Re: [tips] Interactive Exercise on Significance Quest theory

[Michael Britt]

Thanks Carol.  Everyone should check out this H5P site. There are lots of 
interactive tools.  It’s free too: 
https://h5p.org/content-types-and-applications 
<https://h5p.org/content-types-and-applications>

Michael


> On Apr 21, 2018, at 3:17 PM, Carol DeVolder <devoldercar...@gmail.com> wrote:
> 
> 
> 
> 
> 
>  
> This was a very straightforward exercise. It took me a few minutes to 
> complete and was pretty friendly.
> Nice!
> Carol
> 
> On Sat, Apr 21, 2018 at 1:33 PM, Michael Britt <mich...@thepsychfiles.com 
> <mailto:mich...@thepsychfiles.com>> wrote:
> 
> 
> 
> 
>  
> Hi Everybody,
> 
> If you’ve got a few minutes, I’d love to get your feedback on an online 
> exercise I created.
> 
> My most recent podcast episode was about Significance Quest theory which 
> discusses the 3 components that lead people to become violent extremists 
> (and/or school shooters). I've boiled down the 20 minute episode into a 2:43 
> audio byte and then used tools at H5P to create an online exercise for 
> students. The exercise is mostly drag and drop, but there's an essay question 
> on the last slide. The research article on which this is based is fairly long 
> and would be difficult for students to read. Does this exercise allow those 
> who haven't read the article to understand the key ideas of the theory?
> 
> https://h5p.org/node/225529 <https://h5p.org/node/225529>
> 
> 
> What do you think? Positive and negative feedback welcome! 
> 
> 
> The episode is number 303 of my podcast. It does contain an ad.  If you’d 
> like to listen to the episode (or share with your students), here is a link 
> to an ad-free version of the episode which I uploaded to Archive.org 
> <http://archive.org/> (17:25):  
> https://archive.org/details/SignificanceQuestTheory 
> <https://archive.org/details/SignificanceQuestTheory>
> 
> The original article:
> 
> Kruglanski, A., Jasko, K., Webber, D., Chernikova, M., & Molinario, E. 
> (2018). The making of violent extremists. Review of General Psychology, 
> 22(1), 107-120. doi:10.1037/gpr144
> 
> 
> Michael
> 
> Michael A. Britt, Ph.D.
> http://www.ThePsychFiles.com <http://www.thepsychfiles.com/>
> Twitter: https://twitter.com/mbritt <https://twitter.com/mbritt>
> 
> 
> 
> ---
> 
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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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> 
> 
> 
> 


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[tips] Interactive Exercise on Significance Quest theory

[Michael Britt]

Hi Everybody,

If you’ve got a few minutes, I’d love to get your feedback on an online 
exercise I created.

My most recent podcast episode was about Significance Quest theory which 
discusses the 3 components that lead people to become violent extremists 
(and/or school shooters). I've boiled down the 20 minute episode into a 2:43 
audio byte and then used tools at H5P to create an online exercise for 
students. The exercise is mostly drag and drop, but there's an essay question 
on the last slide. The research article on which this is based is fairly long 
and would be difficult for students to read. Does this exercise allow those who 
haven't read the article to understand the key ideas of the theory?

https://h5p.org/node/225529 


What do you think? Positive and negative feedback welcome! 


The episode is number 303 of my podcast. It does contain an ad.  If you’d like 
to listen to the episode (or share with your students), here is a link to an 
ad-free version of the episode which I uploaded to Archive.org 
 (17:25):  
https://archive.org/details/SignificanceQuestTheory 


The original article:

Kruglanski, A., Jasko, K., Webber, D., Chernikova, M., & Molinario, E. (2018). 
The making of violent extremists. Review of General Psychology, 22(1), 107-120. 
doi:10.1037/gpr144


Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com 
Twitter: https://twitter.com/mbritt 




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[tips] A Meme that Captures One Problem with Research

[Michael Britt]

Oddly, when I saw this meme I thought of the tendency for researchers to show 
off the significant results and ignore the insignificant ones:

https://www.memedroid.com/memes/detail/2347237?s=829593 


Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com 
https://www.facebook.com/groups/thepsychfiles/ 

Twitter: https://twitter.com/mbritt 


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[tips] A New Muller-Lyer Example?

[Michael Britt]

Showing students images of the Muller-Lyer illusion is…somewhat interesting.  
Maybe this is more interesting:

https://www.youtube.com/watch?v=bouQxo-HdLk 


Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com 
https://www.facebook.com/groups/thepsychfiles/ 

Twitter: https://twitter.com/mbritt 


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[tips] Did Psychometrics Sway the Election?

[Michael Britt]

Very interesting article about how the good ‘ol Big Five combined with info 
about your internet and mobile phone activity might have been used to sway the 
election.  I know I’ll be talking about this in class.

My highlighted version of the article:
https://diigo.com/09c777

Full article:
https://motherboard.vice.com/en_us/article/how-our-likes-helped-trump-win 



Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: https://twitter.com/mbritt


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[tips] Training Cat to Read Email

[Michael Britt]

Research Log:

Jan 5, 2017: succeeded in training cat to jump on desk
Jan 10: Success! Cat jumps on desk and approaches computer
Jan 12: cat jumps on desk, approaches computer and looks at screen
Jan 15: cat observes my list of emails
Jan 19: having some trouble moving on to more advanced stages of having cat 
interpret email content and respond….

https://vimeo.com/200211684 


Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: https://twitter.com/mbritt


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[tips] The Perfect Holiday Gift!

[Michael Britt]

Okay, okay, a little blatant tongue-in-cheek promotion for my new book: Psych 
Experiments.  I hope psych teachers and students will find it helpful: 50 brief 
chapters in which I summarize a classic study (and many recent ones) and then 
provide a suggestion for how students could do a conceptual replication of the 
study.  When I taught Research Methods me and my students struggled to come up 
with do-able research ideas.  I put my best ideas into this book. I had my 
Intro students carry out many of these studies this past semester and it worked 
out great.  I wrote it using an informal style so I also think it makes for 
interesting reading.  


Amazon – http://amzn.to/2dLmVOZ 

:) 

Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: https://twitter.com/mbritt



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Re: [tips] September 19

[Michael Britt]

That’s a great one Carol. I’m going to tell some of my colleagues this one.  
Thanks for sharing.

Michael

> On Sep 19, 2016, at 2:06 PM, Carol DeVolder  wrote:
> 
> 
> 
> 
> 
>  
> It's here...
> Q: How do pirates know that they are pirates?
> A: They think, therefore they A!
> 
> http://ktla.com/2016/09/19/ahoy-its-talk-like-a-pirate-day-and-krispy-kreme-is-celebrating-with-free-doughnuts/
>  
> 
> 
> 
> It's me favorite day, mateys.
> 
> 
> 
> -- 
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
> 
> 
> 
> 
> ---
> 
> You are currently subscribed to tips as: michael.br...@thepsychfiles.com 
> .
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> 
> 


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[tips] Significant - or Really, Really Significant?

[Michael Britt]

Someone was talking to me today about some research in parapsychology that was 
“highly significant” and “to the .0001 level!”

Can anyone explain why significance levels like this aren’t “better” than 
something like .04?  I don’t think I explained it well to him.


Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: https://twitter.com/mbritt


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

[Michael Britt]

Hmm..another study that involves priming.  Is most of this research on priming 
of little value?


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

> On Feb 7, 2016, at 8:59 AM, Christopher Green  wrote:
> 
> And the beat goes on... More data manipulation in well-known psychological 
> research?
> 
> http://blogs.discovermagazine.com/neuroskeptic/2016/02/06/troubling-oddities-social-psychology/#.VrdNJIo8LCR
> 
> Chris
> -
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
> Canada
> 
> chri...@yorku.ca
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[tips] Habits, Behavior Mod and Dopamine

[Michael Britt]

I’ve been reading a bit more along the line of this “habits” craze.  Here’s 
what I think.  Would love to get feedback:

As I mentioned in a previous post, this “Habits” stuff is basically Bmod warmed 
over/re-marketed. The new way of talking about this is that “cues” or 
“triggers” that have led to behavioral routines (Habits) which have been 
rewarded in the past tend to be repeated.  Well, we’ve known that for years.

So to make it unique/up-to-date, the authors throw in a little mention of 
dopamine.  What they’re saying is that after you do the habit many times, 
dopamine is released no longer at the END of a behavior but rather during the 
time that we are ANTICIPATING a reward (just after the cue). This dopamine 
release creates, these authors say, a CRAVING that can only be resolved by 
carrying out the habit (i.e., previously rewarded behavioral routine).

So again, sounds like traditional behaviorism with new terms and a dollop of 
“brain science” to make it look up-to-date (and we know that even the term 
“brain science” impresses people).

So even if they’re right about the role and timing of dopamine in all this, you 
could, it seems to me, say, “So what?”.  Knowing about the role of dopamine, 
while interesting, doesn’t change how behavior mod techniques are carried out - 
does it?

Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: mbritt








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[tips] Habits and Behavior Modification

[Michael Britt]

I don’t know if you’re following the current interest in “habits” but there is 
a great interest (has been for perhaps 2 years) around habits - especially 
after the books “Habit”, “Nudge”, and “Hooked" came out.

I’ve read Hooked and I’m working on Habit and it seems to me like this is just 
warmed over ideas from behavior modification.  The key idea in these books is 
that our daily behavior (i.e., habits) have been created (shaped) by external 
cues, which lead to routines, which result in rewards.  Here and there these 
authors throw in a little neuroscience and a sprinkling of ideas from cognitive 
psych, but the core ideas are just things we’e known for years from the work of 
behaviorists.  

If you’re not familiar with Habits, here’s the author of the book on Youtube:

https://www.youtube.com/watch?v=W1eYrhGeffc 


Anyone else think that this is really just behavior mod “re-packaged”?

 
Michael

Michael A. Britt, Ph.D.
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Twitter: mbritt








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[tips] Gotta Admire Dweck

[Michael Britt]

Interesting article by Carol Dweck:

Carol Dweck Revisits the 'Growth Mindset’
http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html
 


She too is unhappy with how the “mindset” idea has too often been misused - 
even to the extent of “blaming the victim”).  I admire her forthrightness here:

"Maybe we originally put too much emphasis on sheer effort. Maybe we made the 
development of a growth mindset sound too easy. Maybe we talked too much about 
people having one mindset or the other, rather than portraying people as 
mixtures."

I’d love to hear from more researchers who wrote about their theories and then 
reflected on where they think maybe they went a little wrong.  It would show 
students that researchers are human and theories aren’t written in stone.

Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: mbritt








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[tips] Is there Really Anything to This?

[Michael Britt]

The media is, as they say, having a “field day” with the research on how bad 
sitting is for you.  This is perfect isn’t it?  Take something we do every day 
and almost can’t escape doing (sitting) and find some research (no matter how 
good/bad) on how bad it is for you and then go crazy with it.  

http://time.com/4019563/exercise-work-desk/ 


This reminds me of an old line by George Carlin: “Scientists have found that 
saliva causes cancder - however only when swallowed in small amounts over a 
long period of time”.

Does anyone know if there really is anything to the claims about how bad 
sitting is?  I mean, of course “leading a sedentary lifestyle” isn’t good for 
you - your doctor will tell you that. I just find the media attention on 
sitting to be very interesting.

Michael

Michael A. Britt, Ph.D.
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Twitter: mbritt








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[tips] The Reproducibility Problem

[Michael Britt]

So I finally figured it out: the reason we’re having trouble reproducing our 
studies?  The public is to blame ;)

http://www.thepsychfiles.com/2015/09/ep-245-the-results-of-the-reproducibility-project-incentives-out-of-whack/
 

 
Michael

Michael A. Britt, Ph.D.
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[tips] How Would a Behaviorist Explain This?

[Michael Britt]

Maybe this is easier than I think but I am curious: so we all know about those 
“invisible fences” that will shock your dog - who is wearing a “shock collar” - 
when it tries to go past a certain perimeter around your house (positive 
punishment, right?).  But lately I’ve heard about this: apparently a bell will 
go off if your dog gets near the shock area which your dog learns (with 
experience) will be followed by the shock if it continues in that direction.  I 
heard that some dogs will enter the “bell area” and allow the bell to ring 
until the battery on their shock collar dies out.  Then the dog simply walks 
past the perimeter unshocked.

My family of course said that the dog was “smart”. How would a behaviorist 
explain this?

  
Michael

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




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[tips] The Mindset Business

[Michael Britt]

Powerful article about the whole “mindset” business:

http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/
 
http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/

Even if you haven’t read the research or the book, I’ve seen the book 
prominently displayed in my local Barnes and Noble.  The other day I read a 
facebook post in which someone felt that they needed to change their lives. She 
said, “I just have to change my mindset!”.  As if it were that easy.  I mean, 
who needs therapists?

Michael

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




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[tips] Analyze This Movie

[Michael Britt]

I was recently watching the 1999 movie Analyze This with Robert DeNiro and 
Billy Crystal.  As far as how psychologists/psychiatrists are shown in the 
movies I actually think this movie is not too bad.  There’s a lot of breaks in 
the boundary” between client and therapist, but at least the therapist doesn’t 
come off as a loser and the process of (traditional quasi-psychoanalytic) 
therapy isn’t overly simplified.  There is some funny dialogue that is 
nonetheless revealing.  For example:


Paul Vitti:
You're good, Doctor. I'll be in touch. But listen to me. (leaning close, 
menacing) If I talk to you and it turns me into a fag, I'll kill you. You 
understand? 

BEN 
Could we define 'fag,' because some feelings may come up — 

Vitti silences him with a wave of his hand. 

VITTI
I go fag, you die. Got it?


Other than fun diaglogue (revealing what a lot of men fear in a way - that 
expressing emotions will make them less than a man), the movie surrounds an 
complex dream that the Crystal character analyzes.  Any thoughts on the movie?


Michael

Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
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[tips] Lillienfield Article on Why Ineffective Therapies Appear to Work

[Michael Britt]

Just finished discussing this article on my podcast:

Why Ineffective Psychotherapies Appear to Work: A Taxonomy of Causes of 
Spurious Therapeutic Effectiveness
http://www.latzmanlab.com/wp-content/uploads/2014/04/Lilienfeld-et-al-2014-CSTEs.pdf
 
http://www.latzmanlab.com/wp-content/uploads/2014/04/Lilienfeld-et-al-2014-CSTEs.pdf

Really worth reading.  I’d go so far as to say that it might be considered 
required reading for grad students studying to be therapists.  We all know how 
many pseudo-scientific therapies there are out there.  If we can’t conduct good 
research on them then we might as well at least be aware of some of the reasons 
why we think they work when they don’t.

