ºÝºÝߣshows by User: deevybishop / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: deevybishop / Mon, 04 Sep 2023 09:28:56 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: deevybishop Exercise/fish oil intervention for dyslexia /slideshow/exercisefish-oil-intervention-for-dyslexia/260511301 bda2008forslideshare-230904092856-bc214686
ºÝºÝߣs from talk at 2008 meeting of British Dyslexia Association. Critical analysis of Dore intervention approach and fish oil supplementation ]]>
ºÝºÝߣs from talk at 2008 meeting of British Dyslexia Association. Critical analysis of Dore intervention approach and fish oil supplementation ]]> Mon, 04 Sep 2023 09:28:56 GMT /slideshow/exercisefish-oil-intervention-for-dyslexia/260511301 deevybishop@slideshare.net(deevybishop) Exercise/fish oil intervention for dyslexia deevybishop ºÝºÝߣs from talk at 2008 meeting of British Dyslexia Association. Critical analysis of Dore intervention approach and fish oil supplementation <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bda2008forslideshare-230904092856-bc214686-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs from talk at 2008 meeting of British Dyslexia Association. Critical analysis of Dore intervention approach and fish oil supplementation
Exercise/fish oil intervention for dyslexia from Dorothy Bishop
]]> 40 0 https://cdn.slidesharecdn.com/ss_thumbnails/bda2008forslideshare-230904092856-bc214686-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Open Research Practices in the Age of a Papermill Pandemic /slideshow/open-research-practices-in-the-age-of-a-papermill-pandemic/257670037 maynooth2022-230503082308-7cd5d5e4
Talk given to Open Research Group, Maynooth University, October 2022. Describes the phenomenon of large-scale fraudulent science publishing (papermills), and discusses how open science practices can help tackle this.]]>
Talk given to Open Research Group, Maynooth University, October 2022. Describes the phenomenon of large-scale fraudulent science publishing (papermills), and discusses how open science practices can help tackle this.]]> Wed, 03 May 2023 08:23:08 GMT /slideshow/open-research-practices-in-the-age-of-a-papermill-pandemic/257670037 deevybishop@slideshare.net(deevybishop) Open Research Practices in the Age of a Papermill Pandemic deevybishop Talk given to Open Research Group, Maynooth University, October 2022. Describes the phenomenon of large-scale fraudulent science publishing (papermills), and discusses how open science practices can help tackle this. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/maynooth2022-230503082308-7cd5d5e4-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Talk given to Open Research Group, Maynooth University, October 2022. Describes the phenomenon of large-scale fraudulent science publishing (papermills), and discusses how open science practices can help tackle this.
Open Research Practices in the Age of a Papermill Pandemic from Dorothy Bishop
]]> 171 0 https://cdn.slidesharecdn.com/ss_thumbnails/maynooth2022-230503082308-7cd5d5e4-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Language-impaired preschoolers: A follow-up into adolescence. /slideshow/languageimpaired-preschoolers-a-followup-into-adolescence/252498596 languageimpairedpreschoolers-220810104620-ab181f67
Stothard, S. E., Snowling, M. J., Bishop, D. V., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research: JSLHR, 41(2), 407–418. https://doi.org/10.1044/jslhr.4102.407 ABSTRACT: This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15-16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time. ]]>
Stothard, S. E., Snowling, M. J., Bishop, D. V., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research: JSLHR, 41(2), 407–418. https://doi.org/10.1044/jslhr.4102.407 ABSTRACT: This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15-16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time. ]]> Wed, 10 Aug 2022 10:46:19 GMT /slideshow/languageimpaired-preschoolers-a-followup-into-adolescence/252498596 deevybishop@slideshare.net(deevybishop) Language-impaired preschoolers: A follow-up into adolescence. deevybishop Stothard, S. E., Snowling, M. J., Bishop, D. V., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research: JSLHR, 41(2), 407–418. https://doi.org/10.1044/jslhr.4102.407 ABSTRACT: This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15-16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/languageimpairedpreschoolers-220810104620-ab181f67-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Stothard, S. E., Snowling, M. J., Bishop, D. V., Chipchase, B. B., &amp; Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research: JSLHR, 41(2), 407–418. https://doi.org/10.1044/jslhr.4102.407 ABSTRACT: This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15-16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.
