Friday, January 27, 2006

Know thyself...

I have an incessant need to analyze things to a pulp, especially myself. This is contrasted, however, with my extremely well-developed denial mechanisms. Stressed? Me? What would I be stressed about? For the most part, it turns out that whatever it was that I denied I was stressed over really wasn't that much of a big deal. Take yesterday, for example, I stressed myself out of sleeping, even though I could only guess at what was the cause of my unease. The next day? Breezed through the stats class. My research meeting? Went just fine, had a pleasant, productive time. Although the undergrad did make fun of me as I anticipated. He called me a nerd. But, it was funny and it reflects how comfortable we feel around each other. He paid attention and paticipated. And, hey, there's an element of truth to his statemet. :)

So my self-diagnosis? I'm a perfectionist masquerading as an easy-going person, and I mainly just don't like having to wake up early in the morning!

Thursday, January 26, 2006

I can't sleep...

It's 3am in the morning and I can't sleep. I'm sitting here in bed with my laptop on my comfortor thinking, "Why?" There's no reason for this. I'm absolutely exhausted and yet I can't sleep?!? Perhaps I'm stressed about tomorrow or that fact that I have to get up early. I have to meet my prayer partner at 9am now because I have a class that starts at 11am. We used to meet at 10am. I've never had to get into school that early. And I'm not a morning person at all. If I have to get up very early, my mind and body feels like there's no reason for me to even go to bed. Plus, I think I'm getting all worked up over the stuff I have to do tomorrow. I'm holding a research meeting in which I'm the lead. I've done this many times before, and I spent 3 or 4 hours this evening working on it in preparation. But, I feel like I'm winging it. In one sense, I'm really excited about it. In another sense, I'm stressed about it going well. I did't get a chance to read all the articles I'm handing out to the others in the group. So I'm not positive how helpful they will be. I talked with another grad student earlier today and invited him to join our project as well. So now there is four of us total. I even wrote up a little page and a half, mini proposal for the project. I just feel like I'm missing something or maybe I'm concerned that the undergrad is going to make fun of me (in a teasing way, he's just like that) or act up and mimic our advisor instead of considering this a serious work effort. I don't know if he's going to help with the data collection or not. I haven't printed out articles that are specifically related to his previous work that we are planning to write up into an article.

The other thing I'm worried about is my methods class on IRT. We're learning about Guttman scales and my prof spent the whole previous class period trying to present crazy examples and get us to derive our own conclusion as to what is wrong with the example. That made me a little uncomfortable. All of my previous stats classes have been very detailed and axplanatory. We've worked through problems in class and I've been able to follow it well. But, "discovery learning" in a stats class? We're not statistically minded enough to do that!! So my prof told us to play with the numbers and come back to class today with our own method for counting errors. Uggh! Then he only suggested we read the article again. Well, I read it again and now In understand about 10% more of it than I did last time, which was only about 15% of it anyways.

So since I can't sleep, let me try to explain Guttman scaling. Maybe it will help me to explain it. No, it's not working. Here, instead, let me try listing the the words I don't understand. Minimal margainal error. What is that and why is it like PRE (proportional reduction in error?). What is PRE anyways. Lets try coefficient of reproducability. Why can't I remember what that means? Why do they have to use the term reproducabilty? Okay, I pulled out the article. It says, "the amount by which a scale deviates from the ideal scale pattern is measured by a coefficient of reproducability. This coefficient is simply a measure of the relative degree with which the obtained multivariate distribution corresponds to the expected multivariate distribution of a perfect scale." Okay, so it's a measure of how well my data that I collected corresponds or reproduces the ideal data. Ideal data has line up with the cumulative model, which means that the easiest questions come first and so on. But, there are many response patterns that aren't going to fit the ideal. We don't want these, noooo. This is error. So our coefficient of reproducability measures the extent to which our data reproduces an ideal scale, which is unlikely to happen in the real world due to random error or potentially a second underlying scale. Okay, so what does that have to do with minimal marginal reproducability? So apparently the coefficient of reproducability (CR) is not an accurate measure of the extent to which our data reproduces the ideal. This is because the CR can be, wait, backing up. There is a cut off in which we accpet our data if the amount of error is less than 10% of the possible error. But, apparently if we have extreme values, umm, marginals, I think, then the CR isn't accurate. This happens because somehow the extreme values make it so that our CR is very small, but there values make it so that it can only be a certain extent. If it is only possible to have 5% error and you get 4% error, that means you have a lot more error than if you have 60% chance of error and you you only get 9% error. So now you have to compare the CR to the MMR, which is somehow a measure of the possible total error, I think. But, then the article uses the words marginal error and nonmodal category, and I don't understand what those are, or marginal frequency. See I want him to work out an example on the board, pointing to the numbers and equations that stand for the words that the article drops without explaining. But, I just know he's not going to do that, because he doesn't operate that way.

