[tips] Patricia Cohen, Noted Researcher and wife of Jacob Cohen, has Died

[Michael Palij]

Pat Cohen, first a student of Jack Cohen and later his wife, has died.
She spent much of her career in the Biometrics division in New York
State Psychiiatric Institute (NYSPI or just PI among locals).  In addition
to being co-author of the Cohen & Cohen multiple regression text, she
will also be remembered for the longitudinal study of children known as the
"Children in Community Study" which is described in detail in her
NY Times obituary; see:
https://www.nytimes.com/2018/07/31/obituaries/patricia-cohen-who-tracked-mental-health-of-children-dies-at-81.html?emc=edit_th_180802=todaysheadlines=3891660802

On a side note, in today's social climate, Pat and Jack's relationship
would probably be frowned upon by NYU admin and others but their
relationship was comparable to others, like that of J.J. Gibson and
Eleanor Gibson (one might want to include Marty Seligman and his
present wife or maybe not).  I raise this point only because starting
in January of 2018 employees of NYU, including faculty, were required
to take an online tutorial on sexual harassment which included a section
on why "dual relationships" a la APA were bad, m'kay?  After finishing
the tutorial, I thought back about all of the NYU faculty I knew who would
have problems because of dual-relationships, include a couple who became
deans.  Times have changed.

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

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[tips] Things That Make You Say "WTF!?"

[Michael Palij]

I am at a loss for words.  See:
http://gothamist.com/2018/07/27/white_supremacist_doctor_apologizes.php

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

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[tips] How did the U.S. vote for President in 2016: Precinct Level Analysis

[Michael Palij]

Data from U.S. Presidential elections are usually reported on the county
level (e.g., in NYC we have counties which we ordinarily call "boroughs";
Manhattan, where President Tump lives, went entirely for Hilary Clinton
but Manhattan has many precincts -- did any of them go for Trump?)
and new research by a doctoral student at Washington State University
analyze the presidential vote at the precinct level (which is harder to
do than one would expect; the linked NY Times article points out some
of the problems).  The NY Times makes the available the results in the
form of an interactive map (how did your precinct vote? Canadians
and Tipsters from other countries can fantasize about living in a place
in the U.S.): see:
https://www.nytimes.com/interactive/2018/07/25/upshot/precinct-map-highlights.html

One of the things that is immediately apparent is the urban-rural
split (cities went for Clinton, rural areas went for Trump which colors
most of the map Red for Republican but a lot of these areas are
sparsely populated).

Of interest to Tipsters is the question of how did college towns in the
sea of Red vote compared to surrounding areas?  Well, it depends
upon the college.  For Example, Kenyon College, located in some
God-forsaken place called Ohio -> ;-) (hey, I still remember the
National Guard shooting student protestors in 1970 at Kent State;
listen to the Song "Ohio" by Crosby, Stills, Nash, and Young and/or
see: https://en.wikipedia.org/wiki/Kent_State_shootings ) had its
precinct vote go to Clinton while surrounding areas went.for the
other guy.  However, Dallas,. TX, which went heavily for Clinton
(yeah, surprising for a southern city) but the precinct containing
Dallas Baptist University went for that other guy.  If you admininstered
Bob Altemeyer's RWA scale at the two colleges, can you predict
which one will be higher on authoritarianism?  HINT: RWA relies
heavily on SUBMISSION to authority.

Anyways, have some fun with the interactive map.

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

P.S.  BTW, no precinct in Manhattan went for the other guy.
Go figure. ;-)

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

[Michael Palij]

 With all due respect to David (Hi!) I think a better  reference is the
following
article published in 1915 and which provides some additional insights and
cautions:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4749455/

aka:

Turkheimer, E., Beam, C. E., & Davis, D. W. (2015). The Scarr-Rowe
Interaction in Complete Seven-Year WISC Data From Louisville
Twin Study: Preliminary Report. *Behavior Genetics*, *45*(6), 635–639.
http://doi.org/10.1007/s10519-015-9760-4

One comment in this article from the discussion is relevant because
Turkheimer's work has involved U.S. participants while the article I
linked to (way down below) involves Europeans:

" Whatever it is about the family or cultural environment that
suppresses heritability in lower class families, it appears to be
a factor that is more widely operative in the United States as
opposed to Europe. Unequal access to education in the United States
would appear to be a plausible explanation for the difference,
but remains speculation awaiting detailed analysis."

I wonder if this is another example of "American Exceptionalism"? ;-)

Oh, and regarding the distribution of household income or, equivalently,
SES, the authors of the above ref point out:

" Descriptive statistics are given in Table 1 for the IQ scores and SES.
IQ scores ranged from 46 to 143, with typical standard deviations close
to fifteen. SES had a mean of 47 and a standard deviation of 26.
The IQ scores were roughly normally distributed, as illustrated in Figure 1.


SES was more rectangularly distributed.

Parental SES was correlated .39, .39 and .29 with FSIQ, VIQ and PIQ,
respectively. The relationship between FSIQ and SES is illustrated in Figure
2.
Mother’s education ranged from seven to twenty years, with a mean of 13.2
years
(SD=2.4). Father’s education ranged from six to twenty years, with a
mean of 13.6 (SD=3.0). FSIQ was correlated .37 with mother’s education and .
39 with father’s education; mother’s and father’s education were
correlated .72 with each other."

So, though household income (and SES) might be highly skewewd in thee
population (damned billionaires! I bet they never let their kids participate
in these kinds of studies), it is best to examine the sample's distribution
to determine whether skew is relevant (not likely in a rectangular
distribution).
The more relevant issue is what is the effect of correlation between
two different distributions, namely between a normal and a rectangular
distribution.  The mismatch would reduce the ordinary Pearson r.
One would need a correlation coefficient that is half Pearson (for
the normal distribution) and half Spearman (for the rectangular distribution
which ranks follow).  But what do I know, right? ;-)

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



- Original Message -
On Wed, 25 Jul 2018 17:02:10 -070, David E wrote

The Scarr-Rowe interaction refers to heritability of IQ: very high at
the upper end of the socioeconomic scale, very low at the lower end.
You can see it in this paper, in Figure 3, for "A" (additive genetic
variance) versus shared and unshared environment:

<http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.397.9014=rep1=pdf>

The usual interpretation is that people at the upper end of SES have
the pleasure of being able to *express* their genetic differences in
IQ, while those at the bottom do not.

Seems like a natural fit for a study of the "heritability" of
educational achievement.

--David

- Original Message -
On Wed, 25 Jul 2018 19:43:27 -0400, Ken Steele wrote:
Hi David:
Please explain what a Scarr-Rowe interaction is and why it may be a
rookie mistake not to take it into account.  Your link
summary/abstract does not clarify the issue.

I fear that this discussion may be headed into a descending spiral
where the label n@zi will be used.

Best regards to all.

Ken
-
On Jul 25, 2018, at 7:21 PM, David  wrote:
 More troublingly, I'm not seeing any indication that they
investigators accounted for a Scarr-Rowe interaction.  Rookie
mistake.  That interaction should've been the *first* thing they
looked for.  Otherwise, as Eric Turkheimer has argued, they might be
better off not estimating "heritability" at all
<http://psycnet.apa.org/record/2011-18633-009 [4]>.
--David Epstein  da...@neverdave.com [5]

- Original Message -
Chris Green opined:
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.

...

On Jul 25, 2018, at 1:58 PM, Michael Palij  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 edu

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

[Michael Palij]

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] I Thought the Germans Were Smart?

[Michael Palij]

On Sat, 21 Jul 2018 07:00:34 -0700, Miguel Roig pointed out:
>And what about predatory conferences?

While the Physics Today article refers to conferences in the U.S.
and Europe, most of the conference invitations I receive are in
China and not in Beijing or Shanghai.  I'm not that desperate to
make a conference presentation (I can always do that at EPA ;-) ).

>I do wonder to what extent both ignorance
>on the part of those who participate/publish in these fraudulent outlets
plays
>a role in their decisions (see the example described here,
> https://physicstoday.scitation.org/do/10.1063/PT.6.2.20180718a/full/).

I am puzzled that physicists would attend a conference by an
organization they are not familiar with or is not well known in the
discipline.
Do they really think that they want to present their "best" work in these
venues or even think that it would be highly regarded by the
promotions/salary
committee(s)?

>On a separate note, this is the first TIPS post I have received in
weeks!!!
>Thanks, Mike!!

*Cough* Yer welcome.  I've been sick for a while. What's
your excuse? ;-)

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

>Miguel



On Saturday, July 21, 2018 9:12 AM, Mike Palij wrote:
Because if they were, why would they publish
so often in predatory journals?
See:https://www.the-scientist.com/news-opinion/german-scientists-frequently-publish-in-predatory-journals-64518?utm_campaign=TS_DAILY%20NEWSLETTER_2018_source=hs_email_medium=email_content=64601974&_hsenc=p2ANqtz-9o3zIKA79d8FjbilrrSlgxvZtC0dWq2En7cSAslGa66fUKyjDB3zhCea2MW1tpUWp9YXuu32lB1QkL_6n-0Cm8sJrtDw&_hsmi=64601974

Things that make you go "Hmm".  Maybe they are relying
too much on their "Gut Reasoning" (see Gerd Gigerenzer's work
on 'fast and fugal heuristics' and how they make a person 'smart').

NOTE:  seems like a lot of this is going on around the world with
an estimated 400,000 researchers engaging in the practice.

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[tips] I Thought the Germans Were Smart?

[Michael Palij]

Because if they were, why would they publish so often in predatory journals?
See:
https://www.the-scientist.com/news-opinion/german-scientists-frequently-publish-in-predatory-journals-64518?utm_campaign=TS_DAILY%20NEWSLETTER_2018_source=hs_email_medium=email_content=64601974&_hsenc=p2ANqtz-9o3zIKA79d8FjbilrrSlgxvZtC0dWq2En7cSAslGa66fUKyjDB3zhCea2MW1tpUWp9YXuu32lB1QkL_6n-0Cm8sJrtDw&_hsmi=64601974

Things that make you go "Hmm".  Maybe they are relying
too much on their "Gut Reasoning" (see Gerd Gigerenzer's work
on 'fast and fugal heuristics' and how they make a person 'smart').

NOTE:  seems like a lot of this is going on around the world with
an estimated 400,000 researchers engaging in the practice.

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

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Re: [tips] Interactive Exercise on Significance Quest theory

[Michael Britt]

Thanks Carol.  Everyone should check out this H5P site. There are lots of 
interactive tools.  It’s free too: 
https://h5p.org/content-types-and-applications 
<https://h5p.org/content-types-and-applications>

Michael


> On Apr 21, 2018, at 3:17 PM, Carol DeVolder <devoldercar...@gmail.com> wrote:
> 
> 
> 
> 
> 
>  
> This was a very straightforward exercise. It took me a few minutes to 
> complete and was pretty friendly.
> Nice!
> Carol
> 
> On Sat, Apr 21, 2018 at 1:33 PM, Michael Britt <mich...@thepsychfiles.com 
> <mailto:mich...@thepsychfiles.com>> wrote:
> 
> 
> 
> 
>  
> Hi Everybody,
> 
> If you’ve got a few minutes, I’d love to get your feedback on an online 
> exercise I created.
> 
> My most recent podcast episode was about Significance Quest theory which 
> discusses the 3 components that lead people to become violent extremists 
> (and/or school shooters). I've boiled down the 20 minute episode into a 2:43 
> audio byte and then used tools at H5P to create an online exercise for 
> students. The exercise is mostly drag and drop, but there's an essay question 
> on the last slide. The research article on which this is based is fairly long 
> and would be difficult for students to read. Does this exercise allow those 
> who haven't read the article to understand the key ideas of the theory?
> 
> https://h5p.org/node/225529 <https://h5p.org/node/225529>
> 
> 
> What do you think? Positive and negative feedback welcome! 
> 
> 
> The episode is number 303 of my podcast. It does contain an ad.  If you’d 
> like to listen to the episode (or share with your students), here is a link 
> to an ad-free version of the episode which I uploaded to Archive.org 
> <http://archive.org/> (17:25):  
> https://archive.org/details/SignificanceQuestTheory 
> <https://archive.org/details/SignificanceQuestTheory>
> 
> The original article:
> 
> Kruglanski, A., Jasko, K., Webber, D., Chernikova, M., & Molinario, E. 
> (2018). The making of violent extremists. Review of General Psychology, 
> 22(1), 107-120. doi:10.1037/gpr144
> 
> 
> Michael
> 
> Michael A. Britt, Ph.D.
> http://www.ThePsychFiles.com <http://www.thepsychfiles.com/>
> Twitter: https://twitter.com/mbritt <https://twitter.com/mbritt>
> 
> 
> 
> ---
> 
> You are currently subscribed to tips as: devoldercar...@gmail.com 
> <mailto:devoldercar...@gmail.com>.
> 
> To unsubscribe click here: 
> http://fsulist.frostburg.edu/u?id=177920.a45340211ac7929163a021623341=T=tips=52335
>  
> <http://fsulist.frostburg.edu/u?id=177920.a45340211ac7929163a021623341=T=tips=52335>
> (It may be necessary to cut and paste the above URL if the line is broken)
> 
> or send a blank email to 
> leave-52335-177920.a45340211ac7929163a021623...@fsulist.frostburg.edu 
> <mailto:leave-52335-177920.a45340211ac7929163a021623...@fsulist.frostburg.edu>
> 
> 
> 
> 
> 
> 
> 
> -- 
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
> 
> 
> 
> 
> ---
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> 
> 
> 
> 


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[tips] Interactive Exercise on Significance Quest theory

[Michael Britt]

Hi Everybody,

If you’ve got a few minutes, I’d love to get your feedback on an online 
exercise I created.

