harnad@clarity.Princeton.EDU (Stevan Harnad) (02/23/91)
PSYCOLOQUY (ISSN 1055-0143) Fri, 22 Feb 91 Volume 2 : Issue 3
New Electronic Forum: EduTel
New Journal: Psychology Teaching Review
Second Call for Papers : Language Origins Society
NIPS-91 Call for Workshop Proposals
----------------------------------------------------------------------
From: Arnie Kahn <FAC_ASKAHN%JMUVAX1@pucc>
Subject: New Electronic Forum: EduTel
EduTel: A Forum for Considering CMC Applications
in Educational Contexts
As the international academic community becomes increasingly
familiar with computer networking, there has been widespread interest
in understanding how this new communication medium can be used in
educational contexts. Since the networks themselves may be the best
medium for discussing educational applications, a cross-disciplinary,
cross-institutional group of scholars has joined forces to create and
guide EduTel, an electronic conference whose purpose is to consider how
computer-mediated communication can be used to achieve educational
goals.
Initially, EduTel staff will encourage discussion related to
three broad educational themes. One theme will focus on how computer-
mediated communication can enhance students' and faculty's educational
experiences within and outside the classroom contexts. A second theme
will address how CMC can improve the education and life style of the
physically and educationally handicapped. A third theme will be
international development: specifically, how developing nations are
using CMC to foster education and research within and between
themselves. These themes will constitute three separate but
simultaneous lines of discussion available to conference participants.
Each of these lines of discussion will be moderated and guided by one or
two conference staff members. It will also be possible to pose
questions or introduce issues that are not related to the themes defined
above. As the conference continues, we expect new themes to emerge and,
given sufficient interest, be incorporated into ongoing discussion.
EduTel is scheduled to begin on Monday, February 11, 1991 and
continue into May, 1991. Those interested in participating can
subscribe by either:
(a) sending an interactive message to COMSERVE@RPIECS.bitnet with the
following command: Subscribe EduTel First_Name Last_Name
(Example:) Subscribe EduTel Mary Smith
(b) sending this same command (with no other punctuation or words) in
the message portion of an electronic mail message addressed to either:
Comserve@Rpiecs (Bitnet) or Comserve@Vm.Ecs.Rpi.Edu (Internet)
Further information about the EduTel conference will be sent to
subscribers when the conference begins.
Coordinating Moderator: Norman Coombs
Rochester Institute of Technology
CMC and the Classroom: Boyd Davis
University of North Carolina at
Charlotte
Don Ploch
University of Tennessee -- Knoxville
CMC and Disability: Bob Zenhausern
St. Johns University
CMC and International Development: Sam Lanfranco
York University
CMC and Other Educational Questions: Karen O'Quin
Buffalo State College
Technical Moderator: Teresa Harrison
Rensselaer Polytechnic Institute
------------------------------
From: J. Hartley <psa04%uk.ac.keele.seq1@pucc>
Subject: New Journal: Psychology Teaching Review
There is to be a new journal called Psychology Teaching Review
published in the U.K. by the British Psychological Society`s
group of teachers of psychology.
The journal is to be published twice yearly, commencing in March
1992.
Details are available from the editor, Stephen Newstead, Dept of
Psychology, Polytechnic South West, Drake circus, Plymouth PL4
8AA, U.K. or E-mail p02111@uk.ac.poly-south-west.prime-a. janet.
------------------------------
From: TB0EXC1@NIU.BITNET
Subject: Second Call for Papers : Language Origins Society
7th Annual Meeting
July 18-20 1991
Northern Illinois University
DeKalb Il 60115 USA
The Language Origins Society invites abstracts for papers
on aspects of language origins and evolution.
Language Origins is construed very broadly and includes
investigations into the philosophical, neurological,
biological or social bases of the phylogeny and/or
ontogeny of language in any of its forms (speech,
writing, sign) or the social and/or linguistic bases of
language evolution and change.
Possible topics include (but are not limited to) the origins and
development of:
phonetic systems
grammatical systems
semantic systems
writing systems
speech and language
biological, neurological and medical aspects
non-human communication systems
particular language families and subfamilies
pidgin and creole languages
Send abstracts of 500 words or less and requests for
further information to:
Edward Callary
Coordinator, LOS
English Department
Northern Illinois University
DeKalb Il 60115 USA
e-mail: TB0EXC1@NIU.BITNET
(TB ZERO, not the letter O)
FAX:815-753-1824
TELEPHONE: 815-753-0611
Deadline for receipt of abstracts is 10 March, 1991
Promising abstracts from advanced students are especially
welcome.
