RE: [tips] The Genetic Theory of Educational Achievement Is about 90% Horse Manure!

[Jim Clark]

The authors are much more cautious than Mike in their characterization of the 
implications of the study … briefly 11% is too large to ignore and there is 
much more work to be done.

Jim

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: 25-Jul-18 10:29 PM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: Re: [tips] The Genetic Theory of Educational Achievement Is about 90% 
Horse Manure!



Household income is incredibly highly skewed. Assuming they obliviously used a 
linear coefficient to obtain the 7% figure, it is probably a severe 
under-estimate of the true size of the effect.

Chris
…..
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773897°, -79.503667°

chri...@yorku.ca
http://www.yorku.ca/christo
...


On Jul 25, 2018, at 1:58 PM, Michael Palij mailto:m...@nyu.edu>> 
wrote:






At least for White Europeans.  A masive study using genomic info as a
predictor of educational achievement showed that genes accounted for
only about 11% of the difference in years of education.

The Scientist Mag has a layperson friendly description of the study
published in the journal  "Nature Genetics". See:
https://www.the-scientist.com/news-opinion/genes-explain-about-11-percent-of-differences-in-years-of-education-64552
There are links in the article to additional sources.

So, I guess this pretty much undermines "g" or single factor theories
of intelligence (assuming intelligence drives educational achievement
as certain theorists assert).  In addition, household income accounts
for only 7% of the variance in the differences which some might consider
a unexpected low amount.  I guess this all goes to show that your
genetic ancestry (sorry Galton) nor wealth/poverty are the most
important factors in academic acheivemnt, like getting a Ph.D.
or other advanced degree.

Now, I just hope the results are replicable. ;-)

-Mike Palij
New York University
m...@nyu.edu

P.S.  To Miguel:  don't worry about the tipos. ;-)



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RE: [tips] If You Have Republican Students, Teach Them The Difference between Science and Ideology

[Jim Clark]

Hi

Just higher education is too coarse a metric. Would be nice to see breakdown by 
major or degree.

Also, highly educated Republican may be an increasingly rare creature? So 
perhaps something of an anomaly.

Take care
Jim



Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Michael Palij [mailto:m...@nyu.edu]
Sent: February-07-18 8:31 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] If You Have Republican Students, Teach Them The Difference 
between Science and Ideology



Because it appears that as Republicans get more education,
the less they rely upon science on issues like climate change
and more on what political elites tell them to believe.  Democrats
learn not to trust political elites and rely more on scientific
evidence -- there's a dissertation in there -- which validates
higher education at least for a portion of the population. I don't
know what independents do.  What is the basis for these statements?
A NY Times article based on Gallup survey research on attitudes;
see:
https://www.nytimes.com/interactive/2017/11/14/upshot/climate-change-by-education.html?em_pos=medium=edit_up_20180207=upshot_art=7=389166=headline=1
To show how reliance on ideology can really screw things up,
it might be useful to start out with the example of Lysenkoism (see:
https://en.wikipedia.org/wiki/Lysenkoism ) but, because its about Russia,
Young Republicans might believe that Lysenkoism is the correct view.
So, critical thinking might be a great thing to teach but certain types
of political ideology might be resistant to it.  Then you might want to
shift gears and ask when is it appropriate to submit to unjust or
ignorant authorities?  Then spring this:
https://bible.org/seriespage/10-submission-authorities-1-peter-213-25
Next, cover cost-benefit analysis.  Ask why would one accepts
costs over benefits IF one is not being altruistic.
-Mike Palij
New York University
m...@nyu.edu<mailto:m...@nyu.edu>

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RE:[tips] That is Greek to me

[Jim Clark]

C’mon Stuart. You can finish 2 pages before breakfast!

Jim

Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Stuart McKelvie [mailto:smcke...@ubishops.ca]
Sent: February-02-18 4:13 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] That is Greek to me



Dear Tipsters,

The latest great journal invitation is below. Yellow highlighting mine.

Don’t worry – I will not forward any more like this………

Stuart

Dear Dr. Stuart McKelvie,

Good Morning…..!

Can we have your article for successful release of Inaugural Issue in our 
Journal?

In fact, we are in need of one article to accomplish the Issue prior 7th 
February; we hope that the single manuscript should be yours. If this is a 
short notice please do send 2 page opinion/mini review/case report, we hope 2 
page article isn’t time taken for eminent people like you.

Your trust in my efforts is the highest form of our motivation, I believe in 
you that you are eminent manuscript brings out the best citation to our Journal.

Anticipate for your promising response.

Best Regards,
Maggie Kendrick!
Psychology and Psychotherapy: Research Study

___
   "Floreat Labore"

   [cid:image001.jpg@01D11876.FED84950]
"Recti cultus pectora roborant"

Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
Department of Psychology, Fax: 819 822 9661
Bishop's University,
2600 rue College,
Sherbrooke,
Québec J1M 1Z7,
Canada.

E-mail: stuart.mckel...@ubishops.ca<mailto:stuart.mckel...@ubishops.ca> (or 
smcke...@ubishops.ca<mailto:smcke...@ubishops.ca>)

Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psy<blocked::http://www.ubishops.ca/ccc/div/soc/psy>

 Floreat Labore"

 [cid:image002.jpg@01D11876.FED84950]

[cid:image003.jpg@01D11876.FED84950]
___




From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]
Sent: February-01-18 9:32 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] That is Greek to me



We have a special offer by February 3 - we will provide free of charge a 
selection of magazines for any chosen scientific field!
Subscribe to our social networks, join our VKontakte group to be aware of 
discounts and special offers, as well as news about scientific publications.


Cheers,
[Karl L. Wuensch]<http://core.ecu.edu/psyc/wuenschk/klw.htm>
From: Annette Taylor [mailto:tay...@sandiego.edu]
Sent: Thursday, February 01, 2018 5:06 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Increased predatory conferences



And then there are these. I have no clue.
-- Forwarded message --
From: "Academic Papers" 
<in...@academicpapers.org<mailto:in...@academicpapers.org>>
Date: Feb 1, 2018 1:00 PM
Subject: Публикация в бесплатных журналах Scopus/Web of Science. От 3-х месяцев.
To: <tay...@sandiego.edu<mailto:tay...@sandiego.edu>>
Cc:
Здравствуйте!

Вы получили это письмо, так как опубликовали статью в журнале базы ВАК. Ваша 
статья может быть опубликована в Scopus или WoS в ближайшее время.

Специально для авторов статей ВАК мы делаем индивидуальные списки журналов, где 
Вы сможете опубликовать свою статью. Эти списки составляются на основе опыта 
работы с 5673 журналами.

Получить список журналов по 
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 Список журналов включает:

  *   Журналы без издательского взноса
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  *   Названия журналов
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  *   Страна издания
  *   Сроки публикации
  *   База индексации (Scopus, Web of Science)
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  *   Размер издательского взноса (при наличии)​​​



Предложение ограничено и действует только 24 часа. 10578 авторов уже получили 
список журналов Scopus/WoS, где можно опубликовать свою статью.

Я тоже хочу получить список 
журналов<http://geteml.com/ru/mail_link_tracker?hash=6a9fza56h1dzaprqb7176dkwp81icrny5rx1wqw4u1t9yuwhfgmmpjdufjn9odr6aq5c3iy4iqgasq=aHR0cDovL3d3dy5hY2FkZW1pY3BhcGVycy5ydS9qb3VybmFscy8_dXR

RE: [tips] interpretations of partial eta squared

[Jim Clark]

Hi

According to some sources, yours would be a medium size effect.

“Further confusion surrounds the benchmarks suggested by Cohen (1969, pp. 
278–280)<http://www.sciencedirect.com/science/article/pii/S1747938X1129#bib0050>
 to define small, medium, and large effects. As was explained earlier, these 
were based upon values of f that correspond to values of partial η2 of .0099, 
.0588, and .1379, respectively.”

One complication in interpreting partial eta2 is its dependence on the 
denominator, which will vary depending on how much variability the other 
effects account for. In your case,

.061 = 11.593 / (11.593 + 179.626)

But SS Error = 179.626 < SS Total = 1302 because other effects account for much 
of the 1302 units of variability. Without those other effects, partial eta2 
would be smaller and with additional other effects partial eta2 would be larger.

Given the complexities, Michael’s advice would be a sensible way to go if you 
can find relevant prior literature using partial eta2.

Take care
Jim

Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4C78A (4th Floor Centennial)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Michael Scoles [mailto:micha...@uca.edu]
Sent: Friday, December 08, 2017 2:23 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] interpretations of partial eta squared



Despite the "rules of thumb" for various measures of effect size, what is 
common in the literature for a particular area is a better guide.


On Fri, Dec 8, 2017 at 1:46 PM, Annette Taylor 
<tay...@sandiego.edu<mailto:tay...@sandiego.edu>> wrote:


I am a stats moron by self-description. Although I "aced" stats in graduate 
school in the 1970's/1980's I am woefully behind in anything new since then.

So I would appreciate if someone can give me at least a quick and dirty 
heuristic for interpreting the size of partial eta squared in SPSS. I did 
google it but got little helpful guidance.

Here is the situation: I have a 2 x 2 x 2 anova with a main effect on one of 
the variables. Here is the output line:
Source Type III Sum of Squares df Mean Square   F Sig. Partial Eta Squared
Refute211.5931 11.593   10.004 .002 
.061
Error  179.626155   1.159
Total 1302.000 163


I am concerned that even though the p value is quite nice, the partial eta 
squared at .061 is hard to make sense of. Is this a good effect size or is this 
a tiny effect size?

Thanks to you stats mavens! Reading about eta squared versus partial eta 
squared just didn't answer my questions.

Annette

Annette Kujawski Taylor, Ph.D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala 
Park<https://maps.google.com/?q=5998+Alcala+ParkSan+Diego,+CA=gmail=g>
San Diego, 
CA<https://maps.google.com/?q=5998+Alcala+ParkSan+Diego,+CA=gmail=g>
 921210
tay...@sandiego.edu<mailto:tay...@sandiego.edu>

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--
Michael T. Scoles, Ph.D.
Associate Professor of Psychology & Counseling
University of Central Arkansas
Conway, AR 72035
501-450-5418

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RE:[tips] Recommendation for a cognitive psychology text

[Jim Clark]

Galotti has been around a long time. I found it good and at an appropriate 
level for an intro to cognitive course. Not sure what is the latest edition, as 
I haven't taught cognitive for a few years.

Jim

-Original Message-
From: Miguel Roig [mailto:ro...@stjohns.edu] 
Sent: 2-Dec-17 6:08 AM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: [tips] Recommendation for a cognitive psychology text

Hi everyone, I will be teaching cognitive psychology in the Spring, but I have 
not taught the course in a while. In the past I have used Matlin's and Reed's 
texts and so I would appreciate recommendations for texts of similar 
structure/level.

Thanks.

Miguel

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

[Jim Clark]

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)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


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 by-product of an
unconscious process called the "internal narrative".  If this
sounds familiar it may be because it is similar to the 1970s
imagery debate. that is. do mental images such as visual
mental images have psychological reality and admit transformation
and operations comparable to real world pictures (e.g.., the
Shepard mental rotation studies, the Kosslyn distance estimation
on images research, etc.) or are mental images epiphenomenal
by-products of abstract cognitive processes as argued by
Zenon Pylyshyn and other supporters of a Chomskyan style
cognitive architecture (i.e., rule and symbol systems with
cognitively impenetrable modules).  John Anderson's 1978
paper pointing out that there was no principled way to determine
which position was correct pretty much settled the argument
but proponents of the analog view of mental images (Shepard, etc.)
or the epiphenomenal view of mental images (Pylyshyn) would
continue to skirmish over the decades. As far as I know, Anderson's
conclusions still holds.  I say all this as a prologue to identifying
the sources for the Oakley & Halligan paper just to prime the reader
toward a particular conclusion. ;-)
I became aware of Oakley & Halligan paper because a newspaper
article about it popped up in my news feed.  The UK newspaper
the Daily Mail has an article that presents Oakley & Halligan's
speculations as conclusive science (or is this just my interpretation?);
see:
http://www.dailymail.co.uk/sciencetech/article-5114511/What-consciousness-not-drives-human-mind.html
The original article can be accessed here:
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01924/full
It is likely your students may hear or read about this paper or,
worse, some textbook author may take it seriously and include it in
their text, so it may be worth one's time to examine it.  If students
raise questions about the article in class remember to tell them
that as a theory, as an explanation of a phenomenon, it suffers
from the faults of all theories:  it is limited by its reliance on results
collected to date and may be falsified by future results,  there may
be alternative explanations that account for the results equally well
but lead to fundamentally different conclusions, and, finally, all theories
have a shelf life because they are limited, flawed, tentative, likely
to be falsified by new data, and replaced by theory that better explains
the phenomenon of interest.  So, tell students to not over-invest in any
one theory if for no other reason than the sunk cost effect.
Happy Post-Birdday!

And "Hi!" to the Canadians and Tipsters from Parts Unknown. ;-)

-Mike Palij
New York University
m...@nyu.edu<mailto:m...@nyu.edu>



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RE: [tips] behavioral theory in the public sphere

[Jim Clark]

Hi

Often cited as combining psychology and economics. He has published with 
Kahneman:

https://www.princeton.edu/~kahneman/docs/Publications/Anomalies_DK_JLK_RHT_1991.pdf

http://bear.warrington.ufl.edu/brenner/mar7588/Papers/kahneman-thqaler-jep2006.pdf

But he is identified as a Professor of Behavioral Science and Economics.

Jim

Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Gerald L. Peterson [mailto:peter...@svsu.edu]
Sent: October-09-17 7:27 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] behavioral theory in the public sphere




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 <j.cl...@uwinnipeg.ca<mailto:j.cl...@uwinnipeg.ca>>
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<https://na01.safelinks.protection.outlook.com/?url=http:%2F%2Fwww.uwinnipeg.ca%2F~clark=02%7C01%7Cpeterson%40svsu.edu%7Cdc7fcb9c47d14336a7ac08d50f685dcd%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C636431863292047911=K3%2FSnHc3rgOi5pd%2Bkx97ev0GTP7XnVAbm14wndKW1pY%3D=0>





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<https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdrive.google.com%2Ffile%2Fd%2F0B4Z7VkWcwLk-SjFJc00tdmI1eW8%2Fview=02%7C01%7Cpeterson%40svsu.edu%7Cdc7fcb9c47d14336a7ac08d50f685dcd%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C636431863292047911=tJ7jj4Lve3NegEAl877%2FM7wFm5bl9iGbPfFzfxd8hAA%3D=0>



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<https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fstuartvyse.com=02%7C01%7Cpeterson%40svsu.edu%7Cdc7fcb9c47d14336a7ac08d50f685dcd%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C636431863292047911=EaWWmROIiuaBARumyv67nT8Cw1exujXWiYbDCX0WgkQ%3D=0>

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RE: [tips] behavioral theory in the public sphere

[Jim Clark]

Thanks Stuart. Interesting article.

I’m glad you made the mistake and posted here!

Take care
Jim

Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Stuart Vyse [mailto:vyse.stu...@gmail.com]
Sent: October-09-17 6:07 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] behavioral theory in the public sphere



Hi, Jim.

Very reasonable question. Again, this is not my area, but there is some 
evidence to support the opposite effect. Media coverage increases the lethality 
of future events and that it leads to contagion effects. True experiments are, 
of course, not possible, but below is a review article that was, I believe, one 
of the inspirations for the open letter.

http://journals.sagepub.com/doi/full/10.1177/0002764217730854#articleShareContainer

Finally, as some of you will realize, I meant to send the previous message to a 
different list. I apologize for my mistake.

Best,

SV


stuartvyse.com<http://stuartvyse.com>
@stuartvyse<https://twitter.com/stuartvyse>


On Mon, Oct 9, 2017 at 6:51 PM, Jim Clark 
<j.cl...@uwinnipeg.ca<mailto:j.cl...@uwinnipeg.ca>> wrote:


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<tel:(204)%20786-9757>
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Stuart Vyse [mailto:vyse.stu...@gmail.com<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<http://stuartvyse.com>
@stuartvyse<https://twitter.com/stuartvyse>


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RE: [tips] behavioral theory in the public sphere

[Jim Clark]

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<http://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<http://stuartvyse.com>
@stuartvyse<https://twitter.com/stuartvyse>


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RE: [tips] More Evidence That Intelligence Is Overrated -- An Elon Musk Case Study

[Jim Clark]

That's right ... because there are no examples of failures who worked hard at 
what they were passionate about and never gave up!

Jim

Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Mike Palij [mailto:m...@nyu.edu]
Sent: September-09-17 8:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] More Evidence That Intelligence Is Overrated -- An Elon Musk 
Case Study



An article reprinted on the Forbes website (originally on
the Quiria website) tries to answer the question whether
a high level of intelligence is needed to be a successful at
business or making a LOT of money (i.e., billionaire).
Short answer: No.
For find out what is necessary, see:
https://www.forbes.com/sites/quora/2017/09/09/i-worked-with-elon-musk-and-learned-that-intelligence-is-not-the-key-to-success/#64c649406fd2

Of the three key points, I think the third is most important:
do something that you can monetize.  Having a driving curiosity
and deep intensity in learning things and developing your
knowledge (i.e., being a scholar) that doesn't have a big
payoff is guaranteed way to be poor though intelligent.

Morale: don't become a college professor unless you
can write a best-selling textbook. 1/2 ;-)

Now for something completely different:

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] Peer review video

[Jim Clark]

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 
<j.cl...@uwinnipeg.ca<mailto:j.cl...@uwinnipeg.ca>> 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<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo
orcid.org/-0002-6027-6709
...


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RE: [tips] Opinions needed

[Jim Clark]

Hi

One thing to consider with respect to use of effect would be whether there are 
more precise alternatives. There are a number of phrases that capture the 
“effect” without using that term. One mentioned earlier was “relationship.” 
Others would be “correlated with,” “related to,” “covaried,” “associated with,” 
and probably others. Given such alternatives, use of “effect” could easily be 
avoided and prevent incorrect inferences. One exception would be Chris’s point 
about statistical effects.

Take care
Jim

From: Carol DeVolder [mailto:devoldercar...@gmail.com]
Sent: 19-Jul-17 5:31 PM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: Re: [tips] Opinions needed



Hi Annette,
I didn't hear about the hearing loss risk factor, but I did hear about the 
sleep one. The thought is that sleep apnea is associated with poor quality 
sleep and promotes the formation of beta amyloid and tau proteins. Poor quality 
sleep (too little or interrupted) seems to be a stressor, resulting in build up 
of stress-related proteins. Since sleep apnea is associated with controllable 
factors such as obesity and use of breathing stabilizers (e.g., CPAP), it is 
something one can reduce. Now the hearing one is a different story, and I would 
have to agree that it might be correlated in the same way that loss of 
olfaction is related, but not necessarily a risk factor. That's my take on it, 
but then again, I'm not a stats person by any means.
Carol


On Wed, Jul 19, 2017 at 9:07 AM, Annette Taylor 
> wrote:


Back in the good old dayswhen I was in graduate school...I specifically 
being told by my advisor that "effect" could not be used in a title unless it 
was a clearly causal effect. So this does err on the side of emphasizing 
causal. Nevertheless, I also heard somewhere from someone (???) that the reason 
that the APA guidelines reduced the maximum number of words for a title in APA 
style was to focus on the actual variables in the title and eliminate any 
suggestion of "effect" in the title to reduce the abuse of the term "effect"

Now, it makes for splashier headlines when your study gets published and people 
can talk about something BY INFERENCE "causing" something else simply because 
it is systematically linked with it.

Finally, on a similar topic, I woke up this morning to a news story about "risk 
factors" for Alzheimer's and my immediate thought was, how are these things 
"risk factors?" Specifically it mentioned hearing loss and sleep apnea. My 
understanding of a "risk factor" when talking about health research is that 
these are things that are either set: a family history of xyz; or something 
we can manage such as obesity or smoking. So hearing loss may be associated 
with Alzheimer's, might predict that some amount of the variance in developing 
Alzheimer's is accounted for by something like hearing loss. But is the use of 
the phrase "risk factor" correct in this instance.

Again, it seems to be a phrase that is being abused, much like "effect" is 
being abused.

Early morning musings--so they might be mushy.

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, Jul 18, 2017 at 10:00 PM, Teaching in the Psychological Sciences (TIPS) 
digest > wrote:
Subject: Opinions needed
From: Dap Louw >
Date: Tue, 18 Jul 2017 18:27:55 +
Tipsters

I am well aware that (and often frustrated by) all sorts of buzz words, 
concepts, theories, etc become the flavour of the month/year in organizations, 
including universities.  I would therefore appreciate your viewpoint on the 
following, especially as research methodology is not my field of specialization:

To what extent can we measure 'effect'?  In the last 40 years in Psychology 
I've been involved in hundreds of studies on "The effect of . 
(television on ...; poverty on ., etc, etc)".  BTW, when I used ' "the 
effect of" psychology' in Google Scholar search I got 2 460 000 results.  
However:

According to the latest recommendations of our University's Research Committee 
we cannot measure effect unless you make use of especially the longitudinal 
design.  Therefore any title such as  "The effect of . (television on 
...; poverty on ., etc, etc)" is unacceptable and should be replaced by 
"the perceived effect of ." or something similar.  Is this a case of 
methodology or semantics?

