Re: [tips] question about psychopathy

[Carol DeVolder]

Thanks very much, Scott and David. I would love to see the article your
students wrote, Scott, and I would love to hear others' thoughts about the
book.
Thanks again,
Carol

On Sat, Jan 10, 2015 at 12:02 PM, Lilienfeld, Scott O 
wrote:

>
>
>
>
>
>
>  Hi Carol et al: See attached for an article from our lab that addresses
> your query and many more.  Re: your question of psychopathy as a diagnostic
> qualifier, yes, it is now a specifier for antisocial personality disorder
> in DSM-5 Section III, which will be used for research purposes but is not
> in the main section of the manual.  So psychopathy is still not used
> formally for clinical purposes.
>
>
>
> I haven’t read Ronson’s book in full, although from what I’ve been able to
> discern, it’s pretty dreadful and actually perpetuates many of the same
> misconceptions we address in the attached article.  There are many far, far
> better books about psychopathy, including Hervey Cleckley’s classic “The
> Mask of Sanity” (initially published in 1941, last revised in 1988), Robert
> Hare’s (1993) “Without Conscience,” and my late Ph.D. mentor David Lykken’s
> (1995), “The antisocial personalities.”  I often assign sections of all
> three books for undergraduates and graduate students in my lab.  For a more
> scholarly, research-based perspective, Christopher Patrick’s edited
>  “Handbook of psychopathy” (2006, Guilford), which is currently being
> revised and updated, is still the standard.  Two of my graduate students,
> Ashley Watts and Sarah Francis Smith, published a (mostly negative) review
> of Ronson’s book a few years ago; I can try to send that along at some
> point (although I don’t seem to have it handy).
>
>
>
> I agree with David that psychopathy is better supported scientifically
> than is antisocial personality disorder; unfortunately, tradition in
> psychiatry dies hard.  In fairness to the American Psychiatric Association
> Board of Trustees, which vetoed the new proposal for personality disorders
> at the 11th hour, the new dimensional system for personality disorders
> (including psychopathy) had not been sufficiently tested by the time DSM-5
> was nearing publication.  Hence, its presence in Section III rather than in
> the main section of the manual.  That may change soon, however.
>
>
>
> …Scott
>
>
>
>
>
> Scott O. Lilienfeld, Ph.D.
>
> Samuel Candler Dobbs Professor
>
> Department of Psychology, Room 473
>
> 36 Eagle Row
>
> Emory University
>
> Atlanta, Georgia 30322
>
> slil...@emory.edu
>
>
>
>
>
>
>
> *From:* David T Wasieleski [mailto:dwasi...@valdosta.edu]
> *Sent:* Saturday, January 10, 2015 11:57 AM
> *To:* Teaching in the Psychological Sciences (TIPS)
> *Subject:* Re: [tips] question about psychopathy
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
> Carol
>
> The term "psychopath" is not a diagnostic one, at least according to the
> DSM. The closest diagnosis is antisocial personality disorder, but
> psychopathy is a more narrowly defined term and one not used at all in DSM,
> even as a specifier for the aforementioned APD. Keep in mind the American
> Psychiatric Association, when publishing the most recent edition of DSM,
> had a great deal of controversy regarding the chapter on personality
> disorders, in the end making absolutely no changes from the prior edition.
> As one who is interested in said topic, i found this reprehensible.
> Psychopathy would be a much more useful diagnostic term than APD. As for
> books, let me check when Im next in the office. Hope this helps.
>
> David Wasieleski
>
>  ,Sent from my iPad
>
>
> On Jan 10, 2015, at 11:14 AM, Carol DeVolder 
> wrote:
>
>
>
>
>
>
>
> Dear Tipsters,
>
> I'm not a clinician, and I don't think I'm a psychopath, but since I just
> finished reading *The Psychopath Test*, I have a few questions for those
> of you who are...clinicians. My first question concerns the term
> "psychopath." I haven't looked at the DSM and I think I've even asked this
> before, but psychopath isn't considered a diagnostic label, correct? And if
> that is correct, is it used as a qualifier to other diagnoses? What is the
> label that encompasses psychopathic behavior--antisocial personality
> disorder? Does anyone who has read the book have any suggestions,
> critiques, or thoughts on the book? I can see that I have a great deal of
> additional reading to do, so your input would be most welcome.
>
> Thanks,
>
> Carol
>
>
>
> --
>
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Daven

Re: [tips] question about psychopathy

[David T Wasieleski]

Carol
The term "psychopath" is not a diagnostic one, at least according to the DSM. 
The closest diagnosis is antisocial personality disorder, but psychopathy is a 
more narrowly defined term and one not used at all in DSM, even as a specifier 
for the aforementioned APD. Keep in mind the American Psychiatric Association, 
when publishing the most recent edition of DSM, had a great deal of controversy 
regarding the chapter on personality disorders, in the end making absolutely no 
changes from the prior edition. As one who is interested in said topic, i found 
this reprehensible. Psychopathy would be a much more useful diagnostic term 
than APD. As for books, let me check when Im next in the office. Hope this 
helps.
David Wasieleski

 ,Sent from my iPad

On Jan 10, 2015, at 11:14 AM, Carol DeVolder 
mailto:devoldercar...@gmail.com>> wrote:








Dear Tipsters,
I'm not a clinician, and I don't think I'm a psychopath, but since I just 
finished reading The Psychopath Test, I have a few questions for those of you 
who are...clinicians. My first question concerns the term "psychopath." I 
haven't looked at the DSM and I think I've even asked this before, but 
psychopath isn't considered a diagnostic label, correct? And if that is 
correct, is it used as a qualifier to other diagnoses? What is the label that 
encompasses psychopathic behavior--antisocial personality disorder? Does anyone 
who has read the book have any suggestions, critiques, or thoughts on the book? 
I can see that I have a great deal of additional reading to do, so your input 
would be most welcome.
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] question about open access, on line publishing

[Stuart McKelvie]

Dear Tipsters,

I second Chris’s remarks. As mentioned by someone else, Beale’s list of 
predatory publishers is worth consulting. There are some no-cost online 
open-access journals that seem to have reasonable standard of peer review. But 
you do have to be careful.

Sincerely,

Stuart

___
   "Floreat Labore"

   [cid:image001.jpg@01CF3EBB.1E878C80]
"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/psyhttp://www.ubishops.ca/ccc/div/soc/psy>

 Floreat Labore"

 [cid:image002.jpg@01CF3EBB.1E878C80]

[cid:image003.jpg@01CF3EBB.1E878C80]
___



From: Christopher Green [mailto:chri...@yorku.ca]
Sent: March 13, 2014 12:17 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about open access, on line publishing










I was a big fan of open access publishing when the idea was first floated more 
than a decade ago (indeed, I argued then that academics should dump commercial 
publishers entirely and opt for having their scholarly associations vet and 
publish articles and other documents online for a fraction of the typical 
cost). Since then, however, a lot of the open access movement has been co-opted 
and corrupted by two groups: (1) Commercial publishers, who have shifted the 
cost burden from the reader (through subscriptions) to the author (through 
submission fees, often of well over a thousand dollars). Considering that the 
author is already providing the intellectual content for free, this strikes me 
as unconscionable. It also essentially blocks non-funded researchers from the 
possibility of publishing.  (2) There has also sprung up, of late, an entire 
industry of what are essentially ersatz journals that do only the most cursory 
"peer review," take the exorbitant fees, and post online as "articles" 
virtually every submission they receive. There have been several 
well-publicized Sokal-like tests of this scam and, in my opinion, it threatens 
to undermine scholarly publishing altogether as it gradually become more and 
more difficult (especially for non-experts) to distinguish between the two 
(without carefully examining the actual quality of the articles published).

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

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

On Mar 13, 2014, at 11:14 AM, John Kulig 
mailto:ku...@mail.plymouth.edu>> wrote:









Hi all

First, a disclaimer: In a few weeks I am helping with a seminar on publishing 
outlets and publishing options for new faculty. So I am asking the TIPSs 
community to help with my homework. I will present some objective information 
on open access and on line publishing, but would like to also include reactions 
from people regarding their (1) experiences and/or (2) perceptions of these new 
publishing outlets. Any information will be helpful, even perceptions based on 
limited exposure.

I am also going to discuss impact factor of journals but will probably stick to 
some objective info: their origins, how they are calculated etc ...

Many thanks in advance

John K

==
John W. Kulig, Ph.D.
Professor of Psychology
Coordinator, Psychology Honors
Plymouth State University
Plymouth NH 03264
==



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RE: [tips] question about open access, on line publishing

[Miguel Roig]

I second Chris' views on this matter. 

One open access journal operation that merits a closer look is PeerJ: 
https://peerj.com/. It has what many consider to be a reasonable publication 
cost and peer review model.

Miguel

From: Christopher Green [chri...@yorku.ca]
Sent: Thursday, March 13, 2014 12:17 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about open access, on line publishing

I was a big fan of open access publishing when the idea was first floated more 
than a decade ago (indeed, I argued then that academics should dump commercial 
publishers entirely and opt for having their scholarly associations vet and 
publish articles and other documents online for a fraction of the typical 
cost). Since then, however, a lot of the open access movement has been co-opted 
and corrupted by two groups: (1) Commercial publishers, who have shifted the 
cost burden from the reader (through subscriptions) to the author (through 
submission fees, often of well over a thousand dollars). Considering that the 
author is already providing the intellectual content for free, this strikes me 
as unconscionable. It also essentially blocks non-funded researchers from the 
possibility of publishing.  (2) There has also sprung up, of late, an entire 
industry of what are essentially ersatz journals that do only the most cursory 
"peer review," take the exorbitant fees, and post online as "articles" 
virtually every submission they receive. There have been several 
well-publicized Sokal-like tests of this scam and, in my opinion, it threatens 
to undermine scholarly publishing altogether as it gradually become more and 
more difficult (especially for non-experts) to distinguish between the two 
(without carefully examining the actual quality of the articles published).

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

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

On Mar 13, 2014, at 11:14 AM, John Kulig 
mailto:ku...@mail.plymouth.edu>> wrote:










Hi all

First, a disclaimer: In a few weeks I am helping with a seminar on publishing 
outlets and publishing options for new faculty. So I am asking the TIPSs 
community to help with my homework. I will present some objective information 
on open access and on line publishing, but would like to also include reactions 
from people regarding their (1) experiences and/or (2) perceptions of these new 
publishing outlets. Any information will be helpful, even perceptions based on 
limited exposure.

I am also going to discuss impact factor of journals but will probably stick to 
some objective info: their origins, how they are calculated etc ...

Many thanks in advance

John K

==
John W. Kulig, Ph.D.
Professor of Psychology
Coordinator, Psychology Honors
Plymouth State University
Plymouth NH 03264
==



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Re: [tips] question about open access, on line publishing

[Christopher Green]

I was a big fan of open access publishing when the idea was first floated more 
than a decade ago (indeed, I argued then that academics should dump commercial 
publishers entirely and opt for having their scholarly associations vet and 
publish articles and other documents online for a fraction of the typical 
cost). Since then, however, a lot of the open access movement has been co-opted 
and corrupted by two groups: (1) Commercial publishers, who have shifted the 
cost burden from the reader (through subscriptions) to the author (through 
submission fees, often of well over a thousand dollars). Considering that the 
author is already providing the intellectual content for free, this strikes me 
as unconscionable. It also essentially blocks non-funded researchers from the 
possibility of publishing.  (2) There has also sprung up, of late, an entire 
industry of what are essentially ersatz journals that do only the most cursory 
"peer review," take the exorbitant fees, and post online as "articles" 
virtually every submission they receive. There have been several 
well-publicized Sokal-like tests of this scam and, in my opinion, it threatens 
to undermine scholarly publishing altogether as it gradually become more and 
more difficult (especially for non-experts) to distinguish between the two 
(without carefully examining the actual quality of the articles published). 

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

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

> On Mar 13, 2014, at 11:14 AM, John Kulig  wrote:
> 
>  
> 
> 
>  
> 
> 
>  
> 
> 
> Hi all
> 
> First, a disclaimer: In a few weeks I am helping with a seminar on publishing 
> outlets and publishing options for new faculty. So I am asking the TIPSs 
> community to help with my homework. I will present some objective information 
> on open access and on line publishing, but would like to also include 
> reactions from people regarding their (1) experiences and/or (2) perceptions 
> of these new publishing outlets. Any information will be helpful, even 
> perceptions based on limited exposure.
> 
> I am also going to discuss impact factor of journals but will probably stick 
> to some objective info: their origins, how they are calculated etc ...
> 
> Many thanks in advance
> 
> John K
> 
> ==
> John W. Kulig, Ph.D.
> Professor of Psychology
> Coordinator, Psychology Honors
> Plymouth State University 
> Plymouth NH 03264 
> ==
> 
> 
> ---
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Re: [tips] question about open access, on line publishing

[John Kulig]

Miguel, Thanks! 


== 
John W. Kulig, Ph.D. 
Professor of Psychology 
Coordinator, Psychology Honors 
Plymouth State University 
Plymouth NH 03264 
== 

- Original Message -

From: "Miguel Roig"  
To: "Teaching in the Psychological Sciences (TIPS)" 
 
Sent: Thursday, March 13, 2014 11:19:12 AM 
Subject: RE:[tips] question about open access, on line publishing 

John, if you have not already done so, you should get acquainted with Jeffrey 
Beal's forum and his list of predatory publishers. Some of the exchanges on the 
subject of open access that have taken place in that forum should be useful to 
you: http://scholarlyoa.com/. 

Miguel 
 
From: John Kulig [ku...@mail.plymouth.edu] 
Sent: Thursday, March 13, 2014 11:14 AM 
To: Teaching in the Psychological Sciences (TIPS) 
Subject: [tips] question about open access, on line publishing 

Hi all 

First, a disclaimer: In a few weeks I am helping with a seminar on publishing 
outlets and publishing options for new faculty. So I am asking the TIPSs 
community to help with my homework. I will present some objective information 
on open access and on line publishing, but would like to also include reactions 
from people regarding their (1) experiences and/or (2) perceptions of these new 
publishing outlets. Any information will be helpful, even perceptions based on 
limited exposure. 

I am also going to discuss impact factor of journals but will probably stick to 
some objective info: their origins, how they are calculated etc ... 

Many thanks in advance 

John K 

== 
John W. Kulig, Ph.D. 
Professor of Psychology 
Coordinator, Psychology Honors 
Plymouth State University 
Plymouth NH 03264 
== 



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RE:[tips] question about open access, on line publishing

[Miguel Roig]

John, if you have not already done so, you should get acquainted with Jeffrey 
Beal's forum and his list of predatory publishers. Some of the exchanges on the 
subject of open access that have taken place in that forum should be useful to 
you: http://scholarlyoa.com/.

Miguel

From: John Kulig [ku...@mail.plymouth.edu]
Sent: Thursday, March 13, 2014 11:14 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] question about open access, on line publishing

Hi all

First, a disclaimer: In a few weeks I am helping with a seminar on publishing 
outlets and publishing options for new faculty. So I am asking the TIPSs 
community to help with my homework. I will present some objective information 
on open access and on line publishing, but would like to also include reactions 
from people regarding their (1) experiences and/or (2) perceptions of these new 
publishing outlets. Any information will be helpful, even perceptions based on 
limited exposure.

I am also going to discuss impact factor of journals but will probably stick to 
some objective info: their origins, how they are calculated etc ...

Many thanks in advance

John K

==
John W. Kulig, Ph.D.
Professor of Psychology
Coordinator, Psychology Honors
Plymouth State University
Plymouth NH 03264
==



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RE:[tips] Question...

[Marc Carter]

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

Thanks!

m

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


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

RE:[tips] Question...

[Jim Clark]

Hi

Consider the binomial distribution.  One calculates an exact probability that 
for n = 20 and p = .5, p(x = 13) = .xx (whatever .xx is).   If one now 
approximates this with a normal distribution, we find the area between 7.5 and 
8.5 and report p = .yy (roughly).  That is, we do not (cannot?) say that p is < 
.yy, as that would be nonsense.  Considering now the tails of the distribution, 
if we want to approximate the p value for x >= 8, then we report (estimated) p 
between 7.5 and 20, and it would be nonsense to say p <= some value as it could 
actually be greater given it is an estimate.

Extending this thinking to the p value for a statistical results, we are 
calculating (estimating) the probability that our test statistic is greater 
than or equal to the observed value.  That is, p = .05 = p(z >= 1.645) = an 
area or the interval between 1.645 and infinity.

I guess another way to think about this is that our observed value may have 
noise associated with it, but the probability distribution does not.  That is, 
given a specified value for z, t, F, whatever, the probability for that value 
is exact.

Take care
Jim

Jim Clark
Professor & Chair of Psychology
204-786-9757
4L41A


-Original Message-
From: Marc Carter [mailto:marc.car...@bakeru.edu] 
Sent: Monday, August 19, 2013 2:00 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Question...