-------------------------------------------------------------
From: jcp%sarnoff.com@pucc (John Pearson W343 x2385)
Subject: NIPS-91 Workshop
CALL FOR WORKSHOP Proposals
NIPS*91 Post-Conference Workshops
December 6 and 7, 1991
Vail, Colorado
Following the regular NIPS program, workshops on current topics on
Neural Information Processing will be held on December 6 and 7, 1991,
in Vail, Colorado. Proposals by qualified individuals interested in
chairing one of these workshops are solicited.
Past topics have included: Rules and Connectionist Models; Speech;
Vision; Sensory Biophysics; Neural Network Dynamics; Neurobiology;
Computational Complexity Issues; Fault Tolerance in Neural Networks;
Benchmarking and Comparing Neural Network Applications; Architectural
Issues; Fast Training Techniques; Control; Optimization, Statistical
Inference, Genetic Algorithms; VLSI and Optical Implementations;
Integration of Neural Networks with Conventional Software.
The format of the workshop is informal. Beyond reporting on past
research, the goal is to provide a forum for scientists actively
working in the field to freely discuss current issues of concern and
interest. Sessions will meet in the morning and in the
afternoon of both days, with free time in between for the ongoing
individual exchange or outdoor activities. Specific open and/or
controversial issues are encouraged and preferred as workshop
topics. Individuals interested in chairing a workshop must
propose a topic of current interest and must be willing to accept
responsibility for their group's discussion. Discussion leaders'
responsibilities include: arrange brief informal presentations
by experts working on this topic, moderate or lead the
discussion, and report its high points, findings and conclusions
to the group during evening plenary sessions, and in a short (2
page) summary.
Submission Procedure: Interested parties should submit a short proposal
for a workshop of interest by May 17, 1991. Proposals should include a
title and a short description of what the workshop is to address and
accomplish. It should state why the topic is of interest or
controversial, why it should be discussed and what the targeted group
of participants is. In addition, please send a brief resume of the
prospective workshop chair, list of publications and evidence of
scholarship in the field of interest.
Mail submissions to: Dr. Gerald Tesauro, Co-Chair,
Attn: NIPS91 Workshops,
IBM Research
P.O. Box 704
Yorktown Heights, NY 10598 USA
Name, mailing address, phone number, and e-mail net address (if
applicable) must be on all submissions.
Workshop CoChairs: G. Tesauro & S. Kirkpatrick, IBM
PROPOSALS MUST BE RECEIVED BY MAY 17,1991
------------------------------
End of PSYCOLOQUY Digest
******************************harnad@clarity.Princeton.EDU (Stevan Harnad) (02/23/91)
PSYCOLOQUY (ISSN 1055-0143) Fri, 22 Feb 91 Volume 2 : Issue 3
Animal Research Information Board
Paper available: Visual Orientation Multiplexing
Cog Sci 1991 Announcement.
Psychology Software News
---------------------------------------------------------------------
From: Ron Wood <WOOD@MVAX.MED.NYU.EDU>
Subscribe to the ANIMAL RESEARCH INFORMATION BOARD
The ANIMAL RESEARCH INFORMATION BOARD -- an electronic bulletin board
available only through BITNET or INTERNET -- will have information and items of
interest on the use of animals in research. It will include the latest informa-
tion on:
o activities in Congress (legislation and hearings), the Federal agencies,
and the States;
o Federal regulations;
o pro- and anti- animal research groups;
o campus activities, and more!
This is a moderated board and material for possible posting will be sent to an
editor. Those who have access to BITNET or INTERNET can sign on to this
service by sending a mail message to: LISTSERV@GWUVM.bitnet
with the following command in the body of the text:
SUBSCRIBE APAARIB your name
For more advice on how to issue such a command, consult your university
computer technical assistance staff. It other problems exist, contact Science
Directorate staff member Elizabeth Baldwin through e-mail at: APASDEAB@GWUVM
or by phone at (202)955-7653.
American Psychological Association
Science Directorate
1200 17th St. NW
Washington, DC 20036
-----------------------------------------------------------------
From: Jonathan Marshall <marshall@cs.unc.edu>
Subject: Paper available -- visual orientation multiplexing
**** Please do not re-post to other bboards. ****
Papers available, hardcopy only.