I look forward to hearing from you.  It's high time to get the TIPS ball 
rolling again!

Regards from this side of the ocean.

Dap

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Re: [tips] Dear "Herr Professor Doktor"

[Jim Clark]

Hi

First it should be pointed out that Mike's e-mail did not have a proper 
salutation, such as "Dear Reader."

More seriously, I worry if labels are necessary to demonstrate our greater 
expertise in the classroom. Shouldn't there be more substantive indicators?   

Might the informality also be encouraged by colleagues who value opinion over 
knowledge and perhaps invite informal relations with their students? 

Take care
Jim

Sent from my iPhone

> On May 14, 2017, at 8:22 AM, "Mike Palij"  wrote:
> 
> Tipsters may find interesting a NY Times opinion piece
> on the role of etiquette in today's colleges and university
> by Molly Worthen  who is identified as:
> 
> Molly Worthen is the author of "Apostles of Reason:
> The Crisis of Authority in American Evangelicalism,"
> an assistant professor of history at the University
> of North Carolina, Chapel Hill, and a contributing
> opinion writer.
> 
> Her article can be accessed here:
> 
> https://www.nytimes.com/2017/05/13/opinion/sunday/u-cant-talk-to-ur-professor-like-this.html
> 
> So, how do you deal with students who think
> "Okay, you got a Ph.D., so what?  Think you're
> better than me?"
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> 
> 
> 
> 
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RE:[tips] Teaching stats and Critical Values Tables

[Jim Clark]

Hi

I second Stuart's process assuming prior familiarity with hypothesis testing. 
Understand the distribution. If preceded by normal distribution, generalize 
from that to distribution that is more spread out because SD is varying as well 
as numerator; also varies with df. Then use table to determine critical values 
with associated ps. Finally, p values from printout.

Jim

-Original Message-
From: Stuart McKelvie [mailto:smcke...@ubishops.ca] 
Sent: 7-Apr-17 9:15 PM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: RE:[tips] Teaching stats and Critical Values Tables

Dear Tipsters,

My response to Lenore's question is that they must learn to use the table, but 
that should only be the natural outcome of understanding the distribution of t 
and how it arises in repeated sampling.

So - understanding first, table second and printout third. But of course, after 
you understand, the printout is all you need.

Stuart


-Original Message-
From: Frigo, Lenore [mailto:lfr...@shastacollege.edu] 
Sent: April-07-17 8:43 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Teaching stats and Critical Values Tables

For those of you who teach lower-division introduction to research methods (or 
have an opinion on what we SHOULD be teaching at that level):

In teaching students how to interpret statistical results, such as a t-test, do 
you think it's important to have them find the critical value on a table and 
proceed from there, or just start with a "print out" of the results that would 
already include the actual p value?

Currently I have them work with the table, but it seems old-fashioned and 
unnecessarily cumbersome. On the other hand, using the table forces them to 
perhaps have a bit more conceptual understanding of what they are doing.

All input and opinions most welcome,
-Lenore

Lenore Frigo
lfr...@shastacollege.edu


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RE: [tips] Statistics question

[Jim Clark]

Chi2 is probably the simplest approach to determining overall significance of 
relationship. Then question would be whether you had particular predictions 
about the nature of the relationship.

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Annette Taylor [mailto:tay...@sandiego.edu]
Sent: Monday, March 06, 2017 2:43 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Statistics question



I need some guidance on analyses when you have a categorical predictor variable 
and a dichotomous criterion.

I would be happy to watch some recommended tutorial videos if someone can 
please recommend some for me. My google search and you tube searches seemed to 
all combine a continuous variable at one end or the other.

Alternatively a good read would be equally good.

Thanks.

Annette

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

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RE: [tips] College based Mobility in the U.S.A.

[Jim Clark]

Hi

I downloaded the dataset to play with a bit. Below is a plot of income success 
(y axis) as a function of access (x axis). Universities with higher access 
rates in general result in lower percentages of low income students in higher 
incomes later in life. It is the product of these two variables (as fractions) 
that produce their mobility measure. I can't quite get my head fully around why 
mobility (the product) would be a better outcome measure than success.

Lots of factors at play here, but one thing I wonder about is graduation rates 
for low income students. Are low income students graduating at the same rates 
in the low and high access universities? Perhaps the access measure in part 
reflects different standards for admission (i.e., not simply $)?

Take care
Jim


[cid:image001.png@01D274CD.27B644E0]

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Kenneth Steele [mailto:steel...@appstate.edu]
Sent: January-22-17 4:17 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] College based Mobility in the U.S.A.



Very interesting infographics.  The cool part is being able to enter other 
school names and see how they rank.

One issue I see with the graphic is that it show percentages and not absolute 
values. So elite colleges such as Bryn Mawr, Vassar, and Barnard do very well 
on highest percentage of low and middle income students but the size of a class 
is very small.  Hence, the absolute number of students that benefit is small.

On the other hand, UCLA tops that list. Kudos to UCLA.

Ken

-
Kenneth M. Steele, Ph.D.  
steel...@appstate.edu<mailto:steel...@appstate.edu>
Professor
Department of Psychology  http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA
-

On Jan 22, 2017, at 4:14 PM, Mike Palij <m...@nyu.edu<mailto:m...@nyu.edu>> 
wrote:

I'm kind of surprised that no one on Tips has mentioned this
recent article in the NY Time that is based on an economic
analysis of the income background of students to the
colleges that they attend and the likelihood that the students
will move upward (or, if coming from a poor background but
going to a college with a lot of middle class students, will
earn incomes comparable to their college peers).  The
NY Time article is here:
https://www.nytimes.com/interactive/2017/01/18/upshot/some-colleges-have-more-students-from-the-top-1-percent-than-the-bottom-60.html?em_pos=small=edit_up_20170118=upshot_art=0=389166=headline=1&_r=0

It's all somewhat complicated but the graphics help to
make the information somewhat more accessible.

The original research report and additional materials can
be accessed at the Equality of Opportunity Project website:


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

[Jim Clark]

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

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Carol DeVolder [mailto:devoldercar...@gmail.com]
Sent: January-13-17 6:30 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Has Anyone Done a Content & Stylistic Analysis of Tweets?



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 <m...@nyu.edu<mailto:m...@nyu.edu>> 
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 community affected by a mass shooting. We discuss conducting 
trauma-related research using Twitter data and provide guidance to researchers 
interested in using Twitter to answer their own research questions in this 
domain. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

So, I guess the real question is whether anyone is doing a LIWC
analysis of Voldemort's tweets?  I'd suggest folks write up a
research proposal to get some grant money to do this research
if it isn't being done but I have a feeling that anyone suggesting
such research will probably be gulaged after you know who
takes over.

-Mike Palij
New York University
m...@nyu.edu<mailto:m...@nyu.edu>

P.S.  Maybe out Canadian colleagues can do a LIWC analysis
of tweets before and after the election, eh? ;-)





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--
Carol DeVolde

RE: [tips] Voldemort Wins

[Jim Clark]

Sometimes we get the leader that others deserve, but not us!

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: November-09-16 6:58 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Voldemort Wins

We get the leaders we deserve.

-Mike Palij
New York University
m...@nyu.edu


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RE: [tips] Hey Vegans! When Plants Communicate, Do You Listen?

[Jim Clark]

Seems that a lot here hinges on what the word "know" means. Does the response 
of an object to any treatment warrant the label? Or does "know" imply something 
else, like awareness. Even "they fight back" seems like a provocative and 
perhaps unjustified wording, although not as egregious as "know." Does an 
organism or object reacting imply "fighting back?" If I throw a rock up in the 
air, is it "fighting back" against gravity when it falls to the ground? Silly 
example, but does illustrate that "fighting back" does not apply to all 
reactions of objects. Question is whether the reactions of plants to being 
eaten are more akin to the rock or to some animate object that can "fight back" 
and perhaps "know."

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Mike Palij [mailto:m...@nyu.edu]
Sent: October-30-16 6:55 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Hey Vegans! When Plants Communicate, Do You Listen?



Plants apparently respond to "attacks" on them, such as eating them.
For a couple of examples. see:
http://daily.jstor.org/plants-know-when-they-are-being-eaten-and-they-fight-back/

There is an old story in Zen Buddhism about all living things having
Buddha nature and it is a sin to kill and eat, say, animals, because
of this.  But one day a novice asked a master about plants and
whether they had Buddha nature.  The mater responded "All
living things have Buddha nature".

The responded "So when we eats plant, they scream as we
eat them?'

The master responded "Yes, but they do so very quietly."

In contrast, on the Zombie series "The Walking Dead" Carl
makes the astute observation:

"Everything is food for something else."

Yes, indeed.

-Mike Palij
New York University
m...@nyu.edu<mailto:m...@nyu.edu>




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RE: [tips] Would William James Attend?

[Jim Clark]

Thanks Chris. It's always good to have someone knowledgeable who can address 
these historical issues.

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Christopher Green [mailto:chri...@yorku.ca]
Sent: October-22-16 1:13 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Would William James Attend?



I haven't watched the presentation, Jim. However, I find that characterization 
of James' interests (and of spiritualism as it was conducted in the late 19th 
century) to be a little anachronistic or ahistorical. It wasn't so much that 
James wanted to reject the natural-scientific approach to psychology. It was 
that he wanted to carve out a wider understanding of what constitutes "nature" 
(following more or less directly from the most famous work of his own 
godfather, Ralph Waldo Emerson). James' question about spiritualism (and about 
religion more broadly) was what we would find if we were to study in the same 
manner that we study the (rest of the) natural world, and with the same 
seriousness. Even his _Varieties of Religious Experience_ concludes that we 
need is fewer scholastic "proofs" of God's existence and more empirical and 
comparative studies of religious experience itself.

The turn of the 20th century was a time when we were trying to figure out what 
the boundaries of the "new" psychology were going to be. Although many "lab 
men" of the era rejected spiritualism and psychical phenomena early on (partly 
in an effort to impress physiologists and other scientists with the 
"seriousness" of their commitment to a certain kind of naturalism), others, 
like James, weren't so certain that there was nothing worthy of scientific 
study in the realm of the spiritual. (Let us not forget that Hall's _American 
Journal of Psychology_ was founded on a donation by Robert Pearsall Smith, a 
leader of the American "Holiness Movement" and one of the ASPR's wealthiest 
members.) Most psychologists fell away from the ASPR after they saw how 
tendentious much of the research was ultimately going to be. James, however, 
seemed never to be satisfied that we had gathered enough evidence to be certain 
that it was nothing but fantasy and fraud.

Chris
.
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo
...

On Oct 22, 2016, at 1:30 PM, Jim Clark 
<j.cl...@uwinnipeg.ca<mailto:j.cl...@uwinnipeg.ca>> wrote:


Some modern day students of religion (e.g., Hood) speak positively about 
James's interest in phenomena that challenged the natural science approach to 
psychology. Here's one presentation in which Hood articulates that view.

https://www.youtube.com/watch?v=3qeLfh7E9mA

Jim


Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Christopher Green [mailto:chri...@yorku.ca]
Sent: October-22-16 10:41 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Would William James Attend?




On Oct 21, 2016, at 12:54 PM, Michael Scoles 
<micha...@uca.edu<mailto:micha...@uca.edu>> wrote:



I can't find the page number from Principles where he says, "Whatever floats 
your boat."


I'm not sure what you're objecting to here, Michael. James was a well known and 
ardent advocate of spiritualism - an early joiner of the Society for Psychical 
Research (in Britain) and the virtual founder of the American Society for 
Psychical Research. He conducted extensive questionnaire studies of people's 
experiences of the paranormal. He visited a variety of "mediums," commenting 
publicly on their putative authenticity. He was so outspoken about it that 
other psychologists of the era (1) begged him to tone it down for the good of 
the psychology (Cattell), (2) actively strove to demonstrate the frauds 
perpetrated by his favoured spiritualists (Münsterberg, Jastrow, Hall, or (3) 
just publicly denounced him (Witmer (in)famously dubbed him the "spoiled child 
of psychology").

All that said, James' peculiar version of philosophical pragmatism might, to a 
first approximation, be summed up as "whatever floats your boat" (if floating a 
boat is taken to be doing something that seems to help the boat to "work"). :-)

Best,
Chris
.
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo
...

On Fri, Oct 21, 2016 at 10:09 AM, Mike Palij 
<m...@nyu.ed

RE: [tips] Would William James Attend?

[Jim Clark]

Some modern day students of religion (e.g., Hood) speak positively about 
James's interest in phenomena that challenged the natural science approach to 
psychology. Here's one presentation in which Hood articulates that view.

https://www.youtube.com/watch?v=3qeLfh7E9mA

Jim


Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Christopher Green [mailto:chri...@yorku.ca]
Sent: October-22-16 10:41 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Would William James Attend?




On Oct 21, 2016, at 12:54 PM, Michael Scoles 
<micha...@uca.edu<mailto:micha...@uca.edu>> wrote:


I can't find the page number from Principles where he says, "Whatever floats 
your boat."


I'm not sure what you're objecting to here, Michael. James was a well known and 
ardent advocate of spiritualism - an early joiner of the Society for Psychical 
Research (in Britain) and the virtual founder of the American Society for 
Psychical Research. He conducted extensive questionnaire studies of people's 
experiences of the paranormal. He visited a variety of "mediums," commenting 
publicly on their putative authenticity. He was so outspoken about it that 
other psychologists of the era (1) begged him to tone it down for the good of 
the psychology (Cattell), (2) actively strove to demonstrate the frauds 
perpetrated by his favoured spiritualists (Münsterberg, Jastrow, Hall, or (3) 
just publicly denounced him (Witmer (in)famously dubbed him the "spoiled child 
of psychology").

All that said, James' peculiar version of philosophical pragmatism might, to a 
first approximation, be summed up as "whatever floats your boat" (if floating a 
boat is taken to be doing something that seems to help the boat to "work"). :-)

Best,
Chris
.
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo
...

On Fri, Oct 21, 2016 at 10:09 AM, Mike Palij 
<m...@nyu.edu<mailto:m...@nyu.edu>> wrote:


http://www.atlasobscura.com/articles/we-tried-to-talk-to-the-dead-at-new-yorks-only-spirit-church

Some things never change.


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[tips] Brain Training

[Jim Clark]

Hi

A very extensive review and analysis of commercial brain training products. The 
short story:


1.   Results depend on quality of study

2.Based on high quality studies, fine exercise if you want to improve 
on those specific tasks, but no strong support for generalization to other 
skills and real world cognition.

http://psi.sagepub.com/content/17/3/103.full.pdf+html

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


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[tips] Add Sugar Industry to Tobacco ...

[Jim Clark]

Hi

Seems the sugar industry used tactics to corrupt science, much like the tobacco 
industry.

http://www.nytimes.com/2016/09/13/well/eat/how-the-sugar-industry-shifted-blame-to-fat.html?emc=edit_th_20160913=todaysheadlines=26933398&_r=0

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


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Re: [tips] Significant - or Really, Really Significant?

[Jim Clark]

I'll go out on a limb and say that the lower p is "better"  all other 
things being the same, which they rarely are.  Sample size, for example, 
affects the p value for a given size effect. So does the variability (noise) in 
the data, which can vary as a function of homogeneity of subjects or treatment 
conditions, again independent of effect size.

Jim

Sent from my iPhone

> On Sep 1, 2016, at 4:25 PM, "Michael Britt"  wrote:
> 
> Someone was talking to me today about some research in parapsychology that 
> was “highly significant” and “to the .0001 level!”
> 
> Can anyone explain why significance levels like this aren’t “better” than 
> something like .04?  I don’t think I explained it well to him.
> 
> 
> Michael
> 
> Michael A. Britt, Ph.D.
> http://www.ThePsychFiles.com
> https://www.facebook.com/groups/thepsychfiles/
> Twitter: https://twitter.com/mbritt
> 
> 
> ---
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RE: [tips] Sad Face?

[Jim Clark]

Hi

Interesting exchange on the replication crisis and experimental vs social 
psychological phenomena. I'm not sure whether following is a fair 
characterization of the different levels of replication in the two domains 
(implies better in experimental). Perhaps there is also a list of social 
psychological findings that have proven robust? Haven't there, for example, 
been a number of replications of obedience to authority effects, even in 
applied settings?

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: Monday, August 29, 2016 12:03 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: Re: [tips] Sad Face?

On Sun, 28 Aug 2016 21:04:30 -0700, Claudia Stanny wrote:
>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.

On a philosophy of science email list I had made the comment that there was a 
list of reliable results that could be made and were the results were robust 
enough that they could even demonstrated in classes -- I have a data set the is 
composed of background variables and performance on two versions of the levels 
of processing experiment that I use in statistics class (one is a 
between-subjects design, the other is a within-subject design). However, I got 
an email from a list member who asked for such a list.  I made up a list of 
about 10 effects and pointed him to the Online Psychological Lab (opl.apa.org) 
-- which our Sue Frantz is in charge of -- and said that he could obtain the 
data from the experiments for the these results and examine them himself 
(pointing out that the implementation of some of the experiments is not ideal 
but works well enough, especially when N is large).  So I am somewhat puzzled 
by the "crisis"
even though I wrote about it when I reviewed Geoff Cumming's "Understanding the 
New Statistics", pointing out the problem that meta-analysis had with data that 
showed the "decline effect" (i.e., the effect got smaller with replications 
until it could no longer be reproduced - Rhine came up with the term to 
describe the performance of "psychics").

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

And not to mention illusions, figure ground situations, and so on.

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

So, it appears that a fair number of social psych experiments, especially those 
that rely on priming effect (borrowed from memory research), are not as robust 
as, say, traditional experimental psychologists are used to.  Seems like 
there's a meta-psychology problem here that is not being clearly articulated.


On Sun, Aug 28, 2016 at 10:22 PM, Mike Palij somehow managed to scribble::

> 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?


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RE: [tips] on STM

[Jim Clark]

Hi

I'm not up to date on the latest views about STM or Working Memory. With 
respect to the 7 figure, however, I know from my culture class that this is 
very malleable across cultures. For example, languages that have shorter names 
for numbers have much larger STM capacities than languages that have longer 
names. Probably has to do with speed with which person can cycle through the 
list of to-be-remembered items. Other similar findings exist (e.g., on word 
length).

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark

-Original Message-
From: Michael Ofsowitz [mailto:m...@rochester.rr.com] 
Sent: Monday, August 22, 2016 9:08 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] on STM

Before I go back into hiding, does anyone know whether it's still considered 
meaningful to describe STM capacity in a way that leads to variations on 
Miller's magic number? Or is that passé, complicated by the myriad components 
of memory and attention processes that make fluid experience possible?

I (we) still teach the magic number at the intro level, or at least the gist of 
it, but I often wonder which part of the story it tells. Did Baddeley or anyone 
ever attempt to measure the capacity of the episodic buffer, or the capacity of 
the visuo-spatial sketchpad? If so, is there a quick summary of the findings?

Does a person engaged in a phonological STM task (like reciting a list of 
nonsense syllables, or chunking a couple of thoughts) temporarily suspend 
visual awareness? (Obviously not, but so much of visual awareness gets tied to 
verbal-dependent interpretation.) What about self-awareness? (Is that 
suspended?) How many numbers do these parts add up to?

Is the idea of a magic number relevant only to verbalizations (or verbalizable 
experience)? A Homo sapiens specialty, perhaps?

I don't mean to stray too far from the central idea, but that central idea 
seems to get complicated very quickly... so what do you - those of you who know 
more about it - teach as key elements of ST/working memory capacity? 
(Undergrad, intro or even intro to cog psy.)

Thanks,

-- 
   --> Mike O.
Monroe Community College
Rochester, etc.


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RE: [tips] Why grades undermine learning

[Jim Clark]

Hi

I liked the piece as well, but come away with a different conclusion than 
Chris. First, if grades were completely eliminated, then I suspect there would 
be a LOT less learning by a LOT more students. Might be an interesting 
exercise. Second, grades do provide a concise summary of the student's 
performance (learning?) in the course that is informative, especially when 
paired with an appreciation of what the course entails (e.g., course outlines, 
standard course content in many psychology courses). Third, the article was 
based on anecdotal evidence from a history professor. Not to belittle history 
professors, but probably not the group I would defer to about empirical 
questions related to teaching. My own anecdotal evidence is that the students 
who perform the best in classes do tend to be the ones who learned the most 
(and were able to demonstrate that learning on evaluations).

