[tips] Lazy American Students and Their Grades
At my university, the undergraduate catalog defines grades this way: A -- excellent B -- good C -- average D -- barely passed F -- failed I -- incomplete So, C is average, eh? To check this definition I downloaded all grades for undergraduate courses for the just completed semester. Here is the distribution of final grades: A -- 38% B -- 30% C -- 18% D -- 7% F -- 7% I-- 1% Mode = A, Mean = B, Median = B. I have proposed that the catalog be updated to read this way: A - Average B - Barely average C - Could have been average if the student had attended class, read the book, completed the assignments, etc. D - did worse than Dubya F - Failed, but if the student begs enough for post hoc extra credit, this can be changed. I - I am still trying to decide whether to give the student an A after e put so much effort into persuading me it is not e's that e did not get an A and that I would be responsible for ruining e's life if I gave any grade other than an A. From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Monday, December 21, 2009 12:16 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] lazy American students Nicely stated, Chris. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] MBTI -- True Colors
I was dismayed to learn that my university made a major investment in http://www.true-colors.com/ . Karl W. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Famous Narcissists?
Napoleon Bonaparte Alexander the Great Hitler Casanova Paris Hilton Cheers, Karl W. -Original Message- From: Gerald Peterson [mailto:peter...@vmail.svsu.edu] Sent: Wednesday, November 18, 2009 8:51 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Famous Narcissists? Dr. Phil? Gerald L. (Gary) Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 peter...@svsu.edu - Original Message - From: Michael Britt michael.br...@thepsychfiles.com To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Wednesday, November 18, 2009 8:22:45 AM GMT -05:00 US/Canada Eastern Subject: [tips] Famous Narcissists? In my next episode I plan to discuss the study that was published last year on the topic of how narcissism can be detected by looking at Facebook pages. Since I'm going to talk about narcissism in general, and I assume that many of your do in your classes on this topic, here's my question: I'd like to refer to someone that just about everyone would know and just about everyone would agree is a narcissist. Who would make for a good example? Oh yes, it would be better if this person were dead. ;) Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] The Psychological Record
An interesting line of research. I look forward to seeing the next pub in the series. Yes, I can be patient. Cheers, Karl W. - Original Message - From: tay...@sandiego.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Friday, October 30, 2009 4:41 PM Subject: RE: [tips] The Psychological Record We've been following the students longitudinally. Here are some results that are not yet ready for publication because for these types of analyses we need a bigger N and are working on that. Being at a small schoool AND having to wait for years to pass is frustrating! At first we were discouraged because it seemed that JUST looking at misconceptions scores over time students were slowly but surely reverting back to their prior beliefs--and that in itself is not too surprising, especially if they have not take more psych classes over time to reinforce the correct conceptions, but instead are sometimes bombarded by misinformation. We then looked at goal orientation, breaking it down by Elliot and Church's suggestion into mastery versus performance approach and performance avoidance. We also looked at learning stratgies used (we mostly used MSLQ scales). At the end of the first semester when students were exiting the intro psych course, only surface learning strategies such as rehearsal predicted change in misconceptions. At the end of three years, overall, many students had returned to their previous beliefs BUT those who had a mastery orientation during their freshman year, while they were learning the correct information in class, retained the change from misconception to correct conception. Those who scored high in effort regulation and metacognitive self-regulation did also. Those who scored high in performance motivations were the ones who were most likely to go back to their old ways of thinking--especially those high in performance avoidance. So, we are looking at the tie-in between motivation, learning strategies, and several other variables, and change in beliefs. We will be ready to publish in about 4 more years. LOL! Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Fri, 30 Oct 2009 16:54:58 -0400 From: Wuensch, Karl L wuens...@ecu.edu Subject: RE: [tips] The Psychological Record To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Misconceptions about psychology and journals are both pervasive, maybe. :-) Annette demonstrated how the frequency of misconceptions about psychology can (somewhat) be reduced in a good intro course (excepting, of course, the belief that negative reinforcement is reward). I have wondered how well those students would test a few years after completing that intro course. Cheers, Karl W. -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Friday, October 30, 2009 2:30 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The Psychological Record I actually had an excellent experience with Psych Record but for some reason have a vivid memory of being charged. I'll have to go back and look it up. I may be having a false memory. Gulp! Given that I have only had 4 publications in the last 7 years it's not that hard to keep track of. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Fri, 30 Oct 2009 13:55:28 -0400 From: Wuensch, Karl L wuens...@ecu.edu Subject: [tips] The Psychological Record To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu A colleague of mine asked the editor of The Psychological Record about page charges. In her reply, the editor made it clear that The Psychological Record does NOT have page charges, and never has. I quote: we do not require authors to pay for anything, unless we are charged for substantial changes that occur in a manuscript. In other words, if an author makes major changes after proofing has been completed, the author is charged for the increased production costs associated with making such late changes. I have been associated with only one manuscript submitted to The Psychological Record. I was favorably impressed with the quality of the review, and the review was accomplished promptly. Cheers, ECU Centennial LogoKarl 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 wuens...@ecu.edu http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly
[tips] Posting to Facebook During Class
One of our first year graduate students posted to Facebook, from her iPhone, while in class, the following message: I hate this class. Cheers, Karl W. -Original Message- From: Blaine Peden [mailto:cyber...@charter.net] Sent: Friday, October 30, 2009 6:18 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Text Messaging in Class Two students completed an observational study of text messaging by college students in several lecture classes. The incidence of text messaging was 10% across smaller to larger enrollment classes. One incidental finding was that most students rather openly engaged in text messaging rather than trying to conceal their activity. To what extent does this description match your experience? If you have tackled this situation, I welcome a copy of your classroom policy. I am also interested in any descriptions about how you have used text messaging to engage students in class. thank you, blaine --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Intro Statistics Text recommendation
I am a fan of David Howell's texts as well. Cheers, Karl W. From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Friday, October 30, 2009 5:11 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Intro Statistics Text recommendation Nancy, I am with you on learning how to computer statistics by hand before learning how to make a computer do it for you. I have used David Howell's big book (Statistical Methods for Psychology) for years now. I like it lots, but it goes beyond what most undergrads need to learn. Fortunately, Howell has a smaller book as well (Fundamental Statistics for the Behavioral Sciences) , which would be appropriate for a one-term undergrad course (at least that is how I have used it when I have taught our one-term course). Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == drna...@aol.commailto:drna...@aol.com wrote: Hi, I have been asked to teach baby Stats (again) for psychology at a school where my teacher evaluations have been generally decent but the faculty evaluator, who looks at our course materials, does not like my choice of book. I use Bluman Brief Edition (4th) which is not a Psych Stats book. The examples and practice problems (of which there are a lot, that's why I like the book) cover a variety of social, educational, criminal justice and business applications...there are a few pure psych problems mixed in, not many. The course includes lecture time (during which I teach concepts and lots of by hand-solving of problems) and an SPSS lab. I would like to keep my job at this CSU (a concern in our current budget environment), but I am reluctant to part with my book. I like it. Other stats for psych books I've used have had far fewer practice problems available and emphasize teaching the concepts. I hate that. I know I can supply my ownproblems but I was hopingthat someone out there knows of a stats for psych book that at least provides a balance between conceptual understanding and teaching studentstograsp and performthe processes of statistical calculation withlots of real practice problems, related to psych and the social sciences closely allied to it. Before I go through the nuisance of doing thisand having to learn someone else's way of doing some of the procedures (every book has a few of its own idiosyncratic presentations of formulae), I thought I might at least find a book, with your help, that provides a decent number of practice problems. PS. I don't want to discuss whether teaching the hand calculations is necessary. I could never learn mathematics by reading descriptions of how to do it. Before they learn SPSS, they need to learn at least a very basic version of what SPSS does. It's like teaching someone to use a calculator without teaching them to add, subtract, multiply etc. with his or her own brain first. Thanks for your help - and have a good weekend too. Nancy Melucci Long Beach CIty College Long Beach CA -Original Message- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] The Psychological Record
A colleague of mine asked the editor of The Psychological Record about page charges. In her reply, the editor made it clear that The Psychological Record does NOT have page charges, and never has. I quote: we do not require authors to pay for anything, unless we are charged for substantial changes that occur in a manuscript. In other words, if an author makes major changes after proofing has been completed, the author is charged for the increased production costs associated with making such late changes. I have been associated with only one manuscript submitted to The Psychological Record. I was favorably impressed with the quality of the review, and the review was accomplished promptly. Cheers, http://www.ecu.edu/[cid:image001.jpg@01CA5968.A3889AB0]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, Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm Voice: 252-328-9420 Fax: 252-328-6283 wuens...@ecu.edumailto:wuens...@ecu.edu http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)inline: image001.jpg
[tips] setting The Record straight
