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Pseudoscience and
Extraordinary Claims
of the Paranormal
A Critical Thinker's Toolkit
ARE YOU . . .
A SERIOUS SEEKER?
A HEALTH SUPPORT PROFESSIONAL?
A DOCTOR or NURSE?
A PSYCHOLOGIST OR COUNSELOR?
A BELIEVER?
A DEBUNKER?
A GHOSTBUSTER?
CONFUSED?
A JOURNALIST?
A MEMBER OF THE POLICE?
A PSYCHIC?
A SKEPTIC?
AN ALIEN ABDUCTEE?
A SPACE ALIEN?
A CLERGYPERSON?
A FAN OF TV DOCUMENTARIES ON THE PARANORMAL?
HAUNTED or POSSESSED?
A VICTIM OF BOGUS "SNAKE OIL" MEDICINE?
A SPIRITUALLY CURIOUS PERSON?
THEN YOU MAY BE
IN URGENT NEED
OF THIS BOOK!
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FIRST:
THIS BOOK COMES FROM THE
PSEUDOSCIENCE AND
PARANORMAL LAB
Pseudoscience and Extraordinary Claims of the Paranormal: A Critical Thinker's Toolkit is the product of years of study by researchers and students of THE PSEUDOSCIENCE AND PARANORMAL LAB (PPL). Spawned over a decade ago from the investigative work of advanced faculty and graduate students, the PPL is now a separate entity dedicated to the objective and scholarly exploration of paranormal claims. Our work and mission are structured and guided by the investigative model outlined and pioneered in the Critical Thinker's Toolkit.
This model begins with the question, , "Why believe a paranormal claim?" Next, our explorations consider three basic types of support: Is the claim from a credible source? Is it based on clear logic? Is it the product of good science? Then we look at five alternative explanations for any apparent paranormal event:
1. Is this event an oddity of nature or the world of statistics?
2. A perceptual error or trick?
3. A memory error?
4. The placebo effect?
5. A sensory anomaly or hallucination?
Each year, as a part of required university training, advanced PPL students apply the Toolkit and conduct "Reality Checkup" investigations of current popular extraordinary claims. Checkup Reports are modeled on five extended Toolkit Reality Checkup reports of five prototypic and historically significant "claims of consequence": Astrology (and prophecy), Spiritualism and communicating with the dead (including mediums, psychics, and life after death), Parapsychology and psi phenomena, Life energy treatments such as acupuncture and tai chi, Faith healing and prayer, and Creationism and intelligent design. To view the actual Reality Checkups on these claimed paranormal phenomena see Pseudoscience and Extraordinary Claims of the Paranormal: A Critical Thinker's Toolkit
The Pseudoscience and Paranormal Lab maintains strict objectivity and is equally open to supportive and nonsupportive evidence. However, as an essential precaution against Fraud, Error, Deception, and Sloppiness we rigorously apply the "FEDS" standard (acronym), based on Carl Sagan's famous dictum, "Extraordinary claims require extraordinary evidence."
In the words of Dr. Smith,
Lab investigators would like nothing more to prove a paranormal claim. However we also like living in the world as it is. And we don't like to be tricked or fooled.
Each year the PPL hosts the Million Dollar Psychic Challenge in which qualified candidates (enrolled at Roosevelt University) display a convincing spoon-bending and cold reading performance in front of advanced students of pseudoscience and the paranormal. Winners receive $1,000,000 (in paranormal money) and a beautiful goldish-trimmed certificate (on 100 lb parchmentish paper) specifying the recipient’s “confirmed Psychic Skill Level.” The PPL sponsors this PSEUDOSCIENCE AND PARANORMAL LAB website to facilitate communication among and provide teaching resources to investigators worldwide.
