Wilson 
said during her keynote address at the 24th Annual Teaching Institute sponsored 
by APS and the Society for the Teaching of Psychology".

Miguel

From: Christopher Green [chri...@yorku.ca]
Sent: Friday, May 26, 2017 8:27 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Study on Students and 'Authenticity' in Classroom

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

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

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

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


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RE: [tips] Dear "Herr Professor Doktor"

[Miguel Roig]

Mike thanks for posting this piece. 

I'm with Stuart on this one. Moreover, I insist on proper English for students' 
email communications with me. Such formal writing is particularly critical in 
discussion segments in my online classes and, frankly, it is an uphill battle 
with some students. BTW, my syllabus links to this short article on email 
etiquette: 
http://gradpsych.apags.org/gradpsych/features/2007/email-etiquette.aspx

Miguel


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

> Dear Tipsters,
>
> I favour formality in correspondence with students, for two reasons:
>
> 1. This is a professional relationship and students should practice 
> professional writing. It will serve as a good model for future communication 
> when they are employed.
>
> 2. Keeping a space between professor and student (e.g. not using the 
> professor's first name) makes things easier when the professor has to 
> criticize or perhaps fail student work.
>
> Sincerely,
>
> Stuart
>
>
> ___
>   "Floreat Labore"
>
>
>"Recti cultus pectora roborant"
>
> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
> Department of Psychology, Fax: 819 822 9661
> Bishop's University,
> 2600 rue College,
> Sherbrooke,
> Québec J1M 1Z7,
> Canada.
>
> E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca)
>
> Bishop's University Psychology Department Web Page:
> http://www.ubishops.ca/ccc/div/soc/psy
>
> Floreat Labore"
>
>
>
>
> __
> _
>
>
>
> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: May 14, 2017 10:06 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Dear "Herr Professor Doktor"
>
> Hi
>
> First it should be pointed out that Mike's e-mail did not have a proper 
> salutation, such as "Dear Reader."
>
> More seriously, I worry if labels are necessary to demonstrate our greater 
> expertise in the classroom. Shouldn't there be more substantive indicators?
>
> Might the informality also be encouraged by colleagues who value opinion over 
> knowledge and perhaps invite informal relations with their students?
>
> Take care
> Jim
>
> Sent from my iPhone
>
>> On May 14, 2017, at 8:22 AM, "Mike Palij"  wrote:
>>
>> Tipsters may find interesting a NY Times opinion piece on the role of
>> etiquette in today's colleges and university by Molly Worthen  who is
>> identified as:
>>
>> Molly Worthen is the author of "Apostles of Reason:
>> The Crisis of Authority in American Evangelicalism,"
>> an assistant professor of history at the University of North
>> Carolina, Chapel Hill, and a contributing opinion writer.
>>
>> Her article can be accessed here:
>>
>> https://www.nytimes.com/2017/05/13/opinion/sunday/u-cant-talk-to-ur-p
>> r
>> ofessor-like-this.html
>>
>> So, how do you deal with students who think "Okay, you got a Ph.D.,
>> so what?  Think you're better than me?"
>>
>> -Mike Palij
>> New York University
>> m...@nyu.edu
>>
>>
>>
>>
>>
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>> To unsubscribe click here:
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>> 9
>> 1291=T=tips=50827 or send a blank email to
>> leave-50827-3229968.90f21a83d5f62f052ba84a49e2f91291@fsulist.frostbur
>> g
>> .edu
>>
>
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>


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RE: [tips] Lots of hiring in psych

[Miguel Roig]

Great news for a change, IF you can manage to get a tenure-track position. The 
numbers are dismal!

https://lawcha.org/wordpress/2016/09/02/decline-tenure-higher-education-faculty-introduction/

Miguel




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


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

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


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

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

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[tips] volunteer subjects

[Miguel Roig]

Hi everyone, one of my students and I are running a study about how people 
judge certain personality characteristics just from hearing someone’s voice and 
we are in need volunteer Ss. Anyone over the age of 18 is acceptable. If your 
institution allows and you do not mind, please feel free to forward this note 
to your students. For that matter, you may forward this to anyone, friends, 
relatives, etc. 

TIA

Miguel

-

Judging aspects of personality from a person's voice.

Participants in this study are first be asked some demographic questions. They 
then listen to a total of 6 pairs of voice recordings with each recording 
lasting only 2 seconds. After listening to each pair of recordings, they are 
asked 9 questions. And that's it. The entire study, which was approved by SJU's 
IRB, should take about 15-20 minutes. Its aim is to determine whether people 
attribute specific personality characteristics to certain types of voices. To 
access the study you may click on the following URL:

https://stjohns.az1.qualtrics.com/jfe/form/SV_9NtHiWFxPkRZA7r


___
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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[tips] Laptops in the classroom and course performance

[Miguel Roig]

This morning I posted the following to my department: 

As some of you know, cell phones and laptops in the classroom are a pet peeve 
of mine. I do not allow laptops in my classes because I've always suspected 
that, in spite of students' denials, they often use their laptops for unrelated 
classroom activity. Well, a paper published recently in Psychological Science 
backs those suspicions and reports an expected inverse relationship between non 
course-related laptop activity and class performance, 
http://journals.sagepub.com/doi/full/10.1177/0956797616677314:

TITLE: Logged In and Zoned Out: How Laptop Internet Use Relates to Classroom 
Learning Susan M. Ravizza, Mitchell G. Uitvlugt, and Kimberly M. Fenn 
Department of Psychology, Michigan State University, East Lansing

Abstract
Laptop computers are widely prevalent in university classrooms. Although 
laptops are a valuable tool, they offer access to a distracting temptation: the 
Internet. In the study reported here, we assessed the relationship between 
classroom performance and actual Internet usage for academic and nonacademic 
purposes. Students who were enrolled in an introductory psychology course 
logged into a proxy server that monitored their online activity during class. 
Past research relied on self-report, but the current methodology objectively 
measured time, frequency, and browsing history of participants’ Internet usage. 
In addition, we assessed whether intelligence, motivation, and interest in 
course material could account for the relationship between Internet use and 
performance. Our results showed that nonacademic Internet use was common among 
students who brought laptops to class and was inversely related to class 
performance. This relationship was upheld after we accounted for motivation, 
interest, and intelligence. Class related Internet use was not associated with 
a benefit to classroom performance.


Of course, I now have to worry about those smart watches!  Ugh ...

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

[Miguel Roig]

Hi Annette, an archived version of Beall's list can be found here: 

https://web.archive.org/web/20170112125427/https://scholarlyoa.com/publishers/

There is a general feeling that his actions were the result of potential 
litigation. The following URLs were posted in another list regarding the 
removal of the list










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[tips] 18 tips for giving a horrible presentation

[Miguel Roig]

Need a break from grading?  Check out this Retraction Watch post on how to give 
a horrible presentation: 
http://retractionwatch.com/2016/11/30/18-tips-giving-horrible-presentation/#comment-1216133.
 

You may want to skip the video, but be sure to read the comments. Some of them 
are very funny (e.g., use red and green colors to confuse those who are 
color-blind). 

Enjoy.

Miguel
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RE:[tips] Undergraduate Journal

[Miguel Roig]

Also, speaking of predatory journals, this item posted today to RetractionWatch 
might be of interest.

http://retractionwatch.com/2016/10/18/bats-are-really-cool-animals-how-a-7-year-old-published-a-paper-in-a-journal/#comment-1144827

Miguel

From: Miguel Roig
Sent: Tuesday, October 18, 2016 2:12 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: Undergraduate Journal

Hi Doug, I don't have any recommendations for undergraduate journals, but do 
recommend that your colleague read the following paper, 
http://www.kon.org/ferrari_davis.html.

Miguel



From: Peterson, Douglas (USD) [doug.peter...@usd.edu]
Sent: Tuesday, October 18, 2016 1:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Undergraduate Journal

A colleague of mine is looking for suggestions about journals that would be a 
good fit for undergraduate research projects while avoiding the predatory or 
for fee.  The school does not have a Psi Chi chapter so that one not an option.

Doug



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RE:[tips] Undergraduate Journal

[Miguel Roig]

Hi Doug, I don't have any recommendations for undergraduate journals, but do 
recommend that your colleague read the following paper, 
http://www.kon.org/ferrari_davis.html.

Miguel



From: Peterson, Douglas (USD) [doug.peter...@usd.edu]
Sent: Tuesday, October 18, 2016 1:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Undergraduate Journal

A colleague of mine is looking for suggestions about journals that would be a 
good fit for undergraduate research projects while avoiding the predatory or 
for fee.  The school does not have a Psi Chi chapter so that one not an option.

Doug



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RE: [tips] Is memory better when message is conveyed with different words the second time around?

