RE: [tips] Stats on airplane terrorism
All true, and I don't dispute the statistics. But there's a good reason to be (much) more concerned about terrorist attacks than lightning: lightning doesn't learn from experience. Were terrorists able to find a dependable way of bringing explosive devices on board planes with low risk of detection, all it would take is one or at most two downed commercial planes to paralyze (temporarily, one would hope) the airplane industry, national and international travel, and much of the world economy. Again, I don't dispute that the absolute risks are at present extremely low. I just wouldn't want us to leap to the unjustified conclusion that the amount of worry we should devote to such incidents should be much less than to lightning strikes, as the issues involved here are markedly different. Scott From: Paul Brandon [paul.bran...@mnsu.edu] Sent: Tuesday, December 29, 2009 1:19 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Stats on airplane terrorism Not to mention the risks of being killed by an infected cheeseburger. We cheerfully tolerate many higher but less dramatic risks than 'terrorism'. On Dec 29, 2009, at 12:03 AM, Christopher D. Green wrote: Here are some statistics on the probability of being the (attempted) victim of terrorism on a commercial flight that may make for interesting discussion in your courses: http://www.fivethirtyeight.com/2009/12/odds-of-airborne-terror.html Here's the best bit: the odds of being on given departure which is the subject of a terrorist incident have been 1 in 10,408,947 over the past decade. By contrast, the odds of being struck by lightning in a given year are about 1 in 500,000. This means that you could board 20 flights per year and still be less likely to be the subject of an attempted terrorist attack than to be struck by lightning. Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato paul.bran...@mnsu.edumailto:paul.bran...@mnsu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Martin Bolt
I'll have to do more reading about Pedigree. I believe he may have developed the family tree method of behavior genetic analysis. Scott From: michael sylvester [msylves...@copper.net] Sent: Sunday, December 27, 2009 12:23 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Martin Bolt Martin Bolt is a good example of the Eurocentric consensus in psychology and so are the other social psychologists like Pedigree and Aronson.The group processes idea of social psychology and its underpinnings are a reflection of a paradigm that failed to take into account the unique African-American perspective. His works are interesting reading but one should be cognizant of the historical context. Michael omnicentric Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Gladwell redux
More Gladwell grinchiness. happy holidays, all.Scott http://www.psychologytoday.com/blog/extreme-fear/200912/gladwells-stickiness-problem Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Lazy American Students and Their Grades
The mean GPA for our psychology majors at Emory is around a 3.4. No wonder so many of them become incensed at me when I give them Bs or even B pluses in their classes; I'm lowering most of their grade point averages. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Wuensch, Karl L. [mailto:wuens...@gmail.com] Sent: Monday, December 21, 2009 5:19 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Lazy American Students and Their Grades At my university, the undergraduate catalog defines grades this way: A -- excellent B -- good C -- average D -- barely passed F -- failed I -- incomplete So, C is average, eh? To check this definition I downloaded all grades for undergraduate courses for the just completed semester. Here is the distribution of final grades: A -- 38% B -- 30% C -- 18% D -- 7% F -- 7% I-- 1% Mode = A, Mean = B, Median = B. I have proposed that the catalog be updated to read this way: A - Average B - Barely average C - Could have been average if the student had attended class, read the book, completed the assignments, etc. D - did worse than Dubya F - Failed, but if the student begs enough for post hoc extra credit, this can be changed. I - I am still trying to decide whether to give the student an A after e put so much effort into persuading me it is not e's that e did not get an A and that I would be responsible for ruining e's life if I gave any grade other than an A. From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Monday, December 21, 2009 12:16 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] lazy American students Nicely stated, Chris. [file:///C:\Documents%20and%20Settings\Vati\Application%20Data\Microsoft\Signatures\Cent_logo.jpg]http://www.ecu.edu/ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] It's that plagiarism time of year again...
You might want to check here as well: http://www.oppapers.com/search_results.php?action=searchquery=occupational+stress Or here: http://www.academon.com/Essay-Occupational-Stress/46648 Interestingly, occupational stress appears to be a popular topic for internet essays. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: DeVolder Carol L [mailto:devoldercar...@sau.edu] Sent: Thursday, December 17, 2009 4:31 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] It's that plagiarism time of year again... I'm so sorry, I didn't look closely enough and I sent the entire paper to TIPS. I apologize. (I'm glad I took the name off of it.) Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: devoldercar...@sau.edu -Original Message- From: Mark A. Casteel [mailto:ma...@psu.edu] Sent: Thursday, December 17, 2009 2:32 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] It's that plagiarism time of year again... Hi Carol. If you can send the file to me electronically, I'll be happy to send it through turnitin.com for you. I think I can save the originality report and then forward it to you. Mark At 02:56 PM 12/17/2009, you wrote: Hi, I have a student who has done poorly on his exams but has turned in a stunningly good paper. Frankly, I don't think he wrote it but I'm having difficulty showing that. I have Googled key phrases but nothing has turned up, so I don't think he copied and pasted, I think he bought it. Can anyone give me some idea of what Turnitin.com charges for an individual license? It's the only thing I can think of, other than confronting the student, which will most likely be my next step. I hate this stuff, it takes so much time and really takes a toll on my enthusiasm for grading. Thanks in advance for any help you can provide. Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: devoldercar...@sau.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] learning styles
Hi All: FYI regarding a topic that periodically surfaces on this listservScott http://chronicle.com/article/Matching-Teaching-Style-to/49497/ Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Who put the Little in Little Albert?
Michael - I'll leave that interesting question to the historians on this listserv, but I'll advance one hypothesis (maybe others can confirm or refute): Perhaps Watson was trying to counterpose his case against Freud's Little Hans case of a phobia supposedly acquired through psychoanalytic mechanisms. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Britt, Michael [mailto:michael.br...@thepsychfiles.com] Sent: Wednesday, December 16, 2009 8:56 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Who put the Little in Little Albert? I've been preparing an episode in which I'll be reviewing Hall Beck's recent article, Finding Little Albert which recently appeared in the American Psychologist and I asked Dr. Beck who is responsible inserting the word Little in front of Albert. His research didn't turn up an answer to this question. Anyone have any ideas on where the Little came from? Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com Twitter: mbritt --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Who put the BF in Skinner?
Interestingly, we have one radical behaviorist on our psychology faculty at Emory (Ph.D. student of Howard Rachlin, whom I believe in turn was a Ph.D. student of Skinner at Harvard) - and he often goes by J.J. McDowell. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Wednesday, December 16, 2009 3:56 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Who put the BF in Skinner? Lots of people say EB Titchener, EC Tolman, EG Boring, and EL Thorndike. Usually it is because they used this form of their name in publication. In SKinner's case, he never use his first name Burrhus. He went by the diminutive of his middle name, Fred. Chris Green York U. Toronto === michael sylvester wrote: I could swear that your students will not know.Btw,why is he the only behavioral scienist we address with his first two inititials? We do not say P Brandon,C Green, S Black,or C Hull,so why the BF Skinner? Was there a Jaywalking episode where Jay Leno asked people what the BF stands for in BF Skinner? Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] MBTI -- True Colors
The last time I looked at some of this literature (a few years back), the research support for the Luscher Color Test and similar color preference measures was so scant as to make the Myers-Briggs look positively scientific. ...Scott From: Ken Steele [steel...@appstate.edu] Sent: Friday, December 11, 2009 9:24 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] MBTI -- True Colors Wuensch, Karl L. wrote: I was dismayed to learn that my university made a major investment in http://www.true-colors.com/ . Karl W. Karl I feel your pain. http://www.true-colors.com/whatistruecolors.htm As a native East Tennessean, please note the description of orange and the presence of a validity study from TN. For our non-SEC and non-USA colleagues, see http://www.utk.edu/ a wholly-owned subsidiary of http://www.utsports.com/ And you should be listening to http://www.utk.edu/athletics/rocky-top.mp3 while looking at the orange. You will feel the energy and the action. 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 --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] MBTI
Another problem with the MBTI, as I understand it, is that it is a grossly misspecified test of Jung's model of personality and personality development (putting aside for now the logic of that model, most of which I don't accept). Jung's concept of individuation implies that the healthy person expresses all poles of various dichotomies (e.g., anima-animus, persona-shadow, thinking-feeling). For him, the circular mandala symbol ostensibly reflects the drive for wholeness, the fully individuated person. Yet the MBTI has a forced-choice format (counterposing, for example, a thinking item against a feeling item), which runs directly counter to the logic of Jung's theory of personality. So aside from the psychometric problems with this measure that some have noted (the MBTI does display modest associations with some personality traits from other taxonomies, such as the five factor model, but many have challenged its predictive validity for vocational preferences, job performance, and the like), it's not all clear that it maps conceptually onto Jung's model. Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Rick Froman [mailto:rfro...@jbu.edu] Sent: Thursday, December 10, 2009 10:19 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] MBTI I tell my students that it is not the test per se that is a problem but the way it is scored and interpreted. Typologies, almost by definition will have low reliability if the trait is normally distributed. If a trait is bimodally distributed, a typology may be appropriate. However, I don't know of any evidence indicating that any of the traits measured by the MBTI are nonnormally distributed. I show the class a normal distribution and point out that, in a normal distribution, about two thirds of scores will be within one standard deviation of the mean. That means that most scores on the test are going to be fairly close to the opposite side of the distribution. So, assuming that the test has a normal standard error of measurement, the confidence interval around any individual's score is likely to contain a lot of real estate on the other side of the mean. On re-testing, there is a probability they will be classified into the other end of the typology which will produce low test-retest reliability for the typology. However, this doesn't mean the test couldn't be quite reliable if it were scored on a continuum instead of as a typology. But then I wouldn't have the joy of celebrating my INTPness. The good research that has supported the MBTI has generally treated the various subtests as continua instead of categories. As to its theoretical validity with regard to Jung's typology (assuming adherence to Jungian theory to be a positive), Jung did not classify people into types. He encouraged finding the opposite within yourself (anima and animus). He would not tell someone: here's your type; celebrate it. He would probably encourage someone to try to find balance and harmony in his or her personality. And then there is just the faddishness of the business world in attaching itself to the next big thing that advertises itself as being based on science. Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Box 3055 x7295 rfro...@jbu.edu http://tinyurl.com/DrFroman Proverbs 14:15 A simple man believes anything, but a prudent man gives thought to his steps. -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Thursday, December 10, 2009 8:50 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] MBTI Read the chapter in Scott Lilienfeld, et al's book, Science and Pseudoscience in Clinical Psychology, so as to arm yourself for a battle royale with the nuts in admin who fall for this psychobabble BS. Also you can get good info at skepdic.com My colleague and I are starting a study showing that it is pure Barnum effect. Might as well do the same but replace
[tips] more media madness
I continue to be amazed - although I probably shouldn't be - at the way the media prematurely disseminates findings prior to publication or peer review. In this case, they not only report the finding as the lead headline, but then go on at length to try to explain it. http://abcnews.go.com/print?id=9281013 Is it a real finding? I don't know, and there's no way to evaluate it. I can't even tell whether it was presented at a conference. Moreover, I can't even tell how they dealt with the minor item changes from the MMPI to the MMPI-2, or whether these changes were merely ignored in the analyses. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] A new Mozart effect...
Actually, Pediatrics is a very prestigious medical journal...I haven't yet read the article, so don't know how depressing that is. Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Tuesday, December 08, 2009 11:03 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] A new Mozart effect... Oh good god, who are the editors of this professional journal? Did any of these folks ever take a research methods course? WTH? :( :( :( :( :( :( :( Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Mon, 7 Dec 2009 23:33:42 -0600 From: Rick Froman rfro...@jbu.edu Subject: [tips] A new Mozart effect... To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu ...on weight of pre-term infants. The abstract is here: http://pediatrics.aappublications.org/cgi/content/abstract/peds.2009-0990v1?papetoc and the pdf of the article is here: http://pediatrics.aappublications.org/cgi/reprint/peds.2009-0990v1 Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences John Brown University Siloam Springs, AR 72761 rfro...@jbu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Birth order effects for cooperation?