Well, now it's 3:36 and my brain really just isn't working at all. I might trygoing to sleep now and maybe I'll be successful. No, everything is still churning around in my brain. Brain, why don't you turn off!

Tuesday, January 24, 2006

Bible Musings...

"My God, my God, why have you forsaken me?" Psalm 22:1 NIV

Jesus speaking from the cross: From the sixth hour until the ninth hour darkness came over all the land. About the ninth hour Jesus cried out in a loud voice, 'Eloi, Eloi, lama sabachthani?'--which means, "My God, my God, why have you forsaken me?" Matthew 27:45-46 NIV

I had a friend who once asked me why I thought Jesus would have said this at the cross. Doesn't it sound bad? All this time God has been there with Jesus? Doesn't it sound like God's Holy Spirit just left Jesus? Isn't that what forsaken means?

Well, neither of us had a really good answer at the time, but looking at Psalms 22:1, Jesus spoke the exact words that were prophesied years ago. It's amazing how through the things he did, Jesus fulfilled prophesy in such detail.

I wonder if perhaps the Holy Spirit had been bearing with Jesus all through his ordeal, and when the Spirit saw that it was time for Jesus to die, He withdrew. Sensing the withdrawal, Jesus cried out, because God's spirit had indeed left him. I imagine that when Jesus "gave up his spirit" (Matthew 27:50) his spirit was reunited with the Holy Spirit.

Perhaps the following will provide support for this view: When men began to increase in number on the earth and daughters were born to them, the sons of God saw that the daughters of men were beautiful and they married any of them they chose. Then the Lord said, "My Spirit will not contend with man forever, for he is mortal (or corrupt); his days will be a hundred and twenty years." Genesis 6:3. Conten means to maintain or assert. The men before this time had been living about 900 years and according to this passage, the Holy Spirit must have been maintaining their life. But, when the sin of lustfulness entered them, the Holy Spirit did not maintain them as long.

Going back to Jesus' time. Perhaps as Jesus was dying, at that moment he took on the sins of the world and where there was sin, the Holy Spirit could not stick around. Hence, Jesus cried out when the Spirit left. Jesus had the full measure of the Holy Spirit through his life and he sinned not.

I think this is what I would tell my friend if I ever saw her again.

Monday, January 23, 2006

Coincidence? I think not!

As I was reading an article yesterday, I noticed that the author cited David R Olson a few times. I was intruigued because last semester I wrote a paper for class about Olson's ideas. In short, he suggests that burgeoning literacy has an impact on cognitive reasoning, specifically scientific reasoning, or what Piaget would consider formal operations.

Back to my point, I looked up these citations and noticed a collaborator of his who researches Theory of Mind (ToM). ToM has to do with a child's coming to understand that others' have minds apart from her own. In other words, others' don't have the same knowledg that she does. If she sees an adult put cheerios in a rubberband box, she will guess that others' will think there are rubberbands in that box becasue they didn't see what she saw.