[Miguel Roig]

Yes, there is some controversy as to the appropriateness of recycling one's 
previously published text and there are a number of arguments for and against 
such recycling. One argument against recycling one's own verbatim text lies in 
the notion that, for purposes of retention and better understanding of the 
message being conveyed, it is better to restate it in different words. The 
point being that the reader's effort in decoding an idea embodied in text 
different from that in which the original idea was previously expressed 
represents a deeper level of processing, relative to reading about verbatim 
from the original, which then results in a better memory of the material. I 
often discourage authors from recycling their own previously disseminated work, 
but I don't believe I have ever used the above argument. I am currently writing 
a paper and thought of adding that argument, but I only had a vague 
recollection of existing evidence in its favor. The article you have identified 
does seem to provide some support and I have since found some other ones that 
seem to also support the notion, but I have yet to read them thoroughly enough 
to make that determination. And, no, I have not found the one study that I 
thought had been carried out that directly addresses this issue. Frankly, I 
sometimes  wonder whether at some unconscious level my mind imagines these 
studies and mistakenly processes these musings as (false) memories in a sort of 
deja vu-like manner. And it would not be the first time either! :)


Additional References

Glover J. A., Plake B. S., Roberts B., Zimmer J. W., Palmers M. (1981) 
Distinctiveness of encoding: The effects of paraphrasing and drawing inferences 
on memory from prose. Journal of Educational Psychology, 73, 736–744. 

Hagaman, J. L., Casey, K. J., & Reid, R. (2012). The effects of the 
paraphrasing strategy on the reading comprehension of young students. Remedial 
and Special Education, 13(2), 110-123.

Luftig R.L. (1982). Normalization in paraphrase and recall effects of 
processing grammatical article type and retention interval. Journal Of 
Psycholinguistic Research, 127-140.

Miguel



From: Mike Palij [m...@nyu.edu]
Sent: Tuesday, September 27, 2016 12:42 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: RE: [tips] Is memory better when message is conveyed with different 
words the second time around?

Miguel, you're welcome.  If you find the article that you originally
were looking for and/or similar ones, would you please let us
know?  Also, originally you seemed to imply that this was involved
somehow in plagiarism (sorry but I snipped that part out in my
response).  Can you expand on this point?  At first I thought I
saw where you were going in this area but now I'm not sure.

The results below and similar results elsewhere (Delorosa &
Bourse 1985; see my original post for full reference) suggest
that when we lecture and present either a difficult concept/point
or interpretation, we should perhaps first simply repeat what
we said (to make sure that students heard the complete
statement(s) we made and encode that) but then paraphrase
it, putting the important words/concepts in a different arrangement
or frame. Something like:

(1) the independent groups t-test is used when you have a between-
subjects design with two mean and want to determine whether the
mean dependent variable is different at each level.

(2) So, if we want to determine if two means that represent that
dependent variable at the two levels of a between-subjects design
are different, we use the independent groups t-test.

Or something like that. ;-)

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

-- Original Message --
On Tue, 27 Sep 2016 04:31:17 -0700, Miguel Roig  wrote:
I just retrieved the paper in question and the following explanation
from the
authors sort of verifies what I had been thinking:
"Recall of information in massed paraphrased repetitions was
significantly
greater than recall of information in massed verbatim repetitions of
both
visually and aurally presented information. Third, contrasts of verbatim
and
paraphrased materials in spaced repetitions conditions indicated no
significant
difference in recall. The results confirm those of Dellarosa and Bourne
(1985)
and extend them to a longer segment of prose and to aurally presented
information".

However, as with most psychological phenomena, 'it's complicated'.
Further down
in the discussion they elaborate their results as follows:

"When massed paraphrased repetitions are considered, full encoding also
should
occur on each repetition. Paraphrased versions of the same material
differ
enough in surface structure so that the retrieval cues they offer are
not
sufficient for easy retrieval of the prior encoding. When retrieval of
prior
encodings fails, full-encoding processes occur. The resulting memory
trace,
the

RE: [tips] Is memory better when message is conveyed with different words the second time around?

[Miguel Roig]

I just retrieved the paper in question and the following explanation from the 
authors sort of verifies what I had been thinking: 

"Recall of information in massed paraphrased repetitions was significantly 
greater than recall of information in massed verbatim repetitions of both 
visually and aurally presented information. Third, contrasts of verbatim and 
paraphrased materials in spaced repetitions conditions indicated no significant 
difference in recall. The results confirm those of Dellarosa and Bourne (1985) 
and extend them to a longer segment of prose and to aurally presented 
information".

However, as with most psychological phenomena, 'it's complicated'. Further down 
in the discussion they elaborate their results as follows:

"When massed paraphrased repetitions are considered, full encoding also should 
occur on each repetition. Paraphrased versions of the same material differ 
enough in surface structure so that the retrieval cues they offer are not 
sufficient for easy retrieval of the prior encoding. When retrieval of prior 
encodings fails, full-encoding processes occur. The resulting memory trace, 
then, should be equivalent to that observed in
spaced repetitions. Paraphrased versions of material presented in spaced 
trials, however, should be no more effective than verbatim versions because 
full-encoding processes are required regardless of whether the repeated 
material is presented in verbatim or paraphrased versions".

Thank you, Mike!

Miguel


-Original Message-----
From: Miguel Roig [mailto:ro...@stjohns.edu] 
Sent: Monday, September 26, 2016 10:31 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Is memory better when message is conveyed with different 
words the second time around?

Thanks for this suggestion, Mike. I don't think this is the paper I had in 
mind, but it is certainly relevant. The result showing that students who read 
paraphrased versions of the paragraphs in massed repetitions did as well as 
those who read the (paraphrased?) paragraphs in the spaced condition strikes me 
as supporting a levels of processing approach, for one would always expect the 
massed condition to result in worse performance. I will need to read the actual 
paper. Thanks again!

Miguel

From: Mike Palij [m...@nyu.edu]
Sent: Monday, September 26, 2016 6:45 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: re: [tips] Is memory better when message is conveyed with different 
words the second time around?

On Mon, 26 Sep 2016 12:48:02 -0700, Miguel Roig wrote:
>Hi everyone, in my work on plagiarism I have come across the claim that 
>a reader will have better memory/understanding of a message if on 
>subsequent trials that message is conveyed in different words.

Miguel, are you asking for something like the following:

Influence of paraphrased repetitions on the spacing effect.
Glover, John A.; Corkill, Alice J.
Journal of Educational Psychology, Vol 79(2), Jun 1987, 198-199.
http://dx.doi.org/10.1037/0022-0663.79.2.198

In two experiments, we examined the "spacing" effect in students'
memory for paragraphs and brief lectures. In the first experiment, students who 
read massed verbatim repetitions of paragraphs recalled less of the content 
than did students who read verbatim repetitions spaced across time. In 
addition, students who read paraphrased versions of the paragraphs in massed 
repetitions recalled as much as did students who read the paragraphs in the 
spaced conditions. For Experiment 2, we used a brief lecture as the 
to-be-learned material and replicated the results of Experiment 1.
(PsycINFO Database Record (c) 2016 APA, all rights reserved)

I don't think that level of processing theory explains results like this, 
rather, massed verbatim repetition probably gives rise to proactive 
interference (PI) and reducing memory performance while massed paraphrase 
(which has the original followed by the paraphrase) would have less PI, at 
least at the surface or "verbatim" level.
Glover & Corkill give a somewhat different explanation based on Cuddy & Jacoby 
(1982).  Also, the Glover & Corkill article is a replication of Dellarosa & 
Bourne (1985) -- refs follow:

Cuddy, L. J., & Jacoby, L. L. (1982). When forgetting helps memory:
An analysis of repetition effects. Journal of Verbal Learning and Verbal 
Behavior, 21, 451-467.

Dellarosa, D., & Bourne, L. E. (1985). Surface form and the spacing effect. 
Memory and Cognition, 13. 529-537.

HTH

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


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RE: [tips] Is memory better when message is conveyed with different words the second time around?

[Miguel Roig]

Thanks for this suggestion, Mike. I don't think this is the paper I had in 
mind, but it is certainly relevant. The result showing that students who read 
paraphrased versions of the paragraphs in massed repetitions did as well as 
those who read the (paraphrased?) paragraphs in the spaced condition strikes me 
as supporting a levels of processing approach, for one would always expect the 
massed condition to result in worse performance. I will need to read the actual 
paper. Thanks again!

Miguel

From: Mike Palij [m...@nyu.edu]
Sent: Monday, September 26, 2016 6:45 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: re: [tips] Is memory better when message is conveyed with different 
words the second time around?

On Mon, 26 Sep 2016 12:48:02 -0700, Miguel Roig wrote:
>Hi everyone, in my work on plagiarism I have come across
>the claim that a reader will have better memory/understanding
>of a message if on subsequent trials that message is conveyed
>in different words.

Miguel, are you asking for something like the following:

Influence of paraphrased repetitions on the spacing effect.
Glover, John A.; Corkill, Alice J.
Journal of Educational Psychology, Vol 79(2), Jun 1987, 198-199.
http://dx.doi.org/10.1037/0022-0663.79.2.198

In two experiments, we examined the "spacing" effect in students'
memory for paragraphs and brief lectures. In the first experiment,
students who read massed verbatim repetitions of paragraphs
recalled less of the content than did students who read verbatim
repetitions spaced across time. In addition, students who read
paraphrased versions of the paragraphs in massed repetitions
recalled as much as did students who read the paragraphs in
the spaced conditions. For Experiment 2, we used a brief lecture
as the to-be-learned material and replicated the results of Experiment
1.
(PsycINFO Database Record (c) 2016 APA, all rights reserved)

I don't think that level of processing theory explains results like
this,
rather, massed verbatim repetition probably gives rise to proactive
interference (PI) and reducing memory performance while massed
paraphrase (which has the original followed by the paraphrase)
would have less PI, at least at the surface or "verbatim" level.
Glover & Corkill give a somewhat different explanation based
on Cuddy & Jacoby (1982).  Also, the Glover & Corkill article
is a replication of Dellarosa & Bourne (1985) -- refs follow:

Cuddy, L. J., & Jacoby, L. L. (1982). When forgetting helps memory:
An analysis of repetition effects. Journal of Verbal Learning and
Verbal Behavior, 21, 451-467.