Anyway, great article Scott and colleagues.

Michael

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




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Re: [tips] Facebook and Variable Interval Schedules

[Michael Britt]

Good explanation Ken.  So checking email (or Instagram, etc.) appears to be a 
VI kind of thing - an uncertain amount of time passes and new email (a 
reinforcer) arrives.  But, just for the fun of it, let me add in a wrinkle: 
take Instagram: I don’t necessarily have to do anything - except for initially 
following people when I sign up - but if I post a picture on Instagram (or 
write a post on TIPS I suppose) then the chances of me getting a response are 
increased. So that involves a behavior (posting a text or an image).  Still VI?

Michael

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



 On Jul 7, 2015, at 8:09 AM, Kenneth Steele steel...@appstate.edu wrote:
 
 
 
 
 
  
 There is an easy trick to distinguish between VI and VR schedules.  First, 
 imagine a FR 25 schedule.  If you double your response rate then you will 
 double your reinforcement rate.  The same rule applies to a VR 25 schedule.  
 On the other hand, imagine a FI 60 sec schedule.  What happens if you double 
 your response rate?  The reinforcement rate will remain about constant 
 because the 60-sec rule must be satisfied for either case.
 
 The easy way to distinguish between a VI and a VR reinforcement schedule is 
 to imagine the effect of doubling your response rate.  If the reinforcement 
 rate doubles then you are dealing with a VR schedule.  If the reinforcement 
 rate remains about constant then you are dealing with a VI schedule.
 
 Applying that rule to slot machines and email gives you the following.  
 Doubling the rate at which you enter coins into a slot machine will double 
 the rate at which you receive the consequence, hence a VR schedule.  Doubling 
 the rate at which you check your email will not double the number of emails 
 that you receive, hence a VI schedule.
 
 Ken
 
 On Mon, Jul 6, 2015 at 6:41 PM, Beth Benoit beth.ben...@gmail.com 
 mailto:beth.ben...@gmail.com wrote:
 
 
 
 
  
 I have a video of an interview of Skinner talking about variable ratio 
 schedules as being well exemplified by slot machines.  Wouldn't checking for 
 messages be the same thing?  Sometimes you get one, sometimes you don't.  But 
 not getting one doesn't make you less likely to check.  And sometimes getting 
 one makes you more likely to check.
 
 Beth Benoit
 Plymouth State University
 Plymouth, New Hampshire
 
 On Mon, Jul 6, 2015 at 6:35 PM, Michael Britt mich...@thepsychfiles.com 
 mailto:mich...@thepsychfiles.com wrote:
 
 
 
 
 
 
  
 
 Parents know how hard it can be for kids to stay away from their social media 
 connections - be it facebook, instagram or Snapchat.  As soon as my 15-year 
 old gets out of swim practice it’s the first thing he does.  After all, there 
 might be a message for him.  This would be variable interval reinforcement if 
 I’m correct - he doesn’t have to actually do anything but a new message 
 (reinforcer) might have arrived.
 
 It seems pretty darn powerful, which seems weird because I’ve always thought 
 of variable interval reinforcers as weak.  Thoughts?

 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com mailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com http://www.thepsychfiles.com/
 Twitter: @mbritt
 
 
 
 
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 -- 
 
 -
 Kenneth M. Steele, Ph.D.  steel...@appstate.edu 
 mailto:steel...@appstate.edu
 Professor
 Department of Psychology  http://www.psych.appstate.edu 
 http://www.psych.appstate.edu/
 Appalachian State University
 Boone, NC 28608
 USA
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Re: [tips] Proof that I never existed

[Michael Britt]

Ken,

I’d like to mention this resurfacing of the “Mozart Effect” in my podcast since 
you and I talked about this some years ago:

http://www.thepsychfiles.com/2008/06/episode-59-the-mozart-effect-is-there-anything-to-it/
 
http://www.thepsychfiles.com/2008/06/episode-59-the-mozart-effect-is-there-anything-to-it/

The title and subtitle that summarizes the new research state: “Listening to 
Mozart can give your brain a boost, according to a new study. People who heard 
the classical composer's music showed an increase in brain wave activity linked 
to memory, understanding and problem-solving, researchers found.

The key finding from the abstract of the study states, “After listening to 
Mozart, an increase of alpha band and median frequency index of background 
alpha rhythm activity (a pattern of brain wave activity linked to memory, 
cognition and open mind to problem solving) was observed both in Adults and in 
Elderly. No changes were observed in MCI (Mild Cognitive Impairment). After 
listening to Beethoven, no changes in EEG activity were detected. This results 
may be representative of the fact that said Mozart’s music is able to 
“activate” neuronal cortical circuits related to attentive and cognitive 
functions.”


So how do we more accurately present the findings to the public? Is the key 
point that “a pattern of brain wave activity” that is “linked to memory and 
cognition” does not equal “giving a boost to”.  And another point is that all 
this study did was look at differences in brain wave activity in response to 
different types of music.  They did not take any kind of measure of the 
subjects’ ability to remember anything.

Apparently we have to play “whack a mole” with the “Mozart Effect” every few 
years.  Looks like it’s time for another whack. 

Michael

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



 On Jun 5, 2015, at 2:06 PM, Ken Steele steel...@appstate.edu wrote:
 
 http://www.dailymail.co.uk/sciencetech/article-3112339/How-listening-Mozart-boost-memory-Classical-composer-s-music-linked-increase-brain-wave-activity-beats-Beethoven.html
 
 Exact same music and hand-waving explanation as reported in Rauscher, Shaw,  
 Ky (1993).
 
 Ken
 
 -- 
 ---
 Kenneth M. Steele, Ph.D.  steel...@appstate.edu
 Professor
 Department of Psychology  http://www.psych.appstate.edu
 Appalachian State University
 Boone, NC 28608
 USA
 ---
 
 
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Re: [tips] Facebook and Variable Interval Schedules

[Michael Britt]

So because I don’t know IF or HOW MANY responses I MIGHT get from any 
particular instagram post, I’m on a VI schedule - correct?


Michael

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



 On Jul 13, 2015, at 12:22 PM, Paul Brandon pkbra...@hickorytech.net wrote:
 
 
 
 
 
 
 
  
 
 Good points!
 
 On Jul 13, 2015, at 9:40 AM, Ken Steele steel...@appstate.edu 
 mailto:steel...@appstate.edu wrote:
 
 Hi Michael:
 
 First, notice that you have switched to a new response.  You are now posting 
 text or pictures and you hope that your posts will produce more emails or 
 likes or whatever.
 
 The previous analysis still applies.  Assume that you post 4 pictures to 
 Instagram and you get one response.  The question is what happens when you 
 post 8 pictures in about the same amount of time.  If 8 pictures produce two 
 responses then you are talking about a VR type of schedule.  If posting 8 
 pictures and then 16 pictures still produce only one response then you are 
 dealing with a VI schedule.
 
 One point worth mentioning is that a common reason why students have 
 problems doing such analyses is that they switch responses in the middle of 
 an analysis.  I have students do a lot of mother-daughter and father-son 
 interactions from the perspective of both actors to help them learn to 
 resist changing the response in the middle of an analysis.
 Ken
 
 
 On 7/13/2015 8:41 AM, Michael Britt wrote:
 
 
 
   
 Good explanation Ken.  So checking email (or Instagram, etc.) appears to be 
 a VI kind of thing - an uncertain amount of time passes and new email (a 
 reinforcer) arrives.  But, just for the fun of it, let me add in a wrinkle: 
 take Instagram: I don’t necessarily have to do anything - except for 
 initially following people when I sign up - but if I post a picture on 
 Instagram (or write a post on TIPS I suppose) then the chances of me 
 getting a response are increased. So that involves a behavior (posting a 
 text or an image).  Still VI?
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com mailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com http://www.thepsychfiles.com/
 Twitter: @mbritt
 
 
 
 On Jul 7, 2015, at 8:09 AM, Kenneth Steele steel...@appstate.edu 
 mailto:steel...@appstate.edu wrote:
 
 
  
 There is an easy trick to distinguish between VI and VR schedules.  First, 
 imagine a FR 25 schedule.  If you double your response rate then you will 
 double your reinforcement rate.  The same rule applies to a VR 25 
 schedule.  On the other hand, imagine a FI 60 sec schedule.  What happens 
 if you double your response rate?  The reinforcement rate will remain 
 about constant because the 60-sec rule must be satisfied for either case.
 
 The easy way to distinguish between a VI and a VR reinforcement schedule 
 is to imagine the effect of doubling your response rate.  If the 
 reinforcement rate doubles then you are dealing with a VR schedule.  If 
 the reinforcement rate remains about constant then you are dealing with a 
 VI schedule.
 
 Applying that rule to slot machines and email gives you the following.  
 Doubling the rate at which you enter coins into a slot machine will double 
 the rate at which you receive the consequence, hence a VR schedule.  
 Doubling the rate at which you check your email will not double the number 
 of emails that you receive, hence a VI schedule.
 
 Ken
 
 On Mon, Jul 6, 2015 at 6:41 PM, Beth Benoit beth.ben...@gmail.com 
 mailto:beth.ben...@gmail.com wrote:
 
 
 
 
  
 I have a video of an interview of Skinner talking about variable ratio 
 schedules as being well exemplified by slot machines.  Wouldn't checking 
 for messages be the same thing?  Sometimes you get one, sometimes you 
 don't.  But not getting one doesn't make you less likely to check.  And 
 sometimes getting one makes you more likely to check.
 
 Beth Benoit
 Plymouth State University
 Plymouth, New Hampshire
 
 On Mon, Jul 6, 2015 at 6:35 PM, Michael Britt mich...@thepsychfiles.com 
 mailto:mich...@thepsychfiles.com wrote:
 
 
 
 
 
 
  
 
 Parents know how hard it can be for kids to stay away from their social 
 media connections - be it facebook, instagram or Snapchat.  As soon as my 
 15-year old gets out of swim practice it’s the first thing he does.  After 
 all, there might be a message for him.  This would be variable interval 
 reinforcement if I’m correct - he doesn’t have to actually do anything but 
 a new message (reinforcer) might have arrived.
 
 It seems pretty darn powerful, which seems weird because I’ve always 
 thought of variable interval reinforcers as weak.  Thoughts?

 Michael
 
 Paul Brandon
 Emeritus Professor of Psychology
 Minnesota State University, Mankato
 pkbra...@hickorytech.net mailto:pkbra...@hickorytech.net
 
 
 
 
 ---
 
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Re: [tips] Facebook and Variable Interval Schedules

[Michael Britt]

Beth,

I thought the “checking for possible new social media messages” behavior was a 
variable interval schedule because you don’t actually have to do anything in 
order to get a message - eventually one of your friends will post something.

Although one could argue that you’re more likely to get some kind of response 
from your friends when you do something - in this case you post something to a 
social network (a picture to instagram for example).  Which would make this a 
variable ratio schedule…Hmm…

Michael


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



 On Jul 6, 2015, at 6:41 PM, Beth Benoit beth.ben...@gmail.com wrote:
 
 
 
 
 
  
 I have a video of an interview of Skinner talking about variable ratio 
 schedules as being well exemplified by slot machines.  Wouldn't checking for 
 messages be the same thing?  Sometimes you get one, sometimes you don't.  But 
 not getting one doesn't make you less likely to check.  And sometimes getting 
 one makes you more likely to check.
 
 Beth Benoit
 Plymouth State University
 Plymouth, New Hampshire
 
 On Mon, Jul 6, 2015 at 6:35 PM, Michael Britt mich...@thepsychfiles.com 
 mailto:mich...@thepsychfiles.com wrote:
 
 
 
 
 
 
  
 
 Parents know how hard it can be for kids to stay away from their social media 
 connections - be it facebook, instagram or Snapchat.  As soon as my 15-year 
 old gets out of swim practice it’s the first thing he does.  After all, there 
 might be a message for him.  This would be variable interval reinforcement if 
 I’m correct - he doesn’t have to actually do anything but a new message 
 (reinforcer) might have arrived.
 
 It seems pretty darn powerful, which seems weird because I’ve always thought 
 of variable interval reinforcers as weak.  Thoughts?

 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com mailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com http://www.thepsychfiles.com/
 Twitter: @mbritt
 
 
 
 
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[tips] Facebook and Variable Interval Schedules

[Michael Britt]

Parents know how hard it can be for kids to stay away from their social media 
connections - be it facebook, instagram or Snapchat.  As soon as my 15-year old 
gets out of swim practice it’s the first thing he does.  After all, there might 
be a message for him.  This would be variable interval reinforcement if I’m 
correct - he doesn’t have to actually do anything but a new message 
(reinforcer) might have arrived.

It seems pretty darn powerful, which seems weird because I’ve always thought of 
variable interval reinforcers as weak.  Thoughts?
   
Michael

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




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[tips] Does this Work?

[Michael Britt]

I saw these smashed cars on the lawn in front of my son’s high school.  
Reminded me of the videos being made which show kids texting and then getting 
into an accident:

http://i.imgur.com/8wHJsnv.jpg


Michael

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




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[tips] Pigeon Suspected of Spying

[Michael Britt]

A few days ago I mentioned on TIPS a tongue-in-cheek post I had written on my 
site in which I pretended to report Skinner’s “pigeons playing ping pong” study 
using a modern day hyperbolic headline style:

He Taught a Pigeon to Peck a Ping Pong Ball. What Happened Next Will Shock You:
http://www.thepsychfiles.com/2015/05/he-taught-a-pigeon-to-peck-a-ping-pong-ball-what-happened-next-will-shock-you/
 
http://www.thepsychfiles.com/2015/05/he-taught-a-pigeon-to-peck-a-ping-pong-ball-what-happened-next-will-shock-you/


Well, sure enough, a real world example popped up in the news today (though not 
quite as hyperbolic as my example…):

“Police in India arrested a pigeon suspected of spying for Pakistan
http://bgr.com/2015/05/29/pigeon-arrest-spy-charges-india/ 
http://bgr.com/2015/05/29/pigeon-arrest-spy-charges-india/
 
Michael

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




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[tips] He Taught a Pigeon to Peck a Ping Pong Ball. What Happened Next Will Shock You.

