[tips] Predatory Psychoscatology

[Wuensch, Karl Louis]

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]



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

[Wuensch, Karl Louis]

  For me, one space looks fine with Courier New but not with Times New 
Roman.  With 12 point font and my printer and driver, one blank space is 2.8 mm 
wide with Courier New but only 1.1 mm wide with Times New Roman, and that 1.1 
mm is not, for me, enough of a break.

  I wonder if some of the variance in spacing preference is associated 
with variance in length of pause between sentences when speaking.  Might those 
who prefer two spaces also prefer longer pauses between sentences when speaking 
or listening?

Cheers,
[Karl L. Wuensch]
From: Claudia Stanny [mailto:csta...@uwf.edu]
Sent: Saturday, May 05, 2018 2:18 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] One space or two after a period?



This is such a strange issue.

I had a had time retraining my typing to get rid of two spaces after a period. 
Sometimes, the old habit slips in. But with the fonts I use, the only way I can 
edit out two spaces is to use the search and replace function.

The fundamental flaw in this research is that the stimulus material was 
presented in Courier. I doubt the results will replicate with adjustable fonts.

Who actually uses Courier anymore when we have word processors and modern 
printers that give us manuscripts that look like they were typeset? It is an 
ugly font.

My first step into high tech when I typed my dissertation on an IBM Selectric 
(Ken and Miguel will know what that is) was that a member of my committee 
loaned me his special font ball and I could use Bookman font instead of Courier 
for my manuscript! (Plus I could suck off typos with that wonderful tape!)

OK. I'm done ranting.

Claudia

_

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

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

csta...@uwf.edu

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

On Sat, May 5, 2018 at 12:51 PM, Miguel Roig 
> wrote:
Glad you enjoyed it!  I went from two spaces to one, but now I'll have to make 
the effort to go back to two.

And glad to see that TIPS is still alive.

Miguel (on TIPS since '97).


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

Hi Miguel:

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

“One space or two”?

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

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

Ken

-
Kenneth M. Steele, Ph.D.  
steel...@appstate.edu>
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 
>>
 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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RE: [tips] If You Have Republican Students, Teach Them The Difference between Science and Ideology

[Wuensch, Karl Louis]

  I would also like to see breakdown by major or degree.  Education in 
Business might steer folks in different directions than education in Biology, 
for example.

Cheers,
[Karl L. Wuensch]
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
Sent: Wednesday, February 07, 2018 10:09 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] If You Have Republican Students, Teach Them The Difference 
between Science and Ideology



Hi

Just higher education is too coarse a metric. Would be nice to see breakdown by 
major or degree.

Also, highly educated Republican may be an increasingly rare creature? So 
perhaps something of an anomaly.

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: February-07-18 8:31 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] If You Have Republican Students, Teach Them The Difference 
between Science and Ideology



Because it appears that as Republicans get more education,
the less they rely upon science on issues like climate change
and more on what political elites tell them to believe.  Democrats
learn not to trust political elites and rely more on scientific
evidence -- there's a dissertation in there -- which validates
higher education at least for a portion of the population. I don't
know what independents do.  What is the basis for these statements?
A NY Times article based on Gallup survey research on attitudes;
see:
https://www.nytimes.com/interactive/2017/11/14/upshot/climate-change-by-education.html?em_pos=medium=edit_up_20180207=upshot_art=7=389166=headline=1
To show how reliance on ideology can really screw things up,
it might be useful to start out with the example of Lysenkoism (see:
https://en.wikipedia.org/wiki/Lysenkoism ) but, because its about Russia,
Young Republicans might believe that Lysenkoism is the correct view.
So, critical thinking might be a great thing to teach but certain types
of political ideology might be resistant to it.  Then you might want to
shift gears and ask when is it appropriate to submit to unjust or
ignorant authorities?  Then spring this:
https://bible.org/seriespage/10-submission-authorities-1-peter-213-25
Next, cover cost-benefit analysis.  Ask why would one accepts
costs over benefits IF one is not being altruistic.
-Mike Palij
New York University
m...@nyu.edu

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[tips] That is Greek to me

[Wuensch, Karl Louis]

We have a special offer by February 3 - we will provide free of charge a 
selection of magazines for any chosen scientific field!
Subscribe to our social networks, join our VKontakte group to be aware of 
discounts and special offers, as well as news about scientific publications.


Cheers,
[Karl L. Wuensch]
From: Annette Taylor [mailto:tay...@sandiego.edu]
Sent: Thursday, February 01, 2018 5:06 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Increased predatory conferences



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

Здравствуйте!

