Re: [tips] Predatory Psychoscatology

[Claudia Stanny]

This one is (so far) my all-time favorite predatory journal.  Even the
mailing service for this (scroll down to the end) is a hoot.

The one that misspelled *Science* in its logo is a close second (but I
deleted that one long ago).
My spam box is full of these.

[image: Logo]



International Journal of Latest Trends in Engineering and Technology
(IJLTET)
UGC Approved Journal*

(*upto April 2018)
ISSN (Online): 2278-621X ISSN (Printed): 2319-3778An ISO 9001:2008
Certified JournalA Peer Reviewed Bi-Monthly Published JournalIMPACT FACTOR
: 4.490Index Copernicus IC Value : 77.02DOI: 10.21172
Submit Paper

Visit Website

[image: ***]
[image: facebook-logo-grey]


https://www.facebook.com/IjLtet-1515507545233869/
*Important Dates:*

*Volume 11 , Issue 1, July 2018*
*Initial Submission 26th July 2018*
*Date of Publication: 31st July2018*


©2018 SN Society | India, Delhi
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Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


>

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Re: [tips] One space or two after a period?

[Claudia Stanny]

This is such a strange issue.

I had a had time retraining my typing to get rid of two spaces after a
period. Sometimes, the old habit slips in. But with the fonts I use, the
only way I can edit out two spaces is to use the search and replace
function.

The fundamental flaw in this research is that the stimulus material was
presented in Courier. I doubt the results will replicate with adjustable
fonts.

Who actually uses Courier anymore when we have word processors and modern
printers that give us manuscripts that look like they were typeset? It is
an ugly font.

My first step into high tech when I typed my dissertation on an IBM
Selectric (Ken and Miguel will know what that is) was that a member of my
committee loaned me his special font ball and I could use Bookman font
instead of Courier for my manuscript! (Plus I could suck off typos with
that wonderful tape!)

OK. I'm done ranting.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Sat, May 5, 2018 at 12:51 PM, Miguel Roig  wrote:

> Glad you enjoyed it!  I went from two spaces to one, but now I'll have to
> make the effort to go back to two.
>
> And glad to see that TIPS is still alive.
>
> Miguel (on TIPS since '97).
>
> 
> From: Kenneth Steele [steel...@appstate.edu]
> Sent: Saturday, May 5, 2018 1:41 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] One space or two after a period?
>
> Hi Miguel:
>
> Thanks for posting the url.  The issue reminds me of a conversation I had
> about 2 weeks ago at the end of a class.  A student came up to me after
> class and said that she had to ask me an important question.  She had an
> earnest look on her face, and the class had been on auditory physiology and
> deafness.  I thought the question would be about her or her
> parents/grandparents’ hearing issues.  Here was her question:
>
> “One space or two”?
>
> I laughed heartily and said I was a two-space guy.  She then proceeded to
> tell me about her issue.  She was a writer and had been using the two-space
> rule all of her life.  But she was taking a psychology course currently and
> being told (graded down) for not using the 1-space rule.  I assured her
> that I had never heard of a manuscript being rejected because the writer
> was not in compliance with the journal’s policy on one space or two spaces
> after a period.
>
> At that moment, two more undergraduates entered into the discussion about
> the merits of the 1-space vs. 2-space rule.  There was much passion about
> the issue.  I could have been listening to a Red Sox vs. Yankees discussion
> in a bar.
>
> Ken
>
> 
> -
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu teel...@appstate.edu>
> Professor
> Department of Psychology  http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> 
> -
>
> On May 5, 2018, at 1:16 PM, Miguel Roig mailto:ROIG
> m...@stjohns.edu>> wrote:
>
> The APA Manual states two spaces are better than one. What does the
> research say?  Check it out: https://www.washingtonpost.
> com/news/speaking-of-science/wp/2018/05/04/one-space-
> between-each-sentence-they-said-science-just-proved-them-
> wrong-2/?utm_term=.efbf00d80b3e
> ---
>
>
> ---
>
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>
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Re: [tips] Help with copyright needed

[Claudia Stanny]

Dap,

I did a bit of searching in google images and find lots of uses (without
attribution).
Here is a site that includes a warning that the image might be copyrighted
(perhaps they know who owns it?)

https://www.memecenter.com/fun/98002/For-A-Fair-Selection-Everybody-Has-To-Take-The-Same-Exam

Good luck.

I have a redrawn version of this in my image files (but no attribution
information). The image was in a file full of assessment cartoons collected
by a friend.  :-)


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Fri, Feb 16, 2018 at 3:40 AM, Dap Louw  wrote:

>
>
>
>
> Tipsters:
>
>
>
> I want to use the well-known cartoon below in an undergraduate text of
> mine. However, not our Library nor me can find the original source to get
> copyright.
>
>
>
> Any (wild) chance that any of you could help?
>
>
>
> BTW, one can’t redraw it:  In South Africa there is copyright on the idea.
>
>
>
> I believe most of us have been in in a situation like this.  Is there a
> legal way out of this one?
>
>
>
> Thanks.
>
>
>
> Dap
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
> [image: UFS Logo]
>
> *Dap Louw*
>
> Extraordinary Professor: Psychology
> Buitengewone Professor: Sielkunde
> Faculty / Fakulteit: The Humanities / Geesteswetenskappe
> PO Box / Posbus 339, Bloemfontein 9300, Republic of South Africa /
> Republiek van Suid-Afrika
> [image: http://apps.ufs.ac.za/emailsignature/siteimages/icon_tel.jpg]27(0)43
> 841 1193
> [image: http://apps.ufs.ac.za/emailsignature/siteimages/icon_cel.jpg]27(0)83
> 391 8331
> [image: http://apps.ufs.ac.za/emailsignature/siteimages/icon_mail.jpg]
> lou...@ufs.ac.za
> [image: http://apps.ufs.ac.za/emailsignature/siteimages/icon_facebook.png]
> [image:
> http://apps.ufs.ac.za/emailsignature/siteimages/icon_twitter.png]
> [image:
> http://apps.ufs.ac.za/emailsignature/siteimages/icon_youtube.png]
> 
>
> [image: http://apps.ufs.ac.za/emailsignature/siteimages/inspire.jpg]
>
> [image: http://apps.ufs.ac.za/emailsignature/siteimages/inspireer.jpg]
>
>
>
>
>
>
>
>
>
>
>
>
>
>
> --
>
> University of the Free State:
> This message and its contents are subject to a disclaimer.
> Please refer to http://www.ufs.ac.za/disclaimer for full details.
>
> Universiteit van die Vrystaat:
> Hierdie boodskap en sy inhoud is aan 'n vrywaringsklousule onderhewig.
> Volledige besonderhede is by http://www.ufs.ac.za/disclaimer vrywaring
> beskikbaar.
> --
>
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Re: [tips] Fake Conferences for those Who Will Publish and Perish

[Claudia Stanny]

Hah! The UWF gmail system sends most of these messages directly to the spam
box, but a few slip through from time to time.
I think the frequency of these solicitations is now about 10 times (or
more) that of the solicitations from Nigerian princes with big bank
balances to give away.  :-)

I saw one that managed to misspell "science" in its logo.


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Wed, Jan 31, 2018 at 10:59 AM, Miguel Roig  wrote:

> Hey TIPS is alive!!! Thanks for posting, Mike.
>
> Yes, hardly a day goes by nowadays when I don't get one or more emails
> urging me to submit to this journal or to that conference. Some of their
> salutations are kind of funny: "Dear valuable researcher ..."
>
> But, this stuff is really getting out of hand as I have read of some
> instances in which some of the more subtle forms of solicitations have
> ensnared bonafide researchers.  What follows is what I have received just
> from the past 3-4 days!!
>
> Miguel
>
>

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Re: [tips] Irma

[Claudia Stanny]

So far so good . . . it is brooding and ominous here, but only light,
sporadic rain and a bit of gusty breeze now and then. Things may be
different in a couple of hours as Irma nears the FL-GA border.

The track takes it east of Tallahassee (nearly 300 miles from Pensacola).
So we may be spared much heavy weather here in Pensacola.

Thanks for your thoughts.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ <http://uwf.edu/cutla/>


On Sun, Sep 10, 2017 at 7:03 AM, Miguel Roig  wrote:

> I believe Claudia Stanny is the only TIPSter who lives in Florida and will
> be close to Irma's cone.
>
> Claudia, I hope you and your loved ones will go through this one safe and
> sound.
>
> And for those of you who are/will be home shopping and have not yet
> learned the lesson, please remember that smart real estate is all about
> 'location, location, ELEVATION!  I learned that lesson after Sandy!
>
> Miguel
> 
> From: Mike Palij [m...@nyu.edu]
> Sent: Saturday, September 9, 2017 9:57 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] More Evidence That Intelligence Is Overrated -- An Elon
> Musk Case Study
>
>
> Best wishes to Tipsters in Florida and other areas affected
> by Irma.  I hope you all get through it with major losses
> and/or grief.  Really, good luck.
>
> -Mike Palij
> New York University
> m...@nyu.edu<mailto:m...@nyu.edu>
>
>
>
>
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Re: [tips] Plagiarism & general knowledge

[Claudia Stanny]

Thanks, Chris!

This is my thinking, also. Citation is not just about giving credit to
avoid a charge of plagiarism. Citation is how we establish our scholarly
credentials and communicate to our audience.

Audience is especially tricky for students, but many assume their audience
is their professor (who knows everything! so why cite what is known to that
reader?). So I also emphasize to students that part of the culture of
citation is demonstrating that *you *know the literature. So you cite the
critical works, even if they are well known to most of the readers or the
work is well know. Although the Little Albert study probably appears in
every intro psych text book and is a cultural meme of sorts, students
indicate their scholarship by citing the report of this work (and,
interestingly, some textbook authors reveal themselves as having relied on
a secondary source when they misspell Rosalie's name  😱). The audience
might well know where this appeared and doesn't necessarily need the
citation, but including it signals that the writer has accessed the primary
literature and read it.

Similarly, accuracy of citations reflects on the care and scholarship of
the author. These are subtle cues for expertise, but I think it would be
helpful to make students aware of this side of authorship. Helps defuse the
sense that citation practices are arbitrary hoops created for students to
make them crazy.

Best,
Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Fri, Sep 1, 2017 at 10:42 AM, Christopher Green  wrote:

>
> Many good points, Dap! You even have these kinds of differences among
> different subfields of psychology, not just different nationalities. For
> instance, every historian of psychology knows that William James was highly
> active in the spiritualist movement from the 1880s until his death, but
> many non-historian psychologists don't  know it. So, I would be unlikely to
> cite this fact if I were writing for a history of psychology journal. I
> might do so, however, if I were writing for a generalist journal or an
> experimental journal. The issue isn't so much how I came to know it as it
> is whether my readers are likely to be aware of it as part of their general
> knowledge.
>
> Best,
> Chris
> -
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
> Canada
>
> chri...@yorku.ca
>
>

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Re: [tips] Does failing to cite a paper constitute plagiarism?

[Claudia Stanny]

Good point, Miguel.


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ <http://uwf.edu/cutla/>


On Thu, Aug 31, 2017 at 11:20 AM, Miguel Roig  wrote:

> Claudia, the case is a bit more complicated because the questionable
> figure is not an exact reproduction of the original figure. In fact, both
> figures are quite different from each other even though they depict the
> same thing. The problem is that the later figure depicts a unique process
> that was originally conveyed in the earlier figure. As such, failure to
> have cited the paper with the original figure is, I think, problematic in
> this case.
>
> Miguel
>
> ________
> From: Claudia Stanny [csta...@uwf.edu]
> Sent: Thursday, August 31, 2017 11:48 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Does failing to cite a paper constitute plagiarism?
>
> Seems this is more than just using the work without citation (or full
> citation).
> Reproducing and image probably violates copyright. Did the authors get
> permission to use the image (this is generally a separate document, which
> also specifies the conditions of use, including how the work should be
> cited and credited in the new publication).
>
> APA is aggressive in its enforcement of its ownership of graphs and images
> in its publications. I knew a professor in grad school who had to obtain
> permission (and pay a fee) to APA to reproduce a figure from one of his
> prior publications in a new publication.
>
> Any discussion of this issue?
>
> Claudia
>
> _
>
> Claudia J. Stanny, Ph.D.
> Director
> Center for University Teaching, Learning, and Assessment
> BLDG 53 Suite 201
> University of West Florida
> Pensacola, FL  32514
>
> Phone:   (850) 857-6355 (direct) or  473-7435 (CUTLA)
>
> csta...@uwf.edu<mailto:csta...@uwf.edu>
>
> CUTLA Web Site: http://uwf.edu/offices/cutla/<http://uwf.edu/cutla/>
>
>
> On Thu, Aug 31, 2017 at 8:22 AM, Mike Palij mailto:mp26@nyu.
> edu>> wrote:
>
>
>
> Some editors apparently don't think so.   See:
> http://retractionwatch.com/2017/08/29/citation-not-enough/#more-51589
>
> A couple of points:
> (1)  Which well-known Tipster is asked about this case?
> (Hint: It ain't me ;-)
>
> (2) Thank the Flying Spaghetti Monster that it doesn't involve
> an article in psychology but one in the "hard" sciences. ;-)
>
> NOTE:  Has anyone else developed concerns that Mr T and
> his posse's promotion of "fake news" is expanding to "fake
> science" (global warming has already been attacked but I am
> now referring to ALL science, that is, supporting an anti-science
> view) and places like Retraction Watch might be used as evidence
> that science is fake one should rely on "alt.science" instead?
> It would seem that rationality itself is under attack and critical
> thinking has either failed or Mr T's fans never learned it (i.e.,
> those that never went to college but doesn't high school provide
> a basis to critical thinking?).
>
> Then again, people in the "Academy" may also be to blame
> with the promotion of positions like "post-modernism".  On another
> list that I'm on this idea was briefly considered but I would suggest
> that one look at the following article how it might operate
> especially in certain religious contexts that claims "special knowledge"
> about the world.  See:
> http://www.butterfliesandwheels.org/2003/postmodernism-science-and-
> religious-fundamentalism/
>
> Best wishes and hope for a quick recovery to everyone,
> Tipsters or not, to people affected by hurricane Harvey.
> NYC is still getting over the effects of Super Storm Sandy.
>
> -Mike Palij
> New York University
> m...@nyu.edu<mailto:m...@nyu.edu>
>
>
>
>
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>
&

Re: [tips] Does failing to cite a paper constitute plagiarism?

[Claudia Stanny]

Seems this is more than just using the work without citation (or full
citation).
Reproducing and image probably violates copyright. Did the authors get
permission to use the image (this is generally a separate document, which
also specifies the conditions of use, including how the work should be
cited and credited in the new publication).

APA is aggressive in its enforcement of its ownership of graphs and images
in its publications. I knew a professor in grad school who had to obtain
permission (and pay a fee) to APA to reproduce a figure from one of his
prior publications in a new publication.

Any discussion of this issue?

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Thu, Aug 31, 2017 at 8:22 AM, Mike Palij  wrote:

>
> Some editors apparently don't think so.   See:
> http://retractionwatch.com/2017/08/29/citation-not-enough/#more-51589
>
> A couple of points:
> (1)  Which well-known Tipster is asked about this case?
> (Hint: It ain't me ;-)
>
> (2) Thank the Flying Spaghetti Monster that it doesn't involve
> an article in psychology but one in the "hard" sciences. ;-)
>
> NOTE:  Has anyone else developed concerns that Mr T and
> his posse's promotion of "fake news" is expanding to "fake
> science" (global warming has already been attacked but I am
> now referring to ALL science, that is, supporting an anti-science
> view) and places like Retraction Watch might be used as evidence
> that science is fake one should rely on "alt.science" instead?
> It would seem that rationality itself is under attack and critical
> thinking has either failed or Mr T's fans never learned it (i.e.,
> those that never went to college but doesn't high school provide
> a basis to critical thinking?).
>
> Then again, people in the "Academy" may also be to blame
> with the promotion of positions like "post-modernism".  On another
> list that I'm on this idea was briefly considered but I would suggest
> that one look at the following article how it might operate
> especially in certain religious contexts that claims "special knowledge"
> about the world.  See:
> http://www.butterfliesandwheels.org/2003/postmodernism-science-and-
> religious-fundamentalism/
>
> Best wishes and hope for a quick recovery to everyone,
> Tipsters or not, to people affected by hurricane Harvey.
> NYC is still getting over the effects of Super Storm Sandy.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>
> ---
>
> You are currently subscribed to tips as: csta...@uwf.edu.
>
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Re: [tips] Cabells

[Claudia Stanny]

Cabells is an online database. I have access to it because my library has a
subscription.
I would expect any institutions that require faculty to publish would have
a subscription. Many faculty use Cabells just to document the impact factor
for the journals they publish in.

Check your institution's listing of databases (our includes Cabells in the
same group that includes databases like PsycARTICLES, ProQuest, EBSCO,
Wilson, etc.).

Searching is easy.

Cabells now hosts a "white list" (peer reviewed journals) and a "black
list" (journals with indicators associated with predatory journals and
journals that engage in questionable or fraudulent publishing practices).
Click on the advanced search option to open a window and see all the
options. You can even search by type of open access (using SHERPA/RoMEO
classifications) and type of review (blind, double-blind, editorial/open).

Cabells is useful for locating an appropriate home for a publication (you
can search by journal title, discipline, or keywords to find a good fit
between a journal and your topic). The journal entry on the white list
reports the Impact number (based on Citation Reports), an Altmetric Report
score (median mentions/article), a link to the Journal (so you can look at
editorial board, etc), and a snapshot of the disciplines that typically
publish in the journal.

The black list entries give a score for the number of violations and
information about the specific violations:

false claims about where the journal is indexed,
evidence of questionable peer review practices - e.g., all review done by
the founder of the company, who edits the journal, little geographic
diversity of board members, no stated peer review policy
problems on the website (no street address, grammar/spelling errors)
poorly written copyright policy and/or transfer agreements that do not
transfer copyright

If your library does not give you access, I'm not sure how you would get
access.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Fri, Jul 28, 2017 at 9:53 AM, Annette Taylor  wrote:

>
> Speaking of Cabell's, can someone please post on how to access that and is
> it self-explanatory once you get there?
>
> Thanks.
>
> Annette
>

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Re: [tips] Peer review video

[Claudia Stanny]

I took this to mean something like a listing in Cabell's.
However, some excellent journals (*New Directions for Teaching and Learning*)
are not listed in Cabell's.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Wed, Jul 26, 2017 at 11:53 PM, Jim Clark  wrote:

>
>
> Hi
>
>
>
> I did not mean to imply that the library must subscribe. I assumed,
> perhaps wrongly, that the listing referred to was a comprehensive list of
> valid journals, including Open Access one.
>
>
>
> If the listing is not comprehensive, it certainly would help to have one
> that contained all valid journals.
>
>
>
> Take care
>
> Jim
>
>
>
> *From:* Christopher Green [mailto:chri...@yorku.ca]
> *Sent:* 27-Jul-17 12:52 AM
> *To:* Teaching in the Psychological Sciences (TIPS) <
> tips@fsulist.frostburg.edu>
> *Subject:* Re: [tips] Peer review video
>
>
>
>
>
>
>
> On Jul 26, 2017, at 10:20 AM, Jim Clark  wrote:
>
>
>
> Perhaps easy to overlook, but the video does not use $ charges as a
> criterion for rejecting a journal. It mentions two criteria: (1) listing in
> a resource that libraries use to decide whether to purchase a subscription,
> and (2) impact factor. And it mentions some problems with the latter.
>
>
>
> There is no reason for library to subscribe to a journal that is freely
> available on the internet (like PLoS of Frontiers). Nor, indeed, is it even
> possible. It is not a subscription-based service.
>
>
>
> Best,
>
> Chris
>
> …..
>
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
>
>
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
> orcid.org/-0002-6027-6709
>
> ...
>
>
>
> ---
>
> You are currently subscribed to tips as: j.cl...@uwinnipeg.ca.
>
> To unsubscribe click here: http://fsulist.frostburg.edu/u?id=3229968.
> 90f21a83d5f62f052ba84a49e2f91291&n=T&l=tips&o=51115
>
> (It may be necessary to cut and paste the above URL if the line is broken)
>
> or send a blank email to leave-51115-3229968.
> 90f21a83d5f62f052ba84a49e2f91...@fsulist.frostburg.edu
>
> ---
>
> You are currently subscribed to tips as: csta...@uwf.edu.
>
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> 1572ed60024e708cf21c4c6f19e7d550&n=T&l=tips&o=51116
>
> (It may be necessary to cut and paste the above URL if the line is broken)
>
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> 5...@fsulist.frostburg.edu
>
>

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Re: [tips] Peer review video

[Claudia Stanny]

APA is restrictive about what you can post to a web site or an
institutional repository.
No PDFs from scanned print pages. No PDF of the author page proofs.
You can post the manuscript submitted for final review (pre-copy editing)
with some added language (APA citation, disclaimer that this is not the
official version).