Language-impaired preschoolers: A follow-up into adolescence. from Dorothy Bishop
]]> 77 0 https://cdn.slidesharecdn.com/ss_thumbnails/languageimpairedpreschoolers-220810104620-ab181f67-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Journal club summary: Open Science save lives /slideshow/journal-club-summary-open-science-save-lives/239795012 jclubopenscisaveslives-201205101317
ºÝºÝߣs based on preprint by Besançon et al, considering rush of COVID-19 research, much of poor quality]]>
ºÝºÝߣs based on preprint by Besançon et al, considering rush of COVID-19 research, much of poor quality]]> Sat, 05 Dec 2020 10:13:17 GMT /slideshow/journal-club-summary-open-science-save-lives/239795012 deevybishop@slideshare.net(deevybishop) Journal club summary: Open Science save lives deevybishop ºÝºÝߣs based on preprint by Besançon et al, considering rush of COVID-19 research, much of poor quality <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jclubopenscisaveslives-201205101317-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs based on preprint by Besançon et al, considering rush of COVID-19 research, much of poor quality
Journal club summary: Open Science save lives from Dorothy Bishop
]]> 641 0 https://cdn.slidesharecdn.com/ss_thumbnails/jclubopenscisaveslives-201205101317-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Short talk on 2 cognitive biases and reproducibility /slideshow/short-talk-on-2-cognitive-biases-and-reproducibility/236847683 bishop2020fenscogbiases-200713060604
9 min talk at FENS meeting 2020]]>
9 min talk at FENS meeting 2020]]> Mon, 13 Jul 2020 06:06:04 GMT /slideshow/short-talk-on-2-cognitive-biases-and-reproducibility/236847683 deevybishop@slideshare.net(deevybishop) Short talk on 2 cognitive biases and reproducibility deevybishop 9 min talk at FENS meeting 2020 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bishop2020fenscogbiases-200713060604-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 9 min talk at FENS meeting 2020
Short talk on 2 cognitive biases and reproducibility from Dorothy Bishop
]]> 709 0 https://cdn.slidesharecdn.com/ss_thumbnails/bishop2020fenscogbiases-200713060604-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Otitis media with effusion: an illustration of ascertainment bias /slideshow/otitis-media-with-effusion-an-illustration-of-ascertainment-bias/235980071 omebias-200621061151
Otitis media with effusion (OME) provides an example of how ascertainment bias can induce spurious correlations. Early work suggested it impacted children's language, but when unbiased samples are studied, the effect is absent or very small]]>
Otitis media with effusion (OME) provides an example of how ascertainment bias can induce spurious correlations. Early work suggested it impacted children's language, but when unbiased samples are studied, the effect is absent or very small]]> Sun, 21 Jun 2020 06:11:51 GMT /slideshow/otitis-media-with-effusion-an-illustration-of-ascertainment-bias/235980071 deevybishop@slideshare.net(deevybishop) Otitis media with effusion: an illustration of ascertainment bias deevybishop Otitis media with effusion (OME) provides an example of how ascertainment bias can induce spurious correlations. Early work suggested it impacted children's language, but when unbiased samples are studied, the effect is absent or very small <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/omebias-200621061151-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Otitis media with effusion (OME) provides an example of how ascertainment bias can induce spurious correlations. Early work suggested it impacted children&#39;s language, but when unbiased samples are studied, the effect is absent or very small
Otitis media with effusion: an illustration of ascertainment bias from Dorothy Bishop
]]> 817 0 https://cdn.slidesharecdn.com/ss_thumbnails/omebias-200621061151-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Insights from psychology on lack of reproducibility /slideshow/insights-from-psychology-on-lack-of-reproducibility/202378514 psychapproachesreproducibilityslideshare-191206170937
How do psychological processes affect reproducibility? This is an updated version of previous slides, correcting an error on one slide.]]>
How do psychological processes affect reproducibility? This is an updated version of previous slides, correcting an error on one slide.]]> Fri, 06 Dec 2019 17:09:37 GMT /slideshow/insights-from-psychology-on-lack-of-reproducibility/202378514 deevybishop@slideshare.net(deevybishop) Insights from psychology on lack of reproducibility deevybishop How do psychological processes affect reproducibility? This is an updated version of previous slides, correcting an error on one slide. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/psychapproachesreproducibilityslideshare-191206170937-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> How do psychological processes affect reproducibility? This is an updated version of previous slides, correcting an error on one slide.