Back to my point again, I discovered that Olson theorizes that children's experience with language affects their ability to form Theory of Mind. A graduate student and I had decided to work together on a separate project that we just haven't gotten off the ground. As it turns out, this graduate student is an expert on Theory of Mind. Ah! With her expertise in ToM and my interest in language, we would make an excellent pair to begin studying this. Coincidence? I think not!

Sunday, January 22, 2006

Articles? Eh!

I think perhaps I was wrong yesterday. Almost all articles are boring. I was so much more interested in reading about the life of James Mark Baldwin after he was forced to resign from Johns Hopkins University in 1909 when he was arrested in a "colored bordello." Not my chioce of words, I'm just citing the article, which also quoted the words used back then. The real kicker? Johns Hopkins then hired John B Watson, who was fired over another scandal a couple years later. He had an affair with his research assistant. His wife became angry and published all his love letters from his research assistant, Rosalie Rainer. If only all articles were this interesting! It would be so much easier than trying to decipher this:

"In addition to appropriating partly new behaviors through imitation, children also learn about themselves and others by reflecting on the moments in the dialectic of personal growth and abstracting these moments from the continuous circular process."

Gah!

Saturday, January 21, 2006

This was a weekend of potlucks...

I went to a potluck on Friday night and Saturday night. What are the chances of having two potlucks in a weekend? The first potluck was for a gathering of faculty and grad students, hosted by the Ed Psy Society (I'm the sec/treas). The second was for church. And of course, I didn't make enough brownies for both. So the churchgoers got shafted. But they were more appreciative than the profs. Other than that, I got to eat other peoples' food, which is my favorite pastime. I got plenty of compliments on the brownies, which is very good for my ego. We had a speaker at church who even joked from the pulpit that it was the express will of God that these brownies were brought to the potluck. That made me feel pretty good about my brownie-making prowess. Little do they know that I use cheapy brownie mixes. My secret? Following the directions for high-altitude cooking. Otherwise, the brownies turn out funky.

On a completely unrelated topic, I've been thinking about writing up articles for publication on a couple of research projects that I completed a few years ago (for those you who have been harboring suspicions that I must be geeky due to the previous paragraph, your suspicions have just been confirmed). But, my ever-pitiful ego has been telling me that my writing is not good enough to publish, hense my procrastination. So it all started when I was reading an article from class. I could not focus. Every time I read a sentence, it would trigger a thought in my mind and I'd think for a few seconds before I realized that I was still reading. Somehow, I was moving my eyes back and forth across the page, tracking words, and making progress down the page, while my brain was completely ignoring what I was reading in favor of my own interesting thoughts. Eh!

So then I started to worry that perhaps the article was written above my comprehension level. In the reading world, lexiles are one measure of the readability of the text. Children who can read at a certain lexile level are expected to be able to comprehend a text that is at or slightly above their lexile level. So fearing the worst, I obtained a lexile score on a segment of the article I had been attempting to read. It was about 1300 (about 1100 and above are considered beyond high school level). I then selected a segment of my own writing from a couple months ago, figuring that whatever lexile I can write at would loosely correspond to whatever lexile I can read at. It was about 1550. Hmm... maybe I'm not such a bad writer after all. And maybe, that article was just boring. So now I don't have any excuse for not writing those articles. If I can write with a higher lexile level than someone who is already published, then I should be okay. Ego, I'm not listening to you anymore...

Monday, January 16, 2006

Moment of Self-Doubt

I went onto the the online site to check out my first online class and had a bit of a jolt. Many people had already commented on the site and their comments were very insightful and intelligent-sounding. Then I freaked out and realized this wasn't going to be like a fun blog or online chat. This was going to be work and I had better not embarrass myself by sounding friendly and conversational. So I backed carefully away from the website and regrouped. I'm going to monitor their responses and carefully select my words before I attempt posting a comment. Most of these people are old pros and already know each other because they were in the oline course that comes before this in the series. I elected to wait until this semester to take the class and the prof gave permission to take it as long as I read up on material that I missed. I did read, but I feel ill-equipped to respond to this overly-academic online forum. Most of my classes in the past several years have not actually required me to read the book in order to do well. Now I find that I'm going to have to develop reading strategies in order to do well, even take notes from the reading. All I have to say is, this shall be interesting....