Full restrictions here:  http://www.apa.org/pubs/authors/posting.aspx


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Tue, Jul 25, 2017 at 4:57 PM, Joan Warmbold  wrote:

> Two questions that come to mind are: 1) What is the APS's position on this
> issue, and, 2) Am I right to assume that APA's closed approach to their
> article's accessibility mean that an author can't make their article
> available on their website, or otherwise.
>
> Joan
>
> > Thanks for checking and reporting on this, Chris. Given that that amount
> > is twice what it costs to publish in PLOS ONE
> > (http://journals.plos.org/plosone/s/publication-fees), one wonders
> whether
> > APA's open access approach it is worth the money.
> >
> > Miguel
> >
> > 
> > From: Christopher Green [chri...@yorku.ca]
> > Sent: Tuesday, July 25, 2017 2:40 PM
> > To: Teaching in the Psychological Sciences (TIPS)
> > Subject: Re: [tips] Peer review video
> >
> > I was looking at APA's policies again just now. It looks like they will
> > allow an author to make any article open access, but at a cost of $3000.
> > Many researchers, of course, cannot afford this cost, even if they have a
> > small research grant.
> >
> > Chris
> > ...
> > Christopher D Green
> > Department of Psychology
> > York University
> > Toronto, ON   M3J 1P3
> > 43.773759, -79.503722
> >
> > chri...@yorku.ca
> > http://www.yorku.ca/christo
> >
> > On Jul 25, 2017, at 2:06 PM, Miguel Roig
> > mailto:ro...@stjohns.edu>> wrote:
> >
> >
> >
> > Your point about ‘open access’ is a good one, Chris. But, my goodness, I
> > was not aware about that submission criterion from the APA. Given the
> > speed with which publishing is evolving toward a more ‘open’ format, I
> > can’t imagine that policy lasting too much longer.
> >
> > Miguel
> >
> > From: Christopher Green [mailto:chri...@yorku.ca]
> > Sent: Tuesday, July 25, 2017 11:11 AM
> > To: Teaching in the Psychological Sciences (TIPS)
> > Subject: Re: [tips] Peer review video
> >
> >
> >
> > Miguel,
> >
> > That is an interesting video, and it would probably be useful to
> > undergraduates who don’t yet quite know what a peer-reviewed scientific
> > journal is. However, the narrator is about a decade behind the times when
> > it comes to the prominence and importance of “open” journals these days.
> > It is an issue — a series of issues — that is becoming more complicated
> by
> > the week.
> >
> > Not only are there lots of prominent, respectable “open” (e.g.,
> > author-pays) journals now (all the versions of PLoS and, perhaps more
> > controversially, the Frontiers series). A lot of the government research
> > funding agencies have begun to bend to the argument that, if the public
> > paid for the research (through government grants) then the public has a
> > right to read it as well. (There are all kinds of problem with this
> > argument, but it is getting traction where it matters — at the Cabinet
> > table.) As a result, funding agencies across Europe (and in Canada) are
> > beginning to insist that research supported by gov't funds be published
> in
> > an “open” journal, or at least in a journal that will open a certain
> > length of time after publication (e.g., 6 months, 1 year). Indeed, if you
> > submit a paper to an APA journal now, there is a box asking whether your
> > research was supported by a list of major international government
> funding
> > agencies and, if you say “yes,” APA will not allow you to submit your
> > work, because APA never makes its publications “open.” (Some
> “traditional”
> > journals now allow the author to pay an additional fee in order to make
> > the publication “open,” but I don’t think APA journals are among them…
> > yet.)
> >
> > Best,
> > Chris
> > …..
> > Christopher D Green
> > Department of Psychology
> > York University
> > Toronto, ON M3J 1P3
> > Canada
> > 43.773895°, -79.503670°
> >
> > chri...@yorku.ca
> > http://www.yorku.ca/christo
> > orcid.org/-0002-6027-6709
> > ...
> >
> > On Jul 25, 2017, at 8:00 AM, Miguel Roig
> > mailto:ro...@stjohns.edu>> wrote:
> >
> >
> > An interesting video on peer review, predatory journals, and related
> > issues:  https://www.youtube.com/watch?v=LIlBsfTx3Kc.
> >
> > Although the discussion 

Re: [tips] Opinions needed

[Claudia Stanny]

As others have mentioned, the term "effect" might refer either of the
following:

Size of change (in the case of experiments, where we might infer a causal
relationship, such as *If a student studies new content using strategy x
for at least x amount of time, he/se will recall x% more material than a
student who used rote repetition for the same amount of time*). Statistical
procedures exist for estimating these effect sizes (e.g., Cohen's *d*).

or

Strength of relationship - in the case of correlational findings, where we
might argue that we can explain X% of the variation in scores on some
variable based on its relation with (or an individual or group's score on)
some predictor variable (or variables, in the case of a multivariate
model). This can also be estimated statistically, using r-squared (percent
of variablity explained).



_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 

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Re: [tips] Covfefe and Other Insights

[Claudia Stanny]

Google search currently produces 288,000 hits for this term. sheesh


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Wed, May 31, 2017 at 2:08 PM, Mike Palij  wrote:

>
> For more on "covfefe" see the following:
> https://www.wired.com/2017/05/internet-defines-covfefe/
>
> Anyone want to bet which psychology textbook mentions it first
> in the next edition?  ;-)
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
> P.S. And a happy covfefe to all!
>
>
>
>
>
> ---
>
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>
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Re: [tips] What the Numbers Tell Us About Literature (and non-lit)

[Claudia Stanny]

Interesting article. My guess is that he used an algorithm like the one
used for The Writer's Diet (which also admonishes against the excessive use
of adjectives and adverbs). Most likely, he used a customized version (The
Writer's Diet will only analyze 1,000 words at a time.)

You can find the online Writer's Diet test here (http://writersdiet.com).
I now use it as part of my editing process. My downfall is nouns,
especially the nominalizations that litter academic writing and jargon. But
my writing is tighter (or, in Writer's Diet categories "fit and trim").

Helen Sword (author of The Writer's Diet) analyzed a large body of academic
texts from multiple disciplines, using the methodology for The Writer's
Diet test. She published that work in *Stylish Academic Writing
*(2012)*. *Alas,
social scientists win in stodgiest professional writing category (we do
love those nominalizations).

I was curious about other writers and how they would fare with the Writer's
Diet analysis. So I slapped 1000 words of some of my favorites into the
widget and ran the test. My findings were consistent with Blatt's.


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

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Re: [tips] Has Anyone Done a Content & Stylistic Analysis of Tweets?

[Claudia Stanny]

I haven't seen an analysis other than the examination of the originating
device to determine "true" authorship (V himself on an android or an
underling on an iPhone).

I'm sure a content analysis can't be far behind, if only from the literary
types who use this type of analysis to guess at authorship. There is a
literature on this analysis among Shakespeare scholars and Biblical
scholars (authorship of different books0.

A time series component might be an interesting twist.

Best wishes for the new year to my fellow tipsters.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Tue, Dec 27, 2016 at 9:19 AM, Mike Palij  wrote:

> I don't know about anyone else but i am getting increasing irritated
> by Voldemort's tweets.  Not so much for the content -- which is bad
> but I can deal with intellectually -- but the style of expression that
> reminds me of junior high/high school "commentary".  I assume
> that people have done frequency analyses of word appearance
> and have created word clouds but I was wondering if anyone has
> used the software that analyzes the educational level of the text
> (e.g., popular newspapers typically have articles/features that are
> oriented towards, say, 10th graders).  I understand that there is
> a 140 character limit on tweets but there is a world of difference
> between a Haiku and the verbal diarrhea that some spew. So,
> does anyone know of recent studies?  I assume that people will
> write dissertations about Voldemort's tweets ranging from content
> analyses to markers of potential psychopathology but that's off
> into the future (unless Twitter goes out of business soon; one
> wonders what Voldemort would do then at 3am?).
>
> --Mike Palij
> New York University
> m...@nyu.edu
>
>
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Re: [tips] Interesting idea to avoid publication bias

[Claudia Stanny]

As a reviewer, I want to know if the interpretation of the results makes
any sense (or is even consistent with the reported findings). I could not
offer sound judgment about publication merit based on the proposed design
alone.

I've seen papers in which the findings get distorted in any variety of
ways. The design might be solid but the author might over-interpret the
results (either positive or negative).

By analogy, consider how we review a thesis or dissertation proposal. We
don't award degrees based on the quality of the proposed design. We make
these judgments based on the quality of the data analysis, how the
researcher coped with unexpected obstacles in the implementation of the
design and/or the collection of data (often revealed only in the
preliminary analysis), and the soundness of the conclusions drawn.


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 

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Re: [tips] H.M. Book Reviewed in the NY Times

[Claudia Stanny]

I've been reading the reviews with much interest. As a cognitive
psychologist, I have followed the many publications based on H.M. over the
years (and stayed up half the night to watch the live streaming of the
sectioning for the Brain Observatory analysis).

My first concern about the book was based on the assertion that the
additional damage to H.M.'s brain was covered up. I clearly remembered the
reports immediately following the Brain Observatory work, which reported
this damage.

The author's personal connection to the surgeon also raised concerns about
his objectivity in the case (even if he is not particularly kind to his
grandfather). However, many historians warn against making judgments about
historical decisions from a contemporary context. (Milgram's work does not
fare well from this type of analysis. Nor do many other psychological
research projects.) Hindsight gives us the wisdom to adopt a moral high
ground that might not have been so obvious in 1950. As I recall, the case
analysis of H.M. indicated he was experiencing 2 or 3 major and/or minor
seizures a week and they were not responsive to treatments available at
that time. If you know anyone who experiences major epileptic seizures, you
will be aware of how debilitating these are. As a graduate student, I knew
a student in another discipline who began to have difficulty controlling
his condition. He was exhausted and had short-term memory problems for days
after a major episode.

Yes, Corkin was protective and limited access of other researchers to H.M.
Although I sympathized with researchers who might have liked to do their
own research with H.M., I can also imagine the circus that might have
ensued if people had had unfettered access to a vulnerable man. Again,
thinking as a historian, when did we begin to demand informed consent from
the legal guardian of a person who is unable to give informed consent - for
memory research (not medical research). As a memory researcher, informed
consent was unheard of as an expectation until the late 1970s. I recall
that transition because it happened between data collection for my master's
and data collection for my dissertation.

This new book has been getting plenty of attention in the media. Some of it
is pretty sensational. No doubt the author will make a pile of dough from
his use of H.M.'s story. Seems a bit self-serving. I'm not sure I want to
cooperate with that game.

Yes, the book raises interesting issues about the conduct of research on
vulnerable populations. I find it interesting that it appears after Dr.
Corkin is no longer able to speak in her own defense. The Mnookin review
reinforces my thinking.

I appreciate the thoughtful discussion on this list.

Best,
Claudia



_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Thu, Sep 1, 2016 at 2:46 PM, Jeffry Ricker, Ph.D. <
jeff.ric...@scottsdalecc.edu> wrote:

>
>
> On Aug 31, 2016, at 6:20 AM, Mike Palij  wrote:
>
> One of the surprising statement that Mnookin makes is that
> Dittrich does not provide notes or references for points made
> in the books (as well as some factual errors).
>
>
> I had read a few articles about the book,and had planned to buy it until I
> read the following in the review:
>
> “This deeply reported, 400-page book, which aims to reframe one of the
> best-known medical case studies of the 20th century, is devoid of either
> source notes or a bibliography.”
>
> Because of this omission, if I do decide to buy the book. it will be
> included in my collection of “on-top-of-the-toilet-tank” books.
>
> Best,
> Jeff
>
> --
> 
> -
> Jeffry Ricker, Ph.D.
> Professor of Psychology
> 
> -
> Social/Behavioral Sciences
> Scottsdale Community College
> 9000 E. Chaparral Road
> Scottsdale, AZ 85256-2626
> Office: SB-123
> Fax: (480) 423-6298
>
>
>
>
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Re: [tips] Sad Face?

[Claudia Stanny]

I've heard people express concern about the implications of the
"replication crisis" on the application of memory findings to teaching
strategies in higher education (e.g., benefits of "deep processing,"
self-reference effect, generation effect, massed and distributed practice,
etc.). These effects are so robust that many of us use them as classroom
demonstrations and they work like a charm. I've seen levels of processing
manipulations work beautifully as part of conference talks (with large
audiences). They are a presentation staple for the science of learning
consultation crowd.

Perceptual findings are also incredibly robust (e.g., dark adaptation).

I've never had Stroop fail me in a class demonstration.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

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On Sun, Aug 28, 2016 at 10:22 PM, Mike Palij  wrote:

> Although I have been somewhat following the "replication crisis"
> I did not know the "sad face" result and its apparent importance.
> Failure to replicate this result is the focus of this article in Slate;
> see:
> http://www.slate.com/articles/health_and_science/cover_story
> /2016/08/can_smiling_make_you_happier_maybe_maybe_not_we_have_no_idea.html
>
> I think there are various problems with the presentation but
> it does make some useful points.  One problem, however,
> is the focus on social psychological research -- how many
> classic results in experimental psychology (conditioning,
> memory, perception, reaction time, etc.) have not been
> replicated?  Has there been a failure to replicate or a
> "decline effect" for the Stroop task?
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
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Re: [tips] on STM

[Claudia Stanny]

Mike O makes a good point.
Another variant on his question is: What enduring information and thinking
skills do we want students to take away from our discussion of memory?

Cognitive scientists have gone back and forth or the number memories and
characteristics of proposed memories for over 80 years.
Thinking has ranged from "memory is memory" to a proliferation of memory
boxes.

Mike Palij has just beat me to my point while I was scurrying around in the
Google Scholar rabbit hole of old memory articles.

Whatever we think is "true" about the number of memory systems and their
capacity will be in dispute a few years from now.

I think it is more important to help undergraduate students understand how
researchers use past and current evidence to decide what they now believe
about memory. Those who want to become researchers can join us in the
rabbit hole in an advanced course (or a graduate program).

The other key take-away for beginning students is: what are the enduring
characteristics of memory that will help them become better learners and
users of their own cognitive system:
Immediate memory (in terms of what we are aware of at this moment) is
limited (4, 7 plus or minus 2, whatever . . . it is limited).
This has consequences for our ability to learn and function in a complex
environment (including fallacies about multitasking).
Memory is fragile. Even the so-called flashbulb memories are subject to
distortion over time.

I used to tell my students that more I learned about memory, the less I
trusted my own. I usually illustrated this with an anecdote about my
flashbulb memory for the Challenger explosion and my flashbulb memory for
my daughter's first steps. I witnessed both in my parents' living room in
January on a visit. I remember them as happening during one visit. But
historical facts tell me this is not true - they happened in two different
years.  :-)

The "facts" will change. I want my students to learn how to evaluate the
so-called facts in terms of the supporting evidence and get comfortable
with the idea that they might have to modify their commitment to one set of
"facts" in the face of new evidence. That is the nature of science.

Best,
Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Thu, Aug 25, 2016 at 9:45 AM, Michael Ofsowitz 
wrote:

> Hey Mike... as original poster you'll notice I never mentioned the number
> 7. I'm aware of some of Cowan's work, so I took your post as being
> tangential.
>
> Yes, 4, 7, or whatever packs into 2sec. But is it relevant? What about the
> less-easily quantifiable? (Visual experience, or implicit memories like
> "who am I? Where am I? What am I doing?") What do people with a strong
> background in cog psych teach when they cover ST/working memory in intro or
> intro-cog courses?
>
>   --> Mike O.
>
> On 8/23/16 1:00 AM, Teaching in the Psychological Sciences (TIPS) digest
> wrote:
>
>> Many people in the field follow the research of Nelson Cowan
>> who has argued that the "Magical Number" is actually 4
>> (range 3-5) and not seven.  This is hardly news as he laid
>> out his argument for this position in 2001
>>
>
>
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Re: [tips] Is 7% Copying Still Plagiarism?

[Claudia Stanny]

The close paraphrasing (to be generous . . . looks more like mosaic
plagiarism) might be forgiven in a student paper if it included a citation
for the original author. Missing in last night's speed.

When students copy words verbatim and do not cite the author, they steal
both the author's language and the author's ideas. Plagiarism also occurs
when we claim ideas as our own, paraphrasing (however loosely, which might
not cross the boundary into mosaic plagiarism) without crediting the source
of those ideas.

The NPR rendition, with Michelle and she who will not be named speaking in
unison, was compelling.

Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Tue, Jul 19, 2016 at 12:21 PM, Rick Froman  wrote:

>
>
> I think it is funny that politicians and those in the political realm can
> employ speech writers while claiming everything they say is their own
> thoughts. While 7% overlap in a tested document on a plagiarism detector
> might not automatically raise a red flag, I definitely wouldn’t look kindly
> on a student who employed someone to write their papers for them (even with
> the caveat that they actually provided the outline of the paper and some
> specifics for the writer to toss in and they had final say on the final
> form of the paper). To be clear, if I did follow up on the 7% indicator and
> found those sentences for the speech discussed on this thread, I would
> definitely say the student had plagiarized. You don’t have to plagiarize an
> entire paper for plagiarism to have occurred. However, I would also
> consider as a violation of academic integrity every use, by a student, of a
> speechwriter or ghostwriter.
>
>
>
> Rick
>
>
>
>
>
> Dr. Rick Froman 
>
> Professor of Psychology
>
> Psychology Department
>
> John Brown University
>
> 2000 W. University Ave.
>
> Siloam Springs, AR  72761
>
> rfro...@jbu.edu
>
> (479) 524-7295
>
>
>
>
>
> *Stuart McKelvie noted:*
>
>
>
> Assuming that the speech writers attended university, would they not have
> learned what plagiarism is?
>
>
>
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[tips] iceberg hunters rejoice

[Claudia Stanny]

Check out the google doodle today.
They didn't get the memo?  :-)
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
BLDG 53 Suite 201
University of West Florida
Pensacola, FL  32514

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Re: [tips] Science medalists?

[Claudia Stanny]

Ann Treisman received it recently. A photo of her with President Obama (and
Ann with her medal) was in the ppt of a speaker at NITOP this afternoon.
 :-)

Claudia

_

Claudia J. Stanny, Ph.D.
Director
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University of West Florida
Pensacola, FL  32514

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

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On Tue, Jan 5, 2016 at 8:22 PM, Gerald Peterson  wrote:

> I learned that Bandura is getting the national medal of scienceI
> Wonder how many psychologists have received this honor?
>
>
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
>
>
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Re: [tips] jobs to tenure

[Claudia Stanny]

Working with new faculty across the campus for the past 8 years, I think
many more pre-tenure track faculty leave for a TT job elsewhere for to go
to a more desirable geographic location (closer to family, solving the 2
body problem, climate preferences), more prestigious institution,
experience better department dynamics (support for research, intellectual
fit, etc.) rather than to avoid expected problems with earning tenure in
the current institution.