ADAPTIVE NEURAL METHODS FOR MULTIPLEXING ORIENTED EDGES
Jonathan A. Marshall
Department of Computer Science
University of North Carolina at Chapel Hill
Chapel Hill, NC 27599-3175
Edge linearization operators are often used in computer vision and in
neural network models of vision to reconstruct noisy or incomplete
edges. Such operators gather evidence for the presence of an edge at
various orientations across all image locations and then choose the
orientation that best fits the data at each point. One disadvantage
of such methods is that they often function in a winner-take-all
fashion: the presence of only a single orientation can be represented
at any point; multiple edges cannot be represented where they
intersect. For example, the neural Boundary Contour System of
Grossberg and Mingolla implements a form of winner-take-all
competition between orthogonal orientations at each spatial location,
to promote sharpening of noisy, uncertain image data. But that
competition may produce rivalry, oscillation, instability, or mutual
suppression when intersecting edges (e.g., a cross) are present. This
"cross problem" exists for all techniques, including Markov Random
Fields, where a representation of a chosen favored orientation
suppresses representations of alternate orientations.
A new adaptive technique, using both an inhibitory learning rule and
an excitatory learning rule, weakens inhibition between neurons
representing poorly correlated orientations. It may reasonably be
assumed that neurons coding dissimilar orientations are less likely to
be coactivated than neurons coding similar orientations. Multiplexing
by superposition is ordinarily generated: combinations of intersecting
edges become represented by simultaneous activation of multiple
neurons, each of which represents a single supported oriented edge.
Unsupported or weakly supported orientations are suppressed. The
cross problem is thereby solved.
[to appear in Proceedings of the SPIE Conference on Advances in
Intelligent Systems, Boston, November 1990.]
Also available:
J.A. Marshall, "A Self-Organizing Scale-Sensitive Neural Network."
In Proceedings of the International Joint Conference on
Neural Networks, San Diego, June 1990, Vol.III., pp.649-654.
J.A. Marshall, "Self-Organizing Neural Networks for Perception of
Visual Motion." Neural Networks, 3, pp.45-74 (1990).
= Jonathan A. Marshall marshall@cs.unc.edu =
----------------------------------------------------------------
From: Kris Hammond <kris@gargoyle.uchicago.edu>
Subject: Cog Sci 1991 Announcement.
CLARIFICATION OF THE CALL FOR PAPERS
The Thirteenth Annual Meeting of The Cognitive Science Society
August 7th - 10th 1991 Chicago, Illinois
In order to avoid overlapping the submission date for the Machine
Learning Conference and give authors as much time as possible to
prepare their papers, we have extended the deadline for Cognitive
Science 1991 such that papers must be RECEIVED BY MARCH 18TH, 1991.
We are also requesting that papers be limited to eight (8) pages to
better approximate their final camera ready form.
Authors should submit five (5) copies of their papers in hard copy
form. All paper submissions should be sent to:
Cognitive Science 1991
Department of Computer Science
University of Chicago
1100 East 58th Street
Chicago, IL 60637
Papers will be accepted either for presentation as talks or posters.
Authors are encouraged to submit new work to the poster sessions.
They provide a less formal forum for introducing work in its early
stages.
Length: Papers should be 8 pages long (excluding title page); have 1
inch margins on top, bottom, and sides; and use no smaller than 10pt
type.
Camera ready versions of papers will be required only after authors
are notified of acceptance.
Title Page: Each copy of the paper must include a title page, separate
from the body of the paper. This should contain:
1. Title of the paper.
2. Full names, postal addresses, phone numbers, and email addresses (if
available) of all authors.
3. An abstract of 100-200 words.
4. The area/subarea in which the paper should be reviewed.
5. A note stating whether the first author is a student and
should thus be considered for the David Marr award.
Time Table: In order to avoid overlapping the submission date for the
Machine Learning Conference, we have extended the deadline for
Cognitive Science such that papers must be RECEIVED BY MARCH 18TH,
1991.
Notification of acceptance or rejection will be made on or before
April 24th, 1991 with camera ready versions of papers due May 20th.
Symposia: Symposium proposals should include a single page describing
the issue or issues that the panel will address, followed by a page for
each participant describing relevant work. In general, we recommend
that
individuals interested in chairing symposia contact the Program Chairs
as soon as possible so that details of personnel and content can be
discussed.
Videotape/Computer Presentations: Videotape and computer presentations
will be made during the poster sessions. We are interested in
presentations that demonstrate results
in the areas of: Artificial Intelligence, Protocol analysis,
Educational tools, and Cognitive Ethnographic studies. Authors should
submit one copy of a videotape of 15 minutes maximum duration,
accompanied by a submission letter that includes:
Title; names, addresses, phone numbers, and email addresses of all
authors; three copies of an abstract of one to two pages in length.