Stephen, you are right. :-) Abstracts from every issue, from the first in 1937 until the most recent, are online at http://thepsychologicalrecord.siuc.edu/archive.html . I got a kick out of looking at some of the oldest ones, such as An Empirical Scale for Measuring Militarism-Pacifism (Joseph Zubin Morris Gristle), Changes in Hunger During Starvation (W. T. Heron B. F. Skinner), and Effect of Benzedrine Sulphate on Mental Work (Walter J. McNamera Ralph E. Miller). Cheers, Karl W. -Original Message- From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] Sent: Friday, October 30, 2009 2:10 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The Psychological Record On 30 Oct 2009 at 13:55, Wuensch, Karl L wrote: A colleague of mine asked the editor of The Psychological Record about page charges. In her reply, the editor made it clear that The Psychological Record does NOT have page charges, and never has. Thanks, Karl. It will be interesting to see how the discrepancy between this and Annette's experience of paying exorbitant page charges to the Record is resolved. Does false memory strike again? So, was I also right about _Psychological Record_ favouring a behaviouristic orientation? :-) (Reminds me of the joke about the rabbi mediating a dispute. He listens to the wife first, and concludes You're right. He then listens to the husband, nods wisely, and concludes You're right. A bystander protests, Rabbi, they can't both be right. The rabbi replies,You're right too! ) Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] The Psychological Record
Misconceptions about psychology and journals are both pervasive, maybe. :-) Annette demonstrated how the frequency of misconceptions about psychology can (somewhat) be reduced in a good intro course (excepting, of course, the belief that negative reinforcement is reward). I have wondered how well those students would test a few years after completing that intro course. Cheers, Karl W. -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Friday, October 30, 2009 2:30 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The Psychological Record I actually had an excellent experience with Psych Record but for some reason have a vivid memory of being charged. I'll have to go back and look it up. I may be having a false memory. Gulp! Given that I have only had 4 publications in the last 7 years it's not that hard to keep track of. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Fri, 30 Oct 2009 13:55:28 -0400 From: Wuensch, Karl L wuens...@ecu.edu Subject: [tips] The Psychological Record To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu A colleague of mine asked the editor of The Psychological Record about page charges. In her reply, the editor made it clear that The Psychological Record does NOT have page charges, and never has. I quote: we do not require authors to pay for anything, unless we are charged for substantial changes that occur in a manuscript. In other words, if an author makes major changes after proofing has been completed, the author is charged for the increased production costs associated with making such late changes. I have been associated with only one manuscript submitted to The Psychological Record. I was favorably impressed with the quality of the review, and the review was accomplished promptly. Cheers, ECU Centennial LogoKarl 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 wuens...@ecu.edu http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] negative reinforcement
^$#* punishment. Cheers, Karl W. -Original Message- From: Wuensch, Karl L Misconceptions about psychology and journals are both pervasive, maybe. :-) Annette demonstrated how the frequency of misconceptions about psychology can (somewhat) be reduced in a good intro course (excepting, of course, the belief that negative reinforcement is reward). I have wondered how well those students would test a few years after completing that intro course. Cheers, Karl W. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] APA 6: s = estimated (from sample) population standard deviation
I just noticed that the APA now indicates that s should be used for the Sample standard deviation (denominator SQRT(n - 1), while SD should be used for population, denominator SQRT(n) Standard deviation. The addition of s to the table of statistical abbreviations and symbols is new to the sixth edition. Since it is the statistic rather than the parameter that we almost always report, I expect that SD will pretty much disappear from the future literature. Cheers, http://www.ecu.edu/[cid:image001.jpg@01CA5316.22F09AE0]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, Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm Voice: 252-328-9420 Fax: 252-328-6283 wuens...@ecu.edumailto:wuens...@ecu.edu http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)inline: image001.jpg
[tips] APA 6: CI, no italics
I also noted that CI (NOT set in italic font) is now the approved symbol for confidence interval, as in p = .006, CI [.13, .27]. Why not italic font? I have always though of a confidence interval as a statistic. Cheers, Karl W. -Original Message- From: Ken Steele [mailto:steel...@appstate.edu] Sent: Thursday, October 22, 2009 1:12 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] APA 6: s = estimated (from sample) population standard deviation So now we will need to teach students how to read pre-2009 vs post-2009 indexes of variability. Students are going to enjoy that wrinkle. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Fechner Day! -- that darn date
I am probably the only faculty member at my institution who even mentions Fechner in the Intro class. When I refer to Fechner with my graduate students they give me that WTF are you talking about look. When I ask who has ever heard of Fechner, not a single hand is raised. So sad. A few will say they remember hearing of Weber, but none can comment on his contributions to the discipline. Cheers, Karl W. -Original Message- From: Gerald Peterson [mailto:peter...@vmail.svsu.edu] Sent: Thursday, October 22, 2009 8:20 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Fechner Day! -- that darn date Is psychophysics being taught at the undergrad level? I was introduced to Fechner in an undergrad Exper. Psych class and then in the capstone History and Systems class, but I don't see references to psychophysical methods in most Experimental psych texts. I would think it would be covered in our SP class. I do mention Fechner and Weber in Intro tho. Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 peter...@svsu.edu - Original Message - From: William Scott wsc...@wooster.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Thursday, October 22, 2009 5:44:39 PM GMT -05:00 US/Canada Eastern Subject: Re: [tips] Fechner Day! -- that darn date A long time ago an old friend introduced me to the tradition of serving cake in class on Fechner day. I recommend it. Some places can even put a photo in the icing. Fechner's mug makes everyone take a small piece so one cake can stretch through a large class. Bill Scott Christopher D. Green chri...@yorku.ca 10/22/09 5:28 PM The Zend-Avesta was a religious text (after a manner of speaking) by Fechner, in which he outlined his daylight view of science (a kind of pan-psychist, post-Romantic view of the world), as opposed to he called the twilight view (of materialism). (The Avesta is a sacred text of Zoroastrians, who (to a first approximation) worship the sun.) He also wrote abook about the soul life of plants. Neither has ever been translated to my knowledge, but Michael Heidelberger's biography of Fechner is an excellent source (if a bit dense). 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/ == Ken Steele wrote: I have been wondering about the report of that dream, because it is repeated so often--but without attribution. I looked at the 1966 English translation of Elements of Psychophysics (Vol I) and no mention of the date or a dream occurs in the text. (The translation of the volume was NIH-funded to celebrate the centennial of the publication of E of P. I guess we will need to wait until 2066 to see the translation of Vol. II). E G Boring does the introduction to the translation and repeats the dream story--without attribution of course. Even more irritating is an article by Boring (1961), in which the date/dream story is higlighted several times, still without attribution. However, Boring (1929/1950) does provide an interesting bit of info in his Experimental Psychology. Fechner wrote a book, Zend-Avesta, oder uber die Dinge des Himmels und des Jenseits, which was published in 1851. Boring (1929/1950, p. 279) notes: Oddly enough this book contains Fechner's program of psychophysics... 1851 would be a year after the famous dream and the dream/idea would still be fresh. The Elements contains mainly the results of the program Google books has the Zend-Avesta online but my rusty knowledge of German and the old font system have managed to block my efforts to find the psychophysics section. Perhaps another scholar will have better luck. Happy Fechner's Day, Ken Boring, E. G. (1961). Fechner: Inadvertent founder of psychophysics. Psychometrika, 26, 3-8. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Rats do leave scent trails and do produce reward and nonreward scents
MS said No one ever thought that a rewarded rat leaves a different scent along the pathway than a non-rewarded one. I guess I wasted a lot of time washing such odor trails out of mazes between trials. Seems a lot of other psychologists have also had the thought that MS asserts nobody has ever had. I wonder if MS knows that men produce the same sex pheromone that swine produce and if because of that he also asserts that no behavior in Eurocentric men can be conditioned. Recommended readings (especially # 4, and yes, the subjects are rats) 1 General Introduction to the Special Issue: Odorous Episodes and Episodic Odors. By: Ludvigson, H. Wayne. Psychological Record, Summer99, Vol. 49 Issue 3, p371, 8p. 2 Introduction To Secion 1: Initial Studies on Episodic Odors From Reward and Nonreward, and the Ques. By: Ludvigson, H. Wayne. Psychological Record, Summer99, Vol. 49 Issue 3, p379, 17p. 3. Endogenous Odor Control of Animal Runway Performance: Generality, Questions, and Utility. By: Davis, Stephen F.; Kring, Jason P.. Psychological Record, Summer99, Vol. 49 Issue 3, p396, 12p. 4. Perceptual and Physical Properties of Reward and Nonreward Odors. By: Taylor, Ronald D.. Psychological Record, Summer99, Vol. 49 Issue 3, p408, 25p. 5. Motivationally specific Episodic Odors in Relation to Preexperimental Bias, Reward Traces, and Urin. By: Ludvigson, H. Wayne; Duell, Mary Nell. Psychological Record, Summer99, Vol. 49 Issue 3, p435, 23p, 6 charts, 2 diagrams, 5 graphs; (AN 2191647) 6. Olfactory Transmission of Averse Information in Rats. By: Batsell, Jr., W. Robert; Caperton, Jennifer. Psychological Record, Summer99, Vol. 49 Issue 3, p459, 16p. 7. Discussion of Section 1. By: Ludvigson, H. Wayne. Psychological Record, Summer99, Vol. 49 Issue 3, p475, 18p. Database: Academic Search Premier 8. Effects of Conspecific and Predator Odors on Defensive Behavior, Analgesia, and Spatial Working Mem. By: Williams, Jon L.. Psychological Record, Summer99, Vol. 49 Issue 3, p493, 44p. Cheers, Karl W. -Original Message- From: michael sylvester [mailto:msylves...@copper.net] Sent: Monday, October 19, 2009 12:49 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Worst manuscript reader advice ever? I am skeptical to apply any type of conditioning principles to worms and other small organisms.For one thing worms secrete pheronomes that are important in their navigation, Actually ants leave all types of fumic acid in their trails.And what we may perceive as animal intelligence could really be fixed action patterns to various pheronomic stimuli.I used to study those maze learning experiments.No one ever thought that a rewarded rat leaves a different scent along the pathway than a non-rewarded one. Come on First feeling out the narrowest point. Did Darwin go through any type of peer review process? Michaelomnicentric Sylvester,PhD --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Subjects or Participants?