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

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Вы сможете опубликовать свою статью. Эти списки составляются на основе опыта 
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  *   База индексации (Scopus, Web of Science)
  *   Показатели (Quartile, Impact Factor, SJR)
  *   Размер издательского взноса (при наличии)​​​



Предложение ограничено и действует только 24 часа. 10578 авторов уже получили 
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[Some 

RE: [tips] interpretations of partial eta squared

[Wuensch, Karl Louis]

  Good commentary, Michael.  Frankly, I am not very fond of any 
proportion of variance effect size estimate, but the squared partial strikes as 
especially wicked, especially since most people who use them have no idea what 
they are.

Cheers,
[Karl L. Wuensch]
From: Michael Palij [mailto:m...@nyu.edu]
Sent: Saturday, December 09, 2017 7:42 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: Fw: [tips] interpretations of partial eta squared



On Fri, 08 Dec 2017 18:05:27 -0800, , Karl Louis Wuensch wrote:
>  Unless you can justify removing from the denominator
>(total variance to be explained) that related to other effects
>in the model, you should never, ever, report partial eta-squared
>or partial r-squared.  If you must report a proportion of variance
>statistic, report semi-partial eta-squared / r- squared, known
>simply as eta-squared in the context of ANOVA.

Using Karls own materials on correlation, let me clarify some of
the points that Karl makes above as well as pose a question:

Assume we have 3 variables, AR=attitude toward animal rights,
MIS=misanthrophy (a dislike of humankind), and IDEAL=Idealism,
If we make AR our Y or criterion variable, and Mis = X1 and
Ideal = X2, out predictor vriables, one can represent the relationship
among the three variables in terms of a Venn diagram as follows:


The criterion Y variable AR is subdivided into several components labelled with
lower case letters:
d = unexplained or error variane
a = common variance or covariance of AR and MIS
c = common variance or covariance of AR and Ideal
b = common variance shared by AR, MIS, and IDEAL

The semi-partial correlation coefficient sr identifies the correlation between
a single variable and TOTAL variance of AR.  In terms of an equation,
sr(AR,MIS) = a/(a + b + c + d)
sr(AR,MIS) = proportion of TOTAL variance explained by the common
variance between AR and MIS.
all of the semi-partial correlations have (a + b + c + d) in the denominator
of equation used to calculate sr (given above).  The semi-partial correlation
is sometime referred to as a "part correlation".  The semi-partial eta-squared
follows a similar logic and the summ of the semi-partial eta-squard values plus
the remainer error variance should sum to 1.00 because each sr has the same
denominator.

Partial correlations differ from semi-partial correlations in a couple of ways
but the most important is what they express:

semi-partial correlations (technically, its squared values) identifty the common
variance between a predictor and the TOTAL variance of the criterion (in this
case (AR) while the (full) partial correlations (again, technically its squared 
values)
identify the common variance between a predictor and the UNEXPLAINED
variance.  The equation for (full) partial correlation for a above is
pr(AR,MIS) = a / (a + d)
The variance components for b and c (commoned or shared variance between
these two variables and the criterion) is removed from the total variance.

The question that the (full) partial correlation answers is "What proportion of
the remaining unexplained variance is accounted for by the relationship between
the criterion and this specific predictor after the systematic variance in 
criterion
that is associated with other predictor is removed from the criterion's 
variance.
The (full) partial correlations squared do NOT add up to 1.00 because they
have different denominators (i.e.,[specific effect variance + error variance] 
and
the specific effect variance is either a or b or c).

Partial eta squared, following the above logic, describes how much common 
variance
is accounted for by the independent  variance of dependent variable's variance 
that
has not been accounted for by the other independent variables.

Whether one should use the semi-partial eta-squared or (full) partial 
eta-squared,
I think, depends upon what what question one is asking or which of two reference
values one can use, namely,
(1)  The toatl variance in the criterion or dependent variable
(2) The remaining unexplained variance in the crierion or dependent variable.

My question to Karl is the following:
What did (full) partial correlation ever do to you to make you hold such
a potent grudge against ever using them?
;-)

>While SPSS does not provide this, it is easily computed as
>the effect sum of squares divided by the total (corrected)
>sum of squares.


Tests of Between-Subjects Effects





Dependent Variable:   Rating





Source


Type III Sum of Squares


df


Mean Square


F


Sig.