My most recent podcast episode was about Significance Quest theory which 
discusses the 3 components that lead people to become violent extremists 
(and/or school shooters). I've boiled down the 20 minute episode into a 2:43 
audio byte and then used tools at H5P to create an online exercise for 
students. The exercise is mostly drag and drop, but there's an essay question 
on the last slide. The research article on which this is based is fairly long 
and would be difficult for students to read. Does this exercise allow those who 
haven't read the article to understand the key ideas of the theory?

https://h5p.org/node/225529 <https://h5p.org/node/225529>


What do you think? Positive and negative feedback welcome! 


The episode is number 303 of my podcast. It does contain an ad.  If you’d like 
to listen to the episode (or share with your students), here is a link to an 
ad-free version of the episode which I uploaded to Archive.org 
<http://archive.org/> (17:25):  
https://archive.org/details/SignificanceQuestTheory 
<https://archive.org/details/SignificanceQuestTheory>

The original article:

Kruglanski, A., Jasko, K., Webber, D., Chernikova, M., & Molinario, E. (2018). 
The making of violent extremists. Review of General Psychology, 22(1), 107-120. 
doi:10.1037/gpr144


Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com <http://www.thepsychfiles.com/>
Twitter: https://twitter.com/mbritt <https://twitter.com/mbritt>




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[tips] Asberger's Autism Research A Product of Nazi Germany? What now?

[Michael Palij]

Collaborators with evil regimes like the academics, physicians, and
lawyers that decided they like their careers in a Nazi system better
than integrity, need to help those who cannot help themselves, and
just common human decency occupy a special area of hell (if you
believe in the concept).  What did Asberger do and how did he manage
to get away with it?  One comes from journal Molecular Autism, which
has an important article by Herwig Czech and the following editorial
that highlights the main points of Czech's historical research:
https://molecularautism.biomedcentral.com/articles/10.1186/s13229-018-0209-5

Always remember the following:

(1)  Avoid places that make you evil.

(2)  Do not serve evil too openly nor serve good too secretly.

Points to folks who can correctly identify the sources.

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

P.S. Interesting the part of Asberger's builds upon that of
two of his German colleagues who happened to be Jewish.
They, of course, managed to get out of Dodge before it was
too late for them.

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[tips] A Meme that Captures One Problem with Research

[Michael Britt]

Oddly, when I saw this meme I thought of the tendency for researchers to show 
off the significant results and ignore the insignificant ones:

https://www.memedroid.com/memes/detail/2347237?s=829593 
<https://www.memedroid.com/memes/detail/2347237?s=829593>

Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com <http://www.thepsychfiles.com/>
https://www.facebook.com/groups/thepsychfiles/ 
<https://www.facebook.com/groups/thepsychfiles/>
Twitter: https://twitter.com/mbritt <https://twitter.com/mbritt>


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[tips] More Evidence That You Don't Need a Frontal Cortex! 1/2 ;-)

[Michael Palij]

The popular press is putting out summaries of a BMJ case
report which may be of interest to Tipsters.  The BMJ article
can be accessed at the following link and notice the rank
materialism (i.e., brain=mind) in the title:
http://casereports.bmj.com/content/2018/bcr-2017-222892.full?sid=dc43cb31-06f4-440b-8895-5087d9fe74ca

For one popular account of the case, see the following article
in the NY Daily News:
http://www.nydailynews.com/life-style/pocket-air-found-man-brain-article-1.3872510

For folks who look down their nose at tabloids, here is the
Washington Post version:
https://www.washingtonpost.com/news/to-your-health/wp/2018/03/12/doctors-find-air-pocket-where-part-of-mans-brain-should-be/?utm_term=.896eed42a1bf

So, c'mon, do we really need a frontal cortex?  Which reminds me
of another article; see:
Parkin, A. J. (1998). The central executive does not exist. *Journal of the
International Neuropsychological Society*, *4*(5), 518-522.
Available at:
https://pdfs.semanticscholar.org/5139/7c210962e624414aafa6eace35d22a8589fd.pdf

Just sayin'.

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

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[tips] Illusion

[Michael Palij]

>
> On Tue, 13 Mar 2018 08:21:03 -0700,  Don Allen wrote:
>
> Hi all-
>
> I thought that this might be of interest to those of you who teach S It's 
> an
> animated Muller-Lyer on steroids.
>
> http://digg.com/2018/muller-lyer-star-illusion
>
>
The creator of this illusion is Gianni Sarcone and it won the
third prize in the annual "Best Illusion Prize of the Year".
For more info on Sarcone, see his Wikipedia entry:
https://en.wikipedia.org/wiki/Gianni_A._Sarcone
The webpage for the Illusion of the Year is the following
but you have to click on the web link in the story to access
the picture of the Muller-Lyer star (which is also downloadable); see:
http://illusionoftheyear.com/2017/10/dynamic-muller-lyer-illusion/

Sarcone is a very active person as can be seen from his webpage;
see:
https://www.giannisarcone.com/index.html#services
and
https://www.behance.net/giannisarcone

For a categorical view of his work (and access to info about his
books which are available on Amazon), see:
https://www.giannisarcone.com/index.html#services

Interesting stuff.

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

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[tips] Remember All Those Posts I Made Showing Intelligence Was Unrelated to Being Wealthy? Well...

[Michael Palij]

See:

https://www.technologyreview.com/s/610395/if-youre-so-smart-why-arent-you-rich-turns-out-its-just-chance/?utm_source=pocket_medium=email_campaign=pockethits

Better to be lucky than smart.  So much for the meritocracy.

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

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[tips] Anne Triesman has Died

[Michael Palij]

See the NY Obit:
https://www.nytimes.com/2018/02/13/obituaries/anne-treisman-who-studied-how-we-perceive-dies-at-82.html?emc=edit_th_180214=todaysheadlines=389166

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

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[tips] Ever Get A Manuscript Review From A Journal and Wonder What Paper the Review Read?

[Michael Palij]

Even though peer review serves as a mechanism to build in
quality control of scientific articles that enter into the archive
of scientific knowledge, some reviews are useless (I got back
one review and its vagueness, negativity, and pointlessness
made wonder if the reviewer had mistakingly sent a review
for another manuscript).  An article on The Scientist website
points out some efforts on improving the peer review processes
including horror stories about review worse than the one I
provide above. See:
https://www.the-scientist.com/?articles.view/articleNo/51414/title/How-to-Make-Scientists-Into-Better-Peer-Reviewers/_campaign=TS_DAILY%20NEWSLETTER_2018_source=hs_email_medium=email_content=60643722&_hsenc=p2ANqtz-_44vx4cXGja8zn2x8vpxdfOG-BMM1WTcb60fGR63noWt1RqJkrEfzFW8ZbWmCUPhio5ebJF4Z03Z1TKQvSANgFIZ8bsQ&_hsmi=60643722

Comments?

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

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[tips] Cognitive Neuroscience & Pop Culture: Shelley's Frankenstein & the 2 Brain Theory

[Michael Palij]

An article in the Feb 2018 issue of "JAMA Neurology" celebrates
the 200th bicenntennial of Mary Shelley's "Frankenstein" whose
neuroscience relevance is the implication of "Two Brains", that is,
"normal brains" and "Abby normal Brain (tm, Mel Brooks)".  See:

https://jamanetwork.com/journals/jamaneurology/article-abstract/2666191?redirect=true

Whatis interesting is that the novel does not contain this implication
at all,rather, there are bioethical issues about the research and its
justification (would it pass a current day IRB? See:
Harrison G, Gannon WL. Victor Frankenstein’s
Institutional Review Board Proposal, 1790. Sci Eng
Ethics. 2015;21(5):1139-1157. ).

The issue of two brains with one containing structures and processes
that lead to criminal behavior is actually developed in the movies
(just another example of why movies are a terrible source of
information about psychology, especially scientific research and
results; from the movies I assume all clinical psychologist sleep
with their patients ;-). The following quote provides the common view
of what Shelley was saying in the novel:

|Scholars have agreed that Mary Shelley was concerned about
|the unbridled pursuit of knowledge, fame, and power destroying
|the moral fabric of the scientist.10 She wrote that in seeing his
|Creature, a shocked Victor Frankenstein asked himself, “What
|have I created?”1 Neurologists (and Tinseltown) today may ask
|a similar question.

It seems like this article would be appropriate for a variety of courses,
from intro psychology (e.g., movies provide incorrect information about
scientific psychology), cognitive neuroscience (e.g., the overreach of
neuroscience in trying to explain behavior and cognition at the expense
of social and cultural factors which may lead to criminal behavior instead
of brain structures as the causal factors), and psychology and media
(e.g., when scientific psychology research is presented in movies tell
your students to locate the published research articles the serves as
the basis for the claims made about behavior [note secondary
sources like textbooks, pop sci articles and books, etc.]).  On the latter
point, the general public's lack of familiarity with scientific issues,
scientific psychology, and critical textual analysis of literature and its
various forms (which includes movies; how many people who teach
a Psychology and Media course include texts on literary text analysis?).

Then again, if the psych and media course is only supposed to be a
student magnet where the main point is just watching movies for fun
and not for distinguishing facts from fiction (anyone point out that
the Star Wars movies have great sound effects in outer space which
makes for exciting action scenes but, of course, since outer space
cannot transmit sound [use "2001" for comparison], all the action
scenes would be silent except for background music -- show action
science with the sound on and off and ask what reactions students
have to the two modes of presentation). then don't bother with articles
like this or other articles that show how movies misrepresent science.
A course like that would not be any fun at all. ;-)

Sidenote:  anyone notice how the movie "Kingsman: The Secret
Service" snuck in neurolinguist programming as part of the agent
training?  The three agents who use the techniques in trying to
seduce a person in a club act as though they are effective techniques
in making a person comply with the speaker's conversation goals
(in this case, having sex with the person).  A good assignment for
this scene is to ask students to find the peer-review literature that
support these techniques (good luck on that).

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

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Re: [tips] A New Structure for APA? Practitioners May Know More

[Michael Palij]

On Thu, 08 Feb 2018 21:12:06 -0800,  Christopher Green wrote:
>Back in the 1990s, the APA wanted to start engaging directly in
>political lobbying, but such activities would not be legal under the
>APA's nonprofit charter, so it spun off a new organization with a
>different legal to do political lobbying on its behalf, the APAPO.

Interesting.  I was vaguely aware of something like this but given
that the Ivy League schools, many other schools at high and lower
levels of prestige (certain college/universities have powerful political
connections in certain states and areas, e.g., Utah) have lobbying
firms in D.C. working the "powers that be" to be supportive of specific
institutions, I guess I'm surprised that APA and APAPO had to be
created for lobbying purposes (is APAPO only a lobby firm or does
it have more general functions; I thought that the actual lobbying
was left to law firms, specialized politicos (e.g., like what Manafort
did for Russia and Turkey), and other specialists -- the administrations
of at least the colleges/universities could claim that they did not lobby
themselves though they might engage in fund raising (which would
pay for the lobbying).

>Clinicians, for whom most of the lobbying was done, had to pay a
>hefty extra fee, in addition to their APA membership fee, to support
>the APAPO.

