Re: Re:[tips] tips digest: November 29, 2017

[Gerald L. Peterson]

My area of study is social-personality but I share Annette's misgivings. The 
whole undergrad class in Personality is a muddle of sloppy historical, 
pop-culture narrative passed off as "theory" with a smattering of legitimate, 
but often outdated theoretical conceptions. I wish we could just have a class 
that represents the struggling, but current research efforts, and a fair 
assessment of the assumptions and limitations of such study. I want more 
emphasis on cultural variation as well. Anyway, just finishing up teaching the 
class this semester and share in the rant!


Gerald (Gary)Peterson,Ph.D.

Psychology@SVSU



From: Annette Taylor 
Sent: Wednesday, November 29, 2017 9:21 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re:[tips] tips digest: November 29, 2017




There is a TON of stuff on the internet criticizing the MBTI. I think getting 
the students to think about the weaknesses of the whole area of 
personality...which is a function, undoubtedly of operational definitions and 
people jumping on intuitively appealing information, but without any evidence 
to back it up, would be an important contribution. I find that personality and 
emotion are the two most troubling areas for me to teach in intro because both 
are fraught with so much psychobabble. And an overlap exists in many things 
there. You might also tackle Maslow's hierarchy from a critical thinking 
perspective--so easy to falsify.

These were all interesting "hypotheses" but how they ever got elevated to sort 
of maintstream theories 100% befuddles me.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 921210
tay...@sandiego.edu

On Tue, Nov 28, 2017 at 10:00 PM, Teaching in the Psychological Sciences (TIPS) 
digest > wrote:
TIPS Digest for Wednesday, November 29, 2017.

1. Need assistance with Personality Theories course
2. RE: Need assistance with Personality Theories course
3. P.S. RE: Need assistance with Personality Theories course
4. Re: P.S. RE: Need assistance with Personality Theories course

--

Subject: Need assistance with Personality Theories course
From: Carol DeVolder >
Date: Tue, 28 Nov 2017 15:30:01 -0600
X-Message-Number: 1

Dear Tipsters,
I have inherited the final weeks of an upper-level undergraduate
personality theories course due to a colleague's unexpected departure. I
have no materials for the class and very little to go by in terms of
grading rubrics. I find that I am expected to evaluate student
presentations on various theorists as part of their grade as well as finish
off the semester as best I see fit. The former instructor assigned
presentations to groups of students and those presentations were to take up
the remainder of the semester. I sat in on the past few presentations, but
a few were done before I took over--I am trying for consistency, but not
sure I can attain it. The problem (at least one problem) is that I have two
classes next week that do not have any assigned readings or presentations.
In other words, they've gone through the whole darned book and I don't know
what to talk to them about. Does anyone have anything they can share with
respect to general presentation rubrics (I don't assign group
presentations, so I don't have any from other classes), and any activities
I might do with the students that would put their knowledge (such as it is)
to use? For example, does anyone have an in-class activity that addresses
things like personality inventories? I'm completely overwhelmed and at a
loss, so any help would be appreciated.
Thanks,
Carol

--
Carol DeVolder, Ph.D.
Professor of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa  52803
563-333-6482

--

Subject: RE: Need assistance with Personality Theories course
From: Stuart McKelvie >
Date: Tue, 28 Nov 2017 22:47:39 +
X-Message-Number: 2

Dear Carol,

You mentioned perhaps giving your students an inventory.

Here is a link to the 10-item Gosling test for the Big 5.
https://gosling.psy.utexas.edu/scales-weve-developed/ten-item-personality-measure-tipi/


It has the test, scoring, male and female norms (in means and SDs) and 
documentation.

It is free and open for use.

You might be able to make a little class 

Re: [tips] Consciousness Theory Is Where Science Goes to Die

[Gerald L. Peterson]

Theory was a central issue in my 70’s grad study, but I agree with Miguel that 
it seems un-explored. I do not recall much time given to it in my undergrad 
study, except perhaps, in History and Systems class.
Today, I teach (developed) a Scientific Foundations class required of our 
majors. A primary objective is to prepare them for our research methods 
classes. I include information on theory, and have a section categorizing four 
types of theory they might encounter in psych. Students have trouble with this 
but alas, they get almost no study of theory beyond this. They too, might get a 
final hit in our History and Systems class. I would be interested in hearing if 
others share Miguel’s concern, and what we think undergrads should learn.