Dellarosa, D., & Bourne, L. E. (1985). Surface form and the spacing
effect. Memory and Cognition, 13. 529-537.

HTH

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


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[tips] Is memory better when message is conveyed with different words the second time around?

[Miguel Roig]

Hi everyone, in my work on plagiarism I have come across the claim that a 
reader will have better memory/understanding of a message if on subsequent 
trials that message is conveyed in different words. I suspect that this 
particular claim is grounded in the levels of processing theory. The message 
conveyed with different language forces the reader to not rely on recognition 
memory thereby leading him/her to engage in deeper processing of the text being 
read and, consequently, on a better understanding of the concepts being 
conveyed. I suppose that an argument can also be made for the opposite 
prediction in the case of simpler material: That the message using the same 
language is easier to process thereby leading to a strengthening of the memory. 
Anyway, my problem is that I cannot seem to find a single study that tests 
either one of these hypotheses: Two (or more) groups get the same message once. 
Then, the second time around, one group gets the identical message while the 
other groups get a paraphrased version. All groups are then tested for the 
recollection of the material. 

I am virtually certain that I have read about this type of study or something 
very similar years ago, perhaps back in graduate school, but my search so far 
has produced 0 results. Perhaps I am not using the correct search terms? Be 
that as it may, are any TIPSters familiar with such work or am I making stuff 
up again (it won’t be the first time!)? Any clues as to whether that type of 
study or a conceptually similar study has been done would be greatly 
appreciated. If you are aware that it has been carried out, I'll find it!

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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[tips] Raise your hand if you grade on a curve

[Miguel Roig]

Now consider changing your strategy: 
http://www.nytimes.com/2016/09/11/opinion/sunday/why-we-should-stop-grading-students-on-a-curve.html?_r=1

:)

Miguel

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RE: [tips] Panic at JFK

[Miguel Roig]

WNYC featured an interesting interview with David Wallace-Wells, a NY magazine 
editor mentioned in the NY magazine article who was at JFK when the event 
happened. 

http://www.wnyc.org/story/shooting-wasnt-jfk-airport-exposes-holes-security/

Miguel

From: Mike Palij [m...@nyu.edu]
Sent: Friday, August 26, 2016 9:46 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: re: [tips] Panic at JFK

On Thu, 25 Aug 2016 17:15:00 -0700, Robin Musselman wrote:
>I'm wondering for those of you living in the New York area, what
>was the truth about the JFK airport incident.

If one lives in the NYC area, I think it is a truism that no one
ever really knows what "truthfully" happened in any situation.
Sometimes one might know what the "truth" is but, as
Denzel Washington's character said in the movie "Training Day":
"It's not what you know, it's what you can prove."
And I think the standard for "proof" is whether it can stand
up in court.  The classic example of this are the audio
tape recordings that Richard Nixon made in the Oval Office:
if he had destroyed them, it would have been just his word
against, say, John Dean's but he didn't destroy them and
one can hear him incriminate himself on the tapes.  With
the tapes, we know the truth of what really happened
(however, truth only seems to matter, riffing on Jack Nicholson
character in "A Few Good Man", if one can handle the truth --
a number of people back in Nixon's day would not believe
such things about Nixon without the tapes [some still didn't
even with the tape], kinda like the situation with our current
day Voldemort).

>Initially I read about it in the NYTimes and it didn't resonant with
>me,
>that is until I read the story in this week's New York Magazine.

Haven't read the NY Mag piece yet, but the local news channels
(e.g., WNBC) report:
(1) The Port Authority police did things according to the book,
and,
(2) The book is seriously Fubar'ed (a "German" word if one
has seen "Saving Private Ryan", an acronym if one has seen
Ken Burn's "The War" documentary series.

>This is not the post, but you can get the general idea here
> http://nymag.com/daily/intelligencer/2016/08/report-shots-fired-at-jfk-airport.html

I'd read it now but I think I need another cup of coffee before
the old cognitive box is working effectively.

>It is an interesting case study of group behaviors...

I use the Bordens & Abbott Research Methods textbook in
my research methods/exp psych lab courses and in one
place (I forget which chapter but can find it if anyone wants
me to) they discuss how scientists try to look beneath the
surface of a situation and try to find relationships that may
hold across superficially similar/dissimilar situation. The
examples they use are the crowd panic at the Who concert
a way back and the crowd panic in a theatre (I think they
refer to a specific situation but you get the idea).  Why
do people panic in these situations instead of remaining
calm and dealing with it "rationally".  What is common to
both situations that can explain the two situations
(the degree to which one sees the two situations as
being unique or similar depends upon the individual
and the person's knowledge and attitude -- similar
situations exist in the study of hurricanes, earthquakes,
other natural catastrophes, zombie apocalypse scenarios,
etc.). B suggest that limited access to desired resources
is one basis for the panicked behavior (I think they cite
a source on this) and this explains why people panic
in what appears to be different situations.  A case study
approach *might* suggest that these situations are
unique (i.e., too many different details) but a more general
research approach may come up with relationships among
factors common to these different situations.

So, what happened at JFK?  Damned if I know.  All I
can say is "Don't Panic!" and stay out of the way of
stampeding hoards.

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

P.S. Happy "Women's Equity Day", especially if you're in Pennsylvania
because it looks like you really need it; see:
http://www.philly.com/philly/blogs/growls/Womens-equity-in-Pennsylvania-Not-so-much.html




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RE: [tips] on STM

[Miguel Roig]

English IS my second language, but I'd like to believe that I normally write a 
little better than the mangled reply below indicates. Those who know me well 
would realize that 10:30 PM is way past my bed time!

M

From: Miguel Roig [ro...@stjohns.edu]
Sent: Wednesday, August 24, 2016 10:39 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] on STM

Mike, I have not been very active in TIPS in the past few years, but know that 
your latest post on STM is the 110th 'Mike Palij' post that I have purposely 
saved for reference purposes from the past couple of years alone. That's the 
time when I had to switched my TIPS subscription from my home email to my 
institutional email. I lost many more when I had to switch my home email 
account. (ugh ... I have literally lost thousands of messages over the years 
when switching accounts).

So, yes, thank you very much for your thoughtful and thorough contributions. I 
am sure many others appreciate them as much or more than I do.

Miguel

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RE: [tips] on STM

[Miguel Roig]

Mike, I have not been very active in TIPS in the past few years, but know that 
your latest post on STM is the 110th 'Mike Palij' post that I have purposely 
saved for reference purposes from the past couple of years alone. That's the 
time when I had to switched my TIPS subscription from my home email to my 
institutional email. I lost many more when I had to switch my home email 
account. (ugh ... I have literally lost thousands of messages over the years 
when switching accounts).

So, yes, thank you very much for your thoughtful and thorough contributions. I 
am sure many others appreciate them as much or more than I do. 

Miguel

From: Carol DeVolder [devoldercar...@gmail.com]
Sent: Wednesday, August 24, 2016 12:46 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] on STM

I think one reason for the low response rate is that everyone is busy getting 
ready for the start of classes. I read your post but was traveling and didn't 
have time to follow the links. It is difficult for me to let go of the 7 plus 
or minus 2 concept, but I suppose that's because I am relying on my own 
experience (a bad idea, I know). I am going to pursue the additional reading if 
and when I get time.
Thanks, Mike, Mike, and Jim.
Carol


On Wed, Aug 24, 2016 at 10:53 AM, William Scott 
> wrote:



Mike,


I read your reply and said to myself "thanks for clearing that up, Mike. Now I 
don't have to write anything." I should have replied, "thanks for clearing that 
up, Mike" but I didn't want to sound sarcastic and I didn't know which emojee 
to attach.


Thanks for clearing that up, Mike


From: Mike Palij >
Sent: Wednesday, August 24, 2016 9:10:07 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: RE: [tips] on STM

So, two days have passed and there has been no response to
my post below.  Now, I'm kind of curious as to why since the
original poster asked about the magical number 7.  Cowan
and others have argued for the magical 4 (+/- 1) and one
can add in the process of subsidizing into the mix.

So, no opinions or responses, not even on the part of the
original poster?  Enough time has passed for people to
read the sources that I've linked to, so folks should know
I'm not blowing smoke.  So what is going on?  An incredible
decrease in intellectual curiosity during the summer months?
Too busy binging TV watching?  Just curious.

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


--  Original Message  -
On Mon, 22 Aug 2016 13:22:53 -0700, Mike Palij wrote:
Many people in the field follow the research of Nelson Cowan
who has argued that the "Magical Number" is actually 4
(range 3-5) and not seven.  This is hardly news as he laid
out his argument for this position in 2001.  The reference
for this article is:
Cowan, N. (2001). The magical number 4 in short-term memory:
a reconsideration of mental storage capacity. The Behavioral
and brain sciences, 24(1), 87-114.