[Michael Britt]

How Skinner’s work with pigeons might have been publicized today: 

http://www.thepsychfiles.com/2015/05/he-taught-a-pigeon-to-peck-a-ping-pong-ball-what-happened-next-will-shock-you/
 
http://www.thepsychfiles.com/2015/05/he-taught-a-pigeon-to-peck-a-ping-pong-ball-what-happened-next-will-shock-you/
 
Michael

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




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[tips] Baltimore Mom

[Michael Britt]

Lots of people are celebrating the mom who forcibly took her son out of the 
riots earlier this week by slapping him repeatedly “upside the head”.  Many 
people are praising her parenting.  Yet research has told us again and again 
that hitting your kids is not an effective way to change their behavior.  Why 
does our culture celebrate the unleashing of parental anger?  I can only guess 
it’s because parenting is tough.  I’ve got teens, so boy I know it.  But 
hitting is not the answer.  If you haven’t seen it:

https://www.youtube.com/watch?v=wvDJYD0O8is 
https://www.youtube.com/watch?v=wvDJYD0O8is


Michael

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




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Re: [tips] Conditional joke

[Michael Britt]

I think Chris and I may have seen the same list of jokes.  I liked the Pavlov 
one, but I preferred this one even more:

A buddhist monk approaches a burger foodtruck and says “make me one with 
everything.” The buddhist monk pays with a $20 bill, which the vendor takes, 
puts in his cash box, and closes the lid. “Where’s my change?” the monk asks. 
The vendor replies, “change comes from within”.


Michael

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



 On Apr 22, 2015, at 7:01 AM, Stuart McKelvie smcke...@ubishops.ca wrote:
 
 Dear Chris,
 
 Funny psychology jokes are rare. This is definitely one of them.
 
 Thanks for sharing it!
 
 Sincerely,
 
 Stuart
 
 __
 “Recti Cultus Pectora Roborant”
 
 Stuart J. McKelvie, Ph.D.,
 Department of Psychology,
 Bishop’s University,
 2600 rue College,
 Sherbrooke (Borough of Lennoxville),
 QC J1M 1Z7,
 Canada.
 stuart.mckel...@ubishops.ca
 (819)822-9600X2402
 
 “Floreat Labore”
 __
 
 
 -Original Message-
 From: Christopher Green [mailto:chri...@yorku.ca] 
 Sent: Tuesday, April 21, 2015 11:36 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] Conditional joke
 
 Pavlov is at a bar enjoying a drink. The phone rings and he shouts “Oh! I 
 forgot to feed the dog.”
 
 That is all.
 Chris
 ...
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON   M3J 1P3
 
 chri...@yorku.ca
 http://www.yorku.ca/christo
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Re: [tips] YouTube and Multiple Personality

[Michael Britt]

A good video.  However, it would still be good if we had a video that more 
clearly explained what we think DID is and, although this is problematic for a 
variety of reasons, a video interview with someone who has DID as we now 
believe it to exist.  I have spoken to a few clinicians who agree that while 
multiple personality disorder probably doesn’t exist, people do indeed 
“dissociate”.  In one of the videos so far mentioned a clinician says that 
dissociation is similar to that experience we have when we are driving and we 
arrive somewhere but don’t know how we got there.  Well, I’ve heard that 
experience used to explain hypnosis so it doesn’t quite work for me.



Michael

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



 On Apr 14, 2015, at 2:50 PM, Lilienfeld, Scott O slil...@emory.edu wrote:
 
  
 
  
 
  
 
 Hi All: One relatively brief video that I often show is this one below:
  
 https://www.youtube.com/watch?v=gfiB82OUXf0 
 https://www.youtube.com/watch?v=gfiB82OUXf0
  
 It dutifully presents the “pro” DID side of the debate, but also expresses 
 healthy (and in my view, amply justified) skepticism, largely courtesy of 
 John Hopkins psychiatrist Paul McHugh.
  
  
 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 mailto:slil...@emory.edu
  
  
 From: MARK CASTEEL [mailto:ma...@psu.edu mailto:ma...@psu.edu] 
 Sent: Tuesday, April 14, 2015 2:45 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: Re: [tips] YouTube and Multiple Personality
  
  
 
  
  
 
  
  
 
  
 Hi Beth. Thanks for responding to Michael's query and providing the video 
 link. I just wish I could find a very nice discussion of DID that wasn't so 
 long. As it is, I'm already devoting four class sessions to the chapter on 
 disorders and have a hard time justifying spending an entire day on DID. In 
 fact, my bias these last few years is to spend less and less time on the 
 discussion of the dissociative disorders just given the controversy that 
 surrounds this area. Of course, I'm fighting the students' interest on this 
 one because they find it so fascinating! :) It's also tough deciding what to 
 include and what to omit. 
  
 **
 Mark A. Casteel, Ph.D.
 Associate Professor of Psychology
 Penn State York
 717-771-4028
 **
  
 From: Beth beth.ben...@gmail.com mailto:beth.ben...@gmail.com
 To: Teaching in the Psychological Sciences (TIPS) 
 tips@fsulist.frostburg.edu mailto:tips@fsulist.frostburg.edu
 Sent: Tuesday, April 14, 2015 10:34:15 AM
 Subject: Re: [tips] YouTube and Multiple Personality
  
  
 
  
  
 
  
  
 
  
 Sorry about odd wording.  It's my phone's autospelling and I didn't notice it 
 to correct.  :-(
  
  
 Sent from my iPhone
 
 On 14 Apr 2015, at 10:30 am, Beth beth.ben...@gmail.com 
 mailto:beth.ben...@gmail.com wrote:
  
  
 
  
  
 
  
  
 
  
 I continue to show a 60 minutes segment about a woman in Appleton Wisconsin 
 and others who were diagnosed with MPD, and she referred to it, and her 
 psychiatrist, Kenneth Olson paid a $2.6 million  lawsuit. He convinced her 
 that she had 126 personalities, and performed an exorcism on her as well. It 
 would be laughable if it works so tragic. It is not available on YouTube, but 
 Here is a link that still has it:
  
 Sent from my iPhone
 
 On 14 Apr 2015, at 10:21 am, Michael Britt mich...@thepsychfiles.com 
 mailto:mich...@thepsychfiles.com wrote:
  
  
 
  
  
 
  
  
 
 
 Our field is (desperately) trying to “expunge” the idea of multiple 
 personalities from the public consciousness, it’s obviously going to be an 
 uphill battle.  I noticed that even a search of YouTube on “dissociative 
 disorder” brings up a slew of popular videos (many old) on multiple 
 personalities.  The video that I showed my students:
  
 https://www.facebook.com/video.php?v=1085977368086270fref=nf 
 https://www.facebook.com/video.php?v=1085977368086270fref=nf
  
 is fascinating but probably not nearly so as the ones with the dramatic video 
 of people supposedly having multiple personalities.  To the challenge 
 remains: we need more videos on DID that clearly explain what we currently 
 believe about this disorder and, preferably, in an interesting way.
  
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com mailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com http://www.thepsychfiles.com/
 Twitter: @mbritt
  
  
  
  
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Re: [tips] APA style

[Michael Britt]

I keep a list of great sites on APA style:

https://www.diigo.com/user/mbritt/apa_style?type=allsort=updated 
https://www.diigo.com/user/mbritt/apa_style?type=allsort=updated

Also, there’s a great app called RefMe which quickly creates APA style 
references by either scanning the code on a book, or doing a quick search on 
the author(s) or the title:

https://www.refme.com/#/ https://www.refme.com/#/


Michael

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



 On Apr 15, 2015, at 3:11 PM, C E Walker cwalke...@cox.net wrote:
 
  
 
  
 
  
 
 I would like to know what are some of the best sites to refer students to 
 that will assist them in preparing entries for their reference list in APA 
 style. I would appreciate any suggestions.
  
 Best Wishes. C. Eugene Walker
 Professor Emeritys, University of Oklahoma
 cwalke...@cox.net mailto:cwalke...@cox.net
  
 
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[tips] YouTube and Multiple Personality

[Michael Britt]

Our field is (desperately) trying to “expunge” the idea of multiple 
personalities from the public consciousness, it’s obviously going to be an 
uphill battle.  I noticed that even a search of YouTube on “dissociative 
disorder” brings up a slew of popular videos (many old) on multiple 
personalities.  The video that I showed my students:

https://www.facebook.com/video.php?v=1085977368086270fref=nf 
https://www.facebook.com/video.php?v=1085977368086270fref=nf

is fascinating but probably not nearly so as the ones with the dramatic video 
of people supposedly having multiple personalities.  To the challenge remains: 
we need more videos on DID that clearly explain what we currently believe about 
this disorder and, preferably, in an interesting way.

Michael

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




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Re: [tips] YouTube and Multiple Personality

[Michael Britt]

Thank you Beth.  Watching now.  I wish this was on YouTube so others would find 
it more easily.

Michael


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



 On Apr 14, 2015, at 10:32 AM, Beth beth.ben...@gmail.com wrote:
 
  
 
  
 
  
 
 Sorry about sending without the link. My phone apparently has DI D. Here is 
 the link:
 http://www.cbsnews.com/videos/mpd/ http://www.cbsnews.com/videos/mpd/
 
 Beth Benoit 
 
 Sent from my iPhone
 
 On 14 Apr 2015, at 10:21 am, Michael Britt mich...@thepsychfiles.com 
 mailto:mich...@thepsychfiles.com wrote:
 
  
 
  
 
  
 
 Our field is (desperately) trying to “expunge” the idea of multiple 
 personalities from the public consciousness, it’s obviously going to be an 
 uphill battle.  I noticed that even a search of YouTube on “dissociative 
 disorder” brings up a slew of popular videos (many old) on multiple 
 personalities.  The video that I showed my students:
 
 https://www.facebook.com/video.php?v=1085977368086270fref=nf 
 https://www.facebook.com/video.php?v=1085977368086270fref=nf
 
 is fascinating but probably not nearly so as the ones with the dramatic 
 video of people supposedly having multiple personalities.  To the challenge 
 remains: we need more videos on DID that clearly explain what we currently 
 believe about this disorder and, preferably, in an interesting way.
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com mailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com http://www.thepsychfiles.com/
 Twitter: @mbritt
 
 
 
 
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Re: [tips] Teaching theories of personality

[Michael Britt]

It’s funny you should bring up this topic Annette.  I’m teaching Intro to a 
class of non-psych majors and I’ve been thinking a lot about the upcoming 
chapter on personality.  The topics really are quite old.  As is typical of 
most Intro books, the chapter starts out with the venerable old Freudian theory 
of id/ego/superego and then continues on with the “usual suspects”.  I just 
really wonder what in this chapter is really worth exploring - especially for 
non-majors.  Maybe this is a contrast effect: we’re going to finish up with 
Social Psych next week and there is so much in this topic that is relevant to 
their daily lives.  Personality, by contrast, seems much less so.  What do 
people think are the really relevant parts of Personality?

Michael

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



 On Mar 27, 2015, at 3:42 PM, Annette Taylor tay...@sandiego.edu wrote:
 
 I posted this yesterday but it was not in my digest today :( So I hope this 
 goes through this time.
 
 We offer a course in our department called Theories of Personality. 
 
 IMHO, given the syllabus of the person currently teaching the course, it 
 should be called History of Theories of Personality, as the course features 
 theories by May, Allport, Maslow, Freud, Kelley, Rogers, Cattell, Bandura and 
 Rotter, in no particular order, I just jotted them down as quickly as I could.
 
 If this course is still widely taught, would this look the appropriate 
 theories to talk about? I saw next to nothing about trait theory except for 
 Cattell. And is that all there is?
 
 There are no syllabi to compare to for a theories of personality course in 
 project syllabus younger than 2006. That is 9 years ago and the content does 
 seem similar. So does this mean that in the past decade this has phased out?
 
 Annette
 
 
 Annette Kujawski Taylor, Ph. D.
 Professor, Psychological Sciences
 University of San Diego
 5998 Alcala Park
 San Diego, CA 92110-2492
 tay...@sandiego.edu
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Re: [tips] Gender Roles in Homosexual Relationships

[Michael Britt]

 explain why over 2% of the women in the National Survey of Sexual 
 Health and Behavior (NSSHB) survey...described themselves as something else 
 rather than gay, bisexual, or straight.  Thus, they challenge the centrality 
 of sexual orientation as we currently define it.​
 
 Some other thoughts on the subject were first offered by Donald McCreary in 
 1994.  (Rhoda Unger discusses his work in another text I've used when 
 teaching Psychology of Women (the text is called The Psychology of Women and 
 Gender).  McCreary pointed out how men who appear effeminate are more 
 likely to be perceived as gay, while women who have masculine traits may be 
 less likely to be seen as gay.  I know this isn't exactly the point Michael 
 was considering, but I always thought it was interesting, nonetheless.
 
 As you may have concluded from LeVay and Baldwin's description, the whole 
 concept of butch and femme is controversial, but still evolving.  There are 
 still strong butch movements (here's a newsletter that has much of interest   
 http://www.butchvoices.com/category/announcements/page/2/ 
 http://www.butchvoices.com/category/announcements/page/2/  ) and the idea 
 that using/thinking of gays as butch and/or femme is not totally unacceptable 
 to the gay community, nor is it necessarily outdated. 
 
 That said, I also want to stress that, as with any other person or group, 
 many understandably rebel against the idea that they be defined or labeled.
 
 After pondering all of this, I wonder if another concept you might want to 
 consider, Michael, is why humans feel the need to categorize and break groups 
 down into subcategories. 
 
 Ah, I think I see another thread forming.  At least, in the old days, that 
 would have happened on TIPS. 
 
 Beth Benoit
 Plymouth State University
 Plymouth NH
 
 On Fri, Feb 6, 2015 at 10:27 AM, Michael Britt mich...@thepsychfiles.com 
 mailto:mich...@thepsychfiles.com wrote:
  
 
  
 
  
 
 Can anyone point me to research on the topic of whether or not homosexual 
 couples tend to “take on” the typical male and female roles that we see in 
 heterosexual couples?  When people see homosexual couples, they seem to ask a 
 question like “Well, which one is ‘the guy’?”
 
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com mailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com http://www.thepsychfiles.com/
 Twitter: @mbritt
 
 
 
 
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[tips] Gender Roles in Homosexual Relationships

[Michael Britt]

Can anyone point me to research on the topic of whether or not homosexual 
couples tend to “take on” the typical male and female roles that we see in 
heterosexual couples?  When people see homosexual couples, they seem to ask a 
question like “Well, which one is ‘the guy’?”


Michael

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




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Re: [tips] Confirmation Bias

[Michael Britt]

Thanks for the link Miguel.  Now, as a true scientist I have to be open-minded 
about possibly being wrong..:)

But I don't debate that the wires exist under some intersections - it's just 
that my son believes the wires are used in every intersection. When I try to 
point out that we would probably see lines in the road where the wires were 
buried, he comes up with way to explain that (the construction
workers must have buried the wires when the road was first built...).  In 
addition, when you creep your car up to the red traffic light, the light does 
indeed (eventually) turn green.  He's willing to be quite flexible as the 
amount of time the system takes between detecting the presence of the car and 
the command to change the color of the light.  

