Can Psychology Become a Science?
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Justice in a Brave New World?
Scholarly Commons @ UNLV Boyd Law Scholarly Works Faculty Scholarship 2020 Justice in a Brave New World? Jean R. Sternlight University of Nevada, Las Vegas -- William S. Boyd School of Law Follow this and additional works at: https://scholars.law.unlv.edu/facpub Part of the Dispute Resolution and Arbitration Commons, and the Evidence Commons Recommended Citation Sternlight, Jean R., "Justice in a Brave New World?" (2020). Scholarly Works. 1306. https://scholars.law.unlv.edu/facpub/1306 This Article is brought to you by the Scholarly Commons @ UNLV Boyd Law, an institutional repository administered by the Wiener-Rogers Law Library at the William S. Boyd School of Law. For more information, please contact [email protected]. CONNECTICUT LAW REVIEW VOLUME 52 APRIL 2020 NUMBER 1 Article Justice in a Brave New World? JEAN R. STERNLIGHT As science fiction has become reality, we should consider the implications of our new technologies for our system of justice. In addition to DNA, we are now regularly using cameras, geo-tracking, facial recognition software, brain scans, computers, and much more to discern and record our physical and mental surroundings. Existing technology and more we cannot yet imagine will increasingly take the place of often unreliable evidence, such as that provided by eyewitnesses. Yet, we have given far too little thought as to how these advances should impact our civil and criminal dispute resolution systems. Historically, many justice systems have emphasized the importance of finding the truth. Our new forms of technology will arguably help us discover the truth, and thereby potentially enhance justice. Upon reflection, however, it is not clear that our scientific innovations will necessarily yield greater truth, much less justice. -
Clinical Science
Clinical Science APA Society for the Science of Clinical Psychology III Section III of the Division of Clinical Psychology of Division12 the American Psychological Association Ψ Developing clinical psychology as an experimental-behavioral science Newsletter Winter 2018: Volume 21, Issue 1 SSCP Executive Board Table of Contents President: Presidential Column Dean McKay, Ph.D. D. McKay..............................................................................................................2 Fordham University Diversity Corner Past-President: D. Novacek...........................................................................................................4 Scott Lilienfeld, Ph.D. Emory University Awards & Recognition...........................................................................................6 President-Elect: Carolyn Becker, Ph.D. Clinical Science Early Career Path Trinity University J. Lavner...............................................................................................................9 Secretary/Treasurer: Student Perspective Kate McLaughlin, Ph.D. University of Washington K. Knowles..........................................................................................................11 Division 12 Representative: Clinician Perspective Robert Klepac, Ph.D. D. Torpey-Newman.............................................................................................13 University of Texas Health Science Center Updates from Student Representatives Student Representatives: K. Knowles & J. Hampton...................................................................................15 -
Scott O. Lilienfeld Memorial Tree Dedication Lullwater Park Emory University
Scott O. Lilienfeld Memorial Tree Dedication February 27, 2021 Lullwater Park, Emory University May memories be our blessings. We recently honored our mentor, colleague, and friend Scott Lilienfeld with a tree planting in Lullwater Park. As many of you know, this was Scott's favorite place to walk on campus. These walks allowed him to share and debate ideas with others, while simultaneously enjoying the beauty of nature. The tree dedication was opened by Kristin Landfield, followed by a reading of Mary Oliver's 'When I am Among the Trees'. Other attendees shared their own memories of Scott. Katie Fowler offered a summary of Dr. Lilienfeld's contributions to psychology and his students. Donations to support initiatives like the preservation of the park can be made in Dr. Lilienfeld’s honor to the Sterk Landscaping Fund at engage.emory.edu/Lilienfeld When I am Among the Trees by Mary Oliver When I am among the trees, especially the willows and the honey locust, equally the beech, the oaks and the pines, they give off such hints of gladness. I would almost say that they save me, and daily. I am so distant from the hope of myself, in which I have goodness, and discernment, and never hurry through the world but walk slowly, and bow often. Around me the trees stir in their leaves and call out, “Stay awhile.” The light flows from their branches. And they call again, “It's simple,” they say, “and you too have come The American Beech tree that was planted in into the world to do this, to go easy, to be filled Lullwater Park and dedicated to the memory of with light, and to shine.” Dr. -
Higher Education Reform: Getting the Incentives Right