Haven't read the article, but I'll hold off on kosher or neutral until I hear more about what the authors say about their findings. As John notes below, it's crucial to distinguish exploratory from confirmatory modes of data analysis. The former is perfectly acceptable in science, but needs to be presented explicitly as such. If the authors say, on the basis of largely post-hoc analyses, that We have found evidence for birth order effects on ... rather than We have unearthed preliminary evidence for birth order effects on..., which need to be regarded tentatively pending replication, then they're up for justified criticism. The article's title, which not only refers explicitly to a birth order finding, but uses the remarkable term affects for correlational data (were the editors and reviewers asleep on this one?), is not encouraging. But I suppose we should first all have a closer look.Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Monday, December 07, 2009 1:14 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Birth order effects for cooperation? I distinguish between a context of discovery, where one SHOULD massage data to discover things (serendipity), and a context of justification (publication) in which we try to convince others of our conclusions. If a researcher (using more than just p = such and such) really believes they have found something, they should try to publish it. It's the responsibility of the reviewers and editors to judge whether the conclusions are warranted, hopefully also using more than p = etc. The best hedge against Type I errors is replication, and getting it published is a way to invite replication. So I'd say kosher .. or at least neutral! -- John W. Kulig Professor of Psychology Plymouth State University Plymouth NH 03264 -- - Original Message - From: Don Allen dal...@langara.bc.ca To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Monday, December 7, 2009 11:44:24 AM GMT -05:00 US/Canada Eastern Subject: Re: [tips] Birth order effects for cooperation? Hi Stephen- Looks like a case of data-mining to me as well. Unless they show an apriori rationale for such a strange grouping then I would disregard their findings. -Don. - Original Message - From: sbl...@ubishops.ca Date: Monday, December 7, 2009 8:11 am Subject: [tips] Birth order effects for cooperation? To: Teaching in the Psychological Sciences (TIPS) OK, here's another study I'm mulling over. Courtiol et al (2009) have just reported an experiment on cooperation in college students as a function of birth order. Their measure of cooperation is an objective one, taken from the results of a two- person game. The game provides numerical values for trust and reciprocity, determined by how much money each player sends or returns to his partner. Although birth order studies are infested with methodological problems, this design, as far as I can see, successfully avoids them. The history of claims for birth order effects is not a happy one (e.g. see Judith Rich Harris' Four Essays on Birth Order (2004) at http://xchar.home.att.net/tna/birth-order/index.htm and also her more recent review in No Two Alike (2006)--the chapter headed 'Birth Order and Other Environmental Differences Within the Family). So I paid attention when Courtiol et al reported positive effects of birth order on both trust and reciprocity. But here's the catch. They provided a complex statistical analysis (to me, anyway) but their analysis depends on a curious grouping of birth order: first-borns comprised one group, and later-borns the other. But the later-born group also included only children (without siblings). On logical grounds, one would think that only children belong in the first-born category instead. Their
RE: [tips] Smart people can make dumb decisions, says Grawemeyer Award winner - University of Louisville
Wonderful news. Can't think of many people more deserving of this prestigious award than Keith Stanovich, who has done a wonderful job of educating students and the public about scientific thinking. A great recognition for Stanovich, and a great recognition for the importance of critical thinking in psychology. Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Thursday, December 03, 2009 8:25 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Smart people can make dumb decisions, says Grawemeyer Award winner - University of Louisville Two days. Two Canadian psychologists win the Grawemeyer. Keith Stanovitch today. http://grawemeyer.org/news-updates/smart-people-can-make-dumb-decisions-says-grawemeyer-award-winner Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Help with hysteria
Hi Annette - Q1 is complicated, and doesn't have a clear-cut answer, largely because hysteria was such a remarkably broad category. But by and large, though, what was then called hysteria probably largely subsumes what are now somatoform disorders (especially somatization disorder and conversion disorder) and dissociative disorders (e.g., dissociative amnesia, dissociative fugue, dissociative identity disorder, once called multiple personality disorder) - which were split into separate categories in 1980 in DSM-III (a decision that is still debated). For a discussion, see Hyler and Spitzer (1978): http://ajp.psychiatryonline.org/cgi/content/abstract/135/12/1500 Answer to Q2 is indeterminate, but the best informed guess is probably None. Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Thursday, December 03, 2009 3:32 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Help with hysteria One of the students in my intro psych course is writing a paper for her English class on hysteria. I am not a clinician and I have a very limited ability to answer her questions she asked me. I could probably google some information--but then so could she. I know wikipedia has a good treatise. Specifically, she'd like to know two things: (1) what do we now label the disorders that used to be called hysteria. (2) what effect did the old-fashioned treatment for hysteria have on those disorders. Well, I know a little bit such as these are now pretty much subsumed by somatoform disorders and I have a sense that the treatments were quite ineffective back in the day when the diagnosis of hysteria was quite in vogue, such as complete sensory deprivation, isolation, a slap in the face, or cold water in the face, probaby just make the person more hysterical. Then along came psychoanalysis. Not sure how much that helped other than for factors common to most therapeutic interventions that are at least kindly. So any specific guidance to sources would be appreciated. Thanks Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] nifty psych gift
I know at least one person who works at the Kinsey Institute, and she does quite soon science. Although founded by Kinsey, I don't believe the Institute harbors any strong allegiance to his methods or his work. My understanding is that the Institute is now a pretty rigorous consortium of researchers conducting research on human sexuality. Scott From: Allen Esterson [allenester...@compuserve.com] Sent: Wednesday, December 02, 2009 2:44 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] nifty psych gift I think it's time to introduce a serious note to all this seasonal jocularity. Sue Franz linked to the Kinsey Institute: http://www.kinseyinstitute.org/research/ak-hhscale.html I have no knowledge of the current activities of the Kinsey Institute, but I think it is unfortunate that the name Kinsey remains a byword in the field of sexual research. I have the impression that there has been a reluctance to take a critical stance towards the famous Kinsey claims by some people because at the time (and later) much of the criticism has come from conservative groups concerned about the influence of the Kinsey Report on social attitudes in the States. But, as NPR has noted, the most damaging critiques focused on his sampling method, questioning whether the enormous number of people he interviewed -- his pride and joy -- were representative of the American population. Indeed this was not an idle question, given Kinsey's predilection for recruiting college students, prostitutes, and prison inmates to participate in the study. http://www.pbs.org/wgbh/amex/kinsey/peopleevents/e_male.html Again: In 1948, the same year as the original publication, a committee of the American Statistical Association, including notable statisticians such as John Tukey, condemned the sampling procedure. Tukey was perhaps the most vocal critic, saying, A random selection of three people would have been better than a group of 300 chosen by Mr. Kinsey. [Refs] Criticism principally revolved around the over-representation of some groups in the sample: 25% were, or had been, prison inmates, and 5% were male prostitutes. [Ref.] A related criticism, by some of the leading psychologists of the day, notably Abraham Maslow, was that Kinsey did not consider 'volunteer bias'. The data represented only those volunteering to participate in discussion of taboo topics. Most Americans were reluctant to discuss the intimate details of their sex lives even with their spouses or close friends. Before the publication of Kinsey's reports, Dr. Maslow tested Kinsey's volunteers for bias. He concluded that Kinsey's sample was unrepresentative of the general population. [Ref] http://en.wikipedia.org/wiki/Kinsey_Reports#Objections_to_methodology Not to mention ethical considerations. Kinsey's reporting of masturbation of children as young as two months was described in a letter to the Archives of Sexual Behavior as the only example in Western scientific literature where egregious abuse of human subjects has been accepted as a valid data source by scientists wishing to be taken seriously. http://www.springerlink.com/content/ut266g0v73hg6006/ Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org - RE: [tips] nifty psych gift Frantz, Sue Tue, 01 Dec 2009 16:27:59 -0800 Guess where your friends and family fall on the Kinsey Scale, and get them a t-shirt. http://www.kinseyinstitute.org/services/scale_tshirt.html That couldn't possibly go wrong. -- Sue Frantz Highline Community College Psychology, CoordinatorDes Moines, WA 206.878.3710 x3404 sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Project Syllabus APA Division 2: Society for the Teaching of Psychology APA's p...@cc Committee --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] nifty psych gift
BTW, I don't know what soon science is (interesting Freudian slip on my part, perhaps?). Having trouble typing on my little laptop. Should be good science (thank you Sigmund)..Scott From: Lilienfeld, Scott O [slil...@emory.edu] Sent: Wednesday, December 02, 2009 7:01 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] nifty psych gift I know at least one person who works at the Kinsey Institute, and she does quite soon science. Although founded by Kinsey, I don't believe the Institute harbors any strong allegiance to his methods or his work. My understanding is that the Institute is now a pretty rigorous consortium of researchers conducting research on human sexuality. Scott From: Allen Esterson [allenester...@compuserve.com] Sent: Wednesday, December 02, 2009 2:44 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] nifty psych gift I think it's time to introduce a serious note to all this seasonal jocularity. Sue Franz linked to the Kinsey Institute: http://www.kinseyinstitute.org/research/ak-hhscale.html I have no knowledge of the current activities of the Kinsey Institute, but I think it is unfortunate that the name Kinsey remains a byword in the field of sexual research. I have the impression that there has been a reluctance to take a critical stance towards the famous Kinsey claims by some people because at the time (and later) much of the criticism has come from conservative groups concerned about the influence of the Kinsey Report on social attitudes in the States. But, as NPR has noted, the most damaging critiques focused on his sampling method, questioning whether the enormous number of people he interviewed -- his pride and joy -- were representative of the American population. Indeed this was not an idle question, given Kinsey's predilection for recruiting college students, prostitutes, and prison inmates to participate in the study. http://www.pbs.org/wgbh/amex/kinsey/peopleevents/e_male.html Again: In 1948, the same year as the original publication, a committee of the American Statistical Association, including notable statisticians such as John Tukey, condemned the sampling procedure. Tukey was perhaps the most vocal critic, saying, A random selection of three people would have been better than a group of 300 chosen by Mr. Kinsey. [Refs] Criticism principally revolved around the over-representation of some groups in the sample: 25% were, or had been, prison inmates, and 5% were male prostitutes. [Ref.] A related criticism, by some of the leading psychologists of the day, notably Abraham Maslow, was that Kinsey did not consider 'volunteer bias'. The data represented only those volunteering to participate in discussion of taboo topics. Most Americans were reluctant to discuss the intimate details of their sex lives even with their spouses or close friends. Before the publication of Kinsey's reports, Dr. Maslow tested Kinsey's volunteers for bias. He concluded that Kinsey's sample was unrepresentative of the general population. [Ref] http://en.wikipedia.org/wiki/Kinsey_Reports#Objections_to_methodology Not to mention ethical considerations. Kinsey's reporting of masturbation of children as young as two months was described in a letter to the Archives of Sexual Behavior as the only example in Western scientific literature where egregious abuse of human subjects has been accepted as a valid data source by scientists wishing to be taken seriously. http://www.springerlink.com/content/ut266g0v73hg6006/ Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org - RE: [tips] nifty psych gift Frantz, Sue Tue, 01 Dec 2009 16:27:59 -0800 Guess where your friends and family fall on the Kinsey Scale, and get them a t-shirt. http://www.kinseyinstitute.org/services/scale_tshirt.html That couldn't possibly go wrong. -- Sue Frantz Highline Community College Psychology, CoordinatorDes Moines, WA 206.878.3710 x3404 sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Project Syllabus APA Division 2: Society for the Teaching of Psychology APA's p...@cc Committee --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original
RE: [tips] Facilitated communication
I was quite disappointed by Laureys' responses, which I found quite evasive and defensive. I am now quite open to the possibility that Houbens is indeed minimally conscious, although the evidence that he can communicate by typing seems flimsier than ever. Will be interesting to see if they're open to a controlled test of his facilitated communication. I couldn't locate Novella's response at the link that Stephen provided (might have missed it), but in any case here's a direct link: http://www.theness.com/neurologicablog/?p=1306 CheersScott From: sbl...@ubishops.ca [sbl...@ubishops.ca] Sent: Saturday, November 28, 2009 12:44 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Facilitated communication The neurologist Steven Laureys has now replied to concerns that the claimed recovery of his patient is really due to the use of facilitated communication, a discredited pseudoscientific technique. http://tinyurl.com/yash3je His replies to the questions posed to him by _New Scientist_ magazine will do little to persuade skeptics otherwise. Steven Novella discusses Laureys' response on his blog at http://tinyurl.com/yash3je He's not buying it either. And yet a third Stephen posts this message. - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] The 51st Great Myth?
Many thanks for the kind words, Michael. Actually, we do address this myth on p. 44 of our myths book in our end-of-chapter mythlets (or perhaps we should call them mini-myths?). CheersScott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Britt, Michael [mailto:michael.br...@thepsychfiles.com] Sent: Thursday, November 26, 2009 9:02 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] The 51st Great Myth? Lately I've been reading Scott Lillienfeld's great book on myths and this has perhaps primed me into thinking a lot about myths. So as I lie on the couch after today's turkey dinner thinking that the L- tryptophan was making me sleepy, I had a faint memory of hearing that there was perhaps nothing to this belief? Does anyone know if that's so? Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com twitter: mbritt --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] The 51st Great Myth?
Hi Michael - Yes, the AP did get in touch with me and we spoke about the Houben case, but I haven't seen anything about it since then (it's possible that it's appeared somewhere, but if so I haven't seen it). .Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Britt, Michael [mailto:michael.br...@thepsychfiles.com] Sent: Friday, November 27, 2009 1:37 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The 51st Great Myth? Yes, I saw the mini-myths in the book - wedged in between the chapters. Looks like you've got enough for a volume 2 here. By the way, you mentioned in a previous TIPS post that the Associated Press had contacted you about Rom Houben and the possible facilitated communication issue. Any follow-up on that? Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com Twitter: mbritt On Nov 27, 2009, at 1:13 PM, Lilienfeld, Scott O wrote: Many thanks for the kind words, Michael. Actually, we do address this myth on p. 44 of our myths book in our end-of-chapter mythlets (or perhaps we should call them mini-myths?). CheersScott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Britt, Michael [mailto:michael.br...@thepsychfiles.com] Sent: Thursday, November 26, 2009 9:02 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] The 51st Great Myth? Lately I've been reading Scott Lillienfeld's great book on myths and this has perhaps primed me into thinking a lot about myths. So as I lie on the couch after today's turkey dinner thinking that the L- tryptophan was making me sleepy, I had a faint memory of hearing that there was perhaps nothing to this belief? Does anyone know if that's so? Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com twitter: mbritt --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any
RE: [tips] gladwell.com: Pinker on What the Dog Saw.