Michael

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



 On Feb 1, 2015, at 7:36 AM, Miguel Roig ro...@stjohns.edu wrote:
 
 Michael, I think your son is right. Check this out: 
 http://auto.howstuffworks.com/car-driving-safety/safety-regulatory-devices/question234.htm
 
 Miguel
 
 From: Michael Britt [mich...@thepsychfiles.com]
 Sent: Sunday, February 01, 2015 7:25 AM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] Confirmation Bias
 
 My son and I were having a little argument the other day.  As is typical 
 with teenagers, he didn't think he convinced me and I didn't think I 
 convinced him.  Anyway, the issue had to do with those traffic intersections 
 that use what are called demand-actuated traffic signals
 
 He's convinced that these wires are used just about everywhere (I think 
 they're not) so if you drive up to a red light and stop and you wait a long 
 time, you must be too far away from these wires.  How do you know the wires 
 are there?  Well, you simply move closer to the light and suddenly it turns 
 green!  I tried to impress upon him that the more likely scenario is that 
 there are no such wires under the ground at most intersections and that the 
 reason the light appears to turn green when you creep up closer to it is that 
 more time has passed and the timer that actually controls the light is now 
 closer to changing the light green.  Also, I mentioned that you probably 
 don't notice or remember the times when you creep up slowly to the light and 
 it does NOT turn green.  You probably dismiss those times as simply a time 
 either when a) the wires are broke, b) your car is still not close enough to 
 the wires.  This last excuse sounds like a you didn't believe hard enough 
 explanation for psychic phenomenon.  Anyway, I'm going to discuss this in 
 class this week as an example of confirmation bias.
 
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.commailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
 
 
 
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[tips] Confirmation Bias

[Michael Britt]

My son and I were having a little argument the other day.  As is typical with 
teenagers, he didn't think he convinced me and I didn't think I convinced him.  
Anyway, the issue had to do with those traffic intersections that use what are 
called demand-actuated traffic signals

He's convinced that these wires are used just about everywhere (I think they're 
not) so if you drive up to a red light and stop and you wait a long time, you 
must be too far away from these wires.  How do you know the wires are there?  
Well, you simply move closer to the light and suddenly it turns green!  I tried 
to impress upon him that the more likely scenario is that there are no such 
wires under the ground at most intersections and that the reason the light 
appears to turn green when you creep up closer to it is that more time has 
passed and the timer that actually controls the light is now closer to changing 
the light green.  Also, I mentioned that you probably don't notice or remember 
the times when you creep up slowly to the light and it does NOT turn green.  
You probably dismiss those times as simply a time either when a) the wires are 
broke, b) your car is still not close enough to the wires.  This last excuse 
sounds like a you didn't believe hard enough explanation for psychic 
phenomenon.  Anyway, I'm going to discuss this in class this week as an example 
of confirmation bias.  

 
Michael

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




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[tips] Empathy Treatment for Convicted Rapists

[Michael Britt]

I seem to recall hearing about a therapeutic technique designed for rapists in 
which the offenders had to listen to recordings by women who had been raped.  
They talked about the trauma of the event and how it had affected their lives.  
Does anyone know if this is still done?  Is it considered a successful 
treatment?

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


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Re: [tips] So I'm going to be a woman...

[Michael Britt]

Thanks Ken.  I found the interview:

http://www.npr.org/2015/01/01/373989302/whats-it-like-to-be-neil-patrick-harris-he-gives-you-options
 
http://www.npr.org/2015/01/01/373989302/whats-it-like-to-be-neil-patrick-harris-he-gives-you-options

Looking forward to listening to it today.


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

 On Jan 2, 2015, at 8:40 AM, Ken Steele steel...@appstate.edu wrote:
 
 On 1/1/2015 7:14 PM, Michael Britt wrote:
 I am going to play the lead in the musical La Cage Aux Folles this spring, 
 which means I’ll be wearing high heals, wigs, dresses, fake boobs and lots 
 of makeup.  I expect I'll be gaining a new empathy and respect for what 
 women go through on a daily basis.  I mean, do you know how hard it is to do 
 housework in high heels?  I didn't know until recently...
 
 Any research on cross-dressing come to anyone's mind?  I might as well make 
 this a learning experience.  What is it about women's clothing that some men 
 find so appealing?
 
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
 Hi Michael:
 
 You may want to listen to the interview by Neil Patrick Harris on being the 
 lead in Hedwig and the Angry Inch.  I caught only bits of the interview as 
 I was doing housework but he talked about the physical difficulty of walking 
 in high heels and getting the stance.  He talked about walking in circles 
 for hours to get the walk.  All of this was interesting in the context of 
 his trying to overcome his earlier self-training to avoid any appearance of 
 being effeminate to hide public acknowledgement that he is gay.
 
 I think the show was Terri Gross and Fresh Air but a search on the NPR site 
 should identify it quickly.
 
 Ken
 
 -- 
 ---
 Kenneth M. Steele, Ph.D.  steel...@appstate.edu
 Professor
 Department of Psychology  http://www.psych.appstate.edu
 Appalachian State University
 Boone, NC 28608
 USA
 ---
 
 
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Re: [tips] So I'm going to be a woman...

[Michael Britt]

Good one Paul.  I'm going to sprain an ankle on these things at the least!


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

 On Jan 1, 2015, at 7:54 PM, Paul Brandon pkbra...@hickorytech.net wrote:
 
 Adds a whole new meaning to ‘break a leg’!
 
 On Jan 1, 2015, at 6:14 PM, Michael Britt mich...@thepsychfiles.com wrote:
 
 I am going to play the lead in the musical La Cage Aux Folles this spring, 
 which means I’ll be wearing high heals, wigs, dresses, fake boobs and lots 
 of makeup.  I expect I'll be gaining a new empathy and respect for what 
 women go through on a daily basis.  I mean, do you know how hard it is to do 
 housework in high heels?  I didn't know until recently...
 
 Any research on cross-dressing come to anyone's mind?  I might as well make 
 this a learning experience.  What is it about women's clothing that some men 
 find so appealing?  
 
 
 Michael A. Britt, Ph.D.
 
 Paul Brandon
 10 Crown Hill Lane
 Mankato, MN 56001
 pkbra...@hickorytech.net
 
 
 
 
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[tips] So I'm going to be a woman...

[Michael Britt]

I am going to play the lead in the musical La Cage Aux Folles this spring, 
which means I’ll be wearing high heals, wigs, dresses, fake boobs and lots of 
makeup.  I expect I'll be gaining a new empathy and respect for what women go 
through on a daily basis.  I mean, do you know how hard it is to do housework 
in high heels?  I didn't know until recently...

Any research on cross-dressing come to anyone's mind?  I might as well make 
this a learning experience.  What is it about women's clothing that some men 
find so appealing?  

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


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[tips] Are You REDI?

[Michael Britt]

Just finished reading “Make It Stick - the Science of Successful Learning” 
(http://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/0674729013/ref=sr_1_1?
 
http://www.amazon.com/Make-Stick-Science-Successful-Learning/dp/0674729013/ref=sr_1_1?).
  Good summary of the latest research (though, as one Amazon reviewer pointed 
out, a lot of the content can be found here: 
http://tguilfoyle.cmswiki.wikispaces.net/file/view/What_works,_What_doesn%27t.pdf
 
http://tguilfoyle.cmswiki.wikispaces.net/file/view/What_works,_What_doesn't.pdf).

As usual I decided to put the key ideas of the book into a concept map and come 
up with my own acronym: REDI (SQ3R is so last century” - might as well make up 
a new acronym just for the heck of it).  REDI stands for Retrieval practice, 
Elaboration, Distributed practice and Interleaving.  Here’s the map:

http://bitly.com/REDIMap http://bitly.com/REDIMap

Obviously preparing for the upcoming semester.  Thoughts?

Michael

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


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Re: [tips] CIA Torture and Kohlberg's Stages

[Michael Britt]

Well, Kohlberg is still prominently covered in my Intro book so I did plan on 
covering his theory.  

I must admit that I’m still confused by what you say below Chris (“My 
recollection was that the different branches each led to a SINGLE answer. Not 
to BOTH answers. The same answers (yes or no) would ALTERNATE as ones went up 
the hierarchy of moral stances, but you wouldn't get BOTH answers on a single 
branch. “).  

Does the concept map give the impression that a person could give both answers?


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

 On Dec 19, 2014, at 1:07 PM, Gerald Peterson peter...@svsu.edu wrote:
 
 Just one quick response to Chris's Q: I don't cover it in Intro or Social. I 
 used to cover it in teaching Child and Life-span classes. Gary
 
 
 - Original Message -
 From: Christopher Green chri...@yorku.ca
 To: Teaching in the Psychological Sciences (TIPS) 
 tips@fsulist.frostburg.edu
 Sent: Friday, December 19, 2014 12:55:51 PM
 Subject: Re: [tips] CIA Torture and Kohlberg's Stages
 
 It appears to are correct, Rick. My recollection was that the different 
 branches each led to a SINGLE answer. Not to BOTH answers. The same answers 
 (yes or no) would ALTERNATE as ones went up the hierarchy of moral stances, 
 but you wouldn't get BOTH answers on a single branch. 
 
 I must confess that I am now a LONG way from serious debates of Kohlberg’s 
 theory. I can’t recall it coming up in any discussion I have been involved in 
 since probably the mid-1990s. Is it still taught in Intro and Social Psych? 
 
 All that said, I think a more ecologically valid presentation of the kinds 
 moral reasoning that Michael is looking for can be found in Roy Zimmerman’s 
 song “Glory Bound Train,” a short snippet of which is here: 
 https://bop.fm/s/roy-zimmerman/glory-bound-train-1 (Alas,the whole song does 
 not seem to be on the internet.)
 :-)
 
 Chris
 …..
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON M3J 1P3
 Canada
 
 chri...@yorku.ca
 http://www.yorku.ca/christo
 ...
 
 On Dec 19, 2014, at 11:28 AM, Rick Froman rfro...@jbu.edu wrote:
 
 I have never seen a representation of reasoning using Kohlberg's model 
 (including explanations of the classic Heinz scenario) that didn't describe 
 a justification at each level for opposite courses of action (steal the drug 
 or don't steal the drug). For example: 
 http://en.wikipedia.org/wiki/Heinz_dilemma. From the article: From a 
 theoretical point of view, it is not important what the participant thinks 
 that Heinz should do. Kohlberg's theory holds that the justification the 
 participant offers is what is significant, the form of their response. It 
 then goes on to demonstrate possible justifications for stealing or not 
 stealing the drug at every level.
 
 Rick
 
 Dr. Rick Froman
 Professor of Psychology
 Box 3519
 x7295
 rfro...@jbu.edu  
 http://bit.ly/DrFroman 
 
 -Original Message-
 From: Christopher Green [mailto:chri...@yorku.ca] 
 Sent: Friday, December 19, 2014 9:59 AM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: Re: [tips] CIA Torture and Kohlberg's Stages
 
 Michael,
 
 I think you undermine the usefulness of Kohlberg's model by appearing to 
 show that any conclusion can be reached by any path. If the different 
 branches don't reliably lead to different conclusions then what is the point 
 of moral reasoning? It just becomes an exercise in post hoc rationalization. 
 (Not to say that this isn't precisely the exercise in which many people 
 engage in the name of morality.) Of course, many have criticized the 
 Kohlberg's model, but not on those grounds.
 
 Incidentally, here is a recent article showing that torture is, in fact, 
 prohibited by the U.S. Constitution.
 http://www.commondreams.org/views/2014/12/09/why-founding-fathers-thought-banning-torture-foundational-us-constitution
  
 
 Chris
 ...
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON   M3J 1P3
 
 chri...@yorku.ca
 http://www.yorku.ca/christo
 
 On Dec 19, 2014, at 9:54 AM, Michael Britt mich...@thepsychfiles.com 
 wrote:
 
 I've been thinking about how people's various reactions to the CIA torture 
 - both pro and con - might be applied to Kohlberg's levels of moral 
 development.  It might make for a good class discussion next semester if 
 there's a way to make this work.  I put together a map of the stages and 
 some rationales that I've heard for the CIA torture, but the map is 
 incomplete (a few of the nodes don't have opinions/rationalizations because 
 I couldn't think of one). Also, I'm wondering whether trying to fit these 
 two things together really works, but I thought it was worth a try.  
 
 Happy to get input on this map:
 
 http://bitly.com/TortureAndKohlberg
 
 Michael
 
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
 ---
 You are currently

[tips] CIA Torture and Kohlberg's Stages

[Michael Britt]

I've been thinking about how people's various reactions to the CIA torture - 
both pro and con - might be applied to Kohlberg's levels of moral development.  
It might make for a good class discussion next semester if there's a way to 
make this work.  I put together a map of the stages and some rationales that 
I've heard for the CIA torture, but the map is incomplete (a few of the nodes 
don't have opinions/rationalizations because I couldn't think of one). Also, 
I'm wondering whether trying to fit these two things together really works, but 
I thought it was worth a try.  

Happy to get input on this map:

http://bitly.com/TortureAndKohlberg

Michael

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


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Re: [tips] CIA Torture and Kohlberg's Stages

[Michael Britt]

Understood.  My thought however, was not that Kohlberg's model would be applied 
to the CIA as an organization, but rather to what individuals say to themselves 
and to others about why torture in this situation was either justified or not.


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

 On Dec 19, 2014, at 10:21 AM, Paul Brandon pkbra...@hickorytech.net wrote:
 
 First of all —  CIA and ‘moral’ in the same sentence without a negative?
 More seriously, can a hypothesis developed to apply to individuals be applied 
 to organizations?
 I’m not sure that we’re talking about individual decisions here.
 
 On Dec 19, 2014, at 8:54 AM, Michael Britt mich...@thepsychfiles.com wrote:
 
 I've been thinking about how people's various reactions to the CIA torture - 
 both pro and con - might be applied to Kohlberg's levels of moral 
 development.  It might make for a good class discussion next semester if 
 there's a way to make this work.  I put together a map of the stages and 
 some rationales that I've heard for the CIA torture, but the map is 
 incomplete (a few of the nodes don't have opinions/rationalizations because 
 I couldn't think of one). Also, I'm wondering whether trying to fit these 
 two things together really works, but I thought it was worth a try.  
 