Partial Eta Squared


Corrected Model


1318.281a


7


188.326


163.344


.000


.893


Intercept


3314.885


1


3314.885


2875.150


.000


.955


DE_Attr


1275.998


1


1275.998


1106.731


.000


.890


Gender


4.068


1


4.068


3.529


.062


.025


Gender * DE_Attr


15.894


1


15.894


13.785


.000


.091


PL_Attr


.837


1


.837


.726


.396


.005


DE_Attr * 

RE: [tips] interpretations of partial eta squared

[Wuensch, Karl Louis]

  Unless you can justify removing from the denominator (total variance 
to be explained) that related to other effects in the model, you should never, 
ever, report partial eta-squared or partial r-squared.  If you must report a 
proportion of variance statistic, report semi-partial eta-squared / r- squared, 
known simply as eta-squared in the context of ANOVA.  While SPSS does not 
provide this, it is easily computed as the effect sum of squares divided by the 
total (corrected) sum of squares.  SAS will give you a confidence interval for 
this estimate.  Since your design is 2 x 2 x 2, the effect of interest is a one 
degree of freedom effect.  In that case, Cohen’s d is almost always a better 
effect size estimate, and is easy to calculate from the marginal means and the 
pooled standard deviation.

Cheers,
[Karl L. Wuensch]
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
Sent: Friday, December 08, 2017 3:51 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] interpretations of partial eta squared



Hi

According to some sources, yours would be a medium size effect.

“Further confusion surrounds the benchmarks suggested by Cohen (1969, pp. 
278–280)
 to define small, medium, and large effects. As was explained earlier, these 
were based upon values of f that correspond to values of partial η2 of .0099, 
.0588, and .1379, respectively.”

One complication in interpreting partial eta2 is its dependence on the 
denominator, which will vary depending on how much variability the other 
effects account for. In your case,

.061 = 11.593 / (11.593 + 179.626)

But SS Error = 179.626 < SS Total = 1302 because other effects account for much 
of the 1302 units of variability. Without those other effects, partial eta2 
would be smaller and with additional other effects partial eta2 would be larger.

Given the complexities, Michael’s advice would be a sensible way to go if you 
can find relevant prior literature using partial eta2.

Take care
Jim

Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4C78A (4th Floor Centennial)
www.uwinnipeg.ca/~clark

From: Michael Scoles [mailto:micha...@uca.edu]
Sent: Friday, December 08, 2017 2:23 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] interpretations of partial eta squared



Despite the "rules of thumb" for various measures of effect size, what is 
common in the literature for a particular area is a better guide.


On Fri, Dec 8, 2017 at 1:46 PM, Annette Taylor 
> wrote:


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

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

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


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

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

Annette

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

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--
Michael T. Scoles, Ph.D.
Associate Professor of Psychology & Counseling
University of Central Arkansas
Conway, AR 72035
501-450-5418

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RE: [tips] to deceive or not to deceive

[Wuensch, Karl Louis]

  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] Effects, Affects, Independent and Depentent Variables.

[Wuensch, Karl Louis]

  When using the word “effect,” as in “effect-size,” I sometimes warn 
my students that I am using it in the “soft” sense (not causal).  A related 
concern of mine is the use of the terms “independent variable” and “dependent 
variable” in research that is not experimental – that is, when no variable is 
manipulated.  There is a tendency to use “independent variable” whenever the 
variable is categorical and “dependent variable” when it is continuous.  Once I 
helped a previous student with his dissertation.  No variables were 
manipulated, but several were categorical.  I help him dummy code the 
categorical variables and use them in a multiple correlation analysis, with 
continuous covariates, to predict the focal continuous outcome variable.  His 
dissertation advisor told him no, do an ANOVA instead, because then we have 
independent and dependent variables and thus can make causal inferences.

Cheers,
[Karl L. Wuensch]
From: Annette Taylor [mailto:tay...@sandiego.edu]
Sent: Wednesday, July 19, 2017 10:08 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Opinions needed



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

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

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

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

Early morning musings--so they might be mushy.

Annette

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

On Tue, Jul 18, 2017 at 10:00 PM, Teaching in the Psychological Sciences (TIPS) 
digest > wrote:
Subject: Opinions needed
From: Dap Louw >
Date: Tue, 18 Jul 2017 18:27:55 +
Tipsters

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

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

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

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

Regards from this side of the ocean.

Dap

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[tips] APA Headings

[Wuensch, Karl Louis]

  It is OK to follow one header by another header with no text between 
the headers, like this:

  The physiology of emotion.  
Bottom-up and top-down processing pathways. The recognition of emotionally 
laden stimuli occurs as the result of central nervous system processing. The

Cheers,
[Karl L. Wuensch]

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[tips] Suppression

[Wuensch, Karl Louis]

  The situation you describe will produce classical or net suppression. 
 See http://core.ecu.edu/psyc/wuenschk/MV/multReg/Suppress.docx .  Adding the 
suppressor variable to a regression model predicting Y from the other X will 
actually increase the R-square even though the suppressor variable is not or 
only little correlated with Y.

