RE: Online Courses and the Null Hypothesis

[Wuensch, Karl L]

I seem to recall having encountered at least a few studies in the literature
(at least the online literature and papers presented at meetings) showing
that one or the other (of online vs. DE) courses produces superior
performance.  These may have been ignored by the reviewer.  In any case, I
think we all know that the null hypothesis here is false, it is just that we
are not confident which of its two directional alternatives is true.  What
would be helpful is to have a meta-analyst produce a confidence interval for
the effect size, so we can get a feeling for how large the difference might
be, one way or the other.  Of course, there are many confounding, mediating,
and moderating factors to consider for those who want to get deep into this
issue.

 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


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RE: Chronicle article - Selling Out: a Textbook Example

[Wuensch, Karl L]

I've always assumed that the major publishers use those reviews as a
sort of advertisement.  Bribe?  Nah, not for just a few hundred dollars.  I
rarely write one of these reviews, only do so when I am already familiar
with the book or the author, and I always send a copy of my review to the
author -- I've had my suspicions that the author would never see the review
if I did not do so.  I have seen my reviews affect the final form of text
books, but doubt they would if I did not correspond directly with the
authors.

~~~
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


-Original Message-
From: ROBERT [EMAIL PROTECTED]@MATHSCIENCE [mailto:[EMAIL PROTECTED] 
Sent: Monday, June 23, 2003 11:27 AM
To: Teaching in the Psychological Sciences
Subject: RE: Chronicle article - Selling Out: a Textbook Example


Very interesting and certainly food for thought and topics for discussion on
a number of different levels.

For those of you who have published text books, is the perception that
reviews (obtained by a publisher) have little influence on the final product
and/or on the revision process a true/realistic perception?

Rob Flint

Robert W. Flint, Jr., Ph.D.
Assistant Professor of Psychology
The College of Saint Rose



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RE: Publication charges

[Wuensch, Karl L]

Title: Message



I guess the 
emerging business model is this:
 
    We do a few gratuitous reviews and adopt the books, accepting the 
bribe offered by the publisher.
 
    Then we use that money to pay the new scholarly-appearing vanity 
press to publish the articles we need to keep our jobs.
 
Karl W. 


  
  -Original Message-From: Miguel Roig 
  [mailto:[EMAIL PROTECTED] Sent: Friday, June 27, 2003 10:19 
  AMTo: Teaching in the Psychological SciencesSubject: Re: 
  Publication chargesI guess I have come to accept the idea 
  that some scientific-scholarly journals charge for publication.  Hey, I 
  have paid such fees.  However, I am uncomfortable with the idea of 
  accelerating publication of an article based on an author's ability to pay a 
  fee.  Does anyone else share this 
feeling?
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Canonical Regression in SPSS

[Wuensch, Karl L]

I don't think you can without writing the syntax, at least not if you want
the sort of statistics you need properly to interpret a canonical regression
-- that is, you need to use the MANOVA program -- and even there you have to
be VERY careful reading the output -- the output for the redundancy
statistics may be worded in such a way that leads you to confuse the
proportion of variance in the X variables explained by the Y canonical
variate with the proportion of variance in the Y variables explained by the
X canonical variate.  I abandoned SPSS for canonical analysis years ago,
switching to SAS.

If there is an easy way to do it in SPSS, I expect Jim Clark will let us
know.  SPSS for windows will accept syntax, of course.

Karl W.

-Original Message-
From: Hetzel, Rod [mailto:[EMAIL PROTECTED] 
Sent: Wednesday, November 05, 2003 6:57 AM
To: Teaching in the Psychological Sciences
Subject: one more spss question


Hi folks.

Thanks to all of you who answered my previous spss windows question.  I have
one more question.  Does anyone know how to conduct a canonical correlation
analysis using spss windows?  CCA is essentially a multiple regression with
more than one dependent variable.  I know how to write the syntax for a CCA,
but I'm trying to teach someone how to do it using the windows program.
Thanks!  

Rod

__
Roderick D. Hetzel, Ph.D.
Department of Psychology
LeTourneau University
Post Office Box 7001
2100 South Mobberly Avenue
Longview, Texas  75607-7001
 
Office:   Education Center 218
Phone:903-233-3893
Fax:  903-233-3851
Email:[EMAIL PROTECTED]


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Petting Write Peeves: Issue Numbers

[Wuensch, Karl L]

Yes, when the Graduate School representative finds issue numbers where the
style manual says they should not be, he or she returns the thesis or
dissertation to the student for correction and may even send a note to the
committee asking them to be more careful.
~~~
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


-Original Message-
From: Paul Smith [mailto:[EMAIL PROTECTED] 
Sent: Wednesday, November 19, 2003 9:52 AM
To: Teaching in the Psychological Sciences
Subject: Re: Petting Write Peeves


Okay, in light of three votes in favor of including the issue number, I'm
more than happy to be that much less picky and let it go. Besides the two
comments on-list, I also got a good off-list argument, pointing out that
citation software (Endnotes) includes the issue number, and that getting rid
of it requires the user to edit it out of all of the database entries used.
Are there any good arguments for continuing to be picky about this and
requiring students to omit the issue number?

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RE: Gripe

[Wuensch, Karl L]

Our faculty can obtain the student PINS over the internet, so if we can get
the email from the student with little forethought, then we can get the PIN
too and then send it along with a disclaimer to the effect that you register
at your own risk when you have not consulted with your advisor about your
intended schedule.

Karl W.
-Original Message-
From: Beth Benoit [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 24, 2003 8:42 AM
To: Teaching in the Psychological Sciences
Subject: Re: Gripe


I guess I'm a softie, but if I had the PINs with me, I'd give it to the
student.  Sure, the request is evident of poor planning and is maybe a
little immature, but we've all done things like that.  It's not my job to
teach a lesson in maturity.  I vote with helping the poor kid out, although
I think the student could have couched the request in a little more elegant
(read:  grovelling) prose.  (I'm a big fan of grovelling.  Ha ha.)

Beth Benoit
University System of New Hampshire



> -Original Message-
> From:Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED]
> Sent:Sun 11/23/2003 8:00 PM
> To:Teaching in the Psychological Sciences
> Cc:
> Subject:Gripe
> Since I haven't had any tips mail all weekend I thought I had better 
> stir something up fast, before I get withdrawals.
> 
> So, we are in the midst of registration and our students all need a 
> PIN to register and they get it from their individual advisors. All 
> faculty in our department get an approximately equal portion of the 
> advising pie.
> 
> Typical email I just read, on Sunday night, "Dr T: I call in to 
> register tomorrow at 6:30 am I need my PIN; please send it to me 
> immediately or else all the classes I need will be closed."
> 
> Sigh.
> 
> Annette
> 
> Annette Kujawski Taylor, Ph. D.
> Department of Psychology
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> [EMAIL PROTECTED]
> 
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> 
> 
> 
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Open Book Final Exam

[Wuensch, Karl L]

We have already established here that many students do not read the
texbook, and many don't even buy it.

You can find, at ratemyprofessors.com, comments like this for my
general intro psyc course:  "If you go to class and listen, you'll remember
everything.you never have to read the book--advice > DO NOT BUY THE
BOOK!!"

Many students follow this advice.  So, what does such a student do
when the final exam is an open book exam?  Here is one creative attempt at
solving that problem.  The name and email address of the student have been
altered to hide his identity.

Karl W.
-Original Message-
From: [EMAIL PROTECTED]
Sent: Thursday, December 11, 2003 5:46 PM
To: [EMAIL PROTECTED]
Subject: RE: Open Book Final Exam

hey..i gotta question.  my room mate turned in MY psychology book on
accident instead of turning in his.  so now i dont have a book to use for
the open book part of the test tomorrow.  i was wondering if you had any
extra ones that i could use.  thanks.
  ima dullard

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RE: profs penalized for too many A's

[Wuensch, Karl L]

Can I get a better pay increase if I give lots of F's?  ;-(

Karl W.

-Original Message-
From: Horton, Joseph J. [mailto:[EMAIL PROTECTED] 
Sent: Thursday, January 08, 2004 8:46 AM
To: Teaching in the Psychological Sciences
Subject: profs penalized for too many A's


An interesting approach to control grade inflation.

Joe


The campus vice president's memo was direct. Point Park University suffers
from grade inflation, and department heads should consider if the number of
A's awarded -- to more than 80 percent of students in some classes -- is
justified.

Such worries about grade creep are common nowadays, from the halls of the
Ivy League to community college campuses. By itself, the Aug. 25 directive
to deans at Point Park was not extraordinary

But what followed apparently was.

Officials with the private Downtown school confirmed yesterday that half a
dozen faculty, including at least two tenured professors, were docked $1,000
in merit pay, in effect, for giving out too many A's.


http://www.post-gazette.com/localnews/20040108pointpark0108p3.asp


Joseph J. Horton Ph. D.
Faculty Box 2694
Grove City College
Grove City, PA  16127

(724) 458-2004

In God we trust, all others must bring data.


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RE: SPSS S.O.S....

[Wuensch, Karl L]

Title: Message



Just follow 
the instructions for the two-way presented at http://core.ecu.edu/psyc/wuenschk/SPSS/ANOVA2-SPSS.doc but 
add a third factor.  I have assumed independent samples and fixed effects 
for all but subjects.

~~~Karl L. Wuensch, 
Department of Psychology,East Carolina University, Greenville NC  
27858-4353Voice:  252-328-4102 Fax:  
252-328-6283[EMAIL PROTECTED]http://core.ecu.edu/psyc/wuenschk/klw.htm

  
  -Original Message-From: Colleen J. 
  Burnham [mailto:[EMAIL PROTECTED] Sent: Wednesday, January 21, 
  2004 8:32 AMTo: Teaching in the Psychological 
  SciencesSubject: SPSS S.O.SI've lost my 
  "SPSS Bible" in this black hole I call an office...??Can someone give 
  me the necessary hints for inputting data for a 3-way ANOVA -- Please... 
  :-) ...!!  
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RE: Put the Blame on Name

[Wuensch, Karl L]

I have collected funny names for quite a few years, many from TIPS, where
the topic has come up before.  You can find them online in an old plain text
file:

http://personal.ecu.edu/wuenschk/humor/names-funny.txt

Karl W.

-Original Message-
From: Stuart Mckelvie [mailto:[EMAIL PROTECTED] 
Sent: Monday, March 29, 2004 3:46 PM
To: Teaching in the Psychological Sciences
Subject: Put the Blame on Name


Dear Tipsters,

This is the title of an article by Casler (1975l Psychological Reports, 
36, 467-472). He lists many interesting examples of connections 
between names and occupations (along the lines of the present 
posts), and I leave you to discover this treasure trove. There are 
also two books of collections by John Train "Remarkable names" 
and "Even more..." 1977, 1979 (New York: Potter).

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Jellyfish polyps participated in my research

[Wuensch, Karl L]

I don't mind using "participant," "respondent," or a similar term when my
subjects (that is, experimental units) are humans, but I resist referring to
rats or jellyfish polyps or mice or computers or trash cans (all of which
have served as experimental units in my research) as "participants."  I
continue to refer to these as "subjects," and, in statistics class, refer to
all experimental units as "subjects," (or "cases") a convenient, generic
term.  I have encountered resistance to describing trash cans and computers
as "subjects," even when they were clearly the experimental unit,
statistically speaking.

~~~
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm
 

-Original Message-
From: Patricia Spiegel [mailto:[EMAIL PROTECTED] 
Sent: Thursday, June 17, 2004 10:17 AM
To: Teaching in the Psychological Sciences
Subject: Re: Subject, No Participant, Yes!

I've not used the term "subject" for years.  Whereas I think it is silly to
think of research participants as "partners" (another term that was under
consideration), subject ("subjected to") seems unduly feudal.

Tricia Keith-Spiegel, PhD

-

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Independent and Dependent Variables

[Wuensch, Karl L]

   
Researchers frequently use the terms "independent variable" and 
"dependent variable" when describing variables studied in their research.  
I am of the opinion that these terms are frequently used 
inappropriately.  I am very interested in learning how YOU define 
these terms to students in your classes.
    Please respond off-list to [EMAIL PROTECTED].  I shall post 
to the list a summary of responses received.  Thanks a bunch.

~~~Karl L. 
Wuensch, Department of Psychology,East Carolina University, Greenville 
NC  27858-4353Voice:  252-328-4102 
Fax:  252-328-6283[EMAIL PROTECTED]http://core.ecu.edu/psyc/wuenschk/klw.htm
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RE: Independent and Dependent Variables

[Wuensch, Karl L]

Here are the key points (in my mind) made 
by respondents to my query:

  Use the terms "independent variable" and "dependent variable" only 
  with experimental research.  With nonexperimental research use "predictor 
  variable" and "criterion variable."
  "Independent variables" temporally precede "dependent 
  variables."
  The "independent variable" is the one that you think of as causal, 
  the "dependent variable" is the one that you think of as being affected by the 
  "independent variable."
  It is helpful to distinguish between "manipulated independent 
  variables" and "measured dependent variables."
  At some point in the class, it may be helpful to get out all of the 
  various terms used to describe research variables (such as independent 
  variable, explanatory variable, predictor, regressor, covariate, concomitant 
  variable, nuisance variable, control variable, dependent variable, response 
  variable, criterion, etc.) and discuss them.
  The way the terms "independent variable" and "dependent variable" 
  are used these days causes much confusion and some mischief.
  Being fastidious about mere vocabulary is unlikely to help. Even 
  the most fastidious experimental psychologists' views of what does, in 
  fact,  warrant causal inference is so naive and outdated as to not really 
  be worth defending so vigorously.
 
More detail at http://core.ecu.edu/psyc/wuenschk/StatHelp/IV-DV.htm .  Thanks to all who responded.
 
Karl 
W.



From: Wuensch, Karl L Sent: Tuesday, 
June 22, 2004 2:13 PMTo: Teaching in the Psychological 
SciencesSubject: Independent and Dependent 
Variables


   
Researchers frequently use the terms "independent variable" and 
"dependent variable" when describing variables studied in their research.  
I am of the opinion that these terms are frequently used 
inappropriately.  I am very interested in learning how YOU define 
these terms to students in your classes.
    Please respond off-list to [EMAIL PROTECTED].  I shall post 
to the list a summary of responses received.  Thanks a bunch.

~~~Karl L. 
Wuensch, Department of Psychology,East Carolina University, Greenville 
NC  27858-4353Voice:  252-328-4102 
Fax:  252-328-6283[EMAIL PROTECTED]http://core.ecu.edu/psyc/wuenschk/klw.htm
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Causal Inference: Independent and Dependent Variables

[Wuensch, Karl L]

More detail at http://core.ecu.edu/psyc/wuenschk/StatHelp/IV-DV.htm .   Look towards the 
bottom of the document.