 Happy to get input on this map:
 
 http://bitly.com/TortureAndKohlberg
 
 Michael
 
 Paul Brandon
 Emeritus Professor of Psychology
 Minnesota State University, Mankato
 pkbra...@hickorytech.net
 
 
 
 
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Re: [tips] CIA Torture and Kohlberg's Stages

[Michael Britt]

Fascinating Rick.  Thanks for taking the time to make these suggestions.  The 
justifications you've written below come from the perspective of someone inside 
the CIA doing the actual torture, which is a different but equally interesting 
angle than I was thinking.  I was thinking of just the person on the street 
and what they might think about whether the torture was right or wrong.  How 
would this person justify the CIA's use of torture?

Also, can you clarify what you mean by, ..the choice made to torture or not is 
not determined by Kohlberg's levels. The level describes the justification that 
will be made for the choice of torturing or not.


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

 On Dec 19, 2014, at 10:37 AM, Rick Froman rfro...@jbu.edu wrote:
 
 You are definitely on the right track by demonstrating that the choice made 
 to torture or not is not determined by Kohlberg's levels. The level describes 
 the justification that will be made for the choice of torturing or not. I 
 think your emphasis on what other countries think of us will be, at most, a 
 minor consideration in these personal choices. More likely might be what your 
 immediate superior or your colleagues think of you (especially at a 
 pre-conventional level). The following are not perfect and are certainly not 
 the only possible responses at each level but I think they get at what the 
 justification would be like at each level.
 
 Instead of referencing the constitution on the top right (Level 1-1 Yes), I 
 would say I will be punished by my superiors if we don't get results. 
 
 Level 1-1 No would say, If anyone finds out that I did this, I will get it 
 trouble, so I will not torture this person. 
 
 
 Level 1-2 Yes would be if I can torture this person to receive actionable 
 intelligence, I will be a hero and be rewarded by my superiors. 
 
 Level 1-2 No would be if I don't torture this person, I will be rewarded for 
 it.
 
 
 Level 2-1 Yes would be justified in the context of interpersonal 
 relationships such as my colleagues and superiors will think well of me if I 
 go along with this and this will keep more of my fellow citizens and 
 soldiers from dying
 
 Level 2-1 No would have to be in the context of interpersonal relationships 
 such as what might my friends and family think of me if they knew I was 
 doing this?
 
 
 Level 2-2 Yes We are using these techniques to maintain the social order and 
 bring justice to the victims of terrorism and these techniques have been 
 approved by legal authorities.
 
 Level 2-2 No (I think the current example given here goes down in the next 
 level) We shouldn't torture because it is unlawful (hasn't been fully 
 adjudicated in the US and may violate international law) and will lead to a 
 breakdown of law and order where we will sink to the level of the terrorists.
 
 
 Level 3-1 Yes the relevant social contract is with my fellow citizens who 
 have been attacked by terrorists and we are doing this to bring the 
 terrorists to justice (not necessarily in the justice system).
 
 Level 3-1 No the social contract across cultures and national boundaries is 
 that torture is forbidden.
 
 
 Level 3-2 Yes I am at peace with the fact that torture is a necessary evil 
 to prevent greater evils from occurring and I would do this whether it was 
 against the law or not.
 
 Level 3-2 No Torture is wrong and I would not torture whether it is against 
 the law or not.
 
 
 Rick
 
 
 Dr. Rick Froman
 Professor of Psychology
 Box 3519
 x7295
 rfro...@jbu.edu  
 http://bit.ly/DrFroman 
 
 -Original Message-
 From: Michael Britt [mailto:mich...@thepsychfiles.com] 
 Sent: Friday, December 19, 2014 8:55 AM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] CIA Torture and Kohlberg's Stages
 
 I've been thinking about how people's various reactions to the CIA torture - 
 both pro and con - might be applied to Kohlberg's levels of moral 
 development.  It might make for a good class discussion next semester if 
 there's a way to make this work.  I put together a map of the stages and some 
 rationales that I've heard for the CIA torture, but the map is incomplete (a 
 few of the nodes don't have opinions/rationalizations because I couldn't 
 think of one). Also, I'm wondering whether trying to fit these two things 
 together really works, but I thought it was worth a try.  
 
 Happy to get input on this map:
 
 http://bitly.com/TortureAndKohlberg
 
 Michael
 
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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[tips] Psychologist's Role in Torture

[Michael Britt]

Rough day for psychology yesterday when the Senate made their report on the 
CIA’s use of torture.  The news reported on the involvement of the two 
psychologists in the development and monitoring of the torture techniques.  
Obviously a topic for class discussion on ethics.  My summary and questions for 
students (along with a quote from Skinner when he was talking about human 
freedom) in the latest episode of the podcast:

http://www.thepsychfiles.com/2014/12/ep-232-psychologists-involved-in-torture-what-will-we-do-about-it/
 
http://www.thepsychfiles.com/2014/12/ep-232-psychologists-involved-in-torture-what-will-we-do-about-it/


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


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[tips] Psych Elves - Who's Who

[Michael Britt]

It’s that time of year!  

Now with more elves and (some) educational value!

https://www.youtube.com/watch?v=TSAGzO7ghjw 
https://www.youtube.com/watch?v=TSAGzO7ghjw


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


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[tips] Funny Rabbit/Duck Illusion

[Michael Britt]

Brilliant use of the image:

https://twitter.com/ianbremmer/status/539467697411883011/photo/1 
https://twitter.com/ianbremmer/status/539467697411883011/photo/1


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


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[tips] Pavlov Walking his Other, Cooler Dog

[Michael Britt]

Spotted on the streets (what year would this be, Chris?):

http://imgur.com/w7FXnyL http://imgur.com/w7FXnyL


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


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Re: [tips] William James on the Origins of Psychology

[Michael Britt]

That is really, really weird.  I know I made it “public” yesterday and it got 
24 views, but sure enough, when I just went back in to YouTube to take a look, 
it was marked as “private”.  Don’t know how that happened.  Sorry ‘bout that. 

I changed it back to public.  Give it another try..I shall keep my fingers 
crossed…


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

 On Nov 28, 2014, at 10:05 AM, Christopher Green chri...@yorku.ca wrote:
 
  
 
  
 
  
 
 Michael,
 
 The video seems to have gone private again. Any thoughts? (I just passed 
 the link around my history-theory group here at York.)
 
 Chris
 ...
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON   M3J 1P3
 
 chri...@yorku.ca mailto:chri...@yorku.ca
 http://www.yorku.ca/christo http://www.yorku.ca/christo
 
 On Nov 27, 2014, at 11:04 AM, Michael Britt mich...@thepsychfiles.com 
 mailto:mich...@thepsychfiles.com wrote:
 
  
 
  
 
  
 
 What William James might have said in his younger, hipper days.  And if he 
 sounded uncannily like Chris Green…
 
 http://youtu.be/ttbYpnY83rc http://youtu.be/ttbYpnY83rc
 
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com mailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com http://www.thepsychfiles.com/
 Twitter: @mbritt
 
 
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[tips] William James on the Origins of Psychology

[Michael Britt]

What William James might have said in his younger, hipper days.  And if he 
sounded uncannily like Chris Green…

http://youtu.be/ttbYpnY83rc http://youtu.be/ttbYpnY83rc


Michael

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


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Re: [tips] Oh boy, here he goes again...

[Michael Britt]

Working on adding William James go the app.  First step: colorization: 
http://imgur.com/a3hPX8g http://imgur.com/a3hPX8g

Next step: giving him a body

Next up: Pavlov, Jung and Darwin!

http://bitly.com/freudie http://bitly.com/freudie


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

 On Nov 12, 2014, at 9:47 PM, Christopher Green chri...@yorku.ca wrote:
 
  
 
  
 
  
 
 William James, please!
 Chris
 -
 Christopher D. Green
 Department of Psychology
 York University
 Toronto, ON M6C 1G4
 Canada
 
 chri...@yorku.ca mailto:chri...@yorku.ca
 
 On Nov 12, 2014, at 7:01 PM, Michael Britt mich...@thepsychfiles.com 
 mailto:mich...@thepsychfiles.com wrote:
 
  
 
  
 
  
 
 I know there’ll be more eye rolling, but I think this is fun and I think 
 psych students will find it fun too.  A “selfie” photo app that allows you 
 to take a photo with none other than good old Sigmund Freud.  That would 
 make it a…”Freudie” of course! 
 
 There’s also an option to take a selfie with B.F. Skinner (a Skinnie”?)...
 
 https://itunes.apple.com/us/app/freudie-take-selfie-photo/id929275723?mt=8 
 https://itunes.apple.com/us/app/freudie-take-selfie-photo/id929275723?mt=8
 
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com mailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com http://www.thepsychfiles.com/
 Twitter: @mbritt
 
 
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[tips] Example of a 2 x 2 x 2 Factorial Design

[Michael Britt]

Interesting research finding that children respond better to a British accent 
than to an American one, and to a female voice rather than a male voice.  The 
article suggests 3 variables that might make for an interesting class 
discussion on a 2x2x2 research design:

Independent variables:
Accent: British and American
Gender: Female and Male
Age: “Child (this study only examined children 18 months - 6 years) and 
“Youth” (7 to 12?) 

Dependent variables:
“responded better” (needs operationalization)
“listened more attentively” (needs operationalization)
“listened longer” (the easiest to measure DV)
“commanded more authority”: ‘As we get older we regard male voices as more 
authoritative, but children under five still respond better to a female voice, 
probably because of the bond with their mother.’ (needs operationalization)
Here’s the popular article review of the study:

http://www.dailymail.co.uk/sciencetech/article-2842376/Want-child-s-attention-Speak-British-accent-Children-listen-harder-Queen-s-English-American-drawl.html
 
http://www.dailymail.co.uk/sciencetech/article-2842376/Want-child-s-attention-Speak-British-accent-Children-listen-harder-Queen-s-English-American-drawl.html

Michael A. Britt, Ph.D.
http://bitly.com/PsychologyApps
Twitter: @mbritt


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[tips] Psych science.?

[Michael Britt]

This is so discouraging.  Eye opening perhaps, but discouraging.  I remember 
well the nursing home study and I always thought positively of it.  I have two 
parents in their 90s and I know they are frustrated by their lack of 
independence and the loss of control over their lives.  But as I reflect on all 
this I had to ask myself, Why would I think that the participants in Langer's 
study would lead healthier, longer lives simply because of their ability to 
take care of a plant?  Given how complex humans are, and how complex life is, 
why would I think that a simple “intervention” like giving people control over 
a plant would have such powerful effects?  Maybe because I wanted to believe….

As for this counterclockwise “study”…oh boy..at least it is indeed an excellent 
point about how eminence doesn’t necessarily mean credible.

I am additionally discouraged because I recently finished reading a published 
article which appeared to have been carefully carried out (and which was filled 
with all manor of impressive advanced statistical techniques) but in the end 
all they really found were essentially correlations.  I kept going back to my 
underlined sentences and I still couldn’t figure out why this study was 
important enough to publish.  The hypotheses and the conclusions were 
“tortured” into giving up some kind of “significance”.

I need some cheering up: can anyone point to a recently published article they 
think was interesting and credibly carried out?

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


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[tips] Idea for a Psych Experiment

[Michael Britt]

What do you think of this idea for a simple psych experiment: we all know how 
hard it is at times to understand the lyrics of a song, however, it can be 
easier to understand the lyrics when we know the title of the song or the 
context of the song (the song is about “love or the song is about “Loss”, 
etc.).  Since my kids force me to listen to their music over and over again, 
here’s a song in which the lyrics (to me at least) are nearly impossible to 
understand.  I had to “google” them to figure it out - it’s called “Titanium”.  

An excerpt of the song can be found here in iTunes: 
https://soundcloud.com/thepsychfiles/anonymous-song-excerpt  

However, I have pulled out 3 seconds of the song in which the singer sings 
these words, “ghost town and haunted love”.  She sings them, in my opinion, so 
lazily that you can’t figure out what she’s saying.  

The 3 second segment can be heard here: 
https://soundcloud.com/thepsychfiles/anonymous-song-excerpt 
https://soundcloud.com/thepsychfiles/anonymous-song-excerpt

So there’s the study:

Recruit participants who have never heard this song
Randomly assign one group of subjects to listen to the 3 second segment and 
don’t tell them anything about what the song is about. Ask them to write down 
what they think the lyrics are
The second group of subjects listens to the same 3 second segment, but you tell 
them that the song is about halloween.
Dependent variable: since the participants' responses are open ended, 
experimenters will have to code the responses as to degree of correctness” to 
the actual lyric.

Hopefully, the “priming” of the word “halloween” will provide a context for 
correctly interpreting the lyrics.

What do you think?

Michael

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


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[tips] Negative Reinforcement Example

[Michael Britt]

YouTube is considering using negative reinforcement (but not giving credit to 
Skinner naturally)

In an example of negative reinforcement that most students should be able to 
recognize: YouTube might remove ads if you pay a fee.  So:

If you do this: pay a fee
They’ll do this: remove ads (take away a negative thing)

http://recode.net/2014/10/27/susan-wojcicki-code-mobile-2014/ 
http://recode.net/2014/10/27/susan-wojcicki-code-mobile-2014/
 
Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: @mbritt


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[tips] Did B.F.Skinner Raise His Children in a Skinner Box?

[Michael Britt]

Since this rumor somehow persists to this day among our students (a fascinating 
phenomenon in itself), I thought I'd create a fun little “video interview to 
try to put the rumor to rest.

http://youtu.be/x6dmn2ARZmw http://youtu.be/x6dmn2ARZmw

Let the eye rolling begin!

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


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[tips] This Looks Like a Job for a Psychologist!

[Michael Britt]

I don't know if you've been following thisbut apparently the treatment for 
a deadly infection called Clostridium difficile (or c-diff) is to 
transplant fecal material from one person to another.  Now there's a new 
treatment in which the fecal material is delivered via a pill - a poop pill 
as it is being called.  Nothing like talking about poop to wake students out of 
their dulldrums.  The challenge is how to get people past our aversion to fecal 
matter so that they take their medicine.  Students might have some good 
suggestions on this one, such as coating the pill in colorful sweetness, this 
associating it with a positive rather than negative reaction.  The discussion 
could fit into a chapter on learning, though not really purely 
Pavlovian...associative learning? 
 
http://www.huffingtonpost.com/2014/10/14/poop-pills-c-diff-infection_n_5978230.html


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


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[tips] Online Teaching

[Michael Britt]

Hello TIPSters,

I'm looking around for opportunities to teach psych courses online, so if 
anyone is looking for someone who has taught Intro Psych, Research Methods and 
Statistics, I/O, Social psych for the upcoming Winter or Spring Semesters 
please feel free to get in touch with me off list.

