Re:[tips] Cross-cultural scientific screw-up, alpha-correction and tip-of-the-tongue
Hi Annette, the name of the procedure you described is Holm's method, sometimes also referred to as Bonferroni-Holm-correction. There also exists a sequential procedure which starts out with the largest values of p and tests whether comparisons are not significant, called Simes-Hochberg Method, which is even less popular than Bonferroni-Holm. Regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl fuer Psychologie III Roentgenring 11 97070 Wuerzburg Tel: 0931-312185 Fax: 0931-312616 Mail: scheuchenpf...@psychologie.uni-wuerzburg.de - Subject: Re: Cross-cultural scientific screw-up, big-time From: tay...@sandiego.edu Date: Wed, 7 Jan 2009 15:11:09 -0800 (PST) X-Message-Number: 31 There are various bonferroni procedures you can use if you google them. In one such procedure (darn, the name escapes me!) you simply do the number of post-hoc tests you want as t-tests and then rank order by p-values. You then divide alpha by the total number of comparisons and multiple times the rank order for the critical p. As soon as you fair to exceed critical p you stop and nothing else is considered significant. For example, let's say you are interested in three specific comparisons, you do the t-tests and get the following p-values: .010, .040, .045. If .05 is normally the accepted critical p-value and it is the one you want to use, then you would use the three critical values for comparison to the obtained p-values as (.05/3)*1 = .017. OK, .010 is less than that so the first comparison is considered significant. Next you'd go to (.05/3)*2 = .033 and since you obtained .040 you now reject that one all subsequent comparisons are nonsigificiant. So you don't need the last comparison, which would have given you a comparison of .05. So by controlling for the increased probabiilty of incorrectly finding a significant difference where it is not likely to exist you have now rejected 2 out of the 3 comparisons that you might otherwise have accepted. There really is a name for this procedure but I'm having an old-timer's momentit will come to me eventually. Of course, all of this presumes you are wedded to the theoretical ideas that underlie traditional significance testing. 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)
[tips] field experiences in Passau/Germany: be quick
Dear Tipsters, local rumor has it that the institute for history of Psychology will be moving from Passau to Wuerzburg this year (or next? The colleagues haven't arrived here yet). So if you plan to visit the museum (which is definitely worthwhile) be sure to check whether it is still in Passau, or already packed up and ready to move. Regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Re Mind Hacks: The fMRI smackdown
The article Annette is referring to is Weisberg, D.S., Keil, F.C., Goodstein, J., Rawson E. Gray, J.R. (2008). The seductive allure of neuroscience explanations. Journal of Cognitive Neuroscience, 20(3), 470-477. Nice manipulation, easy to read, quite clear results. And it was mentioned on this list a few weeks ago, or I wouldn't know about it. Which shows what a fabulous teaching resource TIPS is. Regards, Rainer Dr. Rainer Scheuchenpflug Interdisziplinäres Zentrum für Verkehrswissenschaften an der Universität Würzburg (IZVW) Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] http://www.izvw.de [EMAIL PROTECTED] wrote in message Re: Mind Hacks: The fMRI smackdown cometh from Thu, 26 Jun 2008 13:47:22 -0700 (PDT) snip More important is an article for which I lack the ref at hand, which reported that when both scientists AND everyday people read about some finding with support from fMRI both groups gave the finding more credence, even though it did not merit it. snip --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Re: Teaching resources: Wish list ( Clickers)
Dear Tipsters, thanks to all who responded to my question about how to spend funds for improvement of teaching. As promised, here is a compilation of the answers: Miguel Roig ([EMAIL PROTECTED]) suggested to have a look at the student response system (SRS), which allows instructors to record students' responses to instructor-posed questions and to summarize and present the data visually. and kindly provided two relevant websites: http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm http://cit.duke.edu/ideas/tools/response.do Blaine Peden [EMAIL PROTECTED] reported positive experiences with a SRS in methods classes and added a website about a classroom clicker project at U Wisconsin http://clickers.uwm.edu Sue Frantz [EMAIL PROTECTED] is also currently using a SRS (iClicker) saying: I'm in love with it! As are my students. , a claim which she immediately backed up by data collected with the technology. In addition she made available a presentation of different examples of how to use the system in class: http://flightline.highline.edu/sfrantz/ClickerIdeas.ppt Thanks to all for your valuable input! Meanwhile discussion has progressed at our institute; unfortunately the idea to implement such a system was turned down by my colleagues almost reflectively. Reason seemed to be the immediate association with a popular quiz show on TV (Who will become a millionaire?), where a similar system is used for querying the studio audience on trivia questions. But I still think it is a good instrument to increase student involvement, and will continue to argue for an implementation. Maybe the glacier can be nudged into changing its path... Kind regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Teaching resources: Wish list