A classy response by Gladwell (although I wished he'd addressed more than the football business, which doesn't seem to me to be as central as the other issues Pinker raised). Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Friday, November 27, 2009 2:31 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] gladwell.com: Pinker on What the Dog Saw. Gladwell's reply to Pinker's nasty review. Pinker's saying it isn't so, doesn't make it not so. http://gladwell.typepad.com/gladwellcom/2009/11/pinker-on-what-the-dog-saw.html Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] facilitated communication?
I agree with Miguel that there are two separate issues at stake here. I also think it's an open question whether Houben has at least some degree of consciousness; based on the relatively minimal information presented, it's difficult or impossible to know. Neurologist Steve Novella has a pretty good analysis of the issues on the Science-Based Medicine blog: http://www.theness.com/neurologicablog/?p=1286 I'm watching CNN right now, and see that they're still covering this story with no hint of skepticism. Amazing..well then again, maybe not. Happy Turkey Day to allScott From: roig-rear...@comcast.net [roig-rear...@comcast.net] Sent: Wednesday, November 25, 2009 9:03 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] facilitated communication? To my mind the case of Rom Hoube raises two separate issues. One issue concerns the question of whether he is conscious to some degree. The second is whether he is able to communicate. Scott and others have clearly shown the dubiousness of Rom Hoube's alleged communication abilities. However, I am not certain what the basis is for skepticism regarding the question of whether Rom exhibits some degree of consciousness. Can someone point me to discussion regarding the latter? Miguel - Original Message - From: Scott O Lilienfeld slil...@emory.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Wednesday, November 25, 2009 4:49:45 PM GMT -05:00 US/Canada Eastern Subject: RE: [tips] facilitated communication? See also: http://www.psychologytoday.com/blog/the-skeptical-psychologist/200911/coma-dubious-science-and-false-hope (apologies for the duplication to TIPs members who are also PESTs members). Just got a call from the Associated Press, so it seems that at least some news organizations are on to the fact that something is very fishy here. .Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] Sent: Wednesday, November 25, 2009 3:38 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] facilitated communication? __New Scientist_ has an admiring piece on the Pharyngula man, P.Z. Myers, the mild-mannered scourge of creationists at http://tinyurl.com/yzlryj5 The third item in Myers' blog for today (at http://scienceblogs.com/pharyngula/ ) is the Rom Houben case of alleged recovery from a vegetative state. Myers, in addition to citing Randi and Arthur Caplan, whom we've previously noted, also cites and links to Orac at http://tinyurl.com/yf7zn9j Orac puts the case in the context of Another contender for the worst reporting ever, the previous candidate being none other than Desiree Jennings, whom we've also recently discussed. So dissent to the widespread uncritical reporting of this miracle is spreading, although still only a tiny fraction of the total. How long until Steven Laureys, the neurologist promoting this, issues an embarrassed retraction? I give him two weeks. And this post ties together three of our recent concerns--Darwin, Desiree, and Houben. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply
RE: [tips] facilitated communication?
See also: http://www.psychologytoday.com/blog/the-skeptical-psychologist/200911/coma-dubious-science-and-false-hope (apologies for the duplication to TIPs members who are also PESTs members). Just got a call from the Associated Press, so it seems that at least some news organizations are on to the fact that something is very fishy here. .Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] Sent: Wednesday, November 25, 2009 3:38 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] facilitated communication? __New Scientist_ has an admiring piece on the Pharyngula man, P.Z. Myers, the mild-mannered scourge of creationists at http://tinyurl.com/yzlryj5 The third item in Myers' blog for today (at http://scienceblogs.com/pharyngula/ ) is the Rom Houben case of alleged recovery from a vegetative state. Myers, in addition to citing Randi and Arthur Caplan, whom we've previously noted, also cites and links to Orac at http://tinyurl.com/yf7zn9j Orac puts the case in the context of Another contender for the worst reporting ever, the previous candidate being none other than Desiree Jennings, whom we've also recently discussed. So dissent to the widespread uncritical reporting of this miracle is spreading, although still only a tiny fraction of the total. How long until Steven Laureys, the neurologist promoting this, issues an embarrassed retraction? I give him two weeks. And this post ties together three of our recent concerns--Darwin, Desiree, and Houben. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] FW: [NOVA] What Are Dreams?
Stickgold, I might add, is also a vehement believer in eye movement desensitization and reprocessing (EMDR), and has invoked the simulation of REM sleep as an explanation for the ostensible effectiveness of EMDR above and beyond other treatments (which researchers have not been able to fnd). I have respect for Stickgold's work on dreaming, although less so for some of his other recent ventures. Scott From: Allen Esterson [allenester...@compuserve.com] Sent: Tuesday, November 24, 2009 3:44 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] FW: [NOVA] What Are Dreams? On 23 November 2009, Edward Pollak drew attention to NOVA PRESENTS What Are Dreams Tuesday, November 24 at 8pm ET/PT on NOVA Learn more about the Sleep-Memory Connection and ask Harvard neuroscientist Robert your questions about sleep and dreaming on the program's companion website. Robert is Robert Stickgold, a strong critic of Freud's theories of dreams who has used sleep studies to disprove Freud's wish fulfillment theory. For instance how can nightmares about Iraq be considered as wish fulfillment dreams if a mother dreams of her son's death? http://www.unclesirbobby.org.uk/robertstickgold.php Well, if Freud were alive to respond to the above question he would undoubtedly point out that Prof Stickgold fails to distinguish between the manifest dream and the latent dream. Only analysis can reveal the true meaning of the dream. It may be that on some occasion in the past the dreamer had had a passing wish which had been suppressed (Interpretation of Dreams, SE 4, p. 249). Then again, in relation to his own dream of the death of his son who at the time was at the front in WW1, in the course of giving a few salient points of his analysis he reports that deeper analysis enabled him to discover the concealed impulse behind the dream: It was the envy which is felt for the young by those who have grown old, but which they believe they have completely stifled (SE 4, pp. 558-560). Never let it be said that Freud doesn't have an answer to criticisms of his dream theory. :-) Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org -- Sent: Monday, November 23, 2009 3:07 PM To: NOVA Bulletin Subject: [NOVA] What Are Dreams? NOVA PRESENTS What Are Dreams Tuesday, November 24 at 8pm ET/PT on NOVA What are dreams and why do we have them? NOVA joins leading dream researchers as they embark on a variety of neurological and psychological experiments to investigate the world of sleep and dreams. Delving deep into the thoughts and brains of a variety of dreamers, scientists are asking important questions about the purpose of this mysterious realm we escape to at night. Do dreams allow us to get a good night's sleep? Do they improve memory? Do they allow us to be more creative? Can they solve our problems or even help us survive the hazards of everyday life? Learn more about the Sleep-Memory Connection and ask Harvard neuroscientist Robert your questions about sleep and dreaming on the program's companion website. Watch the program online beginning November 25 http://www.pbs.org/wgbh/nova/dreams/ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Remember Those Free Copies of the On the Origin of the Species Being Given Out by Fundament
It's hit Emory (there was some coverage of it in our college newspaper), and the response here from the students seemed to be a large collective yawn. But perhaps it will have an effect on a few students without much biology training; I hope not. One advantage of a big and intellectually diverse university, like ours, is that our students are accustomed to the campus being a gigantic cafeteria of conflicting ideas, some worth attending to, some worth ignoring. So when students see stuff like this on our campus, I suspect the vast majority of them just dismiss it as pseudoscientific. I could be wrong, though. Scott From: Jim Clark [j.cl...@uwinnipeg.ca] Sent: Monday, November 23, 2009 12:00 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Remember Those Free Copies of the On the Origin of the Species Being Given Out by Fundament Hi This creationist effort has been around for the past few months and is about to hit certain Canadian universities on 24 Nov. You can see responses discrediting the information in the insert and more at http://ncse.com/ If you follow the Don't Diss Darwin link, you will find a list of the institutions lucky enough to receive this special gift! http://www.dontdissdarwin.com/schools.php I don't know how much actual impact this has had on campuses where book has already been distributed. Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Mike Palij m...@nyu.edu 22-Nov-09 6:18:16 PM At least one source points out that some of these copies have a 50 page introduction which attacks the volume; see: http://www.dailytech.com/AntiEvolution+Actor+Modifies+Darwins+Work+With+Questionable+Intro/article16892.htm or http://tinyurl.com/ycfu3mp I admit that there are big holes in my pop culture knowledge and that I never watched the sitcom Growing Pains, thus, I have no familiarity with Kirk Cameron, an actor, who was on the show and who authored the introduction as well as handing out copies of the free Darwin on Perdue's campus. I assume this is just another child star whose life has gone seriously wrong. He also promotes the notion that Hitler's ideas were based on Darwin's theory, a position advocated by Ben Stein (political analyst/eye drop shill) and others. In other news, if you had a first edition of the Darwin's On the Origin of Species (published in 1859), where would you keep it? (a) in a glass case, opened to the title page (b) closed in an archival grade envelope to protect against light, humidity, and insects (c) on the book shelf with the rest of the Darwinia (d) in the toilet For the answer to where one person kept it, see: http://www.google.com/hostednews/afp/article/ALeqM5h-AA11NDInkwPqU7N0Er8sKs0MHA or http://tinyurl.com/yff26en -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] nature versus nurture: more general discussion
I believe the original publication introducing concepts and subtypes of g-e correlation is: Plomin, R., DeFries, J. C., Loehlin, J. C. (1977). Genotype-environment interaction and correlation in the analysis of human behavior. Psychological Bulletin, 84, 309-322. CheersScott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Dennis Goff [mailto:dg...@randolphcollege.edu] Sent: Saturday, November 21, 2009 9:15 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] nature versus nurture: more general discussion Ken asked - Stephen's comment raises an interesting point is thinking about partitioning gene-environment effects. Would it be correct to say that the process of growing up produces an increase in homogeneity of environmental influences across individuals? Or, to put the issue differently, do environmental effects disappear (mathematically) because of loss of environmental variance? my answer - Some of the behavioral geneticists that I have read suggest that environmental variance becomes more closely correlated with genetic variance as children develop. Scarr and McCartney refer to this as an active genotype to environment effect, I think that Plomin refers to it as an active genotype/environment correlation. Plomin's idea was published first. The Scarr and McCartney paper was in Child Development in 1985. I can find the exact references in my office on Monday if you are interested. Dennis -- Dennis M. Goff Charles A. Dana Professor of Psychology Department of Psychology Randolph College (Founded as Randolph-Macon Woman's College in 1891) Lynchburg VA 24503 -Original Message- From: Ken Steele [mailto:steel...@appstate.edu] Sent: Fri 11/20/2009 12:18 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] nature versus nurture: more general discussion sbl...@ubishops.ca wrote: For IQ, the figure for heritability is generally found to be higher, typically in the 0.70 range, although there is a wide range of estimates. In school-aged children, while they are still at home, the figure is lower, and there is a clear shared environment effect. . So parents do seem to matter. But there's a catch which many don't seem to know about. This is only true in the child. As the child gets older and leaves the home, less and less of the environmental component can be attributed to shared effects, and as a adult, the shared component largely disappears. So parents matter at first to IQ, but later, very little. Ken Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: _sbl...@ubishops.ca_ 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor and Assistant Chairperson Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly
RE: [tips] Critique of Harris's book: The Nurture Assumption/Study in Social psychology?
Hi All: I certainly appreciate Joan's willingness to share her analysis with us. I don't have time to respond in the depth I'd like, but I'll say only that I've corresponded with Judy Harris on a number of occasions (and seen her correspond with others), and that she is not to be underestimated intellectually, as some appear to have done here. She is a formidable scholar and intellect and has thought through the rebuttals very, very carefully. That is not to say that she is correct about everything (who is?) or that her work ought not be challenged by Joan or others, only that one must be careful not to dismiss her conclusions cavalierly. People who have done so have typically ended up humbled, if not humiliated. I'm not especially interested in the quality of her citations or referencing either (plus, some of this may be a result of formatting constraints imposed by her publisher). I'm much more interested in whether her conclusions stand up to scrutiny. To me, the key issue is as follows: (1) Until about 20 or 30 years ago, many schools of modern social and personality psychology presumed that shared environmental influences - those that tend to make family members more alike - play key shaping roles in adult personality. One could go on at length here, but Freudian theory posits that children tend to take on the characteristics of their parents post-Oedipally; social learning theory (most forms of it, anyway) posits that parental modeling plays a key role in the development of personality; many cognitive-behavioral models posit that parenting shapes early schemas; and so on. (2) Until recently, much of developmental psychology similarly presumed that shared environment was important, if not determinative, in adult personality. This was so much the case that even when obvious potential genetic confounds were present in designs (Baumrind's work comes to mind; so does much of the literature linking attachment to personality; so does all - and I mean all - of the huge literature on parenting styles and depression, anxiety, introversion, impulsivity, ad nauseum in intact famlies; so does all of the research on parenting monitoring and substance abuse/sexual behavior...one could mention literally hundreds of research domains here), they were often not even mentioned by researchers. The assumption, apparently, is that these potential confounds are so trivial in magnitude that they can be safely ignored. Indeed, Joan didn't even mention the clear potential genetic confounds in Baumind's widely cited parenting work. And I'm serious and sincere when I say that I don't mean to pick on Joan here, as she is in very good company - most of the field at large has until fairly recently ignored these confounds. We repeatedly teach our students that they cannot infer causation from correlation, yet until a decade or so many developmental researchers - not to mention scores of textbooks - confidently drew causal conclusions from genetically uninformative designs (especially studies intact families) that do not permit such conclusions. Remarkably, many continue to do so today. (3) Data from both twin and adoption studies converge in suggesting that the role of shared environment on adult (not always child, however) personality or psychopathology (with disorders of antisocial behavior being a likely exception) is minimal across the personality spectrum. Some behavior genetic studies suggest no role of shared environment at all, others at best a modest role. Whether or not we like their conclusions (which shouldn't be relevant, as our role as scientists is to put aside emotional reasoning), these studies challenge the nurture assumption and challenge the prevailing view that shared environment is of key importance in shaping personality, normal and abnormal, in adulthood. At best, it is a modest influence; in the lion's share of studies, it is a nonexistent or negligible influence. (4) These data do not imply, as some have claimed, that parenting makes no difference. They do suggest that within the broad range of average expectable environments, parents tend not to have the potent homogenizing influence often attributed to them by social and personality researchers. Parenting can still play a key role in producing differences among children - and later adults - in their personality traits, although the magnitude of influence here remains controversial. And I don't know anyone in the field (maybe they're out there, but if so they are certainly outliers) who deny that outside the range of average expectable environments, such as exceedingly neglectful or abusive parents, shared environment can play a role (a negative one on the low end) in shaping personality. Children need basic love and nourishment to thrive, and the prolonged lack of both can produce dire consequences for later personality and intellectual development. (5) Nor do
RE: [tips] Critique of Harris's book: The Nurture Assumption/Study in Social psychology?