From http://supp.apa.org/style/pubman-ch03.00.pdf , Guideline 3: Problematic is The participants were run. Preferred is The subjects completed the trial. Hmmm, I guess subjects has become politically correct again. Cheers, Karl W. -Original Message- From: Stuart McKelvie [mailto:smcke...@ubishops.ca] Sent: Tuesday, October 06, 2009 3:35 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] APA errata sheet Dear Tipster, Mea culpa (and apologies for sounding too smart). Marc is correct. It seems they want Running head to remain on the title page. Sorry. Stuart _ Floreat Labore Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore ___ -Original Message- From: Marc Carter [mailto:marc.car...@bakeru.edu] Sent: October 6, 2009 3:25 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] APA errata sheet I think it's telling us to remove Running Head from all pages starting with 2. So it should be on the title page? m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Stuart McKelvie [mailto:smcke...@ubishops.ca] Sent: Tuesday, October 06, 2009 2:18 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] APA errata sheet Dear Tipsters, This sample paper is not correct in that Running head appears on the title page and the errata says it should be removed! Erratum Page 41 - Figure 2.1, p. 2 of sample paper, delete words Running head: in top left corner of page and on all remaining pages of the sample paper. Sigh Stuart _ Floreat Labore Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore ___ -Original Message- From: Blaine Peden [mailto:cyber...@charter.net] Sent: October 6, 2009 1:54 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] APA errata sheet Hi Traci it says 2e but I believe that means the second printing. i thought that odd as well but checked page properties blaine - Original Message - From: Traci Giuliano giuli...@southwestern.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Tuesday, October 06, 2009 11:01 AM Subject: Re: [tips] APA errata sheet blaine, when i tried to download the file (it says corrections for 2 e right?), the file had an error in it and wouldn't open. were you able to open it? is there any chance you could send it to me? thanks so much! t Blaine Peden wrote: Yesterday I found a 7 page errata sheet for the first printing of 6e Publication Manual at http://apastyle.apa.org/manual/index.aspx under Supplemental Materials for Manual Owners. I hope this information is helpful to others, Blaine --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) -- Traci A. Giuliano Professor of Psychology John H. Duncan Chair Southwestern University Georgetown, TX 78626 office 512.863.1596 fax 512.863.1846 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) The information contained in this e-mail and any attachments thereto (e-mail) is sent by Baker University (BU) and is intended to be confidential and for the use of only the individual or entity named above. The information may be protected by federal and state privacy and disclosures acts or other legal rules. If the reader of this message is not the intended recipient,
[tips] Gustation
The gustatory sense really does not contribute much to the flavors of food - it is mostly olfactory. Hot peppers stimulate the trigeminal, not the gustatory. Cheers, Karl W. From: michael sylvester [mailto:msylves...@copper.net] Sent: Friday, September 25, 2009 12:33 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Taste like chicken It is one thing to research on the psychology of eating in the U.S with mostly white subjects and quite another to understand the factors in the panorama of eating through out the world.Research on eating is too U.S centric to assume that results can be validated throughout. Americans( within the continental U.S) seem to lack the ability to discriminate on a variety of gustatory factors.When they are unable to discriminate detween various flavors they say it tastes like chicken. The taste like chicken response probably influences consumption levels.As the only cross-cultural dude on Tips,I have observed that some people here have problems in describing the tastes of mangoes,plantains,and tamarinds. And of course there is the not too spicy command.What some people dubbed spicy like diluted tabasco is a joke.Real hot stuff will put one's lungs on fire. Research on the psychology of eating fails to take into account homeostatic factors of different subjects prior to experimentation.There must also be consideration of the eating modality; for example in some cultures,the salad is eaten after the main course(which seems politically nutritionally correct) whereas in the U.S the rabbit food is given first. But probably what could be influential is the the role of a behavioral history of breast feeding and its subsequent impact on eating behavior throughout the adult phases.Formula feeding is predominant in the U.S whereas in the majority of cultures.breast feeding predominates. Those two models can have differential effects on subsequent eating behavior.U.S parents tend to think that a fat baby is a healthy baby,hence babis are forced to gobble down all the contents of the whole bottle which contains sweet succulent ingredients.On the other hand breast feeding is timely,is nutritionally enhancing,and sets the early conditioning not to over indulge because of the limited amount of limited breast milk at any given time.With formula feeding there are no limits. Anyway,I understand that the best ice cream is in Florence,Italy. Send me something. Michael Sylvester,PhD Deep down in Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Food that looks like feces
There are thousands. Check out the extensive food habits literature. For your amusement, see Rozin's research on nonacceptance of foods that look like feces. See Rozin, P., Fallon, A. E. (1987). A perspective on disgust. Psychological Review, 94, 23-41. Cheers, Karl W. -Original Message- From: Britt, Michael [mailto:michael.br...@thepsychfiles.com] Sent: Thursday, September 24, 2009 9:07 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Psychological research involving food I'm noodling with an idea and I was wondering if anyone in tips land can help. Do you recall any research studies involving food in any way? Thanks, Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Early Spankings Make for Aggressive Toddlers, Study Shows - Yahoo! News
Exactly. This should have been filed under the correlation versus causation thread. The HealthDay summary did note mothers who said their children were fussy babies were more likely to spank them at ages 1, so the question is, if these fussy children had not been spanked, would they still have developed into the more aggressive children at age 2. Cheers, Karl W. From: Paul Brandon [mailto:paul.bran...@mnsu.edu] Sent: Tuesday, September 15, 2009 3:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Early Spankings Make for Aggressive Toddlers, Study Shows - Yahoo! News The usual-- It was a retrospective verbal report study, they didn't assign toddlers randomly to spanked/nonspanked groups etc etc. They could just as well concluded that more aggressive toddlers are more likely to be spanked. On Sep 15, 2009, at 1:59 PM, Christopher D. Green wrote: Apropos of the earlier debate on spanking here. http://news.yahoo.com/s/hsn/20090915/hl_hsn/earlyspankingsmakeforaggressivetoddlersstudyshows Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato paul.bran...@mnsu.edumailto:paul.bran...@mnsu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Anyone try out PASW: the new SPSS?
Seems to load more slowly than earlier versions, you may need to tell Windows which extensions should be associated with it, but other than that, I have found it no more annoying than the earlier versions, so far. Cheers, Karl W. -Original Message- From: Michael Britt [mailto:michael.br...@thepsychfiles.com] Sent: Monday, September 14, 2009 2:13 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Anyone try out PASW: the new SPSS? I just downloaded the trial version of PASW (Precision Analytics SoftWare) yesterday. I was wondering if/how the program might change as a result of the purchase of SPSS by IBM. The program works well, but I haven't kept up on the latest versions of SPSS. Anyone else have an opinion on PASW? -- Michael Britt, Ph.D. Host of The Psych Files podcast www.thepsychfiles.com mich...@thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Phantosma: And I Can't Get It Out of My Head
Phantosmia and Parosmia are commonly thought to result from viral infection, head trauma, surgery, and possibly exposure to certain toxins or use of certain drugs. Sometimes the condition is considered psychiatric in origin. There is evidence that anosmia, followed by parosmia, may be caused by the insertion of zinc salts into the nasal cavity or by a viral infection of the olfactory mucosa. Solutions of such salts can be bought over the counter, as they have been marketed as a homeopathic medication. Leopold is well know -- see http://chemse.oxfordjournals.org/cgi/content/full/27/7/611 . One technique he has used is to remove the olfactory mucosa (on one side) -- http://archotol.ama-assn.org/cgi/content/short/128/6/642 . Sometimes it regenerates and normal olfaction is restored. In these cases, it would seem that the problem was peripheral rather than central. Others have used a variety of putative treatments based on the notion that the origin of the problem is central. I have corresponded with quite a few persons with phantosmia or parosmia. Some of them would willingly submit to surgery that would render them anosmic. Given that most of the false odors that are reported by these people are disgusting (the scents of death, vomit, feces, smoke, chemical odors, etc.), that is no surprise. A support group can be found at http://health.groups.yahoo.com/group/parosmia/ . Cheers, Karl W. -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Friday, August 14, 2009 8:56 AM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: [tips] Phantosma: And I Can't Get It Out of My Head There is an article in the NY Times this week by a person with phantosma, a condition in which one has olfactory hallucinations. In this particular case, a real olfactory experience gives rise to the persistent re-experience of the odor. This raises the question of whether this is actually an olfactory hallucination or an intrusive memory comparable to the types of memories that people with PTSD report about their traumatic experience. The article doesn't make this connection but it does suggest how certain cognitive techniques might be useful in dealing with the condition (e.g., focusing attention on something else instead of the re-experienced odors). For more, see: http://www.nytimes.com/2009/08/11/health/11cases.html?_r=1ref=science Didn't Proust in his In Search of Lost Time series (NOTE: the French title A la Recherche du Temps Perdu was previously translated as Remembrance of Things Past) give odor memories a particular role in his narrative? I have a newly obtained set of Lost Time but have not had the time to read it yet. Any Proust scholars out there? Or are they all watching Little Miss Sunshine? ;-) -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] H1N1 placebo captured live
Submit your proposal to the Tuskegee Institute. Cheers, Karl W. From: michael sylvester [mailto:msylves...@copper.net] Sent: Thursday, August 27, 2009 5:29 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] H1N1 placebo captured live Hey tipsters,what do you think of this idea: you want to do a study on the placebo effect.You arrange wilh a medical clinic and arrange to have clients injected with a saline solution.If clients report that they felt better after injected with those saline shots ,wouldn't you be demonstrating a plcebo effect? I don't imagine there are ethical concerns here since you did no harm. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Copyright issues for readings courses?