From: Paul Okami 
[mailto:[EMAIL PROTECTED] Sent: Thursday, July 01, 2004 1:28 
PMTo: Teaching in the Psychological SciencesSubject: Re: 
Independent and Dependent Variables

Karl Wuensch wrote:
 

  
  
Being fastidious about mere vocabulary is unlikely to help. Even 
the most fastidious experimental psychologists' views of what does, in 
fact,  warrant causal inference is so naive and outdated as to not 
really be worth defending so vigorously.
   
   
  Can you elaborate on the above please?
   
  Thanks,
  Paul Okami, Ph.D.
  Dept. of Psychology
  Dept. of Communication Studies
  UCLA
  Los Angeles, CA  90095
  [EMAIL PROTECTED]--- 
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Experiri: What is an experiment?

[Wuensch, Karl L]

 I am no Latin scholar, but each of several Latin-English dictionaries I
have consulted defines "experiri" as experience in the sense of trying
something as a test or an attempt to "prove" something (not that I like the
use of the word "prove" when referring to empirical tests.)
 
Karl W, on vacation in Austin, Texas.

-Original Message- 
Karl L. Wuensch wrote:


I have always thought of an "experiment" in terms of what I believe to be
its meaning in "everyday language" -- that is, to experiment is to try
something new and see what happens.  This is, I believe, essentially the
meaning of the Latin root "experiri," and is essentially the same as saying
you manipulate one variable and observe any changes in other variables.

Although "experiment" is often taken to involve manipulation of variables in
psychology, the root means simply to "experience" -- there is no connotation
of manipulation or even of variables. That is *not* to claim that "origin is
essence" or some such. Words change their meaning over time and across
languages. Still, a change in a word's meaning is not the same as a change
in its etymological root's meaning.

Regards, 

-- 
Christopher D. Green



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Capitalizing "Internet"

[Wuensch, Karl L]

Why is it that everybody capitalizes the word "Internet?"  In the
APA Publication Manual it is capitalized (for example, on pages 272 and
273), but by my reading of the Pub Manual's guidelines on capitalization
(pages 94-100), there is no reason to capitalize it.
 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]  
http://core.ecu.edu/psyc/wuenschk/klw.htm
 


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RE: Levels of Measurement

[Wuensch, Karl L]

Charlotte opined:  "That's not quite true.  You shouldn't use a t test for
ordinal data.  I generally distinguish between nominal ("categorical"),
ordinal ("ranked") and interval/ratio ("continuous") data."

I'm with Jim on this one.  Distributional assumptions are important
for t tests, but the ordinal versus interval distinction not.  Even if that
distinction were important, how would you ever know whether a scale is
really interval rather than just ordinal.  If ordinal, the function relating
data to true scores must be positive monotonic, if interval then that
function must be positive linear.  How could we ever know the nature of that
function?  It is largely a matter of faith.  The transcendental way out of
this is to generalize one's results to the population of true scores which
could be considered to be a positive linear function of ones data.


+
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
[EMAIL PROTECTED]  
http://core.ecu.edu/psyc/wuenschk/klw.htm



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Nonparametrics

[Wuensch, Karl L]

Charlotte advised "So with ordinal data, better to use the median to report
summary stats in this case, and the corresponding nonparametric statistical
test (Mann-Whitney or Wilcoxon rank sums for independent samples t, Wilcoxon
matched-ranks for matched samples t)."

But these "nonparametric" procedures are essentially just t tests done on
ranked data.  In other words, you are just applying a positive monotonic
transformation to your data prior to analysis with a parametric procedure.
Why not just report both mean and median (or mean rank)?

Karl W.

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Handouts on Levels of Measurement

[Wuensch, Karl L]

You can find the handouts I use with my students at:
http://core.ecu.edu/psyc/wuenschk/docs30/scales.doc and
http://core.ecu.edu/psyc/wuenschk/docs30/scales2.doc

Karl W.
 -Original Message-
have any teaching guides or handouts on these topics
you could share with me. 
Regards,
Payam Heidary


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Color Vision in Dogs

[Wuensch, Karl L]

I recall obtaining here, a good while back, a link to a page that
showed what it might be like to see colors with a dogs' visual apparatuses.
I seem to have lost that link.  If any of you all have it, I would greatly
appreciate your sending it to me.  Thanks.

 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]  
http://core.ecu.edu/psyc/wuenschk/klw.htm
 


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RE: Importance of Scales of Measurement

[Wuensch, Karl L]

Please describe the nature of the
true scores for which the putatively interval data are a positive linear
function.  I'm not familiar with
the metrics of judging skating performances.

 

-Original
Message-
From: Rick Froman
[mailto:[EMAIL PROTECTED]]
Sent: Tuesday, February 12, 2002
11:49 AM
To: Teaching in the Psychological
Sciences
Subject: Importance of Scales of
Measurement

 

To those of you on the
list who have ridiculed the importance of making a distinction between scales
of measurement (I say, unwisely kicking the drowsy canine), the recent
unpleasantness in the pairs skating at the Olympics might make you reconsider.
The Canadian pair lost because the scoring system calls for Ordinal data to
supercede Interval data. Sometimes millions of dollars in endorsements may
actually be riding on which scale of measurement you choose.

 

Rick

Dr. Richard L. Froman
Psychology Department
John Brown University
Siloam Springs, AR 72761
e-mail: [EMAIL PROTECTED]
phone and voice mail: (479)524-7295
http://www.jbu.edu/sbs/rfroman.html 

-Original Message-
From: John W. Kulig
[mailto:[EMAIL PROTECTED]]
Sent: Tuesday, February 12, 2002
10:35 AM
To: Teaching in the Psychological
Sciences
Subject: Re: embarrassing
statistical question

  
Miguel. Just a random or two. 

(1) i should be 1 for ungrouped (if the
numbers are integers) but i = interval width if grouped. So if you group into
categories 4 to 6, 7 to 9, 10 to 12, i = 3 (but I'm sure you already know
that). 

(2) IF ungrouped, but your interval
contains a bunch of identical scores (e.g. 6,6,6,6,6) we assume the
"true" scores lie between 5.5 and 6.4999 therefore the formula
might give us the funky answer 5.25 if that particular percentile point is1/4
of the way through the interval. 

But if grouped, and an interval contains
all numbers between 4 and 6 inclusive (as example, 4,6,6,6,6,6,6,) the formula
might give us 5.25 if it's looking for the score 1/4 of the way through the
interval (under the assumption that all the "true" scores in the
interval are equally distribution throughout the range 3.5 to 6.5. This would
be the case in the long run, but not with this particular data set). But if the
same data was ungrouped, you'd get a number between 5.5 and 6.5 because your
point would be into the 6s in the data set 4,6,6,6,6,6,6. That's the best I can
do at the moment! 

To be honest, I hate those formulas,
mostly because getting percentiles and percentile points is useful with big
data sets, never small data sets, and with big data sets you don't usually have
to mess with interval widths and tied scores to get a _useful_ answer. The most
useful way I have taught this (following Richard Lehman's undergradaute text)
is to have students plot cumulative proportion on Y, data on X. Do a straight
edge line from Y from the percentile you want, hit the line, and then drop
straight down. If you plot carefully and use a straightedge, you get as much
accuracy as one needs (this sounds like a Tukey (1977) method - I'll check
later if I have time). This method also allows you to go in reverse, from a
particular X up to the line, then left to the percentile rank. 

Miguel Roig wrote: 

 I think I'm going senile.  The
other day I could not get sound out of my computer (I rarely use the speakers)
and spent a couple of hours connecting and reconnecting them, reinstalling the
Sound Blaster software, etc.  I was in the process of opening up my
computer to check the sound card when a friend dropped by.  As I was about
to open the computer to check out the card, my buddy asked: Did you try turning
up the volume?  DOH!!! 

Now, I'm
having what I think is an analogous situation with a statistics homework
assignment.  I had given students a set of scores for them to organize
into a frequency distribution and to calculate various statistics, including
percentiles.  Yesterday when I received their homeworks and began to check
them I found that most students organized their data into ungrouped frequency
distributions as shown in the textbook.  A couple of students decided to
organize them into grouped frequency distributions with intervals of 50. 
Hey, no problem there.  However, when I looked at their answers for
percentiles.  Each group was coming up with different answers.  Last
night I spent over two hours going over their calculations and they appeared to
have followed the formula correctly.  I woke up this morning thinking that
perhaps I had activated a sufficient number of subconscious problem-solving
structures that would allow me to discover the answer to this problem, but
after nearly an hour at this I think I am ready for someone to point out to me
the equivalent of not having turned up the volume. 

Here is the
formula that we are working with: 
  

L + [ (N)
(P) - nl ] i 
 
nw 

Where L
represents the lower real limit of the category containing the percentile of interest.

N is the total number of scores in the distribution 
nl i

RE: Two boring stat questions

[Wuensch, Karl L]

I have noticed that psychologists, who are cerebral, tend to arrange numbers
from high to low, while statisticians, who are anal, arrange them from low
to high. ;-)

Karl W.

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Fisher's exact test

[Wuensch, Karl L]

Regarding Stephen's query about a p of 1 for Fisher's exact test:

Since p is typically the probability of obtaining results as or more
discrepant with the null, the typical interpretation of p = 1 would be that
the results you obtained were exactly what would be expected under the null,
which is clearly not the case here.  With your data, SAS produces a
left-sided p of .73 and a right sided p of .52.  Note that these sum to
greater than one.

I would not put too much effort into making sense of this, since it is
highly unlikely that Fisher's exact test is appropriate for your data.
Fisher's exact test is only appropriate when both of your pairs of marginals
are fixed -- that is, when you could specify, prior to obtaining the data,
exactly what both pairs of marginal frequencies would be.  This is very
rarely the case with real data.  One example of when it could be the case is
when you have defined both categorical variables by a median split of a
continuous variable.  In that case, both sets of marginals will be fixed,
with each marginal frequency being .5N.

A traditional Pearson chi-square, NOT corrected for continuity, would be
appropriate.  The correction for continuity is appropriate only with fixed
marginals (as with Fisher's exact).  For your data, the Pearson chi-square
produces a p of .78.  With the correction for continuity (which approximates
the Fisher's exact test), the p is 1.

For more details, consult Camilli & Hopkins, Psychological Bulletin, 86:
1011-1014.

 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


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RE: Fisher's exact test

[Wuensch, Karl L]

Stephen said "I appreciate Karl's expertise in helping me make sense of this
apparently anomalous result. But I wonder whether his interpretation of the
Fisher is unduly conservative. My copy of an old edition (the first,
actually!) of Siegel's classic _Non-Parametric Statistics for the Behavioral
Sciences_ says this about the requirements for use of the Fisher"

Well, Siegel is out-of-date.  Believe it or not, we know more about
statistics now that we did when Siegel wrote that classic.  And it is the
Fisher's test that is too conservative, not the Chi-square without
correction for continuity -- as a case in point, the p for the proper
Chi-square analysis on Stephen's data was LESS THAN that for the Fisher's
test.  The p = 1 result from the Fisher's test results from there being no
way to construct a 2 x 2 table to give results more in accord with null
hypothesis than those Stephen obtained, given the restriction that the
marginal frequencies remain unchanged.

Believing that the Pearson Chi-square is invalid with small sample sizes
(small expected frequencies) is a very common delusion.  Monte Carlo studies
published in Psychological Bulletin over 20 years ago demonstrated quite
clearly that the nominal alpha is preserved even when there are small
expected frequencies, as long as you do not use the correction for
continuity.  The only problem with small expected frequencies is that power
will be miserably low.  If your results are significant, low power is, of
course, not a threat to your statistical conclusion, although some ignorant
reviewers misunderstand this too.  Twice I have had manuscripts rejected
because a reviewer found my analysis to have too little power, but in both
cases the results were statistically significant.  In other words, my
effects were so large that I could detect them even with little power.

Useful references for the Monte Carlo work on Pearson Chi-square include the
Camilli and Hopkins article I cited earlier and also Overall, Psych. Bull
87: 132-135 and Bradley et al., Psych. Bull. 86: 1290-1297.

 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


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RE: gender vs. sex

[Wuensch, Karl L]

Let me back up one step with respect to my query regarding "gender"
vs. "sex."  Which is the more appropriate question to include on a survey
being completed as part of psychological research:

1.  What is your gender: Female  Male
or
2.  What is your sex:  Female  Male

I assume that whichever is the correct choice for asking the
question is also the correct word to use in the manuscript when reporting
demographics or when reporting differences between women and men.

Do you think that we really would get different responses to
question 1 than to question 2?

 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


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RE: gender vs. sex

[Wuensch, Karl L]

Perhaps I should simply ask:  Are you a:  a. woman  b. man  c. other.  Or
perhaps I should ask respondents to identify both their sex and their
gender.

Our APA Pub Manual says (section 2.12) "'Gender' is cultural and is the term
to use when referring to men and women in social groups.  'Sex' is
biological; use it when the biological distinction is predominant.  Note
that the word 'sex' can be confused with 'sexual behavior.'  'Gender' helps
keep meaning unambiguous 

 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


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Evolutionary psychology

[Wuensch, Karl L]

Thanks, all, for the suggestions regarding how to deal with students
who appear to think it inappropriate to "figure out how things work."  Today
we started the chapter on motivation, which gave me the opportunity to
discuss exploration/manipulation/curiosity motives, their adaptive value in
both humans and nonhumans, and how old-school learning theorists had
problems explaining why animals will actually work for the opportunity to
explore (what is the biological need leading to the drive whose reduction
reinforces behaviors).  The class seemed to enjoy the discussion and joined
into it (which is rare in a class of 100).

Now I seek advice on a second problem.  This is the first semester I
have taught intro in several years.  Years ago I learned to avoid the word
"evolution" -- whenever I would speak it, 2 or 3 students would stand up and
walk out.  I learned to speak of "natural selection," not evolution.  Last
week I slipped up and let the word "evolution" be part of the lecture a
couple of times.  Now I am suddenly receiving religious mailings in my
campus mailbox (Awake!), religious brochures slid under my office door while
I am in class, and when I exit a classroom, I find persons I do not know
addressing me by name and explaining how I am bound by sin and only Jesus
can save me.  If only I had not let the word "evolution" slip.  I don't
really want to spend class time debating evolution versus creationism.  Is
it wise to continue to try to avoid this confrontation or would a different
course of action be more productive?

 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


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RE: Creationism as Science??