Certainly there are a few cases where the mid-tenure (3rd year) review
indicated possible problems and a a pre-tenure faculty member was advised
to go on the market for a fresh start elsewhere. But among TT faculty who
leave the institution without earning tenure in their first TT job, I think
the ones who leave to get a fresh start and a full 6-years to build a
tenure portfolio are in the minority.

The data on people "paying dues" by first working as an adjunct faculty
member before getting into a TT job are not good: That transition is
difficult and rare enough that many regard accepting adjunct work as a path
to an eventual TT position as a career mistake (lots of articles about this
in the Chronicle, especially among the humanities). There are exceptions,
but the odds are not good (for reasons that seem to have little to do with
the tangible qualifications of the people holding adjunct faculty positions
and wanting to make the transition).


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 


On Wed, Nov 18, 2015 at 11:10 AM, Tim Shearon 
wrote:

>
> All
> I would think that difficult to find in archives but I think the AAUP a
> likely source (or the Chronicle?).  I think it something worth knowing
> especially for those going into the market. Here is the information over
> the last decades from one small six-person department- not much data but
> some:
> Member 1: Tenure on first and second TT jobs.
> Member 2: Tenure on first TT job.
> Member 3: Tenure on first TT job.
> Member 4: Left in 4th year - first TT job- would probably have received
> tenure.
> Member 5: Left in 3rd year- first TT job- would almost certainly have
> received tenure.
> Member 6: In second year of second TT job here. I would think very likely
> to receive tenure. Left first TT job due to dissatisfaction with the
> institution (her choice) not problems with moving to tenure.
> Member 7: First year here.
>
> So finding the answer to this would likely require, based on our little
> department, a slight clarification and some definitions. What do we do with
> Member 1 who received tenure at institution one and resigned the next day
> to come here (or similar cases, I mean)? What about those, like members 4
> and 5 above who left while well on their way to tenure due to receiving
> jobs closer to home or with more research support than we could give? What
> do we do with people who leave prior to a tenure decision due to
> dissatisfaction with an institution? (It is, after all, a six year
> interview between both parties, as it were.) :)
>
> I have to be honest. Based on my own experience here and with all the
> contacts across 30+ years in teaching I'd have to say that most of my
> sample got tenure at their first institution OR left to better positions
> for them and received tenure there. I'm aware of many anecdotes to the
> contrary but I just have not had the experience nor any first hand
> information to back up what the question is stating.
> Best
> Tim
>
> ___
> Timothy O. Shearon, PhD
> Professor, 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
> 
>
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[tips] A bit of history: analog technology for animated GIFs (illusion of motion)

[Claudia Stanny]

How timely (the one with frogs leaping into a guy's mouth is cute, if a
little gross):

http://www.theatlantic.com/technology/archive/2013/10/these-proto-gifs-of-the-19th-century-put-todays-gifs-to-shame/280887/?utm_source=SFFB

>From the *Atlantic *article:
In 1832, the Belgian physicist Joseph Plateau invented a device he called
the phenakistoscope (from the Greek phenakizein, "to deceive or cheat")—a
rod-mounted disc that, when spun, created the illusion of motion. There was
also the thaumatrope, a double-sided card that simulated motion when it was
twirled between two pieces of string. There was also, in 1879, Muybridge's
famous zoopraxiscope.
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

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[tips] an illusory illusion

[Claudia Stanny]

Apologies to those who can't receive or open attachments.
Attached is a gif file with an illusory illusion.

Can you spot the giraffe?
Warning, you have to look at this for about 20 sec or so before the giraffe
emerges.

Enjoy!

Claudia
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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Re: [tips] Facebook and Variable Interval Schedules

[Claudia Stanny]

Aren't posting things and checking for messages two different behaviors?
Yes, they have the common element of logging in, but the contingencies
operating on each might be different. Once we move behaviors(s) and
reinforcement schedule(s) into the real world, the situation gets much more
complex.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

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On Mon, Jul 13, 2015 at 7:41 AM, Michael Britt 
wrote:

>
>
>
>
> Good explanation Ken.  So checking email (or Instagram, etc.) appears to
> be a VI kind of thing - an uncertain amount of time passes and new email (a
> reinforcer) arrives.  But, just for the fun of it, let me add in a wrinkle:
> take Instagram: I don’t necessarily have to do anything - except for
> initially following people when I sign up - but if I post a picture on
> Instagram (or write a post on TIPS I suppose) then the chances of me
> getting a response are increased. So that involves a behavior (posting a
> text or an image).  Still VI?
>
> Michael
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: @mbritt
>
>
>
> On Jul 7, 2015, at 8:09 AM, Kenneth Steele  wrote:
>
>
>
>
>
>
> There is an easy trick to distinguish between VI and VR schedules.  First,
> imagine a FR 25 schedule.  If you double your response rate then you will
> double your reinforcement rate.  The same rule applies to a VR 25
> schedule.  On the other hand, imagine a FI 60 sec schedule.  What happens
> if you double your response rate?  The reinforcement rate will remain about
> constant because the 60-sec rule must be satisfied for either case.
>
> The easy way to distinguish between a VI and a VR reinforcement schedule
> is to imagine the effect of doubling your response rate.  If the
> reinforcement rate doubles then you are dealing with a VR schedule.  If the
> reinforcement rate remains about constant then you are dealing with a VI
> schedule.
>
> Applying that rule to slot machines and email gives you the following.
> Doubling the rate at which you enter coins into a slot machine will double
> the rate at which you receive the consequence, hence a VR schedule.
> Doubling the rate at which you check your email will not double the number
> of emails that you receive, hence a VI schedule.
>
> Ken
>
> On Mon, Jul 6, 2015 at 6:41 PM, Beth Benoit  wrote:
>
>>
>>
>>
>>
>>
>> I have a video of an interview of Skinner talking about variable ratio
>> schedules as being well exemplified by slot machines.  Wouldn't checking
>> for messages be the same thing?  Sometimes you get one, sometimes you
>> don't.  But not getting one doesn't make you less likely to check.  And
>> *sometimes* getting one makes you more likely to check.
>>
>> Beth Benoit
>> Plymouth State University
>> Plymouth, New Hampshire
>>
>> On Mon, Jul 6, 2015 at 6:35 PM, Michael Britt 
>> wrote:
>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> Parents know how hard it can be for kids to stay away from their social
>>> media connections - be it facebook, instagram or Snapchat.  As soon as my
>>> 15-year old gets out of swim practice it’s the first thing he does.  After
>>> all, there might be a message for him.  This would be variable interval
>>> reinforcement if I’m correct - he doesn’t have to actually do anything but
>>> a new message (reinforcer) might have arrived.
>>>
>>> It seems pretty darn powerful, which seems weird because I’ve always
>>> thought of variable interval reinforcers as weak.  Thoughts?
>>>
>>> Michael
>>>
>>> Michael A. Britt, Ph.D.
>>> mich...@thepsychfiles.com
>>> http://www.ThePsychFiles.com 
>>> Twitter: @mbritt
>>>
>>>
>>>
>>>
>>> ---
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>>>
>>>
>>>
>>>
>>>
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>> http://fsulist.frostburg.edu/u?id=13524.94845a3ed9806f1cef14973830dd8c39&n=T&l=tips&o=45726
>>
>> (It may be necessary to cut and paste the above URL if the line is broken)
>>
>> or send a blank email to
>> leave-45726-13524.94845a3ed9806f1cef14973830dd8...@fsulist.frostburg.edu
>>
>>
>>
>>
>>
>
>
> --
>
>
> -
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu
>

Re: [tips] Release of the Final Report of the Special Investigator

[Claudia Stanny]

Of more concern is discussion of the way the APA handled charges of
violations of the ethics standards filed against a couple of military
psychologists stationed at Guantanamo.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Sun, Jul 12, 2015 at 10:34 AM, Paul C Bernhardt <
pcbernha...@frostburg.edu> wrote:

>
>
>
>
> I revise my complaint concerning the process by which the ethical
> guidelines changes occurred which implied that they were not properly
> vetted. It appears that there was a proper process. Whether that process
> envisioned a situation such as it being used to justify participation in
> otherwise illegal behavior is a different question.
>
>  I believe that the change in ethics rules was terribly unfortunate. When
> one effectively makes this the ethical standard: ‘These are our rules
> unless it’s really really hard to follow them because your boss or a
> government authority asks you to break them,’ what has been said is those
> are not really rules.
>
>  Maybe I’m naive and all similar professional ethical standards operate
> the same way, that my imagining of pastoral confidentiality, as an example,
> cannot be broken by an order by a superior or subpoena.
>
>
>   Paul C Bernhardt
> Associate Professor of Psychology
> Frostburg State University
> pcbernhardt☞frostburg.edu
>
>
>
>
>
>  On Jul 12, 2015, at 9:52 AM, Rick Froman  wrote:
>
>
>
>
>
>  It seems that, even with all the revelations, there is at least one
> point that isn't clear to me. Paul notes below that, in his reading of the
> full report, "the APA changed their ethics standards in a way that made it
> easier for members to participate in torture."
>
>  The APA press release on the report says:
>
>  "Additionally, the report confirmed that the organization’s 2002 change
> in its Code of Ethics was not the product of collusion. Mr. Hoffman “did
> not see evidence” that the revisions “were a response to, motivated by, or
> in any way linked to the attacks of September 11th or the subsequent war on
> terror. Nor did we see evidence that they were the product of collusion
> with the government to support torture.” As the organization has repeatedly
> stated, the ethics code was revised to provide a defense for psychologists
> when their ethical obligations on client confidentiality conflicted with
> court-ordered directive ordering disclose of confidential patient
> information."
>
>  ​So, what is the case? Maybe APA happened to change their ethics
> guidelines for one reason (without collusion or other motivation) and it
> was subsequently used to justify behavior not contemplated in the revision?
> Or is there something in the report that is being misrepresented by the APA
> press release?​
>
>
>   Rick
>
> Dr. Rick Froman
> Professor of Psychology
> John Brown University
> Siloam Springs, AR  72761
> rfro...@jbu.edu
>   --
> *From:* Paul C Bernhardt 
> *Sent:* Saturday, July 11, 2015 10:05 AM
> *To:* Teaching in the Psychological Sciences (TIPS)
> *Subject:* Re: [tips] Release of the Final Report of the Special
> Investigator
>
> From my reading of the report, the APA changed their ethics standards in a
> way that made it easier for members to participate in torture. Within the
> constraints of the APA’s abilities, they relaxed the one control they had:
> violation of ethics standards can mean sanction or expulsion from the APA,
> which is a stain on a Clinical Psychologist’s record and may be useful in a
> state board’s decision on a license review. Furthermore, state boards may
> use the ethics standards of the APA for decisions on license review. Bottom
> line, the APA made it much easier for anyone, particularly Clinical
> Psychologists, to participate in torture.
>
>  Because the APA changed the ethics standards, even those not directly
> involved or knowledgable of the reasons are responsible. That pretty much
> means the entire leadership, arguably the entire organization, has
> responsibility. The reason I say this: when something as important at the
> ethics standards are revised, all eyes should be on the revision, questions
> should be asked, rationale deconstructed, motives interrogated, etc.
>
>  I will give credit to the APA for not trying to sweep this report under
> the rug. Prominent placement and owning up to it is good. Too bad that
> didn’t happen (apparently) back during the ethical standards changes.
>
>  Paul
>
>   Paul C Bernhardt
> Associate Professor of Psychology
> Frostburg State University
> pcbernhardt☞frostburg.edu
>
>
>
>  ---
>  You are currently subscribed to tips as: pcbernha...@frostburg.edu.
>  To unsubscribe click here:

Re: [tips] Is The APA in Trouble?

[Claudia Stanny]

I just finished scanning it . . . not pretty.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Fri, Jul 10, 2015 at 3:33 PM, Mike Palij  wrote:

> Remember when the APA said that it hired a lawyer to investigate
> its role in the CIA's "interrogation" program?  Well, he issued his
> report and it doesn't look good.  The NY Time has an article on
> the report as well as a link to the report; see:
>
> http://www.nytimes.com/2015/07/11/us/psychologists-shielded-us-torture-program-report-finds.html?_r=0
> and
> http://www.nytimes.com/interactive/2015/07/09/us/document-report.html
>
> The report is 542 pages long, so if you had nothing to do this weekend,
> you're in luck:  you've a lot of reading to do.  Don't expect a happy
> ending.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
> ---
> You are currently subscribed to tips as: csta...@uwf.edu.
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Re: [tips] Proof that I never existed

[Claudia Stanny]

How sad. Junk science just lives on and on . . .

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Fri, Jun 5, 2015 at 1:06 PM, Ken Steele  wrote:

>
> http://www.dailymail.co.uk/sciencetech/article-3112339/How-listening-Mozart-boost-memory-Classical-composer-s-music-linked-increase-brain-wave-activity-beats-Beethoven.html
>
> Exact same music and hand-waving explanation as reported in Rauscher,
> Shaw, & Ky (1993).
>
> Ken
>
> --
> ---
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu
> Professor
> Department of Psychology  http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> ---
>
>
> ---
> You are currently subscribed to tips as: csta...@uwf.edu.
> To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=13144.1572ed60024e708cf21c4c6f19e7d550&n=T&l=tips&o=45262
> or send a blank email to
> leave-45262-13144.1572ed60024e708cf21c4c6f19e7d...@fsulist.frostburg.edu
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Re: [tips] Retraction of another psychology article

[Claudia Stanny]

Access to the raw data by others would be an issue only if the file
contained personal identifiers.

There has been a push to archive data for potential analysis by others (NSF
has a whole section in its grants about archiving the data and making it
available to others). I assume a researcher who wanted to review these
files would not require local IRB approval to do so.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Fri, May 22, 2015 at 8:43 AM, Ken Steele  wrote:

> I agree with Bill Scott about Green's odd defense of his culpability.  I
> have both provided and obtained raw data for reanalysis.  If there is an
> IRB issue then this can usually be resolved by providing an addendum to the
> original request. Finally, as Mike P documented, Green and LaCour have a
> history of shared work so it would not be odd for Green to check analyses
> with the raw data.
>
> Ken
>
> 
> Kenneth M. Steele, Ph. D.steel...@appstate.edu
> Professor
> Department of Psychology http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> 
>
> On 5/22/2015 8:24 AM, William Scott wrote:
>
>> There is something peculiar about Professor Green's spin on his own
>> culpability in the matter. Even though he is the co-author, he claims not
>> to have had access to the raw data because the study was not approved by
>> Columbia's IRB, only by UCLA.
>>
>> I do not know of anything that forbids data analysis without local IRB
>> approval. Am I missing something?
>>
>> Bill Scott
>>
>> 
>> From: Stuart McKelvie
>> Sent: Thursday, May 21, 2015 7:36 PM
>> To: Teaching in the Psychological Sciences (TIPS)
>> Subject: RE: [tips] Retraction of another psychology article
>>
>> Dear Tipsters,
>>
>> Last night, CBC's "As it Happens" broadcast a very interesting interview
>> with Dr. Green. At that point he said that the graduate student had not
>> admitted wrong doing. However, he said that the was almost certain that
>> data were fabricated.
>>
>> You can listen here:
>>
>> http://www.cbc.ca/radio/asithappens/as-it-happens-tuesday-edition-1.3079544/researcher-retracts-landmark-same-sex-marriage-study-claims-co-author-fabricated-data-1.3080637
>>
>> Sincerely,
>> Stuart
>>
>>
>> __
>> "Recti Cultus Pectora Roborant"
>>
>> Stuart J. McKelvie, Ph.D.,
>> Department of Psychology,
>> Bishop's University,
>> 2600 rue College,
>> Sherbrooke (Borough of Lennoxville),
>> QC J1M 1Z7,
>> Canada.
>> stuart.mckel...@ubishops.ca
>> (819)822-9600X2402
>>
>> "Floreat Labore"
>> __
>>
>> -Original Message-
>> From: Mike Palij [mailto:m...@nyu.edu]
>> Sent: Thursday, May 21, 2015 11:24 AM
>> To: Teaching in the Psychological Sciences (TIPS)
>> Cc: Michael Palij
>> Subject: Re: [tips] Retraction of another psychology article
>>
>>  On Thu, 21 May 2015 07:37:48 -0700, Ken Steele wrote:
>>>
 On 5/21/2015 10:13 AM, Jim Clark wrote:

 Not to quibble, but this study was carried out by Political
 Scientists.

  On Thursday, May 21, 2015 8:10 AM, Ken Steele originally wrote:
>
> http://retractionwatch.com/2015/05/20/author-retracts-study-of-changi
> ng-minds-on-same-sex-marriage-after-colleague-admits-data-were-faked/
>

>>> Oops! Please quibble.
>>>
>>
>> Well, who am I to refuse an invitation? ;-)
>>
>> Though PolySci types, there is much here that is relevant to
>> psychologists, especially methodologists.  Putting the issue of fraud
>> (unverifiable data collection and analysis in the first study of the
>> retracted paper) aside, it is interesting to note that the authors Green
>> and LaCour were co-authors on a previous paper.  From scholar.google.com,
>> here is the reference:
>>
>> Aronow, P. M., Gerber, A. S., Green, D. P., Kern, H.,&  LaCour, M. J.
>> (2015).
>> Double Sampling for Nonignorable Missing Outcome Data in Randomized
>> Experiments.
>>
>> Note #1: Apparently this is an unpublished manuscript and Google Scholar
>> also has a 2014 version entry in its database.  The link to the 2014 pdf of
>> the article on scholar.google.com is dead but the link to the 2015 is
>> alive.  You can obtain the PDF of the manuscript here (for now):
>> http://csap.yale.edu/sites/default/files/files/green2.pdf
>>
>> Note #2: Aronow is the first author of this paper.  Aronow is also named
>> in the Retraction Watch article as the person Green went to regarding the
>> problems

Re: [tips] Sharing info Undergrad Mentorship?

[Claudia Stanny]

You might check into one of the NASPA conferences. They include many
workshops on assessment in general (academic as well as student affairs)
and retention initiatives.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Fri, Mar 13, 2015 at 9:35 AM, Gerald Peterson  wrote:

> Some of our students have developed an undergrad mentorship program to
> motivate, advise, and guide new Psych majors through our program. The
> department is supporting this new program which we see as complementing
> larger, university retention efforts.
>
> My question for Tipsters: other colleagues may have an interest in such a
> program. We are just initiating the program and have no "data" or
> assessment on it yet, but are there forums, blogs, journals, newsletters
> where we could share the outline of the program with other Psych faculty at
> undergrad institutions? I am thinking of having the students craft a brief
> note or description of the program. If it had been implemented for a while
> and was evaluated, I could see a brief article in the Teaching of Psych
> journal, but we are not ready for that.  Any ideas as to places to send
> such an account?
>
>
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
>
>
> ---
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Re: [tips] NHST banned? ASA To The Rescue!

[Claudia Stanny]

What are they thinking?

For all its shortcomings, NHST at least spares us from the self-promoting
individuals who are willing to interpret a difference between 42.1967 and
42.1972 and a "trend" that supports their pet hypothesis.

Just wait til the junk scientists get their hands on this as a legitimate
practice. What fun. Let's bring back the apricot pit treatments for
leukemia! Evidence that vaccines do induce autism (some small difference
between rates in vaccinated and unvaccinated kids). Yippee!