  Draw some Venn diagrams to help your students understand.
Cheers,
[Karl L. Wuensch]

From: Steven Specht [mailto:sspe...@utica.edu]
Sent: Wednesday, April 19, 2017 8:02 AM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: Re: [tips] volunteer subjects



Dear Colleagues,
I am looking for good sources (articles; chapters) to use to help my students 
understand the concept that just because variable X and variable Y are strongly 
correlated, it doesn't mean that they will each be significantly correlated 
with a third variable. That is, variable X and variable Y are strongly 
correlated; but only one is correlated with variable Z. Thanks in advance for 
the help.
-S


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RE:[tips] 2 x K analysis

[Wuensch, Karl Louis]

  If K > 3 and you are into SAS, see 
http://www2.sas.com/proceedings/sugi31/204-31.pdf .


Cheers,
[Karl L. Wuensch]<http://core.ecu.edu/psyc/wuenschk/klw.htm>
From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]
Sent: Tuesday, March 07, 2017 10:34 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] 2 x K analysis



  After getting significant results on your 2 x K chi-square, you are 
likely to want to compare, across the K categories, differences in p, where p 
is the ratio of outcome1 to n.  An easy way to do this is to use the calculator 
at Vassar to find confidence intervals for the difference between pi and pj .  
A less convenient way to do this is to conduct a series of 2 x 2 chi-square 
analyses.

  See http://core.ecu.edu/psyc/wuenschk/docs30/proport.docx .
Cheers,
[Karl L. Wuensch]<http://core.ecu.edu/psyc/wuenschk/klw.htm>
From: Annette Taylor [mailto:tay...@sandiego.edu]
Sent: Monday, March 06, 2017 3:43 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Statistics question



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

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

Alternatively a good read would be equally good.

Thanks.

Annette

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

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[tips] 2 x K analysis

[Wuensch, Karl Louis]

  After getting significant results on your 2 x K chi-square, you are 
likely to want to compare, across the K categories, differences in p, where p 
is the ratio of outcome1 to n.  An easy way to do this is to use the calculator 
at Vassar to find confidence intervals for the difference between pi and pj .  
A less convenient way to do this is to conduct a series of 2 x 2 chi-square 
analyses.

  See http://core.ecu.edu/psyc/wuenschk/docs30/proport.docx .
Cheers,
[Karl L. Wuensch]
From: Annette Taylor [mailto:tay...@sandiego.edu]
Sent: Monday, March 06, 2017 3:43 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Statistics question



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

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

Alternatively a good read would be equally good.

Thanks.

Annette

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

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RE: [tips] Anyone Still Working With Rats?

[Wuensch, Karl Louis]

I worked with wild-caught Mus and Peromyscus while in graduate school, 
and even kept a small colony of Peromyscus at home as pets.  Had no idea I was 
at risk of exposing myself to Hanta.

Cheers,

Karl L. Wuensch

-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: Monday, January 23, 2017 12:16 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Anyone Still Working With Rats?

A curious outbreak of the Seoul version of the Hantavirus among pet rat 
breeders in Wisconsin and Illinois has been reported by the CDC.  A popular 
media account is provided by CNN; see:
http://www.cnn.com/2017/01/20/health/pet-rats-seoul-virus-outbreak-cdc-bn/
The CDC report can be read here:
https://www.cdc.gov/media/releases/2017/s0120-seoul-virus-outbreak.html

I assume that rats being used in labs and professional breeders have enough 
safeguards to prevent external transmission of the Seoul virus into their 
colonies but I bet that the CDC and other groups will monitor these groups just 
in case.

I haven't worked with rats in the context of "Rat Lab" (experimental psychology 
lab) since the late 1980s/early 1990s and I was under the impression that many 
colleges had stopped using rats or pigeons in psych lab because of the cost of 
meeting all the federal regulations involving the care and housing of the 
animals.
But if one of the infected pet breeders took a rat lab course or worked in a 
lab with rats, I expect that could introduce the Seoul virus into these 
colonies and from there to humans.

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



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RE: [tips] If You are in NYC This Sunday (01/08) and Will be Riding the Subway...

[Wuensch, Karl Louis]

Temps on Sunday predicted to range from the teens to a high of 28.  
There are going to be some cold buns in NYC.

Cheers,

Karl L. Wuensch

-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: Wednesday, January 04, 2017 1:09 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] If You are in NYC This Sunday (01/08) and Will be Riding the 
Subway...

don't forget to take your pants off.  See:
http://www.thelodownny.com/leslog/2017/01/the-no-pants-subway-ride-returns-this-sunday.html

Don't go commando. ;-)

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


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[tips] Student's Name: _________

[Wuensch, Karl Louis]

On my stats exam there appears, in the upper right of the first page, 
"Student's Name _."  Two of my students wrote in there "William S. Gosset." 
 Should I give them extra credit?  A pint of stout?


Karl W., East Carolina University

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RE: [tips] Hey Vegans! When Plants Communicate, Do You Listen?