But a de-emphasis of grades is certainly a good thing, so that students do not 
get embroiled in arguing for one or two more marks on every piece of 
evaluation, focusing on marks instead of learning, and the like. One way I try 
to do this in my courses is to tell students at the start that no one will be 
left with a final mark just below the next grade boundary. Given the number of 
evaluations, all percentages out of 100, each evaluation would have to change 
by a large amount to make a difference on the final grade. My logic is that a 
final mark is a point estimation with some margin of error around it, and that 
error could include the fixed value of the grade boundary. So the range for a 
final mark of 69 (C+) could easily include 69.5, the cut-off for B. The same 
would not be true (or would be less true), for a final mark of 68. A contrarian 
in the department suggested I should do the same for marks just above the grade 
boundary, but that would produce anomalies (e.g., students with lower marks 
getting higher grades than students with higher marks). Also, not consistent 
with de-emphasis on grades. If quite notable, I will also pay some attention to 
improvement in marks, especially on the final test each term, a point discussed 
here earlier.

I've never used it, but is there any evidence for more learning in Pass/Fail 
courses, which may be close to Chris's no grades?

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Tuesday, August 16, 2016 8:25 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Why grades undermine learning



Here's an interesting column from today's "Inside Higher Ed" about how the 
relentless emphasis on grades undermines the learning process. It is close to 
something that I have been saying for years, though most people think of 
grading as so inherent to schooling that they are unable to understand me, and 
often respond by listing the putative motivational advantages of grades. (I go 
one step further, arguing that grades should be eliminated, in order to focus 
student on their learning itself, rather than on the putative measurement of 
their learning.

My favourite snippet:

"Yet while these students think they're keeping their eyes on the ball, they 
are actually just staring at the scoreboard."

http://tinyurl.com/hosc6mu


Chris
.
Christopher D Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada
43.773895°, -79.503670°

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo
...


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Re: [tips] Grading improvement

[Jim Clark]

Tricky issue. Could be major problems if 60&80 got higher mark than 80&60 or 
70&70 or any other combo producing same average. Perhaps some formula to apply 
it to just low scoring students so they don't jump over other students? Not 
clear if that is possible.


Sent from my iPhone

> On Aug 10, 2016, at 7:22 PM, "Michael Ofsowitz"  wrote:
> 
> First, forgive me for stepping out of a long-entrenched role as lurker.
> 
> Do any of you have a system to formally grade/reward improvement on course 
> work (e.g., tests) as a component of the total course grade?
> 
> In the background, I'm thinking that it must be possible to measure student 
> learning independent of IQ; my tests and other assignments reward 
> comprehension and expression mostly (they're written), so all of that is 
> conflated with IQ. But can there be an acceptable measure of learning 
> independent of IQ? So if a person who's poor at comprehension improves from 
> poor to low-mediocre, can something show that in a rewarding way without 
> cheapening the experience to gold stars or a dumbed-down grading scale?
> 
> I'm also thinking that getting a rewarding experience of extra points that 
> are real and meaningful can take some of the frustration away from the 
> student who gets low grades, without me having to play self-esteem games.
> 
> I was thinking something like extra credit points for improvement based on a 
> baseline of the first test score. (I also thought about punishment for a 
> high-IQ student who fails to make improvements, but I'm ignoring this for 
> now.) Can it be done fairly and meaningfully so the improving student 
> experiences it as reward? And can it be formalized into an Excel gradebook? 
> Is self-handicapping a potential problem if this is formalized into the 
> syllabus (e.g., strategic underperformance on the first test)? How to avoid 
> that?
> 
> And how much credit? Someone who gets grades of A A A A on four tests should 
> have a final grade higher than the student who gets C B A A  and much more 
> than the student who gets C- C+ B- B.  I thought maybe B A A A could be 
> equivalent to A A A A after the "improvement" addition. I wouldn't be 
> bothered by that.
> 
> I'll spare you the rest of my rambling thoughts. Any ideas?
> 
> --> Mike O.
> 
> Psychology
> Monroe Community College, etc. etc.
> 
> 
> 
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RE: [tips] While You're Waiting To Get The Results From Indiana...

[Jim Clark]

So Trump is (surprising to some, many here in Canada!) now the sole Republican 
in the running. Even more shocking, I heard that recent polls show Hillary 
Clinton only has a 10% lead on Trump. Could the impossible be possible?

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Mike Palij [mailto:m...@nyu.edu]
Sent: Tuesday, May 03, 2016 4:38 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] While You're Waiting To Get The Results From Indiana...



here is something to read and think about -- WARNING!
contains psychological content which might be potentially
relevant to teaching!
https://www.washingtonpost.com/news/wonk/wp/2015/10/15/i-asked-psychologists-to-analyze-trump-supporters-this-is-what-i-learned/

Maybe John McCain is correct.

-Mike Palij
New York University
m...@nyu.edu<mailto:m...@nyu.edu>


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[tips] Testing Wars (Again or Still)

[Jim Clark]

Hi

NY Times reports latest on the testing wars in schools. I think one of the 
causal factors, perhaps especially in the negative reactions of many teachers, 
may be the lack of education about testing in teacher education. At least one 
professor of education in the province bemoaned several years ago about the 
lack of such training.

http://www.nytimes.com/2016/04/24/opinion/sunday/race-and-the-standardized-testing-wars.html?emc=edit_th_20160424=todaysheadlines=26933398&_r=0

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>



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[tips] agnotology

[Jim Clark]

Hi

Came across following article describing work by a science historian under the 
rubric of "agnotology" (study of ignorance) that clearly overlaps with interest 
in critical thinking, debunking, and the like in psychology.

http://www.bbc.com/future/story/20160105-the-man-who-studies-the-spread-of-ignorance

Here's an intro to Proctor's book on the subject.

http://www.colorado.edu/philosophy/hale/ENVS5200/Agnotology-Introduction.pdf

Proctor has a few references in PsycInfo, three on tobacco and one on eugenics, 
which probably overlaps with psychology in other ways as well (e.g., 
evolutionary psychology).

New to me, but perhaps not others.

Take care
Jim


Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>



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[tips] Hope College and Sexual Orientation

[Jim Clark]

Hi

Interesting tensions at Hope College, apparently including differences over 
sexual orientation.

https://www.insidehighered.com/news/2016/04/15/students-and-faculty-members-rally-behind-hope-college-president-who-may-be-ousted?utm_source=Inside+Higher+Ed_campaign=cc772f204f-DNU20160415_medium=email_term=0_1fcbc04421-cc772f204f-197432805


Hope is the home of David Myers, who has taken a balanced (liberal?) view on 
the issue of religion and sexual orientation.

http://www.davidmyers.org/Brix?pageID=16


Must be a challenge in some faith-based institutions with societal changes on 
such issues. Although perhaps not as much of a threat to one's well-being as 
other places in the world where any challenge to orthodoxy is met with more 
vigorous reactions.

https://whyevolutionistrue.wordpress.com/2016/04/14/kuwaiti-professor-of-philosophy-charged-with-blasphemy-for-arguing-that-the-constitution-supercedes-the-quran/


Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


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RE: [tips] Would Your Students Accept A Coomeercial During A Lecture If It Froze Tuition Costs?

[Jim Clark]

I don't know about students, but I would not find it appropriate as an 
instructor and I suspect some parents might object as well as some students.

Certainly carries the commercialization of academia to a new level, but 
probably not the final level ... tolls to get into university buildings?

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark

-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: Monday, April 11, 2016 7:54 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Would Your Students Accept A Coomeercial During A Lecture If It 
Froze Tuition Costs?

Imagine that you're giving a lecture and at about the midpoint,
a 30-60 second commercial (e.g., on Red Bull, condoms, tampons,
sportswear, social media services, etc.) comes on.  Would
students accept this if the income it produces freezes the
tuition (I hesitate to say reduce tactician because everyone
knows that even if it could reduce the tuition, the college
administration would use that money for other things
[e.g., administrators' salaries]).  

It's clearly a win-win situation: the college makes extra money
with minimum expenditure, students no longer get tuition
hikes, and instructors get a break from lecturing in the middle
of a class.  

I'm sure that some professors might ask what about their
reaction to such a thing but, really, why would the administration
starting caring about that now? ;-)

-Mike Palij
New York University
m...@nyu.edu


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[tips] Latest on replication?

[Jim Clark]

Hi

Somewhat more positive evaluation of replication in psychology.

http://science.sciencemag.org/content/351/6277/1037.2.full

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


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RE: [tips] So Which Tipsters Voted For Trump?

[Jim Clark]

Hi

For those considering a Trump victory, the east coast of Canada is welcoming 
refugees from the USA. Cape Breton is a lovely place!

http://www.cbc.ca/news/canada/nova-scotia/cnn-trump-cape-breton-website-1.3470892

Jim


Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Mike Palij [mailto:m...@nyu.edu]
Sent: Wednesday, March 02, 2016 7:13 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] So Which Tipsters Voted For Trump?



I've got good new for neu; You're FIRED!

For a less Trumpistic statement see what the American Enterprise
Institute has to say:
https://www.aei.org/publication/what-would-a-president-trump-mean-for-education/
NOTE: the article was published BEFORE Super Tuesday.

And if you're going to argue with Trump, don't bring facts,
bring brass knuckles; see the NY Times article on the fight
over Trump's Wikipedia page:
http://www.nytimes.com/2016/02/02/us/politics/wikipedia-donald-trump-2016-election.html?_r=0

I find it hilarious that the people out in the hinterland would
vote for a NYC realtor.  The words New Yorkers used to
describe such people, unfortunately, are not allowed in
a forum such as this (but if yogi watched the TV series
"Deadwood" you'd have some idea).

-Mike Palij
New York University
m...@nyu.edu<mailto:m...@nyu.edu>



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RE: [tips] bottom up processing in humans

[Jim Clark]

Hi

I’m not sure this explains things like the effect of prior stimuli on 
perception of ambiguous figures like the rat-man, which is differently 
interpreted depending on prior sequence of animals or faces.

Jim
[Description: percpetual set expectation]

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Michael Scoles [mailto:micha...@uca.edu]
Sent: Tuesday, February 09, 2016 10:46 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] bottom up processing in humans



My first guess wasn't that good.  On pages 246-249 of "The senses considered as 
perceptual systems,"  Gibson discusses reversible figure ground and impossible 
(Escher-type) figures.  His explanation is that the same stimulus can provide 
equivocal information.  In natural settings, children and adults learn which 
sources of information should be attended to.

On Mon, Feb 8, 2016 at 6:47 PM, Michael Scoles 
<micha...@uca.edu<mailto:micha...@uca.edu>> wrote:

My first guess is that the observer normally moves.
On Feb 8, 2016 6:39 PM, "Michael Scoles" 
<micha...@uca.edu<mailto:micha...@uca.edu>> wrote:



He has a chapter on it.  Not sure which book, but it is in my office.  I'll try 
to remember to look it up in the morning.
On Feb 8, 2016 4:59 PM, "Jim Clark" 
<j.cl...@uwinnipeg.ca<mailto:j.cl...@uwinnipeg.ca>> wrote:


And how would Gibson explain ambiguous stimuli where the identical input gives 
rise to different interpretations?

Jim
Sent from my iPhone

On Feb 8, 2016, at 3:51 PM, "Michael Scoles" 
<micha...@uca.edu<mailto:micha...@uca.edu>> wrote:


Gibson would argue that, unless by "past experience" you mean biological 
evolution in environments that structure energy, the necessary information for 
perception is readily available from that structure (e.g., texture gradients, 
kinetic optical occlusion).

On Mon, Feb 8, 2016 at 2:55 PM, Stuart McKelvie 
<smcke...@ubishops.ca<mailto:smcke...@ubishops.ca>> wrote:
Dear Tipsters,

I like D. O. Hebb's distinction between sensation and perception as a way of 
distinguishing bottom-up and top-down processing.

Hebb defines sensation as activity in the sense organ and corresponding sensory 
receiving areas of the brain. You can easily illustrate this with a diagram, 
say for the visual system.

Perception is then what occurs when this information is sent on to other parts 
of the brain and interpreted in the light of context and past experience 
(top-down processing).

Sincerely,

Stuart

___
   "Floreat Labore"


"Recti cultus pectora roborant"

Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 
2402<tel:819%20822%209600%20x%202402>
Department of Psychology, Fax: 819 822 9661<tel:819%20822%209661>
Bishop's University,
2600 rue College,
Sherbrooke,
Québec J1M 1Z7,
Canada.

E-mail: stuart.mckel...@ubishops.ca<mailto:stuart.mckel...@ubishops.ca> (or 
smcke...@ubishops.ca<mailto:smcke...@ubishops.ca>)

Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psy

 Floreat Labore"




___




-Original Message-
From: Annette Taylor [mailto:tay...@sandiego.edu<mailto:tay...@sandiego.edu>]
Sent: February-08-16 3:49 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] bottom up processing in humans

I am having a bit of a hard time this year answering questions about bottom up 
processing.

Student question: How can it be truly bottom up if it requires a comparison to 
a stored image? Isn't that like top-down? You use the stored image to recognize 
what it is that is coming in. How are these actually different?

I did have a response but I want to withhold it from here so not to bias 
responses from the list.

Student question: Is there any real life example of people using template 
models of pattern recognition? If not, why did they even get developed as 
models of human pattern recognition?

My answer here was really lame, IMHO so I am looking for a better one but as 
above, don't want to bias responses.

Maybe I'm particular brain dead that these two stumped me.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu<mailto:tay...@sandiego.edu>
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Re: [tips] bottom up processing in humans

[Jim Clark]

And how would Gibson explain ambiguous stimuli where the identical input gives 
rise to different interpretations?

Jim
Sent from my iPhone

On Feb 8, 2016, at 3:51 PM, "Michael Scoles" 
> wrote:




Gibson would argue that, unless by "past experience" you mean biological 
evolution in environments that structure energy, the necessary information for 
perception is readily available from that structure (e.g., texture gradients, 
kinetic optical occlusion).

On Mon, Feb 8, 2016 at 2:55 PM, Stuart McKelvie 
> wrote:
Dear Tipsters,

I like D. O. Hebb's distinction between sensation and perception as a way of 
distinguishing bottom-up and top-down processing.

Hebb defines sensation as activity in the sense organ and corresponding sensory 
receiving areas of the brain. You can easily illustrate this with a diagram, 
say for the visual system.

Perception is then what occurs when this information is sent on to other parts 
of the brain and interpreted in the light of context and past experience 
(top-down processing).

Sincerely,

Stuart

___
   "Floreat Labore"


"Recti cultus pectora roborant"

Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 
2402
Department of Psychology, Fax: 819 822 9661
Bishop's University,
2600 rue College,
Sherbrooke,
Québec J1M 1Z7,
Canada.

E-mail: stuart.mckel...@ubishops.ca (or 
smcke...@ubishops.ca)

Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psy

 Floreat Labore"




___




-Original Message-
From: Annette Taylor [mailto:tay...@sandiego.edu]
Sent: February-08-16 3:49 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] bottom up processing in humans

I am having a bit of a hard time this year answering questions about bottom up 
processing.

Student question: How can it be truly bottom up if it requires a comparison to 
a stored image? Isn't that like top-down? You use the stored image to recognize 
what it is that is coming in. How are these actually different?

I did have a response but I want to withhold it from here so not to bias 
responses from the list.

Student question: Is there any real life example of people using template 
models of pattern recognition? If not, why did they even get developed as 
models of human pattern recognition?

My answer here was really lame, IMHO so I am looking for a better one but as 
above, don't want to bias responses.

Maybe I'm particular brain dead that these two stumped me.

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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--
Michael T. Scoles, Ph.D.
Associate Professor of Psychology & Counseling
University of Central Arkansas
Conway, AR 72035
501-450-5418

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Re: [tips] bottom up processing in humans

[Jim Clark]

Hi

Because scientists consider all possible explanations/mechanisms to determine 
which one is correct.

Also templates might be involved, for example in exemplar models, or even in 
early learning before prototypes are developed. 

Jim

Sent from my iPhone

> On Feb 8, 2016, at 3:35 PM, "Annette Taylor"  wrote:
> 
> I am having a bit of a hard time this year answering questions about bottom 
> up processing.
> 
> Student question: How can it be truly bottom up if it requires a comparison 
> to a stored image? Isn't that like top-down? You use the stored image to 
> recognize what it is that is coming in. How are these actually different?
> 
> I did have a response but I want to withhold it from here so not to bias 
> responses from the list.
> 
> Student question: Is there any real life example of people using template 
> models of pattern recognition? If not, why did they even get developed as 
> models of human pattern recognition?
> 
> My answer here was really lame, IMHO so I am looking for a better one but as 
> above, don't want to bias responses.
> 
> Maybe I'm particular brain dead that these two stumped me.
> 
> Annette
> 
> 
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> tay...@sandiego.edu
> ---
> You are currently subscribed to tips as: j.cl...@uwinnipeg.ca.
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RE: [tips] "Troubling Oddities" In A Social Psychology Data Set - Neuroskeptic

[Jim Clark]

Hi

It would have to be a pretty wide conspiracy. Here's Cameron et al's 
description of their meta-analysis.

In a comprehensive meta-analysis of 167 studies, the authors found that 
sequential priming tasks were significantly associated with behavioral measures 
(r = .28) and with explicit attitude measures (r = .20). Priming tasks 
continued to predict behavior after controlling for the effects of explicit 
attitudes. These results generalized across a variety of study domains and 
methodological variations. Within-study moderator analyses revealed that 
priming tasks have good specificity, only predicting behavior and explicit 
measures under theoretically expected conditions. Together, these results 
indicate that sequential priming-one of the earliest methods of investigating 
implicit social cognition-continues to be a valid tool for the psychological 
scientist. (PsycINFO Database Record (c) 2015 APA, all rights reserved) 
(journal abstract).

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Michael Britt [mailto:mich...@thepsychfiles.com] 
Sent: February-07-16 8:35 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] "Troubling Oddities" In A Social Psychology Data Set - 
Neuroskeptic

Hmm..another study that involves priming.  Is most of this research on priming 
of little value?


Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: @mbritt

> On Feb 7, 2016, at 8:59 AM, Christopher Green <chri...@yorku.ca> wrote:
> 
> And the beat goes on... More data manipulation in well-known psychological 
> research?
> 
> http://blogs.discovermagazine.com/neuroskeptic/2016/02/06/troubling-od
> dities-social-psychology/#.VrdNJIo8LCR
> 
> Chris
> -
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
> Canada
> 
> chri...@yorku.ca
> ---
> You are currently subscribed to tips as: michael.br...@thepsychfiles.com.
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> du


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[tips] Helping high school student with psychology project

[Jim Clark]

Hi

I've had an inquiry from a high school student interested in doing a science 
project on a psychological topic. I appreciate rules might be different in USA 
and Canada, but does anyone have experience of the ethics involved with HS 
students doing psychological studies?

Thanks
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>



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RE:[tips] cumulative finals

[Jim Clark]

Hi

Cumulative final would also be consistent with much evidence for the memory 
benefits of distributed repetition.

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Miguel Roig [mailto:ro...@stjohns.edu] 
Sent: January-19-16 3:38 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] cumulative finals

This paper suggests that, for introductory students, cumulative finals lead to 
better retention.

http://www.alumni.creighton.edu/s/1250/images/editor_documents/email_attachments/student_learning.pdf

M
___
Miguel Roig, Ph.D.
Professor of Psychology
St. John's University
300 Howard Avenue
Staten Island, New York 10301
Voice: (718) 390-4513
Fax: (718) 390-4347
E-mail: ro...@stjohns.edu
http://facpub.stjohns.edu/~roigm
http://orcid.org/-0001-5311-5651
On plagiarism and ethical writing: 
http://ori.dhhs.gov/education/products/plagiarism/
___

From: Annette Taylor [tay...@sandiego.edu]
Sent: Tuesday, January 19, 2016 4:23 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] cumulative finals

This issue came up in a faculty meeting today...

is there or is there not some "evidence" for the value of cumulative final 
exams for learning?

There seems to be a bit of disagreement about this.

I have no references to cite specifically one way or the other.

If anyone has some, please send them to me, and I can summarize and post to 
list.

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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[tips] Spoof of CDC

[Jim Clark]

Hi

A spoof of the CDC. Has CDC gotten into medical quackery of late (or perhaps 
even earlier)?

http://thespudd.com/cdc-to-open-new-department-consisting-of-people-who-have-done-their-research/

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


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RE: [tips] Subcortical intelligence: caudate volume predicts IQ in healthy adults. - PubMed - NCBI

[Jim Clark]

Hi

Looks like the specific results for caudate are even weaker than Chris has 
suggested. Here’s the closing paragraph.