The abstract for the above is:

|Abstract:
|Miller (1956) summarized evidence that people can remember
|about seven chunks in short-term memory (STM) tasks. However,
|that number was meant more as a rough estimate and a rhetorical
|device than as a real capacity limit. Others have since suggested
|that there is a more precise capacity limit, but that it is only three

|to five chunks. The present target article brings together a wide
variety
|of data on capacity limits suggesting that the smaller capacity

|limit is real. Capacity limits will be useful in analyses of
information
|processing only if the boundary conditions for observing them
|can be carefully described. Four basic conditions in which chunks
|can be identified and capacity limits can accordingly be observed
|are: (1) when information overload limits chunks to individual stimulus
|items, (2) when other steps are taken specifically to block the
|recoding of stimulus items into larger chunks, (3) in performance
|discontinuities caused by the capacity limit, and (4) in various
|indirect effects of the capacity limit. Under these conditions,
|rehearsal and long-term memory cannot be used to combine
|stimulus items into chunks of an unknown size; nor can storage
|mechanisms that are not capacity limited, such as sensory memory,
|allow the capacity-limited storage mechanism to be refilled
|during recall. A single, central capacity limit averaging about four
|chunks is implicated along with other, noncapacity-limited sources.
|The pure STM capacity limit expressed in chunks is distinguished
|from compound STM limits obtained when the number of separately
|held chunks is unclear. Reasons why pure capacity estimates fall
|within a narrow range are discussed and a capacity limit for the
|focus of attention is proposed.

A copy of the article and responses may be obtained from:

RE: [tips] Sue Frantz receives APA award

[Miguel Roig]

Darn!  It seems that I posted the wrong link to Sue Frantz, which I now cannot 
find. Anyway, this one will have to do, 
http://www.apa.org/monitor/2016/07-08/apf.aspx; it lists Sue as giving the 
Charles Brewer's Distinguished Teaching of Psychology address last week at the 
APA convention.

Miguel

From: Helweg-Larsen, Marie [helw...@dickinson.edu]
Sent: Monday, August 08, 2016 2:32 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Sue Frantz receives APA award

Congratulations Sue. That is awesome! So well deserved.

Marie Helweg-Larsen, Ph.D.
Professor l Department of Psychology
Chair, Health Studies Certificate Program
Office hours Spring 2016: Monday and Thursday 3-4 PM, Tuesday 10-12, and by 
appointment
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, August 07, 2016 5:50 PM
To: Teaching in the Psychological Sciences (TIPS) <tips@fsulist.frostburg.edu>
Subject: Re: [tips] Sue Frantz receives APA award

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

chri...@yorku.ca

> On Aug 7, 2016, at 3:42 PM, Miguel Roig <ro...@stjohns.edu> wrote:
>
> Congratulations to TIPster, Sue Frantz, who has received the Charles L. 
> Brewer Distinguished Teaching of Psychology Award.
>
> http://www.apa.org/news/press/releases/2013/04/two-year-college.aspx
>
> Miguel
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[tips] Sue Frantz receives APA award

[Miguel Roig]

Congratulations to TIPster, Sue Frantz, who has received the Charles L. Brewer 
Distinguished Teaching of Psychology Award.

http://www.apa.org/news/press/releases/2013/04/two-year-college.aspx

Miguel
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RE:[tips] I/O misconceptions

[Miguel Roig]

Annette, I don't even have a suggestion for you, but I just wanted to convey my 
jealousy about your travel-teaching-adventures. 

Power to you!

Miguel
_
From: Annette Taylor [tay...@sandiego.edu]
Sent: Thursday, June 16, 2016 12:24 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] I/O misconceptions

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

Thanks.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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[tips] Jerome Bruner dies at 100

[Miguel Roig]

Let's see if I can beat Mike P to the punch. 

Talk about longevity 

http://www.nytimes.com/2016/06/09/science/jerome-s-bruner-who-shaped-understanding-of-the-young-mind-dies-at-100.html?rref=collection%2Fsectioncollection%2Fhealth=click=health&_r=0

I had the good fortune of being in the audience of an Inside the Psychologist's 
Studio interview of Bruner that was conducted at EPA or APS a couple of years 
ago and it's on Youtube: https://www.youtube.com/watch?v=xxn6IpAJEz8. 

That's my bald head on the lower hand corner of the screen at minute 54:11 to 
54:15.

Miguel
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RE: [tips] OK Cupid

[Miguel Roig]

Apparently, the pictures were also available and those data constitute 
identifiable information.

Check out this notice in RetractionWatch:

http://retractionwatch.com/2016/05/16/publicly-available-data-on-thousands-of-okcupid-users-pulled-over-copyright-claim/

Miguel

From: Wuensch, Karl Louis [wuens...@ecu.edu]
Sent: Friday, May 13, 2016 5:43 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] OK Cupid


https://sakaluk.wordpress.com/2016/05/12/10-on-the-osfokcupid-data-dump-a-batman-analogy/

http://emilygorcenski.com/blog/when-open-science-isn-t-the-okcupid-data-breach

https://ironholds.org/blog/when-science-goes-bad-consent-data-and-doubling-down-on-the-internet/

"For one, usernames and locations were included in the dataset; users, in other 
words, were wholly identifiable."  I am curious regarding how one would 
identify somebody by their OKCupid usernames -- for example, "6969loverboy" or 
"41lrr."

Cheers,

Karl L. Wuensch


-Original Message-
From: Mike Palij [mailto:m...@nyu.edu]
Sent: Friday, May 13, 2016 3:36 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: RE:[tips] OK Cupid

And now you've made me curious.  What do you mean by "the controversial nature 
of the data"?  What's in the file? Donald Trump's tax returns? ;-)

>Cheers,

Ditto.

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

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[tips] Our own Sue Frantz running for president of Div 2

[Miguel Roig]

Dear all, if you are a member of APA and of Division 2, please consider voting 
for Sue Frantz for president of Division 2. For those of you who may not know 
our fellow TIPSter, here is a short bio from when she received the 2014 
presidential citation: 
http://www.apa.org/about/governance/president/citation/frantz.aspx,

Miguel


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RE: [tips] Cheating watches

[Miguel Roig]

gimmick, it seems.
Marie


Marie Helweg-Larsen, Ph.D.
Professor l Department of Psychology
Chair, Health Studies Certificate Program Office hours Spring 2016: Monday
and Thursday 3-4 PM, Tuesday 10-12, and by appointment Kaufman 168 l
Dickinson College Phone 717.245.1562 l Fax 
717.245.1971
http://users.dickinson.edu/~helwegm/index.html

-Original Message-
From: William Scott [mailto:wsc...@wooster.edu<mailto:wsc...@wooster.edu>]
Sent: Friday, March 25, 2016 10:54 AM
To: Teaching in the Psychological Sciences (TIPS)
<tips@fsulist.frostburg.edu<mailto:tips@fsulist.frostburg.edu>>
Subject: Re:[tips] Cheating watches

Interesting, and ironic that they seem worried about folks buying
counterfeit versions of their watch.


From: Miguel Roig <ro...@stjohns.edu<mailto:ro...@stjohns.edu>>
Sent: Friday, March 25, 2016 7:42 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Cheating watches

Is TIPS alive? I haven't seen a post in a while. Anyway, yesterday I learned
about the existence of smart watches (available through Amazon!) that appear
to be specifically designed to help students cheat during examinations. Here
is the webpage for one of the companies that makes these watches,
http://www.24kupi.com/. The videos are quite informative.

Enjoy.

Miguel
___
Miguel Roig, Ph.D.
Professor of Psychology
St. John's University
300 Howard Avenue
Staten Island, New York 10301
Voice: (718) 390-4513<tel:%28718%29%20390-4513>
Fax: (718) 390-4347<tel:%28718%29%20390-4347>
E-mail: ro...@stjohns.edu<mailto: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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No virus found in this message.
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[tips] Cheating watches

[Miguel Roig]

Is TIPS alive? I haven't seen a post in a while. Anyway, yesterday I learned 
about the existence of smart watches (available through Amazon!) that appear to 
be specifically designed to help students cheat during examinations. Here is 
the webpage for one of the companies that makes these watches, 
http://www.24kupi.com/. The videos are quite informative. 

Enjoy.

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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[tips] Clever Honey Badger

[Miguel Roig]

So, you think Sultan was bright? Check out this honey badger's schemes to 
escape from its enclosures (4+ minutes).

https://www.youtube.com/watch?v=c36UNSoJenI

The entire documentary can be watched here: 
https://www.youtube.com/watch?v=4PomfW3_ofs

Miguel
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RE:[tips] cumulative finals

[Miguel Roig]

This paper suggests that, for introductory students, cumulative finals lead to 
better retention.

http://www.alumni.creighton.edu/s/1250/images/editor_documents/email_attachments/student_learning.pdf

M
___
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/
___

From: Annette Taylor [tay...@sandiego.edu]
Sent: Tuesday, January 19, 2016 4:23 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] cumulative finals

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

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

There seems to be a bit of disagreement about this.

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

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

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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RE: [tips] Old but still useful?

[Miguel Roig]

Dap, you raise a very interesting question and I look forward to others' 
opinions. I suppose that whether the data are deemed worthy of publication will 
depend on several factors, such as the degree to which the data are 
relevant/applicable (e.g., attitudes toward same-sex marriage in the US). I did 
some searching and found a couple of discussions that may be of relevance. 

https://www.researchgate.net/post/How_late_is_too_late_to_publish_clinical_research

https://www.researchgate.net/post/How_late_is_too_late_to_publish_clinical_research

A related question is whether authors should be required to disclose when their 
data were collected.

Miguel


 

From: Dap Louw [lou...@ufs.ac.za]
Sent: Wednesday, January 13, 2016 10:33 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Old but still useful?