Correction - I meant to say points 1 to 5 in my concluding sentence. Apologies for the other typos; that should teach me to type lengthy messages prior to my mandatory morning injection of caffeine. Cheers...Scott From: Lilienfeld, Scott O [slil...@emory.edu] Sent: Thursday, November 19, 2009 7:10 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Critique of Harris's book: The Nurture Assumption/Study in Social psychology? Hi All: I certainly appreciate Joan's willingness to share her analysis with us. I don't have time to respond in the depth I'd like, but I'll say only that I've corresponded with Judy Harris on a number of occasions (and seen her correspond with others), and that she is not to be underestimated intellectually, as some appear to have done here. She is a formidable scholar and intellect and has thought through the rebuttals very, very carefully. That is not to say that she is correct about everything (who is?) or that her work ought not be challenged by Joan or others, only that one must be careful not to dismiss her conclusions cavalierly. People who have done so have typically ended up humbled, if not humiliated. I'm not especially interested in the quality of her citations or referencing either (plus, some of this may be a result of formatting constraints imposed by her publisher). I'm much more interested in whether her conclusions stand up to scrutiny. To me, the key issue is as follows: (1) Until about 20 or 30 years ago, many schools of modern social and personality psychology presumed that shared environmental influences - those that tend to make family members more alike - play key shaping roles in adult personality. One could go on at length here, but Freudian theory posits that children tend to take on the characteristics of their parents post-Oedipally; social learning theory (most forms of it, anyway) posits that parental modeling plays a key role in the development of personality; many cognitive-behavioral models posit that parenting shapes early schemas; and so on. (2) Until recently, much of developmental psychology similarly presumed that shared environment was important, if not determinative, in adult personality. This was so much the case that even when obvious potential genetic confounds were present in designs (Baumrind's work comes to mind; so does much of the literature linking attachment to personality; so does all - and I mean all - of the huge literature on parenting styles and depression, anxiety, introversion, impulsivity, ad nauseum in intact famlies; so does all of the research on parenting monitoring and substance abuse/sexual behavior...one could mention literally hundreds of research domains here), they were often not even mentioned by researchers. The assumption, apparently, is that these potential confounds are so trivial in magnitude that they can be safely ignored. Indeed, Joan didn't even mention the clear potential genetic confounds in Baumind's widely cited parenting work. And I'm serious and sincere when I say that I don't mean to pick on Joan here, as she is in very good company - most of the field at large has until fairly recently ignored these confounds. We repeatedly teach our students that they cannot infer causation from correlation, yet until a decade or so many developmental researchers - not to mention scores of textbooks - confidently drew causal conclusions from genetically uninformative designs (especially studies intact families) that do not permit such conclusions. Remarkably, many continue to do so today. (3) Data from both twin and adoption studies converge in suggesting that the role of shared environment on adult (not always child, however) personality or psychopathology (with disorders of antisocial behavior being a likely exception) is minimal across the personality spectrum. Some behavior genetic studies suggest no role of shared environment at all, others at best a modest role. Whether or not we like their conclusions (which shouldn't be relevant, as our role as scientists is to put aside emotional reasoning), these studies challenge the nurture assumption and challenge the prevailing view that shared environment is of key importance in shaping personality, normal and abnormal, in adulthood. At best, it is a modest influence; in the lion's share of studies, it is a nonexistent or negligible influence. (4) These data do not imply, as some have claimed, that parenting makes no difference. They do suggest that within the broad range of average expectable environments, parents tend not to have the potent homogenizing influence often attributed to them by social and personality researchers. Parenting can still play a key role in producing differences among children - and later adults - in their personality traits, although the magnitude of influence here remains controversial
RE: [tips] nature versus nurture: more general discussion
I agree...also, Erick Turkheimer's data in Psychological Science suggest much lower heritabilities for IQ in low SES groups. Still controversial (although I tend to trust just about anything that Turkheimer does). Also, heritability doesn't necessitate unmalleability, as the concept of reaction range reminds us. So there's no inherent incompatibility between the moderate to high heritability of IQ and data such as that reported by Dweck and others. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] Sent: Thursday, November 19, 2009 5:18 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] nature versus nurture: more general discussion On 19 Nov 2009 at 10:57, tay...@sandiego.edu wrote: I start teaching that some things are fairly set, such as personality, and that these in-born characteristics determine how others respond to us. I wish there were some strong data to support one side or another for most of these things. I believe that the behavior geneticists have a very strong set of evidence, as Scott noted, that many human characteristics are largely determined by nature. But if that's the case, then where do the data come from that show that abilities such as intelligence are mutable? These statements require qualification. It's not the case that personality is an in-born characteristic and fairly set. In fact, if I recall correctly, estimates of heritability run at around 0.50 for personality, which leaves plenty of room for an environmental effect. The catch is that little or none of this is shared environment, and shared environment includes parental upbringing effects. The environmental component is almost entirely made up of non-shared environment--the unique experiences which are different for different members of the family. Judy Harris, in her second book _No Two Alike_ (2006) takes a crack at identifying how these non-shared environmental effects make people different (hint: it's not the parents). And I'm dearly hoping we won't hear from Joan on this book too. For IQ, the figure for heritability is generally found to be higher, typically in the 0.70 range, although there is a wide range of estimates. In school-aged children, while they are still at home, the figure is lower, and there is a clear shared environment effect. . So parents do seem to matter. But there's a catch which many don't seem to know about. This is only true in the child. As the child gets older and leaves the home, less and less of the environmental component can be attributed to shared effects, and as a adult, the shared component largely disappears. So parents matter at first to IQ, but later, very little. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Dropkicking Malcolm Gladwell: Steven Pinker Style
Hi Marie - Had inexplicably missed the fact that saggital was in quotation marks and was thus apparently misspelled by Gladwell, not Pinker. If so, I stand corrected.thanks.Scott From: Helweg-Larsen, Marie [helw...@dickinson.edu] Sent: Sunday, November 15, 2009 9:02 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Dropkicking Malcolm Gladwell: Steven Pinker Style The word sagittal (misspelled) was in quotes in the Pinker essay. So presumably it was misspelled by Gladwell not Pinker. I don't think the New York Times uses [sic]. I guess we would need to check the book to know for sure who misspelled it. Marie Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971 Office hours: Mon/Thur 3-4, Tues 10:30-11:30 http://www.dickinson.edu/departments/psych/helwegm -Original Message- From: Lilienfeld, Scott O [mailto:slil...@emory.edu] Sent: Saturday, November 14, 2009 12:47 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Dropkicking Malcolm Gladwell: Steven Pinker Style Although I enjoyed Pinker's review (and think more highly of Pinker than does Chris Green), I did find it a bit ironic that in an essay devoted to Gladwell's factual errors, Pinker (a) misspelled sagittal (it's sagittal, not saggital) and (b) confused clairvoyance with precognition (an all too frequent mistake) Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Saturday, November 14, 2009 12:36 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Dropkicking Malcolm Gladwell: Steven Pinker Style ���Ken Steele advised me about my not understanding Marie's Yes do watch for the igon values and don't gnaw on your Kindle: Read the review by Pinker and the references will make sense. I had read Pinker's review, and should have rechecked it, thereby seeing he had written The reasoning in 'Outliers,' which consists of cherry-picked anecdotes, post-hoc sophistry and false dichotomies, had me gnawing on my Kindle. I've no difficulty about Gladwell's igon values, but I'm still none the wiser about knawing on my Kindle. Am I missing something, or is this an Americanism that hasn't crossed the water? Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org -- From: Ken Steele steel...@appstate.edu Subject: Re: Dropkicking Malclom Gladwell: Steven Pinker Style Date: Fri, 13 Nov 2009 16:33:37 -0500 Allen: Read the review by Pinker and the references will make sense. Ken Allen Esterson wrote: Marie wrote: Yes do watch for the igon values and don't gnaw on your Kindle. Marie: Would you Kindly [sic] explain that cryptic comment for the uninitiated! Allen E. --- RE: [tips] Dropkicking Malclom Gladwell: Steven Pinker Style Helweg-Larsen, Marie Fri, 13 Nov 2009 12:51:36 -0800 Yes do watch for the igon values and don't gnaw on your Kindle. Great review. Marie Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971 Office hours: Mon/Thur 3-4, Tues 10:30-11:30 http://www.dickinson.edu/departments/psych/helwegm -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Friday, November 13, 2009 3:36 PM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: [tips] Dropkicking Malclom Gladwell: Steven Pinker Style
RE: [tips] Seligman's Explanatory Style
Gary et al.: Seligman's attributional model has been presented and tested in many peer review articles over the past three decades, e.g., Abrahamson, L. Y., Seligman, M. E. P., Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87, 49–74. (just noticed that this article has been cited a whopping 4181 times according to Google Scholar). In dozens of published studies, the stability and globality attributional dimensions have held up well as correlates of depression, the internality dimension somewhat less so (although admittedly I haven't tracked this literature all that closely of late). There is, as Gary notes, lively debate about causal directionality. Lauren Alloy and others have conducted longitudinal studies of these dimensions as predictors of depression in high risk samples; such studies may strengthen the argument for causal directionality, although of course they do not demonstrate it definitively given the inherent logical problem with post-hoc ergo hoc conclusions. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Gerald Peterson [mailto:peter...@vmail.svsu.edu] Sent: Friday, October 30, 2009 12:52 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Seligman's Explanatory Style Yes, I like some of his ideas but is his theory presented in peer-reviewed journals or just in his popular books? Does he spell out clear explanations or is he merely describing what he thinks is an important moderating factor namely, attribution or post-event thinking? While such attributional processes are interesting, I think even he has noted (with actual research citations) that it does not really predict well depression or similar problems. Most likely this attribution process is promoted by the proneness to depression. Just wonderin' Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 peter...@svsu.edu - Original Message - From: Beth Benoit beth.ben...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Friday, October 30, 2009 12:32:46 PM GMT -05:00 US/Canada Eastern Subject: Re: [tips] Seligman's Explanatory Style It's a favorite of mine too. I always cover it in just about every class. I even manage to sneak it into my Psychology of Love and Sex class. (Use your imagination for the example I use in that class!) I think it gives students a world of information about looking at behavioral explanations for depression. I introduce the basic concept of learned helplessness, then the negative explanatory style. I'm attaching the PowerPoint slides I made to use when explaining the IGS (internal, global, stable) explanatory style. Feel free to use it. The example I usually use to go through the points is, You applied for a job, but didn't get it. How will you explain to yourself why you didn't get the job? Beth Benoit Granite State College Plymouth State University New Hampshire On Fri, Oct 30, 2009 at 11:42 AM, Britt, Michael michael.br...@thepsychfiles.com wrote: One of my favorite theories (which has now found a home in the positive psychology movement) is Seligman's ideas regarding the effects of your explanatory style (especially in your reaction to negative events) on your mood. In the early days he talked about a negative style as one that is Internal (I'm stupid!), Stable (I'll never get this!) and Global (I'm going to fail at other things as well!). Recently in his more popular books I see that he has changed these terms to Personal, Persistent and Pervasive. Whatever you call them, I rather like the whole theory and certainly think it's worth teaching at the introductory level. I checked a couple of intro books and to my surprise I found very little in-depth coverage of these ideas. I found explanatory style
[tips] listserv policy
Hi All - For many years, I've been a loyal member of another intellectually stimulating and vibrant listserv (Society for a Science of Clinical Psychology, or SSCP) that was for several years experiencing somewhat similar problems - in our case, one or two members who kept posting e-mails that were very personally offensive and insulting (calling other members names, directly impugning their intelligence, making some factual assertions about other members that were potentially slanderous). In response to these developments, which led a number of good people to drop off of the listserv, the listerv ultimately adopted a policy by a vote of the membership. I have to confess that I was initially opposed to the policy and did not support it even as president of the organization, but I eventually become persuaded that it was necessary given that one member's behavior was so disruptive that it virtually held the listserv hostage at times. Moreover, as the policy notes, reasonable people can and will disagree about the boundaries of civility, but this person's verbal behavior was so far outside of these boundaries that it was not longer a matter of debate. You can find a PDF version of this policy at the very bottom of this link (I don't want to send the PDF attachment to the listserv given that it may clog up people's inboxes): http://sites.google.com/site/sscpwebsite/listserv Numbers 17 and 18 in particular explain how SSCP has handled this issue (only one member has thus far been expelled as a result of this policy, which has been in effect for a couple of years; he has expressed a desire to appeal but to my knowledge has thus far not done so). I should note that this policy has not impeded free and open discussion and debate on the listserv at all. There's still plenty of strong and vigorous disagreement (and at times it still becomes heated), but it is by and large respectful. In any case, I'm sending this link along in the event that a similar (although of course somewhat adapted) policy might prove helpful in this case. Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Steven Specht [mailto:sspe...@utica.edu] Sent: Tuesday, October 20, 2009 10:11 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] response to Ed Callen VERY nicely stated Beth. Thank you! And yes, Bill is owed a great debt of gratitude from all of us and I, too, feel so badly for him to have to deal with such unprofessional and childish nonsense. I support him and the other professionals on this list fully (I think I have been on for about 15 years). Hopeful that someone will get a life; amazed that some pathology results in being so oblivious; supportive of Bill. Cheers, -Steven On Oct 21, 2009, at 10:03 AM, Beth Benoit wrote: Ed et al., (I refuse to post this in response to M.S.'s original subject heading, so I've changed the subject.) I agree with everything you've said. I begged for eliminating M.S. last January - and before then as well. Since January's debacle, I have refused to respond to any of his bizarre, often childish, sometimes hurtful posts. No one on TIPS backed me up at that time, but I suspect that many just don't know how to address his posts. Michael's recent threat to bring a lawsuit against Frostburg U. (which, of course, is the source of TIPS) when Bill posted that he was dealing with the latest M.S. infringement was almost the last straw for me, as it must have been for Bill. I suspect that Bill's hands are tied without legal counsel. Who needs it??? I don't doubt that Bill feels he doesn't need the grief. I feel for our Bill. Bill posted that he was dealing with the chick name calling, and that is apparently what brought on the lawsuit threat. I despair. I suspect Bill does too. We all owe Bill such a debt of gratitude for all he has done for almost two decades to keep this heretofore wonderful list going. Thanks, Michael, for