Inform the library that your class of 100 students will be using these materials from the shelves and that you would appreciate their helping your students locate the materials and otherwise accommodating such usage. Be sure the students understand that if they have difficulty locating the materials it is the directory of the library, not you, to whom they should direct their complaints. I have had similar hassles with our library. They told me I could not put more than 20 items on reserve -- for a doctoral level course. Fortunately there are other ways to make such materials available to the students, without directly involving the library. Cheers, Karl W. -Original Message- From: Jim Dougan [mailto:jdou...@iwu.edu] Sent: Monday, August 10, 2009 1:27 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Copyright issues for readings courses? TIPsters, I have been teaching an advanced undergraduate seminar in learning and conditioning for the last 18 years or so. It is a difficult readings based course in which students read primary-source articles beginning with Pavlov and Romanes moving right up to very recent material. The course is modeled after the type of readings-based seminar that I am sure all of us experienced in graduate school. In fact, the purpose of the course is to give students experience in the type of seminar they will likely encounter in graduate school. Traditionally I have put these readings on reserve in the library (formerly physical reserves, more recently electronic reserves). Note that the library owns copies of all the books and subscribes to all of the journals, so there should be no copyright issues. At least so I thought Recently our library has instituted what I consider to be a draconian policy toward reserve materials. Specifically, the policy places serious limits on how much material I can place on reserve - to the point that it will be difficult to continue teaching the course. To summarize, reserve materials cannot form the required reading for the course (reserves must be supplementary material), and no more than 30 such items can be used for a single course (I have 47 assigned readings, all required). In addition, no more than 20 percent of the pages of a book may be photocopied (although the entire book may be placed in reserve). The library claims that these changes are being made because publishers are getting nasty in enforcing copyrights - and the old principle of fair use is being severely curtailed. Is anyone else experiencing these problems? Any suggested solutions? -- Jim Dougan P.S. I was originally told the students could purchase an electronic course-packet - but have recently been told that the course packet itself would be too large and they won't do it... P.P.S. The other solution is to circumvent the library completely and make the PDFs available on my own website. The library warns me that I am putting myself at grave risk - implying that they might even file a complaint with the university administration. Despite the luxury of full professorship I would rather avoid that --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] International Editions of text books
One of my students is shopping for a deal on one of the texts that I use in first semester grad stats (Howell, 7th edition). He told me he could buy this text in the international edition for half the price of the regular edition, and he wants to know if this is the same text. I have no idea. What do you all know about so-called international editions of text books? Cheers, http://www.ecu.edu/[cid:image001.jpg@01CA138A.E6D58D10]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, Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm Voice: 252-328-9420 Fax: 252-328-6283 wuens...@ecu.edumailto:wuens...@ecu.edu http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)inline: image001.jpg
[tips] International Editions of text books
One of my students is shopping for a deal on one of the texts that I use in first semester grad stats (Howell, 7th edition). He told me he could buy this text in the international edition for half the price of the regular edition, and he wants to know if this is the same text. I have no idea. What do you all know about so-called international editions of text books? 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 wuens...@ecu.edu http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] International Editions of Text Books
Many thanks to Mike, Annette, and Douglas for informing me about international editions of text books. Now I am going to inform my students. Cheers, Karl W. http://core.ecu.edu/psyc/wuenschk/InternationalEdition.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Reporting Correlations in APA Style
Nope. A good number of years ago I figured out that this organization was so poorly run that I did not want to continue my association with it. Cheers, Karl W. -Original Message- From: Stuart McKelvie [mailto:smcke...@ubishops.ca] Sent: Wednesday, July 22, 2009 1:07 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Reporting Correlations in APA Style Dear Tipsters, Given the inconsistencies between the APA manual text and model manuscript, together with other ambiguities, does it not make you wonder how all this could happen after, I assume, 9 years of work? Somewhat cynically yours, Stuart _ Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy ___ -Original Message- From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu] Sent: July 22, 2009 12:54 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Reporting Correlations in APA Style Thanks to everyone for confirming what I suspected, that the APA has a gap in its specifications for presenting statistical copy. I am really surprised to learn that they didn't even change the wording from the 5th to 6th edition on how to present results of hypothesis testing inferential statistics. Paul C. Bernhardt Department of Psychology Frostburg State University Frostburg, Maryland -Original Message- From: Wuensch, Karl L [mailto:wuens...@ecu.edu] Sent: Tue 7/21/2009 6:57 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE:[tips] Reporting Correlations in APA Style Pearson r is exceptional in that it is the descriptive statistic, the point estimate of the parameter, the test statistic, and the standardized effect size estimate, all in one. In the dark ages, stats texts included a table of critical values of r given n, so there was no need to compute t or F. Today many stats programs give you r and p without t or F. I advise my students to indicate the sample size, in one of these ways: r(n = 96) = .37, p = .xxx r = .37, t(94) = xxx, p = .xxx r = .37, F(1, 94) = xxx, p = .xxx and then report a confidence interval for rho. Cheers, Karl W. -Original Message- From: Rick Froman [mailto:rfro...@jbu.edu] Sent: Tuesday, July 21, 2009 5:32 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE:[tips] Reporting Correlations in APA Style I wish this was clearer because there are all kinds of variations in the reporting of correlations in the literature. It seems that most often they are reported in tables because you seldom see a research project with a single or even a few correlations. Usually there are a number of correlations reported. When there is just one, I sometimes see the N reported instead of the df. If you are going to just report N instead of the df, I believe it should be something like r(N=25)=.75, p=.02. However, since the calculation of the p requires the use of df, I believe it should be r(23)=.75, p=.02. None of the examples in the 6th edition involve Pearson r but the relevant passage says on p. 34, For inferential statistical tests (e.g., t, F, and chi square tests), include the obtained value or magnitude of the test statistic, the degrees of freedom, the probability of obtaining a value as extreme or more extreme than the one obtained (the exact p value), and the size and direction of the effect. This always leaves me in doubt because the t-distribution is actually used to determine the p-value for the Pearson r correlation so it seems as if the t result might go in there somewhere but I have seldom seen that done. The manual also goes on to suggest reporting effect sizes and confidence intervals. However, the basic format for reporting inferential results doesn't seem to have changed from the 5th edition. Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences John Brown University Siloam Springs, AR 72761 rfro...@jbu.edu From: Paul C Bernhardt [pcbernha...@frostburg.edu] Sent: Tuesday, July 21, 2009 3:03 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Reporting Correlations in APA Style What is the proper way to report a single correlation within the text of a paper? Do you report degrees of freedom or N? There is little consistency in what I find searching on the internet for university APA help sites. I wasn't able to find the answer at APAStyle.org. Particularly
RE: [tips] The handcuffing of a Harvard prof
I suspect that what would be released to the public would be highly edited. Cheers, Karl W. From: michael sylvester [mailto:msylves...@copper.net] Sent: Wednesday, July 22, 2009 4:54 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] The handcuffing of a Harvard prof Amidst charges of racial profiling and the he say he say factors in the recent arrest of Professor Henry Louis Gates,I have a suggestion to make.My suggestion is that the police should be equipped with an auditory device that would record all transactions.And playback should settle that question.I do not think that we can afford to develop another category of polic.e-black interaction,namely HWB-Housing While Black. We already have DWB-Driving While Black. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE:[tips] Reporting Correlations in APA Style