Insights from psychology on lack of reproducibility from Dorothy Bishop
]]> 525 6 https://cdn.slidesharecdn.com/ss_thumbnails/psychapproachesreproducibilityslideshare-191206170937-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 What are metrics good for? Reflections on REF and TEF /deevybishop/what-are-metrics-good-for-reflections-on-ref-and-tef cdbureftef2018slideshare-181124074841
Public lecture organised by Council for Defence of British Universities Royal Holloway, University of London Tuesday 20th November 2018 ]]>
Public lecture organised by Council for Defence of British Universities Royal Holloway, University of London Tuesday 20th November 2018 ]]> Sat, 24 Nov 2018 07:48:41 GMT /deevybishop/what-are-metrics-good-for-reflections-on-ref-and-tef deevybishop@slideshare.net(deevybishop) What are metrics good for? Reflections on REF and TEF deevybishop Public lecture organised by Council for Defence of British Universities Royal Holloway, University of London Tuesday 20th November 2018 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/cdbureftef2018slideshare-181124074841-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Public lecture organised by Council for Defence of British Universities Royal Holloway, University of London Tuesday 20th November 2018
What are metrics good for? Reflections on REF and TEF from Dorothy Bishop
]]> 3193 16 https://cdn.slidesharecdn.com/ss_thumbnails/cdbureftef2018slideshare-181124074841-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Biomarkers for psychological phenotypes? /slideshow/biomarkers-for-psychological-phenotypes/122973971 biomarkersslideshare-181114082029
ºÝºÝߣs for seminar given at Department of Experimental Psychology, University of Oxford, 25th October 2018]]>
ºÝºÝߣs for seminar given at Department of Experimental Psychology, University of Oxford, 25th October 2018]]> Wed, 14 Nov 2018 08:20:29 GMT /slideshow/biomarkers-for-psychological-phenotypes/122973971 deevybishop@slideshare.net(deevybishop) Biomarkers for psychological phenotypes? deevybishop ºÝºÝߣs for seminar given at Department of Experimental Psychology, University of Oxford, 25th October 2018 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/biomarkersslideshare-181114082029-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs for seminar given at Department of Experimental Psychology, University of Oxford, 25th October 2018
Biomarkers for psychological phenotypes? from Dorothy Bishop
]]> 2170 9 https://cdn.slidesharecdn.com/ss_thumbnails/biomarkersslideshare-181114082029-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Data simulation basics /slideshow/data-simulation-basics/116665576 simulationoxreprosch-180926110515
ºÝºÝߣs from talk at Oxford Reproducibiity School: Kickstart your reproducible research, Sep 26 2018]]>
ºÝºÝߣs from talk at Oxford Reproducibiity School: Kickstart your reproducible research, Sep 26 2018]]> Wed, 26 Sep 2018 11:05:15 GMT /slideshow/data-simulation-basics/116665576 deevybishop@slideshare.net(deevybishop) Data simulation basics deevybishop ºÝºÝߣs from talk at Oxford Reproducibiity School: Kickstart your reproducible research, Sep 26 2018 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/simulationoxreprosch-180926110515-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs from talk at Oxford Reproducibiity School: Kickstart your reproducible research, Sep 26 2018
Data simulation basics from Dorothy Bishop
]]> 6954 8 https://cdn.slidesharecdn.com/ss_thumbnails/simulationoxreprosch-180926110515-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Simulating data to gain insights into�power and p-hacking /slideshow/simulating-data-to-gain-insights-intopower-and-phacking/104242167 simulationbasics-180704174850
Very basic introduction to simulating data to illustrate issues affecting reproducibility. Uses Excel and R, but assumes no prior knowledge of R. Please let me know of errors or things that need better explanation.]]>