Thanks,

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


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[tips] Help with DSM5

[Michael Britt]

Excuse me for repeating this post, but I posted this during the first week of 
school and it was bad timing I'm sure.  I haven't received any responses yet.  
Feel free to pass this along to a capable grade student who is familiar with 
the DSM5. I'd be happy to pay someone to help me with this app update:

I was wondering if someone who is familiar with the DSM5 could give me a hand 
with one of my apps.  I have an app called Psyc Test Hero which helps students 
prepare for their psych tests through a combination of concept maps, audio 
explanations and quizzes on key terms in a number of areas in the field.  When 
I created the app a few years ago I based the Disorders section on the DSMIV so 
this section of the app is well out of date now.  

I was wondering if someone on the list could take a look at the concept map and 
read my descriptions of the disorders (I have them on a Word doc) to tell me 
what should be changed (or perhaps whether something should be added or 
deleted).  The app doesn't cover all of the DSM - just what I felt were the 
most common disorders students would come across in a typical Psych 101 course. 

This post is not an advertisement for my apps (although of course I think 
they're great  :) - I'm looking for someone to help me make sure I'm covering 
the DSM5 correctly.  Feel free to contact me off list at: 
mich...@thepsychfiles.com

Thanks!

Michael

Links:

There's a free version of the app for iPad if you want to take a look.  This 
version doesn't include the Disorders section but it does allow anyone to get a 
sense of how the app works.  

iPad free version::
https://itunes.apple.com/us/app/psyc-test-hero-free/id673632093?mt=8

The paid versions:

iPad:
https://itunes.apple.com/us/app/psyc-test-hero/id482094224?mt=8

iPhone:
https://itunes.apple.com/us/app/psychero/id492497083?mt=8

Android smartphone:
https://play.google.com/store/apps/details?id=air.com.thepsychfiles.heroiphoneV2

Android tablet:
https://play.google.com/store/apps/details?id=air.com.thepsychfiles.herotab

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


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[tips] Psychology Mobile App

[Michael Britt]

I created my most recent mobile app to be both a demonstration of a 
psychological concept and a tool you or your students could use to gather data 
for analysis.  It's called the Simon Effect.

https://itunes.apple.com/us/app/simon-effect/id916561099?ls=1mt=8

The Simon Effect is a variation on the Stroop effect.  In this case, reaction 
times are slow because the location of the response is not congruent with the 
location of the stimulus.  There are a number of places where this can be found 
in our daily lives.

Data gathering exercise: students show the app to another student and ask them 
to go through the game using the 30 Second condition.  At the end of the 30 
seconds the app will provide the number of correct taps (typically this is 
around 25 screen taps).  The student then asks another person to go through the 
game in the Play Without Simon Effect condition (also 30 seconds long).  The 
number of taps is almost certain to be much larger.  In my tests the reaction 
time is typically 2x as long. 

Students need to write down the number of taps for each condition before moving 
on to the next person (the app doesn't collect and manage player data).  I 
would go through this 10 times for each condition (total of 20 of these 30 
second games) to get a good small data set.  A between subjects t-test should 
reveal a significant difference.  

The What's this About? page in the app provides an example of how the effect 
is seen in daily life, which makes for a nice discussion of the implications of 
the data I think.

By the way: this will work even if the student knows the idea behind the app.  
Note: there are pop-up advertisements in the app in order to help me pay for 
the app's development. 

Happy to get your feedback!


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


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[tips] Help With DSM5

[Michael Britt]

Hi Everybody,

I was wondering if someone who is familiar with the DSM5 could give me a hand 
with one of my apps.  I have an app called Psyc Test Hero which helps students 
prepare for their psych tests through a combination of concept maps, audio 
explanations and quizzes on key terms in a number of areas in the field.  When 
I created it a few years ago I had to base the  Disorders section on the DSMIV 
so this section of the app is out of date now.  

I was wondering if someone on the list could take a look at the concept map and 
read my descriptions of the disorders (I have them on a Word doc) to tell me 
what should be changed (or perhaps whether something should be added or 
deleted).  The app doesn't cover all of the DSM - just what I felt were the 
most common disorders students would come across in a typical Psych 101 course. 

This post is not an advertisement for my apps (although of course I think 
they're great  :) - I'm looking for someone to help me make sure I'm covering 
the DSM5 correctly.  Feel free to contact me off list at: 
mich...@thepsychfiles.com

Thanks!

Michael

Links:
There's a free version of the app for iPad if you want to take a look.  This 
version doesn't include the Disorders section but it does allow anyone to get a 
sense of how the app works.  

iPad free version::
https://itunes.apple.com/us/app/psyc-test-hero-free/id673632093?mt=8

The paid versions:

iPad:
https://itunes.apple.com/us/app/psyc-test-hero/id482094224?mt=8

iPhone:
https://itunes.apple.com/us/app/psychero/id492497083?mt=8

Android smartphone:
https://play.google.com/store/apps/details?id=air.com.thepsychfiles.heroiphoneV2

Android tablet:
https://play.google.com/store/apps/details?id=air.com.thepsychfiles.herotab



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


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Re: [tips] Psychology Images in the Public Domain

[Michael Britt]

Not lame at all.  I had a little trouble with this myself at first.  Quick 
video:

http://www.screencast.com/t/x1fzN1XT9WEY


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

On Sep 10, 2014, at 8:58 AM, Zasloff, Lee zasl...@arc.losrios.edu wrote:

 Hi.  I know this is lame but I can't find the labeled for reuse images.  
 Could you explain a little more how to find them.  I'm kind of a techno dunce.
 
 Thanks!
 
 Lee
 
 R. Lee Zasloff, PhD
 Adjunct Instructor, Psychology
 American River College
 Sacramento, CA
 http://www.wix.com/rlzasloff/animal-connections
 
 From: Helweg-Larsen, Marie [helw...@dickinson.edu]
 Sent: Tuesday, September 09, 2014 1:30 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: RE: [tips] Psychology Images in the Public Domain
 
 Yes go to google images and then under search tools select labeled for 
 reuse. Then you get tons of images that are in the public domain.
 Marie
 
 Marie Helweg-Larsen, Ph.D.
 Professor l Department of Psychology
 Chair, Health Studies Certificate Program
 Office hours Fall 2014: Monday, Tuesday, Thursday 10:30-11:30
 Kaufman 168 l Dickinson College
 Phone 717.245.1562 l Fax 717.245.1971
 http://users.dickinson.edu/~helwegm/index.html
 
 -Original Message-
 From: Michael Britt [mailto:mich...@thepsychfiles.com]
 Sent: Tuesday, September 09, 2014 4:28 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] Psychology Images in the Public Domain
 
 Does anyone have any suggestions where I can get some psychology-related 
 images that are in the public domain?  I know that wikipedia has images of 
 Freud and Pavlov and such, but are there other repositories out there for 
 pictures of famous people or even other objects or symbols typically 
 associated with Psychology?
 
 Thanks,
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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[tips] Psychology Images in the Public Domain

[Michael Britt]

Does anyone have any suggestions where I can get some psychology-related images 
that are in the public domain?  I know that wikipedia has images of Freud and 
Pavlov and such, but are there other repositories out there for pictures of 
famous people or even other objects or symbols typically associated with 
Psychology?

Thanks,

Michael

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


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Re: [tips] Psychology Images in the Public Domain

[Michael Britt]

Two great ideas.  I'm looking at the Google option now.  I didn't even know 
this was available.  Thanks so much Sally and Marie!

Michael

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

On Sep 9, 2014, at 4:33 PM, Sally Walters swalt...@dccnet.com wrote:

 Flickr also let's you search for CC images. 
 Sally
 
 Capilano University
 North Vancouver
 
 Sent from my iPad
 
 On Sep 9, 2014, at 1:30 PM, Helweg-Larsen, Marie helw...@dickinson.edu 
 wrote:
 
 Yes go to google images and then under search tools select labeled for 
 reuse. Then you get tons of images that are in the public domain.
 Marie
 
 Marie Helweg-Larsen, Ph.D.
 Professor l Department of Psychology
 Chair, Health Studies Certificate Program
 Office hours Fall 2014: Monday, Tuesday, Thursday 10:30-11:30
 Kaufman 168 l Dickinson College
 Phone 717.245.1562 l Fax 717.245.1971
 http://users.dickinson.edu/~helwegm/index.html
 
 -Original Message-
 From: Michael Britt [mailto:mich...@thepsychfiles.com] 
 Sent: Tuesday, September 09, 2014 4:28 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] Psychology Images in the Public Domain
 
 Does anyone have any suggestions where I can get some psychology-related 
 images that are in the public domain?  I know that wikipedia has images of 
 Freud and Pavlov and such, but are there other repositories out there for 
 pictures of famous people or even other objects or symbols typically 
 associated with Psychology?
 
 Thanks,
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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Re: [tips] A Humorous Take on the Freudian Defense Mechanisms

[Michael Britt]

Thanks Miguel.  Yea, that's my Freud/German voice.  The animation of Freud was 
done using a program called Crazy Talk:

http://www.reallusion.com/crazytalk/

Fun program, but a touch learning curve.

Michael

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

On Aug 14, 2014, at 8:44 PM, Miguel Roig ro...@stjohns.edu wrote:

 Ha!! Very good, Michael!!! Is that you also doing Freud's voice? If so, great 
 job; loved the accent.  
 
 Miguel
 
 From: Michael Britt [mich...@thepsychfiles.com]
 Sent: Thursday, August 14, 2014 8:35 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] A Humorous Take on the Freudian Defense Mechanisms
 
 Well, hopefully a humorous way for students to identify the defense 
 mechanisms...
 
 http://www.thepsychfiles.com/2014/08/ep-224-video-if-freud-worked-tech-support/
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.commailto:mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
 
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[tips] Little Albert's Identity

[Michael Britt]

For anyone who would like to get the highlights of the recently published 
article in audio format:

http://www.thepsychfiles.com/2014/07/ep-223-little-alberts-real-identity-time-to-rewrite-the-textbooks/

Michael

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


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[tips] A New Movie Rating System

[Michael Britt]

So I’m listening in the background as my 14 year old daughter watches Miley 
Cyrus in some movie she made a few years ago.  She and her handsome boyfriend 
are having an argument (on the beach at sunset).  She really wants to get 
something resolved but suddenly her boyfriend just grabs her face and gives her 
a forceful kiss, which, you guessed it, she succumbs to.

So, let's see...what does this teach us?  

Boys: instead of trying to think things through with your girlfriend, just use 
force
Girls:  don't expect too much from your boyfriend, just go with it

Maybe instead of violence and nudity ratings, there should be some other kind 
of movie rating system - one that evaluates the subtle messages movies convey 
to our children.

Okay, okay, time to relax, get off my high horse and get back to work.  What a 
fuddy-duddy father I am...

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


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Re: [tips] A New Movie Rating System

[Michael Britt]

Good points Chris.  But hermeneutics? On a Monday?  Too heavy


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

On Jul 28, 2014, at 10:15 AM, Christopher Green chri...@yorku.ca wrote:

 Extracting lessons from stories is a process fraught with so many 
 difficulties (see Bible). Perhaps one is not intended to take the actions 
 depicted in this movie as models but just as a report of what happened with 
 these two (fictional) people. Even if there is supposed to be a lesson, 
 perhaps it is not the one you drew. Several other equally plausible ones come 
 to mid: Perhaps the lesson is that some thing are not really worth fighting 
 about, so you might as well just kiss. Or, maybe, as the movie goes on, the 
 disagreement comes up again, and so the larger lesson is, just kissing 
 will not make your problems go away; you must deal with them. Or, perhaps it 
 comes up again even though it is not worth really fight about, so the 
 lesson is, sometimes you must accede to your loved one's demands, even 
 though you disagree, because it is more important that you are both happy 
 than it is that you 'win' on this one minor issue. 
 
 Allow me to introduce you to hermeneutics. :-)
 
 Chris
 ...
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON   M3J 1P3
 
 chri...@yorku.ca
 http://www.yorku.ca/christo
 
 On Jul 28, 2014, at 8:57 AM, Michael Britt mich...@thepsychfiles.com wrote:
 
 So I’m listening in the background as my 14 year old daughter watches Miley 
 Cyrus in some movie she made a few years ago.  She and her handsome 
 boyfriend are having an argument (on the beach at sunset).  She really wants 
 to get something resolved but suddenly her boyfriend just grabs her face and 
 gives her a forceful kiss, which, you guessed it, she succumbs to.
 
 So, let's see...what does this teach us?  
 
 Boys: instead of trying to think things through with your girlfriend, just 
 use force
 Girls:  don't expect too much from your boyfriend, just go with it
 
 Maybe instead of violence and nudity ratings, there should be some other 
 kind of movie rating system - one that evaluates the subtle messages movies 
 convey to our children.
 
 Okay, okay, time to relax, get off my high horse and get back to work.  What 
 a fuddy-duddy father I am...
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
 ---
 You are currently subscribed to tips as: chri...@yorku.ca.
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Re: [tips] Facebook Emotional Contagion Article

[Michael Britt]

The first author responded to an email request I sent him asking him to respond 
to the effect size and informed consent issues.  He said that he has indeed 
(not surprisingly) been inundated with such requests. He directed me to their 
official public response:

https://www.facebook.com/akramer/posts/10152987150867796

In my most recent episode I summarize the study and provide a few suggestions 
for how this incident could be used as a class exercise (included in the map in 
node #5): 

http://www.thepsychfiles.com/2014/07/ep-221-facebook-study-a-brief-summary-and-did-they-use-informed-consent/

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

On Jul 6, 2014, at 7:47 AM, Miguel Roig ro...@stjohns.edu wrote:

 I also hope that they will come clean and clarify all of these issues 
 publicly.  As has been pointed out elsewhere, given the size of their sample 
 it was likely that several individuals suffering from depression, including 
 minors, were included in the sample. Imagine one day, waking up depressed, 
 opening FB in the hope of lifting your spirits by seeing your friends' posts, 
 but instead being bombarded only by emotionally negative messages. No 
 consent, no opting out, no debriefing. Hello!!!
 
 Miguel
 
 
 From: Stuart McKelvie [smcke...@ubishops.ca]
 Sent: Sunday, July 06, 2014 7:26 AM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: RE:[tips] Facebook Emotional Contagion Article
 
 Dear Miguel,
 
 Your point is well-taken. Nevertheless, I hope that they will respond in some 
 manner - either personally or to a discussion forum.
 