Researchers wishing to present computer demonstrations should contact
Kristian Hammond as soon as possible to discuss review criteria and
ensure machine availability.
Contact:
Kristian Hammond
Department of Computer Science
University of Chicago
1100 East 58th Street
Chicago, IL 60637
Dedre Gentner
Department of Psychology
Northwestern University
Evanston, IL 60201
Phone: (312) 702-1571
Electronic Mail: cogsci91@gargoyle.uchicago.edu
-----------------------------------------------------------------
From: PSYC4%VAXA.YORK.AC.UK
Subject: Psychology Software News
ANNOUNCING A PUBLICATION FOR TEACHERS OF PSYCHOLOGY
*** PSYCHOLOGY SOFTWARE NEWS ***
A newsletter for Psychologists with a concern for using computers in
teaching. Psychology Software News is published in the UK by the
Computers in Teaching Initiaitve (CTI) Centre for Psychology with the
support of a Government grant. The publication is now being made
available internationally to promote a wider discussion of the use of
educational technology in psychology teaching.
Psychology Software News provides information on the use of computers
in the teaching of psychology and offers a forum for discussion about
the latest developments in information technology and educational
innovation. The Newsletter is less formal than Journals such as
Behavior Research Methods, Instruments, and Computers, although it does
include a section for peer-reviewed articles. Psychology Software News
is published three times a year.
The editors welcome submitted articles or items for review. Regular
features of the Newsletter include articles on computers and teaching
practice, on educational innovation and on software development as well
as reviews of software.
Editors: Nick Hammond, University of York, UK
Annie Trapp, University of York, UK
International advisory board
Geoff Cumming, La Trobe University, Australia
Tom Hewett, Drexel University, USA
Walter Schneider, Learning Research and Development
Center, University of Pittsburgh University, USA
Subscription Information: Chris Jardine CTI Centre for Psychology
University of York York YO1 5DD UK
Email: CTIPSYCH@YORK.AC.UK Phone: +44(904)433156 Fax: +44(904)432917
---------------------------------------------------------------
End of PSYCOLOQUY Digest
******************************harnad@clarity.Princeton.EDU (Stevan Harnad) (02/23/91)
PSYCOLOQUY ISSN 1055-0143 Fri, 22 Feb 91 Volume 2 : Issue 3
Editorial Note: Refereed discussion and ISSN Number
Partial Least Squares: Fred L. Bookstein
----------------------------------------------------------------------
Editorial Note: The following paper was refereed by 2 members of
PSYCOLOQUY's editorial board and is now open to peer discussion.
Commentaries will be posted separately, under the same topic header as
this one (Partial Least Squares/Bookstein) for those who wish to follow
or contribute to the discussion on this topic. All submissions will be
refereed. Articles and commentaries appearing in PSYCOLOQUY may be
cited just as paper journal articles are (author, year, title, journal,
volume), but in place of page numbers authors should give the date and
indicate that it is an electronic journal. Note that PSYCOLOQUY now has
a Library of Congress ISSN number and is officially a journal. For now,
authors retain exclusive copyright of their contributions because
copyright details still have to be clarified in the electronic medium.
PSYCOLOQUY back issues are archived and electronically retrievable by
anonymous ftp from princeton.edu in directory /pub/harnad
-------------------------------------------------------------------
From: Fred_L._Bookstein@um.cc.umich.edu
Subject: Paper: Partial Least Squares
Partial Least Squares: A Dose-Response Model for Measurement in the
Behavioral and Brain Sciences
In this brief note I would make use of the open invitation from the
Psycoloquy editors to report on a "new," or, rather, newly formalized
method for analysis of data from certain behavioral/brain research
designs. I believe the approach is worth considering for a much broader
range of studies than those in which it has been exploited so far.
The technique I shall introduce is usually called "Partial Least
Squares," or PLS. It is a variant of a family of least-squares models
of correlation matrices introduced in the 1920's by the biometrician
Sewall Wright (1889-1988) to link path analysis with factor analysis.
The technique was rediscovered, and the present name assigned, by the
Swedish econometrician Herman Wold, in diverse sociological applications
throughout the 1970's; but the explanation that follows is not Wold's.
Also, this version of PLS should not be confused with another algorithm
of the same name that applies to univariate prediction and
classification problems in chemometrics, an algorithm having another
Wold for inventor (Svante Wold, Herman's son).