Hi, Jim --

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

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

m

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


> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Monday, August 19, 2013 1:47 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE:[tips] Question...
>
> Hi
>
> I think this is a miss-application of that rule.  The p value is an 
> area, not a point estimate.
>
> Take care
> Jim
>
> Jim Clark
> Professor & Chair of Psychology
> 204-786-9757
> 4L41A
>
> -Original Message-
> From: Marc Carter [mailto:marc.car...@bakeru.edu]
> Sent: Monday, August 19, 2013 1:42 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Question...
>
> Hi, All --
>
> Hope your school years are off to a good start, if they've started (we 
> start Wednesday and I am SO not ready).
>
> But I have a question: am I being a pedant if I insist that my 
> students never report an exact _p_ value?  IIRC from my calc days, the 
> probability of obtaining an exact value of a random variable is zero.
>
> I suppose I should just go with the flow, but it sort of rankles...
>
> What do you all think?
>
> m
>
> --
> Marc Carter, PhD
> Associate Professor of Psychology
> Chair, Department of Behavioral and Health Sciences College of Arts & 
> Sciences Baker University
> --
>
>
>
> The information contained in this e-mail and any attachments thereto
> ("e-mail") is sent by Baker University ("BU") and is intended to be 
> confidential and for the use of only the individual or entity named 
> above. The information may be protected by federal and state privacy 
> and disclosures acts or other legal rules. If the reader of this 
> message is not the intended recipient, you are notified that 
> retention, dissemination, distribution or copying of this e-mail is 
> strictly prohibited. If you have received this e-mail in error please 
> immediately notify Baker University by email reply and immediately and 
> permanently delete this e-mail message and any attachments thereto.
> Thank you.
>
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RE:[tips] Question...

[Marc Carter]

Hi, Jim --

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

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

m

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


> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Monday, August 19, 2013 1:47 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE:[tips] Question...
>
> Hi
>
> I think this is a miss-application of that rule.  The p value is an
> area, not a point estimate.
>
> Take care
> Jim
>
> Jim Clark
> Professor & Chair of Psychology
> 204-786-9757
> 4L41A
>
> -Original Message-
> From: Marc Carter [mailto:marc.car...@bakeru.edu]
> Sent: Monday, August 19, 2013 1:42 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Question...
>
> Hi, All --
>
> Hope your school years are off to a good start, if they've started (we
> start Wednesday and I am SO not ready).
>
> But I have a question: am I being a pedant if I insist that my students
> never report an exact _p_ value?  IIRC from my calc days, the
> probability of obtaining an exact value of a random variable is zero.
>
> I suppose I should just go with the flow, but it sort of rankles...
>
> What do you all think?
>
> m
>
> --
> Marc Carter, PhD
> Associate Professor of Psychology
> Chair, Department of Behavioral and Health Sciences College of Arts &
> Sciences Baker University
> --
>
>
>
> The information contained in this e-mail and any attachments thereto
> ("e-mail") is sent by Baker University ("BU") and is intended to be
> confidential and for the use of only the individual or entity named
> above. The information may be protected by federal and state privacy
> and disclosures acts or other legal rules. If the reader of this
> message is not the intended recipient, you are notified that retention,
> dissemination, distribution or copying of this e-mail is strictly
> prohibited. If you have received this e-mail in error please
> immediately notify Baker University by email reply and immediately and
> permanently delete this e-mail message and any attachments thereto.
> Thank you.
>
> ---
> You are currently subscribed to tips as: j.cl...@uwinnipeg.ca.
> To unsubscribe click here:
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> or send a blank email to leave-27152-
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RE:[tips] Question...

[Jim Clark]

Hi

I think this is a miss-application of that rule.  The p value is an area, not a 
point estimate.

Take care
Jim

Jim Clark
Professor & Chair of Psychology
204-786-9757
4L41A

-Original Message-
From: Marc Carter [mailto:marc.car...@bakeru.edu] 
Sent: Monday, August 19, 2013 1:42 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question...

Hi, All --

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

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

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

What do you all think?

m

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



The information contained in this e-mail and any attachments thereto ("e-mail") 
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Re: [tips] question about DSM V

[David T Wasieleski]

Yes. It's in the mood disorders chapter.

 ,Sent from my iPad

On Jul 16, 2013, at 6:38 PM, "Carol DeVolder" 
mailto:devoldercar...@gmail.com>> wrote:








Dear TIPSters,
Is PMDD now listed as a bona fide disorder in the DSM V (and not depression 
nos)?
Thanks,
Carol
ps--working on being less vague, more concise here. :)

--
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] question about book

[Mike Palij]

On Tue, 21 May 2013 13:34:24 -0700, Christopher Green wrote:

That's not gratuitously nasty. It's just New Yawk. :-)


Dear Chris and Scott:

All I have to say is:  Cole me down on the panny sty.

I guess I'm going to have post *intentionally* nasty posts to TIPS to keep
Scott on here.  ;-)

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


On May 21, 2013, at 1:25 PM, "Lilienfeld, Scott O"  
wrote:

Hi All:

If Mike Palij continues to post gratuitously nasty emails to the TIPS
listserv, I will be signing off.

Mike, please.  Enough already.


Mike Palij had written:
I nominate Carol's request below for the "TiPS Most Vaguely Worded Request 
of

the Week", that is, only if Michael Sylvester does post any questions.

Just a wild guess here because I am using my Bemian PSI powers but is it
possible the answer is...

Conversations With Neil's Brain: The Neural Nature Of Thought And Language 
by

William Calvin and George Ojemon?

It is available on Amazon; see:
http://www.amazon.com/Conversations-Neils-Brain-Thought-Language/dp/0201483378/ref=sr_1_75?s=books&ie=UTF8&qid=1369156405&sr=1-75&keywords=%22brain+surgery%22

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

--  Original Message  ---
On Tue, 21 May 2013 09:18:58 -0700, Carol DeVolder wrote:
Dear TIPSters,
My memory is really failing me on this one, but I believe someone posted a
message about a book written by a physician about a young boy undergoing
brain surgery. It was something like "Inside ___'s head" (or "brain") or
whatever. I don't remember who wrote it or who ___ was, so I can't search 
the

archives or Google it. Does that sound vaguely familiar to anyone or am I
making stuff up in my own mind? 



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Re: [tips] question about book

[Christopher Green]

That's not gratuitously nasty. It's just New Yawk. :-)

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

chri...@yorku.ca

On May 21, 2013, at 1:25 PM, "Lilienfeld, Scott O"  wrote:

> Hi All:
> 
> If Mike Palij continues to post gratuitously nasty emails to the TIPS 
> listserv, I will be signing off.
> 
> Mike, please.  Enough already.
> 
> ...Scott
> 
> 
> Scott O. Lilienfeld, Ph.D.
> Professor
> Department of Psychology, Room 473
> Emory University
> 36 Eagle Row
> Atlanta, Georgia 30322
> slii...@emory.edu; 404-727-1125
> 
> The Master in the Art of Living makes little distinction between his work and 
> his play, his labor and his leisure, his mind and his body, his education and 
> his recreation, his love and his intellectual passions.  He hardly knows 
> which is which.  He simply pursues his vision of excellence in whatever he 
> does, leaving others to decide whether he is working or playing.  To him - he 
> is always doing both.
> 
> - Zen Buddhist text
>  (slightly modified)
> 
> I nominate Carol's request below for the "TiPS Most Vaguely Worded Request of 
> the Week", that is, only if Michael Sylvester does post any questions.
> 
> Just a wild guess here because I am using my Bemian PSI powers but is it 
> possible the answer is...
> 
> Conversations With Neil's Brain: The Neural Nature Of Thought And Language by 
> William Calvin and George Ojemon?
> 
> It is available on Amazon; see:
> http://www.amazon.com/Conversations-Neils-Brain-Thought-Language/dp/0201483378/ref=sr_1_75?s=books&ie=UTF8&qid=1369156405&sr=1-75&keywords=%22brain+surgery%22
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> --  Original Message  ---
> On Tue, 21 May 2013 09:18:58 -0700, Carol DeVolder wrote:
> Dear TIPSters,
> My memory is really failing me on this one, but I believe someone posted a 
> message about a book written by a physician about a young boy undergoing 
> brain surgery. It was something like "Inside ___'s head" (or "brain") or 
> whatever. I don't remember who wrote it or who ___ was, so I can't search the 
> archives or Google it. Does that sound vaguely familiar to anyone or am I 
> making stuff up in my own mind?
> 
> 
> ---
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> 
> 
> This e-mail message (including any attachments) is for the sole use of
> the intended recipient(s) and may contain confidential and privileged
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RE: [tips] question about book

[Tim Shearon]

I'm a big fan of his and Neuroscience for Kids in particular. Hardly gifted 
with reading even the most obvious of cues if my spouse is correct. :)
Tim 
___
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

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

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

From: Carol DeVolder [devoldercar...@gmail.com]
Sent: Tuesday, May 21, 2013 11:27 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about book

Yes!!! Thanks to you and Tim for the answer. Vaguely worded or not, you were 
able to answer it, correct? I often wonder if (worry that) my posts come off as 
Sylvestrian. In my own defense, I tried really hard to find it myself first.

Thank you again, I appreciate it. Especially since my description only include 
one parenthetical word that was actually in the title. I'm so glad you and Tim 
have ESP, PSI, CNN, PMS, or whatever gifts with which you are endowed.
Carol



On Tue, May 21, 2013 at 12:20 PM, Mike Palij 
mailto:m...@nyu.edu>> wrote:
I nominate Carol's request below for the "TiPS Most Vaguely Worded
Request of the Week", that is, only if Michael Sylvester does post any
questions.

Just a wild guess here because I am using my Bemian PSI powers but
is it possible the answer is...

Conversations With Neil's Brain: The Neural Nature Of Thought And Language
by William Calvin and George Ojemon?

It is available on Amazon; see:
http://www.amazon.com/Conversations-Neils-Brain-Thought-Language/dp/0201483378/ref=sr_1_75?s=books&ie=UTF8&qid=1369156405&sr=1-75&keywords=%22brain+surgery%22

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

--  Original Message  ---
On Tue, 21 May 2013 09:18:58 -0700, Carol DeVolder wrote:
Dear TIPSters,
My memory is really failing me on this one, but I believe someone posted a
message about a book written by a physician about a young boy undergoing
brain surgery. It was something like "Inside ___'s head" (or "brain") or
whatever. I don't remember who wrote it or who ___ was, so I can't search
the archives or Google it. Does that sound vaguely familiar to anyone or am
I making stuff up in my own mind?

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--
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] question about book

[Carol DeVolder]

Yes!!! Thanks to you and Tim for the answer. Vaguely worded or not, you
were able to answer it, correct? I often wonder if (worry that) my posts
come off as Sylvestrian. In my own defense, I tried really hard to find it
myself first.

Thank you again, I appreciate it. Especially since my description only
include one parenthetical word that was actually in the title. I'm so glad
you and Tim have ESP, PSI, CNN, PMS, or whatever gifts with which you are
endowed.
Carol



On Tue, May 21, 2013 at 12:20 PM, Mike Palij  wrote:

> I nominate Carol's request below for the "TiPS Most Vaguely Worded
> Request of the Week", that is, only if Michael Sylvester does post any
> questions.
>
> Just a wild guess here because I am using my Bemian PSI powers but
> is it possible the answer is...
>
> Conversations With Neil's Brain: The Neural Nature Of Thought And Language
> by William Calvin and George Ojemon?
>
> It is available on Amazon; see:
> http://www.amazon.com/**Conversations-Neils-Brain-**Thought-Language/dp/**
> 0201483378/ref=sr_1_75?s=**books&ie=UTF8&qid=1369156405&**
> sr=1-75&keywords=%22brain+**surgery%22
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
> --  Original Message  ---
> On Tue, 21 May 2013 09:18:58 -0700, Carol DeVolder wrote:
> Dear TIPSters,
> My memory is really failing me on this one, but I believe someone posted a
> message about a book written by a physician about a young boy undergoing
> brain surgery. It was something like "Inside ___'s head" (or "brain") or
> whatever. I don't remember who wrote it or who ___ was, so I can't search
> the archives or Google it. Does that sound vaguely familiar to anyone or am
> I making stuff up in my own mind?
>
> ---
> You are currently subscribed to tips as: devoldercar...@gmail.com.
> To unsubscribe click here: http://fsulist.frostburg.edu/**u?id=177920.**
> a45340211ac7929163a0216233**41&n=T&l=tips&o=25653
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>



-- 
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] question about book

[Lilienfeld, Scott O]

Hi All:

If Mike Palij continues to post gratuitously nasty emails to the TIPS listserv, 
I will be signing off.

Mike, please.  Enough already.

...Scott


Scott O. Lilienfeld, Ph.D.
Professor
Department of Psychology, Room 473
Emory University
36 Eagle Row
Atlanta, Georgia 30322
slii...@emory.edu; 404-727-1125

The Master in the Art of Living makes little distinction between his work and 
his play, his labor and his leisure, his mind and his body, his education and 
his recreation, his love and his intellectual passions.  He hardly knows which 
is which.  He simply pursues his vision of excellence in whatever he does, 
leaving others to decide whether he is working or playing.  To him - he is 
always doing both.

- Zen Buddhist text
  (slightly modified)

I nominate Carol's request below for the "TiPS Most Vaguely Worded Request of 
the Week", that is, only if Michael Sylvester does post any questions.

Just a wild guess here because I am using my Bemian PSI powers but is it 
possible the answer is...

Conversations With Neil's Brain: The Neural Nature Of Thought And Language by 
William Calvin and George Ojemon?

It is available on Amazon; see:
http://www.amazon.com/Conversations-Neils-Brain-Thought-Language/dp/0201483378/ref=sr_1_75?s=books&ie=UTF8&qid=1369156405&sr=1-75&keywords=%22brain+surgery%22

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

--  Original Message  ---
On Tue, 21 May 2013 09:18:58 -0700, Carol DeVolder wrote:
Dear TIPSters,
My memory is really failing me on this one, but I believe someone posted a 
message about a book written by a physician about a young boy undergoing brain 
surgery. It was something like "Inside ___'s head" (or "brain") or whatever. I 
don't remember who wrote it or who ___ was, so I can't search the archives or 
Google it. Does that sound vaguely familiar to anyone or am I making stuff up 
in my own mind?


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re: [tips] question about book

[Mike Palij]

I nominate Carol's request below for the "TiPS Most Vaguely Worded
Request of the Week", that is, only if Michael Sylvester does post any
questions.

Just a wild guess here because I am using my Bemian PSI powers but
is it possible the answer is...

Conversations With Neil's Brain: The Neural Nature Of Thought And Language
by William Calvin and George Ojemon?

It is available on Amazon; see:
http://www.amazon.com/Conversations-Neils-Brain-Thought-Language/dp/0201483378/ref=sr_1_75?s=books&ie=UTF8&qid=1369156405&sr=1-75&keywords=%22brain+surgery%22

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

--  Original Message  ---
On Tue, 21 May 2013 09:18:58 -0700, Carol DeVolder wrote:
Dear TIPSters,
My memory is really failing me on this one, but I believe someone posted a
message about a book written by a physician about a young boy undergoing
brain surgery. It was something like "Inside ___'s head" (or "brain") or
whatever. I don't remember who wrote it or who ___ was, so I can't search
the archives or Google it. Does that sound vaguely familiar to anyone or am
I making stuff up in my own mind? 



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RE: [tips] question about book

[Tim Shearon]

Carol
Was it "Conversations With Neil's Brain: The Neural Nature Of Thought And 
Language" - William Calvin. (He maintains "Neuroscience for Kids" or at least 
he used to). :)
Tim 
___
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

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

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

From: Carol DeVolder [devoldercar...@gmail.com]
Sent: Tuesday, May 21, 2013 10:18 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] question about book

Dear TIPSters,
My memory is really failing me on this one, but I believe someone posted a 
message about a book written by a physician about a young boy undergoing brain 
surgery. It was something like "Inside ___'s head" (or "brain") or whatever. I 
don't remember who wrote it or who ___ was, so I can't search the archives or 
Google it. Does that sound vaguely familiar to anyone or am I making stuff up 
in my own mind?
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] question about meta analysis - skip if you want!

[Mike Palij]

John, I'm not an expert in meta-analysis but do have some familiarity
with it.  I have a couple of points below:

(1) See the Wikipedia entry on Fisher's method for technical but brief
review of Stouffer's and Fisher's methods.
http://en.wikipedia.org/wiki/Fisher%27s_method#Relation_to_Stouffer.27s_Z-score_method

(2)  Hunter and Schmidt (2004) in their "Methods of Meta-Analysis:
Correcting Error and Bias in Research Findings" has a section on
what they refer to as "cumulation of p-values across studies".  They
point out that this is a method popularized by Rosenthal but (a)
when this method is used, effect size measures are reported along
with the p-values and Zs, and (b) there are a number of assumptions
that underlie the use of this method which lead H&S to say:

|...these methods are rarely used in the literature today.