For a large number of years (I've been a member of APA since the
early 1970, though going through on-off periods like when the APS
was formed (I'm supposed to be a charter member but I don't know
If I actually have any documentation on this point) I had something
I think was called a "practice surcharge" on my renewal form.  I'm
not sure when it exactly started but the first time I saw it I wondered
whether I had been charged in the past -- I omit paying for this charge.
I could not understand why APA thought I was a practioner or some
sort since my Ph.D. was in  experimental/cognitive psychology and
though I have been involved in psychiatric and clinical psychological
research, it was always as a data analyst and methodologist. Moreover,
I have been long term members of Division 1 (General), 2 (Teaching),
3 (Experimental), 5 (Statistics and Evaluation), and occasionally another
division (e.g., Div 52, International Psych) but never a clinical division.
I still get email news about the practice directorate thought I don\t know
why.

>This caused a ruckus in the early 2000s which led to a lawsuit, which
>APA settled out of court by paying millions of dollars back to the members
>who had paid the fees, without admitting any wrongdoing.

Wait,you mean APA was settling at the same time it was getting
involved in torture with the U.S. military and Marty Seligman?
It seems to me that the torture stuff would have taken up a lot
of legal resources.

>If you're interested in more detail, it is covered in my and Robin
>Cautin's December 2017 American Psychologist article about
>the history of the APA.

I think I may have seen this but in an email ToC from the APA.
I thought "Oh, so that's why Chris has been MIA on Tips."  I
should have a paper copy of AmPsych somewhere under my
papers and will try to find it (otherwise, I'll go through NYU
library). I haven't paid my APA dues for 2018 yet for a variety
of reasons and this development makes me wonder whether
these new actions would make membership more attractive or
not.  Unfortunately, even when dues have not been paid for a
relative long time (but less than a year) I still get a lot crap from
the APA in email and snail mail.

Anyway, thank you Chris for providing the info and I will locate
the article.

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

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[tips] A New Structure for APA? Practitioners May Know More

[Michael Palij]

One of the Divisions that thinks I am a member of it,
sent out the message below from Frank Worrell who
is a member of APA board of directors.  I'm not sure
what it all mean (I am also not sure why I keep receiving
practitioner relevant emails from APA since I have never
been a clinician, just an academic and a researcher).

Any practitioners on Tips know what is going on?

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


Note Town Hall Meetings:

Practitioner Town Hall Meeting, TODAY, February 8, 2018 at 7 p.m. ET.

To register, go to https://attendee.gotowebinar.com/register/
7788848400694268675


Scientist/Educator Town Hall Meeting, February 13 at 730 p.m. ET.

To register, go to https://attendee.gotowebinar.com/register/
6321832707915751939


Public Interest Town Hall Meeting, February 15 at 630 p.m. ET

To register, go to https://attendee.gotowebinar.com/register/
38998966431677699


*Dear Division 52 Members,I am not sure you have heard about this, but
there’s an interesting development at APA that seems to be beneficial to
the field at large.  APA is requesting public comment, so please take the
chance to have your voice heard, whether you agree or disagree with this
change*

*Here’s the proposal: *

Some of you may know that APA has a companion organization (referred to as
APAPO) that is a C6 organization (can engage in *unlimited *lobbying)
focused on lobbying for practitioner needs, *and a limited set of education
issues*, that was distinct from regular APA (a non-profit C3
organization*).  APA
recognizes now that having the C6 organization focus almost exclusively on
practice activities limits the degree to which APA can engage in lobbying* on
behalf of science, education, and public interest issues as well (which is
perhaps needed now more than ever in this very troubling political
climate!).  Thus, APA is proposing to expand the scope of this separate
organization (and rename it APAIP) to now also include advocacy in all
areas of psychology, including lobbying for more science funds!

The good news is that the new version of this advocacy organization will
not cost members more – APA wants to use member dues such that everyone is
automatically joining both organizations for the same price as it used to
cost for joining just the regular (C3) APA.  This means no more “practice
assessment.”  Also, all dues will remain flat for at least the next three
years.

There’s a useful slide deck (http://psyciq.apa.org/wp-
content/uploads/2018/01/PublicSlidesFinal.pdf) for more info.  As you can
imagine, there are a lot of opinions about this change.  So, please speak
up!  I think it is a great step to include advocacy for the field in a much
broader and inclusive way than was done in the past, including for
education and science issues!  This change could be significant because
advocacy is something APA does well, and they have the power to actually
make a difference on a variety of issues (like NIMH funding levels, funds
for training grad students, etc.).

To offer an opinion, please visit the public comment site at the following
url: (http://www.surveygizmo.com/s3/4139840/PublicMemberComments) – it just
takes a second, and it will be important for APA to hear whether this is
something you want or not.  This site also has links for frequently asked
questions and a webinar if you want more information about the proposed
change.

Also, if you have any comments for me directly that you want me to know
about, please email me directly at fra...@berkeley.edu.

Frank C. Worrell, Ph.D.
Member-at-Large
APA Board of Directors

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

[Michael Palij]

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

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[tips] Mommas Don't Let Your Kids Grow Up To Be Scientific Researchers....

[Michael Palij]

unless they like being poor and having uncertain futures.  A NY Times
article paints the current dismal picture in some of the "hard" sciences.
I assume the situation is similar in psychology and social sciences.
NOTE:  neuroscience does not seem to be immune.  See:
https://www.nytimes.com/2016/07/14/upshot/so-many-research-scientists-so-few-openings-as-professors.html?action=click=The%20Upshot=RelatedCoverage=Marginalia=article

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

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[tips] Fake Conferences for those Who Will Publish and Perish

[Michael Palij]

NY Times on the conferences that accept word salad abstracts
for presentations (comparable to the predatory journals).
See:
https://www.nytimes.com/2016/12/29/upshot/fake-academe-looking-much-like-the-real-thing.html?em_pos=medium=edit_up_20180131=upshot_art=7=389166=img=1

Some folks actually think these are okay.

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

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[tips] Happy (Belated) New Year (if you follow the Gregorian Calendar) & Merry Christmas (for Julian followers)

[Michael Palij]

It has been extremely quiet on Tips lately which can mean
a variety of things but I am prompted to post to Tips because
of the Events mentioned in the subject line and, for the
Orthodox Christians (or old Eastern European Catholics),
I think I found the perfect gift to give on Amazon; see:

https://www.amazon.com/dp/B00BOXHMG2/ref=sspa_dk_detail_6?psc=1

I kid you not. ;-)

-Mike Palij
New York University

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Fw: [tips] interpretations of partial eta squared

[Michael Palij]

On Fri, 08 Dec 2017 18:05:27 -0800, , Karl Louis Wuensch wrote:
>  Unless you can justify removing from the denominator
>(total variance to be explained) that related to other effects
>in the model, you should never, ever, report partial eta-squared
>or partial r-squared.  If you must report a proportion of variance
>statistic, report semi-partial eta-squared / r- squared, known
>simply as eta-squared in the context of ANOVA.

Using Karls own materials on correlation, let me clarify some of
the points that Karl makes above as well as pose a question:

Assume we have 3 variables, AR=attitude toward animal rights,
MIS=misanthrophy (a dislike of humankind), and IDEAL=Idealism,
If we make AR our Y or criterion variable, and Mis = X1 and
Ideal = X2, out predictor vriables, one can represent the relationship
among the three variables in terms of a Venn diagram as follows:


The criterion Y variable AR is subdivided into several components labelled
with
lower case letters:
d = unexplained or error variane
a = common variance or covariance of AR and MIS
c = common variance or covariance of AR and Ideal
b = common variance shared by AR, MIS, and IDEAL

The semi-partial correlation coefficient sr identifies the correlation
between
a single variable and TOTAL variance of AR.  In terms of an equation,
sr(AR,MIS) = a/(a + b + c + d)
sr(AR,MIS) = proportion of TOTAL variance explained by the common
variance between AR and MIS.
all of the semi-partial correlations have (a + b + c + d) in the denominator
of equation used to calculate sr (given above).  The semi-partial
correlation
is sometime referred to as a "part correlation".  The semi-partial
eta-squared
follows a similar logic and the summ of the semi-partial eta-squard values
plus
the remainer error variance should sum to 1.00 because each sr has the same
denominator.

Partial correlations differ from semi-partial correlations in a couple of
ways
but the most important is what they express:

semi-partial correlations (technically, its squared values) identifty
the common
variance between a predictor and the TOTAL variance of the criterion (in
this
case (AR) while the (full) partial correlations (again, technically its
squared values)
identify the common variance between a predictor and the UNEXPLAINED
variance.  The equation for (full) partial correlation for a above is
pr(AR,MIS) = a / (a + d)
The variance components for b and c (commoned or shared variance between
these two variables and the criterion) is removed from the total variance.

The question that the (full) partial correlation answers is "What
proportion of
the remaining unexplained variance is accounted for by the relationship
between
the criterion and this specific predictor after the systematic variance in
criterion
that is associated with other predictor is removed from the criterion's
variance.
The (full) partial correlations squared do NOT add up to 1.00 because they
have different denominators (i.e.,[specific effect variance + error
variance] and
the specific effect variance is either a or b or c).

Partial eta squared, following the above logic, describes how much common
variance
is accounted for by the independent  variance of dependent variable's
variance that
has not been accounted for by the other independent variables.

Whether one should use the semi-partial eta-squared or (full) partial
eta-squared,
I think, depends upon what what question one is asking or which of two
reference
values one can use, namely,
(1)  The toatl variance in the criterion or dependent variable
(2) The remaining unexplained variance in the crierion or dependent
variable.

My question to Karl is the following:
What did (full) partial correlation ever do to you to make you hold such
a potent grudge against ever using them?
;-)

>While SPSS does not provide this, it is easily computed as
>the effect sum of squares divided by the total (corrected)
>sum of squares.


*Tests of Between-Subjects Effects*



Dependent Variable:   Rating



Source

Type III Sum of Squares

df

Mean Square

F

Sig.

Partial Eta Squared

Corrected Model

1318.281a

7

188.326

163.344

.000

.893

Intercept

3314.885

1

3314.885

2875.150

.000

.955

DE_Attr

1275.998

1

1275.998

1106.731

.000

.890

Gender

4.068

1

4.068

3.529

.062

.025

Gender * DE_Attr

15.894

1

15.894

13.785

.000

.091

PL_Attr

.837

1

.837

.726

.396

.005

DE_Attr * PL_Attr

.181

1

.181

.157

.693

.001

Gender * PL_Attr

.791

1

.791

.686

.409

.005

Gender * DE_Attr * PL_Attr

4.252

1

4.252

3.688

.057

.026

Error

157.953

137

1.153







Total

4943.000

145









Corrected Total

1476.234

144





So, the plain eta-squared for DE_Atrr = 1275.988/1478.234 = .84
while the partial eta-squared = .890.

>SAS will give you a confidence interval for
>this estimate.

People are still doing confidence intervals?  I thought they moved
over to credible interval. ;-)

>Since your design is 2 x 2 x 2, the effect of interest is a one

Re: [tips] interpretations of partial eta squared

[Michael Scoles]

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> 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
>
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> (It may be necessary to cut and paste the above URL if the line is broken)
>
> or send a blank email to leave-51859-357701.a768e95c4963686e69b47febf8aa65
> 7...@fsulist.frostburg.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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[tips] Jerry Fodor, Philosopher at Rutgers and Chomsky bud, Dies at 82

[Michael Palij]

If one believes in the construct, Fodor proposed the concept
of cognitive modules, a modern day version of faculty psychology.
The NY Times has an obituary (I am sure other outlets will also
have tributes) which can be read here:
https://www.nytimes.com/2017/11/30/obituaries/jerry-a-fodor-dead-philosopher-of-the-mind.html?emc=edit_th_20171201=todaysheadlines=389166&_r=0

In other news, Jim Nabors, perhaps best known for his TV
role as country bumpkin Gomer Pyle has died.  It is unclear
whether Nabor's death is related in anyway to Fodor's but
there has to be a joke somewhere in there.

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

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re: [tips] schizophrenia question

[Michael Palij]

On Thu, 30 Nov 2017 13:34:18 -0800,  Annette Taylor wrote:
>Student asked what it was that lead to the dopamine hypothesis
>regarding schizophrenia. How did anyone get to the idea of too
>much dopamine? AND is there ANY type of physiological evidence
>for that

There are actually three versions of the dopamine hypothesis
(and maybe a 4th one since the publication of the article I
link to below) and a review of the development of the hypotheses
is provided in:
Howes, O. D., & Kapur, S. (2009). The dopamine hypothesis of
schizophrenia: version III-the final common pathway.
Schizophrenia bulletin, 35(3), 549-562.