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WRITTEN BY:
JONATHAN C. SMITH, PHD
Bio and clicklinks to other
(nonparanormal) projects and books
Jonathan C. Smith PhD is an international expert on stress, relaxation, meditation, and mindfulness -- and more recently critical thinking and the paranormal. He is a Licensed Clinical Psychologist, Professor of Psychology at Chicago's Roosevelt University, and Founding Director of the Roosevelt University Stress Institute (and the Pseudoscience and Paranormal Laboratory). The Institute has an extensive research program, online and classroom instruction, and Certificates in Relaxation, Meditation and Mindfulness Dr. Smith has published 17 books and more than three dozen articles, served as expert outside reviewer for six top psychological and medical journals, and published chapters as "guest expert" in eight textbooks and encyclopedias. His publishers have included Aldine, Guilford Press, Macmillan, Oxford University Press, Plenum, Praeger, Prentice-Hall, Research Press, Springer, and Wiley/Blackwell. In addition, he has served as Chairman of the Department of Psychology at Roosevelt University for a decade and created Chicago's first university-based PsyD in Clinical Psychology. Under the leadership of subsequent Directors, this program has proudly earned a 7-year APA accreditation and is acclaimed nationwide for its focus on quality instruction, small classes, and rigor.
Dr. Smith's primary research focus has been theoretical and clinical issues related to stress management, relaxation, meditation, and mindfulness. His work on critical thinking focuses on paranormic religiosity and extraordinary paranormal "claims of consequence." (He has been confirmed as a "Level 6.14 Psychic.")
Dr. Smith has taught thousands of students, clients, and health professionals and has served as consultant for government, business, educational, medical, and health organizations in the US, Canada, Australia, Spain, France, India, Germany, and the People's Republic of China.
Currently, Dr. Smith is developing a test for measuring "Paranormic Thinking." This test will be made available without charge on www.lulu.com/stress. For more on Dr. Smith's work :
CLICK HERE
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Pseudoscience and
Extraordinary Claims
of the Paranormal
A Critical Thinker's Toolkit
AN INVITATION TO INSTRUCTORS AND COLLEAGUES
Have a great teaching idea you want to share? A fantastic online video? Feedback on my book?
Please send your comments to: jsmith@roosevelt.edu If you want, I'll post your ideas.
Thanks!
Jonathan Smith |
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Pseudoscience and
Extraordinary Claims
of the Paranormal
A Critical Thinker's Toolkit
EXPERT REVIEWS
"I am astonished by the excellence of this book. Smith has produced a highly readable and very entertaining yet critical examination of virtually the entire gamut of paranormal claims, and he demonstrates an encyclopedic knowledge of the field in doing so. While drawing extensively from psychology, physics, logical analysis and history, he always manages to keep things clear and straightforward, so that one is never lost in complexity. Moreover, the tone is light-hearted throughout, and never becomes pedantic or condescending. And the book offers much more than an evaluation of extraordinary claims. It provides a refined set of critical thinking tools that the reader will find invaluable in everyday life.
I strongly recommend this book to everyone who values the pursuit of truth in all things.
And I can only wish that
those who know that they already have the truth
would read it as well,
for they need it the most."
–James Alcock, PhD, Professor of Psychology, York University;
Acclaimed scholar and author of numerous articles and books, including
Parapsychology: Science or Magic?
"Can you be both a critical thinker and a believer in the paranormal? The “reality checks” in Jonathan Smith’s Critical Thinker’s Toolkit will guide you to your answer."
–Robert Todd Carroll, Professor of Philosophy, Sacramento City College.
Creator and author of the highly acclaimed
The Skeptic's Dictionary and classic online encyclopedia, skepdic.com
“This book, particularly in regard to its discussion of memory errors and its insistence on the value of real science, takes a place of prominence on my personal library shelf.”
–James Randi, Chairman of the James Randi Educational Foundation
"An excellent, engaging, and highly readable introduction to the paranormal and to the distinction between science and pseudoscience. A superb student-friendly guide to extraordinary claims. Chock full of interesting and fun examples, not to mention humor. Should become a favorite in undergraduate psychology courses."
–Scott O. Lilienfeld, Professor of Psychology, Emory University;
authored or coauthored approximately 100 articles and book chapters, serves on the editorial boards of several major journals, and is founder and editor of The Scientific Review of Mental Health Practice.