They base this comments somewhat on the National Research Council's
recommendation that such methods not be used as well as their own
theoretical concerns (i.e., assumption of fixed-effects model for the
results instead of a random-effects model).  H&S's book is on
books.google.com and the following link should bring you to about
page 448 (the method is covered on pp447-448 and elsewhere).
http://books.google.com/books?id=kImkui18i94C&printsec=frontcover&dq=hunter+schmidt+%22Methods+of+meta-analysis%22&hl=en&sa=X&ei=Rm0-Ucr7OayM0QHDw4CYCA&ved=0CDgQ6AEwAA#v=onepage&q=%22National%20research%20council%22&f=false

I would suggest that maybe you avoid the accumulation of p-values
method unless you have some real pressing reasons to use it.
At the very least, you should understand what sorts of criticisms
might be made to your analysis.  And you really do have to provide
the effect sizes as well.

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

-  Original Message  ---
On Mon, 11 Mar 2013 10:43:31 -0700, John Kulig wrote:
I am not the expert in meta-analysis, so any help will be appreciated. I am
currently finding some materials but in the meantime a few quick questions.
I know how to combine Z scores to get an overall Z and p level using 
Stouffer's

methods - in my case I have 4 p values, and I would find the one-tail Z
corresponding to each p (using a negative Z IF the results were in the 
opposite

direction). Adding the Z values and dividing by square root of the number of
studies yields a Z distribution. That I can do. But I have F and p values. F
distributions are chi2 ratios, positive, not normal .. etc. What would be 
the
corresponding Z value for a p value greater than .5? It can't be a negative 
Z.


I was toying with using Fisher's method for combining probabilities instead 
...

-2*Sum log (p) which distributes as Chi square. I found very little info on
this method other than it gives similar but not identical results to 
Stouffer.

I played with a few hypothetical numbers and ended up with quite different p
values in the end. Is that method still used? In the meantime I will start
plowing through a little book by Schultz on meta analysis ... Any help will 
be

appreciated!

JK

p.s. I can also combine effect sizes across the studies, which I may do 
later,

but, what I really want now is one overall "significance" level for these
quadratic trends ... 



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RE:[tips] Question re: Maslow

[Dr. Bob Wildblood]

What should take this to the top of the hierarchy is
that APA wants $11.50 for this article.  Still the
ripoff it has always been.
 Original message 

  Date: Thu, 13 Dec 2012 16:12:08 +
  From: "Wuensch, Karl L" 
  Subject: RE:[tips] Question re: Maslow
  To: "Teaching in the Psychological Sciences
  (TIPS)" 
  > This research should have taken him to the top
  of the hierarchy:

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RE:[tips] Question re: Maslow

[Wuensch, Karl L]

This research should have taken him to the top of the hierarchy:
http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1933-01829-001 

Cheers,

Karl L. Wuensch

-Original Message-
From: Annette Taylor [mailto:tay...@sandiego.edu] 
Sent: Wednesday, December 12, 2012 11:24 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question re: Maslow

Good 12/12/12 to you all.

My colleague, who is not on teaching lists, but knows that I am, asked me to 
post this question: (Frankly, I could not help!) Also this is a cross-posting 
so please delete if you've already read it on that other list.
-
I have a question that I can't seem to find the answer to. I posed it to my 
students (offering extra credit if they could find a source for the answer) and 
even talked to other members of the department but we don't have any promising 
leads. 

Would you mind posting to the board this question: "Does Maslow believe he was 
self-actualized? Can you provide a scholarly reference for the answer?"
---

Since I also find the question interesting I am more than happy to post for her 
and to read the answers.

Thanks to all of your wonderful minds!

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] Question re: Maslow

[C E Walker]

I don't know what Maslow would say. I was told by, I think a reliable
source, that when Maslow was President of APA that he came to the Board
meetings, but was so terrified that he refused to leave his hotel room and
someone else had to conduct the meeting. I also seem to recall that he did
not give a presidential address. I hope I am not spreading unfounded rumors.
Does anyone else have information on this?

Best Wishes. Gene Walker, University of Oklahoma


-Original Message-
From: Annette Taylor [mailto:tay...@sandiego.edu] 
Sent: Wednesday, December 12, 2012 10:24 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question re: Maslow

Good 12/12/12 to you all.

My colleague, who is not on teaching lists, but knows that I am, asked me to
post this question: (Frankly, I could not help!) Also this is a
cross-posting so please delete if you've already read it on that other list.
-
I have a question that I can't seem to find the answer to. I posed it to my
students (offering extra credit if they could find a source for the answer)
and even talked to other members of the department but we don't have any
promising leads. 

Would you mind posting to the board this question: "Does Maslow believe he
was self-actualized? Can you provide a scholarly reference for the answer?"
---

Since I also find the question interesting I am more than happy to post for
her and to read the answers.

Thanks to all of your wonderful minds!

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] Question re: Maslow

[José Ferreira-Alves]

Yes, you are right Mike; thanks for add the complete reference. And thank
you for your input that I also share.
This is a wonderful passage and very important even in political and
historical perspectives;

Thanks
My best, Jose


_
Jose Ferreira-Alves
School of Psychology
Human cognition Lab
University of Minho
Campus de Gualtar
4710-057 Braga
Portugal
www.psi.uminho.pt
Tel. Office: 351 253604233
Tel. Cel. 351 919378514
Email: al...@psi.uminho.pt

-Mensagem original-
De: Mike Palij [mailto:m...@nyu.edu] 
Enviada: quarta-feira, 12 de Dezembro de 2012 22:08
Para: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Assunto: RE: [tips] Question re: Maslow

In the text that Jose quotes below, he does not provide a reference.
I assume that he is quoting one of the following:

(1)  Frick, W. B. (1971). Humanistic psychology: Interviews with Maslow,
Murphy, and Rogers. Columbus, OH: Charles E. Merrill.
or
(2)  Frick, W. B. (2000). Remembering Maslow: Reflections on a 1968
interview.
Journal of Humanistic Psychology, 40(2), 128-147.
NOTE: this is part of the Sage journal collection.

For those with an interest in Maslow, I think that one should probably read
the 1971 book (it was part of Frick's dissertation) but most should take a
look at the 2000 article because it contains the text below and several
other parts from the book.  It is interesting to see how Maslow deals with
the "failures" of his theory (e.g., why don't people who have their need
taken care of don't automatically continue on to self-actualization, why
some people he considered "self-actualized" did not have peak experiences,
such as Eleanor Roosevelt, and are "merely healthy").

But what is interesting is Frick's closing words on the end of the Cold War
between the West and the USSR and parallel "Cold War" between behaviorism
and psychoanalysis with humanistic psychology as the "Third Force".  His
ideas seem quaint given what was about to happen in 2001 and how the "new
normal" would change everything.

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


- Original Message -
On Wed, 12 Dec 2012 10:16:53 -0800, José Ferreira-Alves wrote:

I found a deep interesting passage about this issue by the words of Maslow
himself; I just take a small portion but the entire interview is compulsory
to those to want to answer the question Annete raised. Apologize for the
extension but it is a really interesting passage for me.

"Frick: Dr. Maslow, with your concern for developing the human potential you
would say, then, that a very narrow person, focusing on model train
building, for example, let’s say this is his real “thing.” This is how he
expresses and finds himself. If he were that narrow, that is, if this was
his consuming interest, could this person be self-actualizing?

Maslow: Well, let’s take a better example, because probably that would be
neurotic, that is, if you poked into such a person you’d find that this was
a flight from or a defense against something. That’s just sort of my
expectation—it might be wrong—this might be full self-actualizing for, let’s
say, an unintelligent person. That might be the best he can do.

Frick: It would be consistent with his other potentials, then?

Maslow: Well, I think we get . . . for instance, I find myself getting
narrow, oh, more and more narrow with my age and becoming so absorbed in my
work that I’ve given up plays, and poetry and making new friends, which I
just don’t do anymore.

Frick: . . . you say you have given all of these things up?
Maslow: Yes. I love my work so much, and am so absorbed with it, that
everything else starts getting to look smaller and smaller.

Frick: Is this good? Is this self-actualizing?

Maslow: Well, whatever it is, I’m doing it. I don’t know. We just don’t
know. . . . I ran across this statement in Darwin. Darwin, saying something
of the sort, said he finally turned into what he thought was a dry, narrow
man, just absorbed with his work, and with nothing else in the whole world.
If I compared this with the reading of novels, and going on trips, and going
to parties, and doing a thousand things, all of which I enjoy doing—I hardly
listen to my records anymore, except for background things. I am so much
more narrowed down to my work which I think is more and more me and more and
more what’s important.

Frick: All right, you’re making choices, aren’t you? This is selfactualizing
for you, perhaps, although you are making certain sacrifices as well.

Maslow: Yes. Whether that’s a good thing or a bad thing, I don’t know. For
society I suspect it’s a good thing.

Frick: For you as a person it may be limiting.

Maslow: Yes. I feel sad over. . . .

Frick: . . . what you’re missing in other ways?

Maslow: Yes, I . . . all the pleasures that I. . . . This semester, for
instance, I gave up the Audubon walks in the woods, and the bird walks,
which I love

RE: [tips] Question re: Maslow

[Mike Palij]

In the text that Jose quotes below, he does not provide a reference.
I assume that he is quoting one of the following:

(1)  Frick, W. B. (1971). Humanistic psychology: Interviews with Maslow,
Murphy, and Rogers. Columbus, OH: Charles E. Merrill.
or
(2)  Frick, W. B. (2000). Remembering Maslow: Reflections on a 1968 
interview.

Journal of Humanistic Psychology, 40(2), 128-147.
NOTE: this is part of the Sage journal collection.

For those with an interest in Maslow, I think that one should probably
read the 1971 book (it was part of Frick's dissertation) but most should
take a look at the 2000 article because it contains the text below and
several other parts from the book.  It is interesting to see how Maslow
deals with the "failures" of his theory (e.g., why don't people who have
their need taken care of don't automatically continue on to 
self-actualization,

why some people he considered "self-actualized" did not have peak
experiences, such as Eleanor Roosevelt, and are "merely healthy").

But what is interesting is Frick's closing words on the end of the Cold
War between the West and the USSR and parallel "Cold War" between
behaviorism and psychoanalysis with humanistic psychology as the "Third
Force".  His ideas seem quaint given what was about to happen in 2001
and how the "new normal" would change everything.

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


- Original Message -
On Wed, 12 Dec 2012 10:16:53 -0800, José Ferreira-Alves wrote:

I found a deep interesting passage about this issue by the words of Maslow
himself; I just take a small portion but the entire interview is compulsory
to those to want to answer the question Annete raised. Apologize for the
extension but it is a really interesting passage for me.

"Frick: Dr. Maslow, with your concern for developing the human
potential you would say, then, that a very narrow person, focusing
on model train building, for example, let’s say this is
his real “thing.” This is how he expresses and finds himself. If
he were that narrow, that is, if this was his consuming interest,
could this person be self-actualizing?

Maslow: Well, let’s take a better example, because probably that
would be neurotic, that is, if you poked into such a person
you’d find that this was a flight from or a defense against
something. That’s just sort of my expectation—it might be
wrong—this might be full self-actualizing for, let’s say, an unintelligent
person. That might be the best he can do.

Frick: It would be consistent with his other potentials, then?

Maslow: Well, I think we get . . . for instance, I find myself getting
narrow, oh, more and more narrow with my age and
becoming so absorbed in my work that I’ve given up plays,
and poetry and making new friends, which I just don’t do
anymore.

Frick: . . . you say you have given all of these things up?
Maslow: Yes. I love my work so much, and am so absorbed with
it, that everything else starts getting to look smaller and
smaller.

Frick: Is this good? Is this self-actualizing?

Maslow: Well, whatever it is, I’m doing it. I don’t know. We just
don’t know. . . . I ran across this statement in Darwin. Darwin,
saying something of the sort, said he finally turned into
what he thought was a dry, narrow man, just absorbed with
his work, and with nothing else in the whole world. If I compared
this with the reading of novels, and going on trips, and
going to parties, and doing a thousand things, all of which I
enjoy doing—I hardly listen to my records anymore, except
for background things. I am so much more narrowed down to
my work which I think is more and more me and more and
more what’s important.

Frick: All right, you’re making choices, aren’t you? This is selfactualizing
for you, perhaps, although you are making certain
sacrifices as well.

Maslow: Yes. Whether that’s a good thing or a bad thing, I don’t
know. For society I suspect it’s a good thing.

Frick: For you as a person it may be limiting.

Maslow: Yes. I feel sad over. . . .

Frick: . . . what you’re missing in other ways?

Maslow: Yes, I . . . all the pleasures that I. . . . This semester, for
instance, I gave up the Audubon walks in the woods, and the
bird walks, which I love. Well, it just took too much time.
Well, what did it take time from? I loved it, and yet sacrificed
it, renounced it, gave it up for the sake of my mission, or vocation,
or calling, or something" p.134-135




-Mensagem original-
De: Mike Palij [mailto:m...@nyu.edu]
Enviada: quarta-feira, 12 de Dezembro de 2012 18:03
Para: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Assunto: re: [tips] Question re: Maslow

On Wed, 12 Dec 2012 08:24:20 -0800, Annette Taylor wrote:
[snip]

[A colleague asked Annette:]
Would you mind posting to the board this question: "Does Maslow believe
he was self-actualized? Can you provide a scholarly reference for the
answer?"
--

RE: [tips] Question re: Maslow

[José Ferreira-Alves]

I found a deep interesting passage about this issue by the words of Maslow
himself; I just take a small portion but the entire interview is compulsory
to those to want to answer the question Annete raised. Apologize for the
extension but it is a really interesting passage for me.

"Frick: Dr. Maslow, with your concern for developing the human
potential you would say, then, that a very narrow person, focusing
on model train building, for example, let’s say this is
his real “thing.” This is how he expresses and finds himself. If
he were that narrow, that is, if this was his consuming interest,
could this person be self-actualizing?

Maslow: Well, let’s take a better example, because probably that
would be neurotic, that is, if you poked into such a person
you’d find that this was a flight from or a defense against
something. That’s just sort of my expectation—it might be
wrong—this might be full self-actualizing for, let’s say, an unintelligent
person. That might be the best he can do.

Frick: It would be consistent with his other potentials, then?

Maslow: Well, I think we get . . . for instance, I find myself getting
narrow, oh, more and more narrow with my age and
becoming so absorbed in my work that I’ve given up plays,
and poetry and making new friends, which I just don’t do
anymore.

Frick: . . . you say you have given all of these things up?
Maslow: Yes. I love my work so much, and am so absorbed with
it, that everything else starts getting to look smaller and
smaller.

Frick: Is this good? Is this self-actualizing?

Maslow: Well, whatever it is, I’m doing it. I don’t know. We just
don’t know. . . . I ran across this statement in Darwin. Darwin,
saying something of the sort, said he finally turned into
what he thought was a dry, narrow man, just absorbed with
his work, and with nothing else in the whole world. If I compared
this with the reading of novels, and going on trips, and
going to parties, and doing a thousand things, all of which I
enjoy doing—I hardly listen to my records anymore, except
for background things. I am so much more narrowed down to
my work which I think is more and more me and more and
more what’s important.

Frick: All right, you’re making choices, aren’t you? This is selfactualizing
for you, perhaps, although you are making certain
sacrifices as well.

Maslow: Yes. Whether that’s a good thing or a bad thing, I don’t
know. For society I suspect it’s a good thing.

Frick: For you as a person it may be limiting.

Maslow: Yes. I feel sad over. . . .

Frick: . . . what you’re missing in other ways?

Maslow: Yes, I . . . all the pleasures that I. . . . This semester, for
instance, I gave up the Audubon walks in the woods, and the
bird walks, which I love. Well, it just took too much time.
Well, what did it take time from? I loved it, and yet sacrificed
it, renounced it, gave it up for the sake of my mission, or vocation,
or calling, or something" p.134-135



My best
Jose

José Ferreira-Alves, Ph.D
Assistant Professor
School of Psychology
Human Cognition Lab
University of Minho
4710-057 Braga
Tel. 253604233
Email: al...@psi.uminho.pt
www.psi.uminho.pt





-Mensagem original-
De: Mike Palij [mailto:m...@nyu.edu] 
Enviada: quarta-feira, 12 de Dezembro de 2012 18:03
Para: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Assunto: re: [tips] Question re: Maslow

On Wed, 12 Dec 2012 08:24:20 -0800, Annette Taylor wrote:
[snip]
>[A colleague asked Annette:]
>Would you mind posting to the board this question: "Does Maslow believe 
>he was self-actualized? Can you provide a scholarly reference for the 
>answer?"
>---
>Since I also find the question interesting I am more than happy to post 
>for her and to read the answers.

First, I have to admit to not being much of a Maslow fan, though I am loathe
to bad-mouth NYC born psychologists (then again, given the NYC born
psychologists that have gone on to fame, I may have to change my policy
about bad-mouthing them) and only know some basic aspects about Maslow
(actually, I may know more than I care to know, such as his connection to
nude psychotherapy).

Second, a quick Google search has turned up some lecture notes by a
professor at Rensselaer Polytechnic Institute.  Two key points made in the
notes:

(1) Maslow considered only about 2% of the general population to be
"self-actualized".

