There’s a narrative I find kind of troubling, but that unfortunately seems to be growing more common in science. The core idea is that the mere existence of perverse incentives is a valid and sufficient reason to knowingly behave in an antisocial way, just as long as one first acknowledges the existence of those perverse … Continue reading No, it’s not The Incentives—it’s you
[The report below was collectively authored by participants at the Open Source, Open Science meeting, and has been cross-posted in other places.] On March 19th and 20th, the Center for Open Science hosted a small meeting in Charlottesville, VA, convened by COS and co-organized by Kaitlin Thaney (Mozilla Science Lab) and Titus Brown (UC Davis). People working … Continue reading “Open Source, Open Science” Meeting Report – March 2015
There’s a long tradition in the academic blogosphere (and the offlinesphere too, I presume) of complaining that academia is a pyramid scheme. In a strict sense, I guess you could liken academia to a pyramid scheme, inasmuch as there are fewer open positions at each ascending level, and supply generally exceeds demand. But as The … Continue reading not really a pyramid scheme; maybe a giant cesspool of little white lies?
There’s a beautiful paper in Nature this week by Adrian Owen and colleagues that provides what’s probably as close to definitive evidence as you can get in any single study that “brain training” programs don’t work. Or at least, to the extent that they do work, the effects are so weak they’re probably not worth … Continue reading cognitive training doesn’t work (much, if at all)
I did my PhD in psychology, but in a department that had close ties and collaborations with neuroscience. One of the interesting things about psychology and neuroscience programs is that they seem to have quite different graduate training models, even in cases where the area of research substantively overlaps (e.g., in cognitive neuroscience). In psychology, … Continue reading in praise of (lab) rotation
Sanjay Srivastava comments on an article in Inside Higher Ed about the limitations of traditional introductory science courses, which (according to the IHE article) focus too much on rote memorization of facts and too little on the big questions central to scientific understanding. The IHE article is somewhat predictable in its suggestion that students should … Continue reading what’s the point of intro psych?