Saturday, March 28, 2009

Posters

In chapter 12 we write about posters and how they have become the dominant method for conveying research results at psychology meetings. Today I put together a poster for the upcoming meeting of the Southwestern Psychological Association (SWPA) to be held in San Antonio, TX next week.

I had a conversation a few months ago with a colleague from the English Department. She's in charge of our school's first faculty research day to be held next Fall. The idea is to provide a hometown setting in which faculty who have published or presented research elsewhere to do it again on campus. She asked me about posters, apparently because they are rare at meeting of English faculty. So, I volunteered to handle the poster session for her (after sending her some pages from chapter 12, that is :-).

Here is the main graphic on the poster:



I compared the American Psychological Association's (APA) list of convention topics to the similar list of convention topics of the Association for Psychological Science (APS). The 39 topics in the green area above are the ones common to both lists. The 18 in the greenish-yellow area are the ones unique to the APA list and the 7 in the gray are unique to the APS list. Also on the poster are the APA and APS lists in alphabetical order as are an abstract (see below) and the topics that used before 1998 and the topics they use now.

My fingers are still sticky from the spray glue I used to assemble the poster. I'll be presenting it next week and hope to have some conversations with passersby about how these lists help us define psychology today.

Thursday, March 19, 2009

Memory Cues

My memory is an interesting thing. While I can remember events in the distant past, I often struggle to remember what I need to do day by day. Of course, Skinner (1983) covered this ground too.

Here I share some of the memory management techniques I use now that I have reached the ripe old age of 60. Skinner, by the way, was 78 when he delivered the talk that became the article referenced below. So, I'm getting a head start on Dr. Skinner.

Electronic devices, of course, are a boon to the memory impaired. Unfortunately, they require discipline and training in order to be effective. I possess one of the original PDAs, a USRobotics Palm Pilot. Unfortunately, I have long since ceased to use it. My simple Motorola cell phone has largely taken its place. On the cell phone, I can, should I chose to do so, set reminders and alarms for important appointments. I don't do so regularly, I must confess. Those who know me best, my colleagues and my children, either force me to set such an alarm; or, better yet just ask me for my phone and set the alarm themselves. That last technique is the one usually employed by my 11 year-old daughter. I am diligent, however, about capturing and storing other's telephone numbers on my cell phone. That, though, is a double edged sword; if I don't have my cell phone then there's no chance that I'll remember that stored number.

Routine is bliss for me, especially when it comes to not forgetting important things like my wallet, glasses, and keys. Thus, I have trained myself to hang my keys on a hook in my closet, place my wallet, checkbook, and small notebook all in the same shelf in that same closet. About once a month, nevertheless, I find myself sans wallet or checkbook because I have left them in the wrong place. Before I leave the house, I pat myself five places to check for wallet, pen, checkbook and notebook, keys, cellphone, and glasses. That self pat down usually saves me. For some yet-to-be understood reason, I leave my truck keys in the ignition about once a month. I rarely lock my truck, so that's not much of a problem. (No one is likely to steal my beat-up, green, 1976 Chevy.) Once, I did lock the truck with the keys in it, not good.

I nearly always wear a shirt with a breast pocket. That's were I nearly always carry my checkbook, notebook, and pen. I've managed such a degree of consistency that my family members all expect me to carry a pen at all times. The little notebook that I carry is a hard-back Moleskine (see www.moleskine.com). On it, I record all kinds of useful (to me, that is) information, such as the names of my girl's teachers. That way when I go to pick her up early from school I only need look in my notebook for their names. More transitory information I record on my fleshy "palm pilot" or the meaty part of my left hand under my thumb. There, for instance, go my golf scores and other short term notes. I transfer my golf scores to a calendar that I keep in my truck for more permanent storage.

Hopefully, these techniques will delay me hearing the words, "You are not really going old." (Skinner, 1983, p. 244). Of course, we are all growing older every day. The trick is to cope, somehow, with the ravages of time on memory.

Reference
Skinner, B. F. (1983). Intellectual self-management in old age. American Psychologist, 38(3), 239-244.