I'm with ASA on this one.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Wed, Mar 4, 2015 at 9:38 AM, Mike Palij  wrote:

> Previously on TiPS, the policy change by the editors
> of the journal "Basic and Applied Social Psychology"
> (BASP) to ban Null Hypothesis Statistical Testing (NHST)
> or to make believe it doesn't exist by allowing authors
> to do statistical tests but not report them in their articles
> has been discussed as it has been in many other forums.
> Regardless of one's views on the policy change (i.e., a
> brilliant strategy to minimize the alleged damage done
> by NHST [Geoff Cumming being one advocate of this
> position] or a move by knuckleheads in order to draw
> attention to journal that could use a boost in circulation),
> the American Statistical Association has decided that it
> must provide an official statement on BASP's policy as
> well as any other journal's potential shift in that direction.
> However, making such a statement will take time so, for now,
> here is their statement of intent:
> http://community.amstat.org/blogs/ronald-wasserstein/2015/
> 02/26/asa-comment-on-a-journals-ban-on-null-hypothesis-statistical-testing
>
> Quoting from the statement:
>
> |The ASA encourages the editors of this journal and others
> |who might share their concerns to consider what is offered
> |in the ASA statement to appear later this year and not
> |discard the proper and appropriate use of statistical inference.
>
> Of course, psychologists being the brilliant statistical wizards
> that they are, will probably ignore what the ASA says (after all,
> the ASA ignores the APA and doesn't follow APA style for its
> journals ;-).  But in the meantime, BASP will probably have
> benefited from the attention -- considering that there is no such
> thing as bad advertising. ;-)
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
> ---
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Re: [tips] Is This Dress Red And Green?

[Claudia Stanny]

More on the illusion:

http://www.newyorker.com/cartoons/daily-cartoon/daily-cartoon-friday-february-27th-white-gold-blue-black-dress?mbid=social_facebook

:-)

C

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

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Re: [tips] Confirmation Bias

[Claudia Stanny]

Some intersections have these. But you can usually tell they are there
because you can see where they dug up the the paving material to embed the
wires (there is usually a big squarish circle outlined with new asphalt). I
just make sure I am in the circle when I am at one of these intersections.

C

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Sun, Feb 1, 2015 at 6:25 AM, Michael Britt 
wrote:

>
>
>
>
>
>
> My son and I were having a little "argument" the other day.  As is typical
> with teenagers, he didn't think he convinced me and I didn't think I
> convinced him.  Anyway, the issue had to do with those traffic
> intersections that use what are called "demand-actuated" traffic signals
>
> He's convinced that these wires are used just about everywhere (I think
> they're not) so if you drive up to a red light and stop and you wait a long
> time, you must be too far away from these wires.  How do you know the wires
> are there?  Well, you simply move closer to the light and suddenly it turns
> green!  I tried to impress upon him that the more likely scenario is that
> there are no such wires under the ground at most intersections and that the
> reason the light appears to turn green when you creep up closer to it is
> that more time has passed and the timer that actually controls the light is
> now closer to changing the light green.  Also, I mentioned that you
> probably don't notice or remember the times when you creep up slowly to the
> light and it does NOT turn green.  You probably dismiss those times as
> simply a time either when a) the wires are broke, b) your car is still not
> close enough to the wires.  This last excuse sounds like a "you didn't
> believe hard enough" explanation for psychic phenomenon.  Anyway, I'm going
> to discuss this in class this week as an example of confirmation bias.
>
>
> Michael
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: @mbritt
>
>
>
>
> ---
>
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Re: [tips] new article

[Claudia Stanny]

Interesting consequence of daring a predadory publisher . . . I wonder if
they ever paid?

(from the Inside Higher Ed article):

They reportedly wrote the paper nearly 10 years ago, to protest spam
conference invitations. Vamplew recently used it to respond to what he
thought was a spam invitation to publish in the open-access*International
Journal of Advanced Computer Science*.  In
response, the Federation University professor received the aforementioned
praise -- and directions to wire $150 to a given account to proceed with
publication.

Jeffrey Beall, associate professor and librarian at the University of
Colorado at Denver, first reported the story on his blog,

Scholarly
Open Access. The website includes a running list of over 650 publishers of
what Beall has called “predatory” journals: those of questionable quality
that require authors to pay publication fees.

 Via email, Beall said of the incident: “It's clear that no peer review was
done at all and that this particular journal (along with many like it)
exists only to get money from scholarly authors. The open-access publishing
model has some serious weaknesses, and predatory journals are poisoning all
of scholarly communication.” He also said the story indicates that
academics are tired of spam invites to contribute to questionable
conferences and journals.

In response to a request for comment, the editor of the *International
Journal* said via email: "This is your work, you are publish any where any
time but another person publish this work is is fraud and copyright. So you
are send me a camera ready paper and payment slip as soon as possible." The
editor did not sign a name, but the journal's website lists its
editor-in-chief as Rishi Asthana, professor of computer science and
engineering at Manglaytan University. (The spelling is different from that
of Mangalayatan University, in India.)

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

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On Fri, Nov 21, 2014 at 6:49 AM, Lilienfeld, Scott O 
wrote:

>
>
>
>
>
>
>  HI All: This news story may be relevant to some recent discussions on
> this listserv (warning: do not open if you are easily offended by
> profanity):
>
>
>
>
> https://www.insidehighered.com/quicktakes/2014/11/21/journal-accepts-profanity-laden-joke-paper
>
>
>
> ….Scott
>
>
>
> Scott O. Lilienfeld, Ph.D.
>
> Samuel Candler Dobbs Professor
>
> Department of Psychology
>
> Emory University
>
> Atlanta, Georgia 30322
>
>
>
> ---
>
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>
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>
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>
> or send a blank email to
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>
>
>
>
>

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Re: [tips] Psych science.?

[Claudia Stanny]

Thanks for this.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

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On Sun, Nov 16, 2014 at 8:37 AM, Gerald Peterson  wrote:

> Perhaps, another Psychologist I must use to illustrate the violation of
> scientific and ethical principles?
>
>
> http://www.sciencebasedmedicine.org/eminent-harvard-psychologist-mother-of-positive-psychology-new-age-quack/?utm_source=rss&utm_medium=rss&utm_campaign=eminent-harvard-psychologist-mother-of-positive-psychology-new-age-quack
>
>
>
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
>
>
>
> ---
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Re: [tips] Random Numbers

[Claudia Stanny]

My major professor and I kept a random number generator in the lab when we
needed random numbers for creating multiple orders of items in a list or
creating other random assignments: Three pennies in a box.  :-)

On a serious note, statisticians have multiple tests to evaluate the
quality of a series of numbers as generated by a random number algorithm
for Monte Carlo simulations. Fun to look at those tests, each of which
focuses on a specific valued characteristic of a random sequence. Testing a
random number generator is also a good way to approach teaching about how
to use multiple operational definitions to converge on an underlying
concept (randomness).

Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

On Fri, Oct 10, 2014 at 11:39 AM, Wuensch, Karl L  wrote:

>
>
>
>
>
>
>
>
>   Do keep in mind that random numbers are not random.  It is a
> deterministic procedure that produces them.  In fact, for the typical
> random number generator, if you run it twice with the same seed you will
> get exactly the same two sets of “random” numbers.
>
> Cheers,
>
> [image: Karl L. Wuensch] 
>
>
>

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Re: [tips] Teach statistics before calculus

[Claudia Stanny]

I once served on a committee for a master's thesis in which the student,
disappointed that his findings produced non-significant p-values, tried
some alternative analyses in SPSS. He showed up one day, beaming, with an
output that he thought indicated he had a "significant 3 factor solution"
for his data. Problem: his data were based on a factorial design. [Perhaps
that explains why he thought a factor analysis would be a good idea.
(sigh)] The committee chair threw his output in the trash. Then we talked
about the research story he had to tell based on non-significant results.

Some committee members contribute to this problem by demanding significant
results for a satisfactory project. I recall an undergraduate who was
trying to complete an honor's thesis (data collection long finished) and
was "shopping" among the stats faculty for the golden ticket of alpha <
.05. She had an appointment with one faculty member, but cancelled it with
a note on his door that said basically said "never mind, someone else found
a test that worked."

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] The season of the deceased grandparent

[Claudia Stanny]

Nancy,

Given your institution's policies, you had no choice but to drop her if she
did not show up. I expect she had the same experience in multiple classes
if she was out of town for a funeral, which probably adds to her stress but
should send her a clear message that this is what happens at this
institution.

Now if yours was the only class she missed and was dropped from, that
raises a new set of questions, doesn't it? If she were out of town,
wouldn't she have missed multiple classes?  Just asking. . . .


I think you were most kind and generous to offer to reinstate her. But I
know how rigid the rules about attendance can be at two-year institutions.
I learned recently that in Florida, students who miss more than a certain
number of classes must be withdrawn by the instructor, even if the student
is doing well in the class. Something about the regulations related to
financial aid awards at 2-year schools.  (The four-year schools don't have
this policy, so it came as quite a surprise to me when this matter came up
in a faculty development activity that involved multiple people from 2-year
schools.)

Perhaps if you had reinforced the message that this was not entirely your
decision by telling her you would *attempt* to get her reinstated, assuming
you could persuade the registrar or whoever to accept her documentation,
you might have gotten a less hostile response. (And it would have saved you
some additional grief if your attempts to reinstate her hit a bureaucratic
wall.) But I wouldn't guarantee that!  :-)


Claudia

BTW

Anyone else on TIPS not getting all of the messages?
I received Tim's response but never saw Nancy's question. I even looked in
my spam filter. And no, I do not have a special filter set for Nancy!  :-)






_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
University of West Florida
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Mon, Sep 1, 2014 at 10:05 PM, Tim Shearon 
wrote:

>
>
>
>
>
>
>  Nancy
>
> Short version- you are doing the right thing and it’s her environmental
> factors and lack of self-reflection that lead to her response. (I.e., it’s
> her – not you)
>
>
>
> Long version:  I’ve had exactly the same thing happen – even getting abuse
> from a parent for being “heartless in their time of need”. My syllabus
> stated that if you must miss you MUST notify me at the earliest possible
> time (she waited a week and a half). And it clearly stated that if you have
> to miss an exam due to an emergency you will not be allowed to make it up
> if you wait past the day of the exam to notify me- for any reason. Because
> I believed her but was trying to remain fair to the other students, I
> emailed her that she could give me a name and town and I’d be happy to just
> look it up in lieu of actually asking her to print the obituary out. She
> replied that I was being cruel. I did not take the bait but explained that
> I was being fair to the others and going beyond the syllabus to accommodate
> her. That’s when her dad emailed and voice mailed me to tell me what a cad
> I was and “how would you feel”? Still didn’t defend myself but called him
> to explain the situation. He finally said, “I guess we all get a bit testy
> at these times.” Grief. Assuming she’s being honest and not deflecting at
> being pushed to defend an untruth, I think you are being fair and she’s
> grieving but not reflecting on her behavior enough to recognize that her
> emotions come largely from that and not from you. You are, I think, being
> fair with her.
>
> Tim
>
>
>
> ___
>
> Timothy O. Shearon, PhD
>
> Professor, Department of Psychology
>
> The College of Idaho
>
> Caldwell, ID 83605
>
> email: tshea...@collegeofidaho.edu
>
>
>
> teaching: intro to neuropsychology; psychopharmacology; general; history
> and systems
>
>
>
>
>
>
>
> *From:* drnanjo [mailto:drna...@aol.com]
> *Sent:* Monday, September 01, 2014 8:43 PM
> *To:* Teaching in the Psychological Sciences (TIPS)
> *Subject:* Re: [tips] The season of the deceased grandparent
>
>
>
>
>
>
>
>
>
>
>
> Hello everyone -
>
> Hope you had a nice summer and holiday weekend.
>
> So, I need to know if my two choices in a matter are the dichotomy of
> total patsy and heartless b-word.
>
> As I've often joked to students, May and December are bad times for
> grandparents (and other distant relatives) who seem to expire in droves
> right in time to make it impossible to sit for a final or complete a term
> project.
>
> A close second is the first class of the term...at community colleges, you
> must show up on the first day to keep your seat, otherwise according to
> regs we can (and must) give your seat away...to one of what is usually many
> students on a long wai

Re: [tips] Naturalism Observation: A Rat In The Wild

[Claudia Stanny]

Indeed!

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
Department of Psychology
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/offices/cutla/ 
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Wed, Aug 20, 2014 at 8:10 PM, Gerald Peterson  wrote:

> Just the old-timers and the frequent flyers left ha.
>
>
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
>
>
> > On Aug 20, 2014, at 8:40 PM, Beth  wrote:
> >
> > Looks like a Norway rat.  They're the big sewer/city rats.  Doubt that
> he/she had any intentional conditioning. The high sensation-seeking sounds
> like a possibility though.  You'd probably have to have that trait to
> survive in NYC.  Right, Mike?
> >
> > BTW, are we down to about six on TIPS now?  :-(
> >
> > Beth Benoit
> >
> > Sent from my iPhone
> >
> >> On 20 Aug 2014, at 06:20 pm, "Joan Warmbold" 
> wrote:
> >>
> >> Hey, maybe it's a lonely rat, though on the NYC subways that does seem
> >> somewhat improbable.  Or maybe we might have a high sensation seeking
> rat
> >> with a love for taking risks.  Or maybe it was a domesticated rat at
> some
> >> point and enjoys the company of humans.  Or maybe he has past
> experiences
> >> of being fed by HS's!  OR . . .
> >>
> >>
> >> Joan
> >> jwarm...@oakton.edu
> >>
> >>> And by "The Wild" I mean the NYC subways.  See:
> >>>
> http://gothamist.com/2014/08/19/watch_this_rat_run_on_subway_platfo.php?utm_source=Gothamist+Daily
> >>>
> >>> It is unclear what the reinforcement is for this behavior but clearly
> >>> it is not attention.
> >>>
> >>> -Mike Palij
> >>> New York University
> >>> m...@nyu.eu
> >>>
> >>>
> >>>
> >>> ---
> >>> You are currently subscribed to tips as: jwarm...@oakton.edu.
> >>> To unsubscribe click here:
> >>>
> http://fsulist.frostburg.edu/u?id=49240.d374d0c18780e492c3d2e63f91752d0d&n=T&l=tips&o=38001
> >>> or send a blank email to
> >>>
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> >>
> >>
> >>
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> >> To unsubscribe click here:
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Re: [tips] Holy Crap Part 2! Now The Princeton Review Phonebook Came In!uor

[Claudia Stanny]

Love it.

Think of the marketability of a system where every school can be in the Top
Ten for at least one category! (Subscribers only, of course.)
Everyone would subscribe! What a business plan.

Claudia



On Mon, Aug 4, 2014 at 4:14 PM, Ken Steele  wrote:

> Sixty-two categories may seem excessive but they won't get my bit coins
> until they include the rankings on Best Western NC Comprehensive-level
> Universities Located West of the Lenoir/Granite Falls/Hickory throughway.
>
> Ken
>
>

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Re: [tips] Holy Crap! The New Phonebook Is Here And Somebody Is Not Going To Be Happy!

[Claudia Stanny]

The magazine publishers revise their criteria and ranking systems each year
mainly to shake up the order a bit.
Does any one imagine these changes are motivated because the editors
discovered some new and useful metric that had been previously overlooked
or weighted incorrectly?

Why buy the latest issue if the rank order this year is pretty much the
same as last year?
The purpose of these rankings is create "information" that sells magazines.
Almost as lucrative as publishing the latest array of swimsuits, a
perennial interest among the sports enthusiasts who buy Sports Illustrated.
 :-)

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
Department of Psychology
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

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Re: [tips] The brain & education, in 1898

[Claudia Stanny]

In the historical context, can we blame Munsterberg?
As late as the early 1980s, scoffing at the value of a detailed
understanding of brain function as a constraint on models of memory
dominated the culture of psychology, even among many cognitive
psychologists (with a minimal nod to HM and related cases).

The culture has changed considerably, especially with the advent of fMRI
studies linking performance on behavioral tasks in memory and cognition
with brain activity (problematic as those studies might be).

Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
Department of Psychology
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
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On Thu, Apr 10, 2014 at 1:59 PM, Christopher Green  wrote:

>
>
>
>
>
>
> Very interesting response, Mike. I agree with all of it except one thing:
> that "Psychology and Education" was primarily a response to Cattell. If you
> look back at "The Danger from Experimental Psychology," you'll see that,
> about 2/3 the way through, Münsterberg takes a brief swipe at Hall's "Child
> Study," but says he doesn't have time there to deal with the "treat" that
> it poses. The first half of "Psychology and "Education" is where he comes
> back to dismantle Hall questionnaire by questionnaire. Only then does he
> return to the earlier task of explaining why (he thinks) experimental (and
> physiological) psychology has nothing to offer treachers either.
>
> Chris
>   ---
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>
> chri...@yorku.ca
> http://www.yorku.ca/christo/
> =
>
> On 2014-04-10, at 1:49 PM, Mike Palij wrote:
>
> On Thu, 10 Apr 2014 09:29:28 -0700,  Christopher Green wrote:
>
> Your mission, should you choose to accept it, is to discuss the
>
> following claim:
>
>
> "If the teacher, in the hope of understanding the inner life of
>
> children better, studies the ganglion cells under the microscope,
>
> he could substitute just as well the reading of Egyptian hieroglyphs.
>
> All talk about the brain is, from the standpoint of the teacher, merely
>
> cant."
>
> - Hugo Münsterberg, "Psychology and Education," 1898.
>
>
> NOTE: In 1898, Munsterberg wrote two articles with the title
> "Psychology and Education": one was in Psychological Review
>
> Münsterberg, H. (1898). Psychology and Education. Psychological
> Review, 5(5), 500-503. doi:10.1037/h0065106
>
> And the other was in Educational Review:
>
> Munsterberg, H. (1898). Psychology and Education. Educational
> Review, 16, 105-132.
>
> Chris Green's quote is from the latter and is on page 124.  The
> volume for this journal is available on books.google.com and
> be downloaded for free here:
>
> http://books.google.com/books?id=FFEtAQAAMAAJ&pg=PA124&dq=%22educational+review%22++ganglion+cells+hieroglyphs&hl=en&sa=X&ei=79NGU9C3Iuy_sQTMnoGgCA&ved=0CDYQ6AEwAA#v=onepage&q=%22educational%20review%22%20%20ganglion%20cells%20hieroglyphs&f=false
>
> Munsterberg had stirred up a hornet's nest earlier with the
> following article:
>
> Munsterberg, H (1898). The danger from experimental psychology.
> The Atlantic Monthly, 81, 159-167,
>
> James McKeen Cattell was one person who responded to the
> Atlantic article (see his response at:
> http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2005-12819-004 )
> and Munsterberg was mainly responding to Cattell and other
> critics in "Psychology and Education" articles.  One response
> to Munsterberg's original article was by Charles Bliss and
> I quote:
>
> "Prof. Munsterberg has not realized the inspiration of the hour.
> He misses the whole spirit of modern science and American
> science teaching. He betrays a low ideal of what teaching should
> be, and an almost intentional ignorance of schoolroom work. He
> tells us we can't do this and we can't do that, when we are doing
> these very things every day. (Bliss, 1898, p. 214; Cited by
> Benjamin 2006)
> Bliss reference:
> Bliss, C. B. (1898, April). Professor Munsterberg's attack on
> experimental psychology. Forum, 214-223.
>
> For more on this incident, see Ludy Benjamin's article:
>
> Benjamin Jr, L. T. (2006). Hugo Münsterberg's attack on the application of
> scientific psychology. Journal of Applied Psychology, 91(2), 414-425.
>
> Finally, after you get your kicks into Munsterberg, take a look at:
> Spillmann, J., & Spillmann, L. (1993). The rise and fall of Hugo
> Münsterberg. Journal of the History of the Behavioral Sciences, 29(4),
> 322-338.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
> ---
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> To unsubscribe click here:
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[tips] so how cold was it? The Waffle House Index

[Claudia Stanny]

For those who love odd metrics:

http://blog.al.com/spotnews/2014/01/how_bad_was_the_storm_using_th.html

Almost as much fun as the miniHelen (the amount of beauty required to
launch one ship).  :-)

Claudia
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
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Re: [tips] Fwd: [PSYCHTEACHER] Changing Dept. name from Psychology to Psychological Science

[Claudia Stanny]

Thanks for this historical perspective, Chris. I was unaware of the cachet
of "physiological" during Wundt's time.

