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Thomas F. Oltmanns Department of Psychological and Brain Sciences / Somers Hall / Campus Box 1125 One Brookings Drive / Washington University, St
Thomas F. Oltmanns Department of Psychological and Brain Sciences / Somers Hall / Campus Box 1125 One Brookings Drive / Washington University, St. Louis, MO 63130-4899 April 1, 2020 PERSONAL: Telephone: Office: (314) 935-6595 FAX: (314) 935-7588 Cell: (314) 712-0151 E-mail Address: [email protected] Lab Website: psychnet.wustl.edu/SPANLAB/ EDUCATION AND TRAINING: University of Wisconsin - Madison: B.A. (with honors), Psychology, 1972 Stony Brook University: Ph.D., Clinical Psychology, 1976 Psychological Center, Stony Brook University / Farmingville Community Mental Health Center: Clinical Internship (APA Approved, Captive Internship Program at SBU) 1975-76. PROFESSIONAL EXPERIENCE: Edgar James Swift Professor of Psychology in Arts and Sciences, and Professor of Psychiatry, Washington University, 2003-present Director of Clinical Training in Psychology, Washington University, 2004-2016 Professor of Psychology, University of Virginia, 1986-2003 Director of Clinical Training in Psychology, University of Virginia, 1987-93, 2002-2003 Professor of Psychiatric Medicine, University of Virginia, 1986-2003 Professor of Psychology, Indiana University, 1985-86 Adjunct Professor of Clinical Psychology, Department of Psychiatry, Indiana University School of Medicine, 1985-86 Associate Professor of Psychology, Indiana University, l98l-85 Assistant Professor of Psychology, Indiana University, l976-81 AWARDS, HONORS, AND ELECTED OFFICES: President, Academy of Psychological Clinical Science, 2014-2016 Walter G. Klopfer Award for Distinguished Contributions -
Curriculum Vitae
Updated 8/29/2019 CURRICULUM VITAE PERSONAL INFORMATION Name: Brian Matthew D’Onofrio Office: Department of Psychological and Brain Sciences Indiana University 1101 E. 10th St. Bloomington, IN 47405 Phone: 812-856-0843 [email protected] www.indiana.edu/~devpsych ACADEMIC POSITIONS Department of Psychological and Brain Sciences / Indiana University - Bloomington, IN 2014 - Present Full Professor & Director of Clinical Training (Clinical Science Program) 2011 - 2014 Associate Professor 2005 - 2011 Assistant Professor Department of Medical Epidemiology and Biostatistics / Karolinska Institutet - Stockholm, Sweden 2016 – Present Visiting Professor EDUCATION 2004-2005 Harvard Medical School / Children’s’ Hospital Boston – Boston, MA APA-Accredited Predoctoral Clinical Internship Training in Clinical and Pediatric Psychology 1999-2005 University of Virginia - Charlottesville, VA Doctoral Student in APA-Accredited Clinical Psychology Program PhD in Clinical Psychology August 2005 MA in Psychology received May 2002 Dissertation: Causation versus selection: A genetically informed study of marital instability and its consequences for young adult offspring. (June 2004) Major Advisors: Eric Turkheimer, Ph.D. & Robert Emery, Ph.D. 1997-1999 Virginia Commonwealth University - Richmond, VA Graduate Courses in Statistics and Behavior Genetics Major Advisor: Lindon Eaves, Ph.D. & Judy Silberg, Ph.D. 1993-1997 University of Virginia (UVA) - Charlottesville, VA Bachelor of Arts in Distinguished Majors Psychology Program, minor in Religious Studies - -
Twin Studies of Political Behavior: Untenable Assumptions?