Pearson r is exceptional in that it is the descriptive statistic, the point estimate of the parameter, the test statistic, and the standardized effect size estimate, all in one. In the dark ages, stats texts included a table of critical values of r given n, so there was no need to compute t or F. Today many stats programs give you r and p without t or F. I advise my students to indicate the sample size, in one of these ways: r(n = 96) = .37, p = .xxx r = .37, t(94) = xxx, p = .xxx r = .37, F(1, 94) = xxx, p = .xxx and then report a confidence interval for rho. Cheers, Karl W. -Original Message- From: Rick Froman [mailto:rfro...@jbu.edu] Sent: Tuesday, July 21, 2009 5:32 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE:[tips] Reporting Correlations in APA Style I wish this was clearer because there are all kinds of variations in the reporting of correlations in the literature. It seems that most often they are reported in tables because you seldom see a research project with a single or even a few correlations. Usually there are a number of correlations reported. When there is just one, I sometimes see the N reported instead of the df. If you are going to just report N instead of the df, I believe it should be something like r(N=25)=.75, p=.02. However, since the calculation of the p requires the use of df, I believe it should be r(23)=.75, p=.02. None of the examples in the 6th edition involve Pearson r but the relevant passage says on p. 34, For inferential statistical tests (e.g., t, F, and chi square tests), include the obtained value or magnitude of the test statistic, the degrees of freedom, the probability of obtaining a value as extreme or more extreme than the one obtained (the exact p value), and the size and direction of the effect. This always leaves me in doubt because the t-distribution is actually used to determine the p-value for the Pearson r correlation so it seems as if the t result might go in there somewhere but I have seldom seen that done. The manual also goes on to suggest reporting effect sizes and confidence intervals. However, the basic format for reporting inferential results doesn't seem to have changed from the 5th edition. Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences John Brown University Siloam Springs, AR 72761 rfro...@jbu.edu From: Paul C Bernhardt [pcbernha...@frostburg.edu] Sent: Tuesday, July 21, 2009 3:03 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Reporting Correlations in APA Style What is the proper way to report a single correlation within the text of a paper? Do you report degrees of freedom or N? There is little consistency in what I find searching on the internet for university APA help sites. I wasn't able to find the answer at APAStyle.org. Particularly considering there is a new 6th edition, maybe those of you who have obtained it can comment if it has better information. I've looked through the 5th edition and come up empty. The example paper in the 5th edition that has a correlation for a study with a sample of 60 showed r(59) = .87, p .01. Curious. Either there was a lost participant, not mentioned because of how they laid out the paper in the book, or they thought the degrees of freedom for a correlation was N-1, which is incorrect (it is N-2). Paul C. Bernhardt Department of Psychology Frostburg State University Frostburg, Maryland --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] p values
As Bill notes, the conditional nature of p values is not well recognized by most folks. Cheers, Karl W. -Original Message- From: William Scott [mailto:wsc...@wooster.edu] Sent: Tuesday, July 21, 2009 5:51 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE:[tips] Reporting Correlations in APA Style Rick Froman quotes the new APA manual on page 34 as: For inferential statistical tests (e.g., t, F, and chi square tests), include the obtained value or magnitude of the test statistic, the degrees of freedom, the probability of obtaining a value as extreme or more extreme than the one obtained (the exact p value), and the size and direction of the effect. -- It is impossible to know what the probability is of obtaining a value as extreme or more extreme than the one obtained and p values certainly don't tell us that. Why should we submit to instructions from people who don't know what they are talking about? --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE:[tips] vitae question
My brief version goes back five years but with a few highlights of material older than that. Picky spelling correction: See http://core.ecu.edu/psyc/wuenschk/Vita-Vitae.htm Cheers, Karl W. From: Penley, Julie [mailto:jpen...@epcc.edu] Sent: Monday, July 20, 2009 11:50 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] vitae question Hello TIPSters, How far back do your CVs go? Once someone is no longer considered early career, is there a point where they begin trimming down their CV? Do people have a 'full' and a 'brief' vitae? Just wondering. I recently saw a news story about how to get back into the (non-academic) job market. The 'experts' suggested resumes should go back no further than 10 years. That got me thinking whether there's a similar rule of thumb for CVs, at least for smaller accomplishments such as conference presentations. Thanks, Julie Julie A. Penley, Ph.D. Associate Professor of Psychology El Paso Community College PO Box 20500 El Paso, TX 79998-0500 Office phone: (915) 831-3210 Department fax: (915) 831-2324 email: jpen...@epcc.edumailto:jpen...@epcc.edu webpage: http://www.epcc.edu/facultypages/jpenley --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] shirt.woot
Glad I ordered XL. Fits fine. Good cloth. I'm betting that the brain will not survive many washings. Cheers, Karl W. -Original Message- From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] Sent: Saturday, July 18, 2009 11:01 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] shirt.woot On 18 Jul 2009 at 7:15, tay...@sandiego.edu wrote: I want to thank Sue for alerting us to shirt.woot available at: http://shirt.woot.com/ They have some really great shirts for teaching of psychology. However, NOTE THAT THESE SHIRTS RUN RIDICULOUS SMALL. snip And a have a VERY tight fitting (especially in the bust line-- what they made these for prepubescent 'women'?) large women's brain shirt. Maybe it's because you are getting a fabulous chest!!! 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/ --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Sotomayor and biased judgment
The law makes some pretty outrageous assumptions in this regard. When I once served on a jury I was instructed that if I had any special knowledge relevant to the case, things that I knew but most people do not, I was not allowed to share that knowledge with other members of the jury and was not allowed to let that knowledge influence my decision. Cheers, Karl W. -Original Message- From: Gerald Peterson [mailto:peter...@svsu.edu] Sent: Thursday, July 16, 2009 2:45 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Sotomayor and biased judgment One issue that has emerged from the always-biased, political hearings for Sotomayor is the contention that a judge's decision can be/or at least should be, made without being biased by personal history, experience, political leanings, etc. She stressed this, while the Republicans want to say that her statements imply that, as a wise Latina she will let her experiences/perspective over-rule the letter of the law. Can such judgments (legal or clinical) be made without bias? Many apparently feel that such biases need to be brought to self-awareness and then willfully controlled. Ahhh, what a historically interesting conception of volition, consciousness, and will-power eh? I am sure at least one tipster would see this as a eurocentric bias. Much social-cognitive psych research would seem to suggest that cognitive and social biases are not so easily overcome, indeed, they make up the very way we apprehend our task, but that most consider themselves to be less vulnerable than others or those average others. See http://www.mindhacks.com/ for reference to Emily Pronin's recent research on the self-serving nature of this bias about one's biases. Sotomayor contends that a good judge should be self-aware and take into account such potential biases of background or perspective. Is this possible? Is it valuable to at least attempt? What does one do here? Is this like an attempt to cognitively suspend one's biases, weight it differently, separate it, or somehow subtract it from one's judgment? This may indeed be relevant to various qualitative research efforts where the observer attempts to suspend or bracket, and otherwise make apparent to oneself or others, the nature of the approach or naive perspective with which one comes to describe/observe the phenomenon in question. Hasn't social-cognitive research played a role in training judges better, or exploring ways to help them see how they may have actually weighted information versus how they think they have? Anyway, I thought such issues might be of use in class discussion regarding social-cognitive biases and how psych research is relevant to various forms of professional judgment and training. Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 peter...@svsu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] APA Pub Manual, 6th edition
I received my desk copy early last week, only 272 pages. This morning I received, from APA, tracking information for the shipment. I must be in a time warp. Cheers, http://www.ecu.edu/[cid:image001.jpg@01CA03B9.D72F12E0]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, Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm Voice: 252-328-9420 Fax: 252-328-6283 wuens...@ecu.edumailto:wuens...@ecu.edu http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)inline: image001.jpg
[tips] Thesis Woes
Can you TIPSters offer any advice with the problem presented below? A friend who is an assistant professor at an institution that offers a masters degree asked me: I am trying to go over a thesis proposal so the student can get it out to his committee members, but I am having a good bit of difficulty with it. The information is there - in fact it is a rather exceptional review of the literature - but most of the manuscript is simply incoherent. We have had several iterations and his writing is just not getting any better. Do you have any suggestions? I am confident that this will be a problem when it comes to writing the thesis itself too. My response: I wish I could say that this is a problem I have never faced. My most recent experience with such a student damn near drove me over the edge. I have tried two basic tactics in the past, with limited success: * Keep sending the draft back with advice on what the problems are and how to address them. This is the high road, as it should result in the student learning how to write properly. Problem is, when YOU skid off the edge of the high road you have a helluva long drop. * Write the damn thesis yourself. This is the low road, as the student will not really learn much other than that passive aggressive behavior works. If, however, the student is simply incapable of professional writing, it may be the better choice in terms of the amount of YOUR time that is taken getting the thesis written properly. There are, of course, other options. One, which I have not taken, is to resign as chair of the thesis committee. Another is to insist that the student get professional help, either from your university's writing center (if it has one) or from a paid professional. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Argh!