[Wuensch, Karl Louis]

https://www.youtube.com/watch?v=XhDGiW-qZ2k


Cheers,
[Karl L. Wuensch]
From: Mike Palij [mailto:m...@nyu.edu]
Sent: Sunday, October 30, 2016 7:55 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Hey Vegans! When Plants Communicate, Do You Listen?



Plants apparently respond to "attacks" on them, such as eating them.
For a couple of examples. see:
http://daily.jstor.org/plants-know-when-they-are-being-eaten-and-they-fight-back/

There is an old story in Zen Buddhism about all living things having
Buddha nature and it is a sin to kill and eat, say, animals, because
of this.  But one day a novice asked a master about plants and
whether they had Buddha nature.  The mater responded "All
living things have Buddha nature".

The responded "So when we eats plant, they scream as we
eat them?'

The master responded "Yes, but they do so very quietly."

In contrast, on the Zombie series "The Walking Dead" Carl
makes the astute observation:

"Everything is food for something else."

Yes, indeed.

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




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RE: [tips] error bars

[Wuensch, Karl Louis]

  This might help:  
http://peltiertech.com/Excel/ChartsHowTo/ErrorBars.html

Cheers,
[Karl L. Wuensch]
From: Annette Taylor [mailto:tay...@sandiego.edu]
Sent: Thursday, July 21, 2016 8:28 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] error bars



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

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

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

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

Annette

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


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RE:[tips] OK Cupid

[Wuensch, Karl Louis]

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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RE:[tips] OK Cupid

[Wuensch, Karl Louis]

  Two folks have told me that the 7-zip at that link now requires a 
password.  When provided with the same 7-zip file I was able to decompress with 
no password, one of them told me that 7-zip still required a password, and I 
have not heard back from the other.  Why 7-zip would not require a password 
from me but would from another is a mystery to me.

Cheers,
[Karl L. Wuensch]<http://core.ecu.edu/psyc/wuenschk/klw.htm>
From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]
Sent: Friday, May 13, 2016 2:07 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] OK Cupid



  Bad News:  The 7-zip of the data now requires a password, likely due 
to the controversial nature of the data.  If I find the data elsewhere, I'll 
let you all know.

Cheers,
[Karl L. Wuensch]<http://core.ecu.edu/psyc/wuenschk/klw.htm>
From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]
Sent: Tuesday, May 10, 2016 8:59 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] OK Cupid



  Holy Moly: A very large dataset (N = 68,371, 2,620 variables) from 
the dating site OKCupid is presented and made publicly available for use by 
others. I can see using in this my stats classes.  The data are compressed into 
7-zip<http://www.7-zip.org/> file, which, when uncompressed, is in csv format.  
Much of the data is alphanumeric and will need be recoded to numeric for some 
analyses.

http://openpsych.net/forum/showthread.php?tid=279

Cheers,

[East Carolina University]<http://www.ecu.edu/>
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earth<http://core.ecu.edu/psyc/wuenschk/Earth.htm>
Associate Editor, Society & Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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[tips] OK Cupid

[Wuensch, Karl Louis]

  Holy Moly: A very large dataset (N = 68,371, 2,620 variables) from 
the dating site OKCupid is presented and made publicly available for use by 
others. I can see using in this my stats classes.  The data are compressed into 
7-zip file, which, when uncompressed, is in csv format.  
Much of the data is alphanumeric and will need be recoded to numeric for some 
analyses.

http://openpsych.net/forum/showthread.php?tid=279

Cheers,

[East Carolina University]
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earth
Associate Editor, Society & Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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[tips] Cheat Sheets

[Wuensch, Karl Louis]

  I insist that they be hand-written.  Without that restriction, my 
students were not organizing the lecture material but rather just copying, word 
for word, content from my online lecture notes, then making the font very 
small.  I do explain to them that the value of the cheat sheet is making it, 
putting the important concepts in their own words.  Having the sheet available 
during the exam is of little value.

Cheers,
[Karl L. Wuensch]
From: Joan Warmbold Boggs [mailto:jwarm...@oakton.edu]
Sent: Sunday, March 27, 2016 10:58 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Cheating watches



I experimented with the 'cheat sheet' during an abbreviated three week 
Introduction to Psychology course a few years back.   We offer these three week 
interim courses between semesters and they tend to draw very good students.   
Whatever, the feedback I received from most of the students was that, though 
the notes they brought into the class for the tests were certainly handy, the 
process made them content to write the major ideas down on paper without 
actually learning/memorizing most of the information.