| | ⅜ Comment Twin Studies of Political Behavior: Untenable Assumptions? Jon Beckwith and Corey A. Morris Using the “classical twin method,” political scientists John Alford, Carolyn Funk, and John Hibbing conclude that political ideol- ogies are significantly influenced by genetics, an assertion that has garnered considerable media attention. Researchers have long used human twins in attempts to assess the degree of genetic influence on various behavioral traits.Today, this methodology has been largely replaced in favor of contemporary molecular genetic techniques, and thus heritability studies have seen a diminishing role in behavioral genetic research of the twenty-first century. One important reason the twin method has been superseded is that it depends upon several questionable assumptions, the most significant of which is known as the equal environments assumption. Alford, Funk, and Hibbing argue that this crucial assumption, and thus their conclusion, holds up under empirical scrutiny. They point to several studies in support of this assumption. Here, we review the evidence presented and conclude that these attempts to test the equal environments assumption are weak, suffering significant methodological and inherent design flaws. Furthermore, much of the empirical evidence provided by these studies actually argues that, contrary to the interpretation, trait-relevant equal environments assumptions have been violated. We conclude that the equal environments assumption remains untenable, and as such, twin studies are an insufficient method -
Environment Interaction in the National Merit Twin Study
Behav Genet (2009) 39:165–169 DOI 10.1007/s10519-008-9253-9 BRIEF COMMUNICATION The Effect of Assumptions About Parental Assortative Mating and Genotype–Income Correlation on Estimates of Genotype– Environment Interaction in the National Merit Twin Study John C. Loehlin Æ K. Paige Harden Æ Eric Turkheimer Received: 21 July 2008 / Accepted: 12 December 2008 / Published online: 27 December 2008 Ó Springer Science+Business Media, LLC 2008 Abstract In a previous paper (Harden et al. in Behav Gen Introduction 37:273–283, 2007) models of genotype–environment inter- action were fitted to data from the National Merit Twin In a previous paper (Harden et al. 2007), we found a sta- Study, resulting in evidence for an interaction: the herita- tistically significant interactive effect of income on the bility of National Merit Qualifying Test scores increased at heritability of scores on the National Merit Scholarship higher levels of family income. The present paper investi- Qualifying Test (NMSQT). This served to generalize an gates two assumptions made in the previous modeling. earlier finding of an interactive effect of income on the These were a lack of resemblance between parents for cog- heritability of IQ in low-income 7-year-old children nitive skill, and possible correlations between family income (Turkheimer et al. 2003) to a different part of the age and and a child’s genes because of the contribution of parental ability ranges. In both cases, the heritability of cognitive genes to both. The assumptions were found not to seriously skills increased with income. affect estimates of the interaction effect—heritability still In fitting models to the National Merit data, certain increased with income—but they did make a difference for latent variables were assumed to be independent of one other parameter estimates from the modeling. -
Ethical Considerations of the Germeval20 Task 1. IQ Assessment
Ethical considerations of the GermEval20 Task 1. IQ assessment with natural language processing: Forbidden research or gain of knowledge? Dirk Johannßen Chris Biemann David Scheffer MIN Faculty, MIN Faculty, Faculty of Economics Dept. of Computer Science Dept. of Computer Science NORDAKADEMIE Universitat¨ Hamburg Universitat¨ Hamburg 25337 Elmshorn, Germany & Nordakademie 22527 Hamburg, Germany http://lt:informatik:uni-hamburg:de/ fbiemann, [email protected] [email protected] Abstract is what the intelligence test measures’ suggests (Maas et al., 2014), whilst most definitions at least The use of Intelligence Quotient (IQ) testing as a measure for intellectual ability is controver- agree that intelligence is always connected to suc- sial. Even though IQ testing is considered to cessfully overcoming challenges of everyday life be among the most valid measures of psychol- situations (Rost, 2009). ogy, findings and current research sparked a Since those aspects already are concerns, any debate over racial or socioeconomic biases, as work that involves automation by the use of NLP well as the label of ‘pseudoscience’ for many techniques and IQ testing information based on situations that involve IQ testing. The Ger- natural language texts understandably raises con- mEval20 Task 1 asked researchers to inves- tigate NLP approaches for approximating the cerns. In case of the GermEval20 Task 1, the re- ranking based on IQ and high school scores search has caused more than just concerns, but a from so-called implicit motive texts. Quickly, so-called shitstorm on the social platform Twitter1. a vivid discourse on whether the shared task should be viewed as unethical and forbidden was held within the NLP community. -
Twins Reared Together and Apart: the Science Behind the Fascination1