Kiddy email

I just got the most adorable email from my nephew and niece, who are 5 and 3 respectively. My sister must have set the email up and let the little ones press random keys, because the only readable words were "Hi Kiki" and a closing with their names. So I wrote them back and I hope my sister read my response to them. I just love those kids.

Friday, January 13, 2006

100 Things About Me

Well, I've led a relatively boring life, but here you go; this is me in a nutshell.

1) I was born in California in 1979.
2) My family moved around a lot, so I’ve also lived in Wyoming, Montana, Arizona, Colorado, and Florida (our one stint on the east coast) and numerous cities within each state.
3) No, I’m not a military brat.
4) The only explanation I can give is that we must be descended from nomads.
5) I was left-handed all the way up until I was in first-grade.
6) Then for some unknown reason, I started using my right hand for almost everything except writing.
7) I was held back in the 2nd grade because I was extremely shy and my parents hoped I’d fare better with my favorite teacher, Mrs. Holiday.
8) When I was almost seven, I prayed to God repeatedly to have a little sister.
9) My little sister was born the next year.
10) Be careful what you pray for.
11) I really do love my little sister, but she was a pain in the neck.
12) I have an older bother and sister who are 7 and 8 years older than I am.
13) I purposely tried to get my big brother in trouble all the time when I was young.
14) He deserved it at the time.
15) But, now he’s the best big brother ever; and I’m a much better little sister.
16) I also have two nephews and one niece.
17) The thought of having my own children scares me.
18) They are so much responsibility and they wear me out.
19) Maybe things will change when my biological clock starts ticking.
20) I don’t remember the majority of my childhood; I think being shy takes a lot of joy out of being a child.
21) I went to four high schools, and the last semester of my senior year I had so many credits that I satisfied all the graduation requirements for the high school I was trying to enroll in.
22) Unfortunately, that high school wouldn’t give me a diploma if I never attended.
23) So I took one class.
24) I went to a midsized, west, liberal arts state school.
25) I decided to become a clinical neuropsychologist when I grew up.
26) So I majored in psychology and started working in a research lab my freshman year.
27) I loved research and never took a clinical internship.
28) I graduated three years later and tried to get into a Ph.D. program in clinical neuropsychology.
29) Two interviews later, I was not accepted into a Ph.D. program.
30) I decided to stay where I was, and enrolled in the Master’s program.
31) My master’s was in neuropsychology.
32) I still loved research, especially using neuropsychological tasks to measure cognition in college students.
33) My master’s thesis provided evidence that impulsivity contributes to problem solving ability.
34) Together with a colleague, I created a computerized version of the Tower of Hanoi. Bu-ya!
35) After completing my master’s I decided I still wanted to be in school.
36) I applied to ten universities this time.
37) I couldn’t decide whether I wanted to study clinical neuropsychology or cognitive neuroscience.
38) That decision would have led me to become either a practitioner or a professor.
39) Half the schools I applied to where for clinical neuropsychology or and the other half were for cognitive neuroscience.
40) I interviewed at a few schools and received acceptances at three.
41) One was school neuropsychology, one was clinical neuropsychology, one was cognitive neuroscience.
42) I still couldn’t make up my mind until the last moment.
43) After an agonizing decision, I went with Cognitive Neuroscience, which would have landed me in New Orleans, but...
44) The professor I applied to said he was interviewing for a position in Kansas.
45) If he got the position, I would end up in Kansas, but if not, I would end up in New Orleans.
46) He wouldn’t know if he got the position until after I had to make a decision to accept or reject.
47) I figured, “Hey, I move around a lot; doesn’t matter if I know where I’m going or not.”
48) I ended up in Kansas.
49) Looking back, I realize my life could have been greatly impacted by the horrible destruction that was Katrina if my advisor had not relocated to Kansas.