Dear tipsters, our department currently has some funds available to improve teaching in Psychology and asked for proposals. I am currently teaching the statistics and methods courses. From my perspective most options are quite obvious (providing more student assistants for tutorials, more public computing facilities in close proximity, extra courses teaching the use of statistical software, special literature in the local branch of the library etc.), but in order not to overlook promising alternatives: What would be on your list in this case? BTW: I dimly remember some exchanges on TIPs regarding specialized software for teaching which provides an integrated tool for participant management, grade reporting, tests and discussion fora, but could not find the mails in the archives. If some of you have experience with such software, could you please provide a comment? We are currently doing these things separately, in a combination of email, spreadsheets, web based fora and homepages. I will collect the answers and repost them in condensed form to the list. Thanks in advance, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl f. Psychologie III Roentgenring 11 97070 Wuerzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Important article for undergraduate reading
Susan, I'd recommend Dawes' Robust beauty of improper linear models or his article in Science as a warning against intuitive decision making Dawes, R.M. (1979). The robust beauty of improper linear models. _American Psychologist, 34_, 571-582. Dawes, R.M., Faust, D. Meehl, P.E. (1989). Clinical versus actuarial judgement. _Science, 24(3)_, 1668-1674. Regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Germany Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Population variance and sample variance
Dear Rick and others, if you will be using Excel or another spreadsheet program be warned that the built_in functions for computing variance and standard deviation are - in my opinion - named and explained somewhat confusingly in the help documentation, at least in my German version. The function with the natural name =variance() [=Varianz() and =Stabw() in German] computes the sum_of_squared_diff_from_mean/(N-1), which is the estimate of the population variance, often denoted by sigma_hat_squared in statistics books. Help describes this as Variance if you have a sample. (Please check the wording in your English version). OTOH, functions with names where N is added [=Varianzen() and =Stabwn() in German] compute the sum_of_squared_diff_from_mean/N ,which is the sample variance /standard deviation, often denoted as s_squared. Help says to use this function if you want to compute variance for a population, which I always find confusing. It is true, if you are looking closely, that the description says that variance is computed for the data sample at hand, which is treated as the one and only population of data of interest. But finding the keywords population and variance in such close proximity always pushes me to the wrong conclusion, namely that these functions compute population variance i.e. sigma_hat_squared. So, when a program like SPSS, Statistica, Excel or a pocket calculator key says it computes the variance of a set of data, most of the time it actually computes the variance estimator. This is the kind of thing both students and instructors _love_ in a statistics course. Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Pediatrics is a popular Journal/Retrospective vs. Prospective research/Toothbrushing
Dear Tipsters, whenever I read a claim like We examined a sample of persons selected for a certain property and found that they had another property earlier as in 455 college women with high weight and shape concerns More than 80% of the sample reported some (...) negative comments about hteir weight and shape or eating I am reminded of a toothbrush. This association comes from an argument on reasoning with conditional probabilities made by Robyn Dawes (in Rational Choice in an Uncertain world), which I'd like to reproduce here for your amusement: Occasionally, people assert dependency - and its direction - without considering either base rate, as illustrated in the following item from _Management Focus_. Results of a recent survey of 74 chief executive officers indicate that there may be a link between childhood pet ownership and future career success. Fully 94% of the CEOs (...) had possessed a dog, a cat, or both, as youngsters... The respondents asserted that pet ownership had helped them to develop many of the positive character traits that make them good managers today, including responsibility, empathy, respect for other living beings, generosity and good communication skills. (...). But perhaps a better psychological analysis can be found by relating success to tooth brushing during childhood. Probably all chief executives did so, which would clearly imply that the self-discipline thus acquired led to their business success. That seems more reasonable than the speculation that communication skills gained through interacting with a pet generalize to such skills in interacting with business associates. (p. 75) Lit: Dawes, R.M. (1984). Rational choice in an uncertain world. NY: Harcourt Brace Jovanovich. ISBN: 0-15-575215-4 Regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] AW: Plagiarism