RE: [tips] Reclaiming TIPS
John - I suspect the answer is largely benign...we are all educators and find it difficult to resist the urge/temptation to set someone straight. This is by itself an admirable impulse, and it stems largely from our desire to influence others in a positive direction. But as my one of Ph.D. mentors Paul Meehl liked to say, Sometimes one has to figure out whether someone is educable. If he or she isn't, it's not worth spending time on them. I don't know the person in question, so I don't know whether he is educable. But it does seem to me that he is not interested in curbing his behavior or trying to make a good faith effort to do so. If I saw such a good faith effort, I might well feel differently. Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Wednesday, October 21, 2009 1:01 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Reclaiming TIPS Claudia .. thanks, you inspired me to throw in $.02 I'm only an amateur when it comes to social psychology, but I am pretty sure scapegoating always happens in groups sooner or later. When you study scapegoating (e.g. the French anthropologist Rene Girard) you realize scapegoats usually bring it on themselves (more or less), they are never randomly drawn from the population ... so the group is also a participant. While I understand the desire to vote on whether one person should be excluded, I will not do it. It feels too ugly to me. ALL groups end up with someone who we think deserves to be kicked out, but I would rather try to buck Girard-like human nature and fill posts with other threads. I think it's a signal-to-noise ratio issue. I do not want to start a tradition of voting on exclusion. I think it is a bad road to start down. Also, the internet is inherently open and that will not change unless TIPs becomes a gated community which I would oppose. That being said, most posters on ANY group will tick others off sooner or later, and some people will routinely tick off most everyone. It's the nature of the medium. FINALLY, let's take advantage of social diffusion. An email stares at YOU in the face, but it is actually directed at no one person in particular, it is - electronically - diffused across all members of the group. Remember the old zen habit of visualizing a person's comments as an arrow that may be aimed at you, but then flies past you. One more finally: maybe there is something in human nature that always itches for a fight. I am (half) mystified why people cannot resisting responding to posts they want extinguished. If one person is voted on, there may be another next year and that's not a tradition I want to see started. -- John W. Kulig Professor of Psychology Plymouth State University Plymouth NH 03264 -- - Original Message - From: Claudia Stanny csta...@uwf.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Wednesday, October 21, 2009 10:58:28 AM GMT -05:00 US/Canada Eastern Subject: [tips] Reclaiming TIPS I am violating my policy of refusing to respond to any post initiated in response to an inappropriate off-topic post or posts that use offensive language. I am saddened that TIPS has devolved into a sandbox of abusive and semi-abusive posts. I am offended by the posts that initiate these threads. I am ashamed of the manner in which some members respond to these threads. I have been ashamed of some of my own responses to these threads. I may yet regret this response. However, if it serves to assist Bill in his efforts to restore civility and purpose to the culture of this list, I will take this risk. Thanks, Bill, for all you have done to create this community. It has been a beneficial component of my scholarly community over the years. If I can help contribute to sustaining that community, I will do what I can.
RE: [tips] question about faculty missing classes
We don't here at Emory, although we probably should. Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Ken Steele [mailto:steel...@appstate.edu] Sent: Monday, October 19, 2009 2:39 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about faculty missing classes We have a form that must be signed by the chair to approve an absence to attend professional conferences or other such activities. Ken Also, I am wondering whether, in other colleges, chairs are asked to approve absences for professional conferences, etc. Alice LoCicero Alice LoCicero, Ph.D., ABPP, MBA, Associate Professor and Chair, Social Science Endicott College Beverly, MA 01915 978 232 2156 -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor and Assistant Chairperson Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] *Nature* on APA and clinical psychology
I agree with Chris Green, and would add - having worked with many psychiatrists over the years - that the predominant model in medicine tends to learning by authority (one's supervisor/chief resident, etc. says When you find diagnosis X, prescribe Y unless co-occurring conditions Z are present). Some have (tongue and cheek) referred to this model as eminence-based practice to distinguish it from evidence-based practice. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Thursday, October 15, 2009 1:59 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] *Nature* on APA and clinical psychology Marc Carter wrote: I certainly don't want my doctor choosing a medicine on the basis of anything other than what's been shown to work. Why should we expect less of therapists? Marc, I think you've hit the nail on the head, though inadvertently. There are many, many physicians out there who, although they scraped through their initial medical training, are not able (or wanting) to read and evaluate new medical research as it is published. They rely mainly on their past experience, discussions with colleagues, and intuition (just like many clinical psychologists). The pharmaceutical industry figured this out a long time ago and exploits it to their advantage by sending physicians advertising in the form of easy-to-read read promotional literature that is thinly disguised as research summaries. And they send them a lot of samples to give to their patients (to get them in the habit of prescribing the brand), and they throw luxurious promotional parties that are thinly disguised as confernces. Do I think that the original training of physicians is more scientifically rigorous than that of clinical psychologists? Of course, but I also think that medical science, in general, is more rigorous then psychological science as well, so the difference in training regimens is hardly surprising. The real issue here, I think, is that there is a clinical ethos (whether in psychology or medicine) that is orthogonal to (or perhaps even somewhat negatively correlated with) the research ethos (and lets be clear -- there are lots of superior researchers who, despite their great knowledge, would make horrible clinicians). It is relatively rare to find an individual who brings the best of both together. That is where the problems lies. Regards, Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] *Nature* on APA and clinical psychology
Hi All - I'm starting to work on a manuscript (along with some colleagues) that helps to address most of Marc's excellent questions below, and will be happy to send to relevant TIPSters when it's ready for prime time. One problem that is not often appreciated, I think (perhaps because it is perceived as politically incorrect to raise), is a self-selection for certain personality traits, attitudes, and aptitudes. We know from the work of Peter Zachar and others that by the time students get to graduate school, practitioner interests tend to be negatively correlated with interests in science (interestingly, this correlation is positive among undergraduates). Moreover, we know that high scores on Holland's social type (interested in helping others) tend to do poorly in math and science (Phil Ackerman's work), probably resulting in a propensity toward at least some math and science phobia. Luckily, the negative correlations here are nowhere near r= -1.00, so we can find plenty of practice-oriented folks who like science and are good at it. But we should not be surprised that an aggregate level, if we select for students who say only that I want to help people, we will often end up with students who are not especially enthusiastic about science. And to be frank, I have little or no idea how to select for scientific attitudes in prospective graduate students. This would be a most worthwhile research project, in my view. I'm not sure I've done much better than flipping pennies over the years. Can we persuade individuals who enter graduate school with an indifference or even antipathy toward science to care about science - or at least care about finding ways of minimizing their propensity toward errors - with proper training? I don't know, although that's the focus of our manuscript. I believe (?) I've had a few scattered successes over the years in my graduate teaching and mentoring, but there's no question that it's hard work. I have long given up on APA in this regard; it's one reason I resigned a number of years ago and have never looked back. They are simply too deeply invested in keeping their members happy, and their leadership has consistently shown a marked absence of the courage needed to make the needed reforms. Not surprisingly, their public reaction to the recent McFall et al. PSPI manuscript was one of smug defensiveness rather than an open admission that Yes, they're right...we can do a lot better. But don't get me started on this one. Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Marc Carter [mailto:marc.car...@bakeru.edu] Sent: Thursday, October 15, 2009 12:09 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] *Nature* on APA and clinical psychology Hi, All -- I don't disagree with Don at all, but I want to turn Michael's question on its head: why are we (or is APA) not serious about training practitioners so that they can read and evaluate research? Why is this sort of training not a part of the continuing education that clinicians and counselors are required to get? How can we in conscience send practioners out into the world who are incurious, unsophisticated and gullible? Isn't it our (or at least APA's) responsibility to certify programs that turn out people who know how to read research and evaluate it? I give you as an example _The Courage to Heal_ and the great damage that caused simply because of gullibility and a pervasive sense that an effective therapy can be judged because, well, this sounds right. I certainly don't want my doctor choosing a medicine on the basis of anything other than what's been shown to work. Why should we expect less of therapists? It frightens me. m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- This e-mail message (including any attachments) is for the
RE: [tips] An outsider's view of authorship
In my experience, it's a marked minority in academic psychology departments. I know some tenure and promotion committees that either don't count (or count only minimally) articles that aren't first-authored by the candidate in question. Part of the problem, I suspect, stems from the fact that last authorships in both psychology and psychiatry (and perhaps other areas of medicine, although I'm far less knowledgeable on that score) are sometimes ceremonial - they are given to the lab advisor, regardless of whether he/she had anything to do with the article. When I published some articles in psychiatry journals early in my career, a few folks whom I'm quite certain never even read the paper took last authorships - on the grounds that they started the labs, launched the overarching research topics in question, and the like. So last (senior) authorships are often justifiably viewed with some skepticism. So, for Ubel's suggestion (which I do think has some merit) to come to fruition, one would need a massive change in not only institutional culture but institutional practices. ..Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Michael Smith [mailto:tipsl...@gmail.com] Sent: Tuesday, October 13, 2009 1:18 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] An outsider's view of authorship I thought that's the way it was in psych---the grad students and post-docs get first authorship and the PI gets the last position. Everyone I know in my area of research works that way. I have heard in some related area where perhaps some 'old school' types always take first authorship, but I think that is the minority. No? --Mike On Tue, Oct 13, 2009 at 7:01 AM, Paul C Bernhardt pcbernha...@frostburg.edu wrote: I find a lot to admire about what Ubel is suggesting in this short article. His main point is that Psychology would reduce authorship controversies by adopting the model used in Medical publication of research. That is: Younger authors, who usually are doing the predominance of day-to-day work and writing on the article, should be first author and the most senior person overseeing the research lab should be last author. He says Tenure committees for physician researchers actually expect more advanced faculty to be sliding to increasingly later positions in the authorship and that too many first authorships is considered a mark against you. http://www.psychologicalscience.org/observer/getArticle.cfm?id=2563 -- Paul Bernhardt Frostburg State University Frostburg, MD, USA --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] An outsider's view of authorship