Tipsters

I’m looking for guidelines on when gathered data is regarded as too old to be 
used for an article in a scientific journal.  I specifically refer to 
Psychology.  I fully realize that it’s relative and will be determined by 
several factors, but I would still appreciate your opinions.  Maybe a few 
examples could also help.

Thanks.

Dap



[cid:image001.jpg@01D14E28.3902D3C0]

Dap Louw
Extraordinary Professor: Psychology
Buitengewone Professor: Sielkunde
Faculty / Fakulteit: The Humanities / Geesteswetenskappe
PO Box / Posbus 339, Bloemfontein 9300, Republic of South Africa / Republiek 
van Suid-Afrika
[cid:image002.jpg@01D14E28.3902D3C0]27(0)43 841 1193
[cid:image003.jpg@01D14E28.3902D3C0]27(0)83 391 8331
[cid:image004.jpg@01D14E28.3902D3C0]lou...@ufs.ac.za
[cid:image005.png@01D14E28.3902D3C0][cid:image006.png@01D14E28.3902D3C0][cid:image007.png@01D14E28.3902D3C0]

[cid:image008.jpg@01D14E28.3902D3C0]

[cid:image009.jpg@01D14E28.3902D3C0]






University of the Free State:
This message and its contents are subject to a disclaimer.
Please refer to http://www.ufs.ac.za/disclaimer for full details.

Universiteit van die Vrystaat:
Hierdie boodskap en sy inhoud is aan 'n vrywaringsklousule onderhewig.
Volledige besonderhede is by http://www.ufs.ac.za/disclaimer vrywaring 
beskikbaar.



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[tips] Reverse psychology

[Miguel Roig]

Dear TIPSters, I am happy to report that you too can apply for a certificate in 
Reverse Psychology:

http://www.bmj.com/content/351/bmj.h6296?etoc=

:)

Miguel
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RE:[tips] Development of the BSR scale

[Miguel Roig]

Imagine asking these guys what their area of expertise is!

:)

Miguel

From: Wuensch, Karl Louis [wuens...@ecu.edu]
Sent: Thursday, December 03, 2015 9:14 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Development of the BSR scale

Here is an interesting article on the development of a new scale, the 
BSR.  I intend to use it in psychometrics as an example of how to write an 
article describing the development and validation of a new scale.

http://journal.sjdm.org/15/15923a/jdm15923a.pdf

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RE: [tips] Royal Society Open Science launches Registered Reports |

[Miguel Roig]

Interesting development, Chris. As someone who has been interested in the area 
of research integrity, I appreciate and support efforts to improve the quality 
of the scientific corpus. 

This post made me reflect on the differences between how science is done today 
relative to how it was done when I was a student back in the 70s-80s. I recall 
with a certain degree of fondness (or, depending on the activity, horror) how 
some experiments would go from idea to publication: For example, you might sit 
in a research group throwing ideas around and if an idea was 
interesting/promising, you immediately grabbed a few rats (or students), 
brought them to the lab and tested them. You'd then tweak the conditions until 
you had a robust effect and ran additional subjects until you had a decent N 
(or until a statistical effect was obtained!!). You would then analyze your 
data, write them up, and present or publish them; these latter steps being the 
least exciting in the process. No pre-trial registration, no IRB application 
(or maybe just a half a page form, or previous blanket pre-approval for all 
experiments with a single methodology), no power analysis, some p-hacking, or 
as the saying goes, torturing those data until they confess!   

Seriously, I do wonder sometimes whether some of these efforts to improve the 
way science is done are also taking away the fun of doing science.

Miguel

 
From: Christopher Green [chri...@yorku.ca]
Sent: Saturday, November 28, 2015 6:39 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Royal Society Open Science launches Registered Reports |

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

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

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

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RE:[tips] Teaching Abroad

[Miguel Roig]

Thanks for sharing those experiences, Annette. I bet you have enough material 
to publish a case study or memoir.  

As the number of foreign students continue to grow in US and European countries 
and as studying and teaching  abroad become more widespread across institutions 
who wish to gain a foothold in other countries, your experiences will be 
valuable for many in the teaching profession. 

Miguel 

-Original Message-
From: Annette Taylor [mailto:tay...@sandiego.edu] 
Sent: Friday, November 20, 2015 7:05 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Teaching Abroad

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

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

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

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

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

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

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

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

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

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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RE: [tips] Little Albert: Before and After

[Miguel Roig]

Oops, I meant the 'rat-after' segment.

M

From: Miguel Roig [ro...@stjohns.edu]
Sent: Thursday, October 22, 2015 12:21 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Little Albert: Before and After

In the 'rabbit-after' segment, Little Albert makes a head movement at about 
second 24-26 that is suggestive (to me, at least) of a startle response. If it 
is a startle response, then perhaps what is being depicted in this segment of 
the video is the actual acquisition stage, that is the UCER in the presence of 
the white rat, rather than the actual CER to that rat, correct?

Miguel

From: MARK CASTEEL [ma...@psu.edu]
Sent: Thursday, October 22, 2015 9:55 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Little Albert: Before and After

I'll chime in too. These are great, and I'm starting our learning chapter 
tomorrow as well. These will make a great addition to our class discussion.

Mark


**

Mark A. Casteel, Ph.D.

Associate Professor of Psychology

Penn State York

717-771-4028
**


From: "Beth Benoit" <beth.ben...@gmail.com>
To: "Psychological Sciences" <tips@fsulist.frostburg.edu>
Sent: Thursday, October 22, 2015 9:40:44 AM
Subject: Re: [tips] Little Albert: Before and After




Great videos, Jeff.  Thanks for sending them.  I'm starting on learning today, 
so it's perfect timing.
Beth Benoit
Plymouth State University
Plymouth, New Hampshire

On Thu, Oct 22, 2015 at 9:24 AM, Jeffry Ricker, Ph.D. 
<jeff.ric...@scottsdalecc.edu<mailto:jeff.ric...@scottsdalecc.edu>> wrote:
Hi again,

I’ve been editing films taken of famous (or infamous) learning experiments. In 
class, we’ve been discussing the Watson & Rayner (1920) study of “Little 
Albert.”  It’s been a while since I’ve read the criticisms of Watson’s 
experimental procedure, so I’ll need to go through those again. But one point 
I’ve been making is that Watson seemed unconcerned with making sure that the 
“stimuli” were presented in a uniform manner before and after the conditioning 
of Albert.

Below are links to film clips of how he presented the white rat and the rabbit 
to Albert before and after the conditioning procedure. After the procedure, (a) 
Rayner seem to be throwing the rabbit at Albert, and (b) Watson keeps placing 
the rat on Albert’s body, which he did not do before the conditioning 
procedure—although to be sure of this, I’ll need to get the entire film (which 
Penn State is charging about $200 for )

Rabbit Before and After: 
https://www.dropbox.com/s/po2uonqmtsybf67/Rabbit%20Before%20%26%20After.mp4?dl=0
Rat Before and After: 
https://www.dropbox.com/s/exf8pky8vkkgzf8/Rat%20Before%20%26%20After.mp4?dl=0

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




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RE: [tips] Little Albert: Before and After

[Miguel Roig]

In the 'rabbit-after' segment, Little Albert makes a head movement at about 
second 24-26 that is suggestive (to me, at least) of a startle response. If it 
is a startle response, then perhaps what is being depicted in this segment of 
the video is the actual acquisition stage, that is the UCER in the presence of 
the white rat, rather than the actual CER to that rat, correct? 

Miguel

From: MARK CASTEEL [ma...@psu.edu]
Sent: Thursday, October 22, 2015 9:55 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Little Albert: Before and After

I'll chime in too. These are great, and I'm starting our learning chapter 
tomorrow as well. These will make a great addition to our class discussion.

Mark


**

Mark A. Casteel, Ph.D.

Associate Professor of Psychology

Penn State York

717-771-4028
**


From: "Beth Benoit" 
To: "Psychological Sciences" 
Sent: Thursday, October 22, 2015 9:40:44 AM
Subject: Re: [tips] Little Albert: Before and After




Great videos, Jeff.  Thanks for sending them.  I'm starting on learning today, 
so it's perfect timing.
Beth Benoit
Plymouth State University
Plymouth, New Hampshire

On Thu, Oct 22, 2015 at 9:24 AM, Jeffry Ricker, Ph.D. 
> wrote:
Hi again,

I’ve been editing films taken of famous (or infamous) learning experiments. In 
class, we’ve been discussing the Watson & Rayner (1920) study of “Little 
Albert.”  It’s been a while since I’ve read the criticisms of Watson’s 
experimental procedure, so I’ll need to go through those again. But one point 
I’ve been making is that Watson seemed unconcerned with making sure that the 
“stimuli” were presented in a uniform manner before and after the conditioning 
of Albert.