(2) The Personal Orientation Inventory (POI), which apparently was developed
by Everitt Shostrom, has been used to measure the degree to which a person
is "self-actualized".  Quoting from the notes:

|Ironically, when Maslow completed the POI, it showed that he had only a 
|slight self-actualizing tendency. He scored much lower than individuals 
|who were identified as self-actualizers.
http://homepages.rpi.edu/~verwyc/MASLOWOH.htm
NOTE:  there is no citation for the quote above.

Now, did Maslow believe that he 

re: [tips] Question re: Maslow

[Mike Palij]

On Wed, 12 Dec 2012 08:24:20 -0800, Annette Taylor wrote:
[snip]

[A colleague asked Annette:]
Would you mind posting to the board this question: "Does Maslow believe he 
was

self-actualized? Can you provide a scholarly reference for the answer?"
---
Since I also find the question interesting I am more than happy to post for 
her

and to read the answers.


First, I have to admit to not being much of a Maslow fan, though
I am loathe to bad-mouth NYC born psychologists (then again,
given the NYC born psychologists that have gone on to fame,
I may have to change my policy about bad-mouthing them) and
only know some basic aspects about Maslow (actually, I may
know more than I care to know, such as his connection to
nude psychotherapy).

Second, a quick Google search has turned up some lecture notes by
a professor at Rensselaer Polytechnic Institute.  Two key points
made in the notes:

(1) Maslow considered only about 2% of the general population to be
"self-actualized".

(2) The Personal Orientation Inventory (POI), which apparently was
developed by Everitt Shostrom, has been used to measure the degree
to which a person is "self-actualized".  Quoting from the notes:

|Ironically, when Maslow completed the POI, it showed that he
|had only a slight self-actualizing tendency. He scored much lower
|than individuals who were identified as self-actualizers.
http://homepages.rpi.edu/~verwyc/MASLOWOH.htm
NOTE:  there is no citation for the quote above.

Now, did Maslow believe that he was self-actualized while he was
alive?  Perhaps there is some specific source where he argues
for or against the position but that will take someone who is a
Maslow scholar/groupie/whatever to produce/find.

I think a better question is "Can self-actualization be reliably and
validly measured and how did Maslow score?"  If he never was tested,
well, what difference does it make what Maslow thought? A lot
of people think that they are smart while being as dumb as a bag
of hammers.

If self-actualization can't be reliably and validly measured, well,
Maslow could have thought that he was self-actualized but how
would you "prove" or provide evidence for it?  Given that Maslow
seemed to think that only 2% of the population was self-actualized,
just betting on the baserate, I'd bet that Maslow was not self-actualized.

I'm interested in seeing what more knowledgeable people have to say.

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



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RE: [tips] Question re: Maslow

[José Ferreira-Alves]

In the search I've made I found the following paper: REMEMBERING MASLOW:
REFLECTIONS ON A 1968 INTERVIEW.
The abstract made me think that perhaps this paper could say something about
the topic; however as my university has not this title I could not access
the article.
The abstract is the following:
"Five selections from an interview with Abraham Maslow are presented here.
These five excerpts, each introduced with commentary by the author, include
such topics as Maslow's early experiences in psychology, his problems with
timidity and isolation, the inspiration for his concept of
self-actualization, and his gradual withdrawal from many of life's pleasures
to devote more time to his work. Also discussed are the difficult
theoretical problems he faced following his discovery that many individuals
do not move automatically into the sphere of self-actualization aider all
other needs have been gratified. The final selection presents Maslow's views
on the development of third-force psychology and its future. Finally, a coda
is presented, giving attention to the vastly different psychological and
social realities that have evolved since 1968, when the interview was held.
The implications of these changing realities are discussed as they relate to
humanistic psychology and its future. [ABSTRACT FROM AUTHOR]"

If someone of have this paper and could send it to me I'd be very grateful
Jose
___
José Ferreira-Alves, Ph.D
Assistant Professor
School of Psychology
Human Cognition Lab
University of Minho
4710-057 Braga
Tel. 253604233
Email: al...@psi.uminho.pt
www.psi.uminho.pt




-Mensagem original-
De: Annette Taylor [mailto:tay...@sandiego.edu] 
Enviada: quarta-feira, 12 de Dezembro de 2012 16:24
Para: Teaching in the Psychological Sciences (TIPS)
Assunto: [tips] Question re: Maslow

Good 12/12/12 to you all.

My colleague, who is not on teaching lists, but knows that I am, asked me to
post this question: (Frankly, I could not help!) Also this is a
cross-posting so please delete if you've already read it on that other list.
-
I have a question that I can't seem to find the answer to. I posed it to my
students (offering extra credit if they could find a source for the answer)
and even talked to other members of the department but we don't have any
promising leads. 

Would you mind posting to the board this question: "Does Maslow believe he
was self-actualized? Can you provide a scholarly reference for the answer?"
---

Since I also find the question interesting I am more than happy to post for
her and to read the answers.

Thanks to all of your wonderful minds!

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] question about IRB training

[Jeffrey Nagelbush]

At Ferris, we are just starting to use CITI for both the IRB and the IACUC 
(animal care) committees and users.

Jeffrey Nagelbush
Social Sciences Department
Ferris State University

Date: Fri, 21 Sep 2012 14:46:22 -0500
Subject: [tips] question about IRB training
From: devoldercar...@gmail.com
To: tips@fsulist.frostburg.edu


 


 


 

Hi all,If you submit work to your institution's IRB, I assume you have to show 
some sort of training certification, either from the NIH or an equivalent. How 
many of you know if your institution is affiliated with CITI, and if so, why 
did your institution go that route? Backchannel is fine.
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] question about IRB training

[Paul Brandon]

I've found that IRB's are very hard to train  ;-)

On Sep 21, 2012, at 2:46 PM, Carol DeVolder wrote:

> Hi all,
> If you submit work to your institution's IRB, I assume you have to show some 
> sort of training certification, either from the NIH or an equivalent. How 
> many of you know if your institution is affiliated with CITI, and if so, why 
> did your institution go that route? Backchannel is fine.
> Thanks,

Paul Brandon
10 Crown Hill Ln
Mankato, MN 56001
   507-387-4945
pkbra...@hickorytech.net




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Re: [tips] question about older participants

[Beth Benoit]

I'm also a colleague of the researcher here at Plymouth State University
who's investigating age and memory correlations.  As I fit into her
category of "over 60," I volunteered the members of my book group - 10 of
whom are in that age category.

I'd suggest that researchers personally contact older members of the
department and (sweetly) ask if they have any connections to groups of
their peers who might be interested in participating.

The usual route of asking to speak at Senior Centers in the area might also
produce some volunteers.

Beth Benoit
Granite State College
Plymouth State University
New Hampshire

On Thu, Feb 9, 2012 at 11:44 AM, John Kulig  wrote:

>
>
>
>
>
>
>
> Joe Horton posted about adult participants ... I seem to have deleted his
> post. I am told this link is useful ...
>
> http://www.nationalserviceresources.org/practices/17696
>
>
> John K
>
> ==
> John W. Kulig, Ph.D.
> Professor of Psychology
> Coordinator, University Honors
> Plymouth State University
> Plymouth NH 03264
> ==
>
>
> ---
>
> You are currently subscribed to tips as: beth.ben...@gmail.com.
>
> To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=13105.b9b37cdd198e940b73969ea6ba7aaf72&n=T&l=tips&o=15962
>
> (It may be necessary to cut and paste the above URL if the line is broken)
>
> or send a blank email to
> leave-15962-13105.b9b37cdd198e940b73969ea6ba7aa...@fsulist.frostburg.edu
>
>
>
>
>

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RE: [tips] question about older participants

[Horton, Joseph J.]

Thanks John!

Joseph J. Horton, Ph. D.
Box 3077
Grove City College
Grove City, PA 16127
724-458-2004
jjhor...@gcc.edu

In God we trust, all others must bring data.

From: John Kulig [mailto:ku...@mail.plymouth.edu]
Sent: Thursday, February 09, 2012 11:45 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] question about older participants











Joe Horton posted about adult participants ... I seem to have deleted his post. 
I am told this link is useful ...

http://www.nationalserviceresources.org/practices/17696

John K
==
John W. Kulig, Ph.D.
Professor of Psychology
Coordinator, University Honors
Plymouth State University
Plymouth NH 03264
==



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RE: [tips] Question (again!)

[Marc Carter]

Thanks to all for your replies.   I really didn't want to set a bad example for 
the students, so wanted to hear some second opinions.

They'll be largely different audiences, and one will be a paper presentation 
and one a poster – but it will be the same set of data.

So I think I'll give her the go-ahead to do it, but have her note on the poster 
that the data were previously presented in a talk.

Thanks again!

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts & Sciences
Baker University
--
From: roig-rear...@comcast.net [mailto:roig-rear...@comcast.net]
Sent: Tuesday, October 04, 2011 8:01 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Question (again!)










As Paul pointed out some organizations (e.g., APA) have rules similar to those 
of journals; they only want original papers and are not favorable to having 
papers presented at their conference that have been previously presented 
elsewhere. I think that as long as the conference organizers, and especially 
the audience, are told ahead of time of the extent of recycling, then you are 
ok. Then, when listing the different conferences in one's vita a similar 
notation should be included to indicate whether any recycling of presentation 
material has taken place. I put such a note in my vita and also in my 
presentation slides when warranted. Of course, in my case, I wouldn't want to 
be hoisted by my own petard. ;-)

Miguel


From: "Joan Warmbold" 
To: "Teaching in the Psychological Sciences (TIPS)" 
Sent: Tuesday, October 4, 2011 7:35:54 PM
Subject: Re: [tips] Question (again!)

This comes up a number of times but my question/concern would be if the
audiences differ at the two conferences.  Any person who views your
student's vita will see that they made the same presentation at two
different conferences so I'm not convinced it's that much of an ethical
issue as a pragmatic one.  That is, if their message is of significant
import that will likely be appreciate by two distinctly different
audiences, I would think it would be acceptable.
Joan
jwarm...@oakton.edu

Marc Carter wrote:
> Hi, All --
>
> I have an undergraduate student who wants to present the same research at two 
> conferences.  I'm not comfortable with that -- it seems ethically 
> questionable.  But I wanted to get a second opinion.
>
> What do you think about that?
>
> TIA,
>
> m
>
> --
> Marc Carter, PhD
>
> --
>
>
>
>

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Re: [tips] Question (again!)

[roig-reardon]

As Paul pointed out some organizations (e.g., APA) have rules similar to those 
of journals; they only want original papers and are not favorable to having 
papers presented at their conference that have been previously presented 
elsewhere. I think that as long as the conference organizers, and especially 
the audience, are told ahead of time of the extent of recycling, then you are 
ok. Then, when listing the different conferences in one's vita a similar 
notation should be included to indicate whether any recycling of presentation 
material has taken place. I put such a note in my vita and also in my 
presentation slides when warranted. Of course, in my case, I wouldn't want to 
be hoisted by my own petard. ;-) 

Miguel 

- Original Message -

From: "Joan Warmbold"  
To: "Teaching in the Psychological Sciences (TIPS)" 
 
Sent: Tuesday, October 4, 2011 7:35:54 PM 
Subject: Re: [tips] Question (again!) 

This comes up a number of times but my question/concern would be if the 
audiences differ at the two conferences.  Any person who views your 
student's vita will see that they made the same presentation at two 
different conferences so I'm not convinced it's that much of an ethical 
issue as a pragmatic one.  That is, if their message is of significant 
import that will likely be appreciate by two distinctly different 
audiences, I would think it would be acceptable. 
Joan 
jwarm...@oakton.edu 

Marc Carter wrote: 
> Hi, All -- 
> 
> I have an undergraduate student who wants to present the same research at two 
> conferences.  I'm not comfortable with that -- it seems ethically 
> questionable.  But I wanted to get a second opinion. 
> 
> What do you think about that? 
> 
> TIA, 
> 
> m 
> 
> -- 
> Marc Carter, PhD 
> 
> -- 
> 
> 
> 
>   

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Re: [tips] Question (again!)

[Joan Warmbold]

This comes up a number of times but my question/concern would be if the 
audiences differ at the two conferences.  Any person who views your 
student's vita will see that they made the same presentation at two 
different conferences so I'm not convinced it's that much of an ethical 
issue as a pragmatic one.  That is, if their message is of significant 
import that will likely be appreciate by two distinctly different 
audiences, I would think it would be acceptable. 
Joan

jwarm...@oakton.edu

Marc Carter wrote:

Hi, All --

I have an undergraduate student who wants to present the same research at two 
conferences.  I'm not comfortable with that -- it seems ethically questionable. 
 But I wanted to get a second opinion.

What do you think about that?

TIA,

m

--
Marc Carter, PhD

--



  


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Re: [tips] Question (again!)

[Brandon, Paul K]

First of all -- is she doing exactly the same presentations, or two different 
presentations based on the same data, but extended in different ways.
And second, do the conferences themselves have policies regarding whether 
presentations have to be unique?  Most journals do, but I'm not sure about 
conferences.

On Oct 4, 2011, at 3:20 PM, Marc Carter wrote:

> Hi, All --
> 
> I have an undergraduate student who wants to present the same research at two 
> conferences.  I'm not comfortable with that -- it seems ethically 
> questionable.  But I wanted to get a second opinion.
> 
> What do you think about that?
> 
> TIA,
> 
> m
> 
> --
> Marc Carter, PhD
> Associate Professor of Psychology
> Chair, Department of Behavioral and Health Sciences
> College of Arts & Sciences
> Baker University
> --
> 
> 
> The information contained in this e-mail and any attachments thereto 
> ("e-mail") is sent by Baker University ("BU") and is intended to be 
> confidential and for the use of only the individual or entity named above. 
> The information may be protected by federal and state privacy and disclosures 
> acts or other legal rules. If the reader of this message is not the intended 
> recipient, you are notified that retention, dissemination, distribution or 
> copying of this e-mail is strictly prohibited. If you have received this 
> e-mail in error please immediately notify Baker University by email reply and 
> immediately and permanently delete this e-mail message and any attachments 
> thereto. Thank you.
> 
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Re: [tips] question about maternal cocaine use and punishment

[michael sylvester]

It appears that the prognosis for crack cocaine babies is good in  contrast to 
fetal alcohol syndrome.There are many explanations for this;the prevailing one 
seems to be that cocaine addiction is different frrom the other addictions.As a 
matter of fact there has been some controversy as to whether cocaine is a true  
addicted substance.
Crack  is a highly concentrated form of cocaine and the experience is much more 
potent-it is like having an orgasm in every cell of the body.

Michael "omnicentric" Sylvester,PhD
Daytona Beach,Florida
  - Original Message - 
  From: Carol DeVolder 
  To: Teaching in the Psychological Sciences (TIPS) 
  Sent: Wednesday, April 13, 2011 4:29 PM
  Subject: [tips] question about maternal cocaine use and punishment




  Dear Tipsters,

  I'm going to be talking to my behavioral pharmacology students this afternoon 
about cocaine use. One of the subtopics is prenatal effects. As an important 
part of that I want to discuss maternal treatment (or lack thereof) and 
prosecution. I've done a Google search (because I didn't plan far enough ahead) 
and most of the articles I've found are from the 1990s.  I already have what I 
think is an excellent commentary on the topic entitled Pregnancy and the Public 
Health Hypocrisy, although it is via the organization Reconsider (as in 
"reconsider current drug policy"), thus it is understandably a position. Do any 
of you have other sources, knowledge, or ideas about this? I'd like to figure 
out what the most recent status is with respect to punishment of women who test 
positive for cocaine either while pregnant or at delivery, whether it is 
state-by-state or at the federal level. Any help would be appreciated.
  Carol


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

  This e-mail might be confidential, so please don't share it.




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  No virus found in this incoming message.
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  Version: 9.0.894 / Virus Database: 271.1.1/3571 - Release Date: 04/13/11 
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RE: Re:[tips] Question About AP

[Annette Taylor]

I think there are wide individual differences across disciplines. Whether the 
AP exam deserves credit based on a particular score was recently discussed on 
the psychteach list.

As most everyone on tips knows, there is a subset of us who are AP Readers and 
others who have been on the committee that reviews and evaluates AP 
proposals--yes, each AP course has to be approved. Syllabi are closely examined 
and feedback provided to ensure the depth and breadth that is necessary for 
students to succeed.

I for one am very impressed with the psychology exam. For students to do well 
on the exam they really must have a comprehensive grasp of the field, MUCH more 
so than most students who simply complete intro psych in a single college 
quarter or semester and then never take another psych class.

And it cannot just be a memorized parroting of information. The essay questions 
tend to be integrative and it is typically quite difficult for students to 
score well. Several years we have had a mode of 2 or 3 out of 10 on my essay. 
There are times when scoring a 10 is so outstanding that everyone at a table 
cheers. OK, so it's a very quiet cheer.

So, I think that it's very difficult to compare the exam across disciplines. 
There are qualitatively different conceptual underpinnings. Perhaps some can be 
better taught in an AP course than others.