However, I give seven essay tests over each of my seven units making it quite 
possible for diligent students to properly prepare for the tests.  If instead I 
only gave three tests during the course, with each test covering much more 
material, my students might have felt far more positive about the use of such a 
cheat sheet.  That is, as Rick suggests, when students need to review a large 
amount of material, the cheat sheet could very conceivably encourage many more 
students to review and condense the major ideas in a far more conscientious 
manner than they would otherwise.

Joan
Joan Warmbold Boggs
Professor of Psychology
Oakton Community College
jwarm...@oakton.edu
On 3/25/2016 4:34 PM, Rick Stevens wrote:


Long ago, I was surprised when on TIPS people suggested letting students bring 
in a 'cheat sheet'.  I've done that for a while, now, and think that the value 
is in making them think about what they want to put on a single piece of paper. 
 Admittedly, some go for the 'tiny writing award', trying to pack info onto the 
page, but either way, I think that it makes them study in a different way.  It 
might be even harder to make up a file that would be usable on a tiny screen.  
You surely couldn't search all of your notes.  If you were listening to 
recorded lectures it would be hours of material and a very limited ability to 
search through it.  If you had to decide what to put and dictate facts in some 
shortened audio format, it would amount to putting time into studying.  I doubt 
that this will catch on.

Rick Stevens
School of Behavioral and Social Sciences
University of Louisiana at Monroe

On Fri, Mar 25, 2016 at 4:19 PM, Kenneth Steele 
> wrote:


I remain unconcerned about the danger of these devices in the USA.  Notice that 
if you go to the website that they do not guarantee the validity of the 
technique. For the technique to work then you need information that is valid, 
organized, and easily accessible.  That is not the hallmark of a student who is 
relies on  cheating to pass a test here.


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 Mar 25, 2016, at 4:18 PM, MARK CASTEEL > 
wrote:

I actually happened to mention this today in my developmental psychology
course before they took an exam, and of course, I used a joking tone. It was
interesting that one student had heard of these watches so I'm not sure how
gimmicky they really are. It certainly made me think twice about things,
especially the Bluetooth earpiece.

**

Mark A. Casteel, Ph.D.

Associate Professor of Psychology

Penn State York

717-771-4028

**

-Original Message-
From: Gerald Peterson [mailto:peter...@svsu.edu]
Sent: Friday, March 25, 2016 4:15 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Cheating watches

Agree with Marie, but they are putting them on their laps and in the folds
of clothes...smartphones or other material.
Amazing how blatent the ads are. Students should have stronger orientation
sessions about dishonesty/ethics/plagiarism, etc. I guess.

- Original Message -
From: "Marie Helweg-Larsen" 
>
To: "Teaching in the Psychological Sciences (TIPS)"

RE: [tips] Reporting CI for correlations

[Wuensch, Karl Louis]

  The research with which I am involved these days generally involves 
too many variables to report confidence intervals for all pairs of variables.  
I’m more likely to report a CI for multiple R-squared or semipartial 
eta-squared.

Cheers,
[Karl L. Wuensch]
From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Wednesday, March 02, 2016 7:57 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Reporting CI for correlations



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

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

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

On Mar 2, 2016, at 6:50 PM, Mike Palij > 
wrote:
On Wed, 02 Mar 2016 14:31:18 -0800, Lenore Frigo wrote:

For a research methods class, I'm in search of some examples
where results report a Pearson's r with a confidence interval (with
or without a p-value/NHST). Finding such examples has been
surprisingly difficult (searches hit articles about confidence intervals,
not those that happen to report them).

About 20 or so years ago I asked a senior researcher in public
health with whom I was doing research the following:

"Why do researchers report the odds-ratio with its confidence
interval but they don't do the same for the Pearson r?"
NOTE: this was for journal publishing research on HIV/AIDS
and substance use.

His answer was that was just the style of reporting people using
though the confidence interval for the Pearson r should be reported
(we didn't -- when in Rome).

I think that something similar has occurred in psychology. The
Pearson r is one of the oldest statistics we have and pre-dates
the concept of confidence interval by decades, so there is a
history of not reporting the confidence interval.  When Neyman
came up with he confidence interval, using it implied that one was
in Neyman's "camp" in contrast to Sir Ronald Fisher's "camp"
where confidence intervals were considered to be as dumb
as a bag of hammer.  Fisher argued that the confidence interval
was a ridiculous concept because it was based on the
belief that one would replicate the study 100 times.
Remember: the confidence interval does not provide
the probability that the interval contains the population parameter
of interest (it either contains it [p = 1.00] or it doesn't [p= 0.00]),
rather it says that if this study/process that produced the confidence
interval was repeated 100 times, 95% of these new intervals
would contain the population parameter (that is if one uses a
95% confidence interval).  Fisher argued that confidence intervals
were appropriate for a manufacturing practice that puts out
a large number of samples and not individual experiments.
Fisher attempted to come up with something called fiducial intervals
which would represent an interval with a 95% chance of
containing the population parameter but this turns out to be
much more difficult to do and Fisher didn't not come up with
a useful solution.