Below are links to film clips of how he presented the white rat and the rabbit 
to Albert before and after the conditioning procedure. After the procedure, (a) 
Rayner seem to be throwing the rabbit at Albert, and (b) Watson keeps placing 
the rat on Albert’s body, which he did not do before the conditioning 
procedure—although to be sure of this, I’ll need to get the entire film (which 
Penn State is charging about $200 for )

Rabbit Before and After: 
https://www.dropbox.com/s/po2uonqmtsybf67/Rabbit%20Before%20%26%20After.mp4?dl=0
Rat Before and After: 
https://www.dropbox.com/s/exf8pky8vkkgzf8/Rat%20Before%20%26%20After.mp4?dl=0

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




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RE:[tips] auditory sensory memory

[Miguel Roig]

Annette, I have no answers to your questions, but I just noticed your visiting 
professor affiliation at Ashoka University in Delhi. I wonder whether you would 
be kind enough to tell us a little about your experiences teaching there. I 
assume that you are teaching mostly Indian students? If so, what is it like 
teaching and living in Delhi? What courses do you teach? How many students? In 
sum, I think you got some splainin' to do, Lucy!  :)  Seriously, I don't wish 
to add to your workload, but I am (and I will assume others are) very curious 
about your new teaching adventures and it would be wonderful if you would share 
them with us. 

Miguel 

PS: And if you have already done so and I missed the post, someone please 
forward it to me! Some TIPS posts and other valid email messages get caught in 
our spam filter and sometimes I just dump it all without parsing through 
individual messages.

-Original Message-
From: Annette Taylor [mailto:tay...@sandiego.edu] 
Sent: Wednesday, October 07, 2015 4:54 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] auditory sensory memory

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

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

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

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

Thanks for any answers!

Annette

Annette Kujawski Taylor, Ph. D.
Visiting Professor, 
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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[tips] Fifty psychological and psychiatric terms to avoid

[Miguel Roig]

My favorite pet peeve: Scientific proof. The one I was most surprised about: 
Operational definition.

Another 'must read' from Scott Lilienfeld: 
http://journal.frontiersin.org/article/10.3389/fpsyg.2015.01100/full

Miguel
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RE:[tips] It's alive!!!! - Follow-up

[Miguel Roig]

So, a few minutes I saw a posting in my Facebook from the I f**g Love 
Science site which 'explains' the fish's reflexive behavior by the presence of 
sodium. There is only one problem: As I had mentioned in my post, the Bowfin is 
a fresh water fish. I suppose that one can hypothesize that the fisherman or 
the person cutting the fish added salt to it at some point, but that doesn't 
make any sense to me; you wouldn't add salt until after you're done cleaning, 
descaling, and filleting the fish.  

Again, note that the site contains video of dead octopus moving around and frog 
legs twitching in response to salt. 

http://www.iflscience.com/plants-and-animals/fish-tries-escape-dinner-table-after-head-removed

M


From: Miguel Roig [ro...@stjohns.edu]
Sent: Tuesday, July 14, 2015 7:53 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] It's alive - Caution video may be distressing to some

I've been a surf fisherman for years. When I reel in a fish and know that I 
will keep it, I behead it immediately and throw it in a bucket of salt water 
until I get a chance to gut it and fillet it. I've seen beheaded fish tremble 
or convulse reflexively for several minutes after being beheaded and that 
activity can be easily explained by nerve tissue being fed by the remaining 
blood in the fish, salt water conditions, etc. However, I wonder if anyone can 
explain the following video in which a beheaded and gutted (including, I 
assume, its gas bladder) Bowfin, a fresh water fish, continues to engage in 
very organized reflexive activity for several minutes. Again, I caution that 
the video may be distressing to some:

https://www.youtube.com/watch?v=AWB3aOX_h4Y

Miguel

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[tips] It's alive!!!! - Caution video may be distressing to some

[Miguel Roig]

I've been a surf fisherman for years. When I reel in a fish and know that I 
will keep it, I behead it immediately and throw it in a bucket of salt water 
until I get a chance to gut it and fillet it. I've seen beheaded fish tremble 
or convulse reflexively for several minutes after being beheaded and that 
activity can be easily explained by nerve tissue being fed by the remaining 
blood in the fish, salt water conditions, etc. However, I wonder if anyone can 
explain the following video in which a beheaded and gutted (including, I 
assume, its gas bladder) Bowfin, a fresh water fish, continues to engage in 
very organized reflexive activity for several minutes. Again, I caution that 
the video may be distressing to some: 

https://www.youtube.com/watch?v=AWB3aOX_h4Y

Miguel

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RE: [tips] Are Your Ready For Your Cyborg Brain?

[Miguel Roig]

And then hackers will find a way to hijack our brains and make us do stuff just 
like hobbyists are able to do with cockroaches using the smart phones: 
https://www.youtube.com/watch?v=63qwg7EBxbM

:)

Miguel

From: Mike Palij [m...@nyu.edu]
Sent: Friday, July 03, 2015 1:13 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Are Your Ready For Your Cyborg Brain?

New research shows that an organic electronic biomimetic neuron
(i.e., an artificial neuron that takes neurochemicals as inputs,
generates
an action potential which releases other neurochemicals to connection
real neurons) is possible to construct and, with refinements and
reduction
in size, may be implantable in living brains to supplement their
function
or, in the case of neurodegenerative disorders, take over for dead or
dying neurons.  That day, however, is years away.

The popular/mass media has picked up on the article and one
version is provided on the Popular Science website; see:
http://www.popsci.com/these-artificial-neurons-work-organic-ones
and the Science Daily website (which provides references):
http://www.sciencedaily.com/releases/2015/06/150624080038.htm

The article is available via the ScienceDirect Database:
http://www.sciencedirect.com/science/article/pii/S0956566315300610

If this research pans out, it may provide treatments for neurological
disorders that so far have no effective treatments.  However, one
possibility that is not raised is whether such artificial neurons in an
alternate form would be able to detect, say, electromagnetic radiation
and convert them into a neural code that the brain can readily
interpret.  For example, if cells can be created that can detect
WiFi signals and convert them into either verbal, visual, and/or
auditory form, then a person can be online all of the time. One
problem I see with this is that an executive control mechanism would
have to also be in place in order to select which WiFi signals to
take and process.

The complement of this these WiFi receptive neurons or networks
would WiFi transmission neurons or networks which would allow
one to mentally send out message to WiFi networks. One key
problem here, I think, is that such a process would require much
more energy to generate an electromagnetic signal, but this
might be solved by having a device like a cochlear implant-in-reverse,
that is, a same device attached to head takes the weak signal
from the brain and boosts it to transmit to a WiFi receiver.

I have a feeling if such a device were possible/inevitable,
Mark Zuckerberg would be so happy: see:
http://www.informationweek.com/it-life/why-facebook-telepathy-dont-mix/a/d-id/1321150

:-)

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



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RE: [tips] If You're So Dumb, Why Are You Rich?

[Miguel Roig]

Thanks for posting it, Mike. I was not aware of that particular case. But, the 
story itself should certainly not be surprising given that there seems to be 
plenty of those who make a living by writing others' papers. And judging by the 
two articles below, I'd say that this sort of thing has probably been going on 
for many years. 

Tomar, D. (2012). The Shadow Scholar: How I made a living helping
college kids cheat. New York, NY: Bloomsbury.
An article based on the book is available here: 
http://chronicle.com/article/The-Shadow-Scholar/125329/

Witherspoon, A. (1995, June). This pen for hire: On grinding out
papers for college students. Harper’s Magazine, pp. 49-58, available at 
http://www.eacfaculty.org/pchidester/Eng%20102f/Plagiarism/This%20Pen%20for%20Hire.pdf

And it may be even worse in other countries (e.g., 
http://sgo.sagepub.com/content/5/1/2158244015572262). Heck, in some countries, 
you can even get your name in a paper to be published in a high impact factor 
biomedical journal, 
http://www.editage.cn/file/science_2013_hvistendahl_publication_market.pdf).

But, even here in North America, if you don't feel like writing your own 
dissertation you can probably have someone else write it for the right price,   
https://whyevolutionistrue.wordpress.com/2015/03/07/dissertations-for-sale/, 
and I bet a few people who can afford this sort thing are walking around with 
Ph.D.s in hand.


Miguel



From: Mike Palij [m...@nyu.edu]
Sent: Saturday, May 02, 2015 7:19 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] If You're So Dumb, Why Are You Rich?

Here is a story that Tipsters might find interesting even though
it is in a Murdoch rag (on the NY Post Website):
http://nypost.com/2005/10/22/degree-of-stupidity-wal-mart-heir-head-cheated-at-usc/

Two astounding points:
(1) The student who had done all of the work had to drop out
because she couldn't afford the tuition at USC.

(2) The offending student had a sports arena named after he
at the University of Missouri because the parents gave the
university $25 million.

This is one of those times one really hope this is a fake news
story.

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






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RE: [tips] If You're So Dumb, Why Are You Rich?

[Miguel Roig]

It's interesting that you should mention about the stickers in the men's room. 
On a number of occasions, I do recall seeing business cards advertising a paper 
mill (something like 'Research Papers for sale') with a location in either 
Manhattan or in Jersey City (or both?) and as early as the 1980s or possibly in 
the late 70s when I was an undergraduate. I don't recall specifically what it 
was that they offered; whether already written papers, custom-written papers by 
request, or perhaps both. My recollection is that these business cards could be 
found in bulletin boards around campus or in the cafeteria, but would quickly 
disappear.  

Miguel

PS: I know that on several occasions links have been posted on TIPS depicting 
spurious correlations. I just found this site that had some interesting ones. 
Perhaps this one has already been posted here. But, just in case it has not, 
you can check it out: http://www.tylervigen.com/  

From: Mike Palij [m...@nyu.edu]
Sent: Sunday, May 03, 2015 11:23 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: RE: [tips] If You're So Dumb, Why Are You Rich?