Dr. Lilienfeld is past president of the Society for a Science of Clinical Psychology and a recipient of the David Shakow Award for Early Career Contributions to Clinical Psychology from Division 12 (Society for Clinical Psychology) of the American Psychological Association.
Coauthor of Navigating the Mindfield: A guide to Separating Science from Pseudoscience and Science and Pseudoscience in Clinical Psychology
BOOK FEATURES
Pseudoscience and Extraordinary Claims of the Paranormal: A Critical Thinker's Toolkit provides readers with a variety of "reality-checking" tools to analyze extraordinary claims and to determine their validity.
Integrates simple yet powerful evaluative tools used by both paranormal believers and skeptics alike.
Introduces innovations such as a continuum for ranking paranormal claims and evaluating their implications
Includes an innovative "Critical Thinker’s Toolkit," a systematic approach for performing reality checks on paranormal claims related to astrology, psychics, spiritualism, parapsychology, dream telepathy, mind-over-matter, prayer, life after death, creationism, and more
Explores the five alternative hypotheses to consider when confronting a paranormal claim
Reality Check boxes, integrated into the text, invite students to engage in further discussion and examination of claims
Written in a lively, engaging style for students and general readers alike
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TABLE OF CONTENTS
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SAMPLE SYLLABUS
(This is a generic sample syllabus for classroom instruction. Actual syllabus for online and classroom sections will differ to include updated research and meet student needs)ROOSEVELT UNIVERSITY
NOW OFFERS
ONLINE AND CLASSROOM INSTRUCTION IN:
PSEUDOSCIENCE and the PARANORMAL
(Psyc 346)
INSTRUCTOR: Jonathan C. Smith, PhD
We are pleased to announce that special 12-week Online Sessions are now offered throughout the year, Fall, Spring, and Summer. All are taught by Dr. Smith. Classes are small (22 limit) to ensure maximum student interaction and discussion. Meet online students from around the world, all with fantastic and astonishing paranormal stories to tell! NOTE: Classes fill early and typically there is a waiting list a month before students begin. Earn 3 semester hours of accredited university credit while working with an acclaimed scholar in the field. Master critical thinking skills essential for: students in general, health professionals, medical professionals, psychologists and counselors, students of religion and theology, journalists, and public officials.
CLICK HERE TO APPLY ONLINE
SAMPLE SYLLABUS
TO INSTRUCTORS USING PSEUDOSCIENCE AND EXTRAORDINARY CLAIMS OF THE PARANORMAL
Something very exciting is happening at campuses around the world. Some might say its a bit "spooky." Over 500 colleges and universities now offer courses on critical thinking, typically focusing on extraordinary claims of the paranormal. Hundreds of additional courses in philosophy, science, complementary and alternative medicine, medicine, and theology consider critical thinking as an essential component. Why this popularity? Why the paranormal?
Today we are bombarded daily with extraordinary claims of consequence. Terrorists commit mass mayhem because of ancient superstitions. Millions of people waste millions on worthless "alternative" treatments. Hundreds of children have already died, having been deprived of crucial medical care in order to receive faith healing. High schools across the country still teach bible-based creation myths as scientific theory, side-by-side with Darwin. Over 75% of the population believe in the paranormal, and such beliefs can directly influence personal choices and social policy. Yes, this is an age were critical thinking is a a rare and precious skill. It is a skill we need every day when confronting the din of inflated advertising, the hype of politics, and credible (but misleading) cable tv "documentaries."
It can be difficult teaching critical thinking. Logic and science taught alone can be dry and boring. When applied to politics and current issues, student passions can distract the learning process. Examination of excessive advertising claims or celebrity endorsements can descend into the trivial. This is why I focus on the paranormal. The many worlds of the paranormal provide a safe and unique testing ground for students to practice their skills. Nearly everyone has a cherished paranormal belief. Likewise, nearly everyone can identify a paranormal belief they find utterly absurd and unacceptable. Paranormal claims can be fascinating and demand our attention and careful consideration. Students relish applying their newly-learned critical thinking skills to claims they've always held in suspect. Often they take great delight "debunking" shameless paranormal presentations in the media. Perhaps their enthusiasm is partly fueled by the lingering realization that their own cherished paranormal beliefs may be subject to equally honest inquiry. And yet all this is safe practice in critical thinking. Nothing's really lost if a student successfully reveals a ghost story to be a fraud. However, once mastered, these very same critical thinking skills can be applied to urgent life-and-death issues that confront us outside the classroom.