You would have a fit if you saw some of the ads being run on the tellie down here. Joe Schmo of Alberta was told he would have to wait two months for surgery on his ingrown toenail. He had to come to the United Snakes to get it done promptly. If you have a story of somebody not served well in Canada, it is a candidate for one of these ads. Of course, these ads do not make any mention of the many more residents of the US who are not served well here, now. Many down here are convinced that our government cannot run any enterprise efficiently, and it certainly has done a terrible job in some domains (military spending, for example). On health care, on the other hand, our federal systems, Medicare and Medicaid, have been much more efficient than the private systems. Nevertheless, the man on the street would rather have his tax dollars go to defence spending than to health spending. Argh indeed ! Cheers, Karl W. From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Monday, July 06, 2009 9:46 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Argh! Having read another typically outrageous CNN article about the Canadian health system (generalizing, as usual, from one tragic anecdote) I feel compelled to speak out. http://www.cnn.com/2009/POLITICS/07/06/canadian.health.care.system/index.html First of all, there is no Canadian health system. There are 13 provincial and territorial systems, each with its own strengths and weaknesses. The Federal government has five principles that all provincial plans must abide by. Second, there can be treatment delays in the Canadian health system. That's because everyone is actually getting health care, not just the wealthiest 2/3 of the population. The delays can be aggravating, frustrating, infuriating. They do not, however, put people's health in jeopardy, the occasional sad story notwithstanding. (I am deeply dubious of this woman's story. It sounds to me like she was scared, understandably enough, not in mortal peril.) Third, it is fairly ridiculous for Americans to be worried about (or even all that interested in) the Canadian health systems. Under no circumstances will Americans get a remotely similar system. In Canada, there are NO (well, to a first approximation) private health options (for treatments that are covered by the provincial insurance plan). It is a very unusual system in that way. Most European countries have a mix of both public and private systems. Undoubtedly, any US system will have a mixed character as well. (Can you imagine any US politician declaring it *illegal* for doctors to offer private services, and then fixing the fees doctors will be paid for the services they provide? There would be a revolution!.) What you will get is the opportunity to use a public system. If you don't like it, you will be able to stay with your (incredibly expensive) private system. However, if you can't get private insurance, you will still be able to get decent health care. There's the rub. (Of course, politicians opposed to such a system, once it is in place, will do their best starve it of funds, and then declare it a failure, just as politicians who oppose our system up here do.) Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] anosmia
After being anosmic for many years, I finally went and saw a specialist. The problem seems to be inflammation that blocks the flow of air to the olfactory mucosa and/or which pinches the olfactory fibers as they pass through the cribriform plate. Surgery and systemic steroids allowed me to regain my sense of smell, but then I would lose it again until I got another shot of steroid. I added to my treatments weekly allergy shots, allergen avoidance, intranasal steroids and antihistamine, nasal irrigation, and singulair. That combination appears to be working well, as I have not needed a steroid shot in several years now. Many others have traveled this same path, but the combination of treatments that works for one person might not for another. Those who become anosmic following brain trauma (severing the olfactory fibers) are unlikely to regain their sense of smell, but a few claim to have done so. Those who become anosmic following an uri may recover the sense of smell after a year or two of anosmia, with parosmia preceding the recovery. Parosmia must be really awful, I can only imagine how bad it is. I don't know about recovery following anosmia caused by intranasal zinc. Cheers, Karl W. -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Sunday, July 05, 2009 9:40 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] anosmia How did you get your sense of smell back? That seems more noteworthy! Was there a particular reason you only lost it temporarily? I thought once it was gone, it was gone for good. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] anosmia
Been there, came back. Of possible interest to psychologists is the effect of anosmia on hunger. Teaser at http://personal.ecu.edu/wuenschk/Anosmia-Hunger.htm . Usually the gustatory sense remains intact after such an accident, so it is a bit more than texture and temperature. In my experience, the flavor of foods in the absence of olfaction is like seeing a rainbow in black and white. It is not just the experience of foods that is altered, however, When I lost, and then regained, my sense of smell, I learned that many of our interactions with the natural world, especially with other people, are, in part, olfactory. Some of those who have lost their sense of smell greatly miss that olfactory component, and fall into depression as a result of the anosmia. Cheers, Karl W. From: Jim Matiya [mailto:jmat...@hotmail.com] Sent: Wednesday, July 01, 2009 9:25 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] anosmia There was an interesting article (Taking Scent for Granted) in USA Today about a woman who was jogging, got hit by a car, and consequently lost her sense of smell. She described some of her symptoms...food was reduced to texture and temperature and coffee is bitter hot water. Jim Jim Matiya [http://graphics.hotmail.com/i.p.emwink.gif] Florida Gulf Coast University jmat...@fgcu.edumailto:jmat...@fgcu.edu Using David Myers' texts for AP Psychology? Go to http://bcs.worthpublishers.com/cppsych/ High School Psychology and Advanced Psychology Graphic Organizers, Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.nethttp://www.teaching-point.net/ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] anosmia
While anosmic, my appreciation of hot peppers increased greatly, an effect that remains after having recovered my sense of smell. My gardens currently include three types of hot peppers, including peter peppers: http://personal.ecu.edu/wuenschk/PeterPeppers.htm . Cheers, Karl W. From: Christopher D. Green [mailto:chri...@yorku.ca] Sent: Thursday, July 02, 2009 2:56 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] anosmia I have known a couple of people in my time who had little or no sense of smell. For one of them -- in about the only instance of my life that my technical psychological training turned out to be actually, practically useful -- I was cooking dinner for him one night and decided to sprinkle a bit of cayenne on the chicken I was baking (recalling from perception class that spicy flavors are transmitted by the trigeminal cranial nerve, bypassing the olfactory system). He reported that it was the best food he had eaten in years. The other one once served a Spanish wine at dinner which she described as being salty, briney. When the various guests tasted it, the most obvious impression was a blast of eucalyptus-like resin of which the hostess was completely unaware. When I pinched my nose and tried the wine, indeed there was a salty taste to it that one could not really detect when one could also smell the resin. Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Obama the Fly Killing Monster
I was just kidding, but http://tinyurl.com/n6cova Cheers, Karl W. -Original Message- From: Wuensch, Karl L [mailto:wuens...@ecu.edu] Sent: Tuesday, June 16, 2009 9:53 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Will PETA Protest Against Obama Killing a Helpless Animal in the White House? http://www.youtube.com/watch?v=Ca9e3sePyUw Cheers, Karl W. -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Tuesday, June 16, 2009 9:33 AM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: [tips] Will PETA Protest Against Carnivorous Plants? Currently the Brooklyn Botanical Garden in lovely Brooklyn, New York (not to be confused with Brooklyn, Minnesota), is having a flower show titled Wicked Plants that showcases various plants with insidious intent, including carnivorous plants such as the Venus flytrap (a plant that all media savvy people whould be familiar with because Larry David compares it married life to it instead of a bed of roses in the latest Woody Allen film). See: http://www.bbg.org/exp/wickedplants/ For more fun, consider a look at the Carnivorous plant database: http://www.omnisterra.com/bot/cp_home.cgi All this, of course, leads to the following question: Do plants feel guilty and, if so, can it be conditioned? ;-) -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Zinc, Anosmia, and Homeopathy
I moderate two online support groups for folks with anosmia and dysosmia. We have all been convinced for years that spraying zinc salts up one's nose is not a good idea, and many members of these groups claim to have become anosmic as a result of using the products in question. This is not properly classified as homeopathy, however -- that is just a trick to avoid being subject to proper regulation. Homeopathic medications contain no active ingredients, having been diluted so much that it is unlikely that there is even a single molecule of the original substance added to (usually) water -- just the vibes of that substance remain. When I was in graduate school, long ago, we use zinc salts, intranasally applied, to render rats anosmic. Way back in the 1930 Canadian researchers discovered that zinc salts render humans anosmic. IMHO, possibly getting over a head cold a bit more quickly is not worth the risk of losing one's sense of smell. That loss is more devastating that most people realize. See http://personal.ecu.edu/wuenschk/Zinc.htm . Cheers, Karl W. -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Wednesday, June 17, 2009 8:32 AM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: [tips] How Homeopathy Harms Apropos the recent discussion on TiPS about alternative medicine and giving people the placebo that they desire, consider the following article from the NY Times on the FDA's warning against the use of the homeopathic cold treatment Zicam because of the number of cases reporting the loss of the ability to smell (anosmia); see: http://www.nytimes.com/2009/06/17/health/policy/17nasal.html?hp For a skeptical history of homeopathy, see the following: http://www.skepdic.com/homeo.html One good thing that may come from the Zicam situation is that the U.S. Congress may finally give the FDA the ability to force recalls (removal from the market) of those nostrums that are often called supplements but not drugs (removing them from the jurisdiction of the FDA) though their selling point is that they have drug-like effects. -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] How Homeopathy Harms
See also http://www.quackwatch.com/01QuackeryRelatedTopics/homeo.html Cheers, Karl W. -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Wednesday, June 17, 2009 8:32 AM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: [tips] How Homeopathy Harms Apropos the recent discussion on TiPS about alternative medicine and giving people the placebo that they desire, consider the following article from the NY Times on the FDA's warning against the use of the homeopathic cold treatment Zicam because of the number of cases reporting the loss of the ability to smell (anosmia); see: http://www.nytimes.com/2009/06/17/health/policy/17nasal.html?hp For a skeptical history of homeopathy, see the following: http://www.skepdic.com/homeo.html --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Will PETA Protest Against Obama Killing a Helpless Animal in the White House?