Higher Education Reform: Getting the Incentives Right CPB Netherlands Bureau for Economic Policy Analysis CHEPS Van Stolkweg 14 University of Twente P.O. Box 80510 P.O. Box 217 2508 GM The Hague, The Netherlands 7500 AE Enschede, the Netherlands ISBN 90 5833 065 6 2 Contents Contents Preface 9 Introduction 11 1 The Dutch higher education system 15 1.1 Binary system 15 1.2 Formal tasks 16 1.3Types of institutions 16 1.4 Funding structure 17 1.5 Public expenditures on higher education 19 1.6 Tuition fee policies 21 1.7 Student support system 23 1.8 Admission policies 24 1.9 Quality control 25 1.10 Enrollment 26 Annex:Public funding of higher education in the Netherlands, performance-based models 29 2 Economics of higher education 35 2.1 Why do people attend higher education? 35 2.1.1 The human capital approach 35 2.1.2 The signalling approach 36 2.1.3How high are the financial and non-financial returns to higher education? 36 2.2 Why public support of higher education? 38 2.2.1 Human capital spillovers 38 2.2.2 Capital market constraints 39 2.2.3Risk 40 2.2.4 Imperfect information and transparency 41 2.2.5 Income redistribution 42 2.2.6 Tax distortions 42 2.3How to fund higher education? 42 2.3.1 Student support 43 2.3.2 Funding of higher education institutions 43 2.4 Public versus private provision of higher education 44 2.5 Should the higher education sector be deregulated? 45 2.6 Why combine education and research in universities? 46 5 Higher Education Reform: Getting the Incentives Right 2.7 Why and when should research be publicly funded? -
“Dysrationalia” Among University Students: the Role of Cognitive
“Dysrationalia” among university students: The role of cognitive abilities, different aspects of rational thought and self-control in explaining epistemically suspect beliefs Erceg, Nikola; Galić, Zvonimir; Bubić, Andreja Source / Izvornik: Europe’s Journal of Psychology, 2019, 15, 159 - 175 Journal article, Published version Rad u časopisu, Objavljena verzija rada (izdavačev PDF) https://doi.org/10.5964/ejop.v15i1.1696 Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:942674 Rights / Prava: Attribution 4.0 International Download date / Datum preuzimanja: 2021-09-29 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences Europe's Journal of Psychology ejop.psychopen.eu | 1841-0413 Research Reports “Dysrationalia” Among University Students: The Role of Cognitive Abilities, Different Aspects of Rational Thought and Self-Control in Explaining Epistemically Suspect Beliefs Nikola Erceg* a, Zvonimir Galić a, Andreja Bubić b [a] Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia. [b] Department of Psychology, Faculty of Humanities and Social Sciences, University of Split, Split, Croatia. Abstract The aim of the study was to investigate the role that cognitive abilities, rational thinking abilities, cognitive styles and self-control play in explaining the endorsement of epistemically suspect beliefs among university students. A total of 159 students participated in the study. We found that different aspects of rational thought (i.e. rational thinking abilities and cognitive styles) and self-control, but not intelligence, significantly predicted the endorsement of epistemically suspect beliefs. Based on these findings, it may be suggested that intelligence and rational thinking, although related, represent two fundamentally different constructs. -
The Persistence of Fad Interventions in the Face of Negative Scientific Evidence: Facilitated Communication for Autism As a Case Example
Evidence-Based Communication Assessment and Intervention ISSN: 1748-9539 (Print) 1748-9547 (Online) Journal homepage: http://www.tandfonline.com/loi/tebc20 The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane To cite this article: Scott O. Lilienfeld, Julia Marshall, James T. Todd & Howard C. Shane (2014) The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example, Evidence-Based Communication Assessment and Intervention, 8:2, 62-101, DOI: 10.1080/17489539.2014.976332 To link to this article: http://dx.doi.org/10.1080/17489539.2014.976332 Published online: 02 Feb 2015. Submit your article to this journal Article views: 5252 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=tebc20 Download by: [University of Lethbridge] Date: 05 October 2015, At: 05:52 Evidence-Based Communication Assessment and Intervention, 2014 Vol. 8, No. 2, 62–101, http://dx.doi.org/10.1080/17489539.2014.976332 EBP Advancement Corner The persistence of fad interventions in the face of negative scientific evidence: Facilitated communication for autism as a case example Scott O. Lilienfeld1, Julia Marshall1, James T. Todd2 & Howard C. Shane3 1Department of Psychology, Emory University, Atlanta, GA, USA, 2Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA, 3Boston Children’s Hospital, Boston, MA, USA ................................................................................................................................................. Abstract Communication disorder and mental health professionals may assume that once novel clinical techniques have been refuted by research, they will be promptly abandoned. -
Working Memory, Cognitive Miserliness and Logic As Predictors of Performance on the Cognitive Reflection Test