My philosophy in teaching critical thinking and the paranormal is not to create true believers, or true skeptics, but to instill habits of fearless and productive questioning. To this end, I find it very useful to immerse students in a flood of questionable paranormal claims. This not only gives useful practice in critical thinking, but helps prevent students from rationalizing that pseudoscientific beliefs are rare (and certainly do not apply to them) I also deploy humor, magic, and controversial online videos. Classroom demonstrations are at times a bit shocking, provocative, and even silly and hilarious -- all to the end of stirring quality discussion and debate. The enclosed syllabus describes one course in which these aims are applied.
This course has a wide audience. Typically enrollment is about 40 students a semester, ranging from sophomore to graduate level. Beginning college students are generally quite capable of grasping core concepts. Graduate students find much of the course quite rewarding and challenging. The course attracts students from all areas, in and out of psychology. Content is sufficiently diverse to address the needs and abilities of a wide range of students.
My primary text is, of course, Pseudoscience and Extraordinary Claims of the Paranormal: A Critical Thinker's Toolkit.. This book is based on many years of lectures and is generally accessible to most students. I do not attempt to cover the entire text in classroom sessions. Indeed, an instructor may select a few core chapters and assign others as extra credit (if at all). In class summarize key text points and play various YouTube and DVD videos. In addition, we engage in a variety of focused discussions and demonstrations. Occasionally I will focus on elaborating upon difficult textbook concepts. In sum, I use precious classroom time for critical thinking activities that can be accomplished only in the classrooom.
This course is particularly well-suited for video internet presentations. Often students find their own. These include offerings from well-known believers and skeptics, as well as videos of claimed paranormal phenomena. All provide ample material for fruitful classroom analysis and discussion.
This syllabus is for a class that meets 14 sessions, 2 hours 45 minutes a session. Tests are given outside of class (either take home or online).
A LETTER TO STUDENTS FROM THE AUTHOR
I confess I am a bit passionate about the paranormal. I truly believe that claims of astrologers, psychics, spiritualists, mind-readers, spoon-benders, practitioners of complementary and alternative medicine, acupuncturists, faith healers, and creationists should be taken very seriously. Not because these claims may be true or false. Instead, I believe that extraordinary claims can have extraordinary consequences.
Think about it. A paranormal event magically violates the laws of physics, what we know about matter and energy. If demonstrated true, a paranormal phenomenon could require rewriting the textbooks of science. Furthermore it could require a massive emergency research effort that would dwarf historical efforts to create an atom bomb or land a man on the moon. Why? What would be the consequences if a rabbit's foot worked, really worked -- and terrorists figured it out first? Seriously, what if people could indeed predict the future; influence the past; read minds; cure illness through touch, thoughts, and prayers; secretly observe hidden events; and move and manipulate objects and devices from great distances through simple intention? What if, as claimed by some paranormal researchers, they're all true? Think about it.
It is a mistake to discount the paranormal as the foolish obsession of tabloid newspapers. 73 percent of Americans are paranormal believers (whereas 27% have no paranormal belief), and this number is growing. Today more people believe in astrology than in the middle ages. In the United States, most of us belong to a religion, and for the vast majority faith is built on the rock of paranormal claims. However, this course is for a select audience, those who have chosen to step back and, for a brief precious moment, to question. This course is for:
College students. This course is important for all college students. The tools we consider apply not only to the paranormal, but to a wide range of extraordinary nonparanormal controversies such as Freudian psychoanalysis, graphology, polygraphy (lie detectors), and conspiracy theories.