Annette

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

From: Richard Hake [rrh...@earthlink.net]
Sent: Monday, April 11, 2011 8:05 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: aera_tep_sig128-fo...@listserv.aera.net
Subject: Re:[tips] Question About AP




Some subscribers to TIPS and TeachEdPsych might be interested in 
discussion-list post "Re: Question About AP" [Hake (2011)].

The abstract reads:

***
ABSTRACT:  EDDRA2's  Susan Ohanian wrote: "Someone asked me for research 
questioning Advanced Placement." I suggest Susan check out "AP: A Critical 
Examination of the Advanced Placement Program" [Sadler et al. (2010).]

In his review of that book Scott Jaschik wrote (paraphrasing): "Coeditor Sadler 
summed up by stating 'Advanced Placement courses offer students an opportunity 
to study a subject in a very rigorous and demanding fashion [and] college 
admissions officers are correct to assume that success in the courses is a 
meaningful measure of academic achievements.'

But if it's so rigorous and such a good gauge of achievement why are "Force 
Concept Inventory" average pretest scores so abysmally low for university 
students entering introductory courses, many of whom have taken AP-Physics?

An older resource relevant to AP courses is the NRC's "Learning and 
Understanding: Improving Advanced Study of Mathematics and Science in U.S. High 
Schools" [Gollub et al. (2002)].
BTW -Susan Ohanian wages unrelenting battle with the "Standardistas" at 
<http://www.susanohanian.org/>.
***

To access the complete 13 kB post please click on <http://bit.ly/i3uB5u>.


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Re:[tips] Question About AP

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in 
discussion-list post "Re: Question About AP" [Hake (2011)].

The abstract reads:

***
ABSTRACT:  EDDRA2's  Susan Ohanian wrote: "Someone asked me for 
research questioning Advanced Placement." I suggest Susan check out 
"AP: A Critical Examination of the Advanced Placement Program" 
[Sadler et al. (2010).]

In his review of that book Scott Jaschik wrote (paraphrasing): 
"Coeditor Sadler summed up by stating 'Advanced Placement courses 
offer students an opportunity to study a subject in a very rigorous 
and demanding fashion [and] college admissions officers are correct 
to assume that success in the courses is a meaningful measure of 
academic achievements.'

But if it's so rigorous and such a good gauge of achievement why are 
"Force Concept Inventory" average pretest scores so abysmally low for 
university students entering introductory courses, many of whom have 
taken AP-Physics?

An older resource relevant to AP courses is the NRC's "Learning and 
Understanding: Improving Advanced Study of Mathematics and Science in 
U.S. High Schools" [Gollub et al. (2002)].

BTW -Susan Ohanian wages unrelenting battle with the "Standardistas" 
at .
***

To access the complete 13 kB post please click on .

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)






"The committee found that existing programs for advanced study are 
frequently inconsistent with the results of the research on cognition 
and learning. This report describes how program developers, schools, 
and educators can remedy this situation by considering all components 
of educational programs: curriculum, instruction, ongoing and 
end-of-course assessments, and teacher preparation and professional 
development."
   Gollub et al. (2002)


REFERENCES [All URL's accessed on 11 April 2011 and shortened by 
.]

Gollub, J.P., M.W. Bertenthal, J.B. Labov, and P.C. Curtis. 2002. 
"Learning and Understanding: Improving Advanced Study of Mathematics 
and Science in U.S. High Schools," National Academies Press, online 
at .

Hake, R.R. 2011. " Re: Question About AP" online on the OPEN! AERA-L 
archives at . Post of 11 Apr 2011 16:43:01 
-0700 to AERA-L and Net-Gold. The abstract and link to the complete 
post are being distributed to various discussion lists and are also 
online on my blog "Hake'sEdStuff" at  with a 
provision for comments.

Sadler, P.M., G. Sonnert, R.H. Tai, and K. Klopfenstein, eds. 2010. 
"AP: A Critical Examination of the Advanced Placement Program." 
Harvard Education Press, publisher's information at 
. Amazon.com information at 
.

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RE: [tips] Question...

[Frigo, Lenore]

The fact that a video is posted on Youtube tells you nothing about its 
copyright status. Some Youtube videos are public domain, other times the 
copyright belongs to the person who posted the video, and others are illegal 
copies of copyrighted material.  In theory Youtube deletes copyright 
violations, but not always quickly or regularly enough to make any assumptions.

Lenore Frigo
Shasta College
lfr...@shastacollege.edu

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RE: [tips] Question...

[Marc Carter]

Thanks to you all for the ideas.

And actually, Mike, I'm not an idiot.  There's a reasonable likelihood that 
someone on TIPS has actually done this and knows what's what.

Again, thanks to you all.

m

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

> -Original Message-
> From: Dennis Goff [mailto:dg...@randolphcollege.edu]
> Sent: Saturday, February 05, 2011 7:31 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] Question...
>
> Marc,
>
> I have one other thought on how to get a useful opinion about
> this fair-use copyright question. Our librarians serve as the
> interpreters of fair-use for us. They have studied these
> issues and offer knowledgeable opinions. If I had this
> question on my campus I would ask them first. Perhaps you
> have a similar group on your campus.
>
> Good luck
> Dennis
>
> --
> 
> Dennis M. Goff
> Charles A. Dana Professor of Psychology
> Department of Psychology
> Randolph College (Founded as Randolph-Macon Woman's College
> in 1891) Lynchburg VA 24503
>
>
>

The information contained in this e-mail and any attachments thereto ("e-mail") 
is sent by Baker University ("BU") and is intended to be confidential and for 
the use of only the individual or entity named above. The information may be 
protected by federal and state privacy and disclosures acts or other legal 
rules. If the reader of this message is not the intended recipient, you are 
notified that retention, dissemination, distribution or copying of this e-mail 
is strictly prohibited. If you have received this e-mail in error please 
immediately notify Baker University by email reply and immediately and 
permanently delete this e-mail message and any attachments thereto. Thank you.

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RE: [tips] Question...

[Dennis Goff]

Marc,

I have one other thought on how to get a useful opinion about this fair-use 
copyright question. Our librarians serve as the interpreters of fair-use for 
us. They have studied these issues and offer knowledgeable opinions. If I had 
this question on my campus I would ask them first. Perhaps you have a similar 
group on your campus.

Good luck 
Dennis

--
Dennis M. Goff
Charles A. Dana Professor of Psychology
Department of Psychology
Randolph College (Founded as Randolph-Macon Woman's College in 1891)
Lynchburg VA 24503



-Original Message-
From: Ken Steele [mailto:steel...@appstate.edu]
Sent: Sat 2/5/2011 7:07 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Question...
 

Hi Marc:

Mike makes several good points.  Here is my take on the issue:

1.  There are lawyers and there are lawyers.  Lawyers (like 
academics and medical people) tend to specialize in particular 
areas.  The natural tendency for a lawyer who is unsure of the 
ramifications of an action is to advise someone not to engage in 
that action.  So your school attorney (who is probably very 
knowledgeable in employment and compensation issues) may not be 
very strong with regard to copyright issues.

2.  Your intended use seems to fall under "fair use" provisions. 
  Here is a link to the US Copyright office that offers a short 
definition.  I would look at that material and proceed from there.

http://www.copyright.gov/fls/fl102.html

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 2/4/2011 11:36 PM, Mike Palij wrote:
> On Friday, February 04, 2011 1:33 PM, Marc Carter wrote:
>> Hi, All --
>>
>> One of my students is considering using YouTube clips in a source/false
>> memory study, and we don't know about copyright issues.  Do any of
>> you have any idea about whether it's appropriate to do that without seeking
>> permission in advance?
>>
>> We could email the person who posted it and get permission that way,
>> but I'm not sure of the legality of it.  Any advice will be greatly 
>> appreciated.
>
> A few points.
>
> (1)  This is a legal question that you should ask an attorney associated with
> your school. This is a serious issue.  Stop and think about it.  Would You 
> post
> to Tips something like "I'm having serious chest pains.  Does anyone have
> any ideas whether I'm having a heart attack?"
>
> (2)  I'm not a lawyer (just saying; most people on Tips are not lawyers and
> you do want to get a legal opinion from a lawyer) but as soon as you "fix"
> something into a particular form (e.g., a narrative text, a painting or 
> drawing,
> a picture, a video, etc.) you automatically hold the copyright to the
> fixed form, regardless of whether you specify a copyright notice or not.
> This is why the writer of a doctoral dissertation doesn't have to submit
> a formal copyright notice or even specify that the author holds the copyright 
> --
> it is assumed (e.g., my dissertation somehow wound up on books.google.com
> and when I asked them how it got there I didn't get an answer but they said
> that I held the copyright and they would not display any of the text unless I
> gave them permission to do so; a copy still can be gotten from the 
> Dissertations
> Abstracts folks).  Same for YouTube videos.  People who put up original
> videos hold the copyright to the video UNLESS THEY EXPLICITLY
> GIVE IT UP.  See, for example:
> http://www.google.com/support/youtube/bin/answer.py?hl=en&answer=83755
> Assume that someone who puts up an original work on YouTube holds the
> copyright unless they explicitly say otherwise. Then again, I'm not a lawyer
> and as YoutTube states, they're not relying upon lawyer's advice, so you
> better get the advice of a lawyer.
>
> (3)  I think the real issue if whether one's use of a video falls under the 
> "fair use"
> provision of the copyright law.  If the original creator of a video wants to 
> be
> "difficult", they claim that no one can use their video unless they get their
> permission (and perhaps some compensation).  This issue comes up when
> people "embed" a YouTube video on their website.  One discussion of the
> issues is provided here:
> http://www.thesitewizard.com/general/embed-youtube-video-copyright-matters.shtml
> Again, the person writing on this website is

Re: [tips] Question...

[Ken Steele]

Hi Marc:

Mike makes several good points.  Here is my take on the issue:

1.  There are lawyers and there are lawyers.  Lawyers (like 
academics and medical people) tend to specialize in particular 
areas.  The natural tendency for a lawyer who is unsure of the 
ramifications of an action is to advise someone not to engage in 
that action.  So your school attorney (who is probably very 
knowledgeable in employment and compensation issues) may not be 
very strong with regard to copyright issues.


2.  Your intended use seems to fall under "fair use" provisions. 
 Here is a link to the US Copyright office that offers a short 
definition.  I would look at that material and proceed from there.


http://www.copyright.gov/fls/fl102.html

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 2/4/2011 11:36 PM, Mike Palij wrote:

On Friday, February 04, 2011 1:33 PM, Marc Carter wrote:

Hi, All --

One of my students is considering using YouTube clips in a source/false
memory study, and we don't know about copyright issues.  Do any of
you have any idea about whether it's appropriate to do that without seeking
permission in advance?

We could email the person who posted it and get permission that way,
but I'm not sure of the legality of it.  Any advice will be greatly appreciated.


A few points.

(1)  This is a legal question that you should ask an attorney associated with
your school. This is a serious issue.  Stop and think about it.  Would You post
to Tips something like "I'm having serious chest pains.  Does anyone have
any ideas whether I'm having a heart attack?"

(2)  I'm not a lawyer (just saying; most people on Tips are not lawyers and
you do want to get a legal opinion from a lawyer) but as soon as you "fix"
something into a particular form (e.g., a narrative text, a painting or drawing,
a picture, a video, etc.) you automatically hold the copyright to the
fixed form, regardless of whether you specify a copyright notice or not.
This is why the writer of a doctoral dissertation doesn't have to submit
a formal copyright notice or even specify that the author holds the copyright --
it is assumed (e.g., my dissertation somehow wound up on books.google.com
and when I asked them how it got there I didn't get an answer but they said
that I held the copyright and they would not display any of the text unless I
gave them permission to do so; a copy still can be gotten from the Dissertations
Abstracts folks).  Same for YouTube videos.  People who put up original
videos hold the copyright to the video UNLESS THEY EXPLICITLY
GIVE IT UP.  See, for example:
http://www.google.com/support/youtube/bin/answer.py?hl=en&answer=83755
Assume that someone who puts up an original work on YouTube holds the
copyright unless they explicitly say otherwise. Then again, I'm not a lawyer
and as YoutTube states, they're not relying upon lawyer's advice, so you
better get the advice of a lawyer.

(3)  I think the real issue if whether one's use of a video falls under the "fair 
use"
provision of the copyright law.  If the original creator of a video wants to be
"difficult", they claim that no one can use their video unless they get their
permission (and perhaps some compensation).  This issue comes up when
people "embed" a YouTube video on their website.  One discussion of the
issues is provided here:
http://www.thesitewizard.com/general/embed-youtube-video-copyright-matters.shtml
Again, the person writing on this website is not a lawyer and is not rendering
a legal opinion but it does provide context for the issues involved.  Which
should be helpful when one does talk to a lawyer about the specific use of
a video is "fair use" or requires the permission of the copyright holder.  Some
copyright holders won't care while others will and may want to be compensated
somehow for the use of their original materials.

Copyright is a weird issue but if you want to play it safe (a) always ask the
apparent holder of the copyrighted material for permission to use it, and/or
(b) get a legal opinion, especially from someone who does copyright law.

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




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RE:[tips] Question...

[Mike Palij]

On Friday, February 04, 2011 1:33 PM, Marc Carter wrote:
>Hi, All --
>
>One of my students is considering using YouTube clips in a source/false 
>memory study, and we don't know about copyright issues.  Do any of 
>you have any idea about whether it's appropriate to do that without seeking 
>permission in advance?
>
>We could email the person who posted it and get permission that way, 
>but I'm not sure of the legality of it.  Any advice will be greatly 
>appreciated.

A few points.

(1)  This is a legal question that you should ask an attorney associated with
your school. This is a serious issue.  Stop and think about it.  Would You post
to Tips something like "I'm having serious chest pains.  Does anyone have
any ideas whether I'm having a heart attack?"

(2)  I'm not a lawyer (just saying; most people on Tips are not lawyers and
you do want to get a legal opinion from a lawyer) but as soon as you "fix"
something into a particular form (e.g., a narrative text, a painting or drawing,
a picture, a video, etc.) you automatically hold the copyright to the 
fixed form, regardless of whether you specify a copyright notice or not.
This is why the writer of a doctoral dissertation doesn't have to submit
a formal copyright notice or even specify that the author holds the copyright --
it is assumed (e.g., my dissertation somehow wound up on books.google.com
and when I asked them how it got there I didn't get an answer but they said
that I held the copyright and they would not display any of the text unless I
gave them permission to do so; a copy still can be gotten from the Dissertations
Abstracts folks).  Same for YouTube videos.  People who put up original 
videos hold the copyright to the video UNLESS THEY EXPLICITLY 
GIVE IT UP.  See, for example:
http://www.google.com/support/youtube/bin/answer.py?hl=en&answer=83755
Assume that someone who puts up an original work on YouTube holds the
copyright unless they explicitly say otherwise. Then again, I'm not a lawyer
and as YoutTube states, they're not relying upon lawyer's advice, so you
better get the advice of a lawyer.

(3)  I think the real issue if whether one's use of a video falls under the 
"fair use"
provision of the copyright law.  If the original creator of a video wants to be
"difficult", they claim that no one can use their video unless they get their
permission (and perhaps some compensation).  This issue comes up when
people "embed" a YouTube video on their website.  One discussion of the
issues is provided here:
http://www.thesitewizard.com/general/embed-youtube-video-copyright-matters.shtml
Again, the person writing on this website is not a lawyer and is not rendering
a legal opinion but it does provide context for the issues involved.  Which
should be helpful when one does talk to a lawyer about the specific use of
a video is "fair use" or requires the permission of the copyright holder.  Some
copyright holders won't care while others will and may want to be compensated
somehow for the use of their original materials.

Copyright is a weird issue but if you want to play it safe (a) always ask the
apparent holder of the copyrighted material for permission to use it, and/or
(b) get a legal opinion, especially from someone who does copyright law.

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






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RE:[tips] Question...

[Annette Taylor]

As best as I can tell from a what I knew previously and was verified by a quick 
web search, anything on youtube is not copyrighted. If something gets posted 
there accidentally, in violation of a copyright, it is removed with the idea 
that anything that gets posted there is open source.

Annette

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

From: Marc Carter [marc.car...@bakeru.edu]
Sent: Friday, February 04, 2011 1:33 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question...


Hi, All --

One of my students is considering using YouTube clips in a source/false memory 
study, and we don't know about copyright issues.  Do any of you have any idea 
about whether it's appropriate to do that without seeking permission in advance?

We could email the person who posted it and get permission that way, but I'm 
not sure of the legality of it.  Any advice will be greatly appreciated.

Thanks,

m

--
Marc Carter, PhD
Associate Professor and Chair
Department of Psychology
College of Arts & Sciences
Baker University
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Re: [tips] question re. questionable paper

[Beth Benoit]

And also, if the "author" of the paper turns out to have a different name or
initials than the student, ask the student if he/she used someone else's
computer, and if so, what is that person's name.  That cleared one up for
me, when there was clearly a different name.  Without telling the student
the name that I'd found, I asked if she'd used someone else's computer.  She
said she had, her boyfriend's - and when prompted, gave his name, which
matched the document.  So that at least removed that suspicion.