 Sincerely,
 
 Stuart
 
 __
 Recti Cultus Pectora Roborant
 
 Stuart J. McKelvie, Ph.D.,
 Department of Psychology,
 Bishop's University,
 2600 rue College,
 Sherbrooke (Borough of Lennoxville),
 QC J1M 1Z7,
 Canada.
 (819)822-9600X2402
 
 Floreat Labore
 __
 
 -Original Message-
 From: Miguel Roig [mailto:ro...@stjohns.edu]
 Sent: Sunday, July 06, 2014 7:14 AM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: RE:[tips] Facebook Emotional Contagion Article
 
 Stuart, I am not surprised by the author's failure to respond, for they must 
 be inundated by hundreds of email requests for clarification, comment, etc. 
 Note that there has already been an 'Expression of Concern' on the part of 
 PNAS, http://www.pnas.org/content/early/2014/07/02/1412469111.full.pdf+html. 
 You may be interested in checking out this Washington Post article 
 (http://www.washingtonpost.com/news/morning-mix/wp/2014/07/01/facebooks-emotional-manipulation-study-was-even-worse-than-you-thought/?tid=hp_mm)
  which raises questions about the alteration, after the study was published, 
 of the 'terms of agreement' that FB users must sign when they join the 
 service to allow FB's to use users' data for 'research' purposes. Someone 
 from another list posted a document alleged to be the terms of agreement 
 policy pre- and post- study, 
 https://fbcdn-dragon-a.akamaihd.net/hphotos-ak-xpa1/t39.2178-6/851577_359286377517112_2039494561_n.pdf.
 
 In spite of the seriousness of their apparent lapse in judgement and under 
 the assumption that their motives were primarily scientific, I am starting to 
 feel sorry for these authors.
 
 Miguel
 
 From: Stuart McKelvie [smcke...@ubishops.ca]
 Sent: Saturday, July 05, 2014 10:03 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: RE:[tips] Facebook Emotional Contagion Article
 
 Dear Tipsters,
 
 I wrote directly to the author asking about informed consent.
 
 No reply.
 
 Stuart
 
 __
 Recti Cultus Pectora Roborant
 
 Stuart J. McKelvie, Ph.D.,
 Department of Psychology,
 Bishop's University,
 2600 rue College,
 Sherbrooke (Borough of Lennoxville),
 QC J1M 1Z7,
 Canada.
 (819)822-9600X2402
 
 Floreat Labore
 __
 
 
 -Original Message-
 From: Wuensch, Karl L [mailto:wuens...@ecu.edu]
 Sent: Saturday, July 05, 2014 10:01 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] Facebook Emotional Contagion Article
 
The article is a good example of why effect size estimates are much 
 more informative than are p values.  Put confidence intervals about the 
 effect size estimates and it becomes clear that the experimental 
 manipulations had effects so tiny that they might as well be nil.
 
 http://www.pnas.org/content/111/24/8788.full.pdf
 
 Cheers,
 
 Karl L. Wuensch
 
 -Original Message-
 From: Christopher Green [mailto:chri...@yorku.ca]
 Sent: Saturday, June 28, 2014 9:19 AM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] Facebook tinkered with users' feeds for a massive psychology 
 experiment * Newswire * The A.V. Club
 
 Facebook just rendered either IRBs or all of academic psychology utterly 
 obsolete.
 

[tips] Concept Map with Summary and References for the Facebook Study

[Michael Britt]

In case you're interested, I put this map together for an upcoming podcast 
episode on the topic of the Facebook study.  The essential methods and results 
are included in the map, along with the text of Facebook's informed consent 
policy, their apology/reaction, and links to articles on this topic:

http://www.mindmeister.com/428894134/facebook-study


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


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Re: [tips] Spot the confounds

[Michael Britt]

Good one Celia for catching the left/right bias!  


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

On Jun 23, 2014, at 1:32 PM, Reaves, Celia (Psychology) crea...@monroecc.edu 
wrote:

 With regards to the twins and gum chewing, I agree that animacy/stasis is a 
 big factor. The one not chewing gum often looks like a zombie. Another, 
 probably smaller factor: the one chewing gum is always on the right. I would 
 expect a right/left bias of some sort to be in play here. 
 
 Celia
 -
 Celia Reaves, PhD
 Department of Psychology
 Monroe Community College
 1000 East Henrietta Road
 Rochester, NY. 14623
 (585) 292-3258
 crea...@monroecc.edu
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[tips] Making Goals Public Is Detrimental

[Michael Britt]

I know I saw some research indicating that when you make your goals public this 
actually can hurt in that this act of making them public makes you feel like 
you actually did something toward your goal, so it's now okay to kind of slack 
off a bit.

Does that ring a bell with anyone?  I could have sworn I bookmarked it, but now 
I can't find it.

Michael

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


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Re: [tips] Making Goals Public Is Detrimental

[Michael Britt]

yup - that's the one.  Thank you Mike.  


Michael

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

On Jun 7, 2014, at 4:20 PM, Mike Palij m...@nyu.edu wrote:

 On Sat, 07 Jun 2014 11:02:26 -0700,Michael Britt wrote:
 I know I saw some research indicating that when you make your
 goals public this actually can hurt in that this act of making them
 public makes you feel like you actually did something toward your
 goal, so it's now okay to kind of slack off a bit.
 
 Does that ring a bell with anyone?  I could have sworn I bookmarked
 it, but now I can't find it.
 
 Is this it:
 http://pss.sagepub.com/content/20/5/612.abstract
 and
 www.psych.nyu.edu/gollwitzer/09_Gollwitzer_Sheeran_Seifert_Michalski_When_Intentions_.pdf
 
 -Mike Palij
 New York University
 m...@nyu.edu
 
 
 
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[tips] More TED Talk Hyperbole?

[Michael Britt]

So in one of the latest TED talks, a former NFL punter who is now into 
augmented reality (this already sounds bizarre...) claims that the new virtual 
reality glasses allow for the creation of great new games where the player 
wearing such glasses feels immersed in the experience.  Ok there.  Then he goes 
on to claim that the glasses can be used to combat bullying - by having a bully 
more complete experience what it is like to be bullied.  He claims that the 
glasses can be used for empathy training.

The talk reminded me of what I knew of empathy training, which employs, as I 
recall, lots of role playing.  So maybe this is a step up.  But isn't there 
research to show that attempts to increase empathy in rapists (by having them 
watch videos of rape victims discuss the consequences of the experience) show 
that the intervention doesn't work? I'm just wondering whether there is 
anything to support these claims about virtual reality's application to 
bullying.   

Michael

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


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[tips] Power YouTube Search Tips for Topics on Psychology

[Michael Britt]

In the latest episode of my podcast I show viewers how to find quality 
psychology videos from credible sources as well as how you can use a cool tool 
called IFTTT.com to email you (or even call you on your cell phone if you are 
that...enthusiastic) whenever one of these sources either creates a new video 
on a specific topic in psychology or adds a good video to one of their 
playlists.  I think it could very useful for students looking for good 
resources for their projects of papers.  It's also part of what I'll be 
presenting at next month's Farmingdale Teachers of Psychology conference:

http://www.thepsychfiles.com/2014/03/ep-216-video-youtube-power-search-tips/

Michael

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


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[tips] Psychology and Politics

[Michael Britt]

After reading articles like this one:

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

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

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

Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: @mbritt
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Re: [tips] Psychology and Politics

[Michael Britt]

Most conservatives I know are strong believers in the pull yourself up by your 
own bootstraps idea.  Which is a fine idea, but I'm going to guess that one 
reason psychologists are probably liberal-leaners is that we often assist 
people who simply don't have the mental/emotional resources to pull themselves 
up.  Along with social workers, it's often our job to make sure that social 
service exist to help people like this.  Conservatives, if I have this right, 
prefer less government intervention.

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

On Mar 1, 2014, at 7:46 PM, Beth Benoit beth.ben...@gmail.com wrote:

  
  
  
 Michael alerted me back channel that not many from TIPS have responded.  I 
 think this is an interesting bit of news:  i.e., are psychology profs more 
 likely to be liberal or conservative.
 
 What say you, colleagues? 
 
 I'm quite liberal.  Anyone else willing to admit to one side or the other?
 
 Beth Benoit
 Plymouth State University
 Plymouth, New Hampshire
 
 
 On Sat, Mar 1, 2014 at 8:34 AM, Michael Britt mich...@thepsychfiles.com 
 wrote:
  
 
  
 
  
 
 After reading articles like this one:
 
 ...90.6 percent of social and personality psychologists describe themselves 
 as liberal on social issues (compared with 3.9 percent who describe 
 themselves as conservative), and 63.2 percent describe themselves as liberal 
 on economic issues (compared with 10.3 percent who describe themselves as 
 conservative).
 
 http://www.huffingtonpost.com/jarryd-willis/polarized-psychology-is-science-devalued-in-a-divided-society_b_4839207.html
 
 one of my Psych Files facebook members asks, Are most psychologists liberal? 
  Does the liberal mindset affect the way Psychology is understood and even 
 taught?.  Good questions.  Are we all mostly liberal?
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
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[tips] Feynman on Psychology

[Michael Britt]

Here's a clip from a video showing physicist Richard Feynman talking about the 
scientific method.  In this 55 sec clip from the video he alludes to psychology 
and says essentially, you can't have a prediction be shown to be right no 
matter which way it comes out. Which is of course a good point.  He then goes 
on to be a bit more dismissive of psychology because since it's hard to measure 
a concept like love then you can't claim to know anything about it.

http://reelsurfer.com/watch/share/40721

Thoughts?

Michael

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


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Re: [tips] Feynman on Psychology

[Michael Britt]

Yes, he did appear to be deliberately jabbing Freudian theory, which is 
understandable, but I can see someone watching this section of the video and 
concluding from it that because we can't quantify love, psychology is ipso 
facto not a science.  

How would we defend psychology to Feynman (if he were still alive of course)?  
We could have acquainted him with behavioral methods of studying humans, which 
does allow for quantification, but how would we justify to him that we can 
study emotions?


Michael

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

On Jan 28, 2014, at 4:11 PM, Rick Stevens stevens.r...@gmail.com wrote:

  
  
  
 It kind of sounded like he was criticizing Freudian theories rather than 
 psychological research.  
 
 Rick Stevens
 School of Behavioral and Social Sciences
 University of Louisiana at Monroe
 
 
 
 On Tue, Jan 28, 2014 at 1:43 PM, Michael Britt mich...@thepsychfiles.com 
 wrote:
 Here's a clip from a video showing physicist Richard Feynman talking about 
 the scientific method.  In this 55 sec clip from the video he alludes to 
 psychology and says essentially, you can't have a prediction be shown to be 
 right no matter which way it comes out. Which is of course a good point.  He 
 then goes on to be a bit more dismissive of psychology because since it's 
 hard to measure a concept like love then you can't claim to know anything 
 about it.
 
 http://reelsurfer.com/watch/share/40721
 
 Thoughts?
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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[tips] Affluenza

[Michael Britt]

Looks like our field is going to take another beating by the press over this 
affluenza business.  The case certainly touches sensitive cultural nerves: 
anger about how the rich can get away with murder, anger whenever inequality is 
found.  Unfortunately, we also see a theme we've all heard before: that 
psychologists help criminals get off their sentences by blaming their past.  On 
the other hand, I am seeing in press reports that affluenza is not a term 
found in the DSM, but still...Also, if it psychology's fault that a judge 
made the decision not to jail him?  And who exactly is Dr. G. Dick Miller?  

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


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Re: [tips] Modern Day Example of Insight Learning?

[Michael Britt]

Thanks Paul for this info.  I found the Catania text here:

http://www.amazon.com/Learning-A-Charles-Catania/dp/0132352508/ref=sr_1_3?ie=UTF8qid=1389704322sr=8-3keywords=Catania+LEARNING

Is this the one you're referring to?  I see it's a bit old (1997), but of 
course that doesn't mean that the information is incorrect.  Just wanted to 
check.  Most people's reaction to the dog video:

http://www.youtube.com/watch?v=_ym0rxisOpw

Has indeed been along the lines of Wow -that's a smart dog!.  I was thinking 
that it make for an interesting episode of the podcast to present a different 
(behavioral) explanation for the dog's behavior.  Probably won't be well 
received, because most of us like to anthropomorphize our pets, but will 
stimulate discussion anyway.

Michael

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

On Jan 12, 2014, at 8:20 PM, Paul Brandon pkbra...@hickorytech.net wrote:

  
 
  
 
  
 
 Shaping is a less technical term for the process of reinforcing successive 
 approximations to a target behavior.
 Chaining is building up a sequence of behaviors, each under stimulus control, 
 the sequence ending in a reinforcer.
 To oversimplify, one uses shaping (reinforcement of successive 
 approximations) to cause a new behavior to occur.  One then uses chaining to 
 combine a number of shaped behaviors in sequence to build a more complex 
 behavior.
 
 In the pigeon example, the pigeon was separately shaped through the 
 reinforcement of successive approximations to peck a banana, stand on a 
 chair, and push a chair.
 The pigeon then 'spontaneously' combined these three behaviors into a chain 
 terminating in food reinforcement.
 
 I could go into much more detail.
 Catania's LEARNING text is a good source.
 
 On Jan 12, 2014, at 6:57 PM, Michael Britt wrote:
 
 Okay, so what's the difference between chaining, shaping and the method of 
 successive approximations?
 
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 On Jan 12, 2014, at 10:57 AM, Paul Brandon pkbra...@hickorytech.net wrote:
 
 There was a classic film many many years ago from Skinner's lab (may have 
 been by Robert Epstein) showing a pigeon trained separately to push a 
 chair, and to stand on a chair to peck at a cardboard banana (a clear riff 
 on Kohler).
 The pigeon spontaneously combined the two behaviors into a chain that had 
 not been explicitly taught, looking at the banana, then the chair, then 
 pushing the chair under the banana (with much sighting) until it could 
 stand on the chair and peck the banana.
 
 On Jan 12, 2014, at 9:08 AM, Christopher Green wrote:
 
 I friend sent this to me yesterday. It looks trained to me, especially the 
 dog nosing the chair over to the counter. An who leaves food sitting in 
 their toaster oven in the morning, especially if one has a dog? 
 
 Chris
 ---
 Christopher D. Green
 Department of Psychology
 York University
 Toronto, ON M3J 1P3
 Canada
 
 chri...@yorku.ca
 http://www.yorku.ca/christo/
 =
 
 On 2014-01-12, at 8:29 AM, Michael Britt wrote:
 
 Here's a fun video I discovered (after almost 2 million people already 
 discovered it) that shows a dog figuring out how to get at some food.  
 The video reminded me of the Kohler's research.  A good example to talk 
 about while discussing Kohler or during a discussion on 
 intelligence/cognition or learning.  is this a smart dog 
 (anthropomorphism) or  an example of behavioral chaining?
 
 
 Michael A. Britt, Ph.D.
 