As Santayana said, those who cannot remember the past are condemned to
repeat it.

As you can see in my signature, my department has made this leap (and
created a name that is too long to meet the character limits of fields in
university and State data systems).

UWF is in the middle of a reorganization. The current proposal entails
eliminating the College of Arts and Sciences and creating three colleges:
College of Sciences and Engineering, College of Arts, Humanities, and
Social Sciences, and College of Health. The campus discussions about which
departments and programs belong where have been most interesting. Some
departments have multiple programs that will be located in different
colleges.

Language is powerful. Sometimes what we call things is important. Yes, it
is marketing. But there is marketing that is pure spin and marketing that
communicates substance to people who won't take the time to discover it
otherwise. I think psychology is thin-skinned about this topic because it
has sometimes harbored some silly stuff . . . as have other sciences, if we
consider some of the "dead ends" of other sciences (phlogiston is the
easiest target, cold fusion might be another, remember RNA-transfer of
memories? - psychology shares some blame for that one). The self-correcting
nature of science solves those problems (eventually). Still, the question
about whether this particular marketing misfires and undermines our
credibility is worth discussion.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Tue, Jan 28, 2014 at 9:56 AM, Christopher Green  wrote:

>
>
>
>
>
>
> Yesterday, someone on PsychTeacher asked a question about changing the
> name of his dept from "Psychology" to "Psychological Sciences." I was
> reminded of the old adage, "Any discipline that needs 'science' in its name
> isn't one," and I said so. A number of people responded, some on the list,
> some through back channel. Last night, I offered this explanation (below),
> but the PsychTeacher gate keepers thought it was argumentative and
> insulting (their words) and refused it. I had thought it was the opposite
> of that, but chacun à son goût.
>
> I repost it here, for those of you who are on that other list, and
> wondered whether I was serious.
>
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
>
> Begin forwarded message:
>
> *From:* Christopher Green 
> *Date:* January 28, 2014 at 12:32:07 AM EST
> *To:* Society for Teaching of Psychology PsychTeacher <
> psychteac...@list.kennesaw.edu>
> *Subject:* *Fwd: [PSYCHTEACHER] Changing Dept. name from Psychology to
> Psychological Science*
>
> Earlier today I wrote:
>
>
> All I can think of is the old saying, "Any discipline that needs 'science'
> in its name, isn't one."
>
>
>
> There has been a bit more blowback than I expected. Note, I didn't say it
> was an immutable truth, only that I was reminded of it. When I first heard
> the expression, I was doing graduate "cognitive science," and reflexively
> thought "They can't mean us!" Then one day I saw a poster for a graduate
> program in "pastoral science," and I laughed and laughed. Just the way
> those in biology laughed at me, and those in chemistry laughed at those in
> the "biological sciences," and so forth.
>
> Things don't have to be literally true to make one productively reflect on
> one's claims and, perhaps more important, on the academic insecurities that
> make one react defensively to a harmless joke. I understand why a
> "laboratory" department wouldn't want to be confused with a "clinical"
> department, but I also know a bit of the history of the field, and that
> knowledge makes me sometimes giggle at our modern turf battles. Wundt
> didn't call his psychology "physiological" because he thought he was doing
> physiology. He called it that in order to borrow for his new approach to
> psychology the aura of successes that "modern" German experimental
> physiology had achieved in the pervious few decades (while simultaneously
> borrowing their lab equipment). "Physiology" was the fashionable academic
> word of the age. There were "physiological" ethics and "physiological"
> aesthetics at the time too, so-named for the same reason. It was marketing,
> pure and simple. And it worked. Wundt and his lab were so successful in
> placing graduates in philosophy chairs around Germany that 

Re: [tips] Which of us gets the most snow?

[Claudia Stanny]

Word just out this afternoon . . . UWF is closed tomorrow and Wednesday for
winter weather.
I didn't need a coat walking across campus to my office this afternoon.
I assume things will change tomorrow . . .

Apologies to those who are coping with truly dangerous cold!

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Mon, Jan 27, 2014 at 4:07 PM, Beth Benoit  wrote:

>
>
>
>
>
> Hmmm...speaking from the vantage point of another school that gets a lot
> of snow (Plymouth State University in Plymouth, New Hampshire), I'd suggest
> "toughness" might be measured by whether or not school is called off when
> it snows.  (Of course, it must also be a huge safety burden by The
> Deciders, since if there are any accidents on the way to class, heads
> typically roll.)
>
> We have a daughter who lives near Phoenix, and they call off school if it
> *rains*.  I kid you not.
>
> Beth Benoit
>
>
> On Mon, Jan 27, 2014 at 5:02 PM, Jim Clark  wrote:
>
>>
>>
>>
>>
>>
>>
>>  Hi
>>
>>
>>
>> The real test of toughness is who gets the most cold!   Especially with
>> wind chill ... we're down in the -40s (centigrade) today.
>>
>>
>>
>> Jim
>>
>>
>>
>> *Jim Clark*
>>
>> Professor & Chair of Psychology
>>
>> 204-786-9757
>>
>> 4L41A
>>
>>
>>
>> *From:* Wuensch, Karl L [mailto:wuens...@ecu.edu]
>> *Sent:* Monday, January 27, 2014 3:21 PM
>> *To:* Teaching in the Psychological Sciences (TIPS)
>> *Subject:* [tips] Which of us gets the most snow?
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> http://www.foxnews.com/weather/2014/01/21/10-snowiest-colleges-in-us/
>>
>>
>>
>> I think SUNY Oswego should be at the top of this list.
>>
>>
>>
>> ---
>>
>> You are currently subscribed to tips as: j.cl...@uwinnipeg.ca.
>>
>> To unsubscribe click here:
>> http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9&n=T&l=tips&o=33551
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>> (It may be necessary to cut and paste the above URL if the line is broken)
>>
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>>
>>
>>
>>
>>
>>
>>
>>
>>
>> ---
>>
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>>
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>>
>>
>>
>>
>
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[tips] more on dialects and dialect quzzes

[Claudia Stanny]

OK. This one is low tech and won't let you actually submit your answers.
But it is worth a look anyway.

http://www.newyorker.com/online/blogs/shouts/2014/01/what-do-yall-yinz-and-
yix-call-stretchy-office-supplies.html?utm_source=tny&utm_campaign=
generalsocial&utm_medium=facebook

Happy New Year, collective mass TIPS submitters (create your own multiple
choice answer for the correct regional name for this group).

:-)


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] Language and Dialect

[Claudia Stanny]

I finally got a map . . . I think the site shares load problems
experienced on the ACA site.  :-)

I also adopted Jeff's strategy of selecting responses based on choices
I would have made growing up rather than usages I know about based on
where I now live. I could probably manipulate choices to locate myself
elsewhere. But I've already spent too much time on that site!

So the site placed me squarely (and correctly) in Detroit. (The night
before Halloween question is an easy give-away.)

My secondary cities reveal much about my years living in the south.

My daughter's map was interesting. Between listening to me, growing up
in Pensacola, grad school in the Midwest, and four long-term
residencies in France, her map is quite ambiguous and located her in
three cities where she has never spent more than 3 months. It thinks
she is a Washington, D.C. / Baltimore girl.  :-)

Claudia


Sent from my iPad

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Re: [tips] Language and Dialect

[Claudia Stanny]

I must have lived in too many places . . . it won't show maps for me.
Does that mean I now have a mutt dialect?

:-)

Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Sun, Dec 22, 2013 at 7:42 AM, Mike Palij  wrote:

>
>
>
>
>
>
> The NY Times has an interactive quiz that uses different language/dialect
> examples to locate where you, dear reader, are geographically more
> similar or most dissimilate to -- based on the database of response that
> they have collected. See:
>
>
> http://www.nytimes.com/interactive/2013/12/20/sunday-review/dialect-quiz-map.html?nl=todaysheadlines&emc=edit_th_20131222
>
> I wonder why they didn't use "Oy, gevalt!". ;-)
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
> P.S. My map:  http://nyti.ms/1cnLBGi
>
>
>
> ---
>
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>
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>
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>
>
>

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Re: [tips] Thoroughness of lit reviews

[Claudia Stanny]

Sounds like a candidate for a content analysis of literature review
articles published recently and 15 or 20 years ago (e.g., all of
Psychological Review for a 5 year period in each "era" of publishing). A
count of the number of citations 5 years or older in the reference section
should reflect any increased bias to not cite work older than 5 years old.
It is an interesting idea. I don't know that anyone has done it.

I wonder if this tendency is related to the conventions for the Annual
Review series, where the editorial policy is to focus on work in the most
recent 5 years. For Annual Review content areas that repeat every 5 years,
the logic behind this is that you can get the historical picture by going
back to earlier reviews on the same topic.

We often train our students to focus on the most recent literature when
writing lit reviews for grad classes, although the assignments tend to tell
students that they must cite work published in the most recent 3 years
rather than forbidding older citations. I do this in my lit review
assignments just to ensure that students don't rely on secondary sources
(or lift a literature review from who knows where).

I wonder if other journals that publish literature reviews have similar
formal policies, or if this just become a convention set by Annual Review?

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Mon, Nov 18, 2013 at 7:58 AM, MiguelRoig  wrote:

>
>
>
>
>
>
> Dear TIPSters, I am sure that you have heard the complaint that some
> (many?) literature reviews these days tend to only cite recent literature
> and that sometimes they miss older, but highly relevant papers. I have
> spent the last hour and a half trying to locate documentation for this type
> of situation through Psychinfo and PubMed but I keep coming up empty. If
> you are aware of a relevant paper dealing with this type of issue or might
> have suggestions for conducting a more productive search for such material,
> your input would be greatly appreciated.
>
> Miguel
>
> ---
>
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>
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Re: [tips] Google autocomplete & psychology

[Claudia Stanny]

That happened to me recently. It is spooky. The ads on Facebook reflect a
search on google in less than 24 hours.

Now if we could only get that kind of responsiveness from a company on
matters that we really care about!   :-)

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Tue, Nov 5, 2013 at 1:23 PM, Carol DeVolder wrote:

>
>
>
>
>
> Something I find most disconcerting is how products I've looked at online
> (e.g., using a company's website) end up showing up on Facebook as specific
> suggestions. I understand how gmail puts ads across the top and sides of
> the page, but the connection between looking at a product without the
> "help" of Facebook (I may not even have it open at the time) and how the
> product ends up on the side of my page is beyond me. Kind of scary. This
> article (which I may have gotten from an old TIPS post) is a fascinating
> read.
> http://www.nytimes.com/2012/02/19/magazine/shopping-habits.html?_r=0
> Carol
>
>
>
> On Tue, Nov 5, 2013 at 1:01 PM, Tim Shearon 
> wrote:
>
>> Ken, and others
>> The algorithms Google uses are proprietary and secret but it's pretty
>> clear they are snooping our searches (among other things).  Clearly it's
>> not just search history on the computer but also between the different
>> search engines as the answers I get, Google, Yahoo, Bing, etc. are quite
>> qualitatively different. I don't know if that results in some sort of
>> digital psychodynamics. :) (Sorry if I've repeated something already said.
>> I'm reviewing files today and distracted)
>> Tim
>> ___
>> Timothy O. Shearon, PhD
>> Professor and Chairperson, 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
>>
>>
>>
>>
>> ---
>> You are currently subscribed to tips as: devoldercar...@gmail.com.
>> To unsubscribe click here:
>> http://fsulist.frostburg.edu/u?id=177920.a45340211ac7929163a021623341&n=T&l=tips&o=29811
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>>
>
>
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
>
>
>
>  ---
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Re: [tips] New? Course

[Claudia Stanny]

Joel,

UWF does a 1 sh course (careers in Psychology) as an online course. It is
intended for students at the beginning of the major (a 2000-level course).
It had 10 modules, ranging from advising (meeting graduation requirements
for the major, disciplinary skills (an introduction to writing in
APAstyle, exploring different areas in psychology), professional
ethical
issues (what is required before claiming competency to serve in a
therapeutic role), preparation for graduate school and exploration of the
job market (with a BA/BS, an MA, or a Ph.D.).

I describe the structure of this course in a chapter in *Teaching Critical
Thinking in Psychology *(Dunn et al., 2008).
Deb Briihl describes a senior-level capstone course in the same chapter.

I haven't taught the course in some time. Joan Duer now teaches the course (
jd...@uwf.edu).

One of the greatest challenges in doing this online is keeping the students
engaged and on task. Too many students think they can procrastinate and
"do" the entire course in a few weeks. The good part about doing it online
is that you can adopt a mastery approach and require students to complete
short quizzes (e.g., on graduation requirements, ethics) until they achieve
a target level of skill. We set up a number of quizzes that students took
repeatedly until they achieved the target score.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Mon, Oct 14, 2013 at 3:22 PM, Joel S. Freund  wrote:

>
>
>
>
>
>
>  Our department is working on developing a new (for us)
> course to cover those topics all of get asked, including:  What can I do
> with my degree in Psychology?  What graduate programs are there?  How do I
> go about applying to graduate school?  What do I need to apply?  What
> careers are available?  and most of the others you can think of.  We are
> thinking about  a 2-credit course required of all majors, to be taken
> sometime before the senior year.  If any of you have such courses, I would
> appreciate any syllabi, information, etc. that will help use avoid the
> pitfalls.  We are particularly looking to have the course be an one-line
> course, so any help or sage advice (don’t do it?) along those lines would
> be extremely useful.
>
> ** **
>
> Thank you in advance for all your wise counsel,
>
> ** **
>
> ** **
>
> Joel
>
> ** **
>
> ** **
>
> Joel S. Freund, Ph. D.
>
> Department of Psychological Science
>
> 216 Memorial Hall
>
> Fayetteville, AR 72701-1201
>
> (479) 575-4256 (Ph)(479) 521-5672 (Fax)
>
> ** **
>
> ** **
>
> ** **
>
> ---
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Re: [tips] David Hubel, RIP

[Claudia Stanny]

Thanks for the alerts and links.

I have fond memories of hearing both David Hubel and Torten Weisel present
their research at colloquia when I was a grad student.

I was impressed by their interest in students as much as I was by their
research.

Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Wed, Sep 25, 2013 at 8:09 AM, Mike Palij  wrote:

> **
>
>
>
>
>
>
>
> David Hubel, one half of the famous Hubel & Wiesel research team
> that provided such profound research on the neurophysiology of
> early vision, is dead.  Here is a NY Times article on him, his
> research, and his life (he was a Canadian and fortunately for Canada,
> not an embarrassment like the Canadian born buffoon currently
> boviating the U.S. Congress) see:
>
> http://www.nytimes.com/2013/09/25/science/david-hubel-nobel-winning-scientist-dies-at-87.html?nl=todaysheadlines&emc=edit_th_20130925&_r=0&pagewanted=all
>
> I am somewhat surprised that Tipsters have not noted this earlier because
> the Washington Post had an obituary in the Washington Post on
> Monday, September 23 (see:
>
> http://www.washingtonpost.com/local/obituaries/david-h-hubel-nobel-prize-winning-neuroscientist-dies-at-87/2013/09/23/5a227c2c-7167-11e2-ac36-3d8d9dcaa2e2_story.html
>  )
> as did the website of the Boston Globe (see:
>
> http://www.boston.com/metrodesk/2013/09/23/nobel-laureate-david-hubel-who-taught-harvard-medical-school-dies/IXFS4uNm5hKZd6YJH0XQcL/story.html
>  ).
>
> I guess acknowledging one of psychologist's Nobel prize winners was
> not a priority.
>
> Hubel's research partner Torsten Wiesel, emeritus professor and President
> of Rockefeller University, is still keeping busy; see:
> http://www.rockefeller.edu/research/faculty/labheads/TorstenWiesel
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
> ---
>
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Re: [tips] While we bemoan education

[Claudia Stanny]

We could extend this discussion to teaching activities, structure of
courses/course syllabi, rubrics, etc.
Few of us invent any really new activities; we usually borrow and adopt to
local needs.
Do we need to footnote a pair-share activity every time we use it? What
about student poster sessions as final activities in lab classes?
What about intro psychology textbooks that use the same chapter
organization and often organize topics within chapters in near-identical
ways?
When I read research methods texts, the chapter on quasi-experimental
designs nearly always reads like an extended paraphrase of Campbell and
Stanley.

The person who develops entirely new activities and presentation styles is
novel and creative. The early adopters may be perceived as equally novel
and creative, although all they did was recognize a great idea and adapt
it. Eventually these become common practice.

When every student speaker at every convocation starts to coordinate the
speech with a sound track, people will say the performance is stale and
derivative. Think of all those Elvis impersonators!  :-)

Early on, we feel that something should be cited. After multiple adoptions
and modifications, it becomes common knowledge.

This can be a tricky judgment. I think many students struggle with the idea
of when an idea requires a citation and when it is common knowledge. At
some point, a transition occurs. How do we define when that line has been
crossed and explain it to our students?


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] Carl Dweck's "Mindset"

[Claudia Stanny]

Dweck's research on mindset is solid, although the book *Mindset* is
written for a general audience (highly readable prose and all the citations
in footnotes buried in the back).

I wrote a teaching tip based on Dweck's work (and the *Mindset* book) that
summarized the work and suggests how it might apply to learning in higher
education:
http://uwf.edu/cutla/publications/TeachingTip5.pdf

The core idea in Dweck's work is that success and expertise are based on
hard work, deliberate practice, and excellent, timely feedback from a
knowledgeable coach.  Certainly not the "easy fix" preferred by most
consumers of "pop science" who might mistake the title to imply that one
simply needs to have positive thoughts to excel.  :-)

The problem we all face is the mass of students who bought into the
"talent" myth:  They believe if you don't have "talent," you should find
something else to do when learning something begins to require serious
effort.  This myth gives short shrift to the importance of persistence and
deliberate practice, which the research on expertise (e.g., Ericsson)
indicates is critical for high levels of performance.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Tue, Jun 11, 2013 at 7:21 AM, Mike Palij  wrote:

> I've been receiving emails about educational webinars featuring Dweck and
> the ideas promoted in her book "Mindset: How We Can Learn to Fulfill Out
> Potential".  I have a couple of questions:
>
> (1)  Has anyone read it?  The description on Amazon appears to indicate
> that
> it is a pop psych book for "success-oriented" people (perhaps like books on
> the effective habits of successful people) but how much is hype and how
> much
> is really research based?
>
> (2) Companies providing educational seminars seem to be promoting Dweck's
> book and work, it seems to me that it is oriented to the pre-college
> crowd, so,
> has anyone at the college level tried to implement Dweck's recommendations?
> What have been the results?  Is there something here that all teachers
> should
> be aware of and use in their teaching?
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
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Re: [tips] power point help

[Claudia Stanny]

I post mine on my faculty web site.  Some are a bit dated now (courses I
haven't taught in a while - the syllabus is there, too, so you will know
the age of the materials).  The most recent set is for Memory & Cognition.

I create two sets of slides:

One is the set I use in class, which might include copyrighted images, sets
of slides that work as demonstrations of classic tasks used in the research
I discuss, and details that fill out the big ideas in the major bullet
points.
If I plan to pose a minute question in class as a writing prompt, I insert
a slide with the question at an appropriate break point in the slides.
 This ensures that I do these regularly and saves me from the task of
dreaming up a thought question on the spot most of the time.

The other set is the power point slides you will find posted on my web
site.  These are for students to use to guide note-taking in class.
The slides that create demonstrations and that pose clicker question slides
are gone.
The copyrighted images are gone.
I delete big chunks of the illustrative details and elaborations that
appear on the slides I use in class - you will see lots of blank space on
my posted slides.  The extra space on the slides gives the students room to
take notes in class (many print the slides in advance and do this) and
creates an incentive to be in class so they won't miss the detail or the
activities associated with the missing slides.

Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Thu, May 23, 2013 at 7:02 PM, Carol DeVolder wrote:

>
>
>
>
>
> Dear TIPSters,
> I will try to be more specific and less vague this time. I find myself
> needing to create a set of Power Point slides to correspond with a book
> chapter. The problem is, I hate Power Point, and I generally avoid if if I
> can; unfortunately, I can't avoid it in this situation. Does anyone have a
> particularly good set of slides he or she would be willing to share with me
> so I have an example of what good ones should look like? Barring that, does
> anyone have any how-to tips or resources to point me toward?
> Thanks,
> Carol
>
>
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
>
>
>
>  ---
>
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>
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Re: [tips] Last Day of Class Activities

[Claudia Stanny]

I have a few suggestions on my web site:
http://uwf.edu/cutla/last_week_of_classes.cfm

One activity that a lot of people suggest is to ask students to reflect on
their learning and write a letter to a future student in your class to
discuss the "big ideas" they will take away from the term and give advice
about how to learn the material.  You can then share this information with
students on the first day the next time you teach this class.

Claudia Stanny


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Tue, May 21, 2013 at 2:01 PM, Michelle Everson  wrote:

>
>
>
>
>
> Hi Everyone,
>
> Please excuse the cross-posting.
>
> I feel a lot has been written about how we might set a better tone in our
> classes on the first day by incorporating different types of activities, as
> opposed to simply going over the syllabus and discussing the structure of
> the course.  I don't see that much written on what to do on the LAST day of
> class, however, and I often struggle with that.  I want some kind of a
> meaningful wrap-up to the semester that goes beyond reviewing for the final
> exam and making sure end-of-course evaluations are completed.
>
> Does anyone have any good suggestions, or do you know of others who have
> written about this topic?
>
> Thank you in advance for anything you might share. I'm happy to compile
> any responses I get and share them with the list.
>
> Michelle
>
> --
> Michelle Everson, Ph.D.
> Senior Lecturer
> Quantitative Methods in Education
> Department of Educational Psychology
> University of Minnesota
> gaddy...@umn.edu
>
>
>  ---
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Re: [tips] Polling...

[Claudia Stanny]

On the lighter side, one of my statistics professors liked to talk about
the "inter-ocular effect":  An effect so big it hit you right between the
eyes (and the statistical analysis was a matter of confirming the obvious).

:-)

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] literature list

[Claudia Stanny]

William Styron's *Darkness Visible *is a compelling memoir of the author's
depression.
*Elegy for Iris* (John Bayley) is a memoir of Iris Murdoch's final years
with Alzheimer's disease.
*Still Alice* (Lisa Genova) is a fiction book, written by a neuroscience
Ph.D.

Three off the top of my head.

Some fiction works are deeply psychological.

Jorge Luis Borges has a short story (Funes the Memorious) that describes
the life of a man who forgets nothing (interesting contrast to Schacter's
discussions of the value of forgetting in *The Seven Sins of Memory*).

Then there is the fiction of Henry James . . . but that might be a bit much
to take on!  :-)
He is an acquired taste.

Claudia



_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Mon, Apr 22, 2013 at 4:03 PM, Christine Grela  wrote:

>
>
>
>
>
>
>  Dear Colleagues, 
>
> ** **
>
> I teach a learning community (basically co-teach) a class that combines
> Intro to Psych with English, and we’re thinking of adding more literature
> to our class. Does anyone know of a list of literature (so, poems, short
> stories, novels, nonfiction, etc.) that connects specifically to topics in
> psychology? And/or do you have any pieces of literature you’d recommend for
> inclusion?
>
> ** **
>
> Thanks in advance!
>
> ** **
>
> Christine L. Grela
>
> Instructor of Psychology
>
> McHenry County College
>
> Office: C-124; Phone: 815-479-7725
>
> cgr...@mchenry.edu
>
> ** **
>
> ---
>
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Re: [tips] Polling...

[Claudia Stanny]

"Highly significant" conflates statistical rarity with impact (importance
of the effect, the size of the effect).

On the other hand, I think "approaching significance" can be useful and I
will defend that practice (although I wouldn't push its use in a
publication).

Many statisticians note the arbitrariness of the decision criterion (the
magical .05) and argue that a result that would occur randomly with a
probability of .051 or .052 or .06 (I could go on . . . it is a slippery
slope) deserves closer examination than just deciding that the result is
does not meet the criterion to be declared statistically reliable.  This
rigidness in the decision process seems to reinforce the too-common
treatment of statistical analysis as a ritual of taking out data (our
sacrificial goat, as it were) to the oracle for a decision.  We can be more
thoughtful than this.  (Abelson's excellent book, *Statistics as Principled
Argument*, has some discussion of the thoughtful use of inferential
statistics.)

Failure to reach the criterion can occur for reasons other than absence of
an effect.  The near misses are worth examining.  Similarly, the
just-made-it "successes" deserve replication and questions about Type I
Errors.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] funny and relevant

[Claudia Stanny]

It would be interesting to see the absorption spectra for these other
cones/rods.

One of those for butterflies would probably extend sensitivity into the
ultraviolet region (butterflies - and maybe bees - can sense colors in the
ultraviolet region and many flowers have pigments that reflect ultraviolet
near critical areas that attract visits from pollinating insects).

What about pigeon retinas?  Pigeons can detect polarized light (some argue
this helps with navigation on a cloudy day).  Not sure if that could be
handled by a photo-sensitive pigment or would require another detection
mechanism.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Tue, Apr 9, 2013 at 1:41 PM, Carol DeVolder wrote:

>
>
>
>
>
> A friend shared this with me and it is very appropriate since I am
> currently going through the chapter on vision in Brain and Behavior. I hope
> you all enjoy.
>
>  http://theoatmeal.com/comics/mantis_shrimp
>
> Carol
>
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
>
>
>
>  ---
>
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>
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>
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Re: [tips] APA style question

[Claudia Stanny]

Thanks.  This is useful.

I agree that web pages are ephemeral and cites of URLs are problematic.

But for those of us who host a web site, especially as part of a University
web site, professional and consistent use of language and a professional
appearance is important.  We decided we needed our own style manual to
maintain consistency in our use of language.  Even when most of the content
is authored by one person, drift happens.

Claudia
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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[tips] APA style question

[Claudia Stanny]

APA style mavens:

What is the current APA preference for references to the web, web pages,
websites, etc?
One word or two?
Capitalization of web (Web): yes or no?

I found a page on the APA site that was not internally consistent on these
matters (I am shocked; SHOCKED!) . . . so, moot point? Do whatever I like?
 The APA manual appears to be silent on the matter of web content.

I've been working with my staff to embark on a massive migration of the
CUTLA web site (Web site?) to CMS management later this summer.  We are
developing a style manual for the site to guide the rebuild.  I'd like the
manual to be consistent with APA style.

Thanks in advance!

Anybody with suggestions on making a site user-friendly for navigation is
welcome to chime in on these matters, too!

Claudia
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

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Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] AAUP recommends more researcher autonomy in IRB reform | Inside Higher Ed

[Claudia Stanny]

IRB over-reach and abuse can be a systemic problem on some campuses.  Much
depends on the local structure and training of IRB members and the culture
of the campus.

Sometimes there are weird outcomes and questions that arise when a new
member comes on an IRB.  A well-functioning IRB will address those issues
and re-calibrate the judgment of the individual (i.e., no, it is not more
than minimal risk to experience embarrassment at forgetting something . . .
and I received that comment from an IRB member who should have known better
many years ago when the UWF IRB was particularly dysfunctional).

I wonder if this proposed change is motivated by the trend to have all
assessment projects processed through IRBs (they involve human subjects,
collection and archiving of performance data and work artifacts, and are
used in scholarly articles and presentations - which puts them in the realm
of "research").  At UWF, we recommend that these projects go through IRB
review, just in case people want to publish something based on their
assessment findings and use of research.  Yes, this should be "exempt"
research . . . but only the IRB can make that determination under current
regulations.

The IRB here developed streamlined procedures to make these decisions about
exempt projects, which is a step in the right direction.  Still, it can
present a daunting work load if the institution is engaged in a lot of
serious work with embedded assessments in courses.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] Reaction time program

[Claudia Stanny]

You can look into ERTSLab.  Might be pricey, though.
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Thu, Feb 21, 2013 at 8:04 AM, Michael Britt wrote:

> I've got a student who is asking whether there is any online software she
> can use for a study in which the subject's reaction times are calculated in
> response to a question.  I don't know of any offhand.  Any suggestions?
>
> Michael
>
>
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: mbritt
>
>
>
>
>
>
> ---
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Re: [tips] The New Phone Book Is HERE!!!!

[Claudia Stanny]

AP is a good illustration of the way unintended consequences emerge when we
structure various rewards to behaviors (or game-able metrics) . . . and the
unintended consequences vary with the way we structure the payoff.

Two examples:

My daughter attended an out-of-state residential high school for the arts
during her junior year.  This school used its AP pass rates (percentage of
students taking the exam who earned a 3 , 4 or 5) to document the quality
of its academics.  She wanted to take the AP French exam at the end of her
junior year but the school would not allow her to do so, worried that she
might not get a sufficiently high score (this is the reason they gave her
when they refused her request).  (BTW, she took the exam the following year
and earned a score that would have made them happy, but her "home" high
school in Pensacola reaped the credit for the quality of her French.)  This
school attends to a metric (percent who take the test and pass) and takes a
conservative approach to allowing attempts at the test to maximize this
metric.

In Florida, the State reimburses high schools for every score (I think a 3
or higher) earned by a student from that school who takes an AP or IB exam
(payoffs by the raw number of passing scores, not the percentage of
students with passing scores).  The IB program my daughter attended earned
enough money from the State reimbursements to pay the fees for all of the
tests the students took each spring (no direct cost to the students) and
fund the salaries of two full-time IB teachers.  At this school, if a
student was enrolled in an AP or IB course, they were required to take the
relevant test.  A low score costs the school nothing except the fee and the
payoff if the student does well is substantially more than the cost of the
test and proctoring.  The school has a revenue stream.  This is the pattern
throughout Florida public high schools.  The less motivated/prepared
students and the students from schools that won't even buy the kids books
(if we believe the comments they write instead of writing answers to the
essay) draw pictures of cars or their prom dress, write poetry, write
bitter diatribes about their cheap school, etc.  When the system is set up
in this way, a school system that is starved for funding will game the
system to bring in extra funds.  If you make enough students take the
exams, those who might not be perfectly prepared might just get lucky and
pass.  The economics of the system rewards making that gamble.

Psychology and economics.  I can't say I blame these schools, although I
have some thoughts about those schools that won't purchase books for the
classes.  I doubt they have much of a revenue stream through reimbursements
for high scores, either.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] The Forgotten Disciplines | Inside Higher Ed

[Claudia Stanny]

For those having debates with colleagues about the status of psychology as
a science, NSF includes Psychology among the STEM disciplines (also
Criminal Justice and Political Science).

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] Inattention blindness in radiologists

[Claudia Stanny]

Stephen is correct in his recollection of the superior memory for chess
positions only when master players are asked to remember chess positions
from genuine games.  They perform like novices when confronted with pieces
randomly arranged on a chess board.  (Chase & Simon, 1973, Perception in
chess, *Cognitive Psychology, 4,* 55-81)

Also related to the training of expertise in visual search thread begun by
Stephen:

Look at the work of Shiffrin and Schneider on controlled an automatic
processing (the 1977 *Psychological Review* articles).  In the first
article (Schneider & Shiffrin,* 84*, 1-66), they document the improved
speed and accuracy of visual search under "controlled mapping" conditions,
when targets are always targets and distractor stimuli are only used as
distractors. Although accuracy for targets improves dramatically and
becomes very fast, the participants devote little processing to the
non-targets and have no idea what these might have been.  (They are little
more than blurs and the targets "pop out" when they appear.)

In the second article (Shiffrin & Schneider, *84,* 127-190) they document
the cost associated with this expertise.  In one experiment in this series,
they ask participants to search for targets in only two of the four areas
where stimuli appear (one diagonal of the 2X2 display matrix).  Under
controlled mapping conditions, trained participants made errors when a
target appeared in a two-be-ignored area of the matrix just before a target
appeared in a to-be-attended area.  The first target draws attention to the
to-be-ignored cells of the matrix and this diversion of attention reduced
accuracy in detection of the target.
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] More wine...

[Claudia Stanny]

If you have a pH thing going on, you could just add a few drops of vinegar
to see if that creates a color change (or add a bit of baking soda).

If it depends on a pH change, you could create the change in the wine
glass.  I assume the sink might be more alkaline, so it would be baking
soda in the wine glass.  Or you could get the wine to revert to the purple
by adding some vinegar in the sink.

Just don't drink the wine after doing this!  :-)
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Wed, Feb 6, 2013 at 3:43 PM, Marc Carter  wrote:

> I'll try this one -- it's easier than trying to figure the ph of the
> porcelain (although that's an interesting idea and I wish I could do it).
>  I'll get some food coloring when I shop this weekend, and will report back
> what I find.
>
> If it works, I'll be all set to celebrate.  :)
>
> Thanks, all!
>
> m
>
> --
> Marc Carter, PhD
> Associate Professor of Psychology
> Chair, Department of Behavioral and Health Sciences
> College of Arts & Sciences
> Baker University
> --
>
>
> > -Original Message-
> > From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
> > Sent: Wednesday, February 06, 2013 2:56 PM
> > To: Teaching in the Psychological Sciences (TIPS)
> > Subject: Re: [tips] More wine...
> >
> > Possibly... now, get some red food coloring, add a little bit of blue to
> > get a color similar to the wine. Then, dilute it as before and pour it
> > into the sink. If you get a similar color shift, then it is probably
> > color of sink rather than chemical reaction. Do the same with blue food
> > coloring alone, diluted, then poured to see if it shifts to green.
> >
> > Paul
> >
> > On Feb 6, 2013, at 1:12 PM, Marc Carter wrote:
> >
> > > Hi again, all --
> > >
> > > First, thanks to those who responded.  I think I've figured it out,
> > but still need to work out details.
> > >
> > > Last night I took a few drops of wine and diluted it as much as I
> > could (filled the glass as full as I could with water).
> > >
> > > Purplish, still.  (I had an independent observer name the color for
> > > me.  The spouse was there, thinking, I'm sure, that I'm slightly
> > mad.)
> > >
> > > Then I dumped it into the sink.  It was bluish, not purplish.
> > (Again,
> > > got independent confirmation.)
> > >
> > > So I think that the sink is not completely white; I think it has a
> > slight yellowish tint.  The light reflected through the purple would
> > have fewer short-wavelengths and also fewer long ones.  Purple is non-
> > spectral, and is gotten by combining both long- and short-wavelength
> > lights.  It could be that the light reflected from the sink is without
> > (proportionately) more long- than short-wavelengths, and so the wine
> > would appear bluish.  This I think is also helped by the fact that the
> > sink is illuminated by a fluorescent bulb; they tend to have more power
> > in the shorter-wavelength end of the spectrum.
> > >
> > > What do you think?  :)
> > >
> > > m
> > >
> > > --
> > > Marc Carter, PhD
> > > Associate Professor of Psychology
> > > Chair, Department of Behavioral and Health Sciences College of Arts &
> > > Sciences Baker University
> > > --
> > >
> > >
> > >
> > > 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, you are notified that retention,
> > dissemination, distribution or copying of this e-mail is strictly
> > prohibited. If you have received this e-mail in error please
> > immediately notify Baker University by email reply and immediately and
> > permanently delete this e-mail message and any attachments thereto.
> > Thank you.
> > >
> > > ---
> > > You are currently subscribed to tips as: pcbernha...@frostburg.edu.
> > > To unsubscribe click here:
> > >
> > http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f2630
> > > 03&n=T&l=tips&o=23497 or send a blank email to
> > > leave-23497-
> > 13441.4e79e96ebb5671bdb50111f18f263003@fsulist.frostburg.e
> > > du
> > >
> >
> >
> >
> > ---
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> > or send a blank email to leave-23501-
> > 13029.76

Re: [tips] Finding yourself

[Claudia Stanny]

I see about half a dozen dots for people who appear to be living in
Escambia Bay near my neighborhood.

My guess is data entry errors for GPS coordinates.  :-)

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Thu, Jan 24, 2013 at 3:25 PM, Christopher Green  wrote:

>
>
>
>
>
>
> Question. There is a bridge that runs across the extreme western end of
> Lake Ontario. It's called the Burlington Skyway.  (Essentially, it allows
> people traveling around the western edge of the lake to bypass Hamilton.)
>
> On this (otherwise very interesting map), the Burlington Skyway is covered
> with dots. So far as I know, no one lives on the bridge. Why does it have
> any dots?
>
> Chris
>   ---
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>
> chri...@yorku.ca
> http://www.yorku.ca/christo/
> =
>
> On 2013-01-24, at 3:10 PM, Marc Carter wrote:
>
>
> I live in a rural enough area that I can actually make a pretty good guess
> at which one of those dots is me -- even without labels.  :)
>
> That's a very cool map...
>
> m
>
> --
> Marc Carter, PhD
> Associate Professor of Psychology
> Chair, Department of Behavioral and Health Sciences
> College of Arts & Sciences
> Baker University
> --
>
>
> -Original Message-
>
> From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca]
>
> Sent: Thursday, January 24, 2013 2:03 PM
>
> To: Teaching in the Psychological Sciences (TIPS)
>
> Subject: [tips] Finding yourself
>
>
> Not easy. But it can be done (in theory, anyway).
>
> Hint: Click on the tab in the upper right,  "show labels".
>
>
> In the meantime, admire this impressive exercise in data presentation.
>
>
> http://bmander.com/dotmap/index.html
>
>
> Stephen
>
> 
>
> Stephen L. Black, Ph.D.
>
> Professor of Psychology, Emeritus
>
> Bishop's University
>
> Sherbrooke, Quebec, Canada
>
> e-mail:  sblack at ubishops.ca
>
> -
>
>
>
> ---
>
> You are currently subscribed to tips as: marc.car...@bakeru.edu.
>
> To unsubscribe click here:
>
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>
> 1&n=T&l=tips&o=23257
>
> or send a blank email to leave-23257-
>
> 13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu
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>
> The information contained in this e-mail and any attachments thereto
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> 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, you are notified that retention, dissemination,
> distribution or copying of this e-mail is strictly prohibited. If you have
> received this e-mail in error please immediately notify Baker University by
> email reply and immediately and permanently delete this e-mail message and
> any attachments thereto. Thank you.
>
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Re: Re:[tips] my crummy knowledge of stats

[Claudia Stanny]

I think step 1 would still be an answer to the question "Was the change
large enough to be considered "real" or statistically reliable."