Beth Benoit

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Re: [tips] question re. questionable paper

[Beth Benoit]

Patrick,
One good way is to bring the student in, and in front of your colleague,
write his/her own version of what the paper is about, pertinent points, etc.
 It can be pretty telling.  (I recently concluded that two suspicious papers
were indeed, probably written by the students.  It's the first time I've
been wrong out of more than a dozen suspicions, but I was very happy to be
"wrong.")  Another way was suggested here in TIPSmake a copy of several
pertinent pages, then white out specific, important words and see if the
student can "fill in the blanks."

Finally, if it was submitted online, you can at least find out if the
student is the "author," unless he/she used someone else's computer.  It
also tells you when it was first "created," how many times it was modified,
etc.  Here's how:  In Word, click on the symbol in the left corner.  Select
"Prepare" and then "Properties."  The "Author's" name will show up on the
left.  Then click on "Document Properties" in the upper left pull down menu.
 Select Advanced properties.  In that box, you can check on Statistics -
when it was created, printed, how many edits there were, etc.

There are some ways to search the term paper sites for "bids," but there are
so many of them, and the sites are a little savvier now, getting the bids
out of sight pretty quickly.

Good luck to your colleague.  It's VERY distressing.

Beth Benoit
Granite State College
Plymouth State University
New Hampshire

On Tue, Dec 21, 2010 at 10:38 AM, Patrick Dolan  wrote:

>
>
> Hi folks- thoughts for my colleague's message below? I'm sure this has been
> discussed before- brining the student in and asking question about it maybe?
>
> Thanks!
> Patrick
>
> **
> Patrick O. Dolan
> Associate Professor and Chair of Psychology
> Drew University
> Madison, NJ 07940
> 973-408-3558
> pdo...@drew.edu
>
> _
>
> >>> 12/21/2010 10:23 AM >>>
> I have a research proposal that I doubt could have been written by the
> student who handed it in.  Several aspects of the paper(in addition to the
> quality) suggest that it may have been purchased outright.  Any thoughts on
> how I should approach this?
>
>
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Re: [tips] question re. questionable paper

[sblack]

On 21 Dec 2010 at 10:38, Patrick Dolan wrote:
> 
> 
> Hi folks- thoughts for my colleague's message below? I'm sure this 
> has been discussed before- brining the student in and asking question 
> about it maybe?

A more objective technique that once worked well is to ask the 
student to bring in copies of the research articles cited in the 
proposal. An honest student would have these readily available.

The Internet unfortunately makes that method less effective, as many 
papers can be now be rapidly acquired electronically, through open 
access or library-enabled subscriptions, and if those fail, by paying 
big bucks. Or the student could retrieve the abstract, and claim 
that's the source of the information.  It may still be worth a try, 
though, because the dumber the student, the less likely that he/she 
would know how to get their hands on such information quickly. There 
may also be an occasional paper cited not so easily obtainable. 

Or you could take the student's proposal, blank out significant 
words, and ask the student to fill them in (the Cloze technique: 
Glatt and Haertel, 1982; Standing et al, 1986, Brubaugh et al, 1996). 
A clueless student is a guilty one. Unfortunately, without some 
comparison data from honest students, it's hard to know where to set 
the criterion for pass or fail on the test. Of course, a spectacular 
failure would leave little doubt and probably result in a confession. 

 Big help, eh? That leaves bringing the student in and asking 
questions :-)

Stephen

Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's University
Sherbrooke, Quebec, Canada   
e-mail:  sblack at ubishops.ca
-

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Re: [tips] question about using ones notes as a text

[John Kulig]

Thanks to all who responded! I will look at this and the other texts, and 
decided on the basis of the comments to post the chapters (IF I write my own) 
on our Blackboard/Moodle site, and avoid duplication issues 

==
John W. Kulig, Ph.D.
Professor of Psychology
Director, Psychology Honors 
Plymouth State University 
Plymouth NH 03264 
==

- Original Message -
From: "Paul C Bernhardt" 
To: "John Kulig" 
Sent: Monday, December 13, 2010 3:42:29 PM
Subject: Re: [tips] question about using ones notes as a text

Hi John, 


I thought I sent this idea to you, but I must have forgotten. 


I've never taught tests and measurements to undergraduates, though I was 
scheduled to do so once. It didn't fill so it was cancelled. The book I picked 
was specifically one that I felt good about teaching to undergraduates. it was 
Foundations of Psychological Testing by McIntire and Miller (McGraw Hill). I 
don't know if it is still in print, though I think I saw it was as recently as 
2006. I liked it because it was less of a litany of this test and that with 
this use and that, and more of an elementary psychometrics book, yet very much 
related to practicalities of tests. If I were told that someone needs to step 
in to teach the class next semester, I would immediately go to that book to 
determine its availability. 


Good luck with your search! 



Paul C Bernhardt 
Frostburg State University 
Frostburg, MD, USA 
pcbernhardt[at]frostburg[d0t]edu 





On Dec 13, 2010, at 10:22 AM, John Kulig wrote: 



Tipsters 

About a month ago I posted a question about looking for a text for a lower 
level measurement text, and made no progress finding a text. If you were one of 
the people who asked me to share what I received, I am sorry to say nothing 
came in. I am now considering using just my notes for this class, typing them 
up replete with exercises, summaries, and so forth. I have enough material to 
write a small book. Questions: Has anyone every done this before? Can the 
department charge students for the extensive photocopying? Is it worth-while 
trying to copyright these notes? Any help will be appreciated, as the semester 
starts in a little over month ... 

== 
John W. Kulig, Ph.D. 
Professor of Psychology 
Director, Psychology Honors 
Plymouth State University 
Plymouth NH 03264 
== 


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Re: [tips] question about using ones notes as a text

[Dr. Bob Wildblood]

John Kulig  wrote:
>
>About a month ago I posted a question about looking for a text for a lower 
>level measurement text, and made no progress finding a text. If you were one 
>of the people who asked me to share what I received, I am sorry to say nothing 
>came in. 

I know I am long of tooth, but I still believe that Cronbach published the best 
text written for measurement.  Unfortunately, I think the latest edition 
available is 1990 as shown below (from Amazon)

Essentials of Psychological Testing by Lee J. Cronbach (Mar 1990)

The last time I used it, I did supplement it with other materials that updated 
information on specific tests.

.
Robert W. Wildblood, PhD
Adjunct Psychology Faculty
Germanna Community College
drb...@rcn.com  

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Using your published book as text Re: [tips] question about using ones notes as a text

[Jim Clark]

Hi

Isn't there a conflict of interest in the university administrators
having such a policy, since they and the university benefit from the
redirected funds?

Does anyone know of evidence that absent such policies, faculty
assigned irrelevant books/readings for their courses just to earn
money?

Take care
Jim


James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
j.cl...@uwinnipeg.ca

>>> Claudia Stanny  13-Dec-10 11:48 AM >>>
Several people posed questions about faculty earning profits from
their
texts (either published or unpublished course notes).

UWF has a policy that ties into general conflict of interest policies.
Faculty can use their published text in their course if they want, but
they
must redirect royalties earned from texts sold to their students to
the
Foundation.  They can, of course, keep royalties earned on sales
elsewhere
for themselves.

Rationale is that it is fine to profit from a book that others require
students to purchase, but conflicts of interests arise if you are the
one
requiring the purchase.



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

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

csta...@uwf.edu 

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

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Using your published book as text Re: [tips] question about using ones notes as a text

[Claudia Stanny]

Several people posed questions about faculty earning profits from their
texts (either published or unpublished course notes).

UWF has a policy that ties into general conflict of interest policies.
Faculty can use their published text in their course if they want, but they
must redirect royalties earned from texts sold to their students to the
Foundation.  They can, of course, keep royalties earned on sales elsewhere
for themselves.

Rationale is that it is fine to profit from a book that others require
students to purchase, but conflicts of interests arise if you are the one
requiring the purchase.



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

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

csta...@uwf.edu

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

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Re: [tips] question about using ones notes as a text

[Jim Clark]

Hi

I have been doing this for a number of years for my honours data analysis 
class.  The course tends to fall between undergraduate and graduate texts, so I 
ended up writing my own chapters, which have evolved into a relatively complete 
manuscript covering a review and multiple regression for the first term and 
anova for the second term.  I think students appreciate a cheap "book" and 
those going on to grad school indicate they are very well prepared.

I know that some universities have policies about assigning your own textbook 
for your courses, but I have never understood the need for such a policy 
myself.  I can remember a number of my undergraduate and graduate courses 
taught by people using their own books (e.g., Doug Jackson teaching with 
Jackson & Messick).  Such courses tend to hang together well I think, and 
understandably so.

Take care
Jim


James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
j.cl...@uwinnipeg.ca

>>> John Kulig  13-Dec-10 9:22 AM >>>
Tipsters

About a month ago I posted a question about looking for a text for a lower 
level measurement text, and made no progress finding a text. If you were one of 
the people who asked me to share what I received, I am sorry to say nothing 
came in. I am now considering using just my notes for this class, typing them 
up replete with exercises, summaries, and so forth. I have enough material to 
write a small book. Questions: Has anyone every done this before? Can the 
department charge students for the extensive photocopying? Is it worth-while 
trying to copyright these notes? Any help will be appreciated, as the semester 
starts in a little over month ...

==
John W. Kulig, Ph.D.
Professor of Psychology
Director, Psychology Honors 
Plymouth State University 
Plymouth NH 03264 
==


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RE: [tips] question about using ones notes as a text

[Marc Carter]

On the flip side, my perception professor in grad school photocopied his text 
for us because he felt guilty about making students buy his book!  I'm not sure 
about the niceties of copyright law in that case, but I thought it was a very 
generous thing to do.

I think getting copying fees for your notes/handouts/course packet is perfectly 
appropriate.  I'd only balk if you were making a profit...

m

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




From: Michelle Everson [mailto:gaddy...@umn.edu]
Sent: Monday, December 13, 2010 10:02 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about using ones notes as a text




Hi John,

I'm not sure I can offer much advice here, but I'd be interested in hearing 
more about any responses you might get to this (both online and offline).

I teach two courses--introductory and intermediate statistics--at the 
graduate-level.  Both courses tend to attract students who do not have 
mathematical backgrounds and who are often quite anxious about even having to 
take a statistics class (and question the relevance of the course).  I have 
struggled quite a bit with finding appropriate textbooks for this crowd.   I do 
have an introductory text that I like, but students end up having to skip 
around in it a lot since we don't cover certain things in my class, and that 
has led to frustration.  I haven't found a good intermediate text that I like.

I teach these courses both online and in the classroom.  For my online 
students, I put rather detailed lecture notes together that are meant to (a) 
summarize discussions students have had, (b) explain content in the textbook 
that I think might be confusing, and (c) provide extra examples.  Originally, 
my goal was to have these notes serve as a SUPPLEMENT to the textbook.  Over 
the years, I've made these notes available to my classroom-based students as 
well.  One thing that I tend to hear from students is that the notes are much 
more helpful than the text, and some actually give up reading the text 
altogether and do fine just by reading the notes.  Of course, this could be a 
case of me enabling the students and giving away too much information in my 
notes that they should be able to get themselves by going through the textbook. 
 However, it's made me wonder if I would better serve my students my just 
giving them these detailed notes.  It troubles me to think they are spending a 
lot of money for a textbook that is not at all helpful to them.

I'm glad you asked this question because I've been wondering if other 
instructors do this, and whether or not it would be appropriate.  In terms of 
the photocopying issue, could you post these notes on a course site (i.e., 
something like Blackboard) and then make the students responsible for 
downloading them?  That would likely be much less expensive for them than 
purchasing a text.

Michelle


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RE: [tips] question about using ones notes as a text

[Wuensch, Karl L]

  To avoid the costs of photo-duplication, simply put your notes on the 
web, or in your course management system.  If the students want to print them, 
they can do so, but I would encourage them to get used to reading digitally.  I 
too have had the reaction Michelle noted -- the students reporting that they do 
not need the text book given that they have my notes.  I still order the text 
and advise my students that even though my notes and the text cover the same 
material, it can be helpful to see the material covered from the somewhat 
different perspectives of two different teacher.


Cheers,

[cid:image001.jpg@01CB9ABD.1C900C90]<http://core.ecu.edu/psyc/wuenschk/klw.htm>


From: Michelle Everson [mailto:gaddy...@umn.edu]
Sent: Monday, December 13, 2010 11:02 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about using ones notes as a text



Hi John,

I'm not sure I can offer much advice here, but I'd be interested in hearing 
more about any responses you might get to this (both online and offline).

I teach two courses--introductory and intermediate statistics--at the 
graduate-level.  Both courses tend to attract students who do not have 
mathematical backgrounds and who are often quite anxious about even having to 
take a statistics class (and question the relevance of the course).  I have 
struggled quite a bit with finding appropriate textbooks for this crowd.   I do 
have an introductory text that I like, but students end up having to skip 
around in it a lot since we don't cover certain things in my class, and that 
has led to frustration.  I haven't found a good intermediate text that I like.

I teach these courses both online and in the classroom.  For my online 
students, I put rather detailed lecture notes together that are meant to (a) 
summarize discussions students have had, (b) explain content in the textbook 
that I think might be confusing, and (c) provide extra examples.  Originally, 
my goal was to have these notes serve as a SUPPLEMENT to the textbook.  Over 
the years, I've made these notes available to my classroom-based students as 
well.  One thing that I tend to hear from students is that the notes are much 
more helpful than the text, and some actually give up reading the text 
altogether and do fine just by reading the notes.  Of course, this could be a 
case of me enabling the students and giving away too much information in my 
notes that they should be able to get themselves by going through the textbook. 
 However, it's made me wonder if I would better serve my students my just 
giving them these detailed notes.  It troubles me to think they are spending a 
lot of money for a textbook that is not at all helpful to them.

I'm glad you asked this question because I've been wondering if other 
instructors do this, and whether or not it would be appropriate.  In terms of 
the photocopying issue, could you post these notes on a course site (i.e., 
something like Blackboard) and then make the students responsible for 
downloading them?  That would likely be much less expensive for them than 
purchasing a text.

Michelle
On Mon, Dec 13, 2010 at 9:22 AM, John Kulig 
mailto:ku...@mail.plymouth.edu>> wrote:
Tipsters

About a month ago I posted a question about looking for a text for a lower 
level measurement text, and made no progress finding a text. If you were one of 
the people who asked me to share what I received, I am sorry to say nothing 
came in. I am now considering using just my notes for this class, typing them 
up replete with exercises, summaries, and so forth. I have enough material to 
write a small book. Questions: Has anyone every done this before? Can the 
department charge students for the extensive photocopying? Is it worth-while 
trying to copyright these notes? Any help will be appreciated, as the semester 
starts in a little over month ...

==
John W. Kulig, Ph.D.
Professor of Psychology
Director, Psychology Honors
Plymouth State University
Plymouth NH 03264
==


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--
Michelle Everson, Ph.D.
Quantitative Methods in Education
Department of Educational Psychology
University of Minnesota
gaddy...@umn.edu<mailto:gaddy...@umn.edu>
612-624-0691
http://www.tc.umn.edu/~delma001/CATALST/<http://www.tc.umn.edu/%7Edelma001/CATALST/>


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Re: [tips] question about using ones notes as a text

[Steven Specht]

I am actually planning on doing something like this for my research methods 
course as part of my plans for my sabbatical. The "text" will actually be quite 
unique I think, in that it will be a "build-as-we-go" text which will include 
lots of in-class worksheets and activities (which I have done for years), that 
will then be compiled with "regular" textbook-like material to form a 
workbook/textbook document by the end of the semester. One of the reasons I 
think it makes sense to do it as a "build-as-you-go" document is that I would 
prefer students to NOT read ahead of our various demonstrations/activities. For 
example, I use a classic demonstration of eyewitness testimony and the effects 
of wording of questions and: 1) don't want students to know ahead of time that 
there are different forms of the question, and 2) want the students to read an 
appropriate journal article only AFTER we have done the demonstration. I am 
hoping this might make the end product something with which the students will 
feel they have been a dynamic part.



Steven M. Specht, Ph.D.
Professor of Psychology
Department of Psychology
Utica College
Utica, NY 13502
(315) 792-3171
monkeybrain-collagist.blogspot.com

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

On Dec 13, 2010, at 10:22 AM, John Kulig wrote:

> Tipsters
> 
> About a month ago I posted a question about looking for a text for a lower 
> level measurement text, and made no progress finding a text. If you were one 
> of the people who asked me to share what I received, I am sorry to say 
> nothing came in. I am now considering using just my notes for this class, 
> typing them up replete with exercises, summaries, and so forth. I have enough 
> material to write a small book. Questions: Has anyone every done this before? 
> Can the department charge students for the extensive photocopying? Is it 
> worth-while trying to copyright these notes? Any help will be appreciated, as 
> the semester starts in a little over month ...
> 
> ==
> John W. Kulig, Ph.D.
> Professor of Psychology
> Director, Psychology Honors 
> Plymouth State University 
> Plymouth NH 03264 
> ==
> 
> 
> ---
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Re: [tips] question about using ones notes as a text

[Michelle Everson]

Hi John,

I'm not sure I can offer much advice here, but I'd be interested in hearing
more about any responses you might get to this (both online and offline).