Very basic introduction to simulating data to illustrate issues affecting reproducibility. Uses Excel and R, but assumes no prior knowledge of R. Please let me know of errors or things that need better explanation.]]> Wed, 04 Jul 2018 17:48:50 GMT /slideshow/simulating-data-to-gain-insights-intopower-and-phacking/104242167 deevybishop@slideshare.net(deevybishop) Simulating data to gain insights into�power and p-hacking deevybishop Very basic introduction to simulating data to illustrate issues affecting reproducibility. Uses Excel and R, but assumes no prior knowledge of R. Please let me know of errors or things that need better explanation. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/simulationbasics-180704174850-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Very basic introduction to simulating data to illustrate issues affecting reproducibility. Uses Excel and R, but assumes no prior knowledge of R. Please let me know of errors or things that need better explanation.
Simulating data to gain insights into power and p-hacking from Dorothy Bishop
]]> 3885 6 https://cdn.slidesharecdn.com/ss_thumbnails/simulationbasics-180704174850-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Talk on reproducibility in EEG research /deevybishop/talk-on-reproducibility-in-eeg-research bishopeegparis-180703134328
Talk at Cutting EEG meeting, 3 July 2018]]>
Talk at Cutting EEG meeting, 3 July 2018]]> Tue, 03 Jul 2018 13:43:28 GMT /deevybishop/talk-on-reproducibility-in-eeg-research deevybishop@slideshare.net(deevybishop) Talk on reproducibility in EEG research deevybishop Talk at Cutting EEG meeting, 3 July 2018 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bishopeegparis-180703134328-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Talk at Cutting EEG meeting, 3 July 2018
Talk on reproducibility in EEG research from Dorothy Bishop
]]> 981 10 https://cdn.slidesharecdn.com/ss_thumbnails/bishopeegparis-180703134328-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 What is Developmental Language Disorder /slideshow/what-is-developmental-language-disorder/101739311 bishopafasicbangor-180610121914
ºÝºÝߣs from talk given at Afasic study day, Bangor, UK, 26th April 2018]]>
ºÝºÝߣs from talk given at Afasic study day, Bangor, UK, 26th April 2018]]> Sun, 10 Jun 2018 12:19:13 GMT /slideshow/what-is-developmental-language-disorder/101739311 deevybishop@slideshare.net(deevybishop) What is Developmental Language Disorder deevybishop ºÝºÝߣs from talk given at Afasic study day, Bangor, UK, 26th April 2018 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bishopafasicbangor-180610121914-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs from talk given at Afasic study day, Bangor, UK, 26th April 2018
What is Developmental Language Disorder from Dorothy Bishop
]]> 3808 11 https://cdn.slidesharecdn.com/ss_thumbnails/bishopafasicbangor-180610121914-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Developmental language disorder and auditory processing disorder: 
Same or different? /slideshow/developmental-language-disorder-and-auditory-processing-disorder-same-or-different/89898608 dldapdwithtext-180307100041
Presentation at course on Auditory Processing, Language and Cognition. Ear Institute, UCL. March 2018]]>
Presentation at course on Auditory Processing, Language and Cognition. Ear Institute, UCL. March 2018]]> Wed, 07 Mar 2018 10:00:41 GMT /slideshow/developmental-language-disorder-and-auditory-processing-disorder-same-or-different/89898608 deevybishop@slideshare.net(deevybishop) Developmental language disorder and auditory processing disorder: 
Same or different? deevybishop Presentation at course on Auditory Processing, Language and Cognition. Ear Institute, UCL. March 2018 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/dldapdwithtext-180307100041-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation at course on Auditory Processing, Language and Cognition. Ear Institute, UCL. March 2018
Developmental language disorder and auditory processing disorder: Same or different? from Dorothy Bishop
]]> 12411 6 https://cdn.slidesharecdn.com/ss_thumbnails/dldapdwithtext-180307100041-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Fallibility in science: Responsible ways to handle mistakes /slideshow/faillbility-in-science-responsible-ways-to-handle-mistakes/82949997 bishopfallibilityamsterdam-171129061518
ºÝºÝߣs from a talk at the Department of Psychology, University of Amsterdam, November 2017]]>