Step 2 would be to ask which of the statistically reliable changes were
largest . . . perhaps an estimate of effect size and rank ordering of the
questions.  Outside of Cohen and others categories of effect sizes as
small, medium, or large, is there any quantitative method for comparing the
relative sizes of effects?
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Thu, Jan 17, 2013 at 12:28 PM, Wuensch, Karl L  wrote:

> My understanding of the intent of the analysis was to find items
> which were most affected, not a test for an omnibus effect across items.
> > - Original Message -
> >
> > From: "Annette Taylor"
> > To: "Teaching in the Psychological Sciences
> > (TIPS)"
> > Sent: Tuesday, January 15, 2013 6:21:42 PM
> > Subject: [tips] my crummy knowledge of stats
> >
> > I know this is a basic question but here goes:
> >
> > I have categorical data, 0,1 which stands for incorrect (0) or correct
> (1) on a test item.
> >
> > I have 25 items and I have a pretest and a posttest and I want to know
> on which items students improved significantly, and not just by chance.
> Just eyeballing the data I can tell that there are some on which the
> improved quite a bit, some not at all and some are someplace in the middle
> and I can't make a guess at all. That is why we have statistics. Yeah! 
> hbleh.
> >
> > As far as I know, the best thing to do is a chi-square test for each of
> 25 items; but of course that will mean that with a .05 sig level I will
> have at least one false positive, maybe more, but most assuredly at least
> one. This seems to be a risk. At any rate I can use SPSS and the crosstabs
> command allow for calculation of the chi-square.
> >
> > I know that when I do planned comparisons with multiple t-tests, I can
> do a Simes' correction in which I can rank order my final, obtained alphas,
> and adjust for the number of comparisons and reject from the point from
> which the obtained alpha failed to exceed the corrected-for-number-of-comps
> alpha. But as far as I know, I cannot do that with 25 chi square tests.
> There is probably some reason why I can no more do that, that relates to
> the reason for why I cannot do 25 t-tests in this situation with
> categorical data.
> >
> > Is there a better way to answer my research question? I need a major
> professor! Oh wait, that's me... drat! I need to hire a statistician. Oh
> wait, I'd need $$ for that and I don't have any. So I hope tipsters can
> stand in as a quasi-hired-statistician and help me out.
> >
> > Oh, I get the digest. I don't mind waiting until tomorrow or the next
> > day for a response, but a backchannel is fine.tay...@sandiego.edu
> >
> > I will be at APS this year. Any other tipsters planning to be there?
> Let's have a party! I'd love to put personalities to names.
> >
> > Thanks
> >
> > Annette
> >
> > Annette Kujawski Taylor, Ph. D.
> > Professor, Psychological Sciences
> > University of San Diego
> > 5998 Alcala Park
> > San Diego, CA 92110
> > tay...@sandiego.edu
>
>
> ---
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Re: [tips] Physicians Aspirin Study

[Claudia Stanny]

Small numerical differences can sometimes have large practical
consequences.  If you multiply the small reduction in risk for an
individual time the population that will use the treatment, the societal
impact (numbers of heart attack avoided in the entire population in a given
year) can be quite large.

How many fewer people will die or have costly side effects of the flu if
80% of the population gets a shot that is 60% effective in preventing
contracting the flu?
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Tue, Jan 15, 2013 at 5:43 PM, Wuensch, Karl L  wrote:

>
>
>
>
>
>
>That study is great for illustrating how deceptive percentage
> of variance explained statistics can be.  They terminated this study
> prematurely because the early returns showed an effect so large (odds ratio
> of about 1.8) that it was deemed unethical to continue the study.  In terms
> of variance explained, the treatment accounted for about one tenth of one
> percent of the variance in MI.
>
> ** **
>
> Cheers,
>
> [image: Karl L. Wuensch] 
>
> *From:* John Kulig [mailto:ku...@mail.plymouth.edu]
> *Sent:* Tuesday, January 15, 2013 3:39 PM
> *To:* Teaching in the Psychological Sciences (TIPS)
> *Subject:* Re: [tips] Flu vaccine and p.6 level of significance
>
> ** **
>
>  Nice replies (Jim C, Karl W and Mike P and others ..) so I won't repeat
> what has been said except to note - as a tangent to the original posts -
> that in some of my classes I spend time with the "relative risk" Karl W
> discusses. I use the example of aspirin and MI (heart attack) in the 1988
> (New England Journal of Med?? if I remember) article of 22,000+ physicians
> who took aspirin vs. placebo. My chi square calculated on their frequencies
> reveal p < .01, yet the risk of MI only drops from 1.7% to .9% in the
> sample over the years studied. As an absolute value, the % decrease is very
> small, but expressed as relative risk we can say we cut the risk in half.
> Of course, any "significant" decrease will be championed as the stakes are
> very high with MI .. and sometimes high with flu as well ..
>
> At any rate, I got MY flu shot! So I am OK. p < .05 :-)
>
> ==
> John W. Kulig, Ph.D.
> Professor of Psychology
> Coordinator, University Honors
> Plymouth State University
> Plymouth NH 03264
> ==
>
> ** **
>
> ---
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Re: [tips] Thanks Canada!

[Claudia Stanny]

This is great.
Who says journalists need to spell now that we have spell-check in our word
processors?
  :-)

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Tue, Jan 15, 2013 at 4:18 PM, Mike Palij  wrote:

> If you thought that you might have been carpet bombed with news about
> Lance Armstrong, Canadian news outlets reveals another shocking,
> unbelievable finding that will pull the rug out from beneath you!  See:
> http://www.usatoday.com/story/**gameon/2013/01/15/lance-**
> armstrong-used-rugs/1836985/
>
> ;-)
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
>
> ---
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Re: [tips] Get your own unique researcher identifier

[Claudia Stanny]

The Web of Science uses these author IDs to connect records written by the
same author under variations of their name (sometimes omitting middle
initials).  Also useful for women who might publish under different names
after marrying (or unmarrying).

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm


On Fri, Jan 4, 2013 at 8:26 AM, MiguelRoig  wrote:

>
>
>
>
>
>
> A colleague urged her friends to join ORCID: http://about.orcid.org/, but
> I really do not much more about it beyond this short Wikipedia piece:
> http://en.wikipedia.org/wiki/ORCID,
>
> "*ORCID* (Open Researcher and Contributor ID) is a nonproprietary alphanumeric
> code  to uniquely identify
>  scientific  and other academic
> authors 
> .[1]
> [2] 
> [3]
>  This addresses the problem that a particular author's contributions to
> the scientific literature
>  can be hard to electronically recognize as most personal 
> names
>  are not unique, they can change (such as with marriage), have cultural
> differences in name order, contain inconsistent use of first-name
> abbreviations and employ different writing 
> systems.
> It would provide for humans a persistent identity — an "author DOI" —
> similar to that created for content-related entities on digital networks by
>  digital object 
> identifiers
>  (DOIs).[4] 
>
> The ORCID organization offers an open and independent registry intended to
> be the *de facto* standard for author identification in science and
> related academic publishing.
> On 16 October 2012, ORCID launched its registry services 
> [5]
> [6]  and started issuing
> user identifiers.[7] "
>
>
> Sounds to me like the author's equivalent of an article's DOI. Have any of
> you heard of it? Any comments would be welcome.
>
>
> MIguel
>
>
>
> ---
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Re: [tips] Where have all the tipsters gone?

[Claudia Stanny]

I suspect the list has gone quiet in recent weeks because many TIPsters are
too busy dealing with tree surgeons, roofers, electricians and contractors
and/or are busy reworking their courses to accommodate lost time.  A big
storm like Sandy recalibrates priorities. To those, I hope you can resume
some semblance of  "normal life" soon.

Several long-time TIPsters have moved into roles as chairs and
administrators at their institutions.  The crush of email in these roles
leaves little time for reading or responding to the many posts on TIPS.

I believe Stephen Black retired a few years ago.  The amusements of
retirement can be equally distracting!  :-)  Like many, I miss Stephen's
insights.  (Same for several others who have gone quiet on TIPS.)

As for the bloggers, they might be excluded from a certain "other"  managed
list (is this the List That Must Not Be Named?), but rest assured they are
active on multiple lists.  I receive 3 copies of every post they send to
TIPs, although the other lists all have very different discussion purposes.
 Makes me speculate about the motivations for this posting behavior.  That
said, each poster has fans or is tolerated in silence on these lists.  We
all know how to cope with email that doesn't interest us.

Claudia Stanny

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Re: [tips] Live From Blacked Out Manhattan!

[Claudia Stanny]

Stay safe. Stay dry (if you can).  Hope the lights are back on soon!
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Mon, Oct 29, 2012 at 8:25 PM, Michael Palij  wrote:

> It's not the zombie apocalypse but it sure is dark.
> No real danger but there will be a hell of a mess
> to clean up in the morning.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
> ---
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Re: [tips] book or chapter reviews for publishers

[Claudia Stanny]

I've done this a few times.  Most recently, I reviewed a prospectus (which
included a couple of sample chapters).  There is generally some sort of
honorarium (cash or some cash equivalent in books from the publisher's
catalog).

The editors use reviewer's comments to make decisions about whether to
offer a book contract (for prospectuses).  If you review for a book under
contract, your comments go to the author who may or may not use them when
revising.  Authors will get contradictory and incompatible suggestions in
reviewer comments, so reviewers can't expect every suggestion to be
followed.

I know that some authors  I've reviewed for have used my suggestions.
 Reviewers are not always anonymous, so the author might contact me.  As a
reviewer, you will likely be acknowledged in the Preface unless you ask not
to be identified.

I like the process.  It takes time to do a good review.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Mon, Oct 1, 2012 at 2:22 PM, Carol DeVolder wrote:

>
>
>
>
>
> Hi,
> I'm wondering how many of you provide book or chapter reviews for
> publishers, and if so, is payment (an honorarium) generally part of the
> package? Do publishers use this feedback to make their books better? What
> is your opinion on the practice?
> Thanks,
> Carol
>
>
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
>
>
>
>
>  ---
>
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Re: [tips] IRB Training

[Claudia Stanny]

The practice at UWF if for every PI and every individual involved with data
collection or access to data files undergoes the NIH training and files
their certificate of training when the project is submitted for IRB review.
 If a new graduate assistant is added to a project, he/she must do the
training and the IRB application is amended to include the new personnel on
the project.

My impression of CITI training was that it addressed the IRB itself and
trained (or attempted to train) the reviewers.  This approach can do much
to limit the tendency for IRB committees to develop mission creep and
engage in inappropriate micromanagement of research projects.
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Sun, Sep 23, 2012 at 6:44 AM, MiguelRoig  wrote:

> I would say that the federal IRB regs are not quite a moving target, but
> certainly their interpretation and implementation seem to be. For example,
> whether or not all students need training probably depends on the
> institution's individual policy. Thus, at many institutions all those
> involved in any aspect of human subjects research (principal investigators,
> co-investigators, research assistants, etc.) need to undergo IRB training.
> Because not all individuals (e.g., student research assistants) are
> specified at the time of submission of an IRB application, there should be
> an understanding on the part of the PI that anyone involved, even those who
> merely enter data, will undergo training.
>
> Anyway, at least that is my own 'moving target' interpretation. ;-)
>
> And, yes, NIH training is widely acceptable, but CITI's is probably more
> thorough.
>
> Miguel
>
>

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Re: [tips] student question

[Claudia Stanny]

I would go to the literature on empathy on this one.  I expect the
explanation would be similar to why we feel sad when we learn of a tragedy
that happened to some one we know (or watching such things in a film).

A more difficult question is why some people confess to criminal behavior
they did not commit.  There are documented cases of false confessions later
exonerated through DNA evidence in the Innocence Project and Department of
Justice case studies.
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Wed, Sep 19, 2012 at 9:10 AM, Horton, Joseph J.  wrote:

>
>
>
>
>
>
>  Hi All: I received these questions from a student. I am hoping your
> collective wisdom will give me a good answer.
>
> ** **
>
> How common is it and why do people who are innocent feel guilty? For
> example, when someone else is reprimanded, why does an onlooker suddenly
> flush and feel guilty? Or when a person accuses someone who is innocent,
> why do they suddenly feel shame even though they know that they are
> innocent? And what is the distinguishing factor that causes this feeling in
> some people but not others?
>
> ** **
>
> Thanks!
>
> Joe
>
> ** **
>
> Joseph J. Horton, Ph. D.
>
> Box 3077
>
> Grove City College
>
> Grove City, PA 16127
>
> 724-458-2004
>
> jjhor...@gcc.edu
>
> ** **
>
> In God we trust, all others must bring data.
>
> ** **
>
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Re: [tips] mimicking others during communication

[Claudia Stanny]

Annette,

As Marc notes, speakers also modify their language.  I think the technical
term for this is "verbal entrainment" (but I might be making that up!).

I have seen a literature on how speakers in a group sometimes create unique
names and verbal shorthand while they are working on a problem and
establishing common ground.

I wouldn't be surprised to see gestures and other body language as part of
this.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] The Dark Life of Killer Kittys

[Claudia Stanny]

I can vouch for the cat philandering.  My old cat was quite the "cat about
town" and I could frequently find him lounging in the driveway of a house
on the next block (with their two big German shepherds, no less!).  All the
neighbors knew him.  I suspected him of dining out at the home of a man
several blocks away (who also did a French cooking show on local TV and
wrote a food column for the newspaper).  I spotted him sauntering out of
that driveway a few times on my way home from work!

BTW that cat specialized in squirrels.

A study in England many years ago (featured in an old Nova program, I
think) asked cat owners to document the "gifts" their cats brought home to
them (which the researchers collected regularly in little baggies).  The
haul was impressive, both in number and variety.

Cats are predators.  What a surprise.

Now, when will we have the doggie cams that show Fido rolling in something
unmentionable and smelly, upending trash cans, chasing cars, kitties, and
little children?  :-)

I did get a kick about the "risky behavior."  How pervasive are these
gender differences?  :-)


Claudia

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Re: [tips] Did CU FU?

[Claudia Stanny]

It seems that this discussion has arguments that cross different layers of
this problem.  I am not a clinician and I am not an attorney, so you can
take my contribution for what it is:  that of a close observer of several
types of cases that involve judgments of dangerousness and institutional
sanctions.

First, there is the difficult problem of predicting dangerousness that
others commented on.  One person floated an example of a convicted murderer
who was released and then committed murder(s) again some ten years later.
 The implication was that the decision to release this person to society
was a bad decision about dangerousness (forgive me if I misinterpreted this
intent).  It this inference justified?

I think the best models we have for predicting future behavior of a complex
system are the models for hurricanes.  They make no attempt to predict
beyond 3-5 days and the models fluctuate considerably in a 24-hour period.
 Predicting the dangerousness of humans is considerably more flawed.

I did some research with police many years ago.  I learned from them that
the window they use for taking action based on a judgment about
dangerousness is about 15-20 minutes.  In response to my expression of
shock, they reminded me that if the situation changed and became more
dangerous again, they could be called back to the scene in 5 minutes.

Why do we hold a parole board to a standard of predicting behavior for the
remainder of a person's life?  (OK . . . some can make political hay from
this.)

Involuntary commitments are only good for 72 hours.

You want to see how stringent the rules are for deciding that a person is
so dangerous that he/she should have his/her civil liberties curtailed?
 Sit in on a local court session where judgments are made about restraining
orders.  The level of evidence is quite high.  The CU case gets lots of
attention, but there are huge numbers of similar cases under review every
day.  Granted, the person in these domestic cases is likely dangerous to
only one person . . . does this make it not matter?  I suspect that more
people die from domestic violence every day than died in the theatre in
Aurora.


Deb and Louis seem to be arguing about different things.  Deb might rightly
argue that the student in question was a real danger.  Louis might rightly
argue that the university did not follow its procedures for due process
(and I think the court judgment confirms that assertion).  My understanding
of suits against universities over conflicts of this nature is that failure
to follow one's own procedures will guarantee that the institution will
loose its case (regardless of the justness of the ultimate decision).  When
people decide to take matters into their own hands and disregard policy and
due process by taking precipitate action or failing to bring things forward
when they should, they create liabilities for themselves and their
institution.

What about CU?  If the student is no longer a student, CU no longer had
authority over the case.  One a student is dismissed, they loose all the
levers of control that they had when the student was enrolled.  I've seen
this happen in public schools with problem teachers.  Once the school board
fires the teacher, they have no authority and no control beyond
investigations over retaining teaching credentials; and they never claim
authority or control over what the individual does off school grounds as a
private citizen (except to terminate employment if the behavior violates
professional ethics).

The psychiatrist in the CU case, perhaps, had other avenues for action.  If
there was enough evidence for immediate dangerousness, she could have
initiated an involuntary commitment.  She had enough evidence to go the the
CU evaluation team.  Did she have enough for involuntary commitment?  We
don't know.  But I think that is her issue, not CU's.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] Students under 18 and research participation

[Claudia Stanny]

We've taken two approaches:

Provide a mechanism for getting parental (or other custodial authority)
approval for participation, as is required for all minors (this requires
some planning by the students and researchers)

Provide an alternative mechanism for earning participation credit (attend
Health and Wellness workshops, do the alternate activity (reading and a
reflective reaction paper) associated with a specific study that is
available to adult students who do not want to do a particular study, etc.)



_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Mon, Jul 30, 2012 at 11:08 AM, Brown, Barbara wrote:

>
>
>
>
>
>
>  Can anyone offer information about how your institution deals with the
> issue of minor students and their participation in research?  I am
> particularly interested in how courses with a research participation
> requirement accommodate (or don’t) the occasional student who is under 18
> years old.  Information coming to our IRB is that minor students must have
> parental permission.   I am hoping that others have dealt with the
> practical considerations of such a stipulation and may have some advice to
> share on participant recruitment, age verification, seeking parental
> permission, and related issues.
>
> ** **
>
> Thanks,
>
> Barbara
>
> ** **
>
> *Barbara Brown*
>
> *Psychology Department Technical Assistant*
>
> *1116 8th Ave*
>
> *Grinnell College*
>
> *Grinnell, IA 50112*
>
> *Phone: 641-269-3171*
>
> *FAX: 641-269-4285*
>
> *Email: bro...@grinnell.edu*
>
> ** **
>
> ---
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Re: [tips] Query about Type of Multi-Choice Question

[Claudia Stanny]

The problem with these questions is that they create a burden on working
memory independent of the student's understanding of the concepts, ability
to evaluate contrasting theoretical positions, apply a model to a new
situation to make a correct prediction, or other higher-level thinking
skills that can be assessed with other questions.  The student must juggle
and manipulate multiple concepts in various combinations and permutations
when thinking about options of the "A and C" variety.  This is what I meant
by the puzzle solving element of these questions.

I have no doubt that these questions are very good at discriminating
between students with high working memory capacity and students with low
working memory capacity.  And students with great working memory are also
likely to be excellent students who do well on other questions that don't
tap this particular cognitive characteristic.  My courses aren't designed
to teach students to increase their working memory capacity, so I'm not
interested in a question that is particularly sensitive to this difference
in students.  I can get at complex thinking skills *about the course
content *by writing other types of questions.

I admit, these questions are very difficult to write!  I've had my share of
writing these questions (with the expectation that they would have 5
credible alternatives, and only one correct answer).  I also do item
analyses on my questions.  I can create questions that ask for more than
mere fact retrieval and produce huge contrasts between weak and strong
students in the item analysis without requiring  mental juggling to
understand what an alternative means.

I recently worked with an international student, who struggled mightily
with my exam questions that tapped higher-order thinking skills (she was
accustomed to MC questions that only demanded memorization of facts).
 Worse, language skills in English were a problem.  I listened to her try
to sort out a question and maintain 4 different endings to a sentence that
began with the question stem (in the grammar and vocabulary of an
unfamiliar language) -- it was a real eye-opener about the cognitive
complexity pose by even non-puzzle MC questions.

Good discussion, all.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Thu, Jul 26, 2012 at 10:20 PM, Jim Clark  wrote:

> Hi
>
> I guess I do not see the puzzle solving element.  The relevant study
> found that Love marriages start out with higher Love scores than
> Arranged marriages, but due to a decline in the scores for Love
> marriages and an increase in scores for Arranged marriages, Arranged
> marriages had higher love scores later in the marriage.
>
> I could get at this pattern with 4 explicit alternatives: Higher +
> Higher, Higher + Lower, Lower + Higher, and Lower + Lower, where higher
> and lower refer to Love vs Arranged on the love scale at different
> points in time.  But this is logically equivalent to what is being asked
> in the version below.  Might be interesting to know whether the format
> makes a difference in difficulty.
>
> Are the following really puzzle solving questions or double-fact
> questions.
>
> The number 5
> a. is an odd number
> b. is less than 6
> c. both a and b
> d. neither a nor b
>
> A triangle
> a. is a closed figure
> b. has three straight sides
> c. both a and b
> d. neither a nor b
>
> Take care
> Jim
>
> James M. Clark
> Professor of Psychology and Chair
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca
>
>

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Re: [tips] Query about Type of Multi-Choice Question

[Claudia Stanny]

I never use a question with this type of structure.  I also avoid options
like "A and B," "C or B but not A," and similar logic puzzles.  I still
smile over an exam question I encountered as an undergraduate, where a typo
in test creation resulted an option D that read "one of the above."