G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Nov 25, 2017, at 7:25 AM, Miguel Roig 
> wrote:

Michael's post brought back some memories of that controversy as the works he 
mentions were required reading in a couple of my courses in graduate school. 
But, in light of Jim's comments, I want to add a pet peeve of mine, based on 
general observations by a colleague of mine now retired, regarding how little 
formal instruction our students seem to get on the role of theory in scientific 
research. For example, even in my own educational experience, I do not recall 
having had to read about the structure of theories, theory construction and 
related matters. Similarly, and please correct me if I am mistaken, our 
undergraduates seem to get little formal instruction on the nature of theories, 
their relationship to laws, hypotheses, etc. beyond a couple of pages of a 
typical research methods textbook. Even current undergraduate textbooks titled 
Theories of Learning or Theories of Personality seem to provide only minimal 
instruction in these important areas beyond mere definitions. I have not taught 
graduate classes in many years, but my sense is that graduate students do not 
receive instruction in these important areas either. Are my impressions 
incorrect?

Miguel

From: Jim Clark [j.cl...@uwinnipeg.ca]
Sent: Saturday, November 25, 2017 2:18 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Consciousness Theory Is Where Science Goes to Die

Hi

As a former Paivio student, I do not recall that Anderson’s paper was taken to 
be definitive about the debate. Paivio and Pylyshyn were both at U of Western 
Ontario when I was there, which made for some interesting classes and seminars.

More broadly, I would think that scientists should be quite skeptical about 
claims that we cannot ever understand some phenomenon at a pretty deep level, 
whether it be imagery or consciousness. My main quibble with too many 
contemporary researchers on consciousness is that they act as though there was 
no research or reflection on the topic prior to the availability of 
sophisticated brain imaging.

Finally I take some issue with Michael’s characterization of the proper 
attitudes toward scientific theories. Yes, they are always provisional and 
subject to refutation and modification, but we hardly want students to be too 
dismissive of them. So interpretation of “over invest” must be communicated 
carefully. Same for how theories develop … in some cases theories are replaced, 
but they also may be modified or subsumed under broader theoretical frameworks 
(e.g., Newton’s laws?). They might also be prematurely dismissed before the 
underlying mechanisms are understood (e.g., continental drift and tectonic 
plates). Students also need to appreciate that nominally different theories, 
especially those at different levels (molecular, molar) might actual reflect 
the same underlying mechanism. What especially needs to be emphasized with 
students is the importance of continuing empirical research to evaluate and 
strengthen our understanding of psychological phenomena.

Take care
Jim

Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
https://na01.safelinks.protection.outlook.com/?url=www.uwinnipeg.ca%2F~clark=02%7C01%7Cpeterson%40svsu.edu%7C8a839157df3b4fe164a408d533ffab9d%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C63647209724638=Ypt0e5Zr4s%2B8Z1EwqRgEo%2FY%2BqMaYhTWXS3lPBAEWXm8%3D=0


From: Michael Palij [mailto:m...@nyu.edu]
Sent: November-24-17 10:14 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Consciousness Theory Is Where Science Goes to Die



A recently published article in "Frontiers in Psychology"
(word to the wise) by Oakley & Halligan argues that
consciousness is an epiphenomenal 

Re: [tips] behavioral theory in the public sphere

[Gerald L. Peterson]

Was the discipline you refer to here as behavioral science the field of 
psychology? Or is it some new field? Thaler was an economist? He seems to be 
using psych principles, but is his work best understood as Psych or 
applications therefrom?


Gerald (Gary)Peterson,Ph.D.

Psychology@SVSU



From: Jim Clark 
Sent: Monday, October 9, 2017 6:51 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] behavioral theory in the public sphere




Hi



Is there any evidence for the efficacy of this approach? There are examples of 
interventions derived from theory that did not have the intended consequences 
and in some cases had the opposite effect. For example, if names were not 
published might a copy-cat reason that if only I kill more people, then they 
will have to name me.



I agree with Stuart’s general point about applying behavioral science and was 
pleased to see the discipline recognized by a Nobel award.



Take care

Jim



Jim Clark

Professor of Psychology

University of Winnipeg

204-786-9757

Room 4L41A (4th Floor Lockhart)

www.uwinnipeg.ca/~clark





From: Stuart Vyse [mailto:vyse.stu...@gmail.com]
Sent: October-09-17 5:44 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] behavioral theory in the public sphere





Dear colleagues,



On a day when behavioral science won a Nobel Prize, I write to point out 
another instance of behavioral theory in the public sphere.



In the wake of the latest horrible mass shooting, 147 "scholars, professors, 
and law enforcement professionals" signed an open letter urging the media not 
to name or show pictures of this or similar perpetrators. I have not seen any 
media coverage of this letter, but the link to it is below.



https://drive.google.com/file/d/0B4Z7VkWcwLk-SjFJc00tdmI1eW8/view



It is interesting to note, that in this very serious context, these 
professionals are recommending a behavioral intervention based on the 
elimination of reinforcement for these acts. In my own view, the 
recommendations do not go far enough, but they are very clearly derived from 
behavioral theory, not neuroscience or cognitive psychology.