Health professionals. Nurses, social workers, counselors, psychologists, and physicians encounter paranormal claims in courses and workshops on complementary and alternative medicine (CAM). CAM includes nontraditional treatments such as those from nonwestern cultures (Chinese acupuncture, Indian yoga chakras, shamanistic healing, etc.), mind-body techniques (healing touch, tai chi, meditation and prayer), and bio-energy treatments. Health professionals need to know to what extent these treatments work because of claimed undetected energies and powers or through suggestion and the placebo effect.
Journalists. The paranormal is a perennial topic of great interest to the media. A responsible journalist often must consider extraordinary claims in face of pressing publication deadlines that preclude exhaustive investigation. This course is designed to be a useful quick guide.
Public officials. Yes, government officials must consider paranormal claims. Should taxpayer revenue be spent for energy treatments (acupuncture, healing prayer, tai chi) based on forces not detected by physics? Should the CIA and FBI investigate the national security implications of flying saucers and mind-reading (and worry about a possible psychic gap¯ with Russia)? Should the state prosecute faith healers who, in the name of Jesus, charge huge sums for bogus cures? Should the law permit parents to give their children magical alternative treatments instead of standard medicine? Who is responsible if such treatments don't work and children are injured or die? Should biology classes be required to teach paranormal-based creation myths along with the science of evolution?
Religious seekers and educators. The spiritual journey is a search for transcendent realities and possibilities hidden in the fog of selfishness, superstition, and ignorance. Every major religion teaches the importance of avoiding false gods, idols, and narrow-minded temptation. This course offers the seeker and educator assistance in evaluating the credibility of claimed divine revelations, magic relics, miracle cures, healing shrines, exorcisms, resurrections, reincarnations, prophecies, visions, spontaneous combustions, spontaneous creation of matter, virgin births, and so on. It should be noted that such paranormal claims are not the sole property of any one religion, but characterize most, if not all.
Paranormal investigators. Both scientists and ordinary curious folk who study paranormal claims face special challenges. It may not be easy to tease out a subtle paranormal effect from coincidence, suggestion, and ordinary natural phenomena. Perhaps even more challenging is the task of conducting a study that skeptics take seriously. This course summarizes scientific standards advocated by both skeptical and believing researchers.
COURSE GOALS
This course has two objectives. First, we examine the basic tools of clear thinking, the Critical Thinkers Toolkit. Second, we explore extraordinary claims of the paranormal, and evaluate how they stand up to careful critical analysis. Although we focus on mysterious phenomena of the paranormal, the basic skills in the Critical Thinkers Toolkit can apply to the questions and problems we encounter in all of life.
You probably want to know what strange things we will examine. Just about any topic is fair game. We will take a look at (listed alphabetically):
* Acupuncture
* Alien abductions
* Astrology
* Barnum effect
* Chiropractic
* Clairvoyance
* Coincidences
* Cold reading
* Communicating with the dead
* Complementary and alternative medicine
* Creationism
* Darwinism and evolution
* Deja vu
* Energy medicine
* Extrasensory Perception
* Faith healing
* Feng Shui
* Flying saucers
* Ghosts
* God
* Hallucinations
* Hauntings
* Homeopathy
* Hypnosis
* Intelligent design
* Life after death
* Magic
* Magnet therapy
* Mediums
* Memory myths
* Monkeys typing Shakespeare
* Near-death experiences
* Nostradamus
* Out-of-body experiences
* Parapsychology
* Placebos
* Prayer healing
* Precognition
* Premonitions of death
* Prophetic dreams
* Psychic surgery
* Psychics
* Psychokinesis
* Qi or Chi
* Qigong
* Quantum consciousness
* Reflexology
* Reiki
* Reincarnation
* Remote viewing
* Repressed memory therapy
* Retrocognition
* Shamanism
* Spiritualism
* Suggestion
* Supernatural claims
* Synchronicity
* Tai Chi
* Telepathy
* The Flying Spaghetti Monster
* Therapeutic touch
* Urine therapy
* Vitalism
This does not exhaust the wonders we can find in the treasure chest of the paranormal. I invite you to introduce and consider topics not on our list. Again, any topic is fair game. Remember, the primary goal of this course is to learn and practice applying clear thinking tools in the Critical Thinkers Toolkit.