And the article can be read here:
https://academic.oup.com/schizophreniabulletin/article/35/3/549/1872560

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

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[tips] Consciousness Theory Is Where Science Goes to Die

[Michael Palij]

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

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[tips] Most Cited Researchers in the WORLD - 2017 Edition

[Michael Palij]

Well, maybe it isn't ad prestigious as being listed in the new phone book
but Clarivate (the company that took over Web of Science and related
research citation databases and servies) has put out the most cited
researchers in 21 fields --- these constitute the top 1% of the most
cited researchers.  Unfortunately, the Clarivate people lump researchers
in psychiatry and psychology into one group and they treat neuroscience
as a separate group, so it makes it difficult to easily identify
psychologists.
Anyway, one popular media source on the Clarivate report/dataset (it
is available as a CSV file on their website) is from the London Times
Higher Education pub; see:
https://www.timeshighereducation.com/news/highly-cited-researchers-2017-china-powering-ahead-key-fields

Much is made of China's progress.  For the 2017 list of all researchers
see:
https://clarivate.com/hcr/2017-researchers-list/

At the bottom of the page there is a link to a page that contains the 2017
list in CSV form as well as the last several years lists.

For the 2017 list, the only names among psychollogists the I readily
recognize is John T Cacioppo and Brian A Nosek.  There are other
psychologists but I will let others point them out.  I recognize some
of the psychiatrists (e.g., Jeffrey Lieberman) but they're stinkin' M.D.s
so who cares, right? ;-)  Interestingly Eric Kandel is not listed, not even
in the "Neuroscience and behavior" list.  There is also a "Social Sciences,
General" group that may contain some psychologists.

Unfortunately, the CSV file only contains the researcher's name,
affiliation, and website if one is provided and does not provide the
number of citations or other useful information but this may be
available elsewhere.

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

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[tips] Hanky Panky at Dartmouth

[Michael Palij]

Well, at least their story is consistent with other
current news.  See:
https://www.washingtonpost.com/news/grade-point/wp/2017/10/31/three-dartmouth-professors-accused-of-sexual-misconduct/?utm_term=.71b7dbe9978a

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

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[tips] So, What is Going On at Dartmouth?

[Michael Palij]

Dartmouth is keeping silent about what is going on but something
does seem to be going on.  The Washington Post has a very brief
piece:
https://www.washingtonpost.com/national/health-science/3-dartmouth-profs-accused-of-serious-misconduct-are-on-leave/2017/10/25/5d8d9456-b9c8-11e7-9b93-b97043e57a22_story.html?utm_term=.c34294970a28

The Dartmouth, the school newspaper has a longer bit:
http://www.thedartmouth.com/article/2017/10/three-psychology-professors-under-investigation-for-serious-misconduct

The New Hampshire Union Leader has the longest piece:
http://www.unionleader.com/education/Three-Dartmouth-College-professors-placed-on-leave-10252017

What is interesting is that the local cops don't seem to be involved
but the college has "restricted access" to the three faculty members
to the campus.  One interpretation is that maybe they are being
prevented from changing or destroying records from research or
some other academic area.

Given that Todd Heatherton is big in neuroscience, anyone in the
neuroscience community know anything?

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

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[tips] Speak of the Devil

[Michael Palij]

In the NY Times there is an article on Brian Wansink that
Tipsters might find interesting:
https://www.nytimes.com/2017/10/23/upshot/the-cookie-crumbles-a-retracted-study-points-to-a-larger-truth.html?em_pos=small=edit_up_20171023=upshot_art=0=389166=headline=1&_r=0

Wansick's explanation for why his article said they
had 8-11 year old participants instead of the 3-5 year
olds is mind boggling.

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

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Re: [tips] When the Impossible is Shown to be Impossible: A Case Study in Failing to Replicate

[Michael Palij]

Christopher Green wrote:
[snip]

>but of a ton of medical research (classic cancer
>experiments aren’t replicating), not to mention
>the rest of the social/behavioral sciences (every
>single one of which — except economics — shows an
>[in]explicable hump just inside the .05 p-value, when
>you survey the literature — graph here: > 
>https://twitter.com/jtleek/status/890180014733492225 
>).

I must admit that it is a pretty graph but it really should be called

a "ridgeplot" instead of a "joyplot" ("joy" comes from the band "Joy

Division" which actually refers to a horrendous situation -- google it

if you really want to know).  But maybe I'm too skeptic of things but

if you actually get the data (its in a R data formatted file which with

the right wizardry can be imported into SPSS), all 3+ million cases

and just select the sources for psychology and sociology (N=78,6K, that's

what the person who put the data together used in the "field" variable)

you will see the following if you code p-values into 1 unit bands

(i.e., 5.00 to 4.00 -- p-values are expressed as percentages) all the

way down to p<.00 (no, the p-value is not zero but really, really, really

tiny -- maybe a little too tiny?).

​Why, all of the p-values are less than .01.  How can that be if there
is supposed

to be a "hump" in the .04-.05 interval?  Maybe not in this dataset.

What do we see if we include all of the cases (3.6+ million cases)?



​The top row (1) contains sources with a p-value between 4-5 and there is only

one such case. There are no results with a p-value between 3-4. There are

3 values in the intervanl 2-3, and 9 values in the interval 1-2. There are over

3.6 million cases with p-values between 0-1 and 20.8K with a p-value
less than .01.

This doesn't seem to match the ridgeplot that Jeff Leek has but we have analyzed

the data in different ways and I admit that maybe I made an error somewhere but

reviewing my work, I don't see any errors.

So, no "hump" in the interval .04-05 and as the p-values decrease, the
frequencies

increase up to the interval .01-.00.  For p<= .001, there is a significant drop.

So, what pattern are we supposed to see if these are terrible studies?

If one looks at the raw p-values what is most striking is how many cases with

p< .0001 there are (are p-value that are all zero up to the 16th
decimal value).

This is really peculiar because either the effect sizes are Godzilla
sized or the

sample sizes are Godzilla sized or both (i.e., Godzilla^2).

Yes, I think there is a replication crisis but I don't think that the data that

Jeff Leek used to make his pretty ridgelplot graph provides any support for

it.  But what do I know, right?  Anyone can download the data from the Github

website and do the analyses I report either in R or SPSS or whatever statistical

software one uses.

I await the coming results.

By the way, because the tables above are jpegs, this post probably won't

make it into the Mail Archive or the digest but you should get it if you get

post via direct email.

-MIke Palij

New York University

m...@nyu.edu

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Re: [tips] When the Impossible is Shown to be Impossible: A Case Study in Failing to Replicate

[Michael Palij]

On Fri, 20 Oct 2017 20:03:43 -0700,  Christopher Green wrote:

>Interesting article, but I thought it made the usual journalistic error
>of personalizing the story too much, making readers come away
>feeling for the people instead of understanding the problem.

Although I agree that there is too much personalization (I believe
this is done so that the reader can (a) see the person described
as more as a relatable person), and (b) borrowing some of the
writing conventions from fiction to make what would be a dry
nonfiction story more interesting.  In an article like this, I can accept
it.  However, after a long hiatus, I am teaching Introduction to Psych
and find that the textbook is filled with too many personalized examples
or what I would call "cutesy" examples that to simplify the presentation
and make it more accessible to undergraduates.  I think that this
helps students maybe to understand the presentation (or develop
the illusion of understanding) which will be challenged when they try
to read actual empirical research articles (e.g., "hey, where's the main
character? Where's the dramatic action and tension? etc.).

That being said, from a 'qualitative research" perspective, I think
it is interesting to see what a person who has published a piece of
research that cannot be replicated is feeling and thinking.  Amy
Cuddy appear to be a highly capable and skilled person who though
she has given up on academia (at least for now) will make out
all right (kinda like John B. Watson, if you know what I mean).

The larger issue of the replication crisis, the pressures to publish
popular (to the general public not the scientific community) articles,
and to get external funding, I think, will be lost on the general reader.
Seeing how these factors affect a likable character is perhaps the
only way to show what these factors are and can do to a person.

Another thing to keep in mind is that this article uses a person who
is basically good but was incautious.  It might have been more
interesting if the person being covered was Diederik Stapel who
seems to be a much darker person and who appears to have inentionally
done bad things.

One could say that bad science arises from good people doing
"incompetent" research and "bad" people doing fraudulent research,
among other things (e.g., following fads that focus on the weong things).

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

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[tips] When the Impossible is Shown to be Impossible: A Case Study in Failing to Replicate

[Michael Palij]

There is an interesting article that will appear in this
Sunday's NYT Magazine about social psychologist
Amy Cuddy of "Power Pose" fame.  See:
https://www.nytimes.com/2017/10/18/magazine/when-the-revolution-came-for-amy-cuddy.html?rref=collection%2Fsectioncollection%2Fmagazine=click=magazine=rank=package=highlights=1=sectionfront

One lesson to draw from this is that one should make sure
that one's research is done correctly before one publishes it.

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

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Re: ADV: Re: [tips] History timeline

[Michael Scoles]

Thank you both.  As Jon said, it does take a while to load.  As Chris
suggested, adding "Brazil" to my Google search would have helped.


On Fri, Sep 22, 2017 at 1:58 PM, Jon Mueller <jfmuel...@noctrl.edu> wrote:

>
>
> It worked for me.  As I mentioned, it just took a long time to load.
>
>
>
>
> ===
> Jon Mueller
> Professor of Psychology
> North Central College
> 30 N. Brainard St.
> <https://maps.google.com/?q=30+N.+Brainard+St.%0D+Naperville,+IL+60540=gmail=g>
> Naperville, IL 60540
> <https://maps.google.com/?q=30+N.+Brainard+St.%0D+Naperville,+IL+60540=gmail=g>
> voice: (630)-637-5329 <(630)%20637-5329>
> fax: (630)-637-5121 <(630)%20637-5121>
> jfmuel...@noctrl.edu
> http://jonathan.mueller.faculty.noctrl.edu
>
>
> >>> Christopher Green <chri...@yorku.ca> 9/22/2017 1:55 PM >>>
>
>
>
>
>
>
> I think you mean the one that used to be here: http://www.oocities.org/
> athens/delphi/6061/en_linha.htm
>
> (You can pick up a brief description of it by Googling “history psychology
> timeline brazil”)
>
> It does not seem to be working anymore.
>
>
> Best,
>
> Chris
>
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
>
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
> orcid.org/-0002-6027-6709
>
> ...
>
>
> On Sep 22, 2017, at 2:19 PM, Michael Scoles <micha...@uca.edu> wrote:
>
>
>
>
>
>
>
>
> Tipsters -
>
>
> Once upon a time, I had a link to a history of psychology timeline that
> was unique in its inclusion of figures from outside the typical Northern
> Europe/North America story.  If I remember correctly, color coding was used
> to identify various countries/cultures.  The creators were from South
> America, possibly Brazil, so there were a lot of South American references,
> but also Asian and African references.
>
>
> Has anyone else seen/used this, or have the link?
>
>
> Thanks.
>
>
> --
>
> Michael T. Scoles, Ph.D.
> Associate Professor of Psychology & Counseling
> University of Central Arkansas
> Conway, AR 72035
> 501-450-5418 <(501)%20450-5418>
>
> ---
>
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>
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> 781165b5ef80a3cd2b14721caf62bd92=T=tips=51415
>
> (It may be necessary to cut and paste the above URL if the line is broken)
>
> or send a blank email to leave-51415-430248.781165b5ef80a3cd2b14721caf62bd
> 9...@fsulist.frostburg.edu
>
>
>
>
>
>
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>
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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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[tips] History timeline

[Michael Scoles]

Tipsters -

Once upon a time, I had a link to a history of psychology timeline that was
unique in its inclusion of figures from outside the typical Northern
Europe/North America story.  If I remember correctly, color coding was used
to identify various countries/cultures.  The creators were from South
America, possibly Brazil, so there were a lot of South American references,
but also Asian and African references.

Has anyone else seen/used this, or have the link?

Thanks.

-- 
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] Effects, Affects, Independent and Depentent Variables.

[Michael Scoles]

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 <tips@fsulist.frostburg.edu> wrote:
>
> Subject: Opinions needed
> From: Dap Louw <lou...@ufs.ac.za>
> 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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-- 
Michael T. Scoles, Ph.D.
Associate Professor of Psychology & Counseling
University of Central Arkansas
Conway, AR 72035
501-450-5418

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[tips] A New Muller-Lyer Example?

[Michael Britt]

Showing students images of the Muller-Lyer illusion is…somewhat interesting.  
Maybe this is more interesting:

https://www.youtube.com/watch?v=bouQxo-HdLk 
<https://www.youtube.com/watch?v=bouQxo-HdLk>

Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com <http://www.thepsychfiles.com/>
https://www.facebook.com/groups/thepsychfiles/ 
<https://www.facebook.com/groups/thepsychfiles/>
Twitter: https://twitter.com/mbritt <https://twitter.com/mbritt>


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Re: [tips] OMG! Meaningful Processing Produces More Durable Memories!!!!!!