What is this question intended to assess?  If you want to evaluate ability
to solve puzzles, this question or some other logic question would be OK.
 If you want evaluate knowledge of the emotional experiences of married
individuals in love matches versus arranged marriages, this question will
fail to evaluate this learning outcome in many students.

I don't like these question formats because I believe they evaluate
puzzle-solving rather than specific learning outcomes related to knowledge
of content,  application of a theory or model to a new problem, or other
skills I am interested in evaluating.

A better alternative would be to replace the last two items with other
alternatives that would tap other compelling misconceptions about Love and
Arranged marriages (e.g., amount of love late in the marriage).

Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Thu, Jul 26, 2012 at 7:26 PM, Jim Clark  wrote:

> Hi
>
> I had a student recently complain vigorously that a kind of multi-choice
> question I use was unfair.  The type of question is illustrated below:
>
> 12. Relative to Love marriages, Arranged marriages in India have been
> found to result in:
> A. lower levels of love early in the marriage
> B. lower levels of love later in the marriage
> C. both A and B
> D. neither A nor B
>
> It is essentially two true-false questions, with students needing to get
> both correct to answer correctly.  Could be written with four compound
> alternatives, which I also sometimes do.
>
> I'm curious whether others use this type of question and whether students
> have ever complained about the format (as opposed to, say, the difficulty,
> if the two can be disentangled)?
>
> And the correct answer is  A
>
> Take care
> Jim
>
>
> James M. Clark
> Professor of Psychology and Chair
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca
>
>
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Re: [tips] Student book reviews

[Claudia Stanny]

Do you have an overarching learning goal associated with reading these
books?
That might give you some ideas about how you want to structure the
assignment.
I think it helps to stand back and ask why the students should do this
assignment (besides the "good" of reading beyond the textbook).

For a book written for the general public, you might have a critical
thinking outcome for this assignment, such as evaluating the accuracy of
the information provided (compared to what students learned from the
textbook and class discussions about the particular neurological issue
discussed).   The AAC&U Value rubric for Critical Thinking has some great
criteria for evaluating this type of response.

Content outcomes might be more difficult because the content of the books
will be so varied and students will read and write about only one book.

I am interested in learning about the types of prompts and evaluations
others use for "general reading" assignments . . . and why instructors
choose to make these assignments.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Tue, Jul 10, 2012 at 1:06 PM, Carol DeVolder wrote:

>
>
>
>
>
> Hi colleagues,
> For those of you who require students to write book reviews (if any of you
> do), what questions do you ask students to answer? I'm trying to create an
> assignment where students choose a book (fiction or nonfiction) and review
> it for my Brain and Behavior class. I'm thinking of books like *My
> Lobotomy*, *The Man Who Mistook His Wife for a Hat*, *Saving Milly*, *Still
> Alice*, and *The Diving Bell and the Butterfly.* Other title
> suggestions are welcome. I've never created this type of assignment before
> and don't want to reinvent the wheel, so your input is greatly appreciated.
> Thanks,
> Carol
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
>
>
>
>
>  ---
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Re: [tips] NPR says...

[Claudia Stanny]

Interesting that the most common vector for toxoplasmosis (based on this
article) is the consumption of undercooked meat (not contact with cats or
cat litter, which is the more common culprit in discussions of this disease
in the media).

The conclusion section of this article states:

There are many diseases that can be linked to transmission from cats. Many
diseases are more likely to be encountered by outdoor cats that can acquire
infections from hunting. Indoor cats are less likely to be sources of human
infections. Simple preventive measures, such as washing hands before
eating, using gloves when gardening, changing the litter daily, and
thoroughly cooking all meat, can reduce the risk of acquiring disease from
a cat. Also, routine veterinary care, including appropriate vaccinations,
deworming, and care for sick animals, should reduce the risk of disease
transmission. Cats should not be thought of as vectors for disease
transmission, but as sources of joy and companionship for their owners.

Lest the cat-haters and dog-lovers get too smarmy over this thread, the
article also describes several diseases that are also carried by dogs.
 (Feeling compelled to defend the kitties of the world.)

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Sun, Jul 8, 2012 at 4:27 PM, Michael Palij  wrote:

> On Sun, 08 Jul 2012 13:54:26 -0700, Dr. Bob Wildblood wrote:
> >My Vet, a female with two healthy children and who deals only with cats in
> >her very busy practice, suggests that the only danger is if one actually
> >ingests litter that is infected,  That would suggest that the greatest
> >danger to get toxoplasmosis may be in children who "play" in the cat
> litter
> >and then put their hands in their mouth.  Of course some adults who deal
> >with cats may do the same if they don't follow the simple rule to wash
> >your hands after handling kitty litter.
>
> May I suggest:
> http://archinte.jamanetwork.com/article.aspx?articleid=213193
>
> Taxoplamosis is covered on the third page.  The article is useful in
> reminding one how many different illnesses cat can induce as
> Ted Nugent fans can attest.
>
> And:
> http://www.sciencedirect.com/science/article/pii/S147149221218
>
> Note: cats get toxoplasmosis from ingesting mice or other carriers
> but the bugs find cats a most supportive host.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
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Re: [tips] NPR says...

[Claudia Stanny]

So do infected humans manifest the tolerance (or attraction to) the odor of
cat urine like the rodents do?

(Might explain how some people can own too many cats and not notice the
aroma, although simple habituation could certainly also explain it.)

Pregnant women are encouraged to get some one "else" (guess) to clean the
litter box because the parasite poses a risk to the fetus.  (This does not
appear to encourage men to acquire too many cats!)  Contact with the litter
(or as Lee says, the poop) rather than the cat is the greatest danger of
infection.

I am curious, are there any tests of infection or treatments for this
parasite?

Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] APA Style Guide to Electronic References, Sixth Edition

[Claudia Stanny]

Excellent advice from Chris Green on how to respond effectively to letters
from editors to revise and resubmit.

My publication experience (including my forays as a reviewer) is similar to
Chris' regarding APA style.  I can only think of one journal that is OCD
about APA style.  Most journals I've worked with seem to leave the nits and
lice of perfecting APA style to the copy editors.  APA style has enough
ambiguity in the fine details (commas, spacing and italics) and changes
frequently enough on these minor details to support the wisdom of a
decision to delegate this task to an expert copy editor who deals with
these details on a daily basis.  Life is short.  I have better things to do.

As a reviewer, I've seen authors submit manuscripts that treated APA style
as general guidelines.  When published, the work is considerably cleaned up
(and not at the detailed request of the reviewers, whose comments I see as
well as the letter sent by the editor).  The problems with APA style that
are most likely to create problems in the review are those that interfere
with communication (failure to include all relevant statistical
information, incomplete information in references, names in citations that
don't match names in entries in the reference list).  [One OCD journal
excepted.  :-) ]

As authors, we should remember that "the perfect is the enemy of the good."
 Many a manuscript has lingered far too long on a computer in a faculty
office because it wasn't "perfect."  Annette has a point:  Women are more
likely to fall into the perfection trap.  Co-authoring with a few men has
been good therapy for that tendency in me.  :-)

Make it good and get it out the door.  Perfection can come later.

Claudia

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF UWF Faculty ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] Curious about exam construction

[Claudia Stanny]

When I have a large class and create multiple versions of the exam, I
randomize the questions on the multiple forms, which mixes up the questions
across chapters.

For smaller classes, I keep questions from each chapter together.

I didn't notice that it made a difference in average class  performance in
the large classes when the questions were mixed rather than blocked (as
they had been before I started creating multiple forms).

In spite of this evidence that it might not matter, I still like the idea
of maintaining the context of a topic and keep related questions together.
  (It also helps me detect when I have questions that are too similar or a
question that provides the answer for another question.)

Another test construction question:

I tried selecting questions based on item difficulty/type (as identified in
a publisher's test bank or based on my judgment and previous class
performance for questions I write myself).  I tried to select questions so
that 50% were fact-based with the remainder a combination of conceptual and
application questions.  I also decided to ensure that 50% of the questions
were considered "easy," about 40% "moderate," and no more than 10%
"difficult."   Has anyone tried structuring the test questions in this way?

The item analysis on my exam items this term have been quite interesting.
What are your thoughts about using data from an item analysis to redefine
item difficulty?

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Fri, May 4, 2012 at 3:34 PM, Carol DeVolder wrote:

>
>
>
>
>
> Hi,
> As I sit here trying to do anything but grade or write exams, a thought
> occurred to me. Often, when one constructs an exam over several chapters,
> the questions are mixed up so that those over the same chapter aren't
> grouped together. Is this really necessary? It seems that it merely serves
> to add one more layer of confusion to the process. Or am I the only one who
> does this?
> Carol
>
>
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
>
>
>
>
>  ---
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Re: [tips] Domain Goals

[Claudia Stanny]

You are basically talking about a variation on curriculum mapping and
ensuring that a set of courses all map onto the same set of learning
outcomes (ensuring that no outcome slips through the cracks because of the
specific course a student elected to take from a menu of options).

You might be familiar with the curriculum mapping process.  If not, I have
a resource page with some examples on the CUTLA web site (link below, there
is a link on the index page to the curriculum maps guidelines).

Another way to approach this it to identify the common learning outcomes
for a set of courses and then build the syllabus and course design from
those outcomes, selecting readings, assignments, and other instructional
strategies that will specifically promote and assess those outcomes.  This
approach also ensures that you embed a meaningful assessment of the SLOs in
each course.  Take a look at L. Dee Fink's work on course design or Peggy
Maki's work on backward course design (begin with outcomes and work
backward to course materials and activities).  Peggy did some workshops at
UWF on this approach.  Her materials (slides and handouts) are posted on
the CUTLA site.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Tue, Apr 24, 2012 at 5:01 PM, Blaine Peden  wrote:

> Although I posted this to the other list, this list usually produce
> quicker and better help:
>
> Our department requires students to select at least one course from four
> advanced (junior standing) domains. Recently we have discussed the idea of
> Domain Goals--a common set of goals expressed in terms of the APA (2007)
> undergraduate guidelines. The idea is that all the courses in a domain
> would satisfy common goals no matter what course a student happened to
> select. I am interested in whether your department has developed a similar
> strategy and can send along your listing of domain goals. Any related
> information on the topic or strategy in your department also welcome
>
> Thanks so much, Blaine Peden
>
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[tips] google forms

[Claudia Stanny]

Mike Palij asks about google forms.

I've used these a bit.  You can create a variety of survey questions using
google forms and either embed these in an email message or direct
respondents to a web site where they can answer questions.

It is fairly easy to create questions.  You can do open-ended questions or
Likert-type scales.  I don't think there is a good mechanism for creating
conditional branches.

I've used google forms for fairly short and simple surveys when I want
quick answers (e.g., follow-up questions to evaluate a workshop) and don't
need a complicated form.  The biggest complaint I have about google forms
is that it stores the labels I create for Likert-type questions rather than
the numerical scale values for each response.  So the file created is not
friendly to a quantitative analysis.

I don't know how well this system protects the identity of the respondents.
 The data do get compiled in a excel-type file.

UWF has adopted gmail as its institutional email.  This gives everyone
access to many google aps, including google forms.  However, the UWF gmail
is in a different domain than the general public version of gmail.  Users
from outside the UWF system can experience a variety of difficulties
accessing these aps from their regular gmail accounts (or other accounts).
 You probably would not encounter this difficulty if you used google forms
from a general gmail account.  But you might encounter incompatibilities
with users with academic institutional gmail accounts.  For example, I've
discovered that a commercial site that uses gmail and offers to post a
webinar to my gmail calendar is unable to do so.  General gmail doesn't
recognize my email account as a gmail account (it retains the UWF identity).

Claudia
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] The REAL reason students don't like research

[Claudia Stanny]

I had the same thought as Jim.  And why are most of the letters used for
most words typed with the left hand?

HINT:  This is a human factors question, so it is relevant to psychology.
:-)



In the bad old days of mechanical typewriters (think of those clunky old
Royals used by authors in film noir), keyboards were designed to slow down
touch typing.  Otherwise the typist would press keys more rapidly than the
mechanical works could handle and you'd have a jam of keys.  It was an ugly
sight!
_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] How to Get the Most Out of Studying: A Video Series

[Claudia Stanny]

I posted links to these videos in the eLearning modules for my Memory &
Cognition class right after the first exam, 4 weeks into the term.  I've
been shocked at the small number of students who even opened those links
(less than 20% of the students enrolled in the course).  This is an even
bigger surprise to me because they must write essays to a set of chapter
questions as part of a class assignment.  The question for the chapter on
encoding and retrieval strategies asks the student to write an essay with
examples of evidence-based strategies that they might recommend to incoming
students who want to know how they can do well in their courses in college!
 They could have framed their essays in terms of the strategies Stephen
presents.  Alas!

I've circulated information about these videos across campus.  Several
faculty in a variety of departments mentioned to me that they were using
them in their classes.

Gauging the impact of the videos on *student learning* would be difficult.
 I know Stephen is tracking views for the videos, but that doesn't tell us
about what students do with the information or whether they benefit from
adopting these strategies.  It is a good question, though.

_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
NSF ADVANCE Scholar
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm

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Re: [tips] Lecturing vs Peer Instruction

[Claudia Stanny]

BYU has some good videos on problem-based learning that make use of peer
instruction:

http://ctl.byu.edu/teaching-tips/collaborative-learning



_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Tue, Feb 21, 2012 at 11:26 AM, Steven Hall  wrote:

>
>
>
>
>
> Possibly the comment originated from this source at NPR:
> lose
> the 
> lecture
>
> Peer instruction is one of many ways to move away from the lecture as the
> main method of instruction.
>
> Is anyone using it or similar active learning techniques?
>
> Steve
>
>
>
> Steven Hall
> Butte College
> Oroville, CA
> hal...@butte.edu
> mrstev...@gmail.com
>
> ---
>
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[tips] valuables in the oven

[Claudia Stanny]

Thanks, Annette for the moving update.

Regarding valuables in the oven:
In the course of discussing our loss of retrievel cues for items stored in
"special places," Neisser recounted a story about a colleague who went on a
trip and stored her jewelry in her oven as a "safe place."  She forget that
she did this, returned from the trip famished, and immediately turned on
the oven to heat up some dinner.  She discovered her valuables later, quite
ruined, in the oven.

Safe travels.
_

Claudia

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Re: [tips] sad news

[Claudia Stanny]

Sad news.

I never had the good fortune to meet him or hear him speak, but Ulric
Neisser's contributions are an important part of why I do what I now do.
 When I read *Cognitive Psychology* in 1970, that set my course.  He will
be missed.

Claudia


_

Claudia J. Stanny, Ph.D.
Director
Center for University Teaching, Learning, and Assessment
Associate Professor
School of Psychological and Behavioral Sciences
University of West Florida
11000 University Parkway
Pensacola, FL  32514 – 5751

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

csta...@uwf.edu

CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm



On Sat, Feb 18, 2012 at 10:33 AM, Lilienfeld, Scott O wrote:

> Hi All TIPSTERs: I learned yesterday (and it was confirmed this morning)
> that Ulric Neisser, often regarded as the father of the cognitive
> revolution (and one of my erstwhile departmental colleagues and friends
> here at Emory), passed away yesterday morning.  Needless to say - whether
> one agreed with him or not - Dick was a profoundly creative thinker, a
> penetrating and challenging intellect, and a person of enormous integrity.
> The world of psychology will be a far less interesting and vibrant place
> without him.
>
> Scott O. Lilienfeld, Ph.D.
> Professor
> Department of Psychology, Room 473
> Emory University
> Atlanta, Georgia 30322
>
> 
>
> This e-mail message (including any attachments) is for the sole use of
> the intended recipient(s) and may contain confidential and privileged
> information. If the reader of this message is not the intended
> recipient, you are hereby notified that any dissemination, distribution
> or copying of this message (including any attachments) is strictly
> prohibited.
>
> If you have received this message in error, please contact
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Re: [tips] Record Skipping memories

[Claudia Stanny]

Many things get encoded when we store a memory.

In the case of a memory for a musical performance, the encoding might
include voice quality of the singer(s), tonal aspects of instruments
(consider jazz and pop standards that are recorded by many individuals with
many different arrangements and classical works that are transcribed for
various voices and instruments), and odd glitches in the recording.
Classical fans who may have more than one recording of a work (e.g., the
Bach cello suites) can recognize which cellist is playing a given recording
based on small stylistic differences.
 Just as we can associate and encode a sequence of actions (or words in a
poem or play), we can encode associations between songs and the sequence in
which they are typically heard.  We can also create associations with the
context in which we typically listened to these songs, including a variety
of emotions.  Think of the "songs of summer" or the "songs of our senior
year in high school.  I have "Hey Jude" permanently linked with a delicious
ham on pumpernickel sandwich and the Snug restaurant near the Wayne State
campus where I first heard this song.  I hear "Bridge Over Troubled Water"
and I am back in Cobo Arena, where I first heard this song in concert
before the album was released.

Expectation is merely a product of learned associations.  :-)

Memory is indeed a wonderful and fascinating phenomenon!

Claudia


 On Thu, Dec 1, 2011 at 6:20 AM, Michael Britt wrote:

> I enjoyed the back-and-forth regarding memories for record skipping (and
> for the sense that a particular song ought to follow another, but doesn't
> because of shuffling), but did we ever get to the root of the phenomenon?
>  It sounds like these kinds of memories are explained by:
>
> Association
> Expectation
> Encoding
>
> The only issue I have with encoding is that I assume that the song was
> encoded with a skip in it.  I suppose that after listening to a song many,
> many times with the skip the song-with-skip replaces the song-without-skip
> memory.
>
> Anyway, interesting conversation.
>
> Michael (Britt - nothing really multicultural about me, just a
> middle-aged, slightly balding white guy)
>
>
>
>
>
>
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Re: [tips] Memory for Record Skipping

[Claudia Stanny]

Another phenomenon is the expectation that one song will follow another on
an album (or CD).
Playing something on shuffle will sometimes create surprises when the
expected sequence is violated.

Not all memories are encoded intentionally!  :-)
Claudia Stanny

On Mon, Nov 28, 2011 at 11:19 AM, Michael  wrote:

> When I was young we played vinyl records which after many plays would
> skip.  Like many people, I was a big fan of the Beatles, so I'll use them
> as an example.  Now that I've been buying Beatles music, I often find when
> I play their songs I get to certain places in the music and I EXPECT it to
> skip, or at least I have a very clear memory that the song used to skip at
> exactly this point.  Not sure where this fits into psychology other than
> memory in a broad sense, but I thought I'd throw it out there.
>
> Other people experienced this?
>
> Michael
>
>
> Michael A. Britt, Ph.D.
> Host of The Psych Files podcast
> http://www.thepsychfiles.com
> mich...@thepsychfiles.com
>
>
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Re: [tips] Article on Kahneman

[Claudia Stanny]

Thanks for sharing this!  Great article!

Claudia Stanny

On Fri, Nov 11, 2011 at 6:16 AM, Jeffrey Nagelbush wrot
>
>
>  Michael Lewis, author of Moneyball among other books, has an interesting
> article about Daniel Kahneman in Vanity Fair. It is on line in the link
> below:
>
>
> http://www.vanityfair.com/business/features/2011/12/michael-lewis-201112.print%22
>
> Jeffrey Nagelbush
> Social Science Department
> Ferris State University
>
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