Miguel, thanks for posting the links to the interesting if
dispiriting articles.  One point to keep in mind is that
though it may seem like getting papers written to spec
is a relatively recent thing (facilitated by easy access
to resources on the internet) this has been going on for
a while.  The NY Post article I link to below was published
in 2005 and the Witherspoon article you link to is from
1995 (20 years ago).  Doubtless, the practice has been
going on longer but technological advances have made
it easier to do.  During the 1990s, while sitting in a stall
in the men's lav at NYU, in addition to the graffiti written
on the walls and stall door, I remember little stickers
for academic papers, either from the author's library of
papers or written to specification.  I wondered what the
other faculty thought of this little advertisement.  It was
clear that the author didn't care that faculty knew about
his survives.  Who knows?  Maybe they could benefit
from his services as well.  Thank God the pharmaceutical
companies can afford the best writers for their papers ;-)

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


--   Original Message   ---
On Sun, 03 May 2015 04:17:29 -0700, Miguel Roig wrote:
Thanks for posting it, Mike. I was not aware of that particular case.
But, the
story itself should certainly not be surprising given that there seems
to be
plenty of those who make a living by writing others' papers. And judging
by the
two articles below, I'd say that this sort of thing has probably been
going on
for many years.
Tomar, D. (2012). The Shadow Scholar: How I made a living helping
college kids cheat. New York, NY: Bloomsbury.
An article based on the book is available here:
http://chronicle.com/article/The-Shadow-Scholar/125329/

Witherspoon, A. (1995, June). This pen for hire: On grinding out
papers for college students. Harper's Magazine, pp. 49-58, available at
http://www.eacfaculty.org/pchidester/Eng%20102f/Plagiarism/This%20Pen%20for%20Hire.pdf

And it may be even worse in other countries (e.g.,
http://sgo.sagepub.com/content/5/1/2158244015572262). Heck, in some
countries,
you can even get your name in a paper to be published in a high impact
factor
biomedical journal,
http://www.editage.cn/file/science_2013_hvistendahl_publication_market.pdf )
.

But, even here in North America, if you don't feel like writing your own
dissertation you can probably have someone else write it for the right
price,
https://whyevolutionistrue.wordpress.com/2015/03/07/dissertations-for-sale/ ,
and I bet a few people who can afford this sort thing are walking around
with
Ph.D.s in hand.

On Saturday, May 02, 2015 7:19 PM, Mike Palij wrote:

Here is a story that Tipsters might find interesting even though
it is in a Murdoch rag (on the NY Post Website):
http://nypost.com/2005/10/22/degree-of-stupidity-wal-mart-heir-head-cheated-at-usc/

Two astounding points:
(1) The student who had done all of the work had to drop out
because she couldn't afford the tuition at USC.

(2) The offending student had a sports arena named after he
at the University of Missouri because the parents gave the
university $25 million.

This is one of those times one really hope this is a fake news
story.


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RE: [tips] Better Educated = Happier, Better Mental Well-being? Guess Again...

[Miguel Roig]

Perhaps a more parsimonious explanation is that 'ignorance is bliss'; 'what you 
don't know won't hurt you'.  :)

Miguel

-Original Message-
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] 
Sent: Monday, April 06, 2015 9:34 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Better Educated = Happier, Better Mental Well-being? Guess 
Again...

Hi

I can't help but note that U Warwick (the home school for this paper) is doing 
its part to make the lives of highly educated people (i.e., PhDs) more 
miserable. They have created an entity independent of the university to 
contract out part-time teaching, presumably to make it even easier to pay 
starvation wages, avoid benefits, block unionization, and generally fire 
people.  Here's one piece on it:

https://faceducation.wordpress.com/2015/04/03/warwick-uni-to-outsource-hourly-paid-academics-to-subsidiary/

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark



-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: April-06-15 5:20 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Better Educated = Happier, Better Mental Well-being? Guess 
Again...

A study in the British Journal of Psychiatry (BJP) is claiming that people 
with higher levels of education do not have a better level of mental well-being 
than people with low levels of education (so much for you Ph.D.s ;-).  This 
research is making its way into the mass media but the couple of outlets that I 
viewed appeared to rely heavily on the press release by the university of 
researchers; the press release can be read here:
http://www2.warwick.ac.uk/newsandevents/pressreleases/education_may_not/

One source that relies on this release if the EurekAlert website of the AAAS; 
see:
http://www.eurekalert.org/pub_releases/2015-03/uow-emn032515.php

Another is the Science Daily website:
http://www.sciencedaily.com/releases/2015/03/150325131620.htm

Here's a link to the abstract on PubMed:
http://www.ncbi.nlm.nih.gov/pubmed/25792696
One can link to the BJP website in the upper right corner of the screen and get 
a copy of the article (if your institution has a subscription).

I'm sure that there will be a variety of interpretations of the results and I 
think a closer reading of the results is needed (which I will do later) but I 
think I can hear the cranks now:

If you're so smart, why aren't you happier! ;-)

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


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RE: [tips] quick question about posting things on Blackboard

[Miguel Roig]

Carol, I have done this for years as you describe, but always with the 
students' permission. But, now here is the thing. These permissions were often 
given verbally and, even when they were given in writing, usually via email, I 
doubt whether I can find any of them now. So, I am wondering whether I should 
continue showing these papers even though I might not have the evidence of the 
students' permissions. 

Miguel

From: Carol DeVolder [devoldercar...@gmail.com]
Sent: Monday, March 23, 2015 3:17 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] quick question about posting things on Blackboard

Hi,
In one of my classes, I require students to write a fairly lengthy paper. I 
want to post some examples from 2 years ago on Blackboard (with names removed) 
so that students can see examples of A papers as well as lesser grades 
(probably not F because I don't think I have an example of one of those). My 
question is regarding the ethics of it. The papers are from 2 years ago and I 
believe the students have graduated. I have not asked them for permission 
because I am no longer in touch with them--their papers were in my files. I 
blacked out names and the site is closed to outsiders, but it still feels a 
little funny to me. Do any of you do anything similar? What are your thoughts 
on this?
Thanks,
Carol


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





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RE: [tips] A Virtual Review Session

[Miguel Roig]

FWIW, earlier this semester while I was home-bound recuperating from foot 
surgery, I taught a few sessions of a small class (N = 11) via Skype and I 
thought that those went pretty well. The set up was with me at home and the 
students meeting in their regular classroom. Skype allows the user to split the 
screen and show a PowerPoint or something else on one side of the screen and 
you on the other side. The challenge for these types of set-ups is that you 
need someone on the other side to set up the initial connection AND, most 
importantly perhaps, is the need for a good camera/microphone that enables you 
to see and, especially, hear most of the students in the classroom without them 
having to get up and get close to the microphone to communicate with you. I do 
not have the make and model of the camera/microphone that was used in my 
sessions, but I recall the IT person who set it up for me telling me that the 
camera had cost over $100. If you go with a Skype set-up, there should be at 
least one student who can re-establish the Skype connection in case of a 
disconnection (it happened once). Also, it would be useful to be in touch with 
one or more students via cell phone in case of any interruptions.

Miguel

From: Michael Britt [mich...@thepsychfiles.com]
Sent: Monday, March 09, 2015 6:39 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] A Virtual Review Session

I've got a test coming up and many students who didn't do well on the last test 
want a review session.  I'd like to do this online rather than in person. I 
thought of using Skype, but I don't think that's ideal.  Anyone try doing this? 
 Suggestions much appreciated.


Michael

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





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RE: [tips] Are You Past Your Peak or Strange Publication Practices

[Miguel Roig]

Thanks for sharing this additional bit of information, Mike. I had also noticed 
some discrepancies in dates of published articles identified by Google Scholar. 
I hope I am wrong, but I believe that some of these new trends in science 
publishing (e.g., news articles based on press releases, the rise of predatory 
publishers) will ultimately result in the further erosion of the public's trust 
in science.

Regarding EPA ... Ugh ... I feel I must share my odyssey of what happened. My 
plan had been to attend the meeting for just one day as I am recuperating from 
foot surgery and still hobbling around in crutches. Our poster was scheduled 
for 8:00 Friday and because of the 6-8 inches of snow that were scheduled to 
fall (and did fall) on Thursday and out of concern for his safety, I had 
earlier on Wednesday talked the one student of the group who had planned to 
attend to stay home and not do the drive by himself on Thursday evening. So, on 
Friday I left my house at 4:30 AM for what would normally have been a 2.5 hour 
drive to Philadelphia, budgeting another hour to account for rush hour and 
other traffic delays, registration, etc. But, the roads in my area (Monmouth 
County) were in such poor condition that 45 minutes into the trip after seeing 
a couple of cars fish-tailing in front of me I decided to turn around. I just 
thought I would not have made it in time for our poster. I note that there was 
a 35 mile per hour posted speed limit for the two major arteries in that part 
of NJ: The Garden State Parkway with barely two lanes open out of 3 and also in 
the NJ Turnpike. Ironically, and I am totally mortified after I learned this 
news, a colleague of mine who had left Staten Island at around 6:00 AM made it 
to the hotel by 8:15!. It turns out that, in spite of the posted 35 mph speed 
limit, the NJ Turnpike was in very good shape and there was little traffic 
getting there.  

Live and learn ...