This study provides the first report of a positive associa-
tion between bilateral caudate volume and IQ, in three
large, independent, nonclinical adult samples. Constraining
the effect of caudate volume to be equal across all three sam-
ples produced a well-fitting model and suggested that cau-
date volume accounts for somewhere between 2.4% and
4.3% of variance in IQ. Due to the fact that the present analy-
ses are purely correlational, determining the specific mecha-
nisms that account for the association between intelligence
and caudate volume is an important goal of future research.

And of course there is that closing line, acknowledging the gap between 
correlation and mechanism.

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Sunday, January 03, 2016 10:15 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Subcortical intelligence: caudate volume predicts IQ in healthy 
adults. - PubMed - NCBI



This article has been getting a lot media play over the past couple of days 
(which is interesting in itself, since it was published back in April). It 
strikes me, however, as a classic example of paying way too much attention to 
p-values and not enough to effect sizes. Yes, the effects are significant 
(mostly), but if you look at the full article, it appears that the R-squares 
range from  .11 downwards. Not exactly a Eureka! moment.

http://www.ncbi.nlm.nih.gov/pubmed/25491047?utm_content=buffer077fa_medium=social_source=twitter.com_campaign=buffer

Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo

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RE: [tips] 2015Tipsters of the year

[Jim Clark]

Somewhat mixed blessing to be in there with The Donald and the other notable 
figures mentioned!

Looks like 2015 was the year of the Canadians?

All the best for a good 2016.

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Christopher Green [mailto:chri...@yorku.ca]
Sent: January-01-16 12:42 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] 2015Tipsters of the year



I would like to thank all the people who made this possible.
Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo

On Dec 31, 2015, at 9:05 PM, 
"msylves...@copper.net<mailto:msylves...@copper.net>" 
<msylves...@copper.net<mailto:msylves...@copper.net>> wrote:


Christopher Green
James Clark
Donald Trump
El comandante Raoul Castro
Pope Francis PhD

All awards come with a Kale salad with mountain oysters
oysters on a bed of wild rice

michael
Data 'r' us

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RE:[tips] back to the stats well

[Jim Clark]

Hi

It depends on what you are trying to determine with the data. If you are just 
interested in preferences of the 10 types, you could think about some count for 
each of the 10 objects (e.g., # times chosen first, # times chosen at all, or 
some other categorization). A chi2 could determine if there is significant 
variation in preference for the 10 types. If you had predictions, it is 
possible to partition the overall chi2, much as you would partition a main 
effect in anova with planned contrasts.

The trick in translating the individual trials to a numerical score is just 
using the rank, as you mentioned (e.g., 0, 1, 2, 3  for not chosen, 3rd, 2nd, 
and 1st) or determining the appropriate weighting for each rank to properly 
reflect the underlying preference dimension (e.g., 1, 2, 4, 8 if each rank 
doubles the preference). Such scores might make it easier to analyze group 
differences in preferences (e.g., by gender), although that could be done with 
the count data as well.

Good luck

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Annette Taylor [mailto:tay...@sandiego.edu] 
Sent: December-27-15 12:01 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] back to the stats well

I need to know if there even is an adequate statistical test, other than using 
descriptives for this situation:

We asked people to order their number 1, 2, 3 choices from a list of 10 
options. So 7 options were essentially all tied at 0. So this would be ranked 
and ordinal data to the best of my understanding. I wonder if we should have 
made them rank all 10? But we really weren't interested in anything less than 
the top three.

We'd like to see whether there is a systematic, not attributable to chance way 
to characterize the choices that people made. 

Any ideas? I have been directed to a website that offers what seem to me to be 
partial solutions but I'd like to see if any of you have any other suggestions 
that are not biased by the other suggestion.

Thanks!

Annette


Annette Kujawski Taylor, Ph. D.
Visiting Professor,
Ashoka University, Delhi, India
annette.tay...@ashoka.edu.in
Professor, Psychological Sciences
University of San Diego
tay...@sandiego.edu
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RE: [tips] College Professor Put On Leave For Heresy?

[Jim Clark]

Hi

That is what I meant to include by consistency ... "love thy neighbour" and 
"slaughter the infidels" (the latter a paraphrase), although it does lend 
itself to a coherent interpretation if infidels are not viewed as neighbours. 
But I'm sure it would not take long to find internal inconsistencies in most 
religions. Indeed, the question appears to be much studied.

https://en.wikipedia.org/wiki/Internal_consistency_of_the_Bible

https://carm.org/contradictions-quran

Of course, religious texts have their defenders.

http://listverse.com/2013/03/20/10-bible-contradictions-that-arent/

>From a psychology point of view, I think the capacity of people to entertain 
>contradictions is interesting. For example, the literature on conspiracy 
>theories has shown that the same person can entertain contradictory beliefs: 
>e.g., that Diana was killed in a plot organized by the Royal family, and that 
>Diana was not really dead. The "consistency," if there is such, is at a deeper 
>level, namely distrust of government and officials, hence doubts about 
>anything reported by them.

In the case of religion, it might be some underlying belief like: god's ways 
are mysterious to mere humans, god has a higher purpose, the holy text cannot 
be wrong so the apparent inconsistency must not be such, god is testing our 
faith, ...

And people (hence organizations?) have a wonderful capacity for rationalizing 
their actions, such as a faith-based university explaining why certain 
statements indicate a criticism of their faith and therefore warrant dismissal.

Take care
Jim


Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Paul Brandon [mailto:pkbra...@hickorytech.net]
Sent: December-19-15 3:53 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] College Professor Put On Leave For Heresy?



The Jesuits do a good job.
Reason and consistency can refer to internal coherence, not necessarily to 
agreement with the real world (external observations).

On Dec 19, 2015, at 2:31 PM, Jim Clark 
<j.cl...@uwinnipeg.ca<mailto:j.cl...@uwinnipeg.ca>> wrote:


Hi

Does anyone expect reason or consistency from religious organizations?

Jim

Sent from my iPhone

On Dec 19, 2015, at 2:15 PM, "Paul Brandon" 
<pkbra...@hickorytech.net<mailto:pkbra...@hickorytech.net>> wrote:





More to the point, would they have hired her if she had expressed support for 
one of those groups at a job interview?

On Dec 19, 2015, at 12:22 PM, Christopher Green 
<chri...@yorku.ca<mailto:chri...@yorku.ca>> wrote:


Paul,

There are, of course, a number of Christian sects that reject the trinity too. 
Unitarianism is the obvious one. The Mormons too, I think. Perhaps one other of 
the big American post-Protestant denominations of the Second Great Awakening? 
(Jehovah's Witness, Pentecostal, Seventh Day Adventist, Christian Science, 
etc.). Would Wheaton have fired this professor if she had visibly expressed 
support for one of those groups when they were under widespread social attack? 
I can't say for sure, obviously, but I know where I would place my bets.

Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo

On Dec 19, 2015, at 11:43 AM, Paul Brandon 
<pkbra...@hickorytech.net<mailto:pkbra...@hickorytech.net>> wrote:
Mike-
I assume that -you- have read Wheaton's statement; I'm less sure about other 
readers.
Certainly there is a theological argument for the statement that everyone 
worships the same god (I read a children's book to that effect sixty+ years 
ago).  However, the many fundamentalist sects of Christianity manage to make a 
big deal of minor theological differences.
And while the three 'Abrahamic' religions share the Old Testament, they use 
different translations; sometimes significantly (I'm thinking of the Christian 
version of Isaiah used to predict the coming of Christ).

And wandering off into theology, I sometimes thing that Islam is the only pure 
monotheism.
Judaism states clearly that you shall worship no one but the Lord - the Torah 
is less clear about the existence of other gods.
As for Christianity, 1 = 3 and the whole panoply of demigods (saints).

On Dec 19, 2015, at 8:18 AM, Mike Palij <m...@nyu.edu<mailto:m...@nyu.edu>> 
wrote:


On  Fri, 18 Dec 2015 13:47:28 -0600, Paul Brandon wrote:
If you read the Wheaton College statement of faith that
you've linked to,

Paul, of course I read the statement of faith -- do you think
I post links to sites that I don't examine and understand?

you would see that the god that Wheaton College worships
is the Trinity (they are very explicit in their Statement of Faith),

Re: [tips] College Professor Put On Leave For Heresy?

[Jim Clark]

Hi

Does anyone expect reason or consistency from religious organizations?

Jim

Sent from my iPhone

On Dec 19, 2015, at 2:15 PM, "Paul Brandon" 
> wrote:




More to the point, would they have hired her if she had expressed support for 
one of those groups at a job interview?

On Dec 19, 2015, at 12:22 PM, Christopher Green 
> wrote:

Paul,

There are, of course, a number of Christian sects that reject the trinity too. 
Unitarianism is the obvious one. The Mormons too, I think. Perhaps one other of 
the big American post-Protestant denominations of the Second Great Awakening? 
(Jehovah's Witness, Pentecostal, Seventh Day Adventist, Christian Science, 
etc.). Would Wheaton have fired this professor if she had visibly expressed 
support for one of those groups when they were under widespread social attack? 
I can't say for sure, obviously, but I know where I would place my bets.

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 Dec 19, 2015, at 11:43 AM, Paul Brandon 
> wrote:

Mike—
I assume that -you- have read Wheaton’s statement; I’m less sure about other 
readers.
Certainly there is a theological argument for the statement that everyone 
worships the same god (I read a children’s book to that effect sixty+ years 
ago).  However, the many fundamentalist sects of Christianity manage to make a 
big deal of minor theological differences.
And while the three ‘Abrahamic’ religions share the Old Testament, they use 
different translations; sometimes significantly (I’m thinking of the Christian 
version of Isaiah used to predict the coming of Christ).

And wandering off into theology, I sometimes thing that Islam is the only pure 
monotheism.
Judaism states clearly that you shall worship no one but the Lord — the Torah 
is less clear about the existence of other gods.
As for Christianity, 1 = 3 and the whole panoply of demigods (saints)…..

On Dec 19, 2015, at 8:18 AM, Mike Palij > 
wrote:

On  Fri, 18 Dec 2015 13:47:28 -0600, Paul Brandon wrote:
If you read the Wheaton College statement of faith that
you’ve linked to,

Paul, of course I read the statement of faith -- do you think
I post links to sites that I don't examine and understand?

you would see that the god that Wheaton College worships
is the Trinity (they are very explicit in their Statement of Faith),

Perhaps you are unaware that Catholics hold the same belief,
the most obvious proponent being Pope Francis, thus the
significance of Prof. Larycia Hawkins mention of the Pope's
statement "we worship the same God".  Indeed, the
concept of "Abrahamic Religious Tradition" is that Judaism,
Christinaity, and Islam use the same sources (e.g., all three
use the Jewish Torah or Old Testament as one of their
foundational texts and last I checked that source's construct
of God is that it a unitary entity -- are you saying that Christians
of Wheaton reject the old Testament becase it doesn't subscibe
to the pothytheistic construct of a Trinity existing as a Unity?)
all three religious traditions make different interpretations of
those texts and the only question, I think, that remains is whether
the interpetations are tolerant and ecumenical (i.e., " we are
all more similar than we are different") or intolerant and divise
(i.e., "we KNOW THE TRUTH and if you don't believe as we
do you are an apostate and heretic"; for a little more on this point,
see:
https://imspeakingtruth.wordpress.com/2008/06/26/apostasy-vs-heresy/ ).

Of course, the move from the unitary monotheism of Judaism to the
polytheistic unity of Christianity is something that both Judaism and
Islam reject yet the concept of God (the Father) remains the same in all
three.  The problems of having a polytheistic monotheism is presented
best in Clint Eastwood's movie "Million Dollar Baby"  where he needles
his parish preist with questions about whether there is one God or
three.  For those who haven't see this movie or forget the scene, here
a clip on The YouTube:
https://www.youtube.com/watch?v=OCoRyXUnTTU
I don't know how the folks at Wheaton interpret this concept -- remember
that language is a slippery thing and what is expressed is not understood
in the way that speaker intended -- but since they are a derivative religion
from Catholicism (part of the Protestant range of religions that range from
snaker handlers to Mormons and everything in between) I think both
Prof. Hawkins and Pope Francis got it right:  Abrahamic religions do
worship the same God, they just interpret the construct differently.
For more on this point, I suggest looking at the followig:

Volf, Miroslav. Do we worship the same God?: Jews, Christians, and
Muslims in dialogue. Wm. B. Eerdmans 

RE: Teaching at Home (was re: [tips] Teaching Abroad

[Jim Clark]

Hi

-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
(1) Regarding robins:  Whenever I cover Eleanor Rosch's work on the structure 
of categories, I emphasize that the prototype is the most representative 
example of a category or the modal instance of the 
category (i.e., the instance that one has experienced most often) and THAT 
depends upon one's experience. The degree to which different people will have 
the prototype or not will depend upon how 

JC: I very much agree with Mike here. If you compare category generation norms 
from different regions of North America, you will find different exemplars 
represented.

(2) I think you confuse things in the Duncker candle problem.
First, modern construction does NOT use concrete in all walls -- that is why 
God created drywall.  The current method of putting up a "modern" building 
(usually >= 6 floors) is to pour concrete for the floors and pillars and leave 
the rest of the area clear except for the few supporting walls.  When the main 
construction is done, aluminum studs are put into place and drywall is screwed 
into the studs (a remarkable number of such building are going up in my area of 
Manhattan, including a dormitory for the Cooper Union college).  Anyone who has 
experience with drywall knows that it is easy to penetrate and damage -- 
sticking pushpins into it should not be too difficult.  Now, if your students 
live in low level building made out of cinder blocks, (a) that is hardly a 
modern construction (indeed, it substitutes cinderblocks for bricks, a 
technique that goes back thousands of years when "bricks were made of mud, 
straw, and other materials), and (b) given that Duncker did the research back 
in the 1930s, isn't the real problem your students have is "presentism", that 
is, thinking and interpreting past situations in terms of current day terms?  
Perhaps having the students read Duncker's article (translated into English for 
the non-German reading hordes) might be good for them; see:

JC: Here I have to disagree being very familiar with modern building techniques 
in Greece (and perhaps same holds in India?). Cement columns are filled in with 
bricks that are directly plastered over. Tracks are actually chiseled into the 
bricks for wiring etc. So no studs and dry wall involved. To hang a picture or 
other object, one needs to drill into the plaster/brick. Made me quite nervous 
the first few times I did it. Same might actually apply to a certain degree in 
some buildings in NA. Our condo in Winnipeg (one of the top 20 places in the 
world to visit according to National Geographic), for example, has one long 
wall of brick because it is a renovated warehouse.

But what I would have thought people in many parts of the world would be 
familiar with are cork boards for announcements etc., to which thumb tacks 
could be applied. And of course if people were not familiar with some such use 
for them, then they would probably not know what thumb tacks are.

There is also a literature on the culture-specificity of some logical tasks. 
Failure in some cultures to perform well at certain tasks used in the 
literature in the west became success when more familiar but logically 
equivalent tasks were developed for the culture. 

Like Mike, I'm not sure that Eurocentrism or equivalent terms is the 
appropriate way to label these phenomena. 

And as a footnote I have to disagree with NG's inclusion of Winnipeg in the top 
20, but don't let that stop you from visiting. I would just wait 6 months or so 
unless you want to skate (or even drive) on a frozen river, ice fish, or 
something like that.

Take care
Jim

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RE: [tips] Most misleading statistical graphic ever?

[Jim Clark]

I'm sure they just forgot to label the vertical axis from high numbers at the 
bottom to low numbers at the top.

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Friday, November 13, 2015 2:47 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Most misleading statistical graphic ever?





[cid:image001.jpg@01D11E32.30F7CF80]

Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo

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[tips] An actual illusion

[Jim Clark]

Hi

Nice illusion here

http://www.illusionsciences.com/2008/12/rotating-reversals.html

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


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RE: [tips] Illusion?

[Jim Clark]

Add me to those who do not see a reverse figure!

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Stuart McKelvie [mailto:smcke...@ubishops.ca]
Sent: November-07-15 8:48 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Illusion?



I, too, do not see an ambiguous figure with two interpretations.

Why does Jim not ask his student what is supposed to be there?

Stuart

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Saturday, November 07, 2015 8:35 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Illusion?



By "figure ground illusion" I take it you mean an "ambiguous" or multi stable 
figure, like the duck-rabbit? No, I do not see anything recognizable when I try 
to force the white into figure here.

Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo

On Nov 7, 2015, at 7:39 PM, Jim Matiya 
<jmat...@hotmail.com<mailto:jmat...@hotmail.com>> wrote:


Has anyone on the list ever seen this illusion. A student submitted as a an 
example...but I have never seen it before.  I am a little slow, can anyone see 
the figure-ground illusion?

I have attached the picture



JIm
retired from FGCU

Jim Matiya

Too often we underestimate the power of a touch, a smile, a kind word, a 
listening ear, an honest compliment, or the smallest act of caring, all of 
which have the potential to turn a life around...Leo Buscaglia


  :) I was addicted to the Hokey-Pokey, but I turned myself around  :)

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RE: [tips] Jeb Bush: Psych majors work at Chick-fil-A | Washington Examiner

[Jim Clark]

One factor that always gets ignored in these debates about education and 
training is the number of available jobs in different categories. In the late 
1980s, for example, trades, primary industry jobs, and manufacturing jobs 
accounted for about 30% of all jobs. This year, that figure is down to 23%. 
Moreover, these tend to be the jobs that are more affected by economic 
downturns, perhaps especially in places with increasingly limited union 
protections (e.g., USA?), and in some cases by off-shoring the work. And who 
knows what will happen in the future with robotics, 3-D printing, and other 
technical advances.

This is not to say that students and professors don’t need to consider 
thoughtfully future career options (e.g., marketing self after graduation, 
employment opportunities) and diverse sources of satisfaction besides salary. 
But at least by some metrics the economic benefit of degrees has increased 
rather than decreased over time.

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Jim Matiya [mailto:jmat...@hotmail.com]
Sent: October-25-15 7:07 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Jeb Bush: Psych majors work at Chick-fil-A | Washington 
Examiner



Just so you knowthe governor's daughter has a degree  in anthropology.

jim
ex FGCU
Ft. Myers, Florida

Sent from my iPad

On Oct 25, 2015, at 12:06 AM, Christopher Green 
<chri...@yorku.ca<mailto:chri...@yorku.ca>> wrote:


Jeb! takes aim at psychology majors. Well, at least we came after the current 
Florida governor went after anthropology students, and Obama dissed art 
historians.

Jeb Bush: Psych majors work at Chick-fil-A | Washington 
Examiner<http://www.washingtonexaminer.com/jeb-bush-psych-majors-work-at-chick-fil-a/article/2574851>
Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo

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RE: [tips] Jeb Bush: Psych majors work at Chick-fil-A | Washington Examiner

[Jim Clark]

I forgot to mention … these are Canadian statistics.

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
Sent: October-25-15 7:58 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Jeb Bush: Psych majors work at Chick-fil-A | Washington 
Examiner



One factor that always gets ignored in these debates about education and 
training is the number of available jobs in different categories. In the late 
1980s, for example, trades, primary industry jobs, and manufacturing jobs 
accounted for about 30% of all jobs. This year, that figure is down to 23%. 
Moreover, these tend to be the jobs that are more affected by economic 
downturns, perhaps especially in places with increasingly limited union 
protections (e.g., USA?), and in some cases by off-shoring the work. And who 
knows what will happen in the future with robotics, 3-D printing, and other 
technical advances.

This is not to say that students and professors don’t need to consider 
thoughtfully future career options (e.g., marketing self after graduation, 
employment opportunities) and diverse sources of satisfaction besides salary. 
But at least by some metrics the economic benefit of degrees has increased 
rather than decreased over time.

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


From: Jim Matiya [mailto:jmat...@hotmail.com]
Sent: October-25-15 7:07 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Jeb Bush: Psych majors work at Chick-fil-A | Washington 
Examiner



Just so you knowthe governor's daughter has a degree  in anthropology.

jim
ex FGCU
Ft. Myers, Florida

Sent from my iPad

On Oct 25, 2015, at 12:06 AM, Christopher Green 
<chri...@yorku.ca<mailto:chri...@yorku.ca>> wrote:


Jeb! takes aim at psychology majors. Well, at least we came after the current 
Florida governor went after anthropology students, and Obama dissed art 
historians.

Jeb Bush: Psych majors work at Chick-fil-A | Washington 
Examiner<http://www.washingtonexaminer.com/jeb-bush-psych-majors-work-at-chick-fil-a/article/2574851>
Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON   M3J 1P3
43.773759, -79.503722

chri...@yorku.ca<mailto:chri...@yorku.ca>
http://www.yorku.ca/christo

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RE: [tips] Talk Therapy Found to Ease Schizophrenia

[Jim Clark]

Also appears to have included a family education component. Reasonable approach 
given the role of Expressed Emotion (family over-involvement, intrusiveness) in 
relapse for Schizophrenia?