The present method was worked out in application to neurobehavioral
sequelae of prenatal exposure to alcohol in 500 children exposed at
levels milder than those bringing on frank Fetal Alcohol Syndrome (FAS).
Prof. Ann Streissguth of the University of Washington at Seattle has
been Principal Investigator of this project since 1973. The reading-
list at the end of this note includes expositions of this exemplary
analysis at various levels of technical difficulty. Here I have space
only for terse overviews of the method under five rubrics: its
scientific context, requisite data, computations, interpretation, and
comparisons with alternate approaches.
1. Scientific context. PLS is designed for studies of cause and
effect in systems under indirect observation. These are not studies of
"normal variation." Instead, typically the investigator is trying to
extend into the range of human observational studies a pure dose-
response nexus known to lead to unipolar syndromes in high-dose cases.
In our alcohol example, FAS is known to exist and to be caused by
prenatal exposure to alcohol in sufficient quantity. The subject of
dose-response studies is the calibration of effect against cause--of
response against dose--in the mildly abnormal case ("social drinking").
2. Measurements. PLS applies to studies in which cause and effect
are each measured variously and redundantly. Our alcohol study includes
multiple "soft" measures of the integrated intake of alcohol, peak dose,
effect on the mother, and the like, all at two times during pregnancy.
The measures of "effect," likewise, include an assortment of nearly five
hundred measures of neurobehavioral functions typically found to be
altered in the full expression of Fetal Alcohol Syndrome. These
outcomes are gathered into "blocks" by child's age (from 1 day to 14
years) and behavioral channel, and the analysis proceeds both separately
by blocks and with the outcomes all pooled.
3. Computations. (In the formulas to follow, "@" means "subscript"
and "r" means "correlation.") PLS attributes meaning to a two-block
data set via one or more pairs of "latent variables" (LV's), each with
saliences and scores, according to a tightly regulated least-squares
procedure. A LV is a linear combination LV@X=[summation]r(Z,X@i)X@i of the
variables X@i of one block (cause or effect) with respect to the
prediction of or by another variable Z, either measured or latent. In
PLS, the variable Z is itself a latent variable
LV@Y=[summation]r(LV@X,Y@j)Y@j referring LV@X to a second block, of Y-
variables. The salience of a measure of dose is proportional to its
correlation with the LV representing outcome; likewise, the salience of
an outcome measure is proportional to its correlation with the LV
representing dose. Algebraically, the sentence preceding is sufficient
to generate an eigenequation for these saliences. One pair of LVs that
results has the highest covariance of any pair (after each vector of
saliences is normalized to geometric length unity). The saliences and
covariances are computed all at once by the classic singular-value
decomposition (SVD) of the cross-correlation or cross-covariance matrix
of the measures of dose against the measures of outcome. The PLS model
"fits" to the extent that this cross-correlation matrix is of rank one;
to that extent, the scores one can compute for the LV's case by case
each scale the items of one block in the context of predicting or being
predicted by the other. Refinements are available that take
nonlinearity of prediction into account in familiar psychometric ways,
and there are generalizations for systems of arbitrarily many blocks.
It may be helpful to compare this two-block procedure with the more
familiar approach of canonical correlations analysis (CCA), which is
usually explained as an optimization of the correlation between
normalized linear combinations of the two blocks. Interpreting the
coefficients of these combinations, however, requires the usual
stringent assumptions of multiple regression of either canonical variate
upon the variables of the other block. Such assumptions are unlikely to
obtain when predictors or outcomes are intentionally redundant. (In a
typical analysis from the Seattle study, alcohol versus 11 IQ subscores,
the first three pairs of canonical variates have nearly the same high
correlation; but each involves an uninterpretable contrast among the
alcohol variables, and none bears much predictively usable covariance.)
In contrast, the PLS procedure begins with the assignment of an
interpretive meaning to each coefficient, as being proportional to
correlation with the facing LV. From this follows the optimization of
covariance of the normalized LV's. In this, PLS directly generalizes
the meaning of the coefficients of a principal component (the linear
combination LV@X satisfying the definition of LV with Z=LV@X itself),
while CCA generalizes only the variance-optimizing property of the same
principal component.