Dear Tipsters, if someone needs a short break from grading finals: Today's topic at Chris White's Topfive-List are The Top 5 Signs a College-Student Author Is a Plagiarist From the Introduction: NOTE FROM CHRIS: ~~~ Harvard sophomore Kaavya Viswanathan was accused of plagiarizing material from three different sources for How Opal Mehta Got Kissed, Got Wild, and Got a Life, her novel about an Indian-American teenager and her struggle to get into Harvard. Viswanathan's six-figure contract was subsequently cancelled and her formerly hot book pulled off the market by the publisher. You can find the list at http://www.topfive.com Regards, Rainer (and apologies if someone posted this already; I am on Digest-Format) Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] AW: Was Pavlov the first
Stephen and others, From: [EMAIL PROTECTED] Date: Sun, 07 May 2006 01:08:32 -0400 This leads to an intriguing mystery: why is it so widely believed that Pavlov used a bell in salivary conditioning when he didn't? as far as I remember an attempt to answer to your question may be found in Goodwin, C. J. (1991). Misportraying Pavlov's apparatus. _American Journal of Psychology, 104_, 135-141. Goodwin traced the origins of the drawing one normally finds in textbooks when Pavlovian conditioning is described, which was not made by Pavlov. Unfortunately I couldn't find the article in my files to refresh my memory (borrowed and never returned maybe), but I still have some of the pictures. If anyone is interested please contact me directly for a scan, so that the list is not clogged up with unwanted attachments. Regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] AW: Likert scale and ANOVA
From: Stuart McKelvie [EMAIL PROTECTED] Date: Thu, 27 Apr 2006 08:15:56 -0400 I would love to know what Rainer's exam question was! Stuart (and any others who might be interested): The exam question was obviously in German; here is a rough translation, so please ignore awkward wording 1. On the statistical treatment of football numbers In a classic article about the question of permissible statistical computations on different levels of measurement Lord (1953) presents the argument that for statistical analysis the level of measurement is irrelevant: The numbers don't know where they come from. In his argument he uses the example of so-called football-numbers, the numbers on jerseys of a football team. (For people unfamiliar with football: The jersey-numbers help to distinguish different players from a distance; they are not associated with player position, time in the team or playing ability etc.) In the example in the article a junior footballteam complains that they received jerseys with smaller numbers than the senior team. To test this complaint a football-statistician computes mean and variance of the jersey numbers of both teams and concludes (on the basis of the t-Test, which you will learn next semester), that indeed the junior team received smaller numbers. Admonished by a professor of Psychology, that these were only football-numbers and he wasn't allowed to compute means, the statistician shrugs and says: The numbers don't know where they come from; the only important things would be fulfillment of distributional assumptions and independence in order to compute the t-Test. The professor who had averaged his ratings and questionnaire items in the seclusion of his office only is convinced and walks away and does it now openly. (As written in Lord, F. (1953). On the statistical treatment of football numbers. AmPsych, 8, 750-751.) 1.1. (1) On what kind of scale are football-numbers? 1.2. (2) Is the statistician allowed to compute means/standard deviations in the situation described? 1.3. (3) Do you find the argument convincing/conclusive? Please discuss. Intended answers were: 1.1. Nominal 1.2. yes, he can do that, because the complaint is about the numbers themselves, not the attribute they represent (identity of player). 1.3. The argumentation is quite misleading; digits found on football jerseys are treated as numbers, not as football numbers. (Numbers are on an absolute scale; football numbers are measurements of identity-or-difference). Since the absolute value of a number found on football jerseys is irrelevant for the purpose it serves (=nominal scale), manipulations of these values in order to compare their size are also meaningless. So if you take the football number property seriously, the complaint of the junior team is nonsense to begin with, not to talk about all what follows. If you take the numbers as numbers, they are no football numbers any more, so it is no example of statistical treatment of football numbers. As I said, this was a difficult one for my students (Intro to Statistics). Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] AW: Likert scale and ANOVA