Hi Mike - I think (?) we're saying the same thing. Last authorships are viewed with skepticism in many academic quarters because, as you note, they can mean a number of different things depending on the situation, tradition in the lab, etc. That is, if someone is a last author on a paper, it's often hard to decipher what it means unless one has a better handle on the lab tradition, implicit authorship model, and so on. BestScott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Tuesday, October 13, 2009 2:43 PM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: RE: [tips] An outsider's view of authorship On Tue, 13 Oct 2009 10:33:08 -0700, Scott O. Lilienfeld wrote: In my experience, it's a marked minority in academic psychology departments. I know some tenure and promotion committees that either don't count (or count only minimally) articles that aren't first-authored by the candidate in question. Although this has been my experience as well I would point out that there are different expectations for publications in psychology and psychiatry. In traditional areas of psychology, the number of authors is expected to be limited to only a few authors, with significant publications usually have just one or two authors because these individuals did most of the work (think of outstanding publications in psychology and how many authors were listed). Order of authorship would be taken to imply importance of contribution. In psychiatry and other areas of medicine, there is typically a division of labor that involves different people providing services in different roles (e.g., nurses drawing blood, person running the neuroimaging equipment, the statistician/data analyst, the project director, the pincipal investigator, etc.) and so everyone who provided significant input to the research is listed on the publication with the first author representing the person who was in charge of writing the manuscript as well as the project followed by supporting personnel and finally the person who was either the principal investigatior and/or head of the lab/unit/department in which the research was conducted. In reflecting on this early in my career, I was struck by the rugged individualism of academic psychology versus the team effort in academic psychiatry (this does happen in psychology and seems to be increasing in frequency but in some areas may seem like an anomaly, e.g., psychophysics, cognitive psychology). I presume someone has done research on these differences. Part of the problem, I suspect, stems from the fact that last authorships in both psychology and psychiatry (and perhaps other areas of medicine, although I'm far less knowledgeable on that score) are sometimes ceremonial - they are given to the lab advisor, regardless of whether he/she had anything to do with the article. This does occur but I think it depends upon situational factors. On a couple of articles that I'm co-author on I was always puzzled why a particular person's name was listed at the end even though they had never attended any research meetings and I had never met them. It was explained that since our projects were using facilities at a particular place, the person in charge of the facility (an M.D.) would be listed as a co-author as a courtesy. How much input was actually provided by this person is unclear but, as the person in charge of the facilities we were using, I'm pretty sure he had to read the manuscript because he would want to make sure that nothing bad was said about the facility. When I published some articles in psychiatry journals early in my career, a few folks whom I'm quite certain never even read the paper took last authorships - on the grounds that they started the labs, launched the overarching research topics in question, and the like. So last (senior) authorships are often justifiably viewed with some skepticism. I think that this is
RE: [tips] Concept Map on Sexual Orientation
Jim Clark is correct: BSRI was definitely constructed by Sandy, not Daryl, Bem (my undergraduate research mentor in a different life). Also a q for Jim Clark (or anyone else on the list) re: # 3. I agree that MZ twins share more similar intrauterine environments than DZ twins, but my understanding (perhaps a bit outdated now) is that this generally tends to decrease, rather than increase, phenotypic MZ similarity given phenomena like twin transfusion syndrome (which occasionally produces nontriival physical differences within MZ pairs). If Jim or anyone else has any info to the contrary (which there could very well be given that I haven't looked at this literature in a while), I'd be most interested in hearing about it. Thanks in advance, allScott From: Jim Clark [j.cl...@uwinnipeg.ca] Sent: Thursday, October 08, 2009 11:29 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Concept Map on Sexual Orientation Hi 1. I would be reluctant to rest the continuum idea on Kinsey's work alone. He deliberately selected quite non-representative samples and sought out unusual sexual experiences and practices. Are there sounder data for this claim? 2. I'm not sure why demographics fits in with nature? How about a descriptive node including methods of measurement, notion of continuum, and demographics? 3. Nature question, especially genes, is a tricky one. Monozygotic twins tend to have more similar intrauterine environments (shared placenta, shared chorion) than dizygotic twins, who would be more similar than non-twin siblings. Complicates attributing twin differences to genes, especially given other findings of intrauterine hormonal effects. 4. Depending on audience might expand material on politics of sexual orientation research. I've always found it interesting that gays find idea of genetic cause attractive (not personal choice), whereas genetic explanations for other differences (race, gender) tend to be resisted. 5. Number of spelling errors / typos (homsexuality, temperment, ...) that need correcting and I believe that Bem Sex Role Inventory was constructed by Sandra Bem, not Daryl. Might want to check that out. 6. Concept map shows nice potential, although I could not determine whether it is possible to re-expand nodes after left ones were shrunk to show nodes expanded on right without lower level nodes of some major nodes also opening. That is, can one re-expand and just get the main headings. Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Britt, Michael michael.br...@thepsychfiles.com 08-Oct-09 11:38:30 AM I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE:[tips] Forgotten experiment
Hi Jameshere goes...Scott Gender differences in receptivity to sexual offers. Clark, Russell D.; Hatfield, Elaine Journal of Psychology Human Sexuality. Vol 2(1),1989, 39-55. Describes 2 experiments conducted in 1978 and 1982 with 96 university students testing the hypotheses that men are more eager for sex than are women and that women are more likely to set limits on such activity. Related literature and data are also reviewed. In the present experiments, male and female confederates of average attractiveness approached potential partners with 1 of 3 requests: Would you go out tonight? Will you come over to my apartment? or Would you go to bed with me? Results were almost identical for both experiments. The great majority of men were willing to have a sexual liaison with the women who approach them. Not one woman agreed to a sexual liaison. Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: James K. Denson [mailto:james.den...@vbschools.com] Sent: Friday, October 09, 2009 8:51 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Forgotten experiment In looking over my notes on behavior genetics, and I have a reference for the Go to bed with me experiment. I vaguely recall it being about an interviewer on a college campus asking random people if they would go to bed with them. The results showed a wide gender difference of responses. Can anyone help me find some reference to this? Thanks James Kevin Denson Kempsville High School Social Studies Department Chair AP Psychology/ Psychology Teacher Boys Varsity Soccer Coach First Colonial High School The Human Spirit is more powerful than any drug Oliver Sachs --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE:[tips] Forgotten experiment
My understanding is that many participants in this study de-briefed themselves voluntarily. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Bourgeois, Dr. Martin [mailto:mbour...@fgcu.edu] Sent: Friday, October 09, 2009 9:07 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE:[tips] Forgotten experiment One thing I've always wondered about this study: how on earth were the participants debriefed? There's one line in the method section that says All participants were debriefed and thanked for their participation. Bet there were some interesting cases, especially among the males who were asked if they wanted to go to bed. From: Bourgeois, Dr. Martin Sent: Friday, October 09, 2009 9:02 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE:[tips] Forgotten experiment Clark Hatfield, 1989: http://www.elainehatfield.com/79.pdf From: James K. Denson [james.den...@vbschools.com] Sent: Friday, October 09, 2009 8:50 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Forgotten experiment In looking over my notes on behavior genetics, and I have a reference for the Go to bed with me experiment. I vaguely recall it being about an interviewer on a college campus asking random people if they would go to bed with them. The results showed a wide gender difference of responses. Can anyone help me find some reference to this? Thanks James Kevin Denson Kempsville High School Social Studies Department Chair AP Psychology/ Psychology Teacher Boys Varsity Soccer Coach First Colonial High School The Human Spirit is more powerful than any drug Oliver Sachs --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Beyond analysis
Hi All - It's an intriguing collection indeed, but the description at the outset of the article isn't quite accurate. Psychologists were asked to say what they didn't understand about themselves, not what they view as the great answered questions in psychology as a whole. Still, quite entertaining nonetheless. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Thursday, October 08, 2009 4:03 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Beyond analysis Beyond analysis: Inside the minds of the world's top psychologists From belief in God to the irresistible urge to flirt with the opposite sex, there are some human impulses that even the biggest brains in psychology are unable to explain. Here are their greatest unanswered questions http://tinyurl.com/ydcxrrx Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Beyond analysis
Hi Mike - Ekman has long been at UC San Francisco (Department of Psychiatry), and I believe is Professor Emeritus there. CheersScott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Thursday, October 08, 2009 5:07 PM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: RE: [tips] Beyond analysis On Thu, 08 Oct 2009 13:14:02 -0700, Scott O Lilienfeld wrote: Hi All - It's an intriguing collection indeed, but the description at the outset of the article isn't quite accurate. Psychologists were asked to say what they didn't understand about themselves, not what they view as the great answered questions in psychology as a whole. Still, quite entertaining nonetheless. ...Scott A point that may not be relevant but which I wonder about is the following. Presumably famous psychologists were selected either because (a) they somehow have a deeper insight into the problems that concern them (by the way, I wish Marty Seligman luck in walking and losing that weight) or (b) there is a gossipy interest in what famous psychologists are concerned about and whether such concern are profound or mundane (e.g., how to keep one's weight down). But if someone surveyed a representative sample of psychologists, would one find similar or different concerns? And which would be of greater interest: the concerns of the famous psychologists or the concerns of common psychologists? Anyone find it interesting that none of their concerns involved teaching? Or am I making too much of a little article in the Health Families section of a newspaper? By the way, when I tried to access the blog listed at the end of the story I got a You are not authorized to view page; see: Researchdigest.org.uk/blog Did it sense my less than appreciative attitude towards the piece? Also, wasn't Paul Ekman at UC-Berkeley? Has he gone into business for himself now? Incidentally, I agree with his positions and not the Dalai Lama's. And I never knew that Mike Posner was so mechanically challenged. I hope that light bulb changing behavior gets better. -Mike Palij New York University m...@nyu.edu -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Thursday, October 08, 2009 4:03 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Beyond analysis Beyond analysis: Inside the minds of the world's top psychologists From belief in God to the irresistible urge to flirt with the opposite sex, there are some human impulses that even the biggest brains in psychology are unable to explain. Here are their greatest unanswered questions http://tinyurl.com/ydcxrrx --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] From the If You're So Smart How Come You Ain't Rich? Department
Re: the widely cited threshold claim, for which the research evidence is weak (nonexistent?), see the following article by Sackett and colleagues, especially p. 221: http://academics.eckerd.edu/instructor/hardyms/PS337-001_08/high_stakes_testing.pdf I believe that Sackett also has some data, perhaps still unpublished, examining relations between GRE scores and measures of real-world achievement in people between the exceedingly high 750 and 800 GRE range, and the relations are still linear. My understanding is that researchers in the abilities domain have looked and looked - and looked - for evidence of curvilinearity and have pretty consistently come up empty-handed. But if anyone knows of any replicated evidence to the contrary, I'd love to see it. I'm also inclined to think that Gladwell has been pretty explicit about the existence of this ostensible threshold effect, both in Outliers and elsewhere. In interviews, he has referred to a threshold of preparation for greatness, and made clear (or as clear as one could, I believe) that above a given threshold, additional intellectual firepower doesn't really matter much when it comes to real-world achievement. For example, he has said in an interview that We need to get away from this stratification of intelligence. You need to be smart enough to get into a good college, and you have to be honest and considerate and work hard. But you don't need to know more than that about your IQ. Again, this seems to me a pretty clear assertion of a threshold effect. I'd like to gently push Beth a bit and ask her why she believes that Gladwell's books help readers to think critically. I've read (well, more precisely listened to audio versions of) The Tipping Point, Blink, and Outliers, and although I found all three books entertaining, I found them sorely wanting when it comes to scientific thinking, which to me is largely about trying to minimize confirmation bias, especially by eliminating rival explanations for phenomena. I've seen precious little of any of that in Gladwell's writings. To take merely one example, in Outliers, he talks at length about the intriguing 10,000 hour rule, but barely talks at all - or does he even discuss? - the question of why certain people, but not others, end up accumulating 10,000 hours or more of practice, never seeming to let readers know that the causal arrow between practice and talent might also run in the opposite direction (e.g., Was it sheer happenstance that the Beatles ended up playing 10,000+ hours in Hamburg? Did it have nothing to do with the fact that they were really, really good in the first place and kept getting called back to play gigs?). But I'd be certainly willing to persuaded otherwise about Gladwell. I find him to be an immensely talented writer and story teller, but not an especially clear or critical thinker. All I know is when I'm reading a book (or listening to one), and on virtually every other page, I mentally keep asking (or shouting out), But what about this explanation? or What about that...?, I feel that the author hasn't done a good job of getting readers to think scientifically. Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Beth Benoit [mailto:beth.ben...@gmail.com] Sent: Tuesday, October 06, 2009 10:57 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] From the If You're So Smart How Come You Ain't Rich? Department Contrary to some TIPSters, I am a fan of Malcolm Gladwell. He's not doing research on telomerase or other Nobel-inducing work, but I think he is making people think, and think critically. I think his books are fun. Mike Palij asked the following: ...wonder if they can confirm that Gladwell actually says that one doesn't get a benefit for having an IQ over 120. The answer is yes and no. He does say something to that effect, but is quoting someone else - actually two others. And he's not saying it has no
RE: [tips] Re: [tips] Books on Psych of Thinking for Lay People
I agree with the book choices provided by other TIPS, and have also especially enjoyed Dan Ariely's delightful Predictably Irrational. As I believe I mentioned in an earlier message, I thought that Jonah Lehrer's How We Decide was pretty good (and a very fun read), even if I tad bit oversimplified in places. Dave Myer's Intuition is terrific, and in my view far superior to Gladwell's related (but much less sophisticated and scientifically accurate) Blink. Pinker's How the Mind Works is another excellent book, although I actually think it may be a bit tough going (and lengthy) for folks without a psychology background. Scott From: Dennis Goff [dg...@randolphcollege.edu] Sent: Sunday, October 04, 2009 9:12 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Re: [tips] Books on Psych of Thinking for Lay People You should take a look at Kluge: The Haphazard Construction of the Human Mind by Gary Marcus. This book presents an evolutionary perspective on problems with human cognition. The focus is mostly on social cognition. I found myself thinking about faculty meetings while I read. The book is short and lively. I think it is appropriate for a lay audience or students in an introductory course. Dennis -- Dennis M. Goff Charles A. Dana Professor of Psychology Department of Psychology Randolph College (Founded as Randolph-Macon Woman's College in 1891) Lynchburg VA 24503 -Original Message- From: Julie Osland [mailto:osla...@wju.edu] Sent: Sun 10/4/2009 8:33 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: [tips] Books on Psych of Thinking for Lay People Hi Jim-- To clarify, are you looking for a cognitive psych book for the masses? Not knowing for sure what you are looking for, I'll give a suggestion or two anyway. 1) How We Know What Isn't So-- by Gilovich 2) The Psychology of Judgment and Decision Making -- by Scott Plous One of the things I like about the Plous book is the quiz/survey at the beginning. In the chapters of his book, integrates those quiz questions [and answers] to illustrate of different types of judgmental and decision making tendencies (e.g., confirmation bias, attribution errors, availability heuristic, etc.) Julie -Original Message- From: Jim Clark j.cl...@uwinnipeg.ca Sent 10/4/2009 1:11:55 AM To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Subject: [tips] Books on Psych of Thinking for Lay People Hi I'm wondering what good books people on TIPS and PESTS have found on psychology of thinking for laypeople? Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] clinical workers and evidence