4. Interpretation. In a good unidimensional analysis, such as we
find for the effect of alcohol measures upon neurobehavioral outcomes,
the LV scores may be used to detect high-dose and high-deficit children
and to search for covariates that may exacerbate or attenuate the effect
of dose. Furthermore, the saliences can be sorted, block by block, to
suggest rosters that are particularly sensitive (by virtue of causal
relevance or careful measurement) or particularly insensitive (by virtue
of causal irrelevance or irreducible measurement imprecision) to the
dose-response relation under study. In the alcohol example, measures of
binge drinking very early in pregnancy are the most salient aspects of
dose; the salient outcomes include measures of arithmetic skills,
attention, and many others.
Because two-block PLS is effectively a principal-components
analysis of either the rows or the columns of the cross-block
correlation matrix, its pathologies are the milder ones characteristic
of PCA (influential observations, clusters) rather than those of
multiple regression or likelihood-based modeling of covariance
structures. The "data" for the PCA are correlations rather than
individual measurements, further ameliorating these difficulties.
5. Other statistical methods for indirect studies of
neurobehavioral phenomena in humans. PLS may be contrasted with diverse
other approaches to the same sort of data. By maximizing covariance
between the LV scores, PLS optimizes the usefulness of the analysis for
subsequent studies of intervention. Unlike the coefficients of a
canonical correlations analysis, the saliences PLS computes have meaning
individually even when (indeed, especially when) the predictor block or
the outcome block is intentionally multicollinear. Along with the
scores, the saliences can be computed in any statistical package that
has a principal component feature, so that PLS can be applied to vastly
larger problems than can more sophisticated optimizations. PLS differs
from structural equations models in its lack of most distributional
assumptions and in that it invariably ignores the within-block factor
structure of the dose measures and the response measures separately. In
our experience, this structure is quite irrelevant to the assigned task
of cross-block explanation. (For instance, alcohol doesn't affect the
general factor of IQ as much as it affects a particular profile of
arithmetic deficiency.) As a fit to the cross-correlation matrix rather
than the raw data, PLS avoids the difficulty of all likelihood-based
structural equation modeling (including multiple regression) that to be
interpretable a fitted model must first be "true." While PLS is not
designed for the "testing" of "hypotheses," the usual exploratory
resampling data analyses can be applied to substantive aspects of the
interpretations that result under (4), such as covariates of LV scores
or the reliable identification of types of dose or response measures as
particularly salient for each other.
To date this mode of PLS has been applied in diverse evolutionary
and developmental studies as well as in the extensive study of alcohol
effects to which I've been referring. Many more studies of behavioral/
brain development could be cast into a framework for which these simple
computations, and the insights they support, might be very useful. This
version of PLS was designed to reward careful, conscientious measurement
of multiple aspects of familiar but only indirectly observable phenomena
and to discourage all modeling that drifts farther than necessary from
such data. I would welcome comments from readers, whatever their
discipline, regarding precursors of this technique, other potential
applications, or pitfalls.
For further reading:
A. On this dose-response form of PLS:
Streissguth, A., H. Barr, F. L. Bookstein, and P. Sampson.
Neurobehavioral effects of prenatal alcohol. Neurotoxicology and
Teratology 11:461-507, 1989.
Ketterlinus, R. D., Fred L. Bookstein, P. Sampson, and M. Lamb. Partial
Least Squares analysis in developmental psychopathology.
Development and Psychopathology 1:351-371, 1989.
Bookstein, Fred L., P. D. Sampson, A. P. Streissguth, and H. M. Barr.
Measuring "dose" and "response" with multivariate data using
Partial Least Squares techniques. Communications in Statistics:
Theory and Methods 19:765-804, 1990.
B. Two readers in earlier styles of PLS analysis:
Joreskog, K. G., and H. Wold, eds. Systems Under Indirect Observation:
Causality, Structure, Prediction. Contributions to Economic
Analysis, Volume 139, Part II. Amsterdam: North-Holland, 1982.
Wold, H., ed. Theoretical Empiricism: A General Rationale for
Scientific Model Building. New York: Paragon House, 1989.
Fred L. Bookstein
Center for Human Growth
The University of Michigan
Ann Arbor, Michigan 48109-0406
Fred_L._Bookstein@UM.CC.UMICH.EDU
------------------------------
PSYCOLOQUY
is sponsored by
the Science Directorate of
the American Psychological Association
(202) 955-7653
Co-Editors:
(scientific discussion) (professional/clinical discussion)
Stevan Harnad Perry London, Dean, Cary Cherniss (Assoc Ed.)