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Gerald Peterson [mailto:peter...@svsu.edu] 
Sent: Tuesday, October 20, 2015 2:09 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Talk Therapy Found to Ease Schizophrenia

Thnx Chris. Fascinating article/study. Of course, the "talk therapy" was more 
than simple conversation but part of help with everyday tasks and focused 
problem-solving conversations that sound like skill-building and learning what 
they might actually Do to control symptoms. I imagine the general reader will 
read other things into the idea of "talk therapy." Some interesting material to 
share with classes as to treatments and types of skills needed by psych 
therapists.  Gary



- Original Message -
From: "Christopher Green" <chri...@yorku.ca>
To: "Teaching in the Psychological Sciences (TIPS)" <tips@fsulist.frostburg.edu>
Sent: Tuesday, October 20, 2015 2:09:28 PM
Subject: [tips] Talk Therapy Found to Ease Schizophrenia

 But will the insurance companies ever be convinced to cover long term talk 
therapy?
 Christopher Green shared with you:
 
Talk Therapy Found to Ease Schizophrenia New York Times - John Kane, chairman 
of the psychiatry department at Hofstra North Shore-LIJ School of Medicine, who 
led a study on the treatment of schizophrenia.

Credit Uli Seit for The New York Times




Chris
-
Christopher D. Green
Department of Psychology
York University
Toronto, ON M6C 1G4
Canada

chri...@yorku.ca
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RE:[tips] Job ads with open areas of specialization: a question

[Jim Clark]

Hi

We have done open ads in the past, although I agree with Edward they are less 
than ideal. One reason is it becomes more difficult to discuss area vs 
individuals. Usually we do this when we have only been allowed to advertise 
late and are not confident of getting "select" candidates if restricted to a 
given area ... you may be surprised to learn that not everyone is rushing to 
move to Winnipeg! On the other hand, we have pretty diverse teaching needs, 
which means a broad ad works in that respect.

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Pollak, Edward [mailto:epol...@wcupa.edu]
Sent: Thursday, October 15, 2015 9:44 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Job ads with open areas of specialization: a question




Paula Waddill posted an ad for an "Assistant Professor of Psychology - Open 
Area of Specialization - Murray State Univ."

Having been involved in dozens of searches over the years, I'm curious about 
these "open" searches. My department never did such a search because we assumed 
that it would result in an unmanageable number of applications, probably 
numbering in the hundreds. When combined with the difficulties involved in 
comparing applicants from radically different specializations, This just seems 
crazy to me. In addition, I can't imagine how one would go about defending 
decisions to the affirmative action officer when such different criteria would 
have to be used for different disciplines.

In all fairness, my university is in an area (suburban Philadelphia) that is 
close to dozens of universities & teaching hospitals. These give us access to a 
very large number of new Ph.D.s, interns, & post docs. And we have a large 
number of dual career couples, both of whom are looking for academic or high 
tech jobs in the same area. Our searches, therefore, virtually never have a 
dearth of applicants. I realize that this may not be the case in less urban 
areas or urban areas without the large number of academic institutions with 
which we are blessed. Murray, TN is a good 2 hrs. from the nearest large city 
(Nashville) so it's probably not ideal for attracting dual career couples and 
its religious diversity seems minimal, e.g., the nearest synagogue is in 
Paducah, an hour away. It is, however, in a beautiful region with lots of 
recreational possibilities.

My question is, have any of you had experiences with running "open searches" 
and what have been your experiences? I'm just curious.

Ed


Edward I. Pollak, Ph.D.
Professor Emeritus of Psychology
West Chester University of Pennsylvania
Doc's Bluegrass Newsletter: 
http://www.docsbluegrass.net/bluegrass-newsletter.html
Husband, father, grandfather, bluegrass fiddler & 
biopsychologist... in approximate order of importance






This e-mail message was sent from a retired or emeritus status employee of West 
Chester University.

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RE: [tips] More on Nobel prize and traditional medicine

[Jim Clark]

Is it redundant or an oxymoron?

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: Paul Brandon [mailto:pkbra...@hickorytech.net]
Sent: Wednesday, October 14, 2015 9:13 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] More on Nobel prize and traditional medicine



'Traditional medicine' is redundant.
There is medicine (supported by science and consistent with scientific 
principles)
and there is quackery.
Naturopathy is quackery, not medicine.

On Oct 13, 2015, at 11:33 PM, Jim Clark 
<j.cl...@uwinnipeg.ca<mailto:j.cl...@uwinnipeg.ca>> wrote:


Hi

Science based medicine has a good piece on the nobel prize Michael P reviewed 
nicely. Shows how it can be misinterpreted and abused by the naturopathy 
industry, not surprisingly.

https://www.sciencebasedmedicine.org/no-the-nobel-prize-does-not-validate-naturopathy-or-herbalism/

Take care
Jim

Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
pkbra...@hickorytech.net<mailto:pkbra...@hickorytech.net>




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[tips] More on Nobel prize and traditional medicine

[Jim Clark]

Hi

Science based medicine has a good piece on the nobel prize Michael P reviewed 
nicely. Shows how it can be misinterpreted and abused by the naturopathy 
industry, not surprisingly.

https://www.sciencebasedmedicine.org/no-the-nobel-prize-does-not-validate-naturopathy-or-herbalism/

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>



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RE: Tu Youyou and Project 523 (was [tips] Homeopathic inspired Nobel prize

[Jim Clark]

Thanks Mike ... Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark

-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: Thursday, October 08, 2015 1:29 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: Tu Youyou and Project 523 (was [tips] Homeopathic inspired Nobel prize

Okay, a few points:

(0) Many Asian names have the family name first followed by their given name 
while Europeans-Americans reverse the order. So, the Asian name Tu Youyou 
follows traditional Chinese order while in the U.S. we would say Youyou Tu.  
The Japanese also follow this practice and the most confusing example of this 
is given by the great baseball player Ichiro Suzuki (U.S. order) who has a 
baseball jersey with his first name on it instead of the traditional last name; 
for example, see:
http://shop.mlb.com/product/index.jsp?productId=23260256=82056491237863=pla=16570160=pla_16570160=16570160
Apparently he used Suzuki Ichiro when he signed up and Americans being American 
thought Ichiro was his last name.

(1) Again, one source to check for background info as a starting point is 
Wikipedia which has an up to date entry on Tu Youyou; see:
https://en.wikipedia.org/wiki/Tu_Youyou
Note that she is referred to by her family name "Tu" and not Youyou which would 
probably be annoying at a number of levels.

(2) Tu's research is based on Traditional Chinese Medicine and not homeopathy 
-- I don't know how Prof. Sylvester got them mixed up but for background on 
Traditional Chinese Medicine see:
https://en.wikipedia.org/wiki/Traditional_Chinese_medicine
And for background on Homeopathy which has nothing to do with Chinese medicine, 
traditional or otherwise, see:
https://en.wikipedia.org/wiki/Homeopathy
Homeopathy is considered a pseudoscience while the status of Traditional 
Chinese Medicine is more complex with the understanding that some treatments 
are only placebos while others, like Tu's, are valid.  The problem is determine 
which ones are valid.

(3) Tu does not have any formal medical or advanced degrees, (she has a B.A. in 
Pharmacy) hence she cannot be called "Dr. Tu"
while "Prof Tu" may be acceptable today.  The reason for this is, as the 
Wikipedia entry states, she grew up during the Cultural Revolution and 
intellectuals (i.e., academics, degreed folks, etc.) were a despised group -- 
one of the "nine black categories"; see:
https://en.wikipedia.org/wiki/Stinking_Old_Ninth
Kinda like the way U.S. conservatives treat academics today. ;-) The NY Times 
does call her "Dr Tu"; see:
http://www.nytimes.com/2015/10/06/science/william-c-campbell-satoshi-omura-youyou-tu-nobel-prize-physiology-medicine.html?_r=0
But the BBC gets it right, highlighting her status of the "Three Noes":
http://www.bbc.com/news/blogs-china-blog-34451386
Unfortunately, there is some controversy about what exactly it was that she did 
to earn the Nobel Prize and whether it was her work or others on the team she 
worked with; see:
http://www.scmp.com/news/china/society/article/1864382/tu-youyou-nobel-prize-winning-chemist-and-malaria-controversy

(4) Project 523 was a secret Chinese military medical program set up by Mao 
Zedong to develop new antimaliarial treatments partly in response to the 
request by the North Vietnamese during the Vietnam War because so many of their 
soldiers caught malaria and traditional treatments apparently no longer worked; 
see Tu's entry above and:
https://en.wikipedia.org/wiki/Project_523

(5) According to Tu's entry,

|Scientists worldwide had screened over 240,000 compounds without 
|success. In 1969, Tu, then 39 years old, had an idea of screening 
|Chinese herbs. She first investigated the Chinese medical classics in 
|history, visiting practitioners of traditional Chinese medicine all 
|over the country on her own. She gathered her findings in a notebook 
|called A Collection of Single Practical Prescriptions for Anti-Malaria. 
|Her notebook summarized 640 prescriptions. Her team also screened over 
|2,000 traditional Chinese recipes and made 380 herbal extracts, which 
|were tested on mice.[2]

The key wording above is that over 2,000 traditional Chinese treatments for 
malaria were identified and, ultimately, only one was found to actually work.

Traditional Chinese Medicine 0, Science 1

(6) As always, check sources, don't go by "word of mouth" for information 
because that is usually just gossip or someone's biased misconstrual of what 
they think they might have heard or read somewhere but can't remember the 
source.

On Thu, 08 Oct 2015 10:01:08 -0700, michael sylvester wrote:
>One of the recipients of this year's  Nobel prize for Medicine is a 
>Chinese lady  who is 85.Going far  back into the literature on Chinese 
>medicine practised centuries ago, she  focused her attention on th

[tips] Recommend Text for Abnormal Psychology - Children & Adolescents

[Jim Clark]

Hi

Any recommendations for (or against) text for Abnormal Child & Adolescent 
Course? So far, I've looked at two: Phares and Weis.

Thanks
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>



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RE: [tips] Quack Psychology

[Jim Clark]

I believe Canadian energy causes massive environmental damage through CO2 
emissions and other by-products of production, whereas USA energy causes 
earthquakes and massive environmental damage through oil spills and coal 
emissions.

On the other hand, probably the same companies control both, so is it REALLY 
Canadian or USA energy??

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>

From: MARK CASTEEL [mailto:ma...@psu.edu]
Sent: Thursday, September 17, 2015 3:30 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Quack Psychology



So I just have to ask. . . how is Canadian Energy different from good ole U.S. 
of A Energy? ;)

**
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
717-771-4028
**
From: Rick Stevens 
[mailto:stevens.r...@gmail.com]<mailto:[mailto:stevens.r...@gmail.com]>
Sent: Thursday, September 17, 2015 4:07 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Quack Psychology



And, darn if you didn't miss the Canadian Energy Psychology Conference.  It was 
last month.

Rick Stevens
School of Behavioral and Social Sciences
University of Louisiana at Monroe

On Thu, Sep 17, 2015 at 2:33 PM, Jim Clark 
<j.cl...@uwinnipeg.ca<mailto:j.cl...@uwinnipeg.ca>> wrote:


Hi

Looks like we’re really making the big time in the field of Energy Psychology.  
See

http://www.energypsych.org/

Unfortunately I was not able to find a certified practitioner up here in 
Manitoba, Canada. If only I lived in Colorado! The idea of certified energy 
psychologist reminds me of media reports a month or so ago of people being 
ripped off by fraudulent psychics, as opposed I guess to the non-fraudulent 
ones?

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


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RE: Re:[tips] NY Times Article on Reproducibility

[Jim Clark]

Reminds me of the old literature on personality traits. Number of people argued 
against traits and in favour of the situation on the basis of failure to find 
substantial correlations between measures (e.g., of honesty) across situations. 
Failure to replicate? Much of the problem turned out to be due to unreliable 
measures (e.g., single items).

Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Mike Wiliams [mailto:jmicha5...@aol.com] 
Sent: September-03-15 12:39 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re:[tips] NY Times Article on Reproducibility

Psychologists have been using poor research methods for so long that we think 
our current methods are valid.  We have been wise enough to detect these 
problems and often comment on them, and even study them, but we don't change 
them because there is essentially no correction.
  It's like the old quote about the weather: everybody talks about it but no 
one does anything about it.  A good example I use in stats classes is 
reliability.  Psychologists have actually made contributions to the study of 
measurement because our measures are so unreliable. I wonder how many studies 
will not replicate or have stable effect sizes if the dependent measures only 
have reliabilities of .8?

If the dependent measures can't be improved, we still forge on using them as if 
they were perfectly valid and reliable.  Of course, one consequence of this is 
a poor rate of replication.

Mike Williams
Drexel University

On 9/3/15 1:00 AM, Teaching in the Psychological Sciences (TIPS) digest
wrote:
> Subject: RE: NY Times Article on Reproducibility
> From: "Mike Palij"<m...@nyu.edu>
> Date: Wed, 2 Sep 2015 08:54:34 -0400
> X-Message-Number: 1
>
> On Tue, 01 Sep 2015 08:02:05 -0700, Jim Clark wrote:
>> >Hi
>> >
>> >Piece in NY Times by psychologist defending the discipline.
>> >http://www.nytimes.com/2015/09/01/opinion/psychology-is-not-in-crisi
>> >s.html?emc=edit_th_20150901=todaysheadlines=26933398&_r=0
>> >
>> >Judging by comments, readers aren't buying the argument.
> Maybe Scott Lilienfeld should write an Op-Ed piece because of his 
> background on reviewing psychology as a science vs being a 
> pseudoscience.  He hasn't commented on the reproducibility project but 
> one imagines that he may have some useful insights as well as 
> explanations that go beyond "this is just an example of the 
> self-correcting nature of science".
>
> -Mike Palij
> New York University
> m...@nyu.edu


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[tips] NY Times Article on Reproducibility

[Jim Clark]

Hi

Piece in NY Times by psychologist defending the discipline.

http://www.nytimes.com/2015/09/01/opinion/psychology-is-not-in-crisis.html?emc=edit_th_20150901=todaysheadlines=26933398&_r=0

Judging by comments, readers aren't buying the argument.

Take care
Jim

Jim Clark
Professor & Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark<http://www.uwinnipeg.ca/~clark>


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RE: [tips] PSYC failed the replication test

[Jim Clark]

Hi

From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]

  Yes, meta-analysis is called for here, if you can get the data out of 
all those file drawers.


My concern is that even more rigid criteria for publication (larger Ns or 
higher significance levels) will increase the file-drawer problem, exacerbating 
the challenge of accurate meta-analysis. Reducing the threshold for purely 
empirical papers or having some way for them to be deposited in some 
repository would facilitate meta-analysis and the identification of real 
effects. Of course the research community would have to have some benefit to 
accrue to replication studies; otherwise, people might never undertake them.

There were some other interesting points made in the article.

One was that replication rates were higher in the cognitive than social 
journals. They mentioned the use of within-s designs as one possible 
explanation. Might it also be the case that dependent variables in the 
cognitive area have fewer uncontrolled sources of variability, hence making the 
effects cleaner (less noisy?) and easier to replicate? I don't recall whether 
they distinguished between experimental and non-experimental effects, which 
could be another difference between areas.

Another observation was that interaction effects were less likely to replicate 
than main effects. The proper analysis of interactions is challenging and 
something of an issue. Specifically, the default ANOVA approach is optimal only 
for rare cross-over interactions, yet some (e.g., Rosenthal) argue that is the 
proper approach to interactions even when it is not appropriate (according to 
some people) as when no effect is expected in one condition (e.g., control 
group) and only in other conditions. The latter responds better to simple 
effects analysis, which according to the ANOVA purist confounds main and 
interaction effects.

Let's hope these kinds of studies lead to thoughtful and constructive changes 
in the discipline and also do not harm the credibility of research in the eyes 
of those who already would like to minimize its impact.

Take care
Jim

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Re: [tips] PSYC failed the replication test

[Jim Clark]

If it wasn't clear I was responding to the replication issue, primarily on the 
basis of a summary in a summary posted in a higher education newsletter. I will 
now belatedly read the full paper.

Jim

Sent from my iPhone

On Aug 28, 2015, at 2:41 PM, Jim Clark 
j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca wrote:




Hi

Some notable lapses I think. No mention of meta-analysis that I saw. And the 
Science editor's comment that marginal results not be published is exactly 
wrong. Every finding should be published so that studies can be aggregated. 
Psychology made a big mistake when it turned from small papers consisting 
mostly of methods and results for single studies to mega papers with multiple 
studies and (inflated?) intros and discussions. Thes problems are exacerbated 
by calls for larger and larger Ns.

Jim

Sent from my iPhone

On Aug 28, 2015, at 2:33 PM, Dennis Goff 
dg...@randolphcollege.edumailto:dg...@randolphcollege.edu wrote:



You all might find an article published on the Five Thirty Eight website (link 
http://fivethirtyeight.com)  useful when talking about this issue with 
students. The article includes a very nice interactive demonstration of 
p-hacking that I think will help students to understand that concept. Beyond 
that, the article takes a balanced approach to the problems of replicability, 
the growth in the number of journal articles being published, fraud and other 
related topics.  The title is Science Isn’t Broken by , Christie Aschwanden. 
Here is the link http://fivethirtyeight.com/features/science-isnt-broken/

Dennis

--
Dennis M Goff
Charles A Dana Professor of Psychology
Chair Department of Psychology
Office: (434) 947-8547

Randolph College
Founded as Randolph-Macon Woman's College in 1891
2500 Rivermont Avenue
Lynchburg, VA 24503
www.randolphcollege.eduhttp://www.randolphcollege.edu/




From: Rick Froman [mailto:rfro...@jbu.edu]
Sent: Friday, August 28, 2015 2:17 PM
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Subject: RE:[tips] PSYC failed the replication test



It is true that we only got a D+ :( but 68% is quite a bit higher :) than some 
of the estimates of reproducibility I have heard bandied about (which are close 
to zero).

Rick

Dr. Rick Fromanhttp://bit.ly/16z4vcd
Professor of Psychology
Box 3519
John Brown University
2000 W. University Siloam Springs, AR  72761
rfro...@jbu.edumailto:rfro...@jbu.edu
(479) 524-7295


From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]
Sent: Friday, August 28, 2015 12:59 PM
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Subject: [tips] PSYC failed the replication test



  This article is going on the reading list for my grad students in 
stats.  Once we have covered power and publication biases this article should, 
I hope, lead to some lively discussion.

http://www.sciencemag.org/content/349/6251/aac4716

Cheers,

image001.jpghttp://www.ecu.edu/
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm
Associate Editor, Society  Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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Re: [tips] PSYC failed the replication test

[Jim Clark]

Hi

Some notable lapses I think. No mention of meta-analysis that I saw. And the 
Science editor's comment that marginal results not be published is exactly 
wrong. Every finding should be published so that studies can be aggregated. 
Psychology made a big mistake when it turned from small papers consisting 
mostly of methods and results for single studies to mega papers with multiple 
studies and (inflated?) intros and discussions. Thes problems are exacerbated 
by calls for larger and larger Ns.

Jim

Sent from my iPhone

On Aug 28, 2015, at 2:33 PM, Dennis Goff 
dg...@randolphcollege.edumailto:dg...@randolphcollege.edu wrote:



You all might find an article published on the Five Thirty Eight website (link 
http://fivethirtyeight.com)  useful when talking about this issue with 
students. The article includes a very nice interactive demonstration of 
p-hacking that I think will help students to understand that concept. Beyond 
that, the article takes a balanced approach to the problems of replicability, 
the growth in the number of journal articles being published, fraud and other 
related topics.  The title is Science Isn’t Broken by , Christie Aschwanden. 
Here is the link http://fivethirtyeight.com/features/science-isnt-broken/

Dennis

--
Dennis M Goff
Charles A Dana Professor of Psychology
Chair Department of Psychology
Office: (434) 947-8547

Randolph College
Founded as Randolph-Macon Woman's College in 1891
2500 Rivermont Avenue
Lynchburg, VA 24503
www.randolphcollege.eduhttp://www.randolphcollege.edu/




From: Rick Froman [mailto:rfro...@jbu.edu]
Sent: Friday, August 28, 2015 2:17 PM
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Subject: RE:[tips] PSYC failed the replication test



It is true that we only got a D+ :( but 68% is quite a bit higher :) than some 
of the estimates of reproducibility I have heard bandied about (which are close 
to zero).