[Wuensch, Karl L]

For those who want empirical evidence of intelligent design in evolution,
check out my brief document at:
http://core.ecu.edu/psyc/wuenschk/docs00/Teddy-Bears.doc.  It is a Word doc,
so you'll need a browser or word processor that can handle that.

 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


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Modified Percentage Grading Scale

[Wuensch, Karl L]

I use a modified percentage grading scale, one that includes an
adjustment for the difficulty level of the examination.  I compute the "mean
for mastery," the mean of the top 10% of scores.  I then divide each raw
score by that amount and multiply by 100.  This scheme is discussed by Kyle
Carter in TOP (April 1977, 59-62).  Because one or two unusually bright
students in a small class can have undue influence on this grading system, I
also compute grades via a second scheme, one based on difficulty level
evaluated at the mean, by comparing each score with the mean (computed after
discarding outliers).  Students get the higher grade of the two grades
indicated by these two grading schemes.  This may sound like a lot of work,
but since I have an SAS program to do it all, it really just involves
clicking "submit."

 Stephen said "Percentage grades are easily calculated,  are readily
understood, and mean exactly the same thing at any institution.
 ~~~  
Karl L. Wuensch, Department of Psychology,
East Carolina University, Greenville NC  27858-4353
Voice:  252-328-4102 Fax:  252-328-6283
mailto:[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm



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RE: Testosterone

[Wuensch, Karl L]

Dabbs, J. M., Jr., & Ruback, R. B.
(1988). Saliva testosterone and personality of male college students. Bulletin of the Psychonomic Society, 26, 244-247, found an association between
testosterone level and "heterosexual engagingness."

 

 ~~~  

Karl L. Wuensch, Department of Psychology,

East Carolina University, Greenville
NC  27858-4353

Voice:  252-328-4102 Fax: 
252-328-6283

mailto:[EMAIL PROTECTED]

http://core.ecu.edu/psyc/wuenschk/klw.htm

 

 




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RE: SPSS & Power

[Wuensch, Karl L]

I second the suggestion to use a program other than SPSS (such as the free
G*Power) to do the power analysis.  SPSS may compute power using an
unreasonable assumption -- that the actual effect in the population is of
the same magnitude as the observed effect in the sample.  Better to find
power for the smallest effect that you would consider not to be trivial in
magnitude.  If that power is high, then you can make a strong statement
regardless of whether your effect is "statistically significant" or not.

 -Original Message-
From:   Noel Kinder [mailto:nkinder@;psyc.umd.edu] 
Sent:   Tuesday, November 12, 2002 8:47 AM
To: Teaching in the Psychological Sciences
Subject:Re: SPSS & Power

Dear Rob,

In SPSS 11.0 it is possible to calculate the estimated power for ANOVAs.
I have not tried this for a one-way ANOVA however. 

>From the Help guide for "GLM Univariate Options..."
"Display...Select Observed power to obtain the power of the test when
the alternative hypothesis is set based on the observed value. Select
Parameter estimates to produce the parameter estimates, standard errors,
t tests, confidence intervals, and the observed power for each test..." 

My favorite power resource is G*Power. G*Power is an excellent power
estimation tool. While there are limitations to the tests it applies to,
it does cover ANOVAs. In addition, I recommend G*Power to people BEFORE
they start research for getting your needed sample size. It is easy to
get your sample size when you enter your desired power and effect size.
To get G*Power (free), you go to:
http://www.psycho.uni-duesseldorf.de/aap/projects/gpower/index.html

How to Use G*Power
http://www.psycho.uni-duesseldorf.de/aap/projects/gpower/how_to_use_gpower.h
tml

Enjoy

Noel Kinder, MA
was University of Maryland PhD Student
now Child Welfare League of America Research Specialist



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Robustness of t and F

[Wuensch, Karl L]

Bradley's Monte Carlo research many years ago showed that t and F are NOT
robust to many of the violations of distributional assumptions that are
frequently encountered in psychological data, especially with variables such
as reaction time.  Better to employ nonparametrics or resampling statistics
in these cases.

Karl W.

 -Original Message-
From:   Hank Goldstein [mailto:Hank.Goldstein@;clarke.edu] 
Sent:   Wednesday, November 13, 2002 12:20 PM
To: Teaching in the Psychological Sciences
Subject:RE: p is continuous, not dichotomous

Fortunately, many common statistical test are very robust. This helps
when "we almost never meet the assumptions of the model (e.g., random
sampling, normal populations, homogeneity of variance)."
Regards,
Hank


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Central Limit Theorem and t

[Wuensch, Karl L]

"First of all, the main concern is with the normality of the *sampling
distributions of means*, not of the underlying populations, and the former
is guaranteed to us by the Central Limit Theorem, not by the empirical
propoerties of a particular population."

Sorry, but this is a common misconception.  While the CLT may provide
approximately normal distributions of the sample means, or differences
between means, that is relevant only if you are using z (that is, you know
the population standard deviations) rather than t (you are estimating
population standard deviations from sample data).  With t, there are two
parameters that vary from sample to sample, mean and standard distribution,
and that changes things.  Under conditions where the CLT will "normalize"
the distribution of sample means, the distribution of computed t will be
distinctly different from that of Student's t.  This can be fairly simply
demonstrated with Monte Carlo techniques -- SAS program to do so available
upon request.  Further discussion on this topic can be found at:
http://core.ecu.edu/psyc/wuenschk/StatHelp/t-CLM.txt 

Karl W.

 -Original Message-
From:   Christopher D. Green [mailto:christo@;YorkU.CA] 
Sent:   Wednesday, November 13, 2002 2:17 PM
To: Teaching in the Psychological Sciences
Subject:Re: p is continuous, not dichotomous



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Optical Illusion: Binocular?

[Wuensch, Karl L]

I too entertained the notion that binocular vision might enhance the
effect.  When I first viewed this display, about a year ago, I had good
binocular vision, and the apparent movement was quite prominent for me.
Now, however, it is much more subtle, perhaps because of my loss of good
binocular vision following the death of neurons in my left, anterior, optic
nerve (caused by an ischemic event a few months ago).  I can still see some
movement when I view the display with only one eye, as long it is my right
eye.  When I use only my bad (left) eye, I see no movement, and peripheral
parts of the display are blurred.

Karl W. 

-Original Message-
From: Deb Briihl [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, July 13, 2004 9:57 AM
To: Teaching in the Psychological Sciences
Subject: Re: WOW-- Optical Illusion

At 04:18 PM 7/12/2004 -0500, you wrote:
>I think this illusion relies heavily on the high-frequency transitions 
>between adjacent segments in the circles. If you "filter out" the 
>high-frequency info. (by, say, squinting) much of the movement disappears.
>Perhaps those with less than perfect vision will have a harder time 
>seeing the illusory motion because of this?

Well, I tried it w/o my glasses (and I have an astigmatism in one eye and
20/200 vision in the other eye) and still saw the illusion. However, when I
closed one eye and looked at it, the illusion went away. Anyone else notice
that it seems to be binocular? Or is it just me?

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Positions Available at East Carolina University

[Wuensch, Karl L]