As Bob knows, I've long been a critic of many of the claims regarding EMDR. But what disturbs me about EMDR is less the treatment per se (meta-analysis show it probably works about as well as prolonged exposure, but no better) but rather its extreme overpromotion by many (in all fairness, not all) of its advocates. When it was first introduced, it was regularly referred to as a miracle cure and a breakthrough (in the title of the 1997 book co-authored by its developer, Francine Shapiro), and even today many of its proponents continue to insist that it is far more effective and efficient than behavioral therapies despite a conspicuous absence of evidence. So in evaluating claims regarding EMDR, as is so often the case, one must distinguish between the treatment itself and the movement surrounding its dissemination to practitioners and the public. BestScott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Dr. Bob Wildblood [mailto:drb...@rcn.com] Sent: Sunday, October 04, 2009 11:43 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] clinical workers and evidence Gerald Peterson wrote: Here is an interesting article about the problems of evidence-based clinical workers. I don't like them calling all therapists psychologists, nor the subtitle of psychologists rejecting science, and it's a bit of over-simplification, but might be of interest to some. See: http://www.newsweek.com/id/216506 Having been a counselor/therapist for 33 years, there is lots in this article to agree with. Many clinicians and physicians do rely more on intuition than on science in making decisions as to how to treat a client/patient with a particular disorder (taking into consideration that diagnosis is, itself, not very scientific in many cases, especially psychology/psychiatry). That being said, there are manhy of us who do rely on the use of evidence based therapies especially those which are supported strongly by research. In fact, our beloved insurance companies are beginning to know what kind of therapy is being used for what diagnosis, and I have heard (anecdotes, to be sure) that some people have been refused reimbursement if certain therapies are not used with certain diagnoses. Interestingly (to possibly start a firestorm here) one of the therapies which has as much or more research than any other is EMDR and its use in PTSD resulting from a multitude of causes, because! w! e don't know what sense there is behind it that can explain how it might work. Since I am an advocate of EMDR, have read the research, and have seen the results with my own clients starting with Vietnam veterans (in my experience since about 1994, not immediately after the conflict was finally abandoned) I submit that it is an evidence based therapy and as to how it works, I submit that we know as much about how it works as we do about how aspirin works. In sum, not a bad article although it is a bit simplified. Robert W. Wildblood, PhD Riverside Counseling Center and Adjunct at Germanna CC, Fredericksburg, VA drb...@rcn.com The soundest argument will produce no more conviction in an empty head than the most superficial declamation; as a feather and a guinea fall with equal velocity in a vacuum. - Charles Caleb Colton, author and clergyman (1780-1832) Not thinking critically, I assumed that the successful prayers were proof that God answers prayer while the failures were proof that there was something wrong with me. - Dan Barker, former preacher, musician (b. 1949) We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible. - Barack Obama, President of the United States of America --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail
RE: [tips] clinical workers and evidence
Also, just in case anyone is curious, here's what I told Constance Holden at Science about the report (excerpted below). Holden had a very brief blurb on it too in this week's Science. Her brief piece in Science is immediately below, followed by my (much) more extended comments to her. CheersScott Shrinking the Shrinks (Constance Holden, Science) Many training programs for clinical psychologists in the United States should be scrapped, an organization of psychologists says. In a report to be released this month, the Association for Psychological Science (APS) calls for more scientific rigor in psychotherapy. Clinical psychology resembles medicine at a point in its history when practitioners were operating in a largely prescientific manner, it says. Therapists' lack of adequate science training ... leads them to value personal clinical experience over research evidence. The report lambastes the American Psychological Association (APA)-which comprises mainly clinical psychologists-for lax accreditation standards and proposes a new mechanism for certifying Ph.D. training programs. Psychologist Scott Lilienfeld of Emory University in Atlanta praises the report, saying, Far too many practitioners are administering unsubstantiated or untested intervention. But he worries that its proposals would freeze out Psy.D. programs, nonresearch degrees begun in the 1970s, which now turn out about half of the nation's clinical psychologists. Jeffrey Zeig, a clinical psychologist and director of the Milton H. Erikson Foundation in Phoenix, says psychotherapy is much too diverse to be constrained by APS definitions. There are more than 1,000,000 therapists in the U.S., and only a fraction have Ph.D.s, says Zeig, who predicts the report will have as much effect as a breeze has on a leaf. But report co-author Timothy Baker of the University of Wisconsin School of Medicine and Public Health in Madison predicts that it will ultimately reshape clinical psychology just as the [1910] Flexner Report reshaped medicine, leading to the closure of almost half the nation's medical schools. My full comments to Holden: The report, I suspect, is destined to become a classic. It is a magisterial and hard-hitting examination of the current state of mental health practice and what is wrong with it. The authors are right on the mark that the present state of much of graduate education in mental health today resembles that of medicine in the early 20th century. Surveys demonstrate that far too many practitioners are administering unsubstantiated or untested interventions, and not nearly enough are administering interventions that have been shown to be efficacious or promising. The authors are also correct that scores of programs accredited by the American Psychological Association are doing an inadequate job of teaching their students to think and practice scientifically. Just as medicine sorely needed Flexner to clean house, our field sorely needs reforms to place graduate training in clinical psychology and allied disciplines on surer scientific footing. This report goes part-way to doing so (but see below). Ironically, Zeig's defensive comments illustrate the problem and inadvertently help to make precisely the point that Baker and colleagues are making. Like many (but by no means all) practitioners in the field, Zeig wishes to privilege subjective personal experience above rigorous scientific data when it comes to adjudicating questions of what treatments to administer, ignoring hundreds of studies demonstrating that raw intuition and subjective experience are subject to a host of biases to which we're all prone. Zeig's remarks ignore the crucial point of the PSPI monograph: Scientific methods, like randomized controlled designs, are the best safeguards we have against a myriad of sources of human error. These research designs are the very embodiment of epistemic modesty, as they are an explicit admission we need systematic protections against our all too natural tendency to see what we want to see. Zeig is factually incorrect that scientific findings have not informed psychotherapies; much of the work on efficacious behavioral interventions, which have helped tens of thousands of individuals with autism, phobias, obsessive-compulsive disorder, bulimia, and many other conditions, derived largely from basic scientific research in the laboratory. Certainly, Zeig is right that clinically-inspired innovations have sometimes emerged without the benefit of formal scientific findings, and I don't anyone who disputes that. But how have we ascertained whether these innovations are efficacious? Through controlled scientific research. All that said, I am disappointed by one aspect of the report, namely the new accreditation system. I voiced my concerns at a meeting of the Academy of Psychological Clinical Science a few years ago, and am
RE: [tips] for Marc Carter
I should perhaps say that I very much enjoy TIPS and was on it for several years, but dropped off largely for this reason. I am back on it again and am enjoying some of the discussions immensely (I am continually impressed with the remarkable range of knowledge and interest within this group), but we should think of how TIPS could even better if the signal to noise ratio were increased. One can, of course, always hit the delete button or screen out certain messages, but ultimately the quality of a listerv hinges on the level of scholarship and civility of its members. I'm strongly inclined to agree that responding to messages that don't embody these two characteristics, tempting as it may be, will be counterproductive in the long run...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Friday, October 02, 2009 11:00 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] for Marc Carter Let me second Nancy's comments. It has taken extreme self control to not respond to the baiting and threatening nature of the most recent comments. Can we all just PLEASE agree to have extreme self control and extinguish this abusive behavior. How can we, as professionals, keep allowing the abuse to go on? I thought based on a recent post that Bill was dealing with this? We will soon loose some good members. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Fri, 2 Oct 2009 09:29:24 EDT From: drna...@aol.com Subject: Re: [tips] for Marc Carter To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I swear, if we could just all make ourselves stop responding to these provocative, mean-spirited trolls, first we'd see an escalation, (the pre-extinction burst) and then they would go away. As long as we continue to indulge this nonsense, it will dominate our TIPS list, and many good contributors will be driven away. I am tired of the MSTIPS list activity. It's not our list anymore, it's his. I and a few other valiant souls are trying to ignore him, but as long as other people continue to respond, we'll continue to have this crap inflicted on us. Nancy Melucci Long Beach City College Long Beach CA njm Make a Small Loan, Make a Big Difference - Check out Kiva.org to Learn How! In a message dated 10/2/2009 6:25:43 A.M. Pacific Daylight Time, marc.car...@bakeru.edu writes: I was likewise puzzled. Apparently some scholars say that recruiting Latinos from countries where baseball is huge is contributing to the de-American-Africanization of American baseball. But here's my puzzlement: Michael asserts that *to Americans*, most Dominicans would be considered to be of African descent (as indeed most are, along with Caribbean Indian -- and btw, they are the most beautiful people I have ever seen). So, I find preposterous in the extreme the idea that there's some nefarious plot among the owners and managers of American baseball teams to exclude Americans of African descent in favor of Latinos of African descent. Maybe I'm just thick, but that just makes no sense at all. m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Friday, October 02, 2009 7:21 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] for Marc Carter On 1 October 2009 in a posting headed for Marc Carter Michael Sylvester wrote: I saw where you posed a question to me in the Tips
RE: [tips] Implicit racism
I believe that Eric Vanman has also conducted research along these lines (check out a paper he co-published in Psychological Science a few years back). Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Alice Locicero [mailto:aloci...@endicott.edu] Sent: Thursday, September 17, 2009 9:36 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Implicit racism Have you tried Dovidio? I think there is a study like the one you mention in which he is a co-author. Alice Alice LoCicero, Ph.D., ABPP, MBA, Associate Professor and Chair, Social Science Endicott College Beverly, MA 01915 978 232 2156 From: Jim Dougan [mailto:jdou...@iwu.edu] Sent: Thursday, September 17, 2009 9:23 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Implicit racism TIPsters I have a social psych question. I have been blogging a lot lately about racism, and just finished a post on subtle, subconscious racism. Some years back I saw a talk by a job candidate in which she described the following study: Subjects were asked to rate resumes. Some subjects saw a resume with a traditional Caucasian name (Donald) while others saw the identical resume with an African American name (Denzel). The resumes with the Caucasian names were rated higher. I am looking for a reference for this experiment. I have found studies reporting a naturalistic version of this - in which resumes were actually sent out to potential employers - but the study I am thinking was experimental and done under controlled conditions. Does anyone know a reference for the experiment I am describing? In case you are interested my blog post on the topic is here: http://hippieprofessor.com/2009/09/16/the-subtlety-of-modern-racism/ Thanks! -- Jim Dougan *-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-* Be sure to see my blog! http://hippieprofessor.com http://hippieprofessor.com/ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Early Spankings Make for Aggressive Toddlers, Study Shows - Yahoo! News