Rick

Dr. Rick Fromanhttp://bit.ly/16z4vcd
Professor of Psychology
Box 3519
John Brown University
2000 W. University Siloam Springs, AR  72761
rfro...@jbu.edumailto:rfro...@jbu.edu
(479) 524-7295


From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]
Sent: Friday, August 28, 2015 12:59 PM
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Subject: [tips] PSYC failed the replication test



  This article is going on the reading list for my grad students in 
stats.  Once we have covered power and publication biases this article should, 
I hope, lead to some lively discussion.

http://www.sciencemag.org/content/349/6251/aac4716

Cheers,

image001.jpghttp://www.ecu.edu/
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm
Associate Editor, Society  Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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Re: [tips] PSYC failed the replication test

[Jim Clark]

Here's the summary

https://www.insidehighered.com/news/2015/08/28/landmark-study-suggests-most-psychology-studies-dont-yield-reproducible-results?utm_source=Inside+Higher+Edutm_campaign=11c198e085-DNU20150828utm_medium=emailutm_term=0_1fcbc04421-11c198e085-197432805


Sent from my iPhone

On Aug 28, 2015, at 2:53 PM, Jim Clark 
j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca wrote:




If it wasn't clear I was responding to the replication issue, primarily on the 
basis of a summary in a summary posted in a higher education newsletter. I will 
now belatedly read the full paper.

Jim

Sent from my iPhone

On Aug 28, 2015, at 2:41 PM, Jim Clark 
j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca wrote:




Hi

Some notable lapses I think. No mention of meta-analysis that I saw. And the 
Science editor's comment that marginal results not be published is exactly 
wrong. Every finding should be published so that studies can be aggregated. 
Psychology made a big mistake when it turned from small papers consisting 
mostly of methods and results for single studies to mega papers with multiple 
studies and (inflated?) intros and discussions. Thes problems are exacerbated 
by calls for larger and larger Ns.

Jim

Sent from my iPhone

On Aug 28, 2015, at 2:33 PM, Dennis Goff 
dg...@randolphcollege.edumailto:dg...@randolphcollege.edu wrote:



You all might find an article published on the Five Thirty Eight website (link 
http://fivethirtyeight.com)  useful when talking about this issue with 
students. The article includes a very nice interactive demonstration of 
p-hacking that I think will help students to understand that concept. Beyond 
that, the article takes a balanced approach to the problems of replicability, 
the growth in the number of journal articles being published, fraud and other 
related topics.  The title is Science Isn’t Broken by , Christie Aschwanden. 
Here is the link http://fivethirtyeight.com/features/science-isnt-broken/

Dennis

--
Dennis M Goff
Charles A Dana Professor of Psychology
Chair Department of Psychology
Office: (434) 947-8547

Randolph College
Founded as Randolph-Macon Woman's College in 1891
2500 Rivermont Avenue
Lynchburg, VA 24503
www.randolphcollege.eduhttp://www.randolphcollege.edu/




From: Rick Froman [mailto:rfro...@jbu.edu]
Sent: Friday, August 28, 2015 2:17 PM
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Subject: RE:[tips] PSYC failed the replication test



It is true that we only got a D+ :( but 68% is quite a bit higher :) than some 
of the estimates of reproducibility I have heard bandied about (which are close 
to zero).

Rick

Dr. Rick Fromanhttp://bit.ly/16z4vcd
Professor of Psychology
Box 3519
John Brown University
2000 W. University Siloam Springs, AR  72761
rfro...@jbu.edumailto:rfro...@jbu.edu
(479) 524-7295


From: Wuensch, Karl Louis [mailto:wuens...@ecu.edu]
Sent: Friday, August 28, 2015 12:59 PM
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Subject: [tips] PSYC failed the replication test



  This article is going on the reading list for my grad students in 
stats.  Once we have covered power and publication biases this article should, 
I hope, lead to some lively discussion.

http://www.sciencemag.org/content/349/6251/aac4716

Cheers,

image001.jpghttp://www.ecu.edu/
Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology
East Carolina University, Greenville NC  27858-4353, USA, 
Earthhttp://core.ecu.edu/psyc/wuenschk/Earth.htm
Associate Editor, Society  Animals
Voice:  252-328-9420 Fax:  252-328-6283
http://core.ecu.edu/psyc/wuenschk/klw.htm


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RE: [tips] Essay on why scholarly ethics codes may be likely to fail | InsideHigherEd

[Jim Clark]

Hi

I perhaps misread Mike's original list of reasons for psychologists and medical 
doctors engaging in torture as an exhaustive list of possible reasons rather 
than the motivations of specific people who participated in torture. My 
additions were certainly not meant to refer to specific people, but simply to 
represent other possible reasons.

And I continue to disagree with Mike's assumption that it takes horrendous 
people to do horrendous things, the example of Ted Bundy not withstanding. 
Dropping atomic bombs on Japan had horrendous consequences, as did Ally bombing 
of Dresden during WW II. Do we therefore assume the actors involved from 
Generals on down were horrendous people? Indeed I believe many people recognize 
that horrible acts during war do not necessarily reflect horrible qualities of 
individual actors. As an anecdotal example, my neighbours across the road when 
growing up were a British woman married to a German man, both of whom emigrated 
to Canada, met, and married shortly after WW II. This is not to exonerate 
everyone for all actions they might have taken during the war.

Take care
Jim



 -Original Message-
 From: Mike Palij [mailto:m...@nyu.edu]
 Sent: July-22-15 5:01 AM
 To: Teaching in the Psychological Sciences (TIPS)
 Cc: Michael Palij
 Subject: RE: [tips] Essay on why scholarly ethics codes may be likely to fail 
 |
 InsideHigherEd
 
 On Tue, 21 Jul 2015 11:43:42 -0700, Jim Clark wrote:
 Hi
 
  -Original Message-
  From: Mike Palij
  The next question is why did medical/health professionals assist the
  CIA et al in  such activities (e.g., rectal feedings)?  Was this
  an example of a Milgram style submission to authority?  Was it a
  purely selfish response on the part of  medical/health professionals,
  that is, they like their job, they like their  future in  the
  organization, and did not want to jeopardize what seemed to them  was
  a good livelihood -- what's a little torture or unethical behavior
  among colleagues if each can get away with it (using the Nuremberg
  defense) and
  keep their jobs and the promise future opportunities?
 .
 I guess another possibility is that they sincerely believed the
 procedures could extract useful information and save lives, American
 and other nationalities.
 
 Jim, with all due respect, who the hell are you talking about?  If you're 
 referring
 to James Mitchell and Bruce Jessen, the two psychologists who had no
 experience with interrogation techniques, in contrast to the FBI and others
 whose experience goes back to the early 1950s, you have to convince me of the
 evidence that they thought their made up techniques would actually work and
 they could save lives.  In fact, give me one example where the use of torture
 actually saved lives.
 
 If you need some reminding of what Mitchell and Jessen and the CIA did, here's
 a NY Times article that provides a brief
 overview:
 http://www.nytimes.com/2014/12/16/us/politics/cia-on-path-to-torture-
 chose-haste-over-analysis-.html?_r=0
 
 One of  the things that puzzled many experienced interrogators was why
 Mitchell and Jessen were brought in (NOTE:  their lack of experience with
 interrogation would allow them to try anything they wanted, from the most
 heinous to the profoundly stupid).  Here is an article from the BBC website on
 how interrogators got Dzhokhar Tsamaev, one of the Boston Marathon
 bombers, to open up:  build rapport with the person being interrogated. See:
 http://www.bbc.com/news/magazine-7704
 
 Also, the FBI in 2012 released its primer on how to interrogate a terror 
 suspect
 which is based on 50+ years of experience; here is one story that appeared at
 the time:
 http://www.examiner.com/article/fbi-declassified-primer-offers-guidance-on-
 how-to-interrogate-terror-suspects
 
 You can actually read the primer which is available as a PDF on the web;
 see:
 www.aclu.org/files/fbimappingfoia/20120727/ACLURM036782.pdf
 
 The report is about 78 pages long but here's a quote about one of the 
 effective
 techniques used in interrogation:
 
 | Direct Questioning In using the direct approach the HUMINT
 collector
 |asks direct questions The initial questions may be administrative or
 |non-pertinent but the HUMINT collector quickly begins asking pertinent
 |questions The HUMINT collector will continue to use direct questions as
 |long as the source is answering the questions in truthful manner When
 |the source refuses to answer avoids answering or falsely answers
 |pertinent question the HUMINT collector will begin an alternate
 approach
 |strategy. (ref 27)
 
 NOTE:  The report does not define the term HUMINT but by inference one can
 assume it means human intelligence.
 
 |   Statistics from interrogation operations in World War II show that
 the direct
 |approach was effective 90 percent of the time In Vietnam and in
 Operation
 |Urgent Fury Grenada 1983 Just Cause Panama 1989 and Desert Storm Kuwait
 |and Iraq 1991 the direct approach

RE: [tips] Essay on why scholarly ethics codes may be likely to fail | InsideHigherEd

[Jim Clark]

Hi

 -Original Message-
 From: Mike Palij [mailto:m...@nyu.edu]
 
 The next question is why did medical/health professionals assist the CIA et 
 al in
 such activities (e.g., rectal feedings)?  Was this an example of a Milgram 
 style
 submission to authority?  Was it a purely selfish response on the part of
 medical/health professionals, that is, they like their job, they like their 
 future in
 the organization, and did not want to jeopardize what seemed to them was a
 good livelihood -- what's a little torture or unethical behavior among 
 colleagues
 if each can get away with it (using the Nuremberg
 defense) and keep their jobs and the promise future opportunities?

I guess another possibility is that they sincerely believed the procedures 
could extract useful information and save lives, American and other 
nationalities. Or they might have even thought that the procedures required to 
extract useful information might be less harsh or damaging with their 
involvement than without. And is submission to authority related at all to 
loyalty? After all, shooting people and dropping bombs have devastating 
physical and psychological effects on others, and are accepted practices at war.

I'm not personally endorsing these views, but I think it is dangerous to assume 
that people who engage in horrendous acts necessarily are acting for horrendous 
reasons.

Take care
Jim

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RE: [tips] If You Had Lousy Grades When You Were 10 Years Old, You're Gonna Get Alzheimer's!

[Jim Clark]

Hi

Given IQ correlates with school performance, and early IQ is known to correlate 
with dementia, hardly seems like a new finding?

http://www.apa.org/monitor/feb01/dementia.aspx

Jim

 -Original Message-
 From: Mike Palij [mailto:m...@nyu.edu]
 Sent: July-20-15 11:48 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Cc: Michael Palij
 Subject: [tips] If You Had Lousy Grades When You Were 10 Years Old, You're
 Gonna Get Alzheimer's!
 
 Don't take my word for it, see this news article on the presentations at the
 Alzheimer's Association International Conference:
 http://www.telegraph.co.uk/news/science/science-news/11751788/School-
 grades-aged-10-predict-risk-of-dementia.html
 
 The Telegraph's (UK) science editor writes:
 
 |Children with low school grades at the age of 10 are more likely to
 |develop dementia later in life, scientists
 have found for the first time.
 |
 |Youngsters who struggled in school were far more likely to suffer
 |dementia as pensioners than average children, while high achievers were
 |much less likely to develop the condition.
 
 Boy, if I could only remember how I did in school at age 10, I'd be a lot less
 concerned -- or more concerned depending upon how I did.
 
 Anyway, the are summaries of other research such as:
 
 |In a separate study, experts at the University of California found that
 |watching too much television and taking too little exercise in early
 |adulthood more than doubles their risk of dementia.
 
 I am shocked --SHOCKED you hear! -- to find out that being a couch potato
 might cause Alzheimer's disease.  And all this time I thought that it only 
 caused
 heart disease, diabetes, and other minor health problems.  But that's not all.
 Consider:
 
 |Likewise at [sic!] study of 8,300 over 65s by Harvard University found
 |that the loneliest people suffered much faster cognitive decline than
 |those with the most friends, a 20 per cent acceleration over 12 years.
 
 One wonders whether those lonely people spent a lot time at home watching
 TV.
 
 Boy, this kind of research makes real confident that we'll find a cure of
 Alzheimer's disease some time in the next 100 years.
 Or perhaps the next millennia. YMMV.
 
 -Mike Palij
 New York University
 m...@nyu.edu
 
 
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RE: [tips] Fw: Release of the Final Report of the Special Investigator

[Jim Clark]

Hi

Thanks to Mike for the useful links. I’m curious about a couple of specifics.


1.  Were all Psychologists directly involved in torture Clinical 
Psychologists, since that would appear to be a prerequisite to working under 
the title “psychologist” in most settings? Or does the military have an 
exemption that would allow others with PhD or similar qualification 
irrespective of licensing?

2.  Were most of the major players within APA as well Clinical 
Psychologists?

3.  APA is not directly involved in licensing Psychologists is it? Even had 
APA rejected participation of Psychologists in torture (which it should have 
done), would that carry any force on the actual Psychologists working in the 
military? Or would State boards have had to enact such a proscription? This is 
not to diminish APA’s culpability in providing a rational for Psychologist 
involvement, but simply a question about the practical implications of a 
rejection of participation.

4.  To what extent do actions of individuals reflect badly (or well) on 
organizations and entire professions? Mike’s original post asked whether APA as 
a whole was in trouble. Would such a concern be a reasonable assumption based 
on what some Psychologists, prominent though they are, have done? Certainly 
reading comments on the NY Times piece suggests that some people are willing to 
make that inference; that is, there are major problems with the profession as a 
whole given what transpired in APA.

Take care
Jim



From: Mike Palij [mailto:m...@nyu.edu]
Sent: July-11-15 4:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Fw: Release of the Final Report of the Special Investigator






If you are a member of APA, you have probably gotten a
copy of this email this morning as I did.  For folks who
are no longer APA members, this might be something to
look at in addition to reading to report.  The APA also
gives the report a prominent place on its website; see:
http://www.apa.org/
Here is the APA press release about the report:
http://www.apa.org/independent-review/independent-review-release.aspx

I guess folks going to the 2015 APA convention in Toronto
(Hi Chris!) will have much to talk about in addition to the usual
chit-chat.

-Mike Palij
New York University
m...@nyu.edumailto:m...@nyu.edu



- Original Message -
From: Governance Affairs Officemailto:governa...@apa.org
To: m...@nyu.edumailto:m...@nyu.edu
Sent: Saturday, July 11, 2015 8:00 AM
Subject: Release of the Final Report of the Special Investigator


Dear Members,


The APA Board of Directors commissioned Mr. David Hoffman of Sidley Austin to 
do a thorough and independent review related to allegations of a relationship 
the APA and Bush Administration related to the use of abusive interrogation 
techniques during the War on Terror.  The report was recently received 
confidentially by Council who were in the process of providing recommendations 
to the Board when it was leaked to the New York Times. We had planned on a 
public release this coming week after Council’s input, but we have now posted 
the complete report on the APA website along with a press release that includes 
the Board’s initial recommendations. The supporting documents will be made 
available on our website this weekend.

The conclusions of the Independent Review report are deeply disturbing. Mr. 
Hoffman found evidence of an ongoing pattern of collusion between a small group 
of APA representatives and the Department of Defense. The Hoffman report states 
that the intent of the individuals who participated in the collusion was to 
curry favor with the Defense Department, and that may have enabled the 
government's use of abusive interrogation techniques. As a result, the 2005 
PENS report became a document based at least as much on the desires of the DoD 
as on the needs of the psychology profession and the APA's commitment to human 
rights.  Mr. Hoffman did not find evidence of collusion with the CIA or in the 
2002 change to our Code of Ethics.

The Hoffman report clearly writes a difficult chapter in our organization’s 
history.  We sincerely apologize for the actions, policies and lack of 
independence from governmental influence detailed in the report.  Our members, 
our organization, our profession, and the public expected and deserved better.  
We have announced a series of corrective actions related to policies and 
procedures to strengthen our organization and demonstrate our commitment to 
ethics and human rights.

We realize it is a lengthy document, but encourage you to read the full report. 
 Although the Executive Summary thoroughly overviews the findings, the specific 
details that provide the background (emails and interview data) are in the 
actual document. Reading the full document will help you to better understand 
how Mr. Hoffman came to his conclusions.

As troubling as the findings are, it is important that they have come to light 
so 

RE: Re:[tips] Ritberger Personality and Colour

[Jim Clark]

Hi

Thanks Mike ... very enlightening history. I too had done a search on psycinfo 
and found naught. One of the ironies given her flaky (?) views is that she 
describes herself as a behavioral psychologist, and a renowned one at that. Do 
people who are clearly divorced from science actually see themselves as being 
scientific, or just making associations for monetary reasons?

Take care
Jim

 -Original Message-
 From: Mike Palij [mailto:m...@nyu.edu]
 Sent: July-06-15 4:28 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Cc: Michael Palij
 Subject: Re:[tips] Ritberger Personality and Colour
 
 On Mon, 6 Jul 2015 04:05:17 +, Jim Clark wrote:
  Hi
 
  I wonder if there is any solid evaluation or legitimate review of
 Ritberger's (popular it seems) ideas about personality and colour?
 
 Do you mean this person?
 
 |Carol Ritberger, 51, Fair Oaks, CA
 |
 |Education/training. Ph.D. in religious philosophy from Life Church
 |Ministries in Modesto, CA. Ritberger spent much of her adult life
 |conducting team-building training classes for corporations. While
 |eating a steak dinner in a restaurant, she suddenly went into
 |convulsions and stopped breathing.
 |Doctors believe she had an allergic reaction. When she was
 |resuscitated, she saw light around people. The medical diagnosis was
 |that I was without oxygen to the brain long enough that it could have
 |caused temporary visual impairment, Ritberger says. The doctors say
 |my eyes let in too much light. She says that's when she began seeing
 |the human aura.
 |
 |Books: Your Personality Your Health, published by Hay House this fall.
 |
 |Fees: $125 per 90-minute reading by phone or in person. Selfr-eported
 |earnings of $72,000 a year.
 |
 |Method I call myself a bioenergetic diagnostician. I read the energy
 |of the body. I can see the aura. I can also see inside the body-vital
 |organs, tissue, muscle structure, skeletal structure. When an organ is
 |not functioning properly, it throws up an exaggerated amount of red. If
 |it's because of an emotional imbalance, it's
 red-orange;
 |if it has a psychological root cause, it's yellow-orange.
 From:
 A Who's Who of Medical Intuitives. Good Housekeeping 07 1998: 108.
 ProQuest. Web. 6 July 2015 .
 NOTE:  If you find that a person does not publish in academic journals but 
 only in
 books, it's a good idea to do a search of newspapers to find if there are any
 book reviews or news articles. Proquest has a fairly good database of 
 historical
 and current newspapers.
 A Google search will help find blogs and websites -- anyone know a better way
 to search blogs?
 
 Ritberger does not show up on PscyInfo or Google Scholar or Jstor.
 I did manage to find a single dissertation that cited her and here is the 
 reference
 for it:
 Ritberger, C. (1999). Interview with Carol Ritberger, Ph.D., Medical 
 Intuitive.
 Retrieved February 14, 2004, from
 http://www.spiritseeker.com/dec-jan99//ritberg2.htm
 Unfortunately, the website (Spiritseeker) no longer has this on its website.
 
 According to Amazon, here's what she published in the popular press:
 http://www.amazon.com/Carol-
 Ritberger/e/B001JRVH0U/ref=sr_tc_2_0?qid=1436188390sr=1-2-ent
 
 In summary, no, I don't think that there is a critical review of Ritberger's 
 theory
 though some of the skeptics sources might have something.
 
 -Mike Palij
 New York University
 m...@nyu.edu
 
 
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[tips] Ritberger Personality and Colour

[Jim Clark]

Hi

I wonder if there is any solid evaluation or legitimate review of Ritberger's 
(popular it seems) ideas about personality and colour?

Thanks
Jim

James M. Clark
Professor and Chair of Psychology
U of Winnipeg, Manitoba, Canada


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RE: [tips] Retraction of another psychology article

[Jim Clark]

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

Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark

-Original Message-
From: Ken Steele [mailto:steel...@appstate.edu] 
Sent: Thursday, May 21, 2015 8:10 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Retraction of another psychology article


http://retractionwatch.com/2015/05/20/author-retracts-study-of-changing-minds-on-same-sex-marriage-after-colleague-admits-data-were-faked/

-- 

Kenneth M. Steele, Ph. D.steel...@appstate.edu
Professor
Department of Psychology http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA


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RE: [tips] ANOVA and LGBT

[Jim Clark]

Hi

Since ANOVA handles any number of levels of a factor (2, 3, 7, 24? …), ANOVA 
need make no adjustment to accommodate more complex models of human sexual 
orientation. It is the researcher who must decide what is the appropriate 
number of levels and expected pattern of results, all of which is happily 
handled by ANOVA.

To further complicate matters, there is a growing literature on Asexuality that 
might be relevant here, depending on how one is defining the different levels 
of the sexual orientation factor. That is, if it is defined by the targets of 
people’s sexual attraction, then clearly Asexuality needs to be accommodated. 
Here’s a link to Tony Bogaert’s book:

http://www.amazon.com/Anthony-F.-Bogaert/e/B007LU54TY

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark

From: Michael Scoles [mailto:micha...@uca.edu]
Sent: Tuesday, May 12, 2015 9:03 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] ANOVA and LGBT



Dear Sir or Madam:

You raise an interesting question, but in order to answer it, more information 
is needed.
 (1) What is the dependent variable and what is the reason for investigating 
its association with gender?
 (2) From your description, it appears that there is a second independent 
variable, with two levels.  What is this variable and what are the levels?
 (3) LGBT is an acronym with four letters (some would add Q), but you only 
include 3 levels for gender in your proposed design.  Which group are you 
choosing to offend?