ºÝºÝߣs from a talk at the Department of Psychology, University of Amsterdam, November 2017]]> Wed, 29 Nov 2017 06:15:18 GMT /slideshow/faillbility-in-science-responsible-ways-to-handle-mistakes/82949997 deevybishop@slideshare.net(deevybishop) Fallibility in science: Responsible ways to handle mistakes deevybishop ºÝºÝߣs from a talk at the Department of Psychology, University of Amsterdam, November 2017 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bishopfallibilityamsterdam-171129061518-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs from a talk at the Department of Psychology, University of Amsterdam, November 2017
Fallibility in science: Responsible ways to handle mistakes from Dorothy Bishop
]]> 13438 21 https://cdn.slidesharecdn.com/ss_thumbnails/bishopfallibilityamsterdam-171129061518-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Improve your study with pre-registration /deevybishop/improve-your-study-with-preregistration mscpreregistration2017forslideshare-171020083810
4 major threats to reproducibility are publication bias, low power, p-hacking and HARKing. In this talk I explain these terms and show how study pre-registration can fix them]]>
4 major threats to reproducibility are publication bias, low power, p-hacking and HARKing. In this talk I explain these terms and show how study pre-registration can fix them]]> Fri, 20 Oct 2017 08:38:10 GMT /deevybishop/improve-your-study-with-preregistration deevybishop@slideshare.net(deevybishop) Improve your study with pre-registration deevybishop 4 major threats to reproducibility are publication bias, low power, p-hacking and HARKing. In this talk I explain these terms and show how study pre-registration can fix them <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mscpreregistration2017forslideshare-171020083810-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 4 major threats to reproducibility are publication bias, low power, p-hacking and HARKing. In this talk I explain these terms and show how study pre-registration can fix them
Improve your study with pre-registration from Dorothy Bishop
]]> 2132 5 https://cdn.slidesharecdn.com/ss_thumbnails/mscpreregistration2017forslideshare-171020083810-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Introduction to simulating data to improve your research /slideshow/introduction-to-simulating-data-to-improve-your-research/80764006 simulationsslideshare-171013055928
Basic introduction to simulating data in Excel and R with aim of giving better insight into research design and statistics]]>
Basic introduction to simulating data in Excel and R with aim of giving better insight into research design and statistics]]> Fri, 13 Oct 2017 05:59:28 GMT /slideshow/introduction-to-simulating-data-to-improve-your-research/80764006 deevybishop@slideshare.net(deevybishop) Introduction to simulating data to improve your research deevybishop Basic introduction to simulating data in Excel and R with aim of giving better insight into research design and statistics <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/simulationsslideshare-171013055928-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Basic introduction to simulating data in Excel and R with aim of giving better insight into research design and statistics
Introduction to simulating data to improve your research from Dorothy Bishop
]]> 3249 12 https://cdn.slidesharecdn.com/ss_thumbnails/simulationsslideshare-171013055928-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Southampton: lecture on TEF /slideshow/southampton-lecture-on-tef/71669516 tefsouthampton2-170202074632
Lecture by Prof Dorothy Bishop, 1st Feb 2017, University of Southampton: What’s wrong with our Universities, and will the Teaching Excellence Framework put it right?]]>
Lecture by Prof Dorothy Bishop, 1st Feb 2017, University of Southampton: What’s wrong with our Universities, and will the Teaching Excellence Framework put it right?]]> Thu, 02 Feb 2017 07:46:31 GMT /slideshow/southampton-lecture-on-tef/71669516 deevybishop@slideshare.net(deevybishop) Southampton: lecture on TEF deevybishop Lecture by Prof Dorothy Bishop, 1st Feb 2017, University of Southampton: What’s wrong with our Universities, and will the Teaching Excellence Framework put it right? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tefsouthampton2-170202074632-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Lecture by Prof Dorothy Bishop, 1st Feb 2017, University of Southampton: What’s wrong with our Universities, and will the Teaching Excellence Framework put it right?
