Mike Palij wrote:
>(A minor note: both Rudin and the RetroComm article use the
>same quote from Einstein, that is: |People like us, who believe
>in physics, know that the distinction between past, present, and
>future is only a stubbornly persistent illusion. |– Albert Einstein )
I checked for th
Hi Jim:
One problem with lots of new classroom technology was that the
equipment was being installed by staff people who do not teach.
For example, a projector would be installed in the middle of the
room and aimed forward. This meant that the screen was hung in
the middle, in front of and
But probably not in the way you might think it does. The NY Times
has a news article based on research published in this week's Science
on the effect of "sniffing" women's tears (shed to, say, a "tear jerker"
of a movie like "Terms of Endearment") on men's responses on a variety
of measures. For
I use a tablet in one classroom where I teach statistics. The other has a
smartboard and I much prefer that! One advantage of either technology is that
you can save classroom images and post them on the class website. I also take
advantage of the drawing capabilities when I am demonstrating SPSS
Rick Froman wrote, ". if your outcome is a physical measure of
health, you can see if those pet-lovers exposed to pets have better health
outcomes than those not exposed to pets."
Rick makes a point that we need to impress on all our students, i.e., the
importance of interaction
Sent from my iPhone
On Jan 7, 2011, at 9:10 AM, "Mike Palij" wrote:
> But probably not in the way you might think it does. The NY Times
> has a news article based on research published in this week's Science
> on the effect of "sniffing" women's tears (shed to, say, a "tear jerker"
> of a mov
Ken's comments about reflecting on student course comments as a form of
deliberate practice for improving teaching is consistent with Bill
McKeachie's findings on this practice.
Ken Bain has an excellent book (*What the Best College Teachers Do*) that
presents findings based on in-depth interviews
On 6 Jan 2011, I wrote in response to Martin Bourgeois pointing out
that Bem used one-tailed tests:
> That's interesting, disturbing, in fact. I've long argued that one-
> tailed tests are almost uniformly misused in psychology and should be
> banned. Making a one-sided prediction is insufficien
I've often felt that in teaching statistics to psychology (and other social
science students) we do them a disservice by teaching one tailed testing. It is
a potential point of confusion that does not end up being useful if understood
properly. If I could get away with it, I'd avoid teaching it
Robert Abelson, in his excellent book Statistics as Principled Argument,
advocates the use of what he calls a one-and-a-half tailed test for directional
predictions; for example, you could set the alpha level at .04 in the tail of
the predicted direction and .01 in the unpredicted direction. I a
Hi
I think of one-tailed (or Abelson's 1.5 tailed) tests as a kind of
quasi-bayesian adjustment to the standard non-directional test. That is, given
empirical or theoretical grounds for expecting an outcome in one direction,
then one needs less evidence from the present study before moving in
http://www.psychiatrictimes.com/blog/couchincrisis/content/article/10168/1707756?GUID=00829023-29DA-4262-B03A-A1C700B80B6B&rememberme=1
Great blog on the effects of health care costs on mental health!
Annette
Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Die
Ever since one of my grad faculty asked me to do a one-tailed F-test, I hate
one-tailed tests.
I'm serious -- he really did. The probability of getting the F we got was .07,
and he said "Can't you do a one-tailed test?" I explained -- calmly, I believe
-- that F *is* effectively a one-tailed
If you have any undergrads thinking about a doctorate, this piece might be food
for thought.
http://www.economist.com/node/17723223
GPeterson
SVSU
Gary's iPad
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Hi
But one-tailed is used generally (figuratively?) to refer to directional
alternative hypotheses (e.g., u1 > u2), and the standard F test is
non-directional (i.e., u1>u2 OR u2>u1), even though it only involves
(literally) one-tail of the distribution. Assuming only two groups or a single
df
I wish I had thought of that. It seems shady and I'm not sure the journal of
neuroscience would have bought the argument, but hey...
--
Marc Carter, PhD
Associate Professor and Chair
Department of Psychology
College of Arts & Sciences
Baker University
--
> -Original Message-
> From: Ji
I've not been getting TIPS messages for a few days and I'm trying to figure out
why. I think it's because of some changes to our server so I'm seeing if this
has any effect. Otherwise I believe I need to unsubscribe and resubscribe.
Carol L. DeVolder, Ph.D.
Professor of Psychology
Chair, D
Couldn't resist, could you? :)
Still just testing though.
Carol L. DeVolder, Ph.D.
Professor of Psychology
Chair, Department of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa 52803
Phone: 563-333-6482
e-mail: devoldercar...@sau.edu
web: http://web.sau.edu/psyc
ha ha...of course not!
On Fri, Jan 7, 2011 at 9:07 PM, DeVolder Carol L wrote:
> Couldn't resist, could you? :)
> Still just testing though.
>
>
>
>
>
> Carol L. DeVolder, Ph.D.
> Professor of Psychology
> Chair, Department of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenpo
Carol: check for dead black birds in your internet space.
Michael (I could resist}
- Original Message -
From: "DeVolder Carol L"
To: "Teaching in the Psychological Sciences (TIPS)"
Sent: Saturday, January 08, 2011 12:07 AM
Subject: [tips] yet another test--don't bother opening
Could
Testing from another account, but hopefully I will get the old one fixed.
Sorry for all the e-mails.
Carol D.
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