Guest post by Meghan Mastroberardino, third year undergraduate student in Psychology at Concordia University
So, you think you might want to have a career in psychology? In North America, most people who end up calling themselves psychologists began as undergraduate students in a Bachelor of Psychology program and have then completed a PhD. I am a third year undergraduate student in Psychology at Concordia University. One of the best ways to get a better picture of grad school is to volunteer in a research lab and take part in research projects. I have found that it has been challenging journey but it’s when I joined the Concordia Infant Research Lab and met my supervisor in my second year, Dr. Krista Byers-Heinlein, that I felt that maybe psychology really was meant for me. I pushed myself and took on as much responsibility as I could in the lab and for the past year, she and I have worked closely together on a large-scale, pre-registered study called ManyBabies1. Continue reading Through the eyes of an undergraduate student: I was part of ManyBabies, an international collaboration project
Naomi Havron is currently a postdoc at the LSCP in Paris, France. She is investigating syntactic adaptation and syntactic category learning in children and infants.
I spent four years writing my thesis, four years of ups and downs, p values smaller than .05, but also some t values smaller than .05. At times, I felt confident and optimistic, at times less so – this was somewhat correlated with the p values, but not significantly so.
Then it came time to start gathering everything I did into an article thesis. In the Hebrew University, at least in my year, not all of these articles had to be published articles, and you could also include manuscripts you did not plan to submit for publication. I thought I would write up everything, even my null results, because whoever reads my dissertation (well, at least all those 1st year PhD students and my grandfather) could probably learn just as much from my failed attempts than from my success stories. Continue reading The only real mistake is the one from which we learn nothing
Stephen Politzer-Ahles is Assistant Professor at the Department of Chinese and Bilingual Studies of The Hong Kong Polytechnic University. He is committed to finding solutions to current challenges in the cognitive sciences. For instance, he is developing efficient and transparent strategies to empty out his own file drawer.
p>.05. We’ve all been there. Who among us hasn’t had a student crying in our office over an experiment that failed to show a significant effect? Who among us hasn’t been that student?
Statistical nonsignificance is one of the most serious challenges facing science. When experiments aren’t p<.05, they can’t be published (because the results aren’t real), people can’t graduate, no one can get university funding to party it up at that conference in that scenic location, and in general the whole enterprise falls apart. The amount of taxpayer dollars that have been wasted on p>.05 experiments is frankly astounding. Continue reading Find a significant effect in any study
Kate Von Holzen, post doc at Université Paris Descartes, explains in this guest post how this difficult and at times awkward first email can be written effectively.
I’ve recently been giving a lot of advice to fellow academics about how to write effective emails. I’m not sure why, but this has fortunately come naturally to me throughout my career. Ineffective emails can lead to a lot of frustration, so I’d like to offer up the strategies that I use when writing emails to academics that I don’t know very well. Continue reading How to write effective introductory emails