Psychology Department Graduate School of Applied Graduate School of Applied
Princeton University and Professional Psychology and Professional Psychology
Rutgers University Rutgers University
Assistant Editors:
Malcolm Bauer John Pizutelli
Psychology Department Psychology Department
Princeton University Rutgers University
End of PSYCOLOQUY Digest
******************************harnad@clarity.Princeton.EDU (Stevan Harnad) (02/23/91)
PSYCOLOQUY (ISSN 1055-0143) Fri, 22 Feb 91 Volume 2 : Issue 3
Applied Behavior Analysis Position, Queens College, New York
Neuroscience Technical Assistant, Newfoundland
----------------------------------------------------------------------
From: Bruce L. Brown <BROWN@QCVAX.BITNET>
Subject: Applied Behavior Analysis Position, Queens College, CUNY
APPLIED BEHAVIOR ANALYSIS POSITION
The Department of Psychology at Queens College of the City University
of New York anticipates a tenure-track position at the assistant or associate
professor level for an applied behavior analyst starting September 1991.
Salary range is from $28,630 - $58,129 depending upon qualifications and
experience. In addition to teaching at the undergraduate and graduate levels,
the successful candidate will be expected to develop an extensive program
of applied research that will incorporate data-based Masters- and Doctoral-
student field supervision in Applied Behavior Analysis. A Ph.D. degree is
required, a focus on developmental disabilities is desirable, and experience
in field-research supervision is essential. The candidate will be considered
for membership in the Learning Processes Subprogram of CUNY's Doctoral Program
in Psychology, and Queens College's Master's Degree Program in Clinical
Applications in Mental Health Settings. Applicants should submit a letter of
application, a curriculum vitae, sample publications, and three letters of
recommendation to: Applied Behavior Analysis Search Committee, Department of
Psychology, Queens College/CUNY, 65-30 Kissena Blvd., Flushing, NY 11367-0904.
Applications will be reviewed upon receipt and will be accepted until the
position is filled. AA/EOE.
------------------------------
From: mzagorsk%kean.ucs.mun.ca@pucc
Subject: Neuroscience Technical Assistant, Newfoundland
NEUROSCIENCE TECHNICAL ASSISTANT
ZZee Ltd. is a small R&D firm located in St. John's,
Newfoundland looking for a creative multi-talented individual with a
the minimum of a B.Sc. in math and physics or engineering, and a
strong background in the neurosciences. This person must have a
demonstrable track record in the design, construction, testing, and
pre-producion protoyping of laboatory instrumentation or health care
products. A thorough competence in digital and analogue hardware, and
software, and some experience in VLSI is a must. The working
environment requires creativity, perseverance the ability to meet
deadlines, and to handle a variety of projects. Interested Canadian
should write to or call Dr. M. A. Zagorski 82 Old Topsail Road, St
John's, Nfld, Canada A1E 2A8, (709) 753-1839, or leave a note
indicating interest and background to this E-Mail Address.
------------------------------
End of PSYCOLOQUY Digest
******************************harnad@clarity.Princeton.EDU (Stevan Harnad) (02/23/91)
PSYCOLOQUY (ISSN 1055-0143) Fri, 22 Feb 91 Volume 2 : Issue 3
correction to Psycoloquy v2 #2 Mon, 4 Feb 91
QUERY: Decision-making under uncertainty
QUERY: Psychology programs
QUERY: Sex differences in Handwriting
QUERY: Psychology Experiments Conducted by Email
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From: "Gordon Becker" <becker@zeus.unomaha.edu>
Subject: correction to Psycoloquy v2 #2 Mon, 4 Feb 91
In the the fourth paragraph of my reply to Stodolsky
(PSYCOLOQUY Mon, 4 Feb 91 Volume 2 : Issue 2 Consensus Journals/Becker)
"Becker" should be changed to "Stodolsky" so that the paragraph reads,
Apparently Stodolsky would like readers to believe that stating his GOAL for
consensus journals PROVES his methods attain that goal, that my
substituting the term "moderator" for his term "mediator" is so distorted
that he need not rebut my specific criticisms, and/or that if the mediator
does NOT know the identity of the referee than the referee is NOT anonymous.
I fail to see the logic in any of these positions.
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From: ggordon@nprdc.navy.mil (Gary Gordon)
Subject: QUERY: Decision-making under uncertainty
I am interested in the cognitive processes (strategies, heuristics, biases)
of decision making under uncertainty and/or severely stressful conditions.
I am particularly interested in judgements made with limitted information and
with harsh time constraints, as might be the case for pilots, radar operators,
and other military personnel. Any research, articles or expertise is
appreciated. Thanking you in advance.
