Holiday Special 2 - More Scandals

I have gotten a few emails noting new information about some older scandals. Nikita Kharlamov sent a really great analysis of the infamous Tuskegee experiments, and Rossella Traversa reminded me about what Ian Nicholson's has been digging out of the recently opened Milgram archives. Here is the quick background, and the highlights of the new information....

Holiday Special - A Year of Scandals in Psychology

Feeling a bit of the holiday spirit, I wanted to reflect a bit about the three public scandals in scientific psychology this year, and on some of the responses to the scandals. The first was a carry over from last year, accusations of fraud that culminated in Marc Hauser's resignation from Harvard. The second was the high profile publication of Daryl Bem's article arguing for "Psi" (i.e. psychic) Phenomenon. The third was the exposure of Diederik Stapel's serial data forgery. Each of these cases has its nuances, and individual morals, but I think there is an overarching moral we might all meditate on as the new year begins.

"But what about the brain?"

I received an email inquiry a few days ago from Eric Haaland, who has studied with John Shook. We met during the neuropragmatism conference in DC last summer, and he is hoping to be a kinesiology grad student next semester with Tom Stoffregen at the University of Minnesota. He gave me permission to post his email, lightly edited, to the blog along with a reply. He said....


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I have been reading as much Holt and Skinner as I can find recently as well, and I knew that you were one I could get useful information from.  I know that they both insisted that the [mind] is not 'internal' to the organism, that there is no 'internal' - there is only organism as a process over time.  But I'm failing to put their interpretations of education into descriptive terms.  As animals, we are obviously learning beings, beings that have an innate understanding of our sensorimotor repertoire and how to manipulate the world around us to achieve goals (i.e. affordance perception); but this still seems to fall into the neural network, brain-activation paradigm, which I don't think is the case.

Beyond the Brain: Anti-Anthropomorphism

As luck would have it, my semester is wrapping up, and my philosophy colleague just returned my copy of  Beyond the Brain. He agreed it was excellent and has ordered his own copy. I have two or three more topics I wanted to write about in my extended review of Louise Barrett's excellent book. The first two chapters of the book deal with the problem of anthropomorphizing the behavior of animals, and the topic reappears several times in the later chapters. Barrett is convincing that anthropomorphism causes serious trouble when we try to explain behavior (even human behavior) and she advocates a system in which anthropomorphic terms are acceptable when they refer to evolutionary processes rather than immediate happenings. This is all good, but I think psychology can push further, and use mental terms in a way that refers to immediate happenings, while still avoiding the pitfalls of naive anthropomorphism.

Modeler's Hippocratic Oath

This will be familiar to some people already. In an essay put out in 2009 Emanual Derman and Paul Wilmott write a manifesto aimed at the financial modelers, but with points that can apply to any modelers. The highlight of the article is the Modeler's Hippocratic Oath. Of course, the original Hippocratic oath was the medical doctors pledge (to the Greek gods) to do no harm (sort of). What would it look like if modern modelers were forced to make such a pledge? Maybe something like this:

Eco Psych Textbook Project Update 11/2011

Two years ago, I attended the Ecological Psychology meeting in the city of Normal, Illinois. It was hosted by Jeff Wagman, who does solid empirical research as well as solid theoretical work, including two fun papers with David Miller focusing on the similarities between Ecological Psychology and Developmental Psychobiology (see also, the mission statement of this blog). Anyway, at that meeting Bill Mace, long time editor of the journal Ecological Psychology, gave a talk titled "Ecological Psychology Today." His intent was to imagine what one might put in a chapter for the Annual Review of Psychology or a book length reference for the current state of the field. He had some good ideas about the broad topics that would need to be covered (more on that if I can find my notes, or if he will share his slides), but the two main messages I saw in the talk were:

1. The field has grown tremendously since the last big treatments of the field (Gibson, 1979 and Claudia and Carello 1981), and no one is quite sure what the best format for such a treatment would be today.

2. Even if we can determine the format, it is quite possible that no one is qualified to write such a treatment by themselves (the field has simply grown to large). 

That night, I started working on a project. Why not have the whole field write a textbook?

Eight steps in Neuro-muscular Integration

In the early 1930's E. B. Holt was a lecturer at Princeton. He had retired from Harvard several years earlier and moved up to Maine to live the isolated philosopher's life. A friend named Herb Langfeld, who had been a Harvard colleague, convinced Holt out of retirement to come teach at Princeton, where he was much beloved by the students (undergraduate and graduate, including J. Gibson). While in Maine, Holt had deepened his interest in physiological psychology, and was desperately trying to tackle the biggest questions regarding how a physical body could do mental processes. This lead to his long, and difficult book Animal Drives and the Learning Process. It also lead to a chapter in a festschrift for Beritoff, a Russian physiologist, entitled "Eight steps in neuro-muscular integration." These works are great early examples of epigenetic thinking about behavioral development, it is contemporary with Kuo's earliest work, and anticipates Schneirla, Lehrman, and Gottlieb by decades.

It is not necessary... to assume the existence of any "inherited" pathways as a basis for reflex conditioning or learning. The very first and simplest reflex paths are learned, that is, conditioned (prenatally) according to the reflex-circle principle; and the earliest muscular contractions, as required for the starting of reflex-circles, are the early random movements of the foetus.... and this fact leads one to question whether the important role so universally ascribed to "heredity", at this point, is anything more than an old myth. (Holt, 1936, p. 27)