Dear Tipsters I'd like to second Jim's comment (in a response to Marc) that the debate about levels of measurement and parametric statistics is a long-standing one, dating back at least to the unfamous Statistical Treatment of Football numbers (which used very misleading argumentation ). I based a question in a course final on a short description of this article, to discuss, with gruesome results; so it still works to confuse students. (But it is a beautiful example for the other branch of this thread, They don't write about statistics like this any more.) For any of you interested in a readable text on measurement problems take a look at (or point your students to) Sarle, W. (1995), Measurement theory: Frequently asked questions. ftp://ftp.sas.com/pub/neural/measurement.faq (That does not settle the problem either). Lord, F.M. (1953). On the statistical treatment of football numbers. AmPsych, 8, 750-751. Regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] Subject: RE: Thanks! (was: Citation for usefulness of pretests for ANOVA) From: Jim Clark [EMAIL PROTECTED] Date: Wed, 26 Apr 2006 20:15:13 -0500 [EMAIL PROTECTED] 26-Apr-06 11:45:23 AM snip MC: Well, for the first question, the mean is not meaningful because we don't know about the distance between each of the categories of response. At least, that's what I was taught: you cannot take a mean if you have no measure of distance between your numbers. Maybe that's changed; I'm old, but it's always been my understanding that the requirement for interval or ratio data in most parametric tests is because we do division and multiplication on the numbers to compute those stats. Division and multiplication are not meaningful for ordinal data. JC: I'm old too Marc! The debate about levels of measurement and parametric statistics is a long-standing one that surfaces every now and then, but never appears to be completely settled one way or the other. A number of statisticians have argued that Stevens was incorrect in his classification of measures and that the resulting advice about parametric statistics was misguided. Here are a few links with multiple citations to the debate (I typed levels of measurement and gaito into google (John Gaito was one of Stevens's critics). Interestingly, I noticed that a number of recent papers appeared to be arguing once again for a position like yours. I didn't read the papers, so don't know to what extent they have anything new to offer. http://www.math.yorku.ca/Who/Faculty/Monette/Ed-stat/0098.html http://www2.msstate.edu/~jmg1/8803/meas.htm http://www.spss.com/research/wilkinson/Publications/Stevens.pdf snip James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax [EMAIL PROTECTED] -- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Thanks! (was: Citation for usefulness of pretests for ANOVA)
Dear Tipsters, as always, I am amazed by the speed and accuracy of responses on this list; thank you so much, Stephen and Mike! I hope the quotation will drive home a point with a subpopulation of our students who continue to worry about assumptions of ANOVA while simultaneously endorsing ad-hoc 4-point rating scales as dependent variables sigh. Regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] quote of original messages Subject: Re: Citation for usefulness of pretests for ANOVA From: Stephen Black [EMAIL PROTECTED] Date: Tue, 25 Apr 2006 10:17:54 -0400 my question deleted I love it when I can answer questions like this. It was George Box who provided that delightful simile. They just don't write about statistics like that any more, do they? The reference is: Box, G.E.P. (1953). Non-normality and tests on variances. Biometrika 40: 318-35. I searched my files but couldn't come up with a copy of the paper. But I found something on- line nearly as good: a Citation Classic reminiscence by Box about the circumstances in which this paper came to be. (A Citation Classic is an essay which the authors of highly- cited works are asked to provide]. Box gives the famous quotation there as To make the preliminary test on variances is rather like putting to sea in a rowing boat to find out whether conditions are sufficiently calm for an ocean liner to leave port. That's remarkably close to what Rainer remembered. Pretty good! The Citation Classic of Box is in _Current Contents_, no. 4 January 25, 1982 and is available on-line at: http://www.garfield.library.upenn.edu/classics1982/A1982MX2941.pdf Note to editors: the essay concludes with a wonderful anecdote. Box says the referee at Biometrika harshly rejected his paper. But the envelope included a hand-written note from E.S. Pearson, which said You will see that the referee does not like your paper but I do and subject to mild revision I am going to publish it anyway. Box concludes by noting that papers with novel ideas are the hardest to publish. Stephen __ Stephen L. Black, Ph.D. Department of Psychology Bishop's University Lennoxville, QC J1M 1Z7 Canada [EMAIL PROTECTED] Dept web page: www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at: faculty.frostburg.edu/psyc/southerly/tips/index.htm __ Subject: Re: Citation for usefulness of pretests for ANOVA From: Mike Palij [EMAIL PROTECTED] Date: Tue, 25 Apr 2006 11:12:28 -0400 snip For those of you with Jstor.org access, the article is avaiable at: http://links.jstor.org/sici?sici=0006-3444%28195312%2940%3A3%2F4%3C318%3ANAT OV%3E2.0.CO%3B2-J or http://tinyurl.com/zetto -Mike Palij New York University [EMAIL PROTECTED] end quote --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Citation for usefulness of pretests for ANOVA