EAST CAROLINA 
UNIVERSITY - Department of 
Psychology:  Anticipates several positions to begin August 22, 2005.  These 
positions include 1) Health Psychology, Tenure-Track, Associate Professor; 2) 
School Psychology, Tenure-Track, Assistant Professor; 3) Physiological or 
Neuropsychology, Tenure-Track, Assistant Professor; and 4) 
Industrial/Organizational Psychology, Tenure-Track, Assistant Professor.  
The full advertisement can be found at the departmental website:  http://www.ecu.edu/psyc/positions 
 Screening will begin on December 
15, 2004, and continue until the positions are filled.
ECU is an Equal Opportunity/Affirmative Action Employer and 
accommodates individuals with disabilities. 
 Individuals requesting a 
disability accommodation should call the ECU Office of Disability Support 
Services at 252-328-6799 (Voice/TTY/Relay). Proper documentation of identity and 
employability are required at the time of employment.  Official transcript required upon 
employment.


~~~Karl L. 
Wuensch, Department of Psychology,East Carolina University, Greenville 
NC  27858-4353Voice:  252-328-4102 
Fax:  252-328-6283[EMAIL PROTECTED]http://core.ecu.edu/psyc/wuenschk/klw.htm
 
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RE: Bush/Kerry Vote and State IQ

[Wuensch, Karl L]

I intend to do exactly that this afternoon.

Karl W. 

-Original Message-
From: David Epstein [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 08, 2004 10:33 AM
To: Teaching in the Psychological Sciences
Subject: Re: Bush/Kerry Vote and State IQ

On Mon, 8 Nov 2004, jim clark went:

> I did some regression analyses on the (apparently legitimate) data on 
> the bush/kerry vote, iq, and income by state.
> [...]  Although regression with a dichotomous criterion variable is 
> perhaps questionable, it appears that the relationships and p values 
> are interpretable.

If you have time, could you do it as a logistic regression rather than a
linear regression?

--David
   [EMAIL PROTECTED]


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Logistic Regression: Bush/Kerry Vote and State IQ

[Wuensch, Karl L]

Thanks Jim, more fun data for my students.

A logistic regression on these data, predicting the vote from income and
iq, yields a significant partial effect of income (p = .003), but not of
IQ (p = .243).

~~
Karl L. Wuensch, Professor, Dept. of Psychology
East Carolina Univ., Greenville NC  27858-4353
Voice:  252-328-9420 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


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FW: Logistic Regression: Bush/Kerry Vote and State IQ

[Wuensch, Karl L]

 
See http://core.ecu.edu/psyc/wuenschk/SPSS/Bush-Kerry2004.htm .

Karl W.
-Original Message-
From: David Epstein [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 08, 2004 12:10 PM
To: Wuensch, Karl L
Subject: Re: Logistic Regression: Bush/Kerry Vote and State IQ

Post those odds ratios and CIs, Karl!

--David




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Chair Position at East Carolina University

[Wuensch, Karl L]

The position of chair is currently vacant here at East Carolina
University.  If you are interested in filling it, see
http://www.ecu.edu/psyc/chair.htm .

Cheers,

~~
Karl L. Wuensch, Professor, Dept. of Psychology
East Carolina Univ., Greenville NC  27858-4353
Voice:  252-328-9420 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm



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Ignorant Science and Health Correspondents?

[Wuensch, Karl L]

Maybe they are not so ignorant, but they know what sells and they know
how ignorant their audience is??

Karl W. 

-Original Message-
From: Allen Esterson [mailto:[EMAIL PROTECTED] 
Sent: Thursday, December 02, 2004 5:03 AM
To: Teaching in the Psychological Sciences
Subject: Correlations again

What is it about science and health correspondents in newspapers that so
many of them are ignorant about the significance (or otherwise) of
statistical correlations? Below is a welcome corrective to one of many
reports in UK newspapers on a recent widely reported study.

Allen Esterson

---
Letter to the London Times, 2 December 2004  

Sir, The finding that struggling into work with a cold may be associated
with an increased risk of coronary heart disease (report, November 29)
does not necessarily imply a causal link.

People with certain personality types may be more prone to stress, and
thus coronary heart disease, and also be more likely to push themselves
to go into work when ill.

A few years ago, a survey associated cigarette smoking with an increased
risk of car accidents. Although smoking while driving may have directly
caused some accidents, the association was largely due to the fact that
people who exhibited risk-taking behaviour were both more likely to
smoke and to have car accidents.

Yours sincerely,
SHERIF GONEM,
Fareham, Hampshire PO16 8RB.

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RE: Journal question

[Wuensch, Karl L]

Give the editor a telephone call -- that will be a bit harder to ignore,
if you can get through to em or e's staff.

Cheers,

Karl W. 

-Original Message-
From: Rob Weisskirch [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, January 18, 2005 2:32 PM
To: Teaching in the Psychological Sciences
Subject: Journal question

I need some advice regarding protocol with a journal.  I submitted an
article to a research journal over a year ago and have not received a
response from the journal beyond an acknowledgement of receipt in Feb
2004.  At that time,  I was told that a response would occur in 4- 5
weeks.  In 5 weeks time, I emailed to find out if any response was
forthcoming.  No response.  I have emailed several times over this last
year and still have received no responses.  This is not one of the top
tier journals but is a reputable journal.  It is also US based. 

So, what would be the appropriate protocol now?  Phone call?  Letter via
snail mail?

Thanks for any help,

Rob
Rob Weisskirch, MSW, Ph.D.
Assistant Professor of Human Development Department of Liberal Studies,
Building 82C 100 Campus Center California State University, Monterey Bay
Seaside, CA 93955-8001
(831) 582-5079
[EMAIL PROTECTED]


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RE: There is a Free Lunch After All

[Wuensch, Karl L]

Very interesting.  If I understand Annette correctly, all students are
required to participate in some number of research activities, which may
involve being a "research unit" or may involve reviewing scholarly
articles.  If they sign up to participate and do not show up, then the
required number of activities is incremented by one.  I wonder if my
university's IRB would consider that increment to be a "penalty."  If
not, then this could be an effective way to motivate participants to
show up.

Annette, if a student signs up, shows up, reads the consent form, and
then says "I decline to participate," does that student still get credit
for participation?

I have another question about the alternative (to research
participation) activity.  Some IRBs have ruled that the alternative
activity cannot be subject to evaluation -- for example, your student
can review an article on the use of decoy peptides to treat Alzheimer's.
>From the review presented by the student, it is clear that she did not
read the article.  Her poorly-written review addresses how lead
additives can be used to increase the octane of petrol.  Does she get
the credit?  What if she hands in a review that was written by another
student, but she has crossed out that name and put in her name.  Does
she get the credit?  Yes, students really do these things. 

Cheers,

Karl W. 

-Original Message-
From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, March 01, 2005 10:31 AM
To: Teaching in the Psychological Sciences
Subject: Re: There is a Free Lunch After All

Quoting "John W. Nichols, M.A." <[EMAIL PROTECTED]>:

> Just curious, but does the IRB director have any suggestions about how

> you are supposed to explain to me why it is that someone who does not 
> actually participate gets the same number of points that I get for 
> participating?
> 
In our department participation is not for extra credit. It is for
regular credit. Therefore, if they show up, they get points, if they
don't they get no points; if they choose not to participate they get
points for an alternative assignment--a brief article review usually. We
also have a rule, and state it up front so everyone know it: if you
no-show an added requirement is added to your total.

Annette



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APA References: Issue numbers

[Wuensch, Karl L]

    I have 
been grading a lot of student papers lately, and, as always, one of the most 
frequent errors in the reference list is providing issue numbers for journals 
where pagination is by volume rather than by issue.  I am starting to think 
that issue numbers really should be provided in all cases, regardless of whether 
the journal is paginated by issue or by volume.  I retrieve most articles 
online these days, rather than in hardcopy, and it is often the case that 
knowing the issue number is helpful when dealing with an electronic publication 
database -- to get to the desired article one often needs to click on the issue 
number first, and these databases do not always list, at that point, both issue 
number and the range of pages for each issue number.  If others agree that 
issue numbers should always be provided, what is your estimate of how long it 
will take the APA to alter that rule of reference lists?
 
~~Karl L. Wuensch, Professor, 
Dept. of PsychologyEast Carolina 
Univ., Greenville NC  
27858-4353Voice:  
252-328-9420 Fax:  252-328-6283[EMAIL PROTECTED]http://core.ecu.edu/psyc/wuenschk/klw.htm
 
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Faculty Positions Available

[Wuensch, Karl L]

    Five 
positions newly available, in health psychology, pediatric school psychology (2 
positions), experimental/learning (all tenure track), and one fixed-term 
position also available.  See http://www.ecu.edu/psyc/positions.htm for 
details.
 
~~Karl L. Wuensch, Professor, 
Dept. of PsychologyEast Carolina 
Univ., Greenville NC  
27858-4353Voice:  
252-328-9420 Fax:  252-328-6283[EMAIL PROTECTED]http://core.ecu.edu/psyc/wuenschk/klw.htm
 
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Raynor or Rayner

[Wuensch, Karl L]

    Rosalie, 
Watson's student etc., is it "Raynor" or "Rayner?"  I've seen it both ways 
and forget which is correct.
 
~~Karl L. Wuensch, Professor, 
Dept. of PsychologyEast Carolina 
Univ., Greenville NC  
27858-4353Voice:  
252-328-9420 Fax:  252-328-6283[EMAIL PROTECTED]http://core.ecu.edu/psyc/wuenschk/klw.htm
 
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What is a Likert Scale

[Wuensch, Karl L]

    I have 
always restricted the use of the term "Likert scale" to those scales where 
respondents express their STRENGTH OF AGREEMENT with each of several statements 
, typically with response options varying from "stongly disagree" to "strongly 
agree."  I have, however, increasingly seen "Likert scale" used to describe 
items with  five or seven ordered response options but where 
the response scale is not in terms of strength of agreement.  For example, 
where the stem is "I think about the Flying Spaghetti Monster" and the 
response options are  "never," "rarely," "sometimes," "often," and "all the 
time."  In your opinion, are such scales appropriately referred to as being 
"Likert scales?"
 
~~Karl L. Wuensch, Professor, 
Dept. of PsychologyEast Carolina 
Univ., Greenville NC  
27858-4353Voice:  
252-328-9420 Fax:  252-328-6283[EMAIL PROTECTED]http://core.ecu.edu/psyc/wuenschk/klw.htm
 
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RE: What is a Likert Scale

[Wuensch, Karl L]

Thanks, all, for you comments on my query.  

http://core.ecu.edu/psyc/wuenschk/StatHelp/Likert.htm 
~~
Karl L. Wuensch, Professor, Dept. of PsychologyEast 
Carolina Univ., Greenville NC 27858-4353Voice: 252-328-9420 Fax: 
252-328-6283[EMAIL PROTECTED]http://core.ecu.edu/psyc/wuenschk/klw.htm
 
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Chair Position Available at East Carolina University

[Wuensch, Karl L]

DEPARTMENT CHAIR - The Department of Psychology at East Carolina
University, a dynamic and growing department that is establishing a new
Health Psychology PhD program, invites applicants for the position of
Department Chair. East Carolina University is a public,
doctoral/research-intensive institution in Greenville, NC.  For full
details, visit http://www.ecu.edu/psyc/ or
https://onestop.ecu.edu/onestop. Screening will begin February 15, 2006.
Applications will be accepted until the position is filled. The
appointment will begin August 21, 2006. ECU is an Equal
Opportunity/Affirmative Action Employer and accommodates individuals
with disabilities. 

~~
Karl L. Wuensch, Professor, Dept. of Psychology
East Carolina Univ., Greenville NC  27858-4353
Voice:  252-328-9420 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm


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Age-Related Hearing Loss

[Wuensch, Karl L]

Noise-induced hearing loss usually (and initially) affects
frequencies near 4,000 Hz.  The high-frequency loss associated with
aging (presbycusis) has a number of potential age-related causes -- see
http://www.geri.com/geriatrics/data/articlestandard/geriatrics/152002/15
158/article.pdf and
http://www.emedicine.com/ent/topic224.htm .

Smoking may be a factor too:
http://www.hearing.siemens.de/00_en/90_Aerzte/93_Special_Topics/93_Speci
al_Topics1.jsp#2


Might Good Old Boys' Clubs use this same technique to exclude
women?  Holding age constant, women have a better ability to hear high
frequencies than do men:
http://hypertextbook.com/facts/2003/ChrisDAmbrose.shtml 

Cheers,

Karl W.

-Original Message-
From: Rick Stevens [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, November 29, 2005 11:49 PM
To: Teaching in the Psychological Sciences
Subject: Re: sensation and perception people take note

Wouldn't volume-induced hearing loss be fairly pitch-specific?  I would
think that popular music doesn't contain much in the extremely high
segment of our frequency range.

Paul Brandon wrote:

> At 8:56 PM -0500 11/29/05, Beth Benoit wrote:
>
>> This was in today's NYTimes, about a store in Wales that uses a 
>> high-pitched tone, apparently only audible to younger people.  It's 
>> so unpleasant that it gets them out of a store where they're not
wanted.
>
>
> Of course, given the prevalence of headphone induced hearing loss 
> among teenagers, I'm skeptical about how generally effective this 
> would be.

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[tips] RE: Your Health and the Stars... Now there IS proof!

[Wuensch, Karl L]

Also a good example of a common misunderstanding about hypothesis
testing -- the false belief that the common use of the .05 criterion of
statistical signficance results in five percent of the conclusions being
Type I errors.
 
"Statistical chance means that five per cent of the time, researchers
will incorrectly conclude there is link when in fact none exists, which
is why it is important to reproduce results in further studies."
 
Cheers,
 
Karl W.



From: Jean-Marc Perreault [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, February 20, 2007 4:34 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Your Health and the Stars... Now there IS proof!


This is worth reading... it makes for a good example of spurious
correlation.
 
http://www.cbc.ca/health/story/2007/02/20/zodiac-health-statistics.html
 
Cheers!
 
JM
 
 
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[tips] Restless Penis Syndrome

[Wuensch, Karl L]

Mentioned on Saturday Night Live tonight.  May be more frequent
than restless leg syndrome.  Would Havidol help this newly discovered
medical condition?  Hoping for a BMJ citation from Stephen Black soon.
Will my HMO cover the necessary medication?

Carlos Luis Deseo

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[tips] Give a Toss !

[Wuensch, Karl L]

Stephen strikes again!  Marvelous, as usual.  Is even more
amusing if one knows what a "tosser" is -- I suspect many in the United
Snakes do not.  Hint:  he has hair on his palms and can't see very well.
:-)

Cheers,

Karl W. 

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, March 20, 2007 3:11 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Sperm: Fun facts

Fun facts about sperm, including how to flavour it your way.

http://www.giveatoss.com/

(There's a shortage of the stuff in the UK)

I know, I know, but maybe you could use it in a psychology of sex class.


Stephen
-
Stephen L. Black, Ph.D.  
Department of Psychology 
Bishop's Universitye-mail:  [EMAIL PROTECTED]
2600 College St.
Sherbrooke QC  J1M 0C8
Canada

Dept web page at http://www.ubishops.ca/ccc/div/soc/psy
TIPS discussion list for psychology teachers at
http://faculty.frostburg.edu/psyc/southerly/tips/index.htm
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[tips] ANOVA, HSD, and LSD

[Wuensch, Karl L]

I wouldn't, because Tukey's HSD was designed as a REPLACEMENT
for the ANOVA, not as something to do after an ANOVA.  Frankly, there is
not often any good reason to do an ANOVA other than that everybody else
does it and it is expected.  Better off to make a set of focused
contrasts that address the research questions you want to answer.  If
you just must make pairwise contrasts, use the REGWQ instead of the HSD
-- it has more power and holds familywise alpha at no more than its
nominal level.  If you have only three groups, use Fisher's procedure,
which, by the way, is the only one of the commonly employed pairwise
procedures which requires that you do an ANOVA first (and that the ANOVA
be significant).  With only three groups it holds familywise error at
the nominal level.  Although pooled error is commonly employed with
Fisher's procedure, one should use individual error terms if
heterogeneity of variance is evident.

Cheers,

~
Karl L. Wuensch, Chair, Faculty Information Technology Review Committee
East Carolina University, Greenville NC  27858-4353, USA, Earth
Voice:  252-328-9420 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm 
 

-Original Message-
From: Rick Froman [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, April 03, 2007 2:50 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] ANOVA interpretation

How would you interpret an ANOVA result where the F-test was significant
but none of the multiple comparisons were significant in an HSD
comparison?

Rick


Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
Professor of Psychology
John Brown University
2000 W. University
Siloam Springs, AR  72761
[EMAIL PROTECTED] 
(479) 524-7295
