At Methlab meeting today, Sanjay introduced the mvtnorm package as a way of generating fake data sets that are correlated with one another.
I think this page has info: http://openmx.psyc.virginia.edu/wiki/generating-simulated-data
http://neuro.debian.net/ has some resources for connecting the Kinect to PsychoPy in Python.
Wordbank is an open database for storing information about children’s vocabulary growth.
Wordbank is approved by the MB-CDI advisory board, and is a project of the Stanford Language and Cognition Lab, PI Michael C. Frank. Contributors include Dan Yurovsky, Virginia Marchman, Ranjay Krishna, Mika Braginsky, and Benji Nguyen.
Wordbank archives data from the MacArthur-Bates Communicative Development Inventory (MB-CDI), a family of parent-report questionnaires. The Wordbank database enables researchers to recover data filtered by source, age, gender, word, and a host of other variables, enabling simple export of plain-text data for further analysis.
Wordbank also includes a number of reports based on recent research on children’s vocabulary: see how children’s vocabulary grows and changes across early childhood.
Wordbank is open access! The graphical search interface is currently under construction, but see this tutorial to start using R to analyze the data today.
And, there’s R-code for accessing it: http://rpubs.com/dyurovsky/using-wordbank
Super handy resources. There is a catalog of graphs in R (as the name might imply). Find one that you like the looks of, click it, and get the R code necessary to generate. Really, super handy.
Lou Moses’ lab offers a great new tool for free: http://developingmind.uoregon.edu/csus/
A brief commentary is provided on the theoretical assumptions, scholarly impact and continuing influence of the schema theory of motor learning (Schmidt, 1975). The traditional contrasts of schema theory to the coordinative structure or dynamical systems framework are reemphasized, and limitations of the variability of practice experiments noted. A central problem for theories of motor learning is change over time, the basis on which learning is typically defined. Most theories including schema have, however, undervalued the importance of the time-dependent nature of change in deference to the almost exclusive study of the amount of some averaged change in behavioral outcome. The persistent and transitory changes in movement and outcome that are observed in action are reflections of multiple time scales of change in a dynamical system.
He argues that research supporting schema theory, which often relies on the observation that performance improves with varied practice (where we have a chance to dance around the target a bit), has historically had both internal validity problems (the effect of variability of practice is confounded with similarity effects), and external validity (limiting practice to a few score trials, and thus ignoring relatively permanent change for temporary effects).
Left unstudied by research in the motor schema are the development of new coordination patterns and issues of contextual interference. We need more research on just what it is we learn in motor learning: “what are the fundamental phenomena that reflect persistent and transitory change and need to be handled in a motor learning theory?” (That is, we need to describe the phenomenon before we can explain it.)
Jacob runs this place: http://www.adunumdatum.org/
It’s an interesting take on an academic presence, with some interesting content about data management, ethical concerns with data, academic programming, etc.
The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work.
The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used.
The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used.
The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about Academic Phrasebank.