Dear Tipsters, could I probe your collective recollection for a citation regarding the use of tests for homogenity of variances or normal distribution before conducting an anova? As far as I remember it ran like: To test for homogenity of variance before conducting an analysis of variance is similar to setting out to the sea with a rowboat to test whether the conditions are calm enough for an ocean liner to leave port. I'd appreciate any pointers to the source and/or the correct wording. Regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: (+49)-931-312185 Mail: [EMAIL PROTECTED] http://www.psychologie.uni-wuerzburg.de/methoden/mitarbeiter/wissmit/scheuch enpflug.php.en --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
RE: Intro Psych Lab Resources
Dear Jean-Marc, you might want to take a look at PXLab, a software developed and used in lab courses over many years (starting with C/DOS, now JAVA/Windows) by a former colleague of mine, Prof. Hans Irtel, now at the University of Mannheim. http://www.uni-mannheim.de/fakul/psycho/irtel/pxlab/index.html On his site you can also find a collection of links to other products. http://www.uni-mannheim.de/fakul/psycho/irtel/pxlab/index-alternatives.html Regards, Rainer Dr. Rainer Scheuchenpflug Interdisziplinaeres Zentrum für Verkehrswissenschaften an der Universität Würzburg (Center for Traffic Sciences) Röntgenring 11 97070 Würzburg Germany Tel: (+49) 931-312185 Fax: (+49) 931-312616 Mail: [EMAIL PROTECTED] -Original Message- From: Jean-Marc Perreault [mailto:[EMAIL PROTECTED] Sent: Tuesday, March 21, 2006 11:21 AM To: Teaching in the Psychological Sciences Subject:Intro Psych Lab Resources I was wondering if any of you are aware of interesting packages on the market for intro psych Sensation/Perception labs. It would have to be relatively simple, as the students are all first year. I was thinking it may be interesting to move that week out of the class, and into the lab. Experiential teaching is very popular up here, and I'd like to move in that direction a little. Thanks for the info if you have some! Cheers! Jean-Marc --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Perception of Beauty
In the context of facial attractiveness (and averaging) I always
find the publication in Nature by Perrett et al. (1994) of interest,
which also partially contradicts the conclusions of Langlois et al. (1994),
in that a deformation _away_ from average can make a face more attractive.
I attached a few citations below
Regards,
Rainer
Literature:
--
Kalick, S.M., Zebrowitz, L.A., Langlois, J.H. \ Johnson, R.M. (1998). Does
human facial attractiveness honestly advertise health? Longitudinal data in
an evolutionary question. {\em Psychological Science, 9}, 8-13.
Langlois, J.H. \ Roggman, L. A. (1987). Infant preferences for attractive
faces: Rudiments of a stereotype? {\em Developmental Psychology, 23,}
365-369.
Langlois, J.H. \ Roggman, L.A. (1990). Attractive Faces are only average.
{\em Psychological Science, 1}, 115-125.
Langlois, J.H., Roggman, L.A. \ Musselman, L. (1994). What is average and
what is not average about attractive faces ? {\em Psychological Science, 5},
214-220.
Perrett, D.I., May, K.A. \ Yoshikawa, S. (1994). Facial shape and
judgements of female attractiveness. {\em Nature, 368\/}, 239-242.
Rhodes, G., Sumich, A. \ Byatt, G. (1999). Are average facial configurations
attractive only because of their symmetry? {\em Psychological Science, 10},
52-58.
Rhodes, G. \ Tremewan, T. (1996). Averageness, exaggeration, and facial
attractiveness. {\em Psychological Science, 7}, 105-110.
--
Dr. Rainer Scheuchenpflug
email: [EMAIL PROTECTED]
Office:
---
Institut f. Psychologie Tel.:(+49) 941/ 943-3820
Universitaet Regensburg Fax: (+49) 941/ 943-1995
93040 Regensburg
Germany
---
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It is: Dead fish can go with the current only
Dear Tipsters, Louis Random Thought triggered a pet peeve of mine: The argument Only dead fish go with the current is obviously wrong, since live rainbow trout will swim with and against current as need arises; dead fish can use one direction only. So it is not a sign of being dead if one goes with the current! Relevance to teaching: Maybe for exercises of critical thinking. Regards, Rainer -- Dr. Rainer Scheuchenpflug email: [EMAIL PROTECTED] Office: --- Institut f. Psychologie Tel.:(+49) 941/ 943-3820 Universitaet Regensburg Fax: (+49) 941/ 943-1995 93040 Regensburg Germany --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