http://www.jbu.edu/academics/hss/faculty/rfroman.asp 



"Pete, it's a fool that looks for logic in the chambers of the human
heart."
- Ulysses Everett McGill




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[tips] Time to discard that stats text

[Wuensch, Karl L]

If the stat text says that a signifcant omnibus ANOVA is a
prerequisite for HSD, it is high time to adopt a different stats text!
 
Cheers,
 
Karl W.



From: Rick Froman [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, April 03, 2007 11:40 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Re: ANOVA interpretation


Here's the thing: this isn't a research project but the results of a
homework problem. More specifically, it is the result of a mistake in
data entry (since no stats text author would likely ever produce such a
result on purpose when the text says that a significant omnibus F-test
is a prerequisite for HSD). So there is nothing meaningful to be gained
by trying to determine what might be logically expected in this case. I
assume the data is constructed. My interest was more in the fact that it
was theoretically possible to have a significant F test and no
significant HSD comparisons.
 
 
Rick
 
 
Dr. Rick Froman
Psychology Department
Box 3055
John Brown University
Siloam Springs, AR 72761
(479) 524-7295
[EMAIL PROTECTED]
"Pete, it's a fool that looks for logic in the chambers of the human
heart"
- Ulysses Everett McGill



From: Jim Clark [mailto:[EMAIL PROTECTED]
Sent: Tue 4/3/2007 7:42 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Re: ANOVA interpretation



Hi

As shown in following example, significant omnibus and nonsignificant
Tukeys is not strictly speaking a simple product of small sample size
(the 4 groups below each have 90 subjects).  It also depends on
magnitude of difference relative to variation within groups (MSE) and
the specific pattern of the difference.  Below, groups 1 and 2 are
different than groups 3 and 4 IN THE POPULATION.  Although maximum
difference is almost significant by Tukey (p = .055) that really does
not capture the pattern in the data, as shown by the subsequent contrast
analysis.  The contrast between 1&2 vs 3&4 is highly significant (p =
.008).  The lesson, analyses for predicted patterns in data are more
sensitive than omnibus or post hoc analyses (as long as the predicted
pattern is in fact observed in the data, of course).

Rick should post a description of the conditions for the factor (WITHOUT
MEANS) to see if we could agree on a predicted pattern that could be
tested by a single df contrast.

Take care
Jim

set seed = 435678234.
input program.
loop o = 1 to 360.
end case.
end loop.
end file.
end input program.
comp group = trunc((o-1)/90)+1.
comp dep = rnd(rv.norm(50,10.5)).
if group > 2 dep = dep + 5.
glm dep by group /posthoc = group(tukey).

Tests of Between-Subjects Effects
Dependent Variable: dep
 Source  Type III Sum of df  Mean Square FSig.
 Squares  
 Corrected Model 1027.744(a) 3   342.581 2.687.046
 Intercept   990360.900  1   990360.900  7767.647 .000
 group   1027.7443   342.581 2.687.046
 Error   45389.356   356 127.498  
 Total   1036778.000 360  
 Corrected Total 46417.100   359  

a R Squared = .022 (Adjusted R Squared = .014)

Post Hoc Tests
 
group
 
Multiple Comparisons
Dependent Variable: dep
Tukey HSD
 (I)   (J)   Mean Difference Std. Sig. 95% Confidence Interval
 group group (I-J)   Error Lower Bound Upper Bound
 1.000 2.000 -1.41.683239 .830 -5.778122.91145
   3.000 -4.277781.683239 .055 -8.62256.06701 
   4.000 -3.51.683239 .160 -7.85590.83368 
 2.000 3.000 -2.81.683239 .331 -7.189231.50034
   4.000 -2.077781.683239 .605 -6.422562.26701
 3.000 4.000 .76667  1.683239 .969 -3.578125.11145

Homogeneous Subsets
Tukey HSD
 group N  Subset  
  1   
 1.000 90 50.1
 2.000 90 51.57778
 4.000 90 53.65556
 3.000 90 54.4

 Sig. .055

glm dep by group /contr(group) = spec(-1 -1 1 1  -1 1 0 0  0 0 -1 1).

 Source  Type III Sum of df  Mean Square FSig.
 Squares  
 Corrected Model 1027.744(a) 3   342.581 2.687.046
 Intercept   990360.900  1   990360.900  7767.647 .000
 group   1027.7443   342.581 2.687.046
 Error   45389.356   356 127.498  
 Total   1036778.000 360  

 Corrected Total 46417.100   359  

Custom Hypothesis Tests
 group Special Dependent  
 Contrast  Variable   
   dep
 L1Contrast Estimate   6.356  
   Std. Error  2.380  
   Sig. 

[tips] RE: ANOVA, HSD, and LSD

[Wuensch, Karl L]

Hi Rick,
 
You have motivated me to create a page with comments on this issue
from a number of well-respected statisticians, including T. A. Ryan.
While all psychologists (and others) who conduct pairwise contrasts
should read this, I fear that only those following this thread will --
and they are doubtlessly a rather unusual and small group.  Oh well.
Here is the url:
http://core.ecu.edu/psyc/wuenschk/StatHelp/Pairwise.htm .  It is too
late in the day to make the page pretty, but I hope you find the
discussion interesting.  If you wish to cite an authority on this, cite
Ryan's 1959 Psych. Bull. article.  Yikes, psychologists should have
known about this since 1959, but most are still in the dark.
 
It really is a shame that most people who write introductory
statistics texts for psychology don't know much about the topic.  I
wonder why that is.
 
Cheers,
 
Karl W.



From: Rick Froman [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, April 03, 2007 10:18 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] ANOVA, HSD, and LSD


Not that I doubt you Karl (you seem very educated on statistical issues)
but all the textbooks I have used talk about HSD as a post hoc test that
is only appropriate to use after finding significance with an ANOVA. Do
you have something I could reference to support this? 


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[tips] RE: ANOVA, HSD, and LSD

[Wuensch, Karl L]

Hi Jim,

I differ from Ryan in that I am generally more concerned about
Type II errors than Type I errors.  Accordingly, I think we have gone
way overboard in our attempt to cap familywise error at the great cost
of power and would be better served by designing our research with a
small number of focused contrasts in mind and just not worrying about
familywise error.  I have no fears of burning in hell for having made
one or more Type I errors.  :-)

I agree with your Bayesian reasoning, but it is slippery.  How
confident are you a priori that this contrast is big and that one is
trivial/zero?  What really qualifies as a "planned comparison?"  I do a
three-way ANOVA.  The omnibus analysis involves seven tests of effects.
I treat these as planned comparisons, but did I really expect all seven
of the effects to be nontrivial, or can I even say that each of the
seven effects addressed questions that I had posed a priori?

Requiring the omnibus ANOVA to be significant can lead to faulty
inference.  Suppose your research involved three or four control groups
and one experimental group.  You expect the control groups not to differ
from one another, as each controls for a factor that you believe is not
relevant.  If you are right, the omnibus ANOVA might well be
nonsignificant when contrasts between each control group and the
treatment group would be significant. 

-Original Message-
From: Jim Clark [mailto:[EMAIL PROTECTED] 
Sent: Wednesday, April 04, 2007 3:54 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] RE: ANOVA, HSD, and LSD

Hi

Thanks to Karl for making this available ... now for a somewhat
alternative perspective from a non-statistician.

1.  I start with the following quote from Ryan which concerns the
distinction between a priori and a posteriori comparisons.  He appears
to believe the distinction is a false one.

"There is no justification whatever for the notion that planning allows
us to use uncorrected t tests. This notion is perpetrated in a number of
textbooks but never given any logical justification. It is simply stated
that it is "self evident." It is a dangerous notion, since those
who want significance at all costs can always claim they planned their
tests in advance. Whether they did or not is actually irrelevant."

But is the distinction really without a rationale?  Using a quasi-
(pseudo?) bayesian analogy, would not a planned comparison based on
previous findings or well-founded theory be akin to setting the prior
probability, and would not that mean that you need less evidence from
the present study to conclude in favor of Ha?  That is, a more liberal
test is justified.  Or to use a perceptual analogy, if you have reason
to expect the presence of some object, you require less bottom-up
perceptual input to detect its presence.

2. Continuing along this line of thinking, the decision about what
multiple comparison procedure to use is essentially about how strong the
evidence needs to be before you will conclude a difference (probably)
exists.  But in practice this appears a far less precise sort of
judgment than the perhaps idealized concerns of mathematical
statisticians, simulations, and the like.  I just do not see that our
judgment about how conservative to be is so precise that we are likely
to be ill served by requiring the omnibus F to be significant even
though it is not strictly speaking required, assuming of course that we
want to be conservative (e.g., when we really have no prior rationale
for a more sensitive, liberal test or when cost of a type I error is
high).

Take care
Jim

James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED]


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[tips] SPSS: Simple effects for a 2 x 5 mixed ANOVA

[Wuensch, Karl L]

 1.  From this I infer that what you want to do is compare the two
groups (between subjects) at each of the five levels of the repeated
factor (if you wanted to test the repeated factor at each of the two
levels of the between factor SPSS should have complied).  In my limited
experience with mixed designs like this homogeneity of variance is iffy,
so I am inclined to use individual rather than pooled error terms. This
is easily accomplished by asking SPSS to do a good old fashioned t test
at each level of the repeated factor.  Suppose that R1, R2, R3, R4, and
R5 are the five variables coding the repeated effect and G is the
grouping variable.  Compare means, Independent Samples t, G is grouping
variable, R1 to R5 the test variables.  OK.  Worried that you might burn
in hell if you allow familywise error to exceed .05?  Just use a
Bonferroni adjusted criterion of .01, but be aware that Satan smiles
every time we make a Type II error.  Want an F instead of a t ?  As Mike
suggested, just square the t.  The p will be the same.

 2.  If you have only three groups, use Fisher's procedure.  As Mike
pointed out, it is more powerful.  What he did not point out is that it
does cap alpha familywise at the nominal level, so there is no good
reason to use a more conservative procedure, unless you just really want
to make Satan smile again.  More than three groups?  Use the REGWQ,
which will hold the familywise error at no more than the nominal level
and is more powerful than the Tukey.  For special cases there may be
better choices.

 3.  Some say it does not matter whether your comparions are planned or
not, others say it does.  If you belong to the later camp you can just
tell yourself that you planned to make every possible comparison among
means and thus you don't have to worry about familywise error.  :-)

 4.  If, as I suspect, you are simply comparing two means (five times),
I can provide a SPSS script that will compute the value of g (estimate
of Cohen's d) and put a confidence interval on it.  "Percentage of
variance explained" statistics are commonly misinterpreted, so I avoid
them if I can.  Deciding between eta-squared (or the similar
omega-squared) and partial eta-squared can be a challenge -- can you or
can you not justify removing from the total variance the variance
accounted for by the other factor(s)?  With partial eta-squared in a
factorial design you can end up accounting for over 100% of the
variance.

 5.  To make Satan smile again.  You would probably not have much
difficulty convincing me that the omnibus test is silly and that a set
of focused contrasts that address your research questions is the better
way to go.

Cheers,

Karl W.  

-Original Message-
From: Mike Palij [mailto:[EMAIL PROTECTED] 
Sent: Thursday, April 05, 2007 11:33 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: [tips] re: SPSS help


1.  >First of all, I am running a mixed ANOVA with one repeated 
>measures variable with 5 levels and one between measures variables 
>with 2 levels. I wanted to run planned comparisons but SPSS 12 
>won't let me. It tells me that I need at least 3 groups and that I 
>don't have three groups. Can someone explain this to me and 
>tell how to run my analysis?

2.  >Second, SPSS has several (about 12) different planned 
>comparisons I can run. I know that some are more conservative 
>and some less conservative, but how does one decide 
>between so very many which ones to run?


3.  >Third, for planned comparisons, can't I just run t-tests for 
>the comparisons of interest

4.  >then how do I get effect size analyses? Effect size 
>analyses in SPSS seem to be tied to post-hoc comparisons. Is 
>it sufficient to say that my confidence intervals don't overlap?

5.  >Well, one more finally, why in the world would I want to do an 
>omnibus post-hoc  when I have a hypothesis driving planned 
>comparisons and how does all this work out in SPSS?


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[tips] Dioxin in your Food

[Wuensch, Karl L]

This reminds me of a daily "science" segment that a local TV
station here aired a few years ago (it was a short lived experiment, and
now has been replaced with the usual garbage, such as "entertainment
news.")  Their "science reporter" broke the startling story that he had
found in several food products in local groceries the deadly toxin
DIOXIN.  He went on to show the ingredients label from several items
with the deadly toxin actually listed -- as SILICON DIOXIDE, also known
as SAND.  Idiots.  Why put sand in your food?  It is a cheap, effective,
and nontoxic free-flow and anti-caking agent.  This TV station is in a
city right on the banks of a sound, and there is that deadly silicon
dioxide all over the city.

This "science" segment also ran a spot where they revealed that
the infant mortality rate in our county was outrageously high, something
like 10.5%.  Incredulous, I looked more closely as they showed t table
with a list of IMRs with that for our county circled.  The circled
number was something like 10.5, and at the top of the page it said
"infant deaths per 1,000 live births."  Duh!

Cheers,

Karl W. 

-Original Message-
From: Miguel Roig [mailto:[EMAIL PROTECTED] 
Sent: Friday, April 06, 2007 11:22 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] video about banning dihydrogen monoxide

Check out this video with Penn & Teller narrating how a young woman gets
various folks attending some environmentalist event to sign a petition
to
ban dihydrogen monoxide. It might be appropriate to show it in certain
segments of social psych. classes.

http://www.youtube.com/watch?v=yi3erdgVVTw

Miguel

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[tips] RE: in-class use of laptops

[Wuensch, Karl L]

In my classes every student has a networked computer built into
her desk.  One problem this has created is that some students spend the
entire lecture period surfing the internet, paying no attention to what
is going on in the classroom.  They sit in the back of the room and
never look up during class.  I can see them smiling when they find
something amusing.  When I walk about the classroom to distribute a
handout I can see the email they are reading or the games they are
playing.  Earlier this semester I gave a quiz in one of these classes.
About every five minutes I stopped my lecture and read one question to
the class, a question for which the answer was on the PP slide currently
displayed on the smart board.  One of the Internet junkies never even
noticed that a quiz was being administered.  After class, when one of
her friends mentioned the quiz, this student came up to me and asked if
she could makeup the quiz.  In another class one of the students emailed
all of the others in the class (and unknowingly me too) during class
inviting them to come over to her myspace.com pages instead of working
on the boring class assignment.

Of course, at semester's end these are the same students who
whine "I just can't understand why I am not doing well in this class, I
almost never miss a class..."

Cheers,

Karl W. 

-Original Message-
From: David Hogberg [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, April 10, 2007 3:39 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] in-class use of laptops

Listening to NPR's ""Talk of the Nation" a little while ago, I heard a
GWashington Law School prof describing his recent decision to prohibit
laptops in his classes.  He reported that, after an initial outcry from
his students, students became accustomed to doing things the old way,
i.e., listening and taking notes by hand.  As I recall, ~ 80% reported
that they actually felt more involved with the class and didn't mind the
change.  

Do you have a policy regarding laptop-use in your classes?  What's been
the reaction to it?  Is there a campus-wide rule regarding their use?  

The obvious Q concerns whether retention by the students of what goes on
in any given class is affected either way by having access to a laptop
during class time.  (I can't resist adding that it is my recollection
that most students retain precious little of what goes on in the typical
class.  Also, I realize that there's a three-post daily limit in TiPS;
this one'll be my last for today.)DKH

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[tips] Teaching in a Classroom with Networked Computers

[Wuensch, Karl L]

Boxing gloves, that might work.  I think notes are over-rated
anyhow.  In fact, I tell my students that they should listen for
understanding, not to transcribe my every word -- just jot down a few
key words and then, after class, fill in the blanks as best you can and
then check the book and my online lecture notes to see if you missed
anything.

Nah, on second thought, nix the boxing gloves -- I do want them
to be using the keyboards and mice to navigate to the materials on my
web site, download the data file we are working on, bring it into SPSS
or SAS, and so on.

I have been giving more of those quizzes, and calling on the
students to answer questions in class about the homework.  That
backfired, they just stopped coming to class.

Most of these surfing students do perform very poorly on the
exams, but one is actually doing well (B-level work), but I am confident