Finally, this is not my area of expertise. There may be signers to this letter 
who are members of our tribe, but none of the names jumped out at me. Indeed, 
at least one of the signers has been a fairly vocal critic of behavior analysis 
in other contexts. So I see this as a quiet victory for us, perhaps one that 
the signers have failed to recognize, but a victory nonetheless. Furthermore, 
it comes in relation to a very serious social problem.



Best,



SV



stuartvyse.com

@stuartvyse



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

[Gerald L. Peterson]

It IS a fascinating world., that of tweets. I would assume that various 
research and marketing firms do big data analyses of tweets. It would seem to 
offer rich possibilities to also explore the issues you highlight here as well 
as the spread of rumors, emotional contagion, and source factors such as those 
from celebrities, those hi and low social status, etc. I wonder if the Survey 
Research center at U. Michigan is doing anything interesting along these lines. 
Maybe some tipsters will have connections?

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


> On Jan 14, 2017, at 12:05 PM, Mike Palij  wrote:
> 
> My thanks to both Carol and Jim.  How I missed the NY Times
> Upshot article on this topic is beyond me -- the end of the
> semester was pretty hectic but I thought that I was following
> issues like this well.  An interesting (important?) question
> whether the nature of the tweets will be maintained once
> the one who cannot be named becomes the
> Head Orange In Charge (HOIC).  One wonders if he will
> stop using Twitter or become the Tweeter in Chief?
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> P.S. In my research methods class where I cover APA style
> in depth, I point out that the APA has a separate manual for
> electronic sources which tells one how to cite web blogs,
> email, and tweets though I usually say that I don't know
> why one would one to cite a tweet in an APA style paper.
> Well, now I have reasons for citing tweets.
> 
> On: Sat, 14 Jan 2017 00:37:38 +, Jim Clark wrote:
>> And of course, analysis of tweets shows just how polite we Canadians are!
>> http://www.huffingtonpost.ca/2016/01/07/polite-canadian-study-tweets-mcmaster_n_8935540.html
> 
> 
>> On January-13-17 6:30 PM, Carol DeVolder wrote:
>> These showed up in my Facebook feed:
>> http://www.nytimes.com/interactive/2016/12/06/upshot/how-to-know-what-donald-trump-really-cares-about-look-at-who-hes-insulting.html?_r=0
>> 
>> http://varianceexplained.org/r/trump-tweets/
>> 
> 
> On Fri, Jan 13, 2017 at 5:32 PM, Mike Palij wrote:
> This is a follow-up to my original post and Claudia's response because of new 
> information.
> 
> On Thu, 29 Dec 2016 19:06:07 -0800, Claudia Stanny wrote:
> 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.
> 
> The latest issue of "Psychological Methods" is a special issue
> devoted to "Big Data in Psychology" (big data is the current fad in "Data 
> Science") and one of the articles is relevant to my
> original question of whether there was research on the analysis
> of the content of Tweets.  The following reference and abstract
> describes research that focused on change in emotional content
> of Tweets from before and after violent incidents on college
> campuses.  Interestingly, it uses Pennebaker's LIWC in addition
> to statistical analyses.  For those who are interested, here's
> some info:
> 
> Tweeting negative emotion: An investigation of Twitter data in the aftermath 
> of violence on college campuses.Jones, N. M.; Wojcik, S. P.; Sweeting, J.; & 
> Silver, R. C.
> Psychological Methods, Vol 21(4), Dec 2016, 526-541. doi: 10.1037/met099
> Studying communities impacted by traumatic events is often costly, requires 
> swift action to enter the field when disaster strikes, and may be invasive 
> for some traumatized respondents. Typically, individuals are studied after 
> the traumatic event with no baseline data against which to compare their 
> postdisaster responses. Given these challenges, we used longitudinal Twitter 
> data across 3 case studies to examine the impact of violence near or on 
> college campuses in the communities of Isla Vista, CA, Flagstaff, AZ, and 
> Roseburg, OR, compared with control communities, between 2014 and 2015. To 
> identify users likely to live in each community, we sought Twitter accounts 
> local to those communities and downloaded tweets of their respective 
> followers. Tweets were then coded for the presence of event-related negative 
> emotion words using a computerized text analysis method (Linguistic Inquiry 
> and Word Count, LIWC). In Case Study 1, we observed an increase in postevent 
> negative emotion expression among sampled followers after mass violence, and 
> show how patterns of response appear differently based on the timeframe under 
> scrutiny. In Case Study 2, we replicate the pattern of results among users in 
> the control group from Case Study 1 after a campus shooting in that community 
> killed 1 student. In Case Study 3, we replicate this pattern in another group 
> of Twitter users likely to live in a