[Michael Scoles]

But it's got brain stuff in it!

"Through the brain scans, researchers identified brain activity related to
memorizing through sound and meaning."


Boss,  Da Brain!  Da Brain!

On Wed, Jun 21, 2017 at 9:25 AM, Christopher Green <chri...@yorku.ca> wrote:

>
> Given that Gus Craik worked at the Baycrest Centre for many years after
> retiring from University of Toronto, I’m guessing that they well know about
> level of processing. This looks like a newsletter for those outside of the
> “biz,” so alerting them to phenomena that are well-known among researchers
> might be understandable.
>
> Chris
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
> orcid.org/-0002-6027-6709
> ...
>
> On Jun 22, 2017, at 9:49 AM, Mike Palij <m...@nyu.edu> wrote:
>
>
>
>
>
>
> Who knew!?!  Well, these folks apparently didn't; see:
> https://www.eurekalert.org/pub_releases/2017-06/bcfg-lmm062017.php
>
> Should someone tell them about Level of Processing theory and
> the problems it has?
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
> ---
>
> You are currently subscribed to tips as: chri...@yorku.ca.
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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] Teaching stats and Critical Values Tables

[Michael Scoles]

Looking at a table shows them that more conservative decisions require
greater evidence, and that the reliability of that evidence is related to
sample size (or degrees of freedom).



On Fri, Apr 7, 2017 at 10:07 PM, Jim Clark <j.cl...@uwinnipeg.ca> wrote:

> 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) <
> tips@fsulist.frostburg.edu>
> 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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-- 
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] 2 x K analysis

[Michael Scoles]

I would be *tempted* to attempt.

On Tue, Mar 7, 2017 at 11:50 AM, Michael Scoles <micha...@uca.edu> wrote:

> With a dichotomous DV, I would be attempted to eyeball it, maybe with the
> help of a single-df criterion for individual cell chi-squares (or actually,
> redundant pairs of cells).
>
> On Tue, Mar 7, 2017 at 9:33 AM, Wuensch, Karl Louis <wuens...@ecu.edu>
> wrote:
>
>>
>>
>>   After getting significant results on your 2 x *K* chi-square,
>> you are likely to want to compare, across the *K* categories,
>> differences in *p*, where *p* is the ratio of outcome1 to *n*.  An easy
>> way to do this is to use the calculator at Vassar to find confidence
>> intervals for the difference between *pi *and* pj *.  A less convenient
>> way to do this is to conduct a series of 2 x 2 chi-square analyses.
>>
>>
>>
>>   See http://core.ecu.edu/psyc/wuenschk/docs30/proport.docx .
>>
>> Cheers,
>>
>> [image: Karl L. Wuensch] <http://core.ecu.edu/psyc/wuenschk/klw.htm>
>>
>> *From:* Annette Taylor [mailto:tay...@sandiego.edu]
>> *Sent:* Monday, March 06, 2017 3:43 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
>>
>> ---
>>
>> You are currently subscribed to tips as: wuens...@ecu.edu.
>>
>> To unsubscribe click here: http://fsulist.frostburg.edu/u
>> ?id=13060.c78b93d4d09ef6235e9d494b3534420e=T=tips=50502
>>
>> (It may be necessary to cut and paste the above URL if the line is broken)
>>
>> or send a blank email to leave-50502-13060.c78b93d4d09e
>> f6235e9d494b35344...@fsulist.frostburg.edu
>>
>> ---
>>
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>>
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>>
>
>
> --
> Michael T. Scoles, Ph.D.
> Associate Professor of Psychology & Counseling
> University of Central Arkansas
> Conway, AR 72035
> 501-450-5418 <(501)%20450-5418>
>



-- 
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] 2 x K analysis

[Michael Scoles]

With a dichotomous DV, I would be attempted to eyeball it, maybe with the
help of a single-df criterion for individual cell chi-squares (or actually,
redundant pairs of cells).

On Tue, Mar 7, 2017 at 9:33 AM, Wuensch, Karl Louis <wuens...@ecu.edu>
wrote:

>
>
>   After getting significant results on your 2 x *K* chi-square,
> you are likely to want to compare, across the *K* categories, differences
> in *p*, where *p* is the ratio of outcome1 to *n*.  An easy way to do
> this is to use the calculator at Vassar to find confidence intervals for
> the difference between *pi *and* pj *.  A less convenient way to do this
> is to conduct a series of 2 x 2 chi-square analyses.
>
>
>
>   See http://core.ecu.edu/psyc/wuenschk/docs30/proport.docx .
>
> Cheers,
>
> [image: Karl L. Wuensch] <http://core.ecu.edu/psyc/wuenschk/klw.htm>
>
> *From:* Annette Taylor [mailto:tay...@sandiego.edu]
> *Sent:* Monday, March 06, 2017 3:43 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
>
> ---
>
> You are currently subscribed to tips as: wuens...@ecu.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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[tips] Did Psychometrics Sway the Election?

[Michael Britt]

Very interesting article about how the good ‘ol Big Five combined with info 
about your internet and mobile phone activity might have been used to sway the 
election.  I know I’ll be talking about this in class.

My highlighted version of the article:
https://diigo.com/09c777

Full article:
https://motherboard.vice.com/en_us/article/how-our-likes-helped-trump-win 
<https://motherboard.vice.com/en_us/article/how-our-likes-helped-trump-win>


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] Highest IQ cabinet

[Michael Scoles]

"Oops."

On Sat, Jan 21, 2017 at 8:34 AM, Annette Taylor <tay...@sandiego.edu> wrote:

>
> Certainly the wealthiest!
>
> Billionaire 'boys' club--'boys' in quotes because they're not all boys but
> might as well be and because they might as well be called boys rather than
> men.
>
> A
>
> Annette Kujawski Taylor, Ph.D.
> Professor, Psychological Sciences
> University of San Diego
> tay...@sandiego.edu
>
> On Fri, Jan 20, 2017 at 10:00 PM, Teaching in the Psychological Sciences
> (TIPS) digest <tips@fsulist.frostburg.edu> wrote:
>
>>
>> Subject: "Highest IQ cabinet"
>> From: Philippe Gervaix <phil.gerv...@bluewin.ch>
>> Date: Sat, 21 Jan 2017 02:18:19 +0100
>> X-Message-Number: 4
>>
>> Hi all,
>> What do you make of new president’s boast "we have by far the highest
>> IQ of any Cabinet ever assembled† ?
>>
>> Philippe Gervaix
>> College de Burier
>> Montreux
>> Switzerland
>> phil.gerv...@bluewin.ch
>> --
>>
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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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[tips] Training Cat to Read Email

[Michael Britt]

Research Log:

Jan 5, 2017: succeeded in training cat to jump on desk
Jan 10: Success! Cat jumps on desk and approaches computer
Jan 12: cat jumps on desk, approaches computer and looks at screen
Jan 15: cat observes my list of emails
Jan 19: having some trouble moving on to more advanced stages of having cat 
interpret email content and respond….

https://vimeo.com/200211684 <https://vimeo.com/200211684>


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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[tips] The Perfect Holiday Gift!

[Michael Britt]

Okay, okay, a little blatant tongue-in-cheek promotion for my new book: Psych 
Experiments.  I hope psych teachers and students will find it helpful: 50 brief 
chapters in which I summarize a classic study (and many recent ones) and then 
provide a suggestion for how students could do a conceptual replication of the 
study.  When I taught Research Methods me and my students struggled to come up 
with do-able research ideas.  I put my best ideas into this book. I had my 
Intro students carry out many of these studies this past semester and it worked 
out great.  I wrote it using an informal style so I also think it makes for 
interesting reading.  


Amazon – http://amzn.to/2dLmVOZ <http://amzn.to/2dLmVOZ>

:) 

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] Student's Name: _________

[Michael Scoles]

A student of eugenics.

On Wed, Dec 14, 2016 at 1:19 PM, Mike Palij <m...@nyu.edu> wrote:

> On Wed, 14 Dec 2016 05:53:51 -0800, Karl Louis Wuensch wrote:
>
>>On my stats exam there appears, in the upper right of the
>> first page, "Student's Name _."  Two of my students wrote in there
>> "William S. Gosset."
>> Should I give them extra credit?  A pint of stout?
>>
>
> I'd have been more impressed if the student wrote "Bernard Lewis Welch".
>
> By the way, when I teach the Student/Gosset t-test, I tell the old
> Guinness story and point out that if one has homogeneous variances,
> one should celebrate by having a Guinness stout.
>
> However, if one has heterogeneous variances, there's more work
> to do with Welch's correction and they should drink grape juice
> instead of stout.
>
> Sometime the mnemonic works.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
> ---
> You are currently subscribed to tips as: micha...@uca.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] Would William James Attend?

[Michael Scoles]

I wasn't objecting to anything, but was making a reference to his
pragmatism.  It reminds me of a discussion here, long ago, about the notion
that science is based on faith.  I had mentioned a point made by Bernard
Davis (and probably others), that science isn't based on faith, because it
is tested every time it is applied.  If science stopped working, we would
stop using it.  Someone mentioned that the same could be said about faith.

On Sat, Oct 22, 2016 at 10:41 AM, Christopher Green <chri...@yorku.ca>
wrote:

>
>
> On Oct 21, 2016, at 12:54 PM, Michael Scoles <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
> http://www.yorku.ca/christo
> ...
>
> On Fri, Oct 21, 2016 at 10:09 AM, Mike Palij <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.
>>
>
> ---
>
> You are currently subscribed to tips as: micha...@uca.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] Would William James Attend?

[Michael Scoles]

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

On Fri, Oct 21, 2016 at 10:09 AM, Mike Palij <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.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
> ---
>
> You are currently subscribed to tips as: micha...@uca.edu.
>
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>
> or send a blank email to leave-49737-357701.a768e95c4963686e69b47febf8aa65
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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] The New Ig Nobel Prizes Were Handed Out! And YOU Didn't Win!

[Michael Scoles]

Was this a procedure used by Boring to test his "angle of regard"
hypothesis about the moon illusion?


On Fri, Sep 23, 2016 at 9:06 PM, Mike Palij <m...@nyu.edu> wrote:

> When an event like the awarding of the Ig Nobel prize occurs, many,
> many outlets provide coverage, so, if you ain't too lazy, you can find the
> source you like best.  In the meantime, here's how the
> BBC website covered it:
> http://www.bbc.com/news/science-environment-37443204
>
> In summary, there are only two words that captures the nature
> of the awards: Goat man.
>
> For psychological research, here is what the BBC reports:
>
> |Psychology Prize - Evelyne Debey and colleagues, for |asking a thousand
> liars how often they lie, and for deciding |whether to believe those
> answers.
>
> All I can say is that I've seen worse research.
>
> There was a prize for Perception research and, again,
> quoting the BBC:
>
> |Perception Prize - Atsuki Higashiyama and Kohei Adachi, |for
> investigating whether things look different when you bend |over and view
> them between your legs.
>
> I don't know what the results were for the perception research
> but I'm willing to bet that if you are bent over and looking backward
> through your legs because you're drunk and just threw up (hence
> being bent over), then, yeah, things would probably look different.
>
> But I think there might be an interaction between type of perception
> and whether or not one is drunk.
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
> ---
> You are currently subscribed to tips as: micha...@uca.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] September 19

[Michael Britt]

That’s a great one Carol. I’m going to tell some of my colleagues this one.  
Thanks for sharing.

Michael

> On Sep 19, 2016, at 2:06 PM, Carol DeVolder <devoldercar...@gmail.com> wrote:
> 
> 
> 
> 
> 
>  
> It's here...
> Q: How do pirates know that they are pirates?
> A: They think, therefore they A!
> 
> http://ktla.com/2016/09/19/ahoy-its-talk-like-a-pirate-day-and-krispy-kreme-is-celebrating-with-free-doughnuts/
>  
> <http://ktla.com/2016/09/19/ahoy-its-talk-like-a-pirate-day-and-krispy-kreme-is-celebrating-with-free-doughnuts/>
> 
> 
> It's me favorite day, mateys.
> 
> 
> 
> -- 
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
> 
> 
> 
> 
> ---
> 
> You are currently subscribed to tips as: michael.br...@thepsychfiles.com 
> <mailto:michael.br...@thepsychfiles.com>.
> 
> To unsubscribe click here: 
> http://fsulist.frostburg.edu/u?id=13405.0125141592fa9ededc665c55d9958f69=T=tips=49482
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> 
> 
> 
> 


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[tips] Significant - or Really, Really Significant?