I agree with Rick Froman. Some writers have referred to this phenomenon as belief bias, viz., the tendency to accept results more readily if they square with our a priori hypotheses. I would argue that we need to warn our students against this all-too-natural bias (to which we're probably all prone to some degree). I would also maintain that we need to help our students to understand the difference between ontological and epistemic arguments, even if we don't present the distinction in those terms (I do in my graduate, but not my undergraduate, teaching). That is, it is logically justifiable to conclude simultaneously that (a) I am inclined to believe that the authors' (or journalists' or whatever) conclusions about the state of nature are probably correct given the previous literature and (b) Even so, the authors are not justified in drawing their conclusions from their research design. This is precisely the kind of logical parsing of arguments that I try to teach my students, and I'm always delighted when I see that some of them acquire this way of thinking. To follow Rick's arguments, if someone conducts a lousy (very poorly controlled) quasi-experimental study of cigarette smoking and cancer and concludes that Cigarette smoking causes cancer, there is a sharp difference between saying I suspect the authors are probably correct in their conclusion (an ontological conclusion, almost surely warranted) and saying The authors are justified in drawing this conclusion from their study per se (an epistemic conclusion, unwarranted in this case). Putting it less technically, scientists can be right for the wrong reasons. Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Rick Froman [mailto:rfro...@jbu.edu] Sent: Wednesday, September 16, 2009 10:15 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Early Spankings Make for Aggressive Toddlers, Study Shows - Yahoo! News I think critical thinking is evidenced most clearly when we look critically at research that supports our own biases. It is easy to find flaws in research that violates our cherished assumptions. We tend to be friendlier with research that supports them. That is why I would think it is especially important to model critical investigation of research findings that fit easily within our worldview. Students who hold different opinions will not be persuaded when we overlook methodological concerns of results that favor our views. That doesn't preclude us from noting that support from various sources using different methods leads us to draw certain conclusions. For example, there has never been a study demonstrating through random assignment to groups that human beings who smoke are more likely to develop lung cancer. This is based entirely on epidemiological (correlational) studies of humans and cause-effect studies of animal models and biological studies. These taken in combination allow for the conclusion that smoking causes cancer in humans. People generally need to make decisions based on research that is flawed to some extent in terms of internal validity and extraneous variables. They should realize both the strengths and limitations of that research. And, for some, the research will be irrelevant. They will believe that, no matter the pragmatic outcome, spanking is wrong or right for ethical reasons. Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Professor of Psychology Box 3055 John Brown University 2000 W. University Siloam Springs, AR 72761 rfro...@jbu.edu (479)524-7295 http://tinyurl.com/DrFroman Forwarding any part of this e-mail to the White House is strictly prohibited. -Original Message- From: Joan Warmbold [mailto:jwarm...@oakton.edu] Sent: Tuesday, September 15, 2009 3:02 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Early Spankings Make for Aggressive Toddlers, Study Shows - Yahoo! News Sorry but with the
RE: [tips] Jonah Lehrer - How We Decide
Mark et al. - By and large, I liked Lehrer's book (had a few quibbles here and there, but that always happens) and found it to be more balanced and accurate than Gladwell's thematically overlapping Blink. I haven't seen him speak, but I'd be inclined to encourage your students to attend. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Mark A. Casteel [mailto:ma...@psu.edu] Sent: Monday, August 24, 2009 3:53 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Jonah Lehrer - How We Decide Has anyone either read Jonah Lehrer's book How We Decide or heard him talk about it? He's coming in October to talk at our local public library and I'm wondering if it's something I should encourage my students to attend. The acclaim on the site promoting his book is (understandably) very good, but I'm looking for additional input. Mark * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Running head
I've served on the editorial board of two APA journals (Psychological Assessment and Journal of Abnormal Psychology) and reviewed for 9 or 10 other APA journals, and have never seen an article rejected for lack of conformance to APA style (although I've certainly seen editors note this problem in passing in their action letters). I don't doubt, as Stuart observes, that a few journals reject articles on this basis (Teaching of Psychology has something of a reputation in this regard), but I do suspect that it's quite rare (unless, as Jim Clark notes, the errors are egregious). More broadly, I'm inclined to agree with Jim that we place too much emphasis on APA style issues in our undergraduate teaching. I certainly do think that students should know the basics, to be sure, but even most experienced authors in the field don't bother much about the nitty-gritty details (e.g., I've seen running heads and short titles presented in all kinds of different formats in APA manuscripts I've reviewed without editors ever seeming to notice or care). I, for one, would prefer that psychology students focus on clear and crisp writing, the mechanics of basic grammar, organization, and good scientific thinking in their written work, with the APA style specifics being relegated to a tertiary emphasis. But I realize that I am probably in a minority in this regard. Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] Sent: Monday, August 24, 2009 6:45 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Running head Hi I think this reflects badly on the editors (or perhaps there was some pre-editor screening process?), or at least on the journal unless the errors were really egregious ... no method or results section, results preceding method, absence of critical statistics (which I would not call a style issue), ... What purely style issue actually interferes with comprehension (and evaluation) of a manuscript? Wouldn't style matters be better dealt with by one line in the evaluation (accepted subject to final version that adheres to apa style, ...). Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Stuart McKelvie smcke...@ubishops.ca 24-Aug-09 2:30:00 PM Dear Jim and Tipsters, Perception Psychophysics returned a paper to me unread because it did not follow APA format. Sincerely, Stuart _ Floreat Labore Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Qušbec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore ___ -Original Message- From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] Sent: August 24, 2009 3:26 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Running head Hi Has anyone ever had a manuscript rejected because of an APA style error? I haven't despite numerous violations. I wonder if we spend too much time on niceties of apa style given APA itself can't seem to get it correct, adherence does not really matter except for classwork, and clear communication is more important than style issues (I do appreciate the aspects of the APA manual that address writing clearly). Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Deb Briihl dbri...@valdosta.edu 24-Aug-09 1:07:38 PM One of my coworkers contacted the APA gurus about the Running head. The sample paper is incorrect (why is this a theme?) - the running head is to be on each page to the left - the words Running head
RE: [tips] [Fwd: New book on misconceptions]
Many thanks, Chris and Annette..Scott From: Christopher D. Green [chri...@yorku.ca] Sent: Tuesday, August 18, 2009 3:19 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] [Fwd: New book on misconceptions] Forwarded as requested. Chris Green Original Message Of potential interest to tipsters: I noticed in surfing aorund someplace somehow on the web that our very own tipster, Scott Lilienfeld, has a new book in press that can be preordered from Amazon: 50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behavior (Paperback) by Scott O. Lilienfeld (Author), Steven Jay Lynn (Author), John Ruscio (Author), Barry L. Beyerstein (Author) Amazon Price: $16.83 eligible for FREE Super Saver Shipping on orders over $25. Pre-order Price Guarantee. I'm in; there are no reviews yet as this is not out yet so we can be among the first! Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Table of Contents for Lilienfeld's book on 50 common myths
Hi David and other fellow TIPSTERS. - The myths book has just been published and advances are now out, but Amazon may not yet have its full batch in stock, which may account for their delayed shipping date. But I'll try to nudge/nag a bit when I get back in town next week...cheersScott From: David Hogberg [dhogb...@albion.edu] Sent: Tuesday, August 18, 2009 5:25 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Table of Contents for Lilienfeld's book on 50 common myths Because I don't receive exam copies any more (retired), I ordered it from Amazon. Funny thing, though, is that the shipping date isnot until between Oct. 1 and 5. DKH On Tue, Aug 18, 2009 at 5:18 PM, Joan Warmbold jwarm...@oakton.edumailto:jwarm...@oakton.edu wrote: http://www.wiley-vch.de/publish/en/books/forthcomingTitles/PS00/1-4051-3112-8/?sID=253h6l7a0dbs1cdokbp59rvjb6 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edumailto:bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE:[tips] [tips]redundancy
Empirical findings. ...Scott From: Stuart McKelvie [smcke...@ubishops.ca] Sent: Wednesday, August 12, 2009 7:06 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE:[tips] [tips]redundancy Dear Tipsters, Up next instead of next. S. __ Via Web Access Floreat labore Recti cultus pectora roborant -- Stuart J. McKelvie, Ph.D., Phone: (819)822-9600, Extension 2402 Department of Psychology, Fax: (819)822-9661 Bishop's University, 2600 College Street, Sherbrooke (Borough of Lennoxville), Québec J1M 1Z7, Canada. E-mail: smcke...@ubishops.ca or stuart.mckel...@ubishops.ca Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy __ This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] weirdness
Many thanks, Marie. Given my always-nutty work schedule, I will probably continue to lurk most of the time, but may chime in occasionally. I'm just pleased that the Freudians in the group haven't yet commented on the fact that my first post upon returning concerned a paraphilia. Hmmm Scott P.S. One word confusion that I find funny, especially because I've seen it in several academic manuscripts (at least first drafts), is the confusion between tenet and tenant (e.g., Determinism is a key tenant of both psychoanalysis and radical behaviorism). Another one I've seen among a few colleagues is the confusion between track and tract (e.g., Our department has three major tracts - experimental, clinical, and psychobiological). And the other one I enjoy is the use of the word fraction to mean a small fraction or tiny fraction (e.g., Only a fraction of participants obeyed the experimenter). Of course, 1 divided by 1 is a fraction, so that sentence could very well mean that 100% of participants obeyed the experimenter. I have about 20 others, but those are some of my favorites Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Helweg-Larsen, Marie [mailto:helw...@dickinson.edu] Sent: Tuesday, August 11, 2009 8:20 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] weirdness Welcome back Scott. Good to have you back. Marie Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971 http://www.dickinson.edu/departments/psych/helwegm From: Lilienfeld, Scott O [mailto:slil...@emory.edu] Sent: Monday, August 10, 2009 10:10 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] weirdness Hi All - Back on TIPS from a long hiatus (but have been lurking for a few weeks.)Objectum sexuality would be classified as a Paraphilia Not Otherwise Specified (Code 302.9) in DSM-IV, along with with necrophilia, telephone scatologia, zoophilia, and other paraphilias you don't want to know about (trust me on this one). P.S. DSM-V is not due out until 2012 (but who knows when it will actually appear). Does this posting earn me the TIPSTER of the week (only kidding...I hope)? . Scott From: Beth Benoit [beth.ben...@gmail.com] Sent: Monday, August 10, 2009 7:26 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] weirdness Since I teach a course in Human Sexuality, I did a little follow-up search on this story, and found this story which includes a documentary about this young woman. http://www.digitaljournal.com/article/277168 Objectum sexuality is not unheard of apparently, but I don't see it in the DSM-IV (I don't have V yet - does anyone who has V see it there?), nor in my textbook on Human Sexuality. It seems to have some of the characteristics of fetishism, but doesn't fit comfortably in that definition either. Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Aug 10, 2009 at 11:35 AM, DeVolder Carol L devoldercar...@sau.edumailto:devoldercar...@sau.edu wrote: If you thought anime-love was weird, check this out... http://www.telegraph.co.uk/news/newstopics/howaboutthat/5972632/Woman-getting-married-to-fairground-ride.html or http://tinyurl.com/l3858w Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: devoldercar...@sau.edumailto:devoldercar...@sau.edu web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edumailto:bsouthe...@frostburg.edu) --- To make changes to your
RE: [tips] weirdness
Thanks much, Beth...yes, I think you have a good point; she would almost certainly be diagnosed with a paraphilia, but it seems likely that this isn't the end of the story (it rarely is). Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) From: Beth Benoit [mailto:beth.ben...@gmail.com] Sent: Tuesday, August 11, 2009 9:30 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] weirdness Welcome back, Scott! Would Amy Wolfe's rather unusual relationship be able to be so easily classified as a paraphilia? People who have paraphilias, such as shoe fetishes, don't have relationships with the shoes. They don't want to marry them. I suppose we could consider comorbidity and look at the unusual relationship as a separate disorder... (Sorry about the DSM mistake. I should have remembered that we're now at DSM-IV-TR - not V yet!) Beth Benoit On Mon, Aug 10, 2009 at 10:10 PM, Lilienfeld, Scott O slil...@emory.edumailto:slil...@emory.edu wrote: Hi All - Back on TIPS from a long hiatus (but have been lurking for a few weeks.)Objectum sexuality would be classified as a Paraphilia Not Otherwise Specified (Code 302.9) in DSM-IV, along with with necrophilia, telephone scatologia, zoophilia, and other paraphilias you don't want to know about (trust me on this one). P.S. DSM-V is not due out until 2012 (but who knows when it will actually appear). Does this posting earn me the TIPSTER of the week (only kidding...I hope)? . Scott From: Beth Benoit [beth.ben...@gmail.commailto:beth.ben...@gmail.com] Sent: Monday, August 10, 2009 7:26 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] weirdness Since I teach a course in Human Sexuality, I did a little follow-up search on this story, and found this story which includes a documentary about this young woman. http://www.digitaljournal.com/article/277168 Objectum sexuality is not unheard of apparently, but I don't see it in the DSM-IV (I don't have V yet - does anyone who has V see it there?), nor in my textbook on Human Sexuality. It seems to have some of the characteristics of fetishism, but doesn't fit comfortably in that definition either. Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Aug 10, 2009 at 11:35 AM, DeVolder Carol L devoldercar...@sau.edumailto:devoldercar...@sau.edu wrote: If you thought anime-love was weird, check this out... http://www.telegraph.co.uk/news/newstopics/howaboutthat/5972632/Woman-getting-married-to-fairground-ride.html or http://tinyurl.com/l3858w Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: devoldercar...@sau.edumailto:devoldercar...@sau.edu web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edumailto:bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edumailto:bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edumailto:bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make
RE: [tips] weirdness
Hi All - Back on TIPS from a long hiatus (but have been lurking for a few weeks.)Objectum sexuality would be classified as a Paraphilia Not Otherwise Specified (Code 302.9) in DSM-IV, along with with necrophilia, telephone scatologia, zoophilia, and other paraphilias you don't want to know about (trust me on this one). P.S. DSM-V is not due out until 2012 (but who knows when it will actually appear). Does this posting earn me the TIPSTER of the week (only kidding...I hope)? . Scott From: Beth Benoit [beth.ben...@gmail.com] Sent: Monday, August 10, 2009 7:26 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] weirdness Since I teach a course in Human Sexuality, I did a little follow-up search on this story, and found this story which includes a documentary about this young woman. http://www.digitaljournal.com/article/277168 Objectum sexuality is not unheard of apparently, but I don't see it in the DSM-IV (I don't have V yet - does anyone who has V see it there?), nor in my textbook on Human Sexuality. It seems to have some of the characteristics of fetishism, but doesn't fit comfortably in that definition either. http://www.digitaljournal.com/article/277168Beth Benoit Granite State College Plymouth State University New Hampshire On Mon, Aug 10, 2009 at 11:35 AM, DeVolder Carol L devoldercar...@sau.edumailto:devoldercar...@sau.edu wrote: If you thought anime-love was weird, check this out... http://www.telegraph.co.uk/news/newstopics/howaboutthat/5972632/Woman-getting-married-to-fairground-ride.html or http://tinyurl.com/l3858w Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: devoldercar...@sau.edumailto:devoldercar...@sau.edu web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edumailto:bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