http://www.youtube.com/watch?v=Ca9e3sePyUw Cheers, Karl W. -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Tuesday, June 16, 2009 9:33 AM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: [tips] Will PETA Protest Against Carnivorous Plants? Currently the Brooklyn Botanical Garden in lovely Brooklyn, New York (not to be confused with Brooklyn, Minnesota), is having a flower show titled Wicked Plants that showcases various plants with insidious intent, including carnivorous plants such as the Venus flytrap (a plant that all media savvy people whould be familiar with because Larry David compares it married life to it instead of a bed of roses in the latest Woody Allen film). See: http://www.bbg.org/exp/wickedplants/ For more fun, consider a look at the Carnivorous plant database: http://www.omnisterra.com/bot/cp_home.cgi All this, of course, leads to the following question: Do plants feel guilty and, if so, can it be conditioned? ;-) -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] for every control,there is a counter-control
Aha, the spammers' motto. Cheers, Karl W. From: michael sylvester [mailto:msylves...@copper.net] Sent: Monday, June 15, 2009 4:56 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] info - Original Message - From: Marc Cartermailto:marc.car...@bakeru.edu To: Teaching in the Psychological Sciences (TIPS)mailto:tips@acsun.frostburg.edu Sent: Monday, June 15, 2009 1:58 PM Subject: RE: [tips] info More important: How is it that your note keep evading my spam filter? -- Marc Carter, PhD As someone trained in radical behaviorism,I can only say that for every control,there is a counter-control. Hope this helps. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] I have no interest in research
I currently have two advisees/students who are pre-med majors. One of them has advised me that he has no interest in medical research. The other has been going out of his way to avoid taking courses from faculty who have involvement in any research involving nonhuman animals. Should I be concerned that persons like this could be my medical providers in the future? Cheers, Karl W. -Original Message- From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] Sent: Thursday, June 11, 2009 2:14 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] What does plagiarism look like? Following an item on this in the Chronicle of Higher Education (6/3/2009), I was led to the following sites: http://sites.google.com/site/whatplagiarismlookslike/Home (great graphic, BTW) and http://mleddy.blogspot.com/2009/06/what-plagiarism-looks-like.html Flabbergasted comes to mind. Good thing that the University of Alabama, plus some smart lawyers looked into this, and found the accusation not worth pursuing. If the above interests you, you might want to also check out http://tinyurl.com/nqmss3 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/ --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] New cheating technique: the corrupted file.
Unless the procrastinators are rather dull, it should occur to them that all they have to do is change the date on their computer before they compose the document to be turned in late. Cheers, Karl W. From: Leah Adams-Curtis [mailto:ladamscur...@icc.edu] Sent: Friday, June 05, 2009 9:05 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] New cheating technique: the corrupted file. There is a way to check Word files to determine their creation and last edit date. In Word 2007, go to the home button and choose prepare, then choose properties, then choose advanced properties at the drop down menu, then click on statistics, you will see both the creation and the last edit date. In Word 2003 choose File, properties, and then choose statistics. Again you will see the creation and edit dates. Unfortunately, we have caught several late assignments at our institution using this method. We always clearly tell students to NOT open or save the document that they claim has been completed on time. Leah Leah E. Adams-Curtis, Ph.D. Associate Dean, Social Sciences Illinois Central College 1 College Drive East Peoria IL 61635 309-694-5331 From: roig-rear...@comcast.net [mailto:roig-rear...@comcast.net] Sent: Friday, June 05, 2009 7:21 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] New cheating technique: the corrupted file. Former tipster, Michael Renner (now provost at Drake U.) sent me this. Absolutely ingenious!! The New Student Excuse? Most of us have had the experience of receiving e-mail with an attachment, trying to open the attachment, and finding a corrupted file that won't open. That concept is at the root of a new Web site advertising itself (perhaps serious only in part) as the new way for students to get extra time to finish their assignments. http://www.insidehighered.com/news/2009/06/05/corrupted --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Open book test
A few years back I gave an Intro General class three options regarding the last examination: 1. I give them ahead of time 20% of the actual questions that would be on the exam. 2. I let them bring and use five sheets of paper on which they have written anything they wish. 3. I let them bring and use the text book. I told them I would go for option 2, but they went for option 3. Then they just did not even read the chapters or do any studying. They performed worse on this exam than on any other, even though the material was easier. Some of them did not even bring the correct text book. A few students did well -- they had not only studied a bit but also annotated the text book with notes pointing them to the appropriate pages for key concepts. Cheers, Karl W. From: msylves...@copper.net [mailto:msylves...@copper.net] Sent: Monday, May 11, 2009 1:26 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Open book test Do you give open book tests? What are the pros and cons? I knew a prof who thought it was great for Crossword puzzles psychology test. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] The chances of the world ending as we know it
This sort of reasoning is distressingly common. I served on a jury where the evidence against the defendant was far from convincing. One juror, college educated, could not be persuaded that the defendant was not guilty. I asked him what his subjective probability was that the defendant was guilty -- he responded 50-50, either he did it or he did not do it. Then I asked him if he understood what the judge was saying about beyond a reasonable doubt. His angry response was if he were not guilty he would not be on trial. Think twice before asking for a jury trial in North Carolina. Cheers, Karl W. -Original Message- From: Michael Britt [mailto:michael.br...@thepsychfiles.com] Sent: Monday, May 04, 2009 7:24 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] The chances of the world ending as we know it There was a very funny sketch on the Daily Show last week that might make for an interesting class conversation about the importance of understanding data (particularly probability). Or perhaps the importance of thinking things through a little more carefully. The skit is about the infamous particle accelerator being built in Switzerland. John Oliver interviewed one of the physicists for the accelerator who tells him about the very small chance that the world will blow up as a result of the collisions in the accelerator. Oliver then talks to science teacher Walter Wagner, who states that he thinks there's a 50-50 chance that the world would blow up. Wagner's reasoning: it (the world blowing up) will either happen or not happen - so it's a 50-50 chance! He's filing a lawsuit to stop the accelerator. The skit is pretty funny, but typical of the Daily Show, has some mature language as well. Here's the link: http://www.thedailyshow.com/full-episodes/index.jhtml?episodeId=225916 To see the relevant part of the video you'll have to click at the first demarcation in the timeline (about 9 minutes in and unfortunately you'll have to wait through 2 30-second commercials, but it's very funny and worth the wait). My thought is that an interesting class discussion could be made by applying this same kind of thinking to your chances of coming down with swine flu. Do students think that like Mr. Wagner, since they can either get swine flu or not get the swine flu that they have a 50-50 chance of getting swine flu? Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE:[tips] Desk Copy of New Pub Manual
I just submitted my request for a desk copy. The form included the following statement: Note: Examination or Desk copy requests for the 6th Edition Publication Manual of the APA or the 6th Edition of Concise Rules of APA Style or the 6th Edition of Mastering APA Style (the instructor or student version) may be ordered in combination on one order, but the order must not include other titles. Requests for other titles must be submitted as a separate order. Also noted that approved requests for these new 6th edition titles will not be shipped until after the official July 1, 2009, release date. Please do not submit claims until after their release. I hope that all TIPsters had a good Mayday. Faculty of the world, unite ! Cheers, Karl W. From: Wuensch, Karl L [mailto:wuens...@ecu.edu] Sent: Wednesday, April 29, 2009 8:52 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Desk Copy of New Pub Manual http://forms.apa.org/bookeval/index.cfm?fuseaction=orderform Cheers, Karl W. Sent: Wednesday, April 29, 2009 8:03 PM To: Wuensch, Karl L Subject: APA website I tried hard--but in vain--to find the drop-down menu to order desk copies of the Publication Manual at the APA website. Can you possibly send me the link? --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] New edition of publication manual
I have had no trouble getting desk copies. I went onto their site just yesterday and found a drop-down menu for asking for a desk copy of the Pub Manual. It included a note to the effect that you should wait until after Mayday to request a desk copy or you may get the old edition instead. Cheers, Karl W. -Original Message- From: Marc Carter [mailto:marc.car...@bakeru.edu] Sent: Wednesday, April 29, 2009 9:26 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] New edition of publication manual I'm not sure, but I'm thinking a lot. And I expect no desk copies, either. I once calculated how much business I give the APA by requiring the manual in my courses. They owe me. A lot. m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Stuart McKelvie [mailto:smcke...@ubishops.ca] Sent: Wednesday, April 29, 2009 8:20 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] New edition of publication manual Dear Tipters, .and at what new cost, may I ask? 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, Québec J1M 1Z7, Canada. E-mail: smcke...@ubishops.ca Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy ___ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] New edition of publication manual
You can get your member colleagues to order a copy for you at the reduced rate. Cheers, Karl W. From: Marc Carter [mailto:marc.car...@bakeru.edu] Sent: Wednesday, April 29, 2009 9:37 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] New edition of publication manual I guess it really pays to be a Member/Affiliate. Or not. :/ -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- From: David Wasieleski [mailto:dwasi...@valdosta.edu] Sent: Wednesday, April 29, 2009 8:31 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] New edition of publication manual We received notices in the mail re: the new edition. Costs as follows: Softcover LIST PRICE: $28.95 MEMBER/AFFILIATE PRICE: $28.95 Hardcover LIST PRICE: $39.95 MEMBER/AFFILIATE PRICE: $39.95 Spiral LIST PRICE: $36.95 MEMBER/AFFILIATE PRICE: $36.95 The notice also included possible desk copies but asserted that you had to demonstrate need and that there would be a run on such copies, so expect a long wait. David At 09:26 AM 4/29/2009, you wrote: I'm not sure, but I'm thinking a lot. And I expect no desk copies, either. I once calculated how much business I give the APA by requiring the manual in my courses. They owe me. A lot. m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Stuart McKelvie [ mailto:smcke...@ubishops.ca] Sent: Wednesday, April 29, 2009 8:20 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] New edition of publication manual Dear Tipters, .and at what new cost, may I ask? 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, Québec J1M 1Z7, Canada. E-mail: smcke...@ubishops.ca Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy ___ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Desk Copy of New Pub Manual
http://forms.apa.org/bookeval/index.cfm?fuseaction=orderform Cheers, Karl W. Sent: Wednesday, April 29, 2009 8:03 PM To: Wuensch, Karl L Subject: APA website I tried hard--but in vain--to find the drop-down menu to order desk copies of the Publication Manual at the APA website. Can you possibly send me the link? --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] New edition of publication manual