For the history of these ideas see the following book:

Lehmann, E. L. (2011). Fisher, Neyman, and the creation of
classical statistics. New York, NY: Springer.

However, as Lehmann points out, most people interpret
confidence intervals as though they are fidiucial intervals,
something that distressed both Neyman and Fisher.  The
reason, I think is obvious, the Neyman definition doesn't
really make much sense (who is going to replicate a study
100 times?) while the Fisherian definition does but does not
apply to confidence intervals.

So, I think that there is a basic argument about whether
one should really report confidence intervals at all.  For a
single correlation it provides the same information as the
t-test for the Pearson r, namely, does the Pearson r equal
zero.  If one is seriously interested in the variability of the
Pearson r, that's why God created the standard error which,
conceptually, may be easier to understand than a confidence
interval.


I'd greatly appreciate any leads on example that have r  and
confidence intervals reported. Or even any suggestions for how
to search for that sort of thing? (Or much more broadly, any thoughts
on teaching CIs and going beyond NHST?)

Like I say above, it has not become standard practice for
reporting confidence intervals for individual correlations, so
I doubt that you'll find too many examples (especially in situations
where the research cherrypicked the correlation from a correlation
matrix and would have to calculate the CI by hand).  It is easier
to find confidence intervals for the intraclass coefficients, and
other statistics where it has become standard practice to do
so (that is, an agreed upon statistical ritual has been developed).

On proponent of the use of CI and related statistics is Geoff

[tips] It's on the Syllabus

[Wuensch, Karl Louis]

http://pnis.co/scinews/vol3/breaking_syllabus.html

Cheers,
[Karl L. Wuensch]

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[tips] Development of the BSR scale

[Wuensch, Karl Louis]

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] Fechner Day!

[Wuensch, Karl Louis]

http://blog.minitab.com/blog/statistics-and-quality-data-analysis/happy-fechner-day-everyone

Cheers,
[Karl L. Wuensch]
From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Thursday, October 22, 2015 8:43 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Fechner Day!



Today celebrates the anniversary of the morning on which Gustav Theodor Fechner 
achieved his glorious psychophysical enlightenment!! Happy Fechner Day everyone!
https://en.wikipedia.org/wiki/Gustav_Fechner

Best,
Chris
.
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773897°, -79.503667°

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


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RE: [tips] PSYC failed the replication test

[Wuensch, Karl Louis]

  I don't think the replication results are very surprising.  It seems 
to be closely related to the file drawer problem and publication policy.  
Suzy Q and a bunch of others are, independently, studying the same effect.  The 
effect happens to be pretty small, and the sample sizes Suzy and others use not 
very large.  Sampling error leads half of the researchers to underestimate the 
magnitude of the effect, half overestimating it.  Suzy is the lucky one who 
gets data leading to an overestimate sufficiently large to produce significant 
results.  Now this is not a Type I error, there is an effect, but she has, 
unknowingly, overestimated the magnitude of the effect.  It should not be 
surprising that when others try to replicate it, they get much smaller 
estimates of the magnitude of the effect.

  Yes, meta-analysis is called for here, if you can get the data out of 
all those file drawers.

Cheers,
[Karl L. Wuensch]http://core.ecu.edu/psyc/wuenschk/klw.htm
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
Sent: Friday, August 28, 2015 3:41 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] PSYC failed the replication test



Hi

Some notable lapses I think. No mention of meta-analysis that I saw. And the 
Science editor's comment that marginal results not be published is exactly 
wrong. Every finding should be published so that studies can be aggregated. 
Psychology made a big mistake when it turned from small papers consisting 
mostly of methods and results for single studies to mega papers with multiple 
studies and (inflated?) intros and discussions. Thes problems are exacerbated 
by calls for larger and larger Ns.

Jim

Sent from my iPhone

On Aug 28, 2015, at 2:33 PM, Dennis Goff 
dg...@randolphcollege.edumailto:dg...@randolphcollege.edu wrote:


You all might find an article published on the Five Thirty Eight website (link 
http://fivethirtyeight.com)  useful when talking about this issue with 
students. The article includes a very nice interactive demonstration of 
p-hacking that I think will help students to understand that concept. Beyond 
that, the article takes a balanced approach to the problems of replicability, 
the growth in the number of journal articles being published, fraud and other 
related topics.  The title is Science Isn't Broken by , Christie Aschwanden. 
Here is the link http://fivethirtyeight.com/features/science-isnt-broken/

Dennis

--
Dennis M Goff
Charles A Dana Professor of Psychology
Chair Department of Psychology
Office: (434) 947-8547

Randolph College
Founded as Randolph-Macon Woman's College in 1891
2500 Rivermont Avenue
Lynchburg, VA 24503
www.randolphcollege.eduhttp://www.randolphcollege.edu/




From: Rick Froman [mailto:rfro...@jbu.edu]
Sent: Friday, August 28, 2015 2:17 PM
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Subject: RE:[tips] PSYC failed the replication test



It is true that we only got a D+ :( but 68% is quite a bit higher :) than some 
of the estimates of reproducibility I have heard bandied about (which are close 
to zero).