Thank you for any clarification you can provide.



On Tue, May 12, 2015 at 3:46 AM, michael sylvester 
msylves...@copper.netmailto:msylves...@copper.net wrote:





With Bruce Jenner in  mind.ANOVA may have to make some adjustmes to accommodate
LGBT subjects. Currently the gender variable N2  male/female but with LGBT 
subjects coming into the subject pool we may be lookimg not at a 2x2 design but 
a 3x2 design.Of course ANOVA
measures simple,main,and interaction effects.Those analyses would be very 
interestingWith LGBT a subset of the gender paradigm,when does the he or the 
she kicks in.
michael
daytona beach.florida
'going beyond where no tipster has gone before.'


[http://static.avast.com/emails/avast-mail-stamp.png]http://www.avast.com/


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--
Michael T. Scoles, Ph.D.
Associate Professor of Psychology  Counseling
University of Central Arkansas
Conway, AR 72035
501-450-5418

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RE: [tips] Random Thought: Faith, Hope, Love, IV

[Jim Clark]

Hi

Thanks to Chris for taking the time to write his thoughtful response. I find it 
laudable that some of us think there are natural and discoverable explanations 
for human behavior and experience, including the subjective elements on which 
Louis focuses. Undoubtedly at the time of Newton there were many (a large 
majority?) of people who thought all sorts of natural phenomena (apples falling 
to the ground?) were either inexplicable except by design of our creator or so 
obvious that they did not need explanation. Happily, Newton and his like were 
not satisfied with mysticism or ignorance.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Louis Eugene Schmier [mailto:lschm...@valdosta.edu] 
Sent: Wednesday, May 06, 2015 11:55 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Random Thought: Faith, Hope, Love, IV

Chris, I rest my case.

Make it a good day

-Louis-


Louis Schmier   
http://www.therandomthoughts.edublogs.org   
203 E. Brookwood Pl http://www.therandomthoughts.com
Valdosta, Ga 31602 
(C)  229-630-0821 /\   /\  /\ /\
 /\
  /^\\/  \/   \   /\/\__   
/   \  /   \
 / \/   \_ \/ /   \/ 
/\/  /  \/\  \
   //\/\/ /\\__/__/_/\_\/   
 \_/__\  \
 /\If you want to climb 
mountains,\ /\
 _ /  \don't practice on mole 
hills - /   \_

On May 6, 2015, at 12:49 PM, Christopher Green wrote:

 On May 6, 2015, at 7:57 AM, Louis Eugene Schmier lschm...@valdosta.edu 
 wrote:
 
  You know, sometimes I hate Isaac Newton, or, at least, his devotees who 
 advocated that everything is a machine and is governed by intelligible, 
 universal, and immutable laws.  I say this because the scholarship of 
 teaching and learning has turned the classroom in a Newtonian pedagogically 
 and technologically mechanical system.
 
 I usually ignore Louis far-too-long and not-particularly-enlightening 
 ruminations on his life as a real teacher. But this particular claim misses 
 the mark by such an enormous distance that I feel I have to comment. Whether 
 some overly-excited science boosters like to speculate that everything is 
 governed by mechanical laws is not really the point. The point is that there 
 is far too great tendency among far too many people to presume, on the 
 contrary, that everything that is the slightest bit complicated (which is 
 pretty much everything) is somehow mystical or divine or otherwise beyond 
 human comprehension. The mechanist program says only, Let's see which of 
 these phenomena we can explain in a mechanist fashion. For any phenomenon we 
 can model in that way, there is no longer a need to regard it as being 
 'mystical.' For those things that we cannot model mechanically at present, 
 the question of how it works remains open. Thus, the famous line from 
 Laplace, when asked by Napoleon about the absence of God in his model of the 
 cosmos: I have no need of that hypothesis. 
 
 Now, to be sure, there are lots of people saying lots of stupid things about 
 education these days, and offering (for sale, note) various contraptions that 
 purport to solve the problem. The issue here, however, has far more to do 
 with P. T. Barnum than it does with Isaac Newton (viz., There's a sucker 
 born every minute.). Or worse yet, the politicians who over-ride the wisdom 
 of actual educators to impose these devices on the classroom (if even a 
 classroom remains) are having their campaigns financed by the very people who 
 are hoping to make a buck by replacing real teachers with their devices. That 
 is the problem. Not Netwon and not mechanism.
 
 In short, Louis, you have been badly diverted from the real issue, which is 
 exactly their intent. 
 
 Regards,
 Chris
 .
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON M3J 1P3
 Canada
 
 chri...@yorku.ca
 http://www.yorku.ca/christo
 ...
 
 
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[tips] Confidential test materials Ethics Review Boards

[Jim Clark]

Hi

A colleague in another department has come up with an issue about promising 
confidentiality to someone to use their test, but the ethics review board wants 
to actually have the test submitted with the ethics package (i.e., not 
sufficient for researcher to meet with committee members to circulate copy of 
test). Anyone come across anything like this? The colleague is concerned with 
how they can guarantee confidentiality if copies of test are distributed to 
committee members. The test is of math skills, so not anything particularly 
controversial about its contents.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark


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RE:[tips] Science funding?

[Jim Clark]

Well your Republican Party appears to take a somewhat different view of social 
science research. Not that things are much better here in Canada.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark

-Original Message-
From: Gerald Peterson [mailto:peter...@svsu.edu] 
Sent: Tuesday, May 05, 2015 10:24 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Science funding?

With all the money spent on STEM and traditional science,(and military of 
course) when will people wake up to fact that it is knowledge of human behavior 
that should be priority. Solutions to Problems of the planet are tied to better 
understanding the depths of human psyche, not outer space.

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


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RE: [tips] Corinthian Colleges Closed Today -- Forever

[Jim Clark]

Hi

Perhaps a good example for correlation does not imply causation?  Here's an 
alternative model

Government funding cutback -- Tuition needs to be raised -- multiple negative 
consequences (student as consumer, practical course selection, ...)

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark

From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu]
Sent: Tuesday, April 28, 2015 11:14 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Corinthian Colleges Closed Today -- Forever

This, If I could go back in time I would stop colleges and universities from 
ever promoting better jobs and higher wages as an outcome (no matter how true 
it is and was) it was the beginning of the commodification of education.

As soon as that became the advertised draw for college education, it started so 
many trends.


  *   'If college graduates make more money, then they should not be subsidized 
to get an education' says legislatures around the nation
  *   'If making more money is the goal of college, then taking courses outside 
the major that will supposedly make me money is a waste of my time and money' 
says students paying more for their education
  *   'if getting a better job is the outcome from college, then anything that 
a college does to make it harder to graduate (like give me an F), is damaging 
my life' says the students paying more for their education
  *   'if i'm paying more for this product, then I have a right to say how good 
the product is, how much I like it', says the students paying more for their 
education

None of these are irrational, once one decides that the goal of education is to 
make more money in better jobs.

If we make the goal of education to improve our culture and our international 
competitiveness, then all the above goes away as issues.

Paul C Bernhardt, Ph.D.
Guild 215
301-687-4410
Office Hours for Spring 2015
M 12:30-1:30; T 3:30-4:30; WF 3:00-4:30
Schedule meetings anytime via
https://drbernhardt.youcanbook.me

On Apr 28, 2015, at 11:28 AM, Peterson, Douglas (USD) 
doug.peter...@usd.edumailto:doug.peter...@usd.edu wrote:


I assumed he was attracted by the artificially high placement rates created buy 
paying temp agencies to employ recent graduates.  While I was shocked by this 
practice but it goes to show that institutions will find ways to achieve by 
whatever metric is used to measure success and many times what is measured is 
what sells (or what is easy to measure).

If I could go back in time I would stop colleges and universities from ever 
promoting better jobs and higher wages as an outcome (no matter how true it is 
and was) it was the beginning of the commodification of education.

Doug

Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Annette Taylor [tay...@sandiego.edumailto:tay...@sandiego.edu]
Sent: Tuesday, April 28, 2015 9:19 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Corinthian Colleges Closed Today -- Forever

Interesting part of the article: interview with a student 3 classes away from 
graduation. Lives in the OC, socal. Educational goal: associate's degree in 
criminal justice.

What kind of associate's degree is he buying for the high tuition rates that he 
cannot get a community college? A quick perusal of the internet showed dozens 
and dozens of programs in criminal justice at community college in California.

It must have been some heck of a sales job that Corinthian was able to put on 
people. Thank goodness it will no longer prey on people who are not smart 
enough to figure out that they don't need to pay top dollar, financed heavily 
with student loans, to buy their education in socal--or probably anywhere! They 
can just go to their local community college.

But it does raise the larger question of how and why would people be persuaded 
to pursue an AA or AS degree at such a high priced institution? The California 
Community Colleges advertise all the time on radio about how affordable it is, 
how widespread it is, how anyone (I hope within reason) can be admitted...so 
the persuasion here must have been something truly extraordinary!

Annette


Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110-2492
tay...@sandiego.edumailto:tay...@sandiego.edu

Subject: Corinthian Colleges Closed Today -- Forever
From: Mike Palij m...@nyu.edumailto:m...@nyu.edu
Date: Mon, 27 Apr 2015 14:58:15 -0400
X-Message-Number: 2

The for-profit Corithinian Colleges (which consists of several
colleges, both physical and online) closed down operations today.
For one source on this, see the link to the Los Angeles Times:
http://www.latimes.com/business/la-fi-corinthian-shutdown-20150427-story.html#page=1

[tips] Fall Reading / Study Week?

[Jim Clark]

Hi

I'm curious whether people have any experience with fall reading week, which is 
becoming more common in Canadian universities with the shift to half courses. I 
haven't been able to find any empirical work on it, admittedly with just a 
pretty quick search.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark


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RE: [tips] Fall Reading / Study Week?

[Jim Clark]

Hi

Good question. Various rationales have been given for fall break.


1.   Retention, especially perhaps for first year students struggling with 
university. So retention stats, performance on mid-terms, failures or 
withdrawals from courses, …

2.   If any such benefits, statistics on potential mediators, such as 
studying during the break, using university resources (e.g., study skills 
sessions, …)

3.   Stress and mental health, which would implicate use of mental health 
services, surveys of stress levels, …

Probably others one might imagine. Of course, universities aren’t known for 
using evidence-based approaches to their practices, so I expect I’m not going 
to come up with much.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark

From: Christopher Green [mailto:chri...@yorku.ca]
Sent: Tuesday, April 28, 2015 12:35 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Fall Reading / Study Week?






We have a fall reading week (though it is called co-curricular days for 
reasons no one has yet been able to discern, and is often a day or two short of 
a full week). What kind of empirical work do you want? What's the DV?

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

chri...@yorku.camailto:chri...@yorku.ca
http://www.yorku.ca/christo

On Apr 28, 2015, at 12:34 PM, Jim Clark 
j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca wrote:





Hi

I’m curious whether people have any experience with fall reading week, which is 
becoming more common in Canadian universities with the shift to half courses. I 
haven’t been able to find any empirical work on it, admittedly with just a 
pretty quick search.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark



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RE: [tips] Better Educated = Happier, Better Mental Well-being? Guess Again...

[Jim Clark]

Hi

I can't help but note that U Warwick (the home school for this paper) is doing 
its part to make the lives of highly educated people (i.e., PhDs) more 
miserable. They have created an entity independent of the university to 
contract out part-time teaching, presumably to make it even easier to pay 
starvation wages, avoid benefits, block unionization, and generally fire 
people.  Here's one piece on it:

https://faceducation.wordpress.com/2015/04/03/warwick-uni-to-outsource-hourly-paid-academics-to-subsidiary/

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark



-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: April-06-15 5:20 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Better Educated = Happier, Better Mental Well-being? Guess 
Again...

A study in the British Journal of Psychiatry (BJP) is claiming that people 
with higher levels of education do not have a better level of mental well-being 
than people with low levels of education (so much for you Ph.D.s ;-).  This 
research is making its way into the mass media but the couple of outlets that I 
viewed appeared to rely heavily on the press release by the university of 
researchers; the press release can be read here:
http://www2.warwick.ac.uk/newsandevents/pressreleases/education_may_not/

One source that relies on this release if the EurekAlert website of the AAAS; 
see:
http://www.eurekalert.org/pub_releases/2015-03/uow-emn032515.php

Another is the Science Daily website:
http://www.sciencedaily.com/releases/2015/03/150325131620.htm

Here's a link to the abstract on PubMed:
http://www.ncbi.nlm.nih.gov/pubmed/25792696
One can link to the BJP website in the upper right corner of the screen and get 
a copy of the article (if your institution has a subscription).

I'm sure that there will be a variety of interpretations of the results and I 
think a closer reading of the results is needed (which I will do later) but I 
think I can hear the cranks now:

If you're so smart, why aren't you happier! ;-)

-Mike Palij
New York University
m...@nyu.edu


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RE: [tips] Better Educated = Happier, Better Mental Well-being? Guess Again...

[Jim Clark]

Hi

I couldn't access the full paper, but did find a table of the data (see below). 
Attached are two crosstabs, the first of education (rows from high to low) with 
the 3 levels of mental wellbeing (columns from low to medium to high). Shows 
strong association between the 2 as low mental wellbeing increases with 
decreases in education and medium decreases with decreases in education. High 
mental wellbeing stays relatively constant. Second analysis excludes the lows 
and shows much more modest and less systematic relationship between education 
and middle vs high wellbeing.

Tracking down the scale reveals that it consists of 14 all positive items rated 
from 1 to 5, with 5 being all the time. Scores range from 14 (all 1s) to 70 
(all 5s). Here's the scale:

http://www.healthscotland.com/documents/1467.aspx

In the study, low was defined as 14-42 and highs as 60 or higher. Here's the 
table showing data I analyzed and the cutoffs.

http://bjp.rcpsych.org/content/bjprcpsych/suppl/2015/03/06/bjp.bp.114.147280.DC1/ds147280.pdf

Clearly, High is a very high score. One would have to score 5 on a number of 
the items (e.g., always feel useful, always feel relaxed, ...) to obtain a 
score of 60 or better. Without the paper, not clear why those cutoffs were 
selected. A ceiling effect certainly appears possible.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark

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Warwick.pdf
Description: Warwick.pdf

Re: [tips] Evaluating Instructors By Successful Completions in Courses

[Jim Clark]

Hi

The literature on grade inflation suggests it might be associated with 
instructor status (part v full time) and rank (security?). Seems that grades 
which determine completion rates would be very easily manipulated.

Jim

Sent from my iPhone

On Apr 4, 2015, at 2:22 PM, Jeffry Ricker, Ph.D. 
jeff.ric...@scottsdalecc.edumailto:jeff.ric...@scottsdalecc.edu wrote:










Hi all,

We all know about the controversy surrounding the use of student course 
evaluations to rate instructors’ teaching. But with the current emphasis on 
student retention  (e.g., the percentage of first-semester Freshmen who enroll 
in second-semester classes), I’m seeing the emergence of a new metric to rate 
and compare instructors: the percentage of successful completions” (the 
percentage of students earning a final grade of C or better) in their classes.

Many studies of first-year students have shown that successful completion of 
courses is a primary correlate of retention. The funding of public colleges 
often is based on formulas that use the total number of credit hours being 
taken at a college to estimate the number of  full-time student 
equivalents”(or something similar). It’s easier to increase this by retaining 
the students you already have than by attracting new students. And with 
decreasing state funding of higher education (in Arizona, annual state funding 
for our community college district will be $0—yes, that’s a zero—beginning July 
1st), many colleges are scrambling to increase retention.

Thus, some (many? most? all?) colleges are examining data on successful 
completions, and even breaking it down so that one can compare different 
instructors teaching a particular course. For example, yesterday, I found data 
on my college’s site showing, by semester, the number of “successful 
completers” in each section of introductory psychology for at least the last 
seven years. I suspect that administrators at many colleges are looking more 
and more closely at these data as the financial situations at their 
institutions worsen.

So my question: is there research that looks at the validity of using 
successful completion data to evaluate the teaching effectiveness of individual 
instructors? I’m having a bit of trouble finding good research on this. Cn 
anyone help?

Best,
Jeff

P.S. And by the way, I’m asking because it seems likely that a major confound 
would be differences among instructors in expectations and standards (i.e., 
rigor of the course), even when they all are teaching a course that is 
nominally the same.
--
-
Jeffry Ricker, Ph.D.
Professor of Psychology
-
Scottsdale Community College
9000 E. Chaparral Road
Scottsdale, AZ 85256-2626
Office: SB-123
Phone: (480) 423-6213
Fax: (480) 423-6298



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[tips] Experience with Aplia or similar packages

[Jim Clark]

Hi

We're thinking about using Aplia in our intro stats course.  A couple of 
questions.


1.   Anyone used Aplia with Pagano or other stats text? Your impressions?

2.   What similar products are available?

3.   Any stand alone product that provides stats exercises and student 
management? Buying Aplia from publisher might be an issue with students using 
used copies of the Pagano text, since publisher wants considerable price just 
to get access to Aplia.

Thanks
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark



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RE: [tips] March Madness Working Backwards heuristic

[Jim Clark]

Hi Ken

Your Gonzaga comment was prophetic!

Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Ken Steele [mailto:steel...@appstate.edu] 
Sent: March-29-15 7:00 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] March Madness  Working Backwards heuristic


Hi Jim:

We, like every place, do an office competition and I play around with multiple 
strategies. One strategy I tried for a couple of years, which  I called Go 
with the head, was always to pick the higher ranked team.  Usually I would end 
up in the bottom of the upper quartile or the bottom of the upper third.  Good 
but not great.  This year think Villanova vs NC State.

Often times, Go with the heart worked out better. I think that strategy 
reflects sensitivity to longer term (multiple year) performances. Here I would 
point to the many years that Gonzaga was not ranked highly.

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 3/29/2015 12:07 AM, Jim Clark wrote:


 And if teaching probability, the p for predicting every game by chance 
 is .5^63. What if you always picked the higher ranked team?

 Take care

 Jim

 Jim Clark

 Professor  Chair of Psychology

 University of Winnipeg

 204-786-9757

 Room 4L41A (4^th Floor Lockhart)

 www.uwinnipeg.ca/~clark http://www.uwinnipeg.ca/~clark




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[tips] March Madness Working Backwards heuristic

[Jim Clark]

Hi

Just taught the working backwards heuristic in cognitive using the example of a 
tennis tournament. But given it is March Madness time, basketball would have 
been a better example ... with 64 teams, how many games are necessary? Going to 
the online brackets, easy to enumerate all the games ... 15 for each grouping 
of 16 teams x 4 = 60, plus 2 for final four, plus 1 for final = 63 games.

Pause in lecture to ask if there is a faster way to figure it out 

Using the working backward heuristic, there is one winner and 63 losers, hence 
63 games are necessary.

And if teaching probability, the p for predicting every game by chance is 
.5^63. What if you always picked the higher ranked team?

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark



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RE:[tips] Reasons to attend university

[Jim Clark]

Thanks Rick ... Figure 14 does indeed include the two reasons I was thinking 
of, and shows the cross-over around 1978.  Here's the graph

Jim

[cid:image001.jpg@01D05FCE.24BD1EA0]

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark

From: Rick Froman [mailto:rfro...@jbu.edu]
Sent: Monday, March 16, 2015 8:01 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Reasons to attend university



You are probably thinking of the HERI survey program at 
UCLAhttp://www.heri.ucla.edu/. They have administered a survey covering those 
values and many other things for 50 years. One of their recent 
publicationshttp://www.heri.ucla.edu/PDFs/pubs/TFS/Trends/Monographs/TheAmericanFreshman40YearTrends.pdf
 discusses some of these findings.


Dr. Rick Fromanhttp://bit.ly/16z4vcd
Professor of Psychology
Box 3519
John Brown University
2000 W. University Siloam Springs, AR  72761
rfro...@jbu.edumailto:rfro...@jbu.edu
(479) 524-7295



-Original Message-
From: Jim Clark 
[mailto:j.cl...@uwinnipeg.ca]mailto:[mailto:j.cl...@uwinnipeg.ca]
Sent: Monday, March 16, 2015 12:00 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Reasons to attend university



Hi



I'm trying to get the latest frosh survey plotting reasons for coming to 
university over decades. Shows decline in something like develop philosophy if 
life and growth in occupational goals. I think it was a California university?



Ring any bells?