I certainly hope for one in particular -- DO give the issue number in citations even when the journal is paginated by volume -- it can be very helpful when retrieving an article online, especially from sources (like the APA) that label folders with issue numbers but not page numbers. Cheers, Karl W. -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Tuesday, April 28, 2009 6:36 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] New edition of publication manual Does anyone know whether there are any major changes we need to know about in the new edition of the publication manual? From the 4th to the 5th there were some pretty major changes, such as the change on how to include figures and tables into papers. Those of us old-timers remember that dreadful thing we had to center on the page that said Insert Figure X about here. That took a while to get used to. Then there was the change from subjects to participants and from passive voice and third person only to active voice and more use of first person than not. So, is anyone in the know enough to tell us in the teaching trenches what we will have to look out for in the new edition? Thanks Annette --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Aibohphobia
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 mailto:csta...@uwf.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Children who spend hours in front of TV are prone to asthma | Science | guardian.co.uk
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.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Op-Ed Contributor - The Great Solvent North - NYTimes.com
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.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Can you plagiarize your own work?
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 smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu 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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Can you plagiarize your own work?
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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Can you plagiarize your own work?
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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Lego Model of Brain??
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/ --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Uslovnye: Conditioned or conditional responses?
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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Course buyout info
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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Directional hypotheses (was ANOVA question)
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: --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Familywise Error (was ANOVA question)
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? --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] ANOVA question (was cross-cultural)
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/ --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Dr. Seuss
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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] The misunderstood CLT
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 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) 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. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Student evaluations
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 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Do animals get embarrassed?
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 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] The dreaded 3 posts limit - VOTES?
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 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] TIAA/CREF
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 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Software for Emeritus Faculty
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. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Job Opening for Quantitative Methodologist at East Carolina University
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 http://core.ecu.edu/psyc/wuenschk/Earth.htm Voice: 252-328-9420 Fax: 252-328-6283 [EMAIL PROTECTED] http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Professor emeritus
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 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Rensis Likert
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/ --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] When names go bad
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/ --- --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] SPSS web resources
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 http://core.ecu.edu/psyc/wuenschk/Earth.htm 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 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 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Failure to replicate
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 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Teaching Position at East Carolina University
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 http://core.ecu.edu/psyc/wuenschk/Earth.htm Voice: 252-328-9420 Fax: 252-328-6283 [EMAIL PROTECTED] http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] natural selection
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
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 ---
RE: [tips] Humans go into heat after all, strip club study finds
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 http://core.ecu.edu/psyc/wuenschk/Earth.htm 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 http://mywebpages.comcast.net/epollak/home.htm Husband, father, grandfather, biopsychologist, bluegrass fiddler and herpetoculturist.. in approximate order of importance. ---
[tips] ERIC Trojan
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 http://core.ecu.edu/psyc/wuenschk/Earth.htm Voice: 252-328-9420 Fax: 252-328-6283 [EMAIL PROTECTED] http://core.ecu.edu/psyc/wuenschk/klw.htm ---
[tips] Graphic Presentation of Research Results
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] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] YouTube - Graphic Presentation of Research Results
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. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Negatively skewed scores on exams, within students
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. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Begging for Grades
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! --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: Virginia Tech Tragedy and Media Images
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. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Teaching in a Classroom with Networked Computers
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. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: in-class use of laptops
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 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang= english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] SPSS: Simple effects for a 2 x 5 mixed ANOVA
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 test when I have a hypothesis driving planned comparisons and how does all this work out in SPSS? --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Dioxin in your Food
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 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: ANOVA, HSD, and LSD
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] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Time to discard that stats text
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 12 vs 34 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
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? --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Give a Toss !
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 --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang= english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Restless Penis Syndrome
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 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: Your Health and the Stars... Now there IS proof!
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 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang= english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] My Loss of Hair While Teaching Stats: Deficit in Verbal Reasoning
For me the hair loss accompanies dealing with students who seem to lack verbal/logical reasoning. For example, in an undergraduate class I spent the whole period showing how to find areas under a normal curve, they seemed to get it, but then when I gave them a practical problem they were stumped when they should have been able to do it, IMHO, without reference to notes or tables: Old stat prof has records of fuel oil consumption in his little house. On average he uses 200 gallons a season with a standard deviation of 25. Assume normality and forget about global warming. If he wants to have a 97.5% chance of making it through the season without running out, how much fuel oil should be he have on hand at the start of the season? Cheers, Karl W. -Original Message- From: Shearon, Tim [mailto:[EMAIL PROTECTED] Sent: Sunday, January 28, 2007 5:52 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Re: Why I pull my hair out grading statistics assignments All- Well- I was intending to agree that we need to learn the rote stuff- if we go beyond that, it is good. I think that's what Chris said as well. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: Hist of Psych video online
Very nice addition to the thread on open access. Thanks! Cheers, Karl W. -Original Message- From: Christopher D. Green [mailto:[EMAIL PROTECTED] Sent: Thursday, January 25, 2007 3:57 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Hist of Psych video online Some of you may recall that a few years ago I produced a video documentary on the huge public controversy that swirled around the hiring of a new professor of philosophy at the University of Toronto in 1889. The matter is of somewhat more than local Toronto interest because one of the prime candidates for the position was James Mark Baldwin, who would later go on to become a noted evolutionary theorist, a revolutionary developmental psychologist, and a major player in the early American Psychological Association and the early psychology journals. That documentary, An Academy in Crisis, is now available online at Google Video. The URL is http://video.google.ca/videoplay?docid=31528576023114946 You can also find it by search academy in crisis or christopher green toronto. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Non-biological behavior?!! (was Re: what would Skinner say?)
Decades ago psychologists supposed that reinforcement was always the result of the reduction of a drive that served to energize the animal and direct it towards goals that would satisfy a biological need (like food, water, air, etc.). They had some difficulty explaining the existence of behaviors that did not seem related to such simple biological needs -- for example, monkeys enclosed in a chamber with a window to the outside would work to open the window, apparent evidence of a curiosity drive, which seemed not to satisfy any biological need -- or so they said, I never understood why these psychologists could not see the obvious biological value of exploration of one's environment. They also had problems with sex drive -- after all, you won't die if you don't get sex, you just feel like you are going to die. Here their problem was that they were thinking of the individual organism, not its genes. Your genes do die if you never get any sex. The reinforcing property of saccharin was also very troublesome, since it does not satisfy a need for food. Maybe Michael S. was thinking of behaviors that don't have obvious links to the satisfaction of basic biological needs??? Cheers, Karl W. -Original Message- From: Michael Scoles [mailto:[EMAIL PROTECTED] Sent: Friday, January 19, 2007 9:06 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Non-biological behavior?!! (was Re: what would Skinner say?) I'll take a shot. Maybe the other Michaels S. was making a distinction (intentionally or not) between proximate and distal causes? Michael T. Scoles, Ph.D. Associate Professor of Psychology Counseling University of Central Arkansas Conway, AR 72035 501-450-5418 Shearon, Tim [EMAIL PROTECTED] 01/19/07 3:48 PM Michael Sylvester said: Non-biological behavior is behavior that does not have a biological basis. Michael- Make mine a bourbon, please. :) What on earth, pray tell, is behavior that does not have a biological basis. Tim --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang= english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