[Michael Britt]

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] on STM

[Michael Ofsowitz]

Hey Mike... as original poster you'll notice I never mentioned the 
number 7. I'm aware of some of Cowan's work, so I took your post as 
being tangential.


Yes, 4, 7, or whatever packs into 2sec. But is it relevant? What about 
the less-easily quantifiable? (Visual experience, or implicit memories 
like "who am I? Where am I? What am I doing?") What do people with a 
strong background in cog psych teach when they cover ST/working memory 
in intro or intro-cog courses?


  --> Mike O.

On 8/23/16 1:00 AM, Teaching in the Psychological Sciences (TIPS) digest 
wrote:

Many people in the field follow the research of Nelson Cowan
who has argued that the "Magical Number" is actually 4
(range 3-5) and not seven.  This is hardly news as he laid
out his argument for this position in 2001



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[tips] on STM

[Michael Ofsowitz]

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] tips digest: August 11, 2016 / Grading improvement

[Michael Ofsowitz]

On 8/12/16 1:00 AM, Chris Green wrote:
> Students can get obsessed about grades, and their emotional reactions to them 
> can interfere with their motivation. But the solution to that problem is not 
> to change the grades, but to undercut the widespread misapprehensions about 
> grades.
>
> I sometimes wonder if we have completely forgotten why we give grades at all. 
> Grades are not “rewards” or “punishments.”
Except when they are... we don't control this; if grades motivate or 
demotivate (i.e., strengthen or weaken responses), they are rewarding or 
punishing. Unfortunately. Student obsessions and misinterpretations 
overpower my interpretations of grades. I try (to alter their 
interpretations), trust me - I'm old-fashioned in this respect. And of 
course I don't know when a student experiences C- as punishing or even 
A- as punishing (or B as rewarding); sometimes they express an emotional 
reaction in class in front of me and sometimes not (or I don't notice). 
And unless they say something, I don't know what attributions they're 
making about their grades; and these might change later in the day/week. 
Suffice it to say there are many students who experience grades as 
punishing.

Also, I am at a community college: my students have IQs that span a wide 
range. I'm somewhat concerned that tests and homework essays are repeat 
measures of IQ in addition to being assessments of the acquisition of 
understanding psych topics. I allow rewrites on homework essays, but not 
tests; the grading is all a lot of work because I read what they write 
closely and I comment on many things and grade their grammar. I don't 
want more work. I'm looking for some legitimate - pedagogically 
meaningful - credit for students who improve their performance over the 
course of the semester, independent of the limitations placed on them by 
/g. /

I want something to get these students past the frustration of low 
grades, to reduce the likelihood of their making external attributions, 
to reward the right behaviors (whether these be related to persistence 
or study habits or seeking tutors, etc.), but to do it formally 
(explicitly, esp. so students know it's happening) and fairly. I think 
if this problem were simple to solve I'd still just be lurking.  :)

Thanks, everyone, for the thoughtful replies.

   --> Mike O.

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Re:[tips] tips digest: August 10, 2016

[Michael Ofsowitz]

Thanks, folks.

Bob: sort of; ideally, if I could remove IQ as a factor and still 
measure learning (as an advancement in comprehension), I'd like to be 
able to reward students for their achievement, rather than punish them. 
Not as a large portion of the overall course grade, but as some small 
rewarding experience.

For example, their ability to comprehend some topic in social psych 
might be minimal, and on a test (and as I briefly mentioned, mine are 
all written - short essay type) they might get a C- grade (or worse), 
which they experience as punishment. But what if such a student has made 
significant progress from a lower baseline to get to that C-? I'm 
generally a tough grader, compared to others at my school, so I get a 
lot of students whose inability to comprehend has gone unnoticed (they 
get by with better grades in other courses, and some good students do 
poorly on the first test, not expecting its complexity). But I don't 
care to dumb-down my grading system or give points for fluff. I want to 
try to capture improvements in comprehension that might be happening, 
but aren't strong enough to overcome IQ deficits that limit the overall 
performance, and provide some structured reward for those improvements. 
(Oh, and - better not forget this - I want to do this without any real 
extra work on my part.)

For some (more?) students, these improvements would be due to 
motivational factors rather than IQ, but I'd be ok giving the same 
rewards for improved performance to them. (And some just get lucky with 
score sequences - I don't know what to do with that.) Again, I'm not 
trying to flatter myself by churning out high grades; I want something 
small but meaningful as reward for their change in performance, 
something fair, and formal so I can state up front what it is rather 
than the informal nudge we sometimes give students who've shown 
improvement over the semester.

Doug said he gives "extra credit to the group that shows the largest 
average improvement" on group work, though it's minimal, and students 
seem to misjudge the value of those extra credit points. Something like 
that is the sort of compromise (to ideal) that I have in mind... but how 
much is fair, how to quantify it (establish baseline), etc.?

   --> Mike O.

On 8/11/16 1:00 AM, Teaching in the Psychological Sciences (TIPS) digest 
wrote:
> --
>
> Subject: RE: Grading improvement
> From: R C Intrieri
> Date: Wed, 10 Aug 2016 11:42:01 -0500
> X-Message-Number: 3
>
> Mike O.
> Just to clarify are you wanting a measure of learning that is not consistent
> with IQ?  In other words, you want to parcel out the effect of IQ on
> learning?
> Did I understand that completely?
> Bob I


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[tips] Grading improvement

[Michael Ofsowitz]

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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[tips] Practicing scientific thinking

[Michael]

I had some time this morning to read the article by Gallagher and some of
the comments below it.  Thank you so much Marie for sharing it. There are
2725 comments as of right now.  I found within the comments a link to this
article by Skeptic Steven Novella, which I strongly recommend:

http://theness.com/neurologicablog/index.php/a-psychiatrist-falls-for-exorcism/

Here’s an interesting quote from Novella, “I am sometimes questioned by
well-meaning but confused scientists who do not understand the role that
scientific skepticism plays in society. Isn’t science itself enough?
Aren’t all scientists skeptical, or at least they should be?”

I thought this way as well - that scientific training should be “enough”
and that scientific training is pretty much the same thing as training in
skepticism. But Novella shows how this isn’t so and why it’s important for
us to teach students not just the various scientific methodologies, but
what kind of thinking goes into being a skeptic - especially logical
fallacies. Essentially Gallagher is saying this:

"I have a lot of education and training in science and if I can’t explain
it so….it must be demonic possession."

And by the way, isn’t there a name for Gallagher’s way of thinking (that
because he has so much education he couldn’t possibly be fooled.  Some
kind of overconfidence bias…? I know I heard this given a name….

Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
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Re: [tips] The Killer of Kitty Genovese Dies in Prison

[Michael Scoles]

And I'm sure it wouldn't interest anybody, outside a small circle of
friends.


On Tue, Apr 5, 2016 at 7:46 AM, Mike Palij <m...@nyu.edu> wrote:

>
> The NY Times has a long obituary on the death of the man who murdered
> Kitty Genovese and allegedly at least two other women (he was not tried
> for them).  It provides useful historical details about the event and the
> killer's background as well as his subsequent activity in prison (including
> one escape from prison during which he held hostages and raped a
> woman).  See:
>
> http://www.nytimes.com/2016/04/05/nyregion/winston-moseley-81-killer-of-kitty-genovese-dies-in-prison.html?emc=edit_th_20160405=todaysheadlines=389166&_r=0
>
> Since it's an obit, there is no comment section but I have a feeling that
> if there were one, there would be comments especially from some
> in the psychological community.
>
> -Mike Palij
> New York University
> m...@nyu.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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[tips] Question about peer mentoring/advising programs

[Michael Madson]

Hello all,

I am seeking advice or info on successful models that may exist for creating 
peer mentoring/tutoring programs in a psychology department to help facilitate 
student success. Any input would be greatly appreciated. You can email me 
directly at michael.mad...@usm.edu<mailto:michael.mad...@usm.edu>

Thanks Mike

Michael B. Madson, Ph.D.
Associate Professor
Director of Undergraduate Studies
Department of Psychology
The University of Southern Mississippi
118 College Dr #5025
Hattiesburg, MS 39406
601-266-4546




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Re: [tips] bottom up processing in humans

[Michael Scoles]

Gibson and Skinner both emphasize the primacy of the environment, although
Gibson does so with less of a "black box" approach.

On Tue, Feb 9, 2016 at 11:57 AM, Mike Palij <m...@nyu.edu> wrote:

> On Tue, 09 Feb 2016 08:47:27 -0800,  Michael Scoles wrote:
>
>> 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.
>>
>
> With respect to the Ames room illusion, movement in the environment
> should eliminate the illusion from a Gibsonian perspective but one
> should take a look at the following reference:
>
> Effect of ecological viewing conditions on the Ames' distorted room
> illusion.
> Gehringer, William L.; Engel, Edward
> Journal of Experimental Psychology: Human Perception and Performance,
> Vol 12(2), May 1986, 181-185.
> http://dx.doi.org/10.1037/0096-1523.12.2.181
>
> |Ecological theory asserts that the Ames' distorted room illusion
> |(DRI) occurs as a result of the artificial restriction of information
> |pickup. According to J. J. Gibson (1966, 1979), the illusion is
> |eliminated when binocular vision and/or head movement are
> |allowed. Exp I, with 144 undergraduates, used size-matching
> |technique employing discs placed within an Ames' distorted
> |room to measure the DRI. Ss viewed the distorted room or a
> |control apparatus under 4 viewing conditions (i.e., restricted or
> |unrestricted head movement), using monocular and binocular
> |vision. In Exp II, 20 Ss viewed binocularly and were instructed
> |to move freely while making judgments. Findings show that the
> |DRI decreased with increases in viewing access, although it
> |persisted under all viewing conditions. The persistence of the
> |illusion is seen as contradicting Gibson's position.
>
> Quoting from the article's General Discussion:
>
> |...However, Gibson's claim was not simply that illusions
> |will be modified in a veridical direction as one adds further
> |information, but rather that if access is allowed, the actual
> |spatial layout will be picked up. This latter concept leaves
> |no room for any perceived rectangularity in viewing a trapezoidal
> |three-dimensional configuration. Nevertheless, the results
> |suggest that the illusion is present, to some degree, even
> |under the optimum conditions of observation. Therefore, in
> |this instance of a three-dimensional spatial layout, perceptual
> |organization cannot be said to be wholly determined by the
> |environmental-optical structure.
>
>
> On a sidenote, ordinarily when I think of Gibson I do not think
> of Skinner but William Uttal in his book "Psychomythics" lumps
> them together as radical empiricists.  The text is available on
> books.google.com in preview mode and the following link
> should/might lead one to the appropriate section of the book:
>
> https://books.google.com/books?id=vil6AgAAQBAJ=gibson#v=snippet=gibson=false
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
> ---
> You are currently subscribed to tips as: micha...@uca.edu.
> To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=357701.a768e95c4963686e69b47febf8aa657a=T=tips=48114
> or send a blank email to
> leave-48114-357701.a768e95c4963686e69b47febf8aa6...@fsulist.frostburg.edu
>



-- 
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

[Michael Scoles]

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> wrote:

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

Re: [tips] bottom up processing in humans

[Michael Scoles]

Exactly.