Rick

Dr. Rick Fromanhttp://bit.ly/16z4vcd
Professor of Psychology
Box 3519
John Brown University
2000 W. University Siloam Springs, AR  72761
rfro...@jbu.edumailto:rfro...@jbu.edu
(479) 524-7295


From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]
Sent: Friday, August 28, 2015 12:59 PM
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Subject: [tips] PSYC failed the replication test



  This article is going on the reading list for my grad students in 
stats.  Once we have covered power and publication biases this article should, 
I hope, lead to some lively discussion.

http://www.sciencemag.org/content/349/6251/aac4716

Cheers,

image001.jpghttp://www.ecu.edu/
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm
Associate Editor, Society  Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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[tips] PSYC failed the replication test

[Wuensch, Karl Louis]

  This article is going on the reading list for my grad students in 
stats.  Once we have covered power and publication biases this article should, 
I hope, lead to some lively discussion.

http://www.sciencemag.org/content/349/6251/aac4716

Cheers,

[East Carolina University]http://www.ecu.edu/
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm
Associate Editor, Society  Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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[tips] Associate Editor, Quantitative Methods, Society Animals

[Wuensch, Karl Louis]

  Society  
Animalshttp://www.animalsandsociety.org/pages/society-animals seeks a social 
scientist skilled in quantitative methods (especially SEM and/or HLM) to serve 
as an Associate Editor.  If interested, or if you have suggestions for a good 
candidate, please contact me off-list.  Thanks.

Cheers,

[East Carolina University]http://www.ecu.edu/
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm
Associate Editor, Society  Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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RE:[tips] Addressing Student Questions in Introduction to Psychology

[Wuensch, Karl Louis]

  Nice, but what about the most common question:  Are we going to do 
anything important in class next week?

Cheers,
[Karl L. Wuensch]http://core.ecu.edu/psyc/wuenschk/klw.htm
From: Bill Southerly [mailto:bsouthe...@frostburg.edu]
Sent: Sunday, August 23, 2015 1:37 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Addressing Student Questions in Introduction to Psychology



This is a forwarded message, so if you have questions contact Scott Freng (see 
contact information at the end of this note)


If you do not teach Introduction to Psychology/General Psychology you can 
ignore this email and I apologize for any cross-listing.

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

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

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

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





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RE:[tips] Fifty psychological and psychiatric terms to avoid

[Wuensch, Karl Louis]

The one right below is just plain wrong, confusing conditional 
probability with unconditional probability:  p = .000 ... This expression 
implies erroneously that there is a zero probability that the investigators 
have committed a Type I error, that is, a false rejection of a true null 
hypothesis (Streiner, 2007). That conclusion is logically absurd, because 
unless one has examined essentially the entire population, there is always some 
chance of a Type I error, no matter how meager.  Well, if the null hypothesis 
is false, the probability of committing a Type I error is, indeed, zero, and it 
can be argued that the null hypothesis is most often false.  Furthermore, p = 
.000 does not mean that p is exactly zero.  To three point precision, .0002 is 
.000.

Cheers,

Karl L. Wuensch


-Original Message-
From: Miguel Roig [mailto:ro...@stjohns.edu] 
Sent: Wednesday, August 05, 2015 7:40 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Fifty psychological and psychiatric terms to avoid

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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[tips] APA Style

[Wuensch, Karl Louis]

 How to Cite Works From the Spirit World
http://blog.apastyle.org/apastyle/2013/10/how-to-cite-works-from-the-spirit-world.html

Cheers,

[East Carolina University]http://www.ecu.edu/
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm
Associate Editor, Society  Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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[tips] Online Graduate Courses, Child/Clinical

[Wuensch, Karl Louis]

  The son of an old friend of mine has asked me if it is possible to 
earn a graduate degree in child/clinical psychology online.  I assume this 
would be the terminal degree (doctorate).  They live in California.  I am 
skeptical, given the amount of clinical supervision that our doctoral students 
receive here at ECU.  Licensing would likely be an issue too.  Any tips you all 
can give me would be greatly appreciated.

Cheers,

[East Carolina University]http://www.ecu.edu/
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm
Associate Editor, Society  Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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