-- Jonathan C. Smith, PhD
COURSE MATERIALS AND READINGS
Pseudoscience and Extraordinary Claims of the Paranormal: A Critical Thinkers Toolkit. Jonathan C. Smith. (Wiley Blackwell Publishers).
Judgment Day. NOVA documentary on creationism, intelligent design, evolution debate. View entire program. http://www.pbs.org/wgbh/nova/id/program.html (There will be a surprize unannounced extra credit pop quiz on this documentary next week. Please don't tell anyone.)
Penn and Tellers Bullsh*t, Season 1 Can be rented or purchased/
LAPTOP. If you have a wifi-enabled laptop, please bring it to class on designated dates.
GRADES
Grades will be based on
TESTS AND QUIZZES. These include three multiple choice tests (based on the textbook), a lecture/presentation multiple choice quiz (based on material presented by the instructor and students in class), and a short essay exam based on the entire book. CHECK SYLLABUS FOR EXAM DATES. Each major test is worth a maximum of 85 points. Quizzes are worth about 10 points each. Total: 300 points.
REALITY CHECKUP REPORT. (a 5 page 1,000 word report based on the model provided in Chapter 16 of your textbook. DUE WEEK 10 Total: 100 points. Graduate students are required to present their reality checkup report in class (20 minutes). Report topics must be approved by the instructor (so two people don't give the same report). (No written report is required for Grad Students and Certificate Seekers. The in-class presentation will be enough). See Chapter 16 for instructions.
WEEKLY ASSIGNMENTS. (1-page 250-word reports assigned to be completed and submitted 9:30 AM at the beginning of class the following week.) TURN IN THESE ASSIGNMENTS IN CLASS. Each assignment will be explained in class the week before it is due. Each report can earn 10 points. Total: 100 points.
ONLINE ARTICLE REPORT. DUE WEEK 10, NO LATER! BRING TO CLASS! Total: 20 points. On purpose of this course is to give you experience in using the many skeptical resources available on line. Here you need to browse the following websites and find an article that interests you. Write a 250-word report on any article from one of these websites: Total: 20 points.
http://www.quackwatch.com
http://www.skepticreport.com
http://www.csicop.org/si
http://www.skepdic.com
Summarize what the article says. Offer your thoughts. Show how course concepts are related to the article. Post your report on the Forum (below)
NOTE: BE SURE TO PICK A GOOD REPORT THAT ACTUALLY SAYS SOMETHING. IF YOU PICK A REPORT THAT IS VERY BRIEF, SAYS VERY LITTLE, AND GIVES YOU LITTLE OPPORTUNITY TO DISCUSS CLASS PRINCIPLES, YOU WON'T GET A GOOD GRADE.
MILLION DOLLAR PSYCHIC CHALLENGE. I offer this as a fun extra-credit assignment. Students volunteer to demonstrate spoon bending and cold reading of a random class member in front of the class, and then are rated on a 10-point scale by class members according to how convincing their demonstration was ("1 = Not At All Convincing . . . 5 = As Convincing as Uri Geller or Sylvia Browne . . . 10 = Very Convincing"). Ratings are completely anonymous. The average class rating is then offered as the candidate's "Confirmed Psychic Level." In my classes, the average student gets a rating of about 9.0. My personal confirmed psychic level is 6.14. I print out formal official-looking certificates, using "diploma" or "certificate" paper available at many office supply stores (I use Staples). My certificate is 8.5 x 11 inches, 100 lb paper, looks like parchment, and has a shiny gold trim. I also create fake $1,000,000 bills (several sites are available online that permit the instructor to submit his or her photo to be placed in the "president" frame and add two or three short messages like "Paranormal Money," "Winner of Million Dollar Challenge," the name of the course the instructor teaches, etc. About 25 cents each. Search "custom fake million dollar bills."). Students have to purchase their own stainless steel spoons (about 15 cents each online. Search "Stainless Steel Spoons."