On Tue, Feb 9, 2016 at 11:02 AM, Jim Clark <j.cl...@uwinnipeg.ca> wrote:

>
>
> 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
>
> [image: 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
>
>
>
> *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> wrote:
>
> My first guess is that the observer normally moves.
>
> On Feb 8, 2016 6:39 PM, "Michael Scoles" <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> 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> 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>
> 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.
>
&

Re: [tips] bottom up processing in humans

[Michael Scoles]

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>
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
> ---
> You are currently subscribed to tips as: smcke...@ubishops.ca.
> To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=13510.2cc18398df2e6692fffc29a610cb72e3=T=tips=48095
> or send a blank email to
> leave-48095-13510.2cc18398df2e6692fffc29a610cb7...@fsulist.frostburg.edu
>
> ---
> You are currently subscribed to tips as: micha...@uca.edu.
> To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=357701.a768e95c4963686e69b47febf8aa657a=T=tips=48096
> or send a blank email to
> leave-48096-357701.a768e95c4963686e69b47febf8aa6...@fsulist.frostburg.edu
>



-- 
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

[Michael Scoles]

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> 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> 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>
> 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
>> ---
>> You are currently subscribed to tips as: smcke...@ubishops.ca.
>> To unsubscribe click here:
>> http://fsulist.frostburg.edu/u?id=13510.2cc18398df2e6692fffc29a610cb72e3=T=tips=48095
>> or send a blank email to
>> leave-48095-13510.2cc18398df2e6692fffc29a610cb7...@fsulist.frostburg.edu
>>
>> ---
>> You are currently subscribed to tips as: micha...@uca.edu.
>> To unsubscribe click here:
>> http://fsulist.frostburg.edu/u?id=357701.a768e95c4963686e69b47febf8aa657a=T=tips=48096
>> or send a blank email to
>> leave-48096-357701.a768e95c4963686e69b47febf8aa6...@fsulist.frostburg.edu
>>
>
>
>
> --
> Michael T. Scoles, Ph.D.
> Associate Professor of Psychology & Counseling
> University of Central Arkansas
> Conway, AR 72035
> 501-450-5418
>
> ---
>
> You are currently subscribed to tips as: j.cl...@uwinnipeg.ca.
>
> To unsubscribe click here:
> http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9=T=tips=

Re: [tips] bottom up processing in humans

[Michael Scoles]

My first guess is that the observer normally moves.
On Feb 8, 2016 6:39 PM, "Michael Scoles" <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> 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> 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>
>> 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
>>> ---
>>> You are currently subscribed to tips as: smcke...@ubishops.ca.
>>> To unsubscribe click here:
>>> http://fsulist.frostburg.edu/u?id=13510.2cc18398df2e6692fffc29a610cb72e3=T=tips=48095
>>> or send a blank email to
>>> leave-48095-13510.2cc18398df2e6692fffc29a610cb7...@fsulist.frostburg.edu
>>>
>>> ---
>>> You are currently subscribed to tips as: micha...@uca.edu.
>>> To unsubscribe click here:
>>

Re: [tips] "Troubling Oddities" In A Social Psychology Data Set - Neuroskeptic

[Michael Britt]

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-oddities-social-psychology/#.VrdNJIo8LCR
> 
> Chris
> -
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
> Canada
> 
> chri...@yorku.ca
> ---
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[tips] Habits, Behavior Mod and Dopamine

[Michael Britt]

I’ve been reading a bit more along the line of this “habits” craze.  Here’s 
what I think.  Would love to get feedback:

As I mentioned in a previous post, this “Habits” stuff is basically Bmod warmed 
over/re-marketed. The new way of talking about this is that “cues” or 
“triggers” that have led to behavioral routines (Habits) which have been 
rewarded in the past tend to be repeated.  Well, we’ve known that for years.

So to make it unique/up-to-date, the authors throw in a little mention of 
dopamine.  What they’re saying is that after you do the habit many times, 
dopamine is released no longer at the END of a behavior but rather during the 
time that we are ANTICIPATING a reward (just after the cue). This dopamine 
release creates, these authors say, a CRAVING that can only be resolved by 
carrying out the habit (i.e., previously rewarded behavioral routine).

So again, sounds like traditional behaviorism with new terms and a dollop of 
“brain science” to make it look up-to-date (and we know that even the term 
“brain science” impresses people).

So even if they’re right about the role and timing of dopamine in all this, you 
could, it seems to me, say, “So what?”.  Knowing about the role of dopamine, 
while interesting, doesn’t change how behavior mod techniques are carried out - 
does it?

Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: mbritt








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[tips] Habits and Behavior Modification

[Michael Britt]

I don’t know if you’re following the current interest in “habits” but there is 
a great interest (has been for perhaps 2 years) around habits - especially 
after the books “Habit”, “Nudge”, and “Hooked" came out.

I’ve read Hooked and I’m working on Habit and it seems to me like this is just 
warmed over ideas from behavior modification.  The key idea in these books is 
that our daily behavior (i.e., habits) have been created (shaped) by external 
cues, which lead to routines, which result in rewards.  Here and there these 
authors throw in a little neuroscience and a sprinkling of ideas from cognitive 
psych, but the core ideas are just things we’e known for years from the work of 
behaviorists.  

If you’re not familiar with Habits, here’s the author of the book on Youtube:

https://www.youtube.com/watch?v=W1eYrhGeffc 
<https://www.youtube.com/watch?v=W1eYrhGeffc>

Anyone else think that this is really just behavior mod “re-packaged”?

 
Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: mbritt








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Re: [tips] more junk science and what to do about it

[Michael Scoles]

---
>
> Subject: RE: Illusion?
> From: Jim Clark <j.cl...@uwinnipeg.ca>
> Date: Sun, 8 Nov 2015 02:49:23 +
> X-Message-Number: 6
>
> 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 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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> --
>
> Subject: Re: Illusion?
> From: Steven Hall <mrstev...@gmail.com>
> Date: Sat, 7 Nov 2015 18:56:24 -0800
> X-Message-Number: 7
>
> More like an example of closure to me. But if I try hard I can see an "A."
>  (I blacked out the other stuff.) The head still lingers in my "top down"
> mind.
>
> Steven Hall
> Butte College
> CSU-Chico
> mrsteve2u2gmail.com
>
>
> ​
>
>
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> END OF DIGEST
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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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[tips] SS Stevens

[michael sylvester]

Coming into my consciousness is the idea that  S S Stevens is associated with 
only one formula in psychophysics.Where is that coming
from?Btw,did Stevens and Watson cross paths?
michael,PhD
sleepless  in  daytona

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[tips] Emergency Halloween help

[michael sylvester]

I am trying to decide what animal outfit to don-
Pavlov's dog,Skinner's pigeon,lil Albert's
rat or rabbit,Thorndike's cat or Harlow's monkey?
No pun intended,but the monkey seems to be
way up or down my line.
michael

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[tips] OFF TOPIC

[michael sylvester]

Why is Pierre Elliot Trudeau(former PM) referred to as the father of modern 
Canada? Did he give the faculty a raise?
I personally liked "Dief"-Dieffrnbacker-the Reluctant Torey.
michael

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[tips] Masters and Johnson in the Apps age

[michael sylvester]

- Original Message - 
From: michael sylvester 
To: t...@fsulist.frostburg.edum 
Sent: Thursday, October 22, 2015 3:28 AM
Subject: Masters and Johnson in the Apps age


It seems that Apple is working on an app that would ask women about their 
sexual activity.
Hope it does not suffer the fate of Sheerie Hites'  survey.Btw,Sheere Hite is 
from Daytona,and so is Greg Allman.
michael
daytona beach.florida

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[tips] Don't mess with Israel?

[michael sylvester]

Apparently,a tenured prof at U of Illinois has been sacked for his anti-Israel 
rants  on security forces brutality and aggression against Palestinians.It is 
my  understanding that the Chancelor has resigned.
The dude claimed that his  first amendment rights were being violated.
Gimme a break!
michael,PhD
daytona beach,florida

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Re: [tips] Pavlovian "Operant" Conditioning?

[Michael Scoles]

What would happen if the child did not open his mouth?  The problem seems
similar to distinguishing between voluntary and involuntary (conditioned)
eyeblinks in humans.

On Wed, Oct 21, 2015 at 11:33 AM, Jeffry Ricker, Ph.D. <
jeff.ric...@scottsdalecc.edu> wrote:

> I’ve been watching a film of Pavlov’s conditioning experiments that was (I
> believe) taken in his lab. I was surprised to discover that, in an
> experiment on a child, they seemed to be studying what eventually came to
> be called “operant conditioning,” not “Pavlovian conditioning.” I know that
> early learning researchers did not make a clear distinction between the
> two. But I was surprised that Pavlov and his colleagues apparently confused
> the two, as well.
>
> In the experiment, a boy was conditioned to open his mouth when his hand
> was stimulated. When he did this, a cookie was “shot” into his mouth. The
> film states that the “conditioned reflex” is opening the mouth in response
> to hand stimulation.
>
> I need to get to class, but you can watch the clip here:
> https://www.dropbox.com/s/gmqf25fexkq6pja/Pavlov%20-%20Operant%20Conditioning%20in%20Humans.mp4?dl=0
> --
>
> -
> Jeffry Ricker, Ph.D.
> Professor of Psychology
>
> -
> Social/Behavioral Sciences
> Scottsdale Community College
> 9000 E. Chaparral Road
> Scottsdale, AZ 85256-2626
> Office: SB-123
> Fax: (480) 423-6298
> Facebook: https://www.facebook.com/DrJeffryRicker/timeline/
> LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438
>
>
>
>
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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] Pavlovian "Operant" Conditioning?

[Michael Scoles]

It removed a consequence that wasn't there?

I met a man who wasn't there.
He wasn't there again today.
I wish, I wish he'd go away.


On Wed, Oct 21, 2015 at 2:48 PM, Rick Froman <rfro...@jbu.edu> wrote:

> Yes, I don't think it would be technically accurate to say that Pavlov and
> his colleagues were confusing Operant and Classical Conditioning, given
> that the two had not yet been distinguished at that point. You might say
> they were generalizing types of conditioning that had not yet been
> discriminated. From our more enlightened vantage point :) we can now see
> the difference but they didn't refer to it as Pavlovian or Classical
> Conditioning because there was just "conditioning" [probably incorrectly
> translated from Russian] which, as they noted on one of the cards in the
> film, that conditioned and unconditioned reflexes were "the basis of
> behavior not only in animals but also in man". So there were only
> conditioned and unconditioned reflexes. It was only later when
> Instrumental/Operant conditioning was identified that a distinction was
> made between "Instrumental/Operant" and "Classical/Pavlovian" conditioning.
>
> In another example, Bekhterev originally saw avoidance learning
> (specifically, removing your finger from a shock plate when a signal
> occurred that predicted shock) as a type of association reflex (he wouldn't
> have called it Pavlovian conditioning since he didn't care much for Pavlov
> or his methods) but later, the phenomenon of avoidance was identified as a
> type of operant conditioning since the behavior operates on the environment
> to modify the consequences (removing your finger from the shock pad after
> hearing the signal meant that the person didn't experience the shock).
>
> Rick
>
> Dr. Rick Froman
> Professor of Psychology
> Box 3519
> John Brown University
> 2000 W. University Siloam Springs, AR  72761
> rfro...@jbu.edu
> (479) 524-7295
>
> -Original Message-
> From: Jeffry Ricker, Ph.D. [mailto:jeff.ric...@scottsdalecc.edu]
> Sent: Wednesday, October 21, 2015 2:00 PM
> To: Teaching in the Psychological Sciences (TIPS) <
> tips@fsulist.frostburg.edu>
> Subject: Re: [tips] Pavlovian "Operant" Conditioning?
>
>
> On Oct 21, 2015, at 10:29 AM, Michael Scoles <micha...@uca.edu> wrote:
>
> > What would happen if the child did not open his mouth?  The problem
> seems similar to distinguishing between voluntary and involuntary
> (conditioned) eyeblinks in humans.
>
> Yes, I agree. I had to get to class, so I couldn't include some other
> thoughts I had at the time.
>
> But the distinction seems to involve more than just that between
> "classical" and operant conditioning. And the boy would have to know what a
> cookie was and that he had to open his mouth to eat the cookie before he
> could ever be reinforced for opening his mouth.
>
> One other thing: the term "reinforcement" was used in the film. It would
> have had to be translated into English from the original Russian subtitles,
> which makes me wonder if the term could have been translated in different
> ways.
>
> Jeff
>
> --
>
> -
> Jeffry Ricker, Ph.D.
> Professor of Psychology
>
> -
> Social/Behavioral Sciences
> Scottsdale Community College
> 9000 E. Chaparral Road
> Scottsdale, AZ 85256-2626
> Office: SB-123
> Fax: (480) 423-6298
> Facebook: https://www.facebook.com/DrJeffryRicker/timeline/
> LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438
>
>
>
>
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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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[tips] Homeopathic inspired Nobel prize

[michael sylvester]

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 Chinesemedicine  
practised centuries ago, she  focused her attention on the Sweet  Worm wood  
plant which had long been a staple  in  chinese  cooking.She  was  able to 
extract an ingredient  that was definitive in treating
malaria.
We  love you,Dr.Oz.


michael
daytona beach,florida
'going above and beyond  where no  tipster  has  gone before'

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[tips] Somatotyping and health

[michael sylvester]

Researchers in Sweden are reporting that tall  people are more amenable to 
developing cancer.
So watch out y'all ectomorphs.They gave no reason
for that effect.They went on   to  report   that  ectomorphs
are more likely to have more sexual  partners.This latter revelation may help 
confirm the old  adage-
it is not  how long  you make it  but how you make it long.
michael

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[tips] Gotta Admire Dweck

[Michael Britt]

Interesting article by Carol Dweck:

Carol Dweck Revisits the 'Growth Mindset’
http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html
 
<http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html>

She too is unhappy with how the “mindset” idea has too often been misused - 
even to the extent of “blaming the victim”).  I admire her forthrightness here:

"Maybe we originally put too much emphasis on sheer effort. Maybe we made the 
development of a growth mindset sound too easy. Maybe we talked too much about 
people having one mindset or the other, rather than portraying people as 
mixtures."