I teach two courses--introductory and intermediate statistics--at the
graduate-level.  Both courses tend to attract students who do not have
mathematical backgrounds and who are often quite anxious about even having
to take a statistics class (and question the relevance of the course).  I
have struggled quite a bit with finding appropriate textbooks for this
crowd.   I do have an introductory text that I like, but students end up
having to skip around in it a lot since we don't cover certain things in my
class, and that has led to frustration.  I haven't found a good intermediate
text that I like.

I teach these courses both online and in the classroom.  For my online
students, I put rather detailed lecture notes together that are meant to (a)
summarize discussions students have had, (b) explain content in the textbook
that I think might be confusing, and (c) provide extra examples.
Originally, my goal was to have these notes serve as a SUPPLEMENT to the
textbook.  Over the years, I've made these notes available to my
classroom-based students as well.  One thing that I tend to hear from
students is that the notes are much more helpful than the text, and some
actually give up reading the text altogether and do fine just by reading the
notes.  Of course, this could be a case of me enabling the students and
giving away too much information in my notes that they should be able to get
themselves by going through the textbook.  However, it's made me wonder if I
would better serve my students my just giving them these detailed notes.  It
troubles me to think they are spending a lot of money for a textbook that is
not at all helpful to them.

I'm glad you asked this question because I've been wondering if other
instructors do this, and whether or not it would be appropriate.  In terms
of the photocopying issue, could you post these notes on a course site
(i.e., something like Blackboard) and then make the students responsible for
downloading them?  That would likely be much less expensive for them than
purchasing a text.

Michelle

On Mon, Dec 13, 2010 at 9:22 AM, John Kulig  wrote:

> Tipsters
>
> About a month ago I posted a question about looking for a text for a lower
> level measurement text, and made no progress finding a text. If you were one
> of the people who asked me to share what I received, I am sorry to say
> nothing came in. I am now considering using just my notes for this class,
> typing them up replete with exercises, summaries, and so forth. I have
> enough material to write a small book. Questions: Has anyone every done this
> before? Can the department charge students for the extensive photocopying?
> Is it worth-while trying to copyright these notes? Any help will be
> appreciated, as the semester starts in a little over month ...
>
> ==
> John W. Kulig, Ph.D.
> Professor of Psychology
> Director, Psychology Honors
> Plymouth State University
> Plymouth NH 03264
> ==
>
>
> ---
> You are currently subscribed to tips as: gaddy...@umn.edu.
> To unsubscribe click here:
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> or send a blank email to
> leave-7161-13217.9dc6864f20548aa7f9d8500bc28da...@fsulist.frostburg.edu
>



-- 
Michelle Everson, Ph.D.
Quantitative Methods in Education
Department of Educational Psychology
University of Minnesota
gaddy...@umn.edu
612-624-0691
http://www.tc.umn.edu/~delma001/CATALST/

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Re: [tips] question about using ones notes as a text

[Claudia Stanny]

I haven't done this in a course I taught, but I had several courses from a
statistics professor (in the statistics department) who never used a formal
text.  Everything was from his notes.

It would have been helpful if his notes had been photocopied.  :-)   I spent
much time madly copying everything from the chalk board and then revising
notes to ensure they would be readable.  They turned out to be a wonderful
resource, which I referred back to when I developed my own courses in
statistics.
He did have several handouts.

A colleague developed extensive class notes for a research methods course,
which he had copied and sold as a text (for the cost of duplication).
Eventually he published these notes as a text.  So your proposed strategy is
a model that others have used to develop their manuscripts for future
texts.  The good feature of trial runs with duplicated copies of the notes
is that you can discover which sections work with students and which ones
need revising . . . good for development of a student-friendly text.  Good
luck!


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

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

csta...@uwf.edu

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



On Mon, Dec 13, 2010 at 9:22 AM, John Kulig  wrote:

> Tipsters
>
> About a month ago I posted a question about looking for a text for a lower
> level measurement text, and made no progress finding a text. If you were one
> of the people who asked me to share what I received, I am sorry to say
> nothing came in. I am now considering using just my notes for this class,
> typing them up replete with exercises, summaries, and so forth. I have
> enough material to write a small book. Questions: Has anyone every done this
> before? Can the department charge students for the extensive photocopying?
> Is it worth-while trying to copyright these notes? Any help will be
> appreciated, as the semester starts in a little over month ...
>
> ==
> John W. Kulig, Ph.D.
> Professor of Psychology
> Director, Psychology Honors
> Plymouth State University
> Plymouth NH 03264
> ==
>
>
> ---
> You are currently subscribed to tips as: csta...@uwf.edu.
> To unsubscribe click here:
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Re: [tips] Question on sleep

[sblack]

Ed Pollak asked:
> 
> > I distinctly remember reading that there are some (very few) 
> > people for whom it is normal to get an hour or less sleep per 
> > night. 
> 
> > Can anyone out there helpwith a reference? It's driving me
> > nuts. 

Feeling sorry for someone being driven into nuts, I responded 
with this unabstracted article: 

> Meddis R, Pearson AJ, Langford G.An extreme case of healthy insomnia. 
> Electroencephalogr Clin 
> Neurophysiol. 1973 Aug;35(2):213-4

I've now located my personal copy, with a handwritten note from 
Ray Meddis offering best wishes and apologizing for the delay in 
sending the reprint to me (truly a collector's item!).

The individual in question was a 70-year-old woman, a retired 
nurse, who claimed to sleep for only one hr per night, without 
napping. She filled the time saved by not sleeping with writing 
and painting.

A self-recorded sleep log for two weeks apparently requested by 
Meddis showed that she slept on average for 49 minutes per 
night. Meddis then observed her under laboratory conditions, 
with EEG, over five nights, and reported a range of sleep from 0 
to 3 1/2 hrs on each, averaging 67 minutes per night.  That 
seems pretty good documentation to me.

The paper references an earlier report:

Jones, H. and Oswald, I. (1968).  Two cases of healthy 
insomnia. EEG Clin. Neurophysiol. 24, 378-380.

Stephen

Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's University
Sherbrooke, Quebec, Canada   
e-mail:  sblack at ubishops.ca
-

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RE:[tips] Question on sleep

[Horton, Joseph J.]

This right before my 8:00 class . . . I believe Dement mentions a case or two 
in his book The Promise of Sleep. I think he says that none of these people 
have been willing to come to a sleep lab to have their claims verified and 
studied.

Joe

Joseph J. Horton, Ph. D.
Box 3077
Grove City College
Grove City, PA 16127
724-458-2004
jjhor...@gcc.edu

In God we trust, all others must bring data.

From: Pollak, Edward [mailto:epol...@wcupa.edu]
Sent: Wednesday, November 17, 2010 1:10 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question on sleep




I distinctly remember reading that there are some (very few) people for whom it 
is normal to get an hour or less sleep per night. I remember one case cited in 
which the subjected needed only 15 minutes and reported resenting having that 
"little slice of death" intrude on his day. A colleague I asked also remembers 
reading that some rare people do quite well with less than 1 hour/night.

I've tried a Goggle search and a Google scholar search with no success. The 
reports I remember may be too old for those data bases or perhaps it was in a 
secondary source text. My searches for "minimum sleep," "hyposomnia," "asomnia" 
and many other things bring up lots of studies on apnea, sleep deprivation 
studies, bipolar disorder, etc., but nothing that speaks to the point. Can 
anyone out there help with a reference? It's driving me nuts.

Ed

Edward I. Pollak, Ph.D.
Department of Psychology
West Chester University of Pennsylvania
http://home.comcast.net/~epollak/home.htm
Office Hours: Mondays 12-2 & 3-4 p.m.; Tuesdays & Thursdays 8-9 a.m. & 12:30-2 
p.m.


Husband, father, grandfather, biopsychologist, & bluegrass fiddler.. in 
approximate order of importance.


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Re: [tips] Question on sleep

[sblack]

On 17 Nov 2010 at 1:10, Pollak, Edward wrote:


> I distinctly remember reading that there are some (very few) 
> people for whom it is normal to get an hour or less sleep per 
> night. 

> Can anyone out there helpwith a reference? It's driving me
> nuts. 

Driving while nuts is a serious offense. I hope this helps.

Meddis R, Pearson AJ, Langford G.An extreme case of healthy 
insomnia. Electroencephalogr Clin Neurophysiol. 1973 
Aug;35(2):213-4

I recall this is the case of an elderly woman who only slept a few 
hours a night, (not an hour or less) and managed just fine with 
it. Unfortunately, there's no abstract available from PubMed, and 
since I dragged all my files home and they're now piled in boxes 
on the floor, I can't find the copy I'm sure I have somewhere.

I might try to dig it up tomorrow, but most university libraries 
should have a copy of  this old journal (good luck on getting it 
on-line).

On the other hand, there is a dreadful disorder known as fatal 
familial insomnia, thought to be a prion (like mad cow) disease, 
in which the sufferer stays awake until he dies (hence the fatal 
part), but I doubt this is what Ed is looking for.

Stephen

Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's University
Sherbrooke, Quebec, Canada   
e-mail:  sblack at ubishops.ca
-

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RE: [tips] question

[Annette Taylor]

I think there might be something like this on the APA education directorate 
website but I don't have the time to surf around right now to put you closer to 
the answer. I know I have seen this type of information as well, but longer ago 
than the other suggestion for a 2010 published article; I think I saw it about 
2 years ago that is why I think it's on the education directorate website. But 
I could be wrong :(

if you do find it, can you get back and tell us where it was?

I think other folks want to know.

Annette

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


From: Steven Specht [sspe...@utica.edu]
Sent: Tuesday, November 09, 2010 2:04 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] question




Dear Colleagues,
I did a little google searching with this one already and keep finding 
information about individual programs, so I need a little help. Can someone 
direct me to information regarding what courses are offered in the psychology 
major nationally? I thought I had a paper in my files concerning this; but 
can't seem to put my fingers on it right now. I have the APA guidelines; but 
what I'm looking for is something that indicates what percentage of programs 
require certain course (e.g., History of Psychology; Abnormal, etc.). Any help 
would be appreciated.
-Steven





Steven M. Specht, Ph.D.

Professor of Psychology

Department of Psychology

Utica College

Utica, NY 13502

(315) 792-3171

monkeybrain-collagist.blogspot.com


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

Martin Luther King Jr.




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Re: [tips] question

[Patrick Dolan]

This should do it...
 
Stoloff, M. L., McCarthy, M., Keller, L.,Varfolomeeva, V., Lynch, J., Makara, 
K.,
Simmons, S. & Smiley, W. (2010). The Undergraduate Psychology Major: An 
Examination
of Structure and Sequence. Teaching of Psychology, 37, 1-15.
 
Patrick
 
 


 
 
Patrick O. Dolan, Ph.D. 
Associate Professor and Chair of Psychology 
Drew University 
Madison, NJ 07940 
973-408-3558 
pdo...@drew.edu 
>>> Steven Specht  11/9/2010 5:04 PM >>>

 
Dear Colleagues,
I did a little google searching with this one already and keep finding 
information about individual programs, so I need a little help. Can someone 
direct me to information regarding what courses are offered in the psychology 
major nationally? I thought I had a paper in my files concerning this; but 
can't seem to put my fingers on it right now. I have the APA guidelines; but 
what I'm looking for is something that indicates what percentage of programs 
require certain course (e.g., History of Psychology; Abnormal, etc.). Any help 
would be appreciated.
-Steven





Steven M. Specht, Ph.D.
Professor of Psychology
Department of Psychology
Utica College
Utica, NY 13502
(315) 792-3171
monkeybrain-collagist.blogspot.com


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




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RE: [tips] question

[Marc Carter]

I hope someone comes up with an answer for you; we just did an incredibly 
tedious process of looking at our peer and aspiration schools (yes, we yet 
aspire!).

Figure two days for 30 schools...  I wish there were a database somewhere!

Good luck,

m


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




From: Steven Specht [mailto:sspe...@utica.edu]
Sent: Tuesday, November 09, 2010 4:05 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] question




Dear Colleagues,
I did a little google searching with this one already and keep finding 
information about individual programs, so I need a little help. Can someone 
direct me to information regarding what courses are offered in the psychology 
major nationally? I thought I had a paper in my files concerning this; but 
can't seem to put my fingers on it right now. I have the APA guidelines; but 
what I'm looking for is something that indicates what percentage of programs 
require certain course (e.g., History of Psychology; Abnormal, etc.). Any help 
would be appreciated.
-Steven





Steven M. Specht, Ph.D.

Professor of Psychology

Department of Psychology

Utica College

Utica, NY 13502

(315) 792-3171

monkeybrain-collagist.blogspot.com


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

Martin Luther King Jr.




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RE: [tips] question on speech perception

[Dennis Goff]

A Google search for speech spectrogram will yield some images and
programs that will allow you to look into this more. I have shown real
time speech spectrograms in class to *show* the difference between
speakers' voices and to illustrate how difficult the task of parsing the
speech stream is. 

The formants are frequency bands that are closely related to harmonics.
The difference in formants allows us to discriminate one speaker from
another. If you download one of these programs take a look at the
difference in both fundamental frequency and formants for a deep pitched
male and high pitched female repeating the same phrase. 

Dennis


--
Dennis M. Goff 
Charles A. Dana Professor of Psychology
Department of Psychology
Randolph College (Founded as Randolph-Macon Woman's College in 1891)
Lynchburg VA 24503
dg...@randolphcollege.edu


-Original Message-
From: DeVolder Carol L [mailto:devoldercar...@sau.edu] 
Sent: Tuesday, April 27, 2010 9:56 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] question on speech perception

So, if I think of it this way, Mike and Marc (or anyone for that
matter), are the bands of concentrated energy related to intensity? And
then perceptually to loudness but too brief to hear individual
vibrations?

I think I'd like to take a course--or at least buy the book. :)

Carol


Carol L. DeVolder, Ph.D. 
Professor of Psychology
Chair, Department of Psychology 
St. Ambrose University 
518 West Locust Street 
Davenport, Iowa 52803 

Phone: 563-333-6482 
e-mail: devoldercar...@sau.edu 
web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm 

The contents of this message are confidential and may not be shared with
anyone without permission of the sender.



-Original Message-
From: Marc Carter [mailto:marc.car...@bakeru.edu]
Sent: Tue 4/27/2010 8:45 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] question on speech perception
 

Another way to think of formants is as energy concentrated at certain
frequencies -- that's how I think of them.  As Mike says, the resonant
properties of the shaped vocal tract concentrate energy at certain
frequencies more than others; in a spectrogram you see them as darker
bands of energy.

I don't know if that helps or not, but if you start with thinking about
something like Fourier analysis wherein you break a complex waveform
into frequency components that have differing amounts of energy,
formants are components of the complex speech waveform that have more
energy in them.

I also second the recommendation for "The Speech Chain."  The first few
chapters of Yost's "Fundamentals of Hearing" explain the speech signal
pretty well -- and how we take it apart for analysis (which is where
formants come from).

m

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

> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Monday, April 26, 2010 9:42 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Mike Palij
> Subject: re: [tips] question on speech perception
>
> On Mon, 26 Apr 2010 18:13:37 -0700, Carol L DeVolder wrote:
> >Dear TIPSters,
> >I have tried and tried to understand the concept of formants, but
> >something isn't clicking in my head. Can anyone explain it to me?
> >I can recite the definition, but I just can't seem to
> picture what they
> >represent. I've done a fair amount of reading and it still
> hasn't helped.
> >I think I'm stuck on the idea of frequency over time and I
> need to get
> >beyond that.
> >Thanks for any help anyone can provide.
>
> I'm not sure how helpful this will be but one way of thinking
> of formants is that they represent resonant properties of the
> vocal tract.
> That is, formants represent frequencies that are reinforced
> by the configuration of the vocal tract.  A speech sound can
> then be characterized by its fundamental frequency and the
> formants that the vocal tract supports.  Changing the
> configuration of the vocal tract changes the formants because
> the resonance properties of the tract are now different.
>
> One useful source on this and related concepts is Denes &
> Pinson's "The Speech Chain", the 2nd edition of which is
> available on books.google.com, see:
> http://books.google.com/books?id=ZMTm3nlDfroC&pg=PA153&dq=%22s
> peech+perception%22+denes+pinson&cd=1#v=onepage&q=formants&f=false
> or
> http://tinyurl.com/3ae9wsx
>
> There is an entry on Wikipedia for speech perception which
> provides some coverage of formants and their properties but I
> thi

RE: [tips] question on speech perception

[Mike Palij]

On Tue, 27 Apr 2010 06:28:53 -0700, Annette Taylor wrote:
>Would this shaping of the vocal tract explain why some people 
>have such distinct accents when they learn a second language 
>whereas some people don't? I always just "assumed" it had 
>something to do with how well some people can hear--some 
>being better able to hear the fine nuances between sounds. And 
>the tongue of course--some of the musculature develops differently 
>across languages.