50) When I started in the fall, it became apparent that I was going to have major issues with the other graduate student in the lab.
51) I soon learned what it means to really hate someone.
52) But, I had already bought a house.
53) I had found a fabulous church.
54) I was dating a fabulous man.
55) I had a fabulous time teaching an upper level cognitive psychology course over the summer (although it was hard.)
55) I stuck it out for a very long and agonizing year.
56) I changed a little for the better (i.e., my massive ego became slightly smaller).
57) I learned how to analyze functional magnetic resonance imaging data (fMRI) using data that was collected in New Orleans.
58) My old advisor can no longer add to the particular study I was on because the hospital he was collecting data from was permanently closed down after Katrina.
59) He still has enough data to write up an article (with my name on it!)
60) I still had to teach general psychology for a semester that fall because no one could take it over from me.
61) I discovered that teaching lower level, general ed courses is the most thankless, horrible job ever.
62) I never wanted to teach again after that semester.
63) I randomly applied for any job that had to do with research.
64) I realized I didn’t have any skills to do any other job.
65) Miraculously, I found a job right before my teaching job ended.
66) Someone actually hired me to be a project manager for a research grant to create a computer adaptive test of reading for children.
67) I didn’t know what it took to be a project manager.
68) I knew nothing about computer adaptive testing.
69) I knew nothing about reading.
70) I didn’t like little kids.
71) I came from the field of cognitive psychology.
72) This grant was in the field of education.
73) But, I was making fairly good money.
74) I learned a massive amount of information in a very short time.
75) I came to love the field of education.
76) I came to love reading, and I wanted to study it from a cognitive perspective.
77) I became fascinated with educational test development.
78) We held panel meetings with the premier names in the field of education who study reading.
79) I got involved in a women’s bible study.
80) I somehow ended up leading the bible study.
81) God worked in amazing ways through that bible study, and I continued to change for the better.
82) My boyfriend and I refinished an antique table together.
83) I landscaped my house and I loved it!
84) I had the carpet replaced in two rooms with wood floors and installed tile in my kitchen and bathroom. It looked fabulous!
85) But, working eight to five got tiring.
86) Leading the research meetings was like herding cats.
87) I realized my form of leadership was ineffectual in bringing about results.
88) I agonized over my attempts to get things to work.
89) My supervisor said he had never been involved with a group of people that had such unusual group dynamics.
90) I concluded that things were out of my hands at work, and I needed to do find something else to do.
91) My boyfriend of two years and I decided to get off the pot (rather than get engaged).
92) I decided to go back to school where I came from and study educational psychology so that I could become either a professor or an educational consultant.
93) Getting a Ph.D. in Educational Psychology from the same university I left was the best decision I ever made in my entire life.
94) I received notice that I was accepted two and a half weeks before school was to start that fall.
95) An unexpected opening came up for me to teach Social Psychology.
96) I got involved in the Ed Psych Society.
97) I started enjoying great intellectual conversations with other graduate students and professors.
98) I had a rough time teaching Social Psychology initially, but came to appreciate the discipline of teaching and the interaction with the students.
99) I joined a small, wonderful church, and I plan to start leading a career group.
100) I finally feel like I’ve found my niche in the world.

What a long, strange week it's been...

Strange as in weird and uncomfortable social interactions. My first class was great, except for the fact that one of the other students was an exact replica of myself from 4 years ago. Now, I've changed an awful lot in the past four years and I'd even say I'm not the same person. I'm also going to say that I don't like the person I used to be. So I'm trying really hard not to let the fact that she represents a reprehensible past self influence my attitude towards her. But, it does. Ugh.