she could do even better.  I am thinking some of these students may have
an Internet addiction.  If the internet connection is there, they just
cannot resist it.  Apparently many employees with computers on their
desks at work have similar problems.

Cheers,

Karl W. 

-Original Message-
From: David Hogberg [mailto:[EMAIL PROTECTED] 
Sent: Wednesday, April 11, 2007 6:37 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] RE: in-class use of laptops

My first response was an idea to require that everyone wear boxing
gloves during class.  Nah, they couldn't take notes then.  What about
more frequent quizzes, the kind that escaped the notice of that student
who was way out in ether land?  How do those who ask why they're doing
so poorly eventually perform on "regular" exams, papers, etc.? Does this
happen in other classes in other departments, too?  Wow, what a
situation you're in, Karl.   D

>>> "Wuensch, Karl L" <[EMAIL PROTECTED]> 04/11/07 5:39 PM >>>
In my classes every student has a networked computer built into
her desk.  One problem this has created is that some students spend the
entire lecture period surfing the internet, paying no attention to what
is going on in the classroom.  They sit in the back of the room and
never look up during class.  I can see them smiling when they find
something amusing.  When I walk about the classroom to distribute a
handout I can see the email they are reading or the games they are
playing.  Earlier this semester I gave a quiz in one of these classes.
About every five minutes I stopped my lecture and read one question to
the class, a question for which the answer was on the PP slide currently
displayed on the smart board.  One of the Internet junkies never even
noticed that a quiz was being administered.  After class, when one of
her friends mentioned the quiz, this student came up to me and asked if
she could makeup the quiz.  In another class one of the students emailed
all of the others in the class (and unknowingly me too) during class
inviting them to come over to her myspace.com pages instead of working
on the boring class assignment.

Of course, at semester's end these are the same students who
whine "I just can't understand why I am not doing well in this class, I
almost never miss a class..."

Cheers,

Karl W. 

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[tips] RE: Virginia Tech Tragedy and Media Images

[Wuensch, Karl L]

Teaching moments or opportunities to get fired:

http://www.boston.com/news/nation/articles/2007/04/23/professor_fired_ov
er_va_tech_discussion 

-Original Message-
From: Stuart McKelvie [mailto:[EMAIL PROTECTED] 
Sent: Friday, April 20, 2007 1:07 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Virginia Tech Tragedy and Media Images

Dear Tipsters,

The tragic events at Virginia Tech will probably permit many teaching
moments next year.

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[tips] Begging for Grades

[Wuensch, Karl L]

http://core.ecu.edu/psyc/wuenschk/docs00/Begging.htm 

-Original Message-
From: Michelle Everson [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, May 08, 2007 4:14 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] The things students will say...

"I got a total 244.57/276 which comes out to about 88.61%. I notice that
89% is the cut-off for an A- !  Is there anyway you could regrade any of
my tests or assignments to see if I deserve an extra percentage point?
Because I would really like the A- instead!"

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[tips] Negatively skewed scores on exams, within students

[Wuensch, Karl L]

I deal with this issue by allowing the students to replace one
exam grade with the grade they receive on an optional comprehensive
examination.  Then there is the problem of students who spend their
rainy day credits during sunny weather -- they figure they have one free
exam drop, so they don't even bother showing up for the first exam.
Then they have a bad day later and no exam drop to cover themselves.

Cheers,

Karl W. 

-Original Message-
From: Ken Steele [mailto:[EMAIL PROTECTED] 
Sent: Wednesday, May 09, 2007 10:10 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Re: Devil's Advocate: RE: The things students will
say...


Let me add a second thought to Stuart's point about the reliability of 
our measurement.  I have concluded that my empirical test scores are not

  distributed symmetrically around the "true" scores, instead they 
likely underestimate the "true" score over the course of the semester.

My argument is based on the following observations.  Over the course of 
the semester, I see students commonly have a test score that is lower 
than typical due to other issues--typically they have a cold or some 
other medical condition that is not crippling enough to make them miss 
the exam. For example, I had a student who had an 'A' average.  He took 
an exam while experiencing the onset of a migraine and made a 'B' on 
that exam.  Mathematically, this pulled his class average down to an A- 
(by 1 point). But the A- didn't represent his general pattern of 
performance.  Instead it represented the mathematical effects of a 
single clunker grade.  So he received an 'A' because that represented 
his general pattern of performance.



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[tips] YouTube - Graphic Presentation of Research Results

[Wuensch, Karl L]

Another  YouTube video possibly of use in class when discussing
effective means of displaying data.  No gorilla in this one.
http://www.youtube.com/watch?v=wUiGGzym_uQ 

Cheers,

Karl W.
-Original Message-
From: Christopher D. Green [mailto:[EMAIL PROTECTED] 
Sent: Friday, May 11, 2007 3:23 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] YouTube - colour changing card trick

Check out the amazing colour-changing card trick:
http://www.youtube.com/watch?v=voAntzB7EwE

Hint: watch out for other color-changes as well.

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[tips] Graphic Presentation of Research Results

[Wuensch, Karl L]

Try http://youtube.com/watch?v=wUiGGzym_uQ -- if you still get an error
then just go to youtube.com and search for "findings."  The video is
"2-DM-Research."  Do not be expecting a scholarly presentation, but
enjoy.

Cheers,

Karl W.

-Original Message-
From: Michael Britt [mailto:[EMAIL PROTECTED] 
Sent: Sunday, June 10, 2007 7:22 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Re: tips digest: June 09, 2007

Chris,

I clicked in your YouTube links but I received this message: "The url
contained a malformed video id".  I'd especially like to see the graphic
presentation of research results.  Can you send those links again?

Michael

Michael Britt
[EMAIL PROTECTED]

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[tips] ERIC Trojan

[Wuensch, Karl L]

Today I was helping a colleague locate a test.  I went to the APA
test finder page at  http://www.apa.org/science/faq-findtests.html .
>From there I used the link to the ERIC test locater,  http://ericae.net/
.  Symantec Anti-Virus warned me this site was downloading a Trojan to
my computer -- Trojan.Exploit.131.  I bypassed that page and went
directly to the location of the ERIC test finder,
http://ericae.net/testcol.htm , where I found that every search results
in the same outcome, a listing of links that are totally unrelated to
the search target.  The site does say "Under New Ownership."  Maybe that
tells the whole story.  We probably sold it to the Chinese.
 
~
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, Earth
 
Voice:  252-328-9420 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm 

---

RE: [tips] Humans go into heat after all, strip club study finds

[Wuensch, Karl L]

Many years ago some young women presented a paper at a meeting of
the Animal Behavior Society in Knoxville, TN.  They had surveyed women
entering a disco, determining the date of last menstruation.  Others
inside the disco observed the target women.  The researchers concluded
that women who were near the date of ovulation wore more revealing
clothing, more makeup, were more flirtatious, and more likely to leave
in the company of a man, if I remember correctly.  I don't recall seeing
this research published however.
 
~
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, Earth
 
Voice:  252-328-9420 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm 
 



From: Pollak, Edward [mailto:[EMAIL PROTECTED] 
Sent: Saturday, November 03, 2007 10:57 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Humans go into heat after all, strip club study finds




I can't really answer your first question, Nancy, having literally no
experience such clubs. (I always suspected I'd find them very
depressing.)
 
As for the 2nd. This is merely more evidence that the difference in
cyclicity of sexual activity in mammals is best viewed on a continuum
rather than as something dichotomous.  (No surprise there/)  Just as
we're finding more cyclicity in women, we're finding that many other
female primates have sex outside the time of ovulation. Bonobos are the
obvious extreme example but lots of other female primates seem to have
the occasional extra-ovulatory quickie.   
 
Ed
 
Edward I. Pollak, Ph.D.
Department of Psychology
West Chester University of Pennsylvania
Office Hours: Mondays noon-2 and 3-4 p.m.; Tuesdays & Thursdays 8-9:00
a.m. & 12:30-1:30 p.m.
http://mywebpages.comcast.net/epollak/home.htm
 

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

---

RE: [tips] p-rep, mathematical error, pure and simple < Pro Bono Statistics

[Wuensch, Karl L]

I don't understand why the "probability of replication" is of
any importance.  You can "replicate" any effect given sufficient
power/N.  N is not held constant across different calculations of p-rep,
is it?  What of value does p-rep give one that is not already in hand
when a confidence interval for the effect size is provided?

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

-Original Message-
From: Marc Carter [mailto:[EMAIL PROTECTED] 
Sent: Friday, November 16, 2007 12:04 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] p-rep, mathematical error, pure and simple < Pro
Bono Statistics


Forgive this horribly un-sourced response, but there is (and has been,
nearly from the get-go) a debate about whether p(rep)'s assumptions are
correct in its original formulation.  The problem has to do with (iirc)
the estimation of effect sizes, which are required for computing p(rep).
(Those are the lower-case deltas, I believe, in Gat's blog post.)  Gat
adds in a later post
 that the error has been pointed out already.

I'm not statistician, but I suspect that this is going to work itself
out.  The idea is fundamentally sound, and if it's possible to make
reasonable assumptions about effect sizes (or the distributions of that
variable), then one *should* be able to compute the probability of a
replication.  I'm waiting for things to calm down a bit and for people
far smarter than me to figure it out.  Again, I'm not a statistician,
but I don't see immediately why that difficulty kills the idea.

I'm talking to my stats classes about it so that they'll be aware that
it's probably something they're going to see in the future (and if they
read APS journals, they'll see now), but I'm not teaching it, per se.
It doesn't seem to me that anyone has launched a devastating critique of
the idea of it, but rather have found problems with the computation of
it.  

m

--
"There is no power for change greater than a community discovering what
it cares about."
--
Margaret Wheatley 

-Original Message-
From: Christopher D. Green [mailto:[EMAIL PROTECTED] 
Sent: Friday, November 16, 2007 9:28 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Robert A. Cribbie; David Flora; Michael Friendly; Doba Goodman
Subject: [tips] p-rep, mathematical error, pure and simple < Pro Bono
Statistics


There has been a lot of excitement around a statistic being used in APS
journals of late called p-rep. It was developed by Peter Killeen,
published in a 2005 issue of Psychological Science. The primary
advantage claimed for it is that it gives the average probability of
replicating a given effect in future studies, rather than giving the
probability, under the null hypothesis, of finding data at least as
improbable as that actually found (which is roughly what good ol'
p-values give).

But now I have found a blog posting by a California statistician named
Yoram Gat that claims that Killeen's derivation is based on a
"mathematical error, pure and simple." You can find the posting at: 
http://probonostats.wordpress.com/2007/09/15/p-rep-mathematical-error-pu
re-and-simple/

He details what the error is, but I am not statistically sophisticated
enough to know whether or not he is correct. Has anyone else come across
this? Is Gat right? And, if he is, is the error as devastating to p-rep
as he claims?

Regards,
Chris Green
York U.
Toronto, Canada


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[tips] natural selection

[Wuensch, Karl L]

Perhaps we need to replace the phrase "natural selection" with
"differential reproductive success," with the understanding that we are
speaking of the reproduction of units of inheritance, not of individual
organisms.
Karl W.

-Original Message-
From: Shearon, Tim [mailto:[EMAIL PROTECTED] 
Sent: Thursday, November 22, 2007 4:51 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Why pigs dcn't have wings
First, I think he's also in error in the gist of the argument since he
seems to be proposing that in order for nature to select it requires
nature to be sentient- it is a bold assumption- or a silly one. 

---

RE: [tips] natural selection

[Wuensch, Karl L]

Depends on how they used it.  In my simple mind, the fitness of
a unit of inheritance (call that a gene if you wish) is measured by the
extent to which it increases its representation in the population across
time.  Of course, such fitness may change as the environment changes --
both the external environment and the genetic environment/context in
which the unit operates.

I already had my Thanksgiving dinner, have slept off the turkey,
and am about to go get a beer.

Cheers,

Karl W.

-Original Message-
From: Shearon, Tim [mailto:[EMAIL PROTECTED] 
Sent: Thursday, November 22, 2007 6:10 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] natural selection


Karl- Sociobiology's "reproductive fitness"? :) Most importantly, HAPPY
THANKSGIVING!!!
Tim
___
Timothy O. Shearon, PhD
Professor and Chair Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: [EMAIL PROTECTED]

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

---

[tips] Teaching Position at East Carolina University

[Wuensch, Karl L]

We invite applications for a Teaching Assistant
Professorship starting Fall semester, 2008.  Details at

http://www.ecu.edu/psyc/Faculty/FacultyPositionsF08.html#5 

 

Cheers,

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

 


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[tips] The Sleeping Cow

[Wuensch, Karl L]

Yes, but not much.  Like most herbivores, they need to be
awake most of the time to keep eating all that low-calorie food.
Animals that eat high-calorie food (like vampire bats and insect eating
bats) only need to be awake for a few hours, so they sleep away the rest
of their lives.  Animals like me should be sleeping at this time of
night, but with the advent of electric lights, frozen pizza, and
computers they stay up half the night and eat themselves into obesity.
:-(

 

Cheers,

 

Karl W.

 



From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Monday, March 03, 2008 9:12 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Sleep question

 

do cows ever sleep?

Michael Sylvester,PhD
Daytona Beach,Florida

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RE: [tips] Failure to replicate

[Wuensch, Karl L]

Given the typical power of behavioral research, the expected
outcome of an attempt to replicate a study which correctly identified an
effect is failure, that is, a type II error.  There is no need to
speculate about moderating factors that might have differed between the
original research and the attempt to replicate -- in fact, much time and
space in discussion sections is wasted with such unnecessary
speculations.

Karl W.

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Wednesday, March 05, 2008 2:24 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Failure to replicate


 I do not quite agree that the failure to replicate (as in the Miller
anhd 
DiCara studies) is ground for questioning the validity of a study.A 
replication may not be equivalent to the original study.Subject
variables 
and environmental variables may vary.It could be that the targeted 
replicated subjects may be afrom a different gene pool.And there is
always 
the possibility that the original finding was a fluke of nature or
special 
circumstanceYogis have been known to exert control over  alleged
autonomic 
functions. And as farfetched this may sound-who polices the intravenous 
procedurs to avoid contamination.I doubt there is a new needle or vial
for 
each subject.

Michael Sylvester,PhD
Daytona Beach,Florida
   " Sleepless in Daytona"


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[tips] SPSS web resources

[Wuensch, Karl L]

Also see http://core.ecu.edu/psyc/wuenschk/SPSS.htm .

 

Cheers,

~~
Karl L. Wuensch, Professor, Dept. of Psychology
East Carolina Univ., Greenville NC  27858-4353  Earth
 

Voice:  252-328-9420 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm



From: Jonathan Mueller [mailto:[EMAIL PROTECTED] 
Sent: Monday, March 31, 2008 2:33 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] SPSS Manual for Stats & Research Design Class

 

 

Margie,

 

Along with the manuals, you might find the following resources useful:

 

SPSS tutorials available online:

 

http://www.uga.edu/psychology/resources/SPSSaug2004/Structure/SturctureP
ageSPSS.html

(The links don't show up on the left in my browser, but if you run the
cursor over them you can click on the links.)

 

http://www.indstate.edu/oit/cirt/research/spsssupport.htm

(video tutorials)

 

More statistical resources can be found here

http://jonathan.mueller.faculty.noctrl.edu/crow/topicmethods.htm

 

Also, resources on using APA format can be found here

http://jonathan.mueller.faculty.noctrl.edu/crow/student.htm#writing

 

Jon

 

===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED]
http://jonathan.mueller.faculty.noctrl.edu
 


>>> Margie Hardy <[EMAIL PROTECTED]> 3/31/2008 7:52 AM >>>
Hi Everyone,
For the past couple of years, we have used Green & Salkind's "Using 
SPSS" manual and CD in the lab portion of our Stats & Research Design 
Class.  In browsing the web, however, I ran across "Discovering 