Thanks

Jim



Sent from my iPhone

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[tips] Reasons to attend university

[Jim Clark]

Hi

I'm trying to get the latest frosh survey plotting reasons for coming to 
university over decades. Shows decline in something like develop philosophy if 
life and growth in occupational goals. I think it was a California university?

Ring any bells?

Thanks
Jim

Sent from my iPhone
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RE:[tips] Teaching Introductory without a required textbook?

[Jim Clark]

Hi

Several people here have taught using one of the free on-line texts. The major 
think they have reported to me is that the on-line texts tend to be less rich 
in figures and the like. Not sure what the students think.

I suspect it would depend a lot on how complete lecture notes are and the 
nature of the evaluation.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Peterson, Douglas (USD) [mailto:doug.peter...@usd.edu] 
Sent: March-08-15 1:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Teaching Introductory without a required textbook?

Has anyone tried teaching introductory psychology with either an optional 
textbook or without a required textbook at all?  If so what was your 
experience? 

Doug

Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295
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RE: [tips] Should HM Have Gotten A Second Opinion?

[Jim Clark]

Hi

This little vignette of HM, Scoville,  Milner does suggest that Scoville was a 
risk taker, although admittedly HM's seizures were quite bad.

https://www.youtube.com/watch?v=W0TTQroCjoQ

Our Dean of Arts, Glenn Moulaison, is actually a distant relative of HM.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark



-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: March-05-15 11:19 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Should HM Have Gotten A Second Opinion?

New research suggests that the brain damage caused HM to lose his memory was a 
medical mistake driven by the surgeon's incorrect beliefs about brain 
structure and function.  One popular media account of the research article is 
available here:
http://blogs.discovermagazine.com/neuroskeptic/2015/03/05/neurosciences-famous-amnesiac-hm-victim-of-medical-error/#.VPk0TY47xNt

I am having some difficulty accessing the original research article so, here's 
the reference:
Mauguière, F.,  Corkin, S. (2015). HM never again! An analysis of HM's 
epilepsy and treatment. Revue Neurologique.

and here's the article on the publisher's website behind a paywall:
http://www.sciencedirect.com/science/article/pii/S0035378715000260

Just might change the story about HM a little bit.

-Mike Palij
New York University
m...@nyu.edu


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RE: [tips] Are coin tosses random?

[Jim Clark]

If the head side is larger (heavier?), shouldn’t it come up tails?

Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark

From: John Kulig [mailto:ku...@mail.plymouth.edu]
Sent: Monday, March 02, 2015 8:10 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Are coin tosses random?

As a practical demo of a related issue, stand a few pennies on their edge (I 
would alternate which side heads is on) on a table and shake or tap the table 
and most will come up heads due to the fact that the head side of a penny is 
ever so slightly larger than the tail side, hence has a very slight preexisting 
tilt (that's what I have read .. I have not microscopically examined them). But 
I have done it with pennies and if done carefully it is very easy to 
demonstrate p.05 :-) a value very different that 50%. A physicist friend once 
explained how coins spun have a bias (slight) for tails.

And I have usually regarded random as ignorance ,,,

==
John W. Kulig, Ph.D.
Professor of Psychology
Coordinator, Psychology Honors
Plymouth State University
Plymouth NH 03264
==


From: Wuensch, Karl L wuens...@ecu.edumailto:wuens...@ecu.edu
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Sent: Sunday, March 1, 2015 11:01:21 PM
Subject: RE: [tips] Are coin tosses random?










  Philosophically this issue is more important.  Does “random” just 
mean ignorance of the mechanisms involved in determining the outcome (and 
ignorance of the current states of those mechanisms).  In the absence of 
ignorance, would anything be random?

Cheers,
[Karl L. Wuensch]http://core.ecu.edu/psyc/wuenschk/klw.htm
From: Jeffry Ricker, Ph.D. 
[mailto:jeff.ric...@scottsdalecc.edu]mailto:[mailto:jeff.ric...@scottsdalecc.edu]
Sent: Sunday, March 01, 2015 3:37 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Are coin tosses random?










On Feb 28, 2015, at 6:28 PM, Jim Clark 
j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca wrote:

One lesson I take away from Jeff`s original post (i.e., that even a simple coin 
toss probability is a challenge to determine) is that we should not worry too 
much by such minutia as whether all the abstract assumptions for statistical 
tests are met. The real world is so messy that such contributions to the 
correctness of our conclusions are probably minimal and in an uncertain 
direction.

Yes, that's an excellent point. I also was thinking about several other issues 
that these studies might help to clarify for students.

One is the issue of internal versus external validity (and yes, ecological 
validity also could be mentioned, although that isn't what concerns me with 
coin tossing).

Based on what I was able to understand of their conclusions, both groups of 
researchers seemed to be stating that their findings had high internal 
validity, but they didn't think they would generalize to the types of 
situations in which coins typically are tossed.

I thought this would be an easy–to–understand example to use when I discuss 
validity—as long as I leave the math out!!!

Best,


--
-
Jeffry Ricker, Ph.D.
Professor of Psychology
-
Scottsdale Community College
9000 E. Chaparral Road
Scottsdale, AZ 85256-2626
Office: SB-123
Phone: (480) 423-6213
Fax: (480) 423-6298


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RE: [tips] Are coin tosses random?

[Jim Clark]

And assumes a penny, which no longer exists in Canada.

Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark

From: Paul Brandon [mailto:pkbra...@hickorytech.net]
Sent: Monday, March 02, 2015 9:44 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Are coin tosses random?

And all of this implies a newly minted coin.

On Mar 2, 2015, at 8:29 AM, John Kulig 
ku...@mail.plymouth.edumailto:ku...@mail.plymouth.edu wrote:


It's my understanding that the head side has just a touch more surface area 
because of the beveled edge (i.e. they are not perfect rectangles viewed from 
the side). That would have been a better way for me to say it (i.e. beveled 
edge). Sorry for my poor choice of words

https://www.cointalk.com/threads/pennies-beveled-edges.111533/

==
John W. Kulig, Ph.D.
Professor of Psychology
Coordinator, Psychology Honors
Plymouth State University
Plymouth NH 03264
==


From: Jim Clark j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Sent: Monday, March 2, 2015 9:17:23 AM
Subject: RE: [tips] Are coin tosses random?


If the head side is larger (heavier?), shouldn't it come up tails?

Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark

From: John Kulig [mailto:ku...@mail.plymouth.edu]
Sent: Monday, March 02, 2015 8:10 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Are coin tosses random?

As a practical demo of a related issue, stand a few pennies on their edge (I 
would alternate which side heads is on) on a table and shake or tap the table 
and most will come up heads due to the fact that the head side of a penny is 
ever so slightly larger than the tail side, hence has a very slight preexisting 
tilt (that's what I have read .. I have not microscopically examined them). But 
I have done it with pennies and if done carefully it is very easy to 
demonstrate p.05 :-) a value very different that 50%. A physicist friend once 
explained how coins spun have a bias (slight) for tails.

And I have usually regarded random as ignorance ,,,

==
John W. Kulig, Ph.D.
Professor of Psychology
Coordinator, Psychology Honors
Plymouth State University
Plymouth NH 03264
==


From: Wuensch, Karl L wuens...@ecu.edumailto:wuens...@ecu.edu
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Sent: Sunday, March 1, 2015 11:01:21 PM
Subject: RE: [tips] Are coin tosses random?



  Philosophically this issue is more important.  Does random just 
mean ignorance of the mechanisms involved in determining the outcome (and 
ignorance of the current states of those mechanisms).  In the absence of 
ignorance, would anything be random?

Cheers,
image001.jpghttp://core.ecu.edu/psyc/wuenschk/klw.htm
From: Jeffry Ricker, Ph.D. 
[mailto:jeff.ric...@scottsdalecc.edu]mailto:[mailto:jeff.ric...@scottsdalecc.edu]
Sent: Sunday, March 01, 2015 3:37 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Are coin tosses random?


On Feb 28, 2015, at 6:28 PM, Jim Clark 
j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca wrote:

One lesson I take away from Jeff`s original post (i.e., that even a simple coin 
toss probability is a challenge to determine) is that we should not worry too 
much by such minutia as whether all the abstract assumptions for statistical 
tests are met. The real world is so messy that such contributions to the 
correctness of our conclusions are probably minimal and in an uncertain 
direction.

Yes, that's an excellent point. I also was thinking about several other issues 
that these studies might help to clarify for students.

One is the issue of internal versus external validity (and yes, ecological 
validity also could be mentioned, although that isn't what concerns me with 
coin tossing).

Based on what I was able to understand of their conclusions, both groups of 
researchers seemed to be stating that their findings had high internal 
validity, but they didn't think they would generalize to the types of 
situations in which coins typically are tossed.

I thought this would be an easy-to-understand example to use when I discuss 
validity-as long as I leave the math out!!!

Best,


--
-
Jeffry Ricker, Ph.D.
Professor of Psychology

Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
pkbra...@hickorytech.netmailto:pkbra...@hickorytech.net




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[tips] A lot of snow!!!

[Jim Clark]

Hi

Here's a PEI resident who managed to have some fun with the record snowfall.

http://www.cbc.ca/player/News/Canada/PEI/ID/2654524979/

Jim

Sent from my iPhone

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RE:[tips] Old ideas in psych/Erikson

[Jim Clark]

Well, we are all sort of family here!

Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark

-Original Message-
From: Stuart McKelvie [mailto:smcke...@ubishops.ca] 
Sent: Saturday, February 21, 2015 9:37 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Old ideas in psych/Erikson

Dear Tipsters.,

Woops...sorry about that!

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: Stuart McKelvie [mailto:smcke...@ubishops.ca] 
Sent: Saturday, February 21, 2015 10:32 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Old ideas in psych/Erikson

Dear Fiona,

That show sounds interesting. Having a cuppa then off for shut-eye.

Love,

Dad
xxoxxo

__
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: Gerald Peterson [mailto:peter...@svsu.edu] 
Sent: Saturday, February 21, 2015 2:18 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Old ideas in psych/Erikson


Jeff Ricker noted:

I've been looking at the issue of Erikson's relevance to contemporary work for 
the past hour and must tentatively disagree with Gary's claim. Yes, even 
Erikson criticized his own work after his retirement and seemed unsure whether 
research in this area could ever be scientific. Nevertheless, he seemed to 
believe that the assumptions and general principles that formed the foundation 
of his thinking were valid.

MY RESPONSE:

I think it was good that Erikson recognized problems with the scientific value 
of his ideas. I always felt they were interesting, but just not as 
theoretically useful, but the Barnum-like way they are described in Psych texts 
is also problem. Text authors seem to revel in the vagueness, and everyone 
looks for confirmation in anecdotal accounts while finding, events to fit the 
theory in hindsight.

I think the same problems are reinforced in educating health 
professionals...they are told such unsupported ideas are relevant, and taught 
to look for ways to fit his(and other) ideas to cases. Again, such ideas  are 
comfortable frameworks that are thus made to feel important and relevant. 
This leads such folks to feel they have knowledge to sharewhether it is 
evidenced based or not. Thus, notions like Kubler-Ross's stages of dying, and 
similar (or, even more pseudoscientific) views become required lore in the 
socialization/training of health professionals. What is seen as important, and 
what is actually efficacious in practice may be different.  However, it is 
warming a few degrees here, and I am becoming less curmudgeonly, so I will 
defer to those with more expertise in developmental science ;-)
---
JEFF NOTED
And his ideas about and theories of fundamental developmental challenges seem 
to still be important in areas like nursing, social work, and counseling 
psychology. I noticed that this may be especially true in the care and 
treatment of geriatric patients, which is the issue that gave rise to this 
thread.

Perhaps someone with expertise in this broad area could expound on this a bit.

YES, AGREE...

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



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RE: [tips] Cold Enough For You?

[Jim Clark]

Hi

Winnipeg (Winterpeg) is known for its cold weather in winter, but it brings 
with it great snow sculptures.

http://www.communitynewscommons.org/our-neighbourhoods/let-the-worlds-largest-kitchen-party-begin/

And apparently there was a poll recently asking whether people preferred our 
cold or the massive snow out east. Cold won out I understand, not surprising 
given the scenes from the east. The following includes a 50 sec video of 12 
hours of snow accumulating.

http://www.theweathernetwork.com/news/articles/by-the-numbers-and-in-pictures-atlantic-canadas-latest-epic-snow-blast/45559/

Apparently it is due to a plot by Putin to strike back at North America for the 
sanctions.

http://www.ctvnews.ca/canada/bitter-siberian-winds-to-blame-for-canadian-chill-1.2245247


Unfortunately, the cold weather is only going to add fuel to conspiracy 
theories about climate change.

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark


From: Jeffry Ricker, Ph.D. [mailto:jeff.ric...@scottsdalecc.edu]
Sent: February-21-15 10:24 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Cold Enough For You?










On Feb 20, 2015, at 7:55 AM, Mike Palij m...@nyu.edumailto:m...@nyu.edu 
wrote:


are they taking snow days and adding days to the end of the
semester

Scottsdale, AZ, was not affected by the weather out east, of course. The 
Maricopa Community Colleges, which includes my college, have been closed only 
once because of weather. That occurred last semester (September 8th) when we 
got a lot of rain  :-)

I grew up outside of Chicago and remember listening apprehensively to the 
radio, hoping to hear my school mentioned in the list of closings due to snow.  
It felt strange to be doing the same thing last semester to see if I would get 
a rain day. But I felt Just as excited when I heard my school mentioned as I 
had when I was a kid. My first thought was to grab my sled and run over to a 
friend's house ...

Best,
Jeff

--
-
Jeffry Ricker, Ph.D.
Professor of Psychology
-
Scottsdale Community College
9000 E. Chaparral Road
Scottsdale, AZ 85256-2626
Office: SB-123
Phone: (480) 423-6213
Fax: (480) 423-6298


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RE: [tips] Why do we feel embarrassed for others?

[Jim Clark]

Hi

For his offending over 30,000,000 Canadians who worship Bill Shatner (along 
with that other great Montreal speak-singer, Leonard Cohen), Jeff must listen 
multiple times to the following rendition of O Canada by none other than 
William Shatner ... and in its entirety!

https://www.youtube.com/watch?v=tRTwPyIzY4A

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark


From: Jeffry Ricker, Ph.D. [mailto:jeff.ric...@scottsdalecc.edu]
Sent: February-15-15 12:08 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Why do we feel embarrassed for others?

Hi all,

The question in the subject line is concerned with situations in which the 
other person is not embarrassed at all by behavior that, for observers, is 
cringe-inducing. The best example I can think of is this clip of William 
Shatner singing Rocket Man in 1978 (I've been unable to watch more than the 
first 25 seconds):

https://www.dropbox.com/s/6ivimx2lu2kybiy/William%20Shatner%20Rocket%20Man.mp4?dl=0

The concept of empathy doesn't seem relevant: we typically feel empathy for 
another when they are experiencing a negative response (emotion or physical 
pain) that we understand all too well. In this case, the person we're 
observing, and feeling embarrassed for, seems oblivious to the social 
awkwardness of their behavior.

Does anyone know of any research on my question?

Best,
Jeff

--
-
Jeffry Ricker, Ph.D.
Professor of Psychology
-
Scottsdale Community College
9000 E. Chaparral Road
Scottsdale, AZ 85256-2626
Office: SB-123
Phone: (480) 423-6213
Fax: (480) 423-6298



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[tips] Words used in On-Line Course Comments

[Jim Clark]

Hi

A great source of selective information about course evaluations is available 
on-line at

http://benschmidt.org/profGender

Shows use of terms by Gender and Discipline.

I’ve gone through and plotted a selection of terms below

http://ion.uwinnipeg.ca/~clark/UW/TeachEvalTerms.pdf

Left figures are from students giving positive ratings and right for negative 
ratings. Watch the horizontal axis carefully as it is scaled and some terms are 
used very infrequently.

Some substantial gender differences … we male profs, for example, are far more 
likely to elicit labels like arrogant and jerk.

Take care
Jim


Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clarkhttp://www.uwinnipeg.ca/~clark

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RE: [tips] Words used in On-Line Course Comments

[Jim Clark]

Hi

Don't forget that these are frequencies across many millions of evaluations 
overall, although there may relatively few cases for some disciplines (i.e., 
female professors in male-dominated disciplines). Also note that some of the 
effects appear to be differential language use for males and females. Try 
sexy for example. Here is one case where it would be interesting to know the 
results by student gender. Do males use hot to describe attractive female 
profs, whereas females use sexy to describe attractive male profs. Are any 
differences in sexualization inherent in the differential use of these terms?

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41 (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Stuart McKelvie [mailto:smcke...@ubishops.ca] 
Sent: Monday, February 09, 2015 2:54 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Words used in On-Line Course Comments

Wow

Stuart



-Original Message-
From: Ken Steele [mailto:steel...@appstate.edu] 
Sent: Monday, February 09, 2015 3:20 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Words used in On-Line Course Comments


Stuart's point is made by using the word hot and looking at the case of 
engineering.

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 2/9/2015 2:02 PM, Stuart McKelvie wrote:



 Dear Tipsters,

 Jim wrote:

 Some substantial gender differences … we male profs, for example, are 
 far more likely to elicit labels like arrogant and jerk.

 I wonder if that breaks down by gender of respondent. I think the data 
 only show the split by gender of professor.

 Sincerely,

 Stuart

 __
 _



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RE: [tips] Are Expensive Placebos More Effective Than Cheap Placebos?

[Jim Clark]

Hi

There's what appears to be a medical scam in Winnipeg (with patients from 
diverse places) involving stem cell (??) treatment for MS in India, but 
patients recruited in North America. See

http://www.ctvnews.ca/health/winnipeg-company-offering-stem-cell-therapy-is-fraudulent-ms-sufferer-alleges-1.2193994

Patients paid around $35,000 for the stem cell treatment. Some anecdotal 
reports of substantial improvements. Perhaps the ultimate in an expensive 
placebo?

Take care
Jim

Jim Clark
Professor  Chair of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: January-31-15 2:27 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: RE: [tips] Are Expensive Placebos More Effective Than Cheap Placebos?

Scott Lilienfeld probably knows much better than I about this but I think that 
cognitive dissonance has less to do with it than
(a) attributional style and (b) degree of self-efficacy.  The following study 
shows how these factors might operate in the treatment of problem drinking:

Schaumberg, K., Kuerbis, A., Morgenstern, J.,  Muench, F. (2013).
Attributions of Change and Self-efficacy in a Randomized Controlled Trial of 
Medication and Psychotherapy for Problem Drinking.
Behavior Therapy, 44(1), 88-99. doi:10.1016/j.beth.2012.07.001 The article can 
be read here:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3556396/

I wonder if the degree of self-efficacy before treatment with a cheap or 
expensive placebo is predictive of the magnitude of placebo effect, though this 
might be a complex interaction.

-Mike Palij
New York University
m...@nyu.edu



-Original Message-
On  Sat, 31 Jan 2015 10:54:06 -0800, Karl L. Wuensch wrote:
I recall the quip The most important (in terms of efficacy) part of 
psychotherapy is writing the check for payment.  This was generally associated 
with cognitive dissonance.  If I paid this damn much for this therapy, it must 
be damn good (otherwise I am a damn fool.) Cheers,

-Original Message-
On Saturday, January 31, 2015 1:00 AM, Mike Palij wrote:
If you have Parkinson's disease, the answer apparently is Yes.  This is based 
on a small study published in the journal Neurology and which the popular 
media has picked up on.  Some popular media outlets include Medical News 
Today; http://www.medicalnewstoday.com/articles/288563.php
The Washington Post:
http://www.washingtonpost.com/news/to-your-health/wp/2015/01/28/an-expensive-placebo-is-more-effective-than-a-cheap-one-study-shows/
and Reuters:
http://www.reuters.com/article/2015/01/28/us-science-placebo-idUSKBN0L12J920150128

The original research article can be accessed here:
http://www.neurology.org/content/early/2015/01/28/WNL.1282.abstract
Note: subscription required.

Quoting from the abstract:
|Conclusion: Expensive placebo significantly improved motor function and 
|decreased brain activation in a direction and magnitude comparable to, 
|albeit less than, levodopa. Perceptions of cost are capable of altering 
|the placebo response in clinical studies.

Note: one group received Levodopa as a treatment and this was superior to the 
benefits/changes seen in the placebo conditions.

There is also an editorial published in the issue that is available for free on 
the web; see:
http://www.neurology.org/content/early/2015/01/28/WNL.1282/suppl/DC2



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[tips] Minimum Income Experiment in Manitoba

[Jim Clark]

Hi

A few weeks ago I mentioned a study that was done on minimum income in MB. The 
Huffington Post just came out with a piece on it.

http://www.huffingtonpost.com/2014/12/30/city-eliminated-poverty-mincome_n_6392126.html?1419950724

Take care
Jim

Jim Clark
Professor  Chair of Psychology
204-786-9757
4L41A


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