Miguel

From: Mike Palij [m...@nyu.edu]
Sent: Saturday, March 07, 2015 9:29 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: RE: [tips] Are You Past Your Peak or Strange Publication Practices

On Sat, 07 Mar 2015 11:23:58 -0800, Miguel Roig wrote:
Mike, it would not surprise me if what you describe will soon
become a trend in science publishing representing a step
beyond the now familiar 'online ahead-of-print' approach.

I hope not but it certainly is one way to generate interest
in an article before it comes out.

Another strange thing publishers are doing is adding a
published online date for old articles. That is, an article
may have been published in a journal during the 1980s
but wasn't converted into an electronic format and available
on the publishers website until, say, 2006.  This appears
to confuse some of the software that tracks publications
and their citations (e.g., scholar.google.com). I am
co-author on a paper that was originally published in
the late 1990s but made available online in the middle
of 2000s and it shows up as two publications in some
searches.  This makes no sense to me.

Be that as it may, and given that some types of press
releases are known contain plenty of spin (and so do some
journal articles themselves!),
 http://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1001308,
one can only hope that the news article is in the APS
website is based on a review of the actual
soon-to-be-published-on-line-ahead-of-print paper and
not based on a press release or some other news media
summary of that work.

Thanks for the link to the above article.  I guess that celebrity
culture is making greater inroads into scientific publications.
It's always been there but I think to a small degree.  It seems
to be growing.  One wonders which group of researchers will
be the equivalent of the Kardashians. ;-)

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

P.S. I hope your EPA presentation went well.


__
From: Mike Palij [m...@nyu.edu]
Sent: Saturday, March 07, 2015 9:56 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Are You Past Your Peak or Strange Publication Practices

Did you know that certain types of cognitive skills APPEAR
to peak at certain ages?  For example, it once was believed
the knowledge of vocabulary peaked in the late 40s but newer
data suggests it peaks in the late 60s or early 70s -- though
it is unclear how this is affected by the rate of introduction
of neologisms (i.e., new words) into common usage as well
as reading patterns, media exposure, social interactions,
and a bunch of other variables.

I was vaguely aware of such things (I'm working on figuring
out whether there are critical period for certain cognitive
abilities or merely sensitive periods) but I became aware
of this because I read a news article from the MIT news office
on research conducted by two MIT'ers.  You can read it here:
https

RE: [tips] Are You Past Your Peak or Strange Publication Practices

[Miguel Roig]

Mike, it would not surprise me if what you describe will soon become a trend in 
science publishing representing a step beyond the now familiar 'online 
ahead-of-print' approach. Be that as it may, and given that some types of press 
releases are known contain plenty of spin (and so do some journal articles 
themselves!), 
http://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1001308, 
one can only hope that the news article is in the APS website is based on a 
review of the actual soon-to-be-published-on-line-ahead-of-print paper and not 
based on a press release or some other news media summary of that work. 

Miguel


__
From: Mike Palij [m...@nyu.edu]
Sent: Saturday, March 07, 2015 9:56 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Are You Past Your Peak or Strange Publication Practices

Did you know that certain types of cognitive skills APPEAR
to peak at certain ages?  For example, it once was believed
the knowledge of vocabulary peaked in the late 40s but newer
data suggests it peaks in the late 60s or early 70s -- though
it is unclear how this is affected by the rate of introduction
of neologisms (i.e., new words) into common usage as well
as reading patterns, media exposure, social interactions,
and a bunch of other variables.

I was vaguely aware of such things (I'm working on figuring
out whether there are critical period for certain cognitive
abilities or merely sensitive periods) but I became aware
of this because I read a news article from the MIT news office
on research conducted by two MIT'ers.  You can read it here:
https://newsoffice.mit.edu/2015/brain-peaks-at-different-ages-0306

But, hey, the research described is supposed to be published
in the Association for Psychological Sciences' (APS) journal
Psychological Science and I thought Hey, I'm a member of
APS, why don't I go over to the APS website and get a copy
of the article!?!  So I go over to the APS website, go to the
section for Psychological Science and do a search for one of
the authors (Joshua Hartshorne).  And this is what I found:
http://www.psychologicalscience.org/index.php/news/releases/cognitive-skills-peak-at-different-ages-across-adulthood.html

This is basically a news article based on the MIT news article
(there's a link at the bottom of the page that connects to the
MIT page for additional info).  A sidebar box to the APS article
says:
For a copy of the research article and access to other Psychological
Science research findings, please contact:

And I got to wondering: wait a minute, I'm already on the APS
website, the articles imply that the research is published in
Psychological Science, so where is it?  If it isn't available to
APS member yet, why was it made available to the media?
If you search for Joshua Hartshorne and Laura Gemine in
news.google.com you'll find a growing number of mass media
websites reporting on this research (they all could be relying
on the MIT press release instead of the original article).

This raises the question of why one would want to release research
to the popular media before the official release of the research
article?  How is one to evaluate how accurate the reporting is in
the popular media account if one does not have the original
research article?  Is this shameless self-promotion or the
well intentioned desire to make readily available important
research results?  But if it is the latter, why isn't a pre-publication
version of the article made available (I can't find any link to it
on either the MIT or APS sites; I did not bother to go to Hartshorne's
website to see if it is there -- it also does not seem to show up
on scholar.google.com).

So, what is going on?

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


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RE: [tips] Is This Dress Red And Green?

[Miguel Roig]

Mike Palij contacted me off list (he had reached his quota of posts for the 
day) with this link, 
http://www.nbcnews.com/nightly-news/video/the-science-behind-the-black-and-blue--or-white-and-gold--dress-40569960
 which clearly shows that different individuals are seeing the different 
colored versions of the dress under the same viewing conditions. So, my 
original thought that the effect was due to “some type of color deficiency on 
the part of some of the viewers or perhaps some unusual viewing effect” 
analogous to viewing old rear projecting screens TVs are both wrong. Frankly, I 
am not happy with the explanations that I have read or heard so far and I am 
not sure that the Mondrian explanation posted by Chris Green is sufficient. I 
now lean more toward an explanation that is closer to Gilchrist’s based on the 
paper posted by Deborah S Briihl. If I am interpreting/recollecting that work 
correctly, the perception of color of the dress seems to depend on an 
individual difference in interpretation of how much illumination/brightness 
occurring within the picture. Those seeing gold and white are interpreting a 
high level of illumination, relative to those seeing the true colors of the 
dress (black and blue). I realize that the above is a most unsatisfying 
explanation, but that’s all I have now. 

Miguel

From: Miguel Roig [ro...@stjohns.edu]
Sent: Friday, February 27, 2015 5:42 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Is This Dress Red And Green?

Perhaps I am wrong, but my sense of the reported differences in the perceived 
color of the dress are simply due to differing viewing conditions. I have to 
believe that any _major_ individual difference in the perception of the dress 
occurring under the same viewing conditions has to be due to some type of color 
deficiency on the part of some of the viewers or perhaps some unusual viewing 
effect, such as the washed out picture of side-viewing vs the crisper picture 
of front-viewing of older, large-screen rear projection TVs of the 1990s. I 
thought that Land's Mondrian demonstration posted by Chris Green is right on 
the money in terms of an explanation. BTW, Land's Wikipedia bio is worth a 
read: http://en.wikipedia.org/wiki/Edwin_H._Land.

BTW, Mike, it's interesting that we have Gilchrist in common. I also took a 
couple of courses from him while at Rutgers-Newark and also had the privilege 
of viewing a number of his lightness constancy displays, including a miniature 
version of the small room display from his Science article that Debra posted; a 
most convincing demonstration. Gilchrist was also a member of my dissertation 
committee and was mentor of Fred Bonato who, I am happy to report, was elected 
as EPA president this year. Thanks to those of you who voted for him.

Miguel



From: Mike Palij [m...@nyu.edu]
Sent: Friday, February 27, 2015 11:59 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: Re: [tips] Is This Dress Red And Green?

All of the offered solutions fail to appreciate an important
point which is why there is so much discussion about this
on social media:

Why is it that two people viewing the dress under the same
conditions perceive the dress as having different colors?

One needs to explain why there are individual differences
not that one can see different colors under different conditions.

Still looking for llamas.

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

P.S. Alan Gilchrist was on the faculty at Stony Brook when I
was a graduate student there and I took a perception seminar
with him.  I'm waiting for my Stony Brook fellow grad student
Hugh Foley to chime in.


--- Original Message ---
On Fri, 27 Feb 2015 07:43:03 -0800, Christopher Green wrote:
Edwin Land explained it to us oh so long ago:
https://www.youtube.com/watch?v=3DiCvHiDWiY ...

On Feb 27, 2015, at 9:13 AM, Mike Palij  wrote:

 The internet was caught up in a frenzy yesterday --
 no, I'm not referring to the llama video -- but about
 an optical illusion that people did not realize was an
 optical illusion.  Indeed, it was an amazing demonstration
 of how unquestioning a person can be of their perception
 of things in the environment as well as the degree of
 overconfidence they have in their own judgments.

 To see where you fall, check out the dress at the
 following link and then select one of the multiple choice
 answers:
 http://swiked.tumblr.com/post/112158479910/trinititties-snacksandharts-swiked

 (a) The dress is red and green
 (b) The dress is white and gold
 (c) The dress is blue and black/brown
 (d) What dress?

 Now, the explanations I've seen for this phenomenon
 hasn't been completely satisfactory because they tend to
 be vague and don't use the combined trichromaticity
 theory-opponent process theory we all are familiar.  For
 one source of explanation, see the story