 
 Paul Brandon
 Emeritus Professor of Psychology
 Minnesota State University, Mankato
 pkbra...@hickorytech.net
 
 
 
 
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[tips] Modern Day Example of Insight Learning?

[Michael Britt]

Here's a fun video I discovered (after almost 2 million people already 
discovered it) that shows a dog figuring out how to get at some food.  The 
video reminded me of the Kohler's research.  A good example to talk about while 
discussing Kohler or during a discussion on intelligence/cognition or learning. 
 is this a smart dog (anthropomorphism) or  an example of behavioral chaining?


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


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Re: [tips] Modern Day Example of Insight Learning?

[Michael Britt]

Okay, so what's the difference between chaining, shaping and the method of 
successive approximations?


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

On Jan 12, 2014, at 10:57 AM, Paul Brandon pkbra...@hickorytech.net wrote:

  
 
  
 
  
 
 There was a classic film many many years ago from Skinner's lab (may have 
 been by Robert Epstein) showing a pigeon trained separately to push a chair, 
 and to stand on a chair to peck at a cardboard banana (a clear riff on 
 Kohler).
 The pigeon spontaneously combined the two behaviors into a chain that had not 
 been explicitly taught, looking at the banana, then the chair, then pushing 
 the chair under the banana (with much sighting) until it could stand on the 
 chair and peck the banana.
 
 On Jan 12, 2014, at 9:08 AM, Christopher Green wrote:
 
 I friend sent this to me yesterday. It looks trained to me, especially the 
 dog nosing the chair over to the counter. An who leaves food sitting in 
 their toaster oven in the morning, especially if one has a dog? 
 
 Chris
 ---
 Christopher D. Green
 Department of Psychology
 York University
 Toronto, ON M3J 1P3
 Canada
 
 chri...@yorku.ca
 http://www.yorku.ca/christo/
 =
 
 On 2014-01-12, at 8:29 AM, Michael Britt wrote:
 
 Here's a fun video I discovered (after almost 2 million people already 
 discovered it) that shows a dog figuring out how to get at some food.  The 
 video reminded me of the Kohler's research.  A good example to talk about 
 while discussing Kohler or during a discussion on intelligence/cognition or 
 learning.  is this a smart dog (anthropomorphism) or  an example of 
 behavioral chaining?
 
 
 Michael A. Britt, Ph.D.
 
 Paul Brandon
 Emeritus Professor of Psychology
 Minnesota State University, Mankato
 pkbra...@hickorytech.net
 
 
 
 
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[tips] What's the Bold Term?

[Michael Britt]

Okay, so what do we call this:

How could there possibly be global warming?  It's really cold where I am.

Confirmation bias perhaps?  Anyway, good time to talk about this is psych class.

Michael

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


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Re: [tips] Useful Hardware and Software for Computer Lab?

[Michael Britt]

Mike,

I'm curious about your Memory Screening Test.  The description in iTunes 
mentions some norming work that has been done on the test.  Do you have any 
published research on it?

Michael 

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

On Dec 11, 2013, at 12:35 AM, Mike Wiliams jmicha5...@aol.com wrote:

 This is a shameless plug for software I designed myself.  They are all sold 
 through brainmetric.com.  Although they were originally designed for research 
 studies, I have always had in the back of my head that many would be useful 
 in teaching labs.  I also developed some programs for teaching statistics.
 
 If you have E-prime, Presentation and systems like these installed, many 
 researchers have developed procedures in these systems that could be used in 
 class.
 
 Mike Williams
 Drexel Univesity
 
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[tips] The Feel Good Neurotransmitter

[Michael Britt]

It is of course interesting to hear how psychological ideas get described in 
the popular press.  Here's something I noticed: I'm used to hearing dopamine 
referred to as the feel good neurotransmitter, but now it seems that 
serotonin is given that label:

http://www.scientificamerican.com/article.cfm?id=unraveling-the-mystery-of-ssris-depression

It's a smackdown!  Which neurotransmitter deserves the title feel good??

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


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[tips] Why is this Funny?

[Michael Britt]

I can't seem to get something funny out of my mind and I was wondering if 
anyone on TIPS and a thought about this. Recently  I featured this funny Vine 
video on my podcast:

https://vine.co/v/hOjHxFjDznT

I talked about the video in terms of stereotypes, but I keep wondering why the 
4x4=16 part is funny.  The only concept that came to mind is that of 
perceptual set.  I remember some study where participants are shown a series 
of pictures of rabbits and then are shown the duck/rabbit illusion.  In this 
case, they see the rabbit easily because as I understand it the researchers 
have created through the repeated presentations of the rabbit pictures an 
expectation or a perceptual set for rabbits.

So here's what I've been thinking: we're all pretty much used to seeing 4x4 
on a blackboard as a multiplication question.  When you see 4x4 on a car you 
used to thinking of it in terms of four by four and not in terms of 
multiplication.

So is the video funny because it forces us to change our way of thinking? It 
forces us to think of something we typically think of in one way, in another 
way.  

But I’m still left with this question: why does sudden switching of 
perspective make us laugh?

Michael


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


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[tips] Stage Theorists

[Michael Britt]

Did you hear about the actor who fell through a trap door during a performance?

It was just a stage he was going through.

Michael

Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
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Re: [tips] What to do with skewed data

[Michael Britt]

Thanks for that link to the article on L distributions.  I don't think I quite 
got an L.  Here's what the data looked like:

http://i.imgur.com/HtOCRc1.jpg

But still, I'll take a look at the article since it addresses what to do with 
non-normal distributions.


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

On Nov 11, 2013, at 1:29 PM, David Epstein da...@neverdave.com wrote:

 On Mon, 11 Nov 2013, Michael Britt went:
 
 I did a survey which asked respondents how satisfied they are in
 their current (romantic) relationship on a 1=10 point scale (where
 10=very satisfied).  While there was some variation, not
 surprisingly, the results are strongly negatively skewed.  That makes
 sense - most people are probably satisfied with their relationships
 or they would leave the other person
 
 So you've got yourself the mirror image of one of these:
 
 http://psycnet.apa.org/psycinfo/1983-09462-001
 
 |The insidious L-shaped distribution.
 |Bradley, James V.
 |Bulletin of the Psychonomic Society, Vol 20(2), Aug 1982, 85-88.
 |
 |L-shaped distributions are probably more prevalent than generally
 |realized. They are highly conducive to nonrobustness of
 |normality-assuming statistical tests, and strongly resist
 |transformation to normality. The thinner the tail of the
 |distribution, the more unlikely it is that its L-shapedness will be
 |detected by inspecting a sample drawn from it. Yet, as the tail of an
 |L-shaped distribution becomes increasingly shallow, its skewness and
 |kurtosis depart increasingly from their normal-distribution values,
 |and the distribution becomes increasingly conducive to drastic
 |nonrobustness. Worse, a fairly common type of experimental situation
 |in psychological research produces shallow-tailed L-shaped
 |distributions.
 
 If you do a search on statistical techniques for zero-inflated
 continuous [or semicontinuous] data, you might be able to apply them
 to your ten-inflated data.
 
 --David Epstein
  da...@neverdave.com
 
 
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Re: [tips] What to do with skewed data

[Michael Britt]

Thanks for all these suggestions.  I've been thinking of trying all or most of 
them. I assume that I would get slightly different results, so let me ask this: 
what criteria would you use to determine which transformation gave the best 
result?  Would it be the one with the least amount of skew/most normal in 
distribution?

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

On Nov 11, 2013, at 7:04 PM, Jim Clark j.cl...@uwinnipeg.ca wrote:

 Hi
 
 People have been noting various transformations, depending on reversing or 
 not the original.  In essence many common transformations can be 
 conceptualized as the original scores raised to various powers, with the 
 powers being greater than or less than 1.
 
 x^-1 = reciprocal 1/x
 x^~0 = logarithmic
 x^.5 = square root
 x^1 = original
 x^2 = ...
 
 I'm mostly used to thinking of these in terms of various non-linear 
 relationships (powers  1 compress upper end, powers  1 expand upper end), 
 but some of these will increase skewness and others will decrease it, 
 depending on the direction of skew. Possible to experiment with them to 
 observe effect.
 
 Perhaps also worth plotting some of the relationships you are interested in?
 
 Take care
 Jim
 
 Jim Clark
 Professor  Chair of Psychology
 204-786-9757
 4L41A
 
 -Original Message-
 From: Christopher Green [mailto:chri...@yorku.ca] 
 Sent: Monday, November 11, 2013 5:31 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: Re: [tips] What to do with skewed data
 
 Michael, 
 
 There are couple of standard ways to transform skewed data. Invert the data 
 (subtract each datum from one greater than the highest value) so that the 
 skew is positive. Then, Depending of the strength of the skew, do a square 
 root or logarithmic transformation. Alternatively, don't invert it and take 
 the reciprocal (1/x) of each datum).
 
 Chris
 ...
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON M6C 1G4
 
 chri...@yorku.ca
 http://www.yorku.ca/christo
 
 On Nov 11, 2013, at 1:01 PM, Michael Britt mich...@thepsychfiles.com wrote:
 
 I did a survey which asked respondents how satisfied they are in their 
 current (romantic) relationship on a 1=10 point scale (where 10=very 
 satisfied).  While there was some variation, not surprisingly, the results 
 are strongly negatively skewed.  That makes sense - most people are probably 
 satisfied with their relationships or they would leave the other person (or 
 there's some form of cognitive dissonance going on, but that's not my 
 question.
 
 No matter how big the sample size (mine was 160 respondents) I assume you'll 
 always get a skewed distribution on a question like this so wouldn't I be 
 breaking the normalization assumption if I were to do correlations using 
 these results?   I assume I could either do:  a) do some kind of 
 transformation - but I've never done one before so I’m not familiar with it, 
 or b) recode the data into 3 categories (perhaps 1-5 is low satisfaction, 
 6-7 is moderate and 8-10 is high) and do a chi-squre instead of a 
 correlation.
 
 Any thoughts?  Appreciate it.
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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Re: [tips] How to Search Tips Archive

[Michael Britt]

Perfect.  Bookmarked it.  Thanks Jim.


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

On Nov 10, 2013, at 7:23 PM, Jim Clark j.cl...@uwinnipeg.ca wrote:

 Hi Michael
 
 Is this it?
 
 http://www.mail-archive.com/tips@fsulist.frostburg.edu/
 
 Jim
 
 Jim Clark
 
 Professor  Chair of Psychology
 
 U Winnipeg
 
 Room 4L41A
 204-786-9757
 204-774-4134 Fax
 
 
 From: Michael Britt [mich...@thepsychfiles.com]
 Sent: November-10-13 6:15 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] How to Search Tips Archive
 
 Sorry to bother everyone with this, but someone has asked me about the 
 various advantages/disadvantages of the PsyD over the Ph.D. and I know this 
 has been discussed extensively on tips.  Where do I go to search the archive?
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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[tips] Check Google Today

[Michael Britt]

Better go to Google's homepage today on Rorshach's 129th birthday.  Refresh the 
page to see another ink blot.

Michael

Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
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[tips] Psychology of Vine

[Michael Britt]

I don't know if you've heard of this little twitter for video app called 
Vine, but as they say, all the kids are using it.  They have 6 seconds to 
create a video and if nothing else the videos they create (well, some of them 
anyway) are really quite creative.  Also a good place to see what kids are 
thinking about - some of which of course is not surprising.

I put other about 8 of my favorites into this episode:

http://www.thepsychfiles.com/2013/11/ep-207-the-psychology-of-vine/

If you only have 6 seconds, this vine video (part of the episode and called 
Puppet Therapy) is hilarious:

https://vine.co/v/hpi0FZwu3Dp

Some of the other videos could make for the shortest discussion starters I can 
imagine.  Might add a little color to the discussion sections of online courses 
as well.  
 
Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: @mbritt


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[tips] Graduate School Barbie

[Michael Britt]

An amusing blog post about grad school that will bring back memories (might 
want to share with your students):

http://joannarenteria.com/2011/12/13/i-was-considering-grad-school-and-then-i-saw-this-hilarious/


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


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Re: [tips] Funny Example of Extinction

[Michael Britt]

It seems that whenever a post appears on TIPS about behavioral principles - 
such as my own regarding the Family Guy YouTube video - there is a back and 
forth about which aspect of behavioral theory the idea represents.  It makes 
you want to not post anything on TIPS that is behaviorally related just to 
avoid these kinds of back and forths in which, in the end, it's hard to know 
what to think anymore (I'm sure there's an example of a behavioral principle at 
work right there - but I don't want to go into that).

So let me ask this: can we agree that the video (http://youtu.be/aOLxQGLJouI) 
could be used in an introductory psychology class as an example of how a mother 
who wants to take a nap is attempting to extinguish her child's interruption 
behavior by not responding to it (i.e, reinforcing it)?   

Yes, her attempt fails in the end when she clearly and understandably loses 
patience with the child, but that just shows how difficult the extinction 
process can be.

Could the video serve as a (funny) illustration of the extinction process?  

Remember - we're talking about introductory psychology students - many of whom 
will not go on to become psychology majors.  

Michael


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




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[tips] Funny Example of Extinction

[Michael Britt]

This 30 second video - an excerpt from the TV cartoon Family Guy - is both 
funny and a good example of the idea of extinction.  It fails at the end of the 
video, but I can see the video being used as fun way to introduce/demonstrate 
the concept:

http://youtu.be/aOLxQGLJouI

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


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Re: [tips] Funny Example of Extinction

[Michael Britt]

Miguel,

I was thinking that the mother was trying her hardest not to respond to the boy 
and so thus she was trying to extinguish his behavior of repeatedly asking her 
questions while she was trying to rest. Obviously she fails so in the end I 
guess you're right - she's reinforcing the boy's behavior of repeatedly calling 
her name.  How's that?


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

On Oct 24, 2013, at 10:42 AM, MiguelRoig miguelr...@comcast.net wrote:

  
 
  
 
  
 
 Extinction?! Quite the contrary. In my mind this is a good example of 
 variable ratio/interval of reinforcement.
 
 Thanks for sharing. I admit to being a fan of this show.
 
 Miguel
 
 From: Michael Britt mich...@thepsychfiles.com
 To: Teaching in the Psychological Sciences (TIPS) 
 tips@fsulist.frostburg.edu
 Sent: Thursday, October 24, 2013 9:31:56 AM
 Subject: [tips] Funny Example of Extinction
 
 This 30 second video - an excerpt from the TV cartoon Family Guy - is both 
 funny and a good example of the idea of extinction.  It fails at the end of 
 the video, but I can see the video being used as fun way to 
 introduce/demonstrate the concept:
 
 http://youtu.be/aOLxQGLJouI
 
 Michael
  
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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