Statistics Using SPSS" by Andy Field.  Have any of your used this 
manual--or any other--sucessfully in your classes?  Oh, by the way, our 
version of SPSS is 15. 

Also, do you have any suggestions for brief books on "How to Write in 
APA style"?  I'm tempted here to just direct students to some good
websites.

Thanks in advance for any suggestions. 
Margie Hardy

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RE: [tips] When names go bad

[Wuensch, Karl L]

Thanks, Stephen, for the laughs.  The comments were great.  My
own collection is at
http://personal.ecu.edu/wuenschk/humor/Names-Funny.htm .

Cheers,

Karl W.

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Wednesday, April 09, 2008 2:57 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] When names go bad

New evidence on the Boy Named Sue theory:

http://tinyurl.com/6kmejf

And my wife swears she knew someone from her high school named Adam
Baum.

Stephen
-
Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's University  e-mail:  [EMAIL PROTECTED]
2600 College St.
Sherbrooke QC  J1M 1Z7
Canada

Subscribe to discussion list (TIPS) for the teaching of
psychology at http://flightline.highline.edu/sfrantz/tips/
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[tips] Rensis Likert

[Wuensch, Karl L]

Should I refer them to [EMAIL PROTECTED]  or just to Seashore, S. &
Katz, D. (1982). Obituary: Rensis Likert (1903-1981). American
Psychologist. 37, 851-853?   :-)

 

Cheers,

 

Karl W.

 



Sent: Monday, April 28, 2008 3:27 AM
To: Wuensch, Karl L
Subject: Archieves of psychology/Roberts & Jowell

 

Dear Professor Karl

 

We are trying to get in touch with Professor Rensis Likert to reprint
his one of the articles "A technique for measurement of attitudes" from
the journal "Archives of Psychology". I would be grateful if you could
provide any contact information (email id) of Professor Rensis Likert.

 

Looking forward to hear from you soon.

 

Regards

Sage Publications India Pvt. Ltd. 

Website: www.sagepub.in <http://www.sagepub.in/> 

 


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[tips] Job Opening for Quantitative Methodologist at East Carolina University

[Wuensch, Karl L]

http://www.ecu.edu/psyc/Faculty/FacultyPositionsF09.html#Quantitative 

 

Cheers,

 

~~
Karl L. Wuensch, Professor, Dept. of Psychology
East Carolina Univ., Greenville NC  27858-4353  Earth
 

Voice:  252-328-9420 Fax:  252-328-6283
[EMAIL PROTECTED]
http://core.ecu.edu/psyc/wuenschk/klw.htm

 


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RE: [tips] Professor emeritus

[Wuensch, Karl L]

At SOME universities it means that the retired faculty
member has full access to the resources (not only the library, but
site-licensed software as well) that allows her or him to remain
productive as a scholar, bringing more credit to his or her university.
Regretfully, at my university (East Carolina University) this is not the
case.  Here you are considered pretty much dead once you have retired.
Scholarship (along with family and horticulture) are the foundations of
my life - accordingly I have decided that I cannot retire.  I can only
die, or become disabled

 

Karl W..

 



From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, June 24, 2008 9:37 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Professor emeritus

 

 

Does this  designation mean anything apart  from getting a free
university library card?

 

Any pros and cons to the emeritus status?

 

Michael Sylvester,PhD

Daytona Beach,Florida

 

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[tips] Software for Emeritus Faculty

[Wuensch, Karl L]

Those of you who happen to know whether or not your university
provides emeritus faculty with statistical software (such as Minitab,
SPSS, SAS), please let me know.  I am struggling with this issue at my
institution.  It seems that some vendors do not want to include emeritus
faculty in site licenses (even though the number who would take
advantage of it is probably small).  I would like to remain productive,
in a scholarly sense, after retirement, but would be hard pressed to do
so without access to such software.


Karl W.

Cheers,
 
Karl W.


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RE: [tips] TIAA/CREF

[Wuensch, Karl L]

They could both go up in smoke.

 

Cheers,

 

Karl W.



From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Friday, September 19, 2008 11:09 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] TIAA/CREF

 

 

How safe?  Should I take out my money and invest in Acapulco gold?

 

Michael Sylvester.PhD

Daytona Beach,Florida

 

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RE: [tips] Do animals get embarrassed?

[Wuensch, Karl L]

Why is that creepy human watching me while a pinch a loaf?  Is
he a scatophile or what?  I feel very uncomfortable being around this
dwork.  Then he scoops it up and who knows what he does with it.

Cheers,
 
Dog pinching a loaf.

-Original Message-
From: Michael Britt [mailto:[EMAIL PROTECTED] 
Sent: Friday, October 03, 2008 6:47 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Do animals get embarrassed?

Okay, since I haven't used up my allotment of 3 messages today, let me  
ask this question.  I've had a few cats and dogs in my day, and you  
could just swear that they look like they are embarrassed when  
theyrelieve themselves.  Now I know I'm probably just  
anthropomorphizing, but I'd like to hear an explanation for this  
(assuming others have made this same kind of interpretation).  Perhaps  
an evolutionary one: they are merely looking around to make sure they  
don't get attacked by another animal during a time when they  
are...preoccupied?

Or they just plain embarrassed?  If dogs and cats could talk.

Have a good weekend all,

Michael

Michael Britt
[EMAIL PROTECTED]
www.thepsychfiles.com






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[tips] Eating Rats

[Wuensch, Karl L]

Don't waste the fuel taking them to the zoo, prepare them at
home:

http://news.bbc.co.uk/2/hi/south_asia/7557107.stm 

Cheers,
 
Karl W.

-Original Message-
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Wednesday, October 01, 2008 1:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] PETA and animal use

Re rats.Rats to be discarded should be taken to the zoo and fed to the 
snakes and the mongoose.

Michael Sylvester,PhD
Daytona Beach,Florida


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RE: [tips] The dreaded 3 posts limit - VOTES?

[Wuensch, Karl L]

Three works for me.  If you really are compelled to post that fourth
time, you should be able to figure out how to do it.

Cheers,
 
Karl W.

-Original Message-
From: Shearon, Tim [mailto:[EMAIL PROTECTED] 
Sent: Sunday, October 05, 2008 5:59 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] The dreaded 3 posts limit - VOTES?


Beth, et al
I was thinking the same thing. The few times I've run against the 3 post
limit it was because I got "caught up" in non-teaching related posting
(or occasionally, needing to apologize for same!). :) Anyway, this being
a teaching list it seems to me that the 3 post limit keeps things from
"wandering too far" off teaching topics. Just my 2 cents (perhaps worth
about 2 cents less).
Tim

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RE: [tips] Student evaluations

[Wuensch, Karl L]

Also of interest:  Greenwald, A. G., & Gillmore, G. M. (1997). No pain,
no gain? The importance of measuring course workload in student ratings
of instruction. Journal of Educational Psychology, 89(4), 743-751.

Cheers,
 
Karl W.

-Original Message-
From: Jim Clark [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 2:00 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Student evaluations

Hi

A good 1988 review by Cashin of the VERY extensive literature on course
evaluations can be found at:

http://www.theideacenter.org/sites/default/files/Idea_Paper_20.pdf

Here are some other summaries I came across in tracking down Cashin
on-line.

http://heqco.ca/assets/Student%20Course%20Evaluations.pdf

http://www.oid.ucla.edu/publications/evalofinstruction/eval6 

http://teaching.berkeley.edu/bgd/ratingforms.html 


Harry Murray at U of Western Ontario did a lot of research on course
evaluations, my first exposure to the issue.  He found, for instance,
that trained graduate student ratings correlated well with class
ratings, that students rated instructors similarly after graduation as
when taking the course, that a variety of micro-behaviors (Murray was
originally a learning researcher), that faculty ratings improved as
courses were taught repeatedly by same person, and so on.

With respect to correlations with learning, see Cashin for one study.
There was one notorious and much publicized example of a substantial
negative correlation between evaluations and student learning, but that
turned out to be graduate student lab instructors.  For a meta-analysis,
see:

http://rer.sagepub.com/cgi/content/refs/51/3/281

With respect to myth of no relation between evaluations and learning
(among other myths) see:

https://tle.wisc.edu/node/271

Like most (all?) psychological measures, course evaluations are not
perfect, but as one might expect, students can tell something meaningful
about their instructor and the course after sitting in class for quite a
number of hours.  In fact it represents an almost ideal situation in
that one has multiple raters available for a single observee (i.e., us).

Take care
Jim


James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED]
 
Department of Psychology
University of Winnipeg
Winnipeg, Manitoba
R3B 2E9
CANADA


>>> Michael Smith <[EMAIL PROTECTED]> 03-Nov-08 10:01 AM >>>
Is there actually any research that shows course-end student evaluations
are of much use in assessing a well prepared and taught course?
 
Are they not more of a personality comparison between profs that the
student is currently taking courses from?
 
--Mike


  
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[tips] The misunderstood CLT

[Wuensch, Karl L]

Even authors of many stats texts don't understand the CLT.  For example,
some write the because of the CLT you don't need to worry about the
normality assumption for Student t if you just have a sufficiently large
sample size.  The CLT applies to the distribution of sample means or
sums, NOT to the distribution of t.

 

Cheers,

 

Karl W.



From: Steven Specht [mailto:[EMAIL PROTECTED] 
Sent: Friday, November 14, 2008 10:41 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Psychology's toughest concepts

 

And of course, Central Limit Theorem (although I suppose that is not
really covered in an intro class). 

 

On Nov 14, 2008, at 9:57 AM, Michael Britt wrote: 

 

Wasn't there an article published in which the authors had
(somehow) conducted a survey to identify the concepts from an intro
psych course that either students or faculty considered to be the
toughest ones for students? I seem to remember that such a study had
been conducted, but can't remember where to find it. Any help much
appreciated. 

 

BTW: I'd add "rejecting the null" as one of them. 

 

Michael 

 

Michael Britt 

[EMAIL PROTECTED] 

www.thepsychfiles.com 

 

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Steven M. Specht, Ph.D. 

Professor of Psychology 

Chair, Department of Psychology 

Utica College 

Utica, NY 13502 

(315) 792-3171 

 

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

Martin Luther King Jr. 

 


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RE: [tips] Dr. Seuss

[Wuensch, Karl L]

I still have a copy of "Marvin K. Mooney Will You Please Go
Now!" in which I, following Geisel's lead, crossed out "Marvin K.
Mooney" and wrote in "Richard M. Nixon," shortly before Nixon resigned.
I should ask my kids if they remember that.

I recall that Rod Serling produced some TV shows with similar
messages.  One involved a race of beings who were white on one side and
black on the other -- those white on the one side discriminated against
those white on the other side.  In another a woman was wrapped in gauze
following surgery to correct a birth defect that made her ugly.  They
unwrapped the gauze and a beautiful young woman was revealed -- but the
medical staff choked in disgust at her ugliness -- the camera panned to
them, and they looked like hogs.

Cheers,
 
Karl W.

-Original Message-
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] 
Sent: Tuesday, December 30, 2008 8:53 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Dr. Seuss

Hi

Having just read "The Sneetches" for the umpteenth time to my son, I've
decided to follow up with TIPs a question (psychological!) that I've
often wondered about.  One of the interesting phenomenon observed in
repeated surveys of people's attitudes, for example to the idea of a
Black President, is that attitudes change much more markedly across
generations (cohorts) than within a generation (birth cohort).  In some
such surveys, attitudes are remarkably stable within-cohorts and
markedly changed (improved) across cohorts.  This raises the interesting
question of what produces the generational change.

There are innumerable possibilities, but I wonder about Dr. Seuss's
role.  For those not familiar with the Sneetches, the story involves
star-bellied Sneetches who hold themselves superior to Sneetches without
stars, until Sylvester McMonkey McBean comes along with his star-on (and
star-off) machine to take everyone's money putting on and taking off
stars until no one knows who was who (and no one eventually cares!).

I wonder whether children incorporate the clear object lesson of this
Seuss poem, and what its impact on adult attitudes might be in a very
general way.  It is not specific to race, ethnicity, gender, whatever,
but clearly communicates the arbitrariness of much discrimination.

Not easy to see how to evaluate empirically, although some things come
to mind, such as  surveys of people's exposure to Seuss, perhaps across
cultures, and their attitudes toward various groups (or perhaps their
attitude toward discrimination in general), or perhaps even experimental
exposure of children to the Sneetches.

A number of Seuss's other poems are similarly enlightening, depending
perhaps on your political orientation (e.g., Yertle the Turtle).

Happy New Year, and as always,

Take care
Jim


James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
j.cl...@uwinnipeg.ca
 
Department of Psychology
University of Winnipeg
Winnipeg, Manitoba
R3B 2E9
CANADA



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RE: [tips] ANOVA question (was cross-cultural)

[Wuensch, Karl L]

I'm even less conservative than Stephen.  I would not apply the
Bonferroni adjustment.  After all, these are PLANNED comparisons, eh?
Not that I really thing that "planned" means much -- but I do think that
downwards adjustments of per comparison alpha have done more harm than
good.  The Type I Boogie Man under your bed is really a myth.  The Type
II Boogie Man in your closet is for real.  :-)

Cheers,
 
Karl W.

-Original Message-
From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] 
Sent: Wednesday, January 07, 2009 5:03 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] ANOVA question (was cross-cultural)

(note change of subject header: cross-cultural scientific screw-up is
not 
what this is about, for sure)

On 7 Jan 2009 at 14:54, Steven Specht wrote:

> What are TIPSters views of various post hoc tests after doing
>  a 2 X 2 ANOVA with repeated measures on one of the variables. 
> Tukey's HSD isn't really appropriate as it would adjust for all four
> comparisons when I am only interested in comparing across the repeated
> measures variable (that is, a total of two comparisons rather than \>
four).

I'd go with two separate paired t-tests, with a Bonferroni correction 
(instead of testing at p = .05, do it at p = .025). Easy, quick, 
conservative.

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

Subscribe to discussion list (TIPS) for the teaching of
psychology at http://flightline.highline.edu/sfrantz/tips/
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[tips] Directional hypotheses (was ANOVA question)

[Wuensch, Karl L]

First, a trivial point.  The F test employed in traditional
ANOVA is a one-tailed test -- regardless of the ordering of the
differences among the group means, greater differences lead to a larger
F.  Accordingly, it is a one-tailed, upper-tailed, test.  It could be
done as a lower-tailed test if you put the error term in the numerator,
as is done with some multivariate test statistics.
Second, a couple of examples I used in class of directional
hypotheses that seem reasonable.

While taking a multiple choice test, where each item has four
response options, I observed student Joe Blow rolling a die once or
twice before he answers each item.  I suspect that he is using the die
to chose the response option he endorses.  If so, the item probability
of success (binomial p) is .25.  What is p if the student is not using
the die to select responses?  I dismiss the possibility that the student
knows the material and is trying to get a low score (although I can
imagine situations when this might be true, they are very unusual).  If
Joe knows the material, p should be greater than .25, and that is my
"alternative" hypothesis.  The "null" hypothesis is that p is less than
or equal to .25 -- Joe is using the die to select response options or
Joe knows nothing about what is being tested.

The next one is from actual research.  Richard Porter gathered
shirts worn by infants in the maternity ward.  He stuffed each shirt
into a tube.  He then presented two tubes to baby's Mom, one of which
contained her baby's shirt.  Mom sniffed them both and then indicated
which she thought had the shirt worn by her baby.  If Moms can identify
their babies by olfactory cues, what is the probability that Mom will
pick the correct tube on one trial?  It is, of course, greater than .5.
We dismiss the possibility that Mom would try to mess up the research by
picking the one that is not her baby.  Accordingly, the directional
hypotheses tested are "p is less than or equal to .5" and "p is greater
than .5."


Cheers,
 
Karl W.
-Original Message-
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] 
Sent: Sunday, January 11, 2009 1:17 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] ANOVA question (was cross-cultural)

Hi

I'll take Stephen's points in reverse order, starting with Abelson, in
response to my:

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[tips] Familywise Error (was ANOVA question)

[Wuensch, Karl L]

I think that the distinction between planned and not planned
comparisons is silly.  What is to stop one from planning on comparing