Another weird social fluke occurred when I attempted to confirm a meeting with my prayer partner. We hadn't seen each other for a month and when I called her, she was so cold dismissive that, suffice it to say, I thought she never wanted to meet with me again. Turns out she thought I was someone else who had already called her twice that day and made her frustrated, compounded with the horrible day she was having. We spent 3 hours talking the next day, and we both agreed that it was the worst phone call either of us had ever experienced.

On the subject of being rebuffed, I spoke with one of my professors and was having a pleasant conversation when he had to get to his class. He passed through the commons area and I spoke a short time with another professor before passing into the commons myself. Then I recognized another professor in the commons area and approached him, but he responded with much less warmth than I've ever seen him act before. It was so strange and I was so taken aback that I felt like something must have triggered his behavior. Perhaps it was a rivalry with the other prof I was talking to and I received the brunt of his dislike. I'm actually taking a class with this prof, so I hope this is just a fluke and he'll be back to normal this week (and none of it had to do with me, hopefully).

On another train of though, I had to figure out how to decline an invitation to see a particular movie that I really didn't want to see. Then the person I declined told me later that I would have liked that movie. I don't think she knows me well enough apparently.

Well, here's to a week of normal social interactions...

Tuesday, January 10, 2006

And so it begins...

School has begun. I find myself already flooded with little things to do. This and that and everything wants my attention. I think this will take a little adjusting since I have been so used to complete freedom and lack of deadlines for the last month.

Le sigh....

Sunday, January 08, 2006

Hello 2006

I spent last week babysitting my little niece and nephew. I love those kids, and I got some great quality time with them, but I never seem to have time or energy to post entries or do much of anything else on the internet while I'm staying with the family. So now I am back at my house and gearing up for the spring semester to kick in (which is tomorrow). I have yet to enroll in two out of three of my classes, because I haven't taken the prerequisite classes. So I'm going to have to get written permission from the prof. But, I like the prof (he teaches both classes that I want to get into). I decided to take his classes this semester after I enjoyed the college teaching class I took with him last semester.

Since it is a new year, I decided to make some academic goals for this semester and resolve to continue making goals in order to facilitate my progress through the program (otherwise, procrastination and laziness with take over and seven years later....I'm still not done).

Goal #1: Write two papers for publication by the end of this semester: my thesis and my computerized project completed over two years ago (but currently sitting in dusty folders and back corners of computer innards).

Goal #2: For my three classes, I will read every assignment before it is due rather than after it is due (or not at all as sometimes the case may be). I will take a more proactive stance towards learning from classes rather than focusing solely on research (but, not to the detriment of research).

Goal #3: Learn Item Response Theory (deeply and comprehensively, I will not be satisfied with surface learning or partial understanding).

Goal #4: Launch my project on reading comprehension assessment with another graduate student. Read the necessary research, create the assessment, begin collecting data.

Goal #5: Get involved in my advisor's project on BrainWise. Another potential colleague is starting a related pilot study before we find out if the grant will be funded for the fall. The pilot study focuses more on literacy, so it would be good for me to get involved.

Goal #6: Ed Psych Society projects: I have sole charge over the first bimonthly Ed Psych research colloquium, and I will stay involved in the first lecture series we are conducting with a couple of local schools (hopefully, they'll let me give a lecture as well).

Wow, this is a lot to do. But, at least I won't be teaching, so that will free up most of my time. I'm considering teaching again in the fall. I learned that my program is planning to separate the current undergraduate research methods class (Psy 400) into two classes: A required Psy 300 Research Methods (without two-way anovas) and an optional Psych 400 Advanced Research Methods for undergrads who want to go to grad school. Since most of the profs who currently teach 400 will be vying to teach the more advanced course, graduate students might actually get a chance to teach an undergrad research methods course (as opposed to the prerequisite Intro to Psych Statistics). I certainly can't pass up that chance, and I'll be trying to get them to let me teach this course. I'm actually a little excited about it.

So tomorrow the semester begins. Good bye free time, hello academics.