Southampton: lecture on TEF from Dorothy Bishop
]]> 6545 13 https://cdn.slidesharecdn.com/ss_thumbnails/tefsouthampton2-170202074632-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Reading list: What’s wrong with our universities /deevybishop/reading-list-whats-wrong-with-our-universities readinglistwhatswrongwithouruniversities-170129124740
Weblinks to accompany lecture given at University of Southampton on 1st February 2017]]>
Weblinks to accompany lecture given at University of Southampton on 1st February 2017]]> Sun, 29 Jan 2017 12:47:40 GMT /deevybishop/reading-list-whats-wrong-with-our-universities deevybishop@slideshare.net(deevybishop) Reading list: What’s wrong with our universities deevybishop Weblinks to accompany lecture given at University of Southampton on 1st February 2017 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/readinglistwhatswrongwithouruniversities-170129124740-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Weblinks to accompany lecture given at University of Southampton on 1st February 2017
Reading list: What’s wrong with our universities from Dorothy Bishop
]]> 720 5 https://cdn.slidesharecdn.com/ss_thumbnails/readinglistwhatswrongwithouruniversities-170129124740-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 IJLCD Winter Lecture 2016-7 : References /slideshow/ijlcd-winter-lecture-20167-references/70786193 ijlcdwinterlecture2017refs-170108110458
Title of lecture: Why is it so hard to agree on definitions and terminology for children’s language disorders? ]]>
Title of lecture: Why is it so hard to agree on definitions and terminology for children’s language disorders? ]]> Sun, 08 Jan 2017 11:04:57 GMT /slideshow/ijlcd-winter-lecture-20167-references/70786193 deevybishop@slideshare.net(deevybishop) IJLCD Winter Lecture 2016-7 : References deevybishop Title of lecture: Why is it so hard to agree on definitions and terminology for children’s language disorders? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ijlcdwinterlecture2017refs-170108110458-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Title of lecture: Why is it so hard to agree on definitions and terminology for children’s language disorders?
IJLCD Winter Lecture 2016-7 : References from Dorothy Bishop
]]> 1680 4 https://cdn.slidesharecdn.com/ss_thumbnails/ijlcdwinterlecture2017refs-170108110458-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-deevybishop-48x48.jpg?cb=1742892715 deevybee.blogspot.co.uk/ https://cdn.slidesharecdn.com/ss_thumbnails/bda2008forslideshare-230904092856-bc214686-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/exercisefish-oil-intervention-for-dyslexia/260511301 Exercise/fish oil inte... https://cdn.slidesharecdn.com/ss_thumbnails/maynooth2022-230503082308-7cd5d5e4-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/open-research-practices-in-the-age-of-a-papermill-pandemic/257670037 Open Research Practice... https://cdn.slidesharecdn.com/ss_thumbnails/languageimpairedpreschoolers-220810104620-ab181f67-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/languageimpaired-preschoolers-a-followup-into-adolescence/252498596 Language-impaired pres...