I’d love to hear from more researchers who wrote about their theories and then 
reflected on where they think maybe they went a little wrong.  It would show 
students that researchers are human and theories aren’t written in stone.

Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: mbritt








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[tips] Is there Really Anything to This?

[Michael Britt]

The media is, as they say, having a “field day” with the research on how bad 
sitting is for you.  This is perfect isn’t it?  Take something we do every day 
and almost can’t escape doing (sitting) and find some research (no matter how 
good/bad) on how bad it is for you and then go crazy with it.  

http://time.com/4019563/exercise-work-desk/ 
<http://time.com/4019563/exercise-work-desk/>

This reminds me of an old line by George Carlin: “Scientists have found that 
saliva causes cancder - however only when swallowed in small amounts over a 
long period of time”.

Does anyone know if there really is anything to the claims about how bad 
sitting is?  I mean, of course “leading a sedentary lifestyle” isn’t good for 
you - your doctor will tell you that. I just find the media attention on 
sitting to be very interesting.

Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: mbritt








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[tips] Freud's grand daughter

[michael sylvester]

Accordimg to NPR,Freud's grand  daughter has remarked that her grandpa was 
actually more focused on relationships than on sexuality.
Well,what  type  of cigar has  she  been  puffing?
Freud,a  touchy-feely   dude?
Send  me  something.
michael
daytona,beach,florida

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[tips] Mike P,Michael Sc

[michael sylvester]

Mike P 
I am not Wikipedia-centric.
Fyi Day was active in the  Ban the bomb movement.Bertrand Russel was   also 
involved.Day had a counterpart in Montreal named Tony
Walsh who founded the Benedict Labre  House who worked with the poor in 
Montreal.I worked with Tony Walsh for a couple of months.
Around that time,some religious protestants  formed a monastic colonyin Taize 
Switzerland and were devoted to peace.
Was the  Bowery yourstomping ground?
Where in NYC   can I take a selfie with the nude chicks
on the sidewalk?

Michael Sc
The Doris Day
reminds me of  the Dalai Lama(sp) visiting Cincinnati.
The mayor greeted him by saying "Hello Dolly"
michael

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[tips] Thomas Merton again

[michael sylvester]

Mike  P asks  if Merton ever talked about Margie.Well,I do not know who Margie  
was but I do know that  Merton taught at Saint  Bonaventure's  before Pax 
Intransibus  to   Gethsemani A book authored by Brother  Patrick  Hart covers 
his pre-monastic days amd shows
scribblings of nude women made by Merton.Merton has been viewed
as a Saint Augustinefor our modern times.
Anyway he would not have talked about Marge-the Trappist monks
did not talk to one another.Merton's MY  ARGUMENT WITH THE GESTAPO and  
CONJECTURES OF A  GUITY BYSTANDER are
works that are of pdychological import.
But Mike P should be familiar  with Dorothea Day who workedwith
the poor at the bowery in NYC.She published the Catholic Worker newspapr..A 
copy was only a penny.Dorothy apparently had an abortion when she was a 
teen.Butlike   St.Monica (St.Augustine's  mom)  Dorothy converted to  
Caholicism  and was a dedicated church goer.
Well, back to  contemplation.
'My Lord God,I have no idea of where I am going' Thomas Merton.

michael
daytona  beach,florida

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Re: [tips] Thomas Merton again

[Michael Scoles]

I thought he said, "Doris Day."

Thank you for the clarification.

On Fri, Sep 25, 2015 at 10:05 PM, Mike Palij <m...@nyu.edu> wrote:

> On Fri, 25 Sep 2015 14:43:23 -0700, michael sylvester  wrote:
>
>> Mike  P asks  if Merton ever talked about Margie.Well,I do
>> not know who Margie was
>>
>
> More evidence that people do not read the webpages I provide
> links to.  If Prof. Sylvester had read the Wikipedia entry, he
> would have known who Margie was, why she was important to Merton
> (she helped nurse him when he underwent surgery for his back
> in 1966), and that he wrote poems to her, and she is the subject
> of the essay "A Midsummer Diary for M" which is covered in
> greater detail in the following book:
>
> http://www.amazon.com/Beneath-Mask-Holiness-Thomas-Forbidden-ebook/dp/B002XFP9N8/ref=sr_1_2?s=books=UTF8=1443232229=1-2=%22A+Midsummer+Diary+for+M.%22
>
> She also is covered in the new movie on Merton's life; see:
> http://mertonmovie.com/
>
> Oh, and the Wikipedia entry for Merton is:
> https://en.wikipedia.org/wiki/Thomas_Merton
> See especially footnote #1.
>
>
> but I do know that  Merton taught at Saint  Bonaventure's  before
>> Pax Intransibus  to   Gethsemani A book authored by Brother  Patrick
>> Hart covers his pre-monastic days amd showsscribblings of nude
>> women made by Merton.Merton has been viewed as a Saint
>> Augustine  for our modern times.  Anyway he would not have
>> talked about Marge-the Trappist monks did not talk to one another.
>>
>
> Well, y'know, some people think hey know other people when
> in fact they don't really know them at all.  Kinda like Harry Potter's
> eventual realization that he didn't really know Albus Dumbledore.
>
> Merton's MY  ARGUMENT WITH THE GESTAPO and  CONJECTURES
>> OF A  GUITY BYSTANDER are works that are of pdychological import.
>> But Mike P should be familiar  with Dorothea Day who workedwith
>> the poor at the bowery in NYC.
>>
>
> Actually, you should read the Wikipedia entry on her to get a better
> idea of who she was; see:
> https://en.wikipedia.org/wiki/Dorothy_Day
>
> Perhaps the most notable aspect about her after her conversion to
> Catholicism (after being the "original hippie") is that she was a pacifist
> all of her life, which made things very weird for her during World War II.
> Indeed, one wonders what she thought when the newsreels of the
> Nazi death camps were shown in U.S. movie houses.
>
> She published the Catholic Worker newspapr..A
>> copy was only a penny.Dorothy apparently had an abortion when she was a
>> teen.Butlike   St.Monica (St.Augustine's  mom)  Dorothy converted to
>> Caholicism  and was a dedicated church goer.
>>
>
> Again, read the Wikipedia article.  Do some research.  Dorothy Day
> established the "Catholic Worker" in a little place close to where I live
> in a place "Mary House"; see:
> http://www.manta.com/c/mtvhdtt/mary-house-the-catholic-worker
>
> It's not on the Bowery but 3rd street between 1st and 2nd Avenue,
> and just up the block from the headquarters of Hell's Angels (it's
> a diverse neighborhood).  Women stay in Mary House while men
> stay in St Joseph's house over on 1st Street (also between 1st
> and 2nd Avenue) see:
> http://sideways.nyc/2012/06/the-catholic-worker-st-joseph-house/
>
> To tell the truth, when Pope Francis mentioned Dorothy Day's name
> I thought he was referring to one of the women who helped to found
> the Christadora Settlement which is also in the East Village but
> further east and north. The Christadora Settlement was created in
> 1897 by Christina MacColl and Sarah Carson and would serve as
> a place for social services to the poor and needy as well as a place
> for "do-gooders" to get social work experience.  In 1928, money
> was obtained to build a 16 story building that would house all the
> services as well as provide temporary shelter.  Known as the
> Christadora House, it is still standing overlooking the eastern
> side of Tompkins Square Park; see the Wikipedia  entry:
> https://en.wikipedia.org/wiki/Christodora_House
>
> Harry Hopkins started to work at Christadora house in 1912 where
> he learned about dealing with poverty first hand, experience
> that would come in useful when he joined President Franklin Roosevelt's
> administration where he supervised the federal relief administration; see:
> https://en.wikipedia.org/wiki/Harry_Hopkins
>
> For a more detailed history of the social outreach work done at the
> Christadora House (and which make Dorothy Day's work seem puny)
> see the following article at the Social Welfare History Project website:
&

[tips] Pope acknowledges my hero

[michael sylvester]

Thomas Merton

Thomas Merton was my novice master when I was studying   to be a Trappist  monk 
 at the Abbey of   Gethsemani in Kentucky in the late  1950s. Merton,whose 
monastic name was   fr.Louis, was a contemplative monk  who was previously was 
an atheist.His autobiography-The seven story mountain-has been hailed as a 
classic.Merton,knowing that I qriginated from the British  Caribbean,joked with 
me about having  a calypso  style mass.
It was Merton who introduced me to Daniel and Phil Berrigan. Dan got me in touch
with  Gannon Univerity in Erie,Pa where I began  my undergraduate studies.
Merton wanted to acheive a higher level of  contemplation by leaving  
Gethsemani and  joining
either  the Carthusans  or the hermits of Carmaldoli in Big 
Sur,California.However,the Abbot  at  Cethsemani would not let him leave 
because his publications were of economic benefit to the monastery.
Merton assigned  me the name of br.Amadeus.
Merton  published a prayer:
My  Lord God, I have no idea of where I am going.
 
Like Pope Francis,Merton;s emphasis was on the 'human person'
michael
daytona beach,florida

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Re: [tips] Is Winnipeg

[Michael Scoles]

Dead women and someone committed suicide.   Now that's funny!
On Sep 19, 2015 10:45 PM, "michael sylvester" <msylves...@copper.net> wrote:

>
> the   most racist  city in  Canada?
> Apparently,there is some ethnic cleansing
> taking  place: lots of  Native indigenous
> women are found dead everywhere.
> On the other  Ottawa is being labelled the
> spousal infidelity capital of the world.
> Many Ottawans had subscribed to  Ashley-Madison-the cheating website.In
> what could be construed
> as a badge of  Maple leaf dignity, an official
> ih  Ottawa commited suicide after it was revealed
> that   he had posted on AM.
>
> michael
> dzytona beach,florida
> 'going above and beyond where no tipster
> has gone before.'
>
>
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[tips] What think yee of the LANCET ?

[michael sylvester]

Ever since the Lancet was duped in printingan article about vaccines causing 
autism,now some researchers in Britain are speculating that Alzeimers' could be 
 contagious and transferable from patient to caregiver:something to do with a  
precursor
of the amaloid protein found in the blood.
Gimme a break.

michael
daytona beach,florida

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Re: [tips] What think yee of the LANCET ?

[Michael Scoles]

Is your question about the quality of articles in Lancet or about the
conclusions from this particular article? And there is a difference.
On Sep 16, 2015 5:49 PM, "michael sylvester" <msylves...@copper.net> wrote:

>
> Ever since the Lancet was duped in printingan article about vaccines
> causing autism,now some researchers in Britain are speculating that
> Alzeimers' could be  contagious and transferable from patient to
> caregiver:something to do with a  precursor
> of the amaloid protein found in the blood.
> Gimme a break.
>
> michael
> daytona beach,florida
>
>
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[tips] Psychology's best friend-the Donald

[michael sylvester]

With   hisbelief that guns do not kill people,people do,we should expect
that Donald Trump will support Mental health and treatment legislation.
michael
'going above and beyond  where no tipster has  gone  before'

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[tips] Christo

[michael sylvester]

Is it readable now?
michael

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[tips] Try this to read post

[michael sylvester]

Click on message body
Go  to Edit
Select All

That should provide a readable format.

michael

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[tips] Student's question

[michael sylvester]

Do you use a red ink pen or a green ink pen to mark and grade  papers?
michael

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[tips] Ken

[michael sylvester]

is it readable now?

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[tips] Corpus callosum

[michael sylvester]

Dors anyone  know if- in the transgender surgical transformational 
procedure-thecorpus callosum is thickened? Isn't the CC supposed to be thicker
in females ? Did  Bruce Jenner have his CC
thickened?
Send me something.
michael
'going above and beyond where  no tipster has gone before'

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[tips] Is Mike Palij

[michael sylvester]

too  New York Times-centric?
michael

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[tips] GOD SAVE THE QUEEN

[michael sylvester]

Congratulations your Majesty!
michael

You go girl.

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[tips] The Reproducibility Problem

[Michael Britt]

So I finally figured it out: the reason we’re having trouble reproducing our 
studies?  The public is to blame ;)

http://www.thepsychfiles.com/2015/09/ep-245-the-results-of-the-reproducibility-project-incentives-out-of-whack/
 
<http://www.thepsychfiles.com/2015/09/ep-245-the-results-of-the-reproducibility-project-incentives-out-of-whack/>
 
Michael

Michael A. Britt, Ph.D.
http://www.ThePsychFiles.com
https://www.facebook.com/groups/thepsychfiles/
Twitter: mbritt








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[tips] Spontaneous recovery

[michael sylvester]

michael
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