------------------------------
From: Klas Brenk <klas.brenk%uni-lj.ac.mail.YU>
Subject: QUERY: Psychology programs
Our psychology department (University of Ljubljana - Slovenia,
Yugoslavia) is in the course of modernization of teaching and
research programs in all fields of psychology. We have about 200
undergraduate, about 50 graduate students and a faculty of 25. We
are well equipped with computers (Vax cluster, work stations /Sun
Sparc, 486/, PC-s in LAN). Our library is quite well stocked
(about 16.000 book units, 64 journals). At the moment we are
trying to set up a computer driven experimental laboratory for
basic courses for which we are buying equipment.
We are looking for better connections with psychology departments
outside Yugoslavia. We are interested in international research
projects and other kinds of academic cooperation in various
fields of psychology. We would like to adapt our curriculum to
european standards. So right now, we would very much like to see
your undergraduate and graduate psychology curriculums. We are
also interested in other information about psychology studies at
your department (e.g. what jobs can be taken immediately after
graduation, what supplementary education must be completed for
other jobs etc.)
Therefore we would appreciate if you'd send us teaching programs
of your department, group etc. on different levels of studies. If
You are interested, we can send You our curriculum and a list of
our research projects with names of researchers.
Hope to hear from you and see you in Ljubljana soon. With
compliments.
Klas Brenk
Please, contact us direct:
* e-mail: KLAS.BRENK@UNI-LJ.AC.MAIL.YU
* fax: +38 61/332-659
dr. Matija Klas BRENK
University of Ljubljana
Department of Psychology
61 000 LJUBLJANA
Yugoslavia (later could be SLOVENIA)
------------------------------
From: J. Hartley <psa04%uk.ac.keele.seq1>
Subject: QUERY: Sex differences in Handwriting
I have just carried out an experiment which indicated that six to
seven year old children could recognise the sex of handwriting by
other children of their age, but were not able to imitate it.
Does anyone know of any experiments on sex differences in
handwriting at this early age, and of any speculations on why the
handwriting of boys should be different from that of girls?
I would appreciate any references on the matter.
Jim Hartley.
------------------------------
From: andrew%calvin.doc.ca (Andrew Patrick)
Subject: Psychology Experiments Conducted by Email
Suppose that a psychologist designs an experiment that is controlled
entirely by a computer. (This is not rare these days, most labs are
either entirely or partially computer-controlled.) Let's say it's an
experiment on memory in which the computer presents a list of words to
remember, then some distracting task for a period of time, and then
allows people to type-in all the words they can recall.
This kind of experiment has probably been running thousands of times
throughout the world. Subjects come into the lab, sit in front of the
computer and read instructions on the screen, and then perform the
experiment. In fact, some schools have networked computers to support
testing groups of subjects in a "computer lab".
Now suppose that the subjects do not come to the lab, but instead
particpate in the experiment remotely using dial-in lines or
international research networks. That is, the psychologist does not set
the computer up in a lab and recruit undergraduate subjects, but
instead sets up the computer on a network and invites people to connect
using "telnet" or a toll-free dial-in line.
What are the ethical implications of such an experiment?
Let's presume that the psychologist writes the program that controls
the experiment such that:
- the subjects are informed about the nature of the study at the beginning.
- they have an opportunity to quit the experiment at any time.
- individual names are not recorded.
- de-briefing information is provided at the conclusion of the procedure.
- the psychologist provides his name, address, and phone number for
people who are interested in learning more about the study or have
problems with it.
There are some scientific implications of this kind of experiment,
including being able to control and monitor what the subjects are
actually doing at the other end of the network connection (e.g., are
they writing the words down during the study phase), a peculiar sample
of subjects (only those with network connections or modems), and
subjects participating more than once, but let's assume that the
psychologist is willing to live with those factors.
The question is: Are there any ethical factors that should be
considered in such an experiment? My interest here is not purely
theoretical -- I would like to try running such an experiment.
Andrew Patrick, Ph.D. Department of Communications, Ottawa, CANADA
andrew@calvin.doc.CA
-------------------------------------------------------------
PSYCOLOQUY
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(202) 955-7653
Co-Editors:
(scientific discussion) (professional/clinical discussion)
Stevan Harnad Perry London, Dean, Cary Cherniss (Assoc Ed.)
Psychology Department Graduate School of Applied Graduate School of Applied
Princeton University and Professional Psychology and Professional Psychology
Rutgers University Rutgers University
Assistant Editors:
Malcolm Bauer John Pizutelli
Psychology Department Psychology Department
Princeton University Rutgers University
End of PSYCOLOQUY Digest
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