each mean with each other mean and each combination of means with the
remaining means and so on?  I don't think that the Type I boogie man
under the bed gives a damn whether or not you planned your comparisons.

That said, I think that the use of procedures that reduce the
per comparison alpha for purposes of capping familywise error rate at an
unreasonably low value (like .05) have caused more harm than good for
research in psychology.  These procedures can drastically increase the
probability of a Type II error.  The marginal probability of a Type II
error is already enormously greater than the marginal probability of a
Type I error (which many argue is zero, at least with continuous
variables).  Does it really make sense to increase the probability of
the more likely error to guard against the error that is highly unlikely
to start with?

Cheers,
 
Karl W.

-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: Friday, January 09, 2009 10:54 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: RE: [tips] ANOVA question (was cross-cultural)

On Thu, 08 Jan 2009 20:04:23 -0800, Karl Wuensch wrote:
>I'm even less conservative than Stephen.  I would not apply the
>Bonferroni adjustment.  After all, these are PLANNED comparisons, eh?

This is a curious point:

Why should the state of knowledge (i.e., able to predict the size
of difference, the direction of a difference, etc.) affect the
probability
of making an error of inference?

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RE: [tips] Course buyout info

[Wuensch, Karl L]

Last Spring I was offered a course release for some
administrative work.  I did not want to give up either of my two courses
(I already had two course releases for research), so I said give me the
money instead.  I tried to talk them into giving me an extra 25% pay
(since a "full" load is four courses), but that is not how it works.
They agreed to give me what it would cost to hire a part-time person to
teach a course, and that is $5,000 or less.

Cheers,
 
Karl W.
-Original Message-
From: Bryan K. Saville [mailto:savil...@jmu.edu] 
Sent: Monday, January 19, 2009 12:01 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Course buyout info

Greetings All, 


I'm gathering some information on how much schools "charge" for a course

buyout (release time).  If any of you are willing to share that
information with 
me, I'd greatly appreciate it.  Please email me off-list at:
savil...@jmu.edu 

I hope 2009 has started off well for each of you... 

Best, 

Bryan Saville 
James Madison University 
savil...@jmu.edu


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[tips] Uslovnye: Conditioned or conditional responses

[Wuensch, Karl L]

Russ never responded to my query.  I am hoping that one of
you Tipsters can point me to the citation below or an equivalent
reference.

 

Cheers,

 

Karl W.



From: Wuensch, Karl L 
Sent: Monday, November 24, 2008 9:52 PM
To: psy...@gmail.com
Subject: uslovnye

 

Hi Russ,

 

Please provide me with details on the following citation:

 

Due to a mistranslation of Pavlov's early works, most psychologists
refer to "conditioned responses" rather than "conditional responses."
Conditional is actually the correct translation of the Russian word,
which is uslovnye (Fitzpatrick, 1990).

 

I was unable to find a reference list on the site.

 

Cheers,



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

 


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RE: [tips] Uslovnye: Conditioned or conditional responses?

[Wuensch, Karl L]

Russ finally came through with his reference -- a book review in
Science.  The book was Russian Psychology. A Critical History. David
Joravsky. Basil Blackwell, Cambridge, MA, 1989. xxii, 583 pp. + plates.

Stephen, this book will not harm your computer.  :-)

Thanks again, Stephen.

Cheers,
 
Karl W.

-Original Message-
From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] 
Sent: Monday, January 19, 2009 1:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Uslovnye: Conditioned or conditional responses

>From the abstract:

"The intellectual terms of Pavlov's transition are evident
in the phrase he chose to replace "psychic secretion"--
"uslovnyi refleks. "This term is commonly translated into
English as "conditioned reflex, "but its original meaning
for Pavlov is better translated as "conditional reflex."

And see also p. 952 where he begins:

"The conceptual dynamics of Pavlov's transition can be
appreciated by considering the term that he chose to replace
"psychic secretion"--"uslovnyi refleks," which
has become known to English speakers as "conditioned
reflex." The Russian phrase, however, can be translated
as either "conditioned reflex" or "conditional reflex."
The latter is much closer to Pavlov's original meaning."

[there's more there on the topic]


Todes, D. (1997). From the machine to the ghost within: Pavlov's 
transition from digestive physiology to conditional reflexes. American 
Psychologist, 52(9).  947-955  

Stephen

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RE: [tips] Lego Model of Brain??

[Wuensch, Karl L]

Lego is made of plastic, eh?  Don't psychologists think the brain is plastic?  
:-)

Cheers,
 
Karl W.

-Original Message-
From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] 
Sent: Tuesday, February 17, 2009 11:17 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Lego Model of Brain??

On 17 Feb 2009 at 19:57, Jim Clark wrote:

> For a talk I'm doing in a few weeks for our undergraduates I want an image
> of the brain built with Lego.  Has anyone seen such a thing?  I've had no
> luck yet with google images.

Lego seems a rather unlikely medium to portray a brain. But you might try 
knitted and quilted brains at the The Museum of Scientifically Accurate 
Fabric Brain Art. 

Really. 

http://harbaugh.uoregon.edu/Brain/index.htm

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

Subscribe to discussion list (TIPS) for the teaching of
psychology at http://flightline.highline.edu/sfrantz/tips/
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RE: [tips] Can you plagiarize your own work?

[Wuensch, Karl L]

Stuart poses an interesting question which I have often pondered.  When 
one's research projects are narrowly focused, the literature review for one 
manuscript is going to overlap considerably with others. If one did a good job 
of summarizing the literature in an earlier manuscript, should she feel obliged 
to reword it for a subsequent manuscript, when a rewording might not be as well 
written as that presented in the earlier manuscript?

I have often been tempted to write "I have already written most of what 
should be said here, please go read my article in the February 2008 Journal of 
Neuroscatology, and I'll just add a few new things here."  Somehow I think this 
would not be well received.

By the way, it is likely that I have previously written "Stuart poses 
an interesting question," so maybe I am guilty here of "self-plagiarism."  Will 
that cause me to get warts or go blind?  :-)

Cheers,
 
Karl W.

-Original Message-
From: Stuart McKelvie [mailto:smcke...@ubishops.ca] 
Sent: Wednesday, February 18, 2009 8:17 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Can you plagiarize your own work?

Dear Tipsters,

May I ask how Chris and others how you would react to this?

I recently was asked to review two papers from two different journals. One 
manuscript was anonymous and the other was not.

The two papers presented different data but they referred to fairly similar 
research questions.

Large chunks of the two introductions were word-for-word the same.
Parts of the method were word-for-word the same.

There was no clear cross-referencing for these bits of the text in the two 
manuscripts.

I saw this as (self-) plagiarism and expressed this view to the referees in 
very strong terms.

Do you think I was wrong?

Sincerely,

Stuart


___

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

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RE: [tips] Can you plagiarize your own work?

[Wuensch, Karl L]

I have a project that produced so much data that a complete 
presentation of the results would be very much longer than that which any 
journal would be willing to publish in a single article.  What are my options 
other than dividing it into smaller portions to be published separately?

Cheers,
 
Karl W.

-Original Message-
From: Claudia Stanny [mailto:csta...@uwf.edu] 
Sent: Thursday, February 19, 2009 2:08 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Can you plagiarize your own work?

Publication rules about duplication generally apply to the data and
findings reported (except for review and theoretical articles that don't
present original data).
In this case, each manuscript reported different data and different
findings. In this sense, they are independent. 

Is the unique contribution of the article the findings or the literature
review supporting the question posed?

It seems a bit odd that the research questions posed in each article
were supported by identical literature reviews, since the questions were
different. I can understand some overlap, but not identical literature
reviews. Perhaps the commonalities in the introductions were overstated?

Another issue might be the chopping up of a study and piecemeal
publication of the findings to get more publication count "bang" for the
effort. Editors of journals discourage authors from chopping up work
that might be better presented as a larger manuscript. But in some
cases, questions related to different questions and audiences are
deliberately interleaved. It might be a legitimate choice to present
these finding separately. In either case, although we might object to
the practice of piecemeal publication, I don't think it is plagiarism.

Claudia J. Stanny, Ph.D.  
Director, Center for University Teaching, Learning, and Assessment
Associate Professor, Psychology
University of West Florida
Pensacola, FL  32514 - 5751
 
Phone:   (850) 857-6355 or  473-7435
e-mail:csta...@uwf.edu
 
CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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RE: [tips] Can you plagiarize your own work?

[Wuensch, Karl L]

This assignment may well have pedagogical value, depending on how it is 
framed.  It could be framed this way:  Your task is to find several 
publications that address your chosen topic.  For each of these you should copy 
into a Word document the citation and the most important few paragraphs from 
the article.
Of course, a nice follow-up assignment would be to have the students go 
back and paraphrase the quotations.  Then a follow-up where they write several 
paragraphs relating the various articles to one another and to theoretical and 
practical matters.

Cheers,
 
Karl W.

-Original Message-
From: R C Intrieri [mailto:rc-intri...@wiu.edu] 
Sent: Friday, February 20, 2009 1:35 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Can you plagiarize your own work?

I have found this discussion very enlightening.  I have a question of another 
nature.
We have a faculty member who has given students an assignment to write a paper. 
 In his instructions
to the students he tells them that they may plagiarize or use any means 
necessary to complete the paper.
We have a very strict academic integrity policy which explicitly states 
plagiarism is prohibited.  The
faculty in question revealed his instructions about the paper and his views 
toward plagiarism in front
of a group of nontenured faculty.  I learned of this revelation second-hand.  I 
am wondering how members
of the list might handle this situation.  Thanks.

RC Intrieri, Ph.D.
Associate Professor
Department of Psychology
1 University Circle
Western Illinois University
Macomb, IL  61455-1390
Office: 309-298-1336 Fax: 309-298-2179

- Original Message -
From: "Stuart McKelvie" 
To: "Teaching in the Psychological Sciences (TIPS)" 
Sent: Friday, February 20, 2009 11:57:05 AM GMT -06:00 US/Canada Central
Subject: RE: [tips] Can you plagiarize your own work?

Dear Tipsters,

Paul asks:

"Would we consider either or both of these examples cheating? Do you
explicitly (in your syllabus) disallow such reuse of papers in your
classes?
Why?"

At Bishop's, we specifically outlaw this practice. This is what we say
in our academic honesty document:

"Guideline 6

DO NOT HAND IN FOR CREDIT A PAPER WHICH IS THE SAME OR SIMILAR TO ONE
YOU OR SOMEONE ELSE HAVE HANDED IN ELSEWHERE.

It is dishonest to claim course credit more than once for essentially
the same work. In addition, it deprives you of the opportunity of
researching and gaining knowledge on different topics, one of the aims
of a university education. Note, however, on some occasions, it may be
appropriate to follow up or extend previous work when writing a paper.
Consult with your instructor here. You may be permitted to continue your
work on the same issue and you will probably be asked to hand in the
original paper to ensure that overlap is minimal. 

Of course, you must never submit (wholly, or in part) the work of
another student as your own, or purchase papers for submission."

Now, if a student tells me that they are interested in pursuing a topic
that they have covered elsewhere, we can discuss that. In fact, I think
it is a good idea for a student to take a topic further or treat it from
a different point of view. When this happens, we may ask the student to
submit both papers so that everyone is clear about what is taking place.

Sincerely,

Stuart

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RE: [tips] Op-Ed Contributor - The Great Solvent North - NYTimes.com

[Wuensch, Karl L]

Lucky for me, my local bank, in Ayden, North Carolina, is the Royal Bank of 
Canada.  :-)

See also http://www.newsweek.com/id/183670/output/print

Cheers,

Karl W.

From: Christopher D. Green [mailto:chri...@yorku.ca]
Sent: Saturday, February 28, 2009 5:20 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Op-Ed Contributor - The Great Solvent North - NYTimes.com


I thought it was the "True North Strong and Free" but the "Great Solvent North" 
will do.
http://www.nytimes.com/2009/02/28/opinion/28tedesco.html

Chris
--


Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada



416-736-2100 ex. 66164
chri...@yorku.ca
http://www.yorku.ca/christo/

==


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RE: [tips] Children who spend hours in front of TV are prone to asthma | Science | guardian.co.uk

[Wuensch, Karl L]

Hmmm, come the revolution, we might need to behead journalists 
shortly after politicians and bankers.

Might exposure to airborne substances outside contribute to asthma?

http://personal.ecu.edu/wuenschk/dust.htm


Cheers,

Karl W.

From: Christopher D. Green [mailto:chri...@yorku.ca]
Sent: Monday, March 02, 2009 8:50 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Children who spend hours in front of TV are prone to asthma | 
Science | guardian.co.uk


Here's another badly reported correlational study.
http://www.guardian.co.uk/science/2009/mar/03/asthma-television-tv-children

In the third paragraph, they 'fess up that "The greater risk of asthma was not 
directly caused by watching television, which was used only as an indicator of 
how sedentary the children's lifestyles were."

But that is only after, in the first paragraph, having claimed that "Children 
who spend hours in front of the television are at greater risk of developing 
asthma than those who are more active, a study has found."

I wonder how many parents wouldn't be inclined to send their kids out to play 
after reading that. (I wonder if there are stats on how far the average reader 
reads into the average news article.)

In any case, I have a bet to make. I bet that the correlation is largely the 
result of a causal connection that runs exactly the other way from that implied 
by the article: kids with asthma are less inclined to engage in high-energy 
activities and so, among other "quiet" activities, watch more TV.

Pre-emptive Disclaimer: I am NOT saying that sedentary lifestyles are just as 
healthy as active ones. That would be foolish (a state that I try mightily to 
avoid, though admittedly not with total success). I am saying only that given 
the choice between "TV watching causes asthma" and "Asthma causes more TV 
watching," I vote for the latter.

Chris
--


Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada



416-736-2100 ex. 66164
chri...@yorku.ca
http://www.yorku.ca/christo/

==


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RE: [tips] Conservatives are biggest consumers of porn?

[Wuensch, Karl L]

The conservatives watch, the liberals act out.  :-)

Hmmm, if they like porn and have old-fashioned values about family, they must 
be wild about the Aristocrats !  That film is dangerous - every time I watch it 
I nearly die laughing, really, can't get my breath between laughs.

Cheers,

Karl W.

From: Paul Brandon [mailto:paul.bran...@mnsu.edu]
Sent: Tuesday, March 03, 2009 10:57 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Conservatives are biggest consumers of porn?


On Mar 3, 2009, at 7:48 AM, Beth Benoit wrote:


But my favorite example is that there was more porn purchased in states where 
the majority agreed with the statement:  "I have old-fashioned values about 
family and marriage," 

What's more old-fashioned than porn?

Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
paul.bran...@mnsu.edu


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[tips] Aibohphobia

[Wuensch, Karl L]

On the topic of phobias, 

... Aibohphobia, n., The fear of palindromes.

Cheers,
 
Karl W.

-Original Message-
From: Shearon, Tim [mailto:tshea...@collegeofidaho.edu] 
Sent: Wednesday, April 01, 2009 7:05 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] testing TIPS


Claudia
I saw several web-sites that listed it as Aphrilophobia- but this IS April 1st. 
:)
Tim
___
Timothy O. Shearon, PhD
Professor and Chair Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

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

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



-Original Message-
From: Claudia Stanny [mailto:csta...@uwf.edu]
Sent: Wed 4/1/2009 4:28 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] testing TIPS
 
So, Bill, has the list become April Fool's phobic or is there a problem
today?

And to make this psychology-related, what is the technical term for a
fear of April Fool's Day?

Would it be related to coulrophobia?

 

 

Claudia J. Stanny, Ph.D.

Director, Center for University Teaching, Learning, and Assessment


Associate Professor, Psychology

University of West Florida

Pensacola, FL  32514 - 5751

 

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

e-mail:csta...@uwf.edu  


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