I'm not really familiar with the research in this area but here are
a few points.

(1)  Janet Werker's research has provided two important results:
(a) all infants can discriminate all phonemes at birth but lose this
ability by 1 year of age, discriminating only those phonemes they
have had experience since birth, and (b) knowledge of those
unused phonemes is not lost, rather, one can as an adult learn to 
discriminate those phonemes through dedicated practice.

(2)  If one uses a Motor Theory of Speech Percpetion framework,
we perceive human speech in part because the articulatory mechanisms
needed to produce those speed sounds are simultaneously activated
as we access stored information about how those phonemes are 
combined with other phonemes, what roles those phonemes play
syntactically and semantically.  Phonemes that are regularly used
will reinforce this "circuit" between perception and production.  
In some sense, this is an embodied intelligence that drives this
aspect of language comprehension.

(3)  Having an accent, I believe, means that one has gotten used
to pronouncing words or generating speech in a particular articulatory
manner.  Since phoneme perception of unused phonemes is possible,
it is reasonable to assume that speech production of these new phonemes
should also be possible.  The only question is "What is criterion that
qualifies as 'correct' speech?"  Sociolinguistcs becomes relevant at this
point because "correct speech" is often defined by social factors,
such as race, socioeconomic status, and other factors.  Deviations
from this standard may make one rate the speech as being "inferior"
in some sense but this has less to do with linguistics than sociology.

(4)  People have differing degrees of mastering speech which may
explain why some people speak a particular language with an "accent".
It probably has very little to do with hearing per se, rather it may
be other factors that determine whether an accent is maintained or
eliminated.  George Bernard Shaw's  play "Pygmalion" is a classic
example of how a linguistic or a phoneticist or a speech coach/therapist
can train a person to speak with a particular accent through dedicated
practice.  Though fiction, there are many cases where such transformations
have been performed.  For example, in biographies of Charlie Chaplin
(the film comic), it was often pointed out that as a young man he had
a very thick accent which the fictional Henry Higgins would have 
identified as coming from the lower classes in a particular area of London.
In most of the comedy that Chaplin engaged in, first in vaudeville and 
latter in silent movies, this accent would not play much of a role.  
However, when talking pictures marked a major transition
for the movies circa 1927, it was clear that Chaplin and other actors
would have to do something with speech.  Alpha male actors with
squeaky effeminate voices soon learned that their movie careers were
over unless they did something to "butch up" their speech (in the film
version of "Boys in the Band" Cliff Gorman gives an excellent example
of this).  Chaplin atttempted to continue to make silent films well into
the talking period but he knew it was only a matter of time before the
little tramp would have to speak on film.  I have not found details about
his speech training but I iimagine that it had to be quite intense for when
Chaplin ultimately spoke on film, it was with only a mild accent.  Such
ability is often displayed by actors who are required to use a particular
dialect in a movie role.  It is one thing to hear Hugh Jackman, Hugo
Wearing, Russel Crowe, Eric Bana, Nicole Kidman, Rachel Griffiths
and other Australians speak in various English dialects and then to hear
them in "real life" with their Aussie accents.  There are cases such
as Henry Kissinger who seem to serve as an example of a persistent
accent throughout one's life -- until one finds out that his brother who
was in the U.S. as long as Henry  speaks with no accent at all.
It has been speculated that Henry Kissinger maintains the accent
as a way of maintaining an air of mystery.  Many people see no reason
to duplicate the accent of some English "standard" and as long as they
are able to function in English society, there is no incentive to engage
in the dedicated practice need to alter accents.  To take this back to
the beginning, part of this practice would be learning how to manipulate
the vocal tract to produce the new variations on speech that one wants
to imitate.  And, as in sports,

RE: [tips] question on speech perception

[Marc Carter]

I remember listening to isolated formants in grad school, and they don't sound 
like speech at all -- more like chirps or whistles (especially formant 
transitions).  So I don't think they're perceived as different in loudness.

But yes, that energy concentration means that (relatively) there's greater 
compression/rarefaction at those frequencies.But I don't think it produces 
a difference in perceptual loudness -- greater basilar distortion at those 
frequencies (probably... or sometimes), but remember there's a whole lot of 
other vibrations going on at the same time.

m


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

> -Original Message-
> From: DeVolder Carol L [mailto:devoldercar...@sau.edu]
> Sent: Tuesday, April 27, 2010 8:56 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] question on speech perception
>
> So, if I think of it this way, Mike and Marc (or anyone for
> that matter), are the bands of concentrated energy related to
> intensity? And then perceptually to loudness but too brief to
> hear individual vibrations?
>
> I think I'd like to take a course--or at least buy the book. :)
>
> Carol
>
>
> Carol L. DeVolder, Ph.D.
> Professor of Psychology
> Chair, Department of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa 52803
>
> Phone: 563-333-6482
> e-mail: devoldercar...@sau.edu
> web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm
>
> The contents of this message are confidential and may not be
> shared with anyone without permission of the sender.
>
>
>
> -Original Message-
> From: Marc Carter [mailto:marc.car...@bakeru.edu]
> Sent: Tue 4/27/2010 8:45 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] question on speech perception
>
>
> Another way to think of formants is as energy concentrated at
> certain frequencies -- that's how I think of them.  As Mike
> says, the resonant properties of the shaped vocal tract
> concentrate energy at certain frequencies more than others;
> in a spectrogram you see them as darker bands of energy.
>
> I don't know if that helps or not, but if you start with
> thinking about something like Fourier analysis wherein you
> break a complex waveform into frequency components that have
> differing amounts of energy, formants are components of the
> complex speech waveform that have more energy in them.
>
> I also second the recommendation for "The Speech Chain."  The
> first few chapters of Yost's "Fundamentals of Hearing"
> explain the speech signal pretty well -- and how we take it
> apart for analysis (which is where formants come from).
>
> m
>
> --
> Marc Carter, PhD
> Associate Professor and Chair
> Department of Psychology
> College of Arts & Sciences
> Baker University
> --
>
> > -Original Message-
> > From: Mike Palij [mailto:m...@nyu.edu]
> > Sent: Monday, April 26, 2010 9:42 PM
> > To: Teaching in the Psychological Sciences (TIPS)
> > Cc: Mike Palij
> > Subject: re: [tips] question on speech perception
> >
> > On Mon, 26 Apr 2010 18:13:37 -0700, Carol L DeVolder wrote:
> > >Dear TIPSters,
> > >I have tried and tried to understand the concept of formants, but
> > >something isn't clicking in my head. Can anyone explain it to me?
> > >I can recite the definition, but I just can't seem to
> > picture what they
> > >represent. I've done a fair amount of reading and it still
> > hasn't helped.
> > >I think I'm stuck on the idea of frequency over time and I
> > need to get
> > >beyond that.
> > >Thanks for any help anyone can provide.
> >
> > I'm not sure how helpful this will be but one way of thinking of
> > formants is that they represent resonant properties of the vocal
> > tract.
> > That is, formants represent frequencies that are reinforced by the
> > configuration of the vocal tract.  A speech sound can then be
> > characterized by its fundamental frequency and the formants
> that the
> > vocal tract supports.  Changing the configuration of the
> vocal tract
> > changes the formants because the resonance properties of
> the tract are
> > now different.
> >
> > One useful source on this and related concepts is Denes & Pinson's
> > "The Speech Chain", the 2nd edition of which is available on
> > books.google.com, see:
> > http://books.google.com/books?id=ZMTm3nlDfroC&pg=PA153&dq=%22s
>

RE: [tips] question on speech perception

[DeVolder Carol L]

So, if I think of it this way, Mike and Marc (or anyone for that matter), are 
the bands of concentrated energy related to intensity? And then perceptually to 
loudness but too brief to hear individual vibrations?

I think I'd like to take a course--or at least buy the book. :)

Carol


Carol L. DeVolder, Ph.D. 
Professor of Psychology
Chair, Department of Psychology 
St. Ambrose University 
518 West Locust Street 
Davenport, Iowa 52803 

Phone: 563-333-6482 
e-mail: devoldercar...@sau.edu 
web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm 

The contents of this message are confidential and may not be shared with anyone 
without permission of the sender.



-Original Message-
From: Marc Carter [mailto:marc.car...@bakeru.edu]
Sent: Tue 4/27/2010 8:45 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] question on speech perception
 

Another way to think of formants is as energy concentrated at certain 
frequencies -- that's how I think of them.  As Mike says, the resonant 
properties of the shaped vocal tract concentrate energy at certain frequencies 
more than others; in a spectrogram you see them as darker bands of energy.

I don't know if that helps or not, but if you start with thinking about 
something like Fourier analysis wherein you break a complex waveform into 
frequency components that have differing amounts of energy, formants are 
components of the complex speech waveform that have more energy in them.

I also second the recommendation for "The Speech Chain."  The first few 
chapters of Yost's "Fundamentals of Hearing" explain the speech signal pretty 
well -- and how we take it apart for analysis (which is where formants come 
from).

m

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

> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Monday, April 26, 2010 9:42 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Mike Palij
> Subject: re: [tips] question on speech perception
>
> On Mon, 26 Apr 2010 18:13:37 -0700, Carol L DeVolder wrote:
> >Dear TIPSters,
> >I have tried and tried to understand the concept of formants, but
> >something isn't clicking in my head. Can anyone explain it to me?
> >I can recite the definition, but I just can't seem to
> picture what they
> >represent. I've done a fair amount of reading and it still
> hasn't helped.
> >I think I'm stuck on the idea of frequency over time and I
> need to get
> >beyond that.
> >Thanks for any help anyone can provide.
>
> I'm not sure how helpful this will be but one way of thinking
> of formants is that they represent resonant properties of the
> vocal tract.
> That is, formants represent frequencies that are reinforced
> by the configuration of the vocal tract.  A speech sound can
> then be characterized by its fundamental frequency and the
> formants that the vocal tract supports.  Changing the
> configuration of the vocal tract changes the formants because
> the resonance properties of the tract are now different.
>
> One useful source on this and related concepts is Denes &
> Pinson's "The Speech Chain", the 2nd edition of which is
> available on books.google.com, see:
> http://books.google.com/books?id=ZMTm3nlDfroC&pg=PA153&dq=%22s
> peech+perception%22+denes+pinson&cd=1#v=onepage&q=formants&f=false
> or
> http://tinyurl.com/3ae9wsx
>
> There is an entry on Wikipedia for speech perception which
> provides some coverage of formants and their properties but I
> think Denes & Pinson is probably a better source; see:
> http://en.wikipedia.org/wiki/Speech_perception
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>
> ---
> You are currently subscribed to tips as: marc.car...@bakeru.edu.
> To unsubscribe click here:
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> a2d17c90e1&n=T&l=tips&o=
> or send a blank email to
> leave--13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.fros
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The information contained in this e-mail and any attachments thereto ("e-mail") 
is sent by Baker University ("BU") and is intended to be confidential and for 
the use of only the individual or entity named above. The information may be 
protected by federal and state privacy and disclosures acts or other legal 
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immediately notify Baker University by email reply and immedia

RE: [tips] question on speech perception

[Marc Carter]

Another way to think of formants is as energy concentrated at certain 
frequencies -- that's how I think of them.  As Mike says, the resonant 
properties of the shaped vocal tract concentrate energy at certain frequencies 
more than others; in a spectrogram you see them as darker bands of energy.

I don't know if that helps or not, but if you start with thinking about 
something like Fourier analysis wherein you break a complex waveform into 
frequency components that have differing amounts of energy, formants are 
components of the complex speech waveform that have more energy in them.

I also second the recommendation for "The Speech Chain."  The first few 
chapters of Yost's "Fundamentals of Hearing" explain the speech signal pretty 
well -- and how we take it apart for analysis (which is where formants come 
from).

m

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

> -Original Message-
> From: Mike Palij [mailto:m...@nyu.edu]
> Sent: Monday, April 26, 2010 9:42 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Mike Palij
> Subject: re: [tips] question on speech perception
>
> On Mon, 26 Apr 2010 18:13:37 -0700, Carol L DeVolder wrote:
> >Dear TIPSters,
> >I have tried and tried to understand the concept of formants, but
> >something isn't clicking in my head. Can anyone explain it to me?
> >I can recite the definition, but I just can't seem to
> picture what they
> >represent. I've done a fair amount of reading and it still
> hasn't helped.
> >I think I'm stuck on the idea of frequency over time and I
> need to get
> >beyond that.
> >Thanks for any help anyone can provide.
>
> I'm not sure how helpful this will be but one way of thinking
> of formants is that they represent resonant properties of the
> vocal tract.
> That is, formants represent frequencies that are reinforced
> by the configuration of the vocal tract.  A speech sound can
> then be characterized by its fundamental frequency and the
> formants that the vocal tract supports.  Changing the
> configuration of the vocal tract changes the formants because
> the resonance properties of the tract are now different.
>
> One useful source on this and related concepts is Denes &
> Pinson's "The Speech Chain", the 2nd edition of which is
> available on books.google.com, see:
> http://books.google.com/books?id=ZMTm3nlDfroC&pg=PA153&dq=%22s
> peech+perception%22+denes+pinson&cd=1#v=onepage&q=formants&f=false
> or
> http://tinyurl.com/3ae9wsx
>
> There is an entry on Wikipedia for speech perception which
> provides some coverage of formants and their properties but I
> think Denes & Pinson is probably a better source; see:
> http://en.wikipedia.org/wiki/Speech_perception
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>
> ---
> You are currently subscribed to tips as: marc.car...@bakeru.edu.
> To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=13029.76c7c563b32ad9d8d09c72
> a2d17c90e1&n=T&l=tips&o=
> or send a blank email to
> leave--13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.fros
> tburg.edu
>

The information contained in this e-mail and any attachments thereto ("e-mail") 
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RE: [tips] question on speech perception

[Annette Taylor]

Would this shaping of the vocal tract explain why some people have such 
distinct accents when they learn a second language whereas some people don't? I 
always just "assumed" it had something to do with how well some people can 
hear--some being better able to hear the fine nuances between sounds. And the 
tongue of course--some of the musculature develops differently across languages.

Annette

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

From: Mike Palij [m...@nyu.edu]
Sent: Monday, April 26, 2010 7:41 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: re: [tips] question on speech perception

On Mon, 26 Apr 2010 18:13:37 -0700, Carol L DeVolder wrote:
>Dear TIPSters,
>I have tried and tried to understand the concept of formants, but
>something isn't clicking in my head. Can anyone explain it to me?
>I can recite the definition, but I just can't seem to picture what they
>represent. I've done a fair amount of reading and it still hasn't helped.
>I think I'm stuck on the idea of frequency over time and I need to
>get beyond that.
>Thanks for any help anyone can provide.

I'm not sure how helpful this will be but one way of thinking of
formants is that they represent resonant properties of the vocal tract.
That is, formants represent frequencies that are reinforced by the
configuration of the vocal tract.  A speech sound can then be characterized
by its fundamental frequency and the formants that the vocal tract
supports.  Changing the configuration of the vocal tract changes the
formants because the resonance properties of the tract are now
different.

One useful source on this and related concepts is Denes & Pinson's
"The Speech Chain", the 2nd edition of which is available on
books.google.com, see:
http://books.google.com/books?id=ZMTm3nlDfroC&pg=PA153&dq=%22speech+perception%22+denes+pinson&cd=1#v=onepage&q=formants&f=false
or
http://tinyurl.com/3ae9wsx

There is an entry on Wikipedia for speech perception which provides
some coverage of formants and their properties but I think Denes & Pinson
is probably a better source; see:
http://en.wikipedia.org/wiki/Speech_perception

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




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re: [tips] question on speech perception

[Mike Palij]

On Mon, 26 Apr 2010 18:13:37 -0700, Carol L DeVolder wrote:
>Dear TIPSters,
>I have tried and tried to understand the concept of formants, but 
>something isn't clicking in my head. Can anyone explain it to me? 
>I can recite the definition, but I just can't seem to picture what they 
>represent. I've done a fair amount of reading and it still hasn't helped. 
>I think I'm stuck on the idea of frequency over time and I need to 
>get beyond that.
>Thanks for any help anyone can provide.

I'm not sure how helpful this will be but one way of thinking of
formants is that they represent resonant properties of the vocal tract.
That is, formants represent frequencies that are reinforced by the
configuration of the vocal tract.  A speech sound can then be characterized
by its fundamental frequency and the formants that the vocal tract
supports.  Changing the configuration of the vocal tract changes the
formants because the resonance properties of the tract are now 
different.

One useful source on this and related concepts is Denes & Pinson's
"The Speech Chain", the 2nd edition of which is available on 
books.google.com, see:
http://books.google.com/books?id=ZMTm3nlDfroC&pg=PA153&dq=%22speech+perception%22+denes+pinson&cd=1#v=onepage&q=formants&f=false
or
http://tinyurl.com/3ae9wsx 

There is an entry on Wikipedia for speech perception which provides
some coverage of formants and their properties but I think Denes & Pinson
is probably a better source; see:
http://en.wikipedia.org/wiki/Speech_perception

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




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