Working Memory, Cognitive Miserliness and Logic as Predictors of Performance on the Cognitive Reflection Test Edward J. N. Stupple ([email protected]) Centre for Psychological Research, University of Derby Kedleston Road, Derby. DE22 1GB Maggie Gale ([email protected]) Centre for Psychological Research, University of Derby Kedleston Road, Derby. DE22 1GB Christopher R. Richmond ([email protected]) Centre for Psychological Research, University of Derby Kedleston Road, Derby. DE22 1GB Abstract Most participants respond that the answer is 10 cents; however, a slower and more analytic approach to the The Cognitive Reflection Test (CRT) was devised to measure problem reveals the correct answer to be 5 cents. the inhibition of heuristic responses to favour analytic ones. The CRT has been a spectacular success, attracting more Toplak, West and Stanovich (2011) demonstrated that the than 100 citations in 2012 alone (Scopus). This may be in CRT was a powerful predictor of heuristics and biases task part due to the ease of administration; with only three items performance - proposing it as a metric of the cognitive miserliness central to dual process theories of thinking. This and no requirement for expensive equipment, the practical thesis was examined using reasoning response-times, advantages are considerable. There have, moreover, been normative responses from two reasoning tasks and working numerous correlates of the CRT demonstrated, from a wide memory capacity (WMC) to predict individual differences in range of tasks in the heuristics and biases literature (Toplak performance on the CRT. These data offered limited support et al., 2011) to risk aversion and SAT scores (Frederick, for the view of miserliness as the primary factor in the CRT. -
Chapter 1: Prescientific Psychology
Prescientific Psychology 1 Start with these facts. Psychology is the most popular elective in American high schools today. Furthermore, psychology is one of the two or three most popular undergraduate majors in North American colleges. People cannot seem to get enough of psychol- ogy; it is everywhere today. It is the substance of movies, novels, computer games, social media, magazines, television shows, tabloid newspapers, radio talk shows, and music lyrics. Clearly, there is no shortage of public interest in psychology. People are interested in behavior—their own, their relatives, their neighbors, their cowork- ers, and even strangers who they know only through the media of books, magazines, or television shows such as soap operas, courtroom programs, game shows, situation comedies, dramas, and the so-called “reality” shows. There seems to be a never-ending fascination with human behavior that is perhaps inherent in human nature. It is likely that such an interest has afforded evolutionary advantages. An individual ’ s ability to understand and, better still, anticipate the behavior of others has survival value. Psy- chologists refer to this public interest in psychology as popular psychology. It isn ’ t psychology of the form that would be recognized by most psychologists as scientific psychology. Indeed, many psychologists would be embarrassed by any association with it. However, the public loves it, and it is their psychology. Psychology has existed, no doubt, from the very beginnings of human history. When hominids first walked erect on the earth, facing a life expectancy of perhaps 30 years, a life beset with hardships and dangers that could hardly be imagined today, these early individuals were in need of human comfort, of reassurance, of empa- thy, and of guidance. -
Facts Are More Important Than Novelty
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/268522706 Facts Are More Important Than Novelty Article in Educational Researcher · August 2014 DOI: 10.3102/0013189X14545513 CITATIONS READS 157 1,131 2 authors: Matthew Makel Jonathan Plucker Duke University Johns Hopkins University 60 PUBLICATIONS 1,422 CITATIONS 205 PUBLICATIONS 5,383 CITATIONS SEE PROFILE SEE PROFILE Some of the authors of this publication are also working on these related projects: Excellence Gaps: Addressing Both Equity and Excellence View project Training View project All content following this page was uploaded by Jonathan Plucker on 21 November 2014. The user has requested enhancement of the downloaded file. Educational Researcher http://er.aera.net Facts Are More Important Than Novelty: Replication in the Education Sciences Matthew C. Makel and Jonathan A. Plucker EDUCATIONAL RESEARCHER published online 13 August 2014 DOI: 10.3102/0013189X14545513 The online version of this article can be found at: http://edr.sagepub.com/content/early/2014/07/23/0013189X14545513 Published on behalf of American Educational Research Association and http://www.sagepublications.com Additional services and information for Educational Researcher can be found at: Email Alerts: http://er.aera.net/alerts Subscriptions: http://er.aera.net/subscriptions Reprints: http://www.aera.net/reprints Permissions: http://www.aera.net/permissions >> OnlineFirst Version of Record - Aug 13, 2014 What is This? Downloaded from http://er.aera.net by guest on August 17, 2014 EDRXXX10.3102/0013189X14545513Educational ResearcherMonth XXXX 545513research-article2014 FEATURE ARTICLE Facts Are More Important Than Novelty: Replication in the Education Sciences Matthew C. Makel1 and Jonathan A. -
Zpravodaj Českého Klubu Skeptiků Sisyfos, Z. S. Číslo 3, Ročník XXIII Říjen 2017
Zpravodaj Českého klubu skeptiků Sisyfos, z. s. Číslo 3, Ročník XXIII Říjen 2017 Cílem Českého klubu skeptiků Sisyfos, z. s. je šíření vědeckých poznatků a nezkreslených informací. Zkoumáme sporné jevy a vystupujeme proti pseudovědeckým názorům. Pomáháme chránit spotřebitele před nabídkou podvodných služeb, pomůcek a přístrojů. Podporujeme kritické myšlení a zdravou pochybovačnost. Naším členem se může stát každý, kdo dává přednost rozumu před vírou v zázraky. Z OBSAHU Evropská rada skeptických organizací (ECSO) má nové vedení. Její prezidentkou se stala česká skeptička Claire Klingenberg (Leoš Kyša)1 Evropský skeptický kongres 2017 (Claire Klingenberg) ���������������������������������������������������������������������������������������������������������2 Kvanta? Relativita? Obraťte se na kompetentního fyzika! (přeložil Milan Urban) 10 Alternativní medicína“ je neetická. Tají rizika pro nemocné, upozorňuje profesor Ernst (Ludmila Hamplová) 11 Způsobuje očkování autismus? Odpověď je jasná, ale stále vyvolává emoce (Ludmila Hamplová) 13 Evropská rada skeptických organizací (ECSO) má nové vedení. Její prezidentkou se stala česká skeptička Claire Klingenberg Leoš Kyša The European Council of Skep- Claire Klingenberg (25 let) studo- tical Organisations (ECSO) je vala Univerzitu v Harvardu (krimi- zastřešující organizací, která od nální profilování), nyní studuje reli- roku 1994 kooperuje aktivity ev- gionistiku (nová náboženská hnutí) ropských skeptických společnos- na Husitské teologické fakultě UK tí. Od září má nové vedení – její v Praze. S naším klubem zprvu spo- prezidentkou byla zvolena člen- lupracovala jako aktivistka projektu ka Sisyfa Claire Klingenberg. Ve vedení ECSO nahradila Paranormální výzva. Za členku Si- dosavadního předsedu Gábora syfa i jeho předsednictva byla přijata Hraskó z Maďarska. Ten byl do- v září 2015. S příkladným elánem sud v pořadí třetím šéfem ECSO. a obětavostí se poté ujala organizace Tím nejdéle sloužícím, od založe- 17. -
The Comprehensive Assessment of Rational Thinking
EDUCATIONAL PSYCHOLOGIST, 51(1), 23–34, 2016 Copyright Ó Division 15, American Psychological Association ISSN: 0046-1520 print / 1532-6985 online DOI: 10.1080/00461520.2015.1125787 2013 THORNDIKE AWARD ADDRESS The Comprehensive Assessment of Rational Thinking Keith E. Stanovich Department of Applied Psychology and Human Development University of Toronto, Canada The Nobel Prize in Economics was awarded in 2002 for work on judgment and decision- making tasks that are the operational measures of rational thought in cognitive science. Because assessments of intelligence (and similar tests of cognitive ability) are taken to be the quintessence of good thinking, it might be thought that such measures would serve as proxies for the assessment of rational thought. It is important to understand why such an assumption would be misplaced. It is often not recognized that rationality and intelligence (as traditionally defined) are two different things conceptually and empirically. Distinguishing between rationality and intelligence helps explain how people can be, at the same time, intelligent and irrational. Thus, individual differences in the cognitive skills that underlie rational thinking must be studied in their own right because intelligence tests do not explicitly assess rational thinking. In this article, I describe how my research group has worked to develop the first prototype of a comprehensive test of rational thought (the Comprehensive Assessment of Rational Thinking). It was truly a remarkable honor to receive the E. L. Thorn- Cunningham, of the University of California, Berkeley. To dike Career Achievement Award for 2012. The list of previ- commemorate this award, Anne bought me a 1923 ous winners is truly awe inspiring and humbling. -
Prior Belief Innuences on Reasoning and Judgment: a Multivariate Investigation of Individual Differences in Belief Bias
Prior Belief Innuences on Reasoning and Judgment: A Multivariate Investigation of Individual Differences in Belief Bias Walter Cabral Sa A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Education University of Toronto O Copyright by Walter C.Si5 1999 National Library Bibliothèque nationaIe of Canada du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395, rue WePington Ottawa ON K1A ON4 Ottawa ON KtA ON4 Canada Canada Your file Votre rëfërence Our fi& Notre réterence The author has granted a non- L'auteur a accordé une licence non exclusive Licence allowing the exclusive permettant à la National Libraq of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microforni, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor subçtantial extracts fi-om it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Prior Belief Influences on Reasoning and Judgment: A Multivariate Investigation of Individual Differences in Belief Bias Doctor of Philosophy, 1999 Walter Cabral Sa Graduate Department of Education University of Toronto Belief bias occurs when reasoning or judgments are found to be overly infiuenced by prior belief at the expense of a normatively prescribed accommodation of dl the relevant data.