Twins Reared Together and Apart: The Science Behind the Fascination1 NANCY L. SEGAL Professor of Psychology and Director Twin Studies Center California State University, Fullerton he reasons behind the widespread interest in twins are fascinating to consider. There is no question that people are intrigued by T twins—wherever I go I am asked about my work by both profes- sionals and non-professionals. I often ask them, “Why do you care about this topic?” Most of them reply, “Well, it is just so interesting,” but no one can provide a more substantive answer. I have thought a great deal about this question. I believe that twins are fascinating because we expect and anticipate individual differences in behavior and appearance. There- fore, when we encounter two people who look so much alike and act so much alike, it becomes intriguing because it challenges our beliefs in the way the world works. For some people, this may be disturbing, but for many, it is quite compelling. There are also many misunderstandings surrounding the origins of twinning and twin development. I address some of them in this paper and many others in my new book Twin Mythconceptions (Segal, 2017). Two Twin Types The study of twins rests on the availability of two types of twins. Identical, or monozygotic (MZ), twins share all of their genes in common, having split from a single fertilized egg between the first and fourteenth post-conceptional day (Segal, 2000). Fraternal, or dizygotic (DZ), twins result from the fertilization of two separate eggs by two separate sperm and share 50% of their genes, on average, by descent, just like full siblings. -
American Psychologist
American Psychologist Intelligence: New Findings and Theoretical Developments Richard E. Nisbett, Joshua Aronson, Clancy Blair, William Dickens, James Flynn, Diane F. Halpern, and Eric Turkheimer Online First Publication, January 2, 2012. doi: 10.1037/a0026699 CITATION Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012, January 2). Intelligence: New Findings and Theoretical Developments. American Psychologist. Advance online publication. doi: 10.1037/a0026699 Intelligence New Findings and Theoretical Developments Richard E. Nisbett University of Michigan Joshua Aronson and Clancy Blair New York University William Dickens Northeastern University James Flynn University of Otago Diane F. Halpern Claremont McKenna College Eric Turkheimer University of Virginia We review new findings and new theoretical developments on IQ; and that educational and other interventions have in the field of intelligence. New findings include the follow- little impact on IQ and little effect on racial differences in ing: (a) Heritability of IQ varies significantly by social IQ. The authors were skeptical about the ability of public class. (b) Almost no genetic polymorphisms have been policy initiatives to have much impact on IQ or IQ-related discovered that are consistently associated with variation outcomes. in IQ in the normal range. (c) Much has been learned The Bell Curve sold more than 300,000 copies and about the biological underpinnings of intelligence. (d) was given enormous attention by the press, which was “Crystallized” and “fluid” IQ are quite different aspects of largely uncritical of the methods and conclusions of the intelligence at both the behavioral and biological levels. book. The Science Directorate of the American Psycholog- (e) The importance of the environment for IQ is established ical Association felt it was important to present the con- by the 12-point to 18-point increase in IQ when children sensus of intelligence experts on the issues raised by the are adopted from working-class to middle-class homes. -
General Psychology (Fall 2018) Andrew Butler Valparaiso University
Valparaiso University ValpoScholar Psychology Curricular Materials Department of Psychology 2018 General Psychology (Fall 2018) Andrew Butler Valparaiso University Follow this and additional works at: https://scholar.valpo.edu/psych_oer Recommended Citation Butler, Andrew, "General Psychology (Fall 2018)" (2018). Psychology Curricular Materials. 2. https://scholar.valpo.edu/psych_oer/2 This Book is brought to you for free and open access by the Department of Psychology at ValpoScholar. It has been accepted for inclusion in Psychology Curricular Materials by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staff member at [email protected]. General Psychology FA18 Andrew Butler NOBA Copyright R. Biswas-Diener & E. Diener (Eds), Noba Textbook Series: Psychology. Champaign, IL: DEF Publishers. DOI: nobaproject.com Copyright © 2018 by Diener Education Fund. This material is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/deed.en_US. The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a Website does not indicate an endorsement by the authors or the Diener Education Fund, and the Diener Education Fund does not guarantee the accuracy of the information presented at these sites. Contact Information: Noba Project 2100 SE Lake Rd., Suite 5 Milwaukie, OR 97222 www.nobaproject.com [email protected] Contents About Noba & Acknowledgements 4 Introduction 5 1 Why Science? 6 Edward Diener Research in Psychology 17 2 Research Designs 18 Christie Napa Scollon Biology as the Basis of Behavior 34 3 The Brain and Nervous System 35 Robert Biswas-Diener 4 The Nature-Nurture Question 51 Eric Turkheimer Sensation and Perception 64 5 Sensation and Perception 65 Adam John Privitera Learning 90 6 Conditioning and Learning 91 Mark E. -
Twenty-Two Invalidating Aspects of the Minnesota Study of Twins Reared Apart (MISTRA)
Twenty-Two Invalidating Aspects of the Minnesota Study of Twins Reared Apart (MISTRA) (FULL VERSION) By Jay Joseph, Psy.D. November, 2018 Author e-mail: [email protected] Twenty-Two Invalidating Aspects of the Minnesota Study of Twins Reared Apart (MISTRA) (FULL VERSION) © 2018 by Jay Joseph, Psy.D. Table of Contents Summary Abbreviations The Minnesota Study of Twins Reared Apart Impact of the Study ......................................................................................................................................... 2 MZA, MZT, and DZA Pairs .............................................................................................................................. 3 Important Terms and Concepts ................................................................................................................... 3 TRA Studies and the Twin Method .............................................................................................................. 4 The Famous MISTRA Science Article .......................................................................................................... 5 MISTRA “Model Fitting” Analyses ............................................................................................................... 7 DZA Pairs as the MISTRA Designated Control Group ............................................................................ 8 How the Researchers Concluded That Genetic Factors Play an Important Role ........................... 9 The Disappearing DZA Group IQ Correlations .................................................................................... -
Variation in the Heritability of Educational Attainment: an International Meta-Analysis
Institute for Policy Research Northwestern University Working Paper Series WP-13-09 Variation in the Heritability of Educational Attainment: An International Meta-Analysis Amelia R. Branigan Doctoral Student in Sociology Northwestern University Kenneth J. McCallum Doctoral Student in Statistics Northwestern University Jeremy Freese Faculty Fellow, Institute for Policy Research Professor of Sociology Northwestern University Version: March 21, 2013 DRAFT Please do not quote or distribute without permission. 2040 Sheridan Rd. w Evanston, IL 60208-4100 w Tel: 847-491-3395 w Fax: 847-491-9916 www.ipr.northwestern.edu w [email protected] Abstract To assess heterogeneity in the influence of genetic variation on educational attainment across environmental contexts, the authors present a meta-analysis of heritability estimates in 15 samples and 34 subgroups differing by nationality, sex, and birth cohort. They find that heritability, shared environment, and unshared environment each explain a substantial percentage of the variance in attainment across all countries, with between- sample heterogeneity in all three variance components. Although they observe only meager differences in the total family effect by cohort or sex, they observe large cohort and sex differences in the composition of the family effect, consistent with a history of higher heritability of educational attainment for males and for individuals born in the latter half of the 20th century. Heritability also varies significantly by nation, with the direction of variation specific by sample. They find a markedly larger impact of shared environment on attainment than has been found for other social outcomes, with the percent of variation in attainment attributable to shared environment exceeding the percent attributable to heritability in one-third of the studies in our sample. -
Episode 118 Instructor Guide
Oregon State Ecampus Use the following episode description, learning objectives, guiding questions and activity suggestions to more easily include “Research in Action” podcast episodes as a supplemental resource for your course. ecampus.oregonstate.edu/podcast Dr. Nancy Segal on Researching Twins [00:00-35:19] Research in Action - Episode 118 Podcast and Episode Information Show notes and a transcript for this episode can be found at: “Research in Action” is a weekly podcast about topics http://ecampus.oregonstate.edu/research/podcast/e11 and issues related to research in higher education 8/ featuring experts across a range of disciplines. Learning Outcomes On this episode of the podcast, the guest is Dr. Nancy Segal, Professor of Psychology at California State By listening to this episode, students will be able to: University, Fullerton (CSUF) and Director of the Twin Studies Center which she founded in 1991. Dr. Segal • Discuss suggestions for improving received a B.A. in psychology and literature from communication of scientific research to the Boston University (1973), and an M.A. (1974) and public Ph.D. (1982) in the Social Sciences and Behavioral Sciences from the University of Chicago. From 1982- • Describe an example of a process for writing a 1991 she was a post-doctoral fellow and research book associate at the University of Minnesota, affiliated • Provide an example of the application of with the well-known Minnesota Study of Twins scientific research within a legal domain Reared Apart. Dr. Segal has authored over 200 scientific articles and book chapters, plus several Guiding Questions for Listening books on twins. -
Critical Family History and Cultural Evolution: a Call for Interdisciplinary Research to Determine What Works to Replace Anger with Compassion for Social Justice
genealogy Article Critical Family History and Cultural Evolution: A Call for Interdisciplinary Research to Determine What Works to Replace Anger with Compassion for Social Justice Pamela A. Sandoval Department of Teaching, Learning and Educational Leadership, Binghamton University, 4400 Vestal Parkway East, Binghamton, NY 13902, USA; [email protected] Received: 17 February 2020; Accepted: 28 July 2020; Published: 11 August 2020 Abstract: I use critical family history to investigate: (a) my British/Scot ancestors who engaged in slavery and have a history of oppressive treatment of indigenous peoples, and (b) my Acadian and Mi’kmaq indigenous origins. My family’s conflicting history is embedded in historical hierarchies of conqueror and oppressed, as well as family dysfunction. From this history, I wonder how we can create greater positive change toward altruism and social justice? I provide literature based in cultural evolution that investigated the complex social and natural sciences that delineate our search to understand what is happening and what works to create more altruistic human behavior leading to greater social justice Keywords: critical family history; cultural evolution; social justice; inequality 1. Critical Family History and Cultural Evolution: A Call for Interdisciplinary Research to Determine What Works to Replace Anger with Compassion for Social Justice Systemic inequality and racism continue in spite of efforts to eradicate this egregious behavior. I believed we were making some progress toward valuing diversity and treating all humans with respect and dignity, but since 2016, increases in hate speech, brutality, and fascist displays of white supremacy have made me rethink our efforts and ask the question: How do we in education determine and implement best practices that work to increase the critical mass of people committed to social justice? The human condition is complex and we need frameworks that dig deeper into understanding how we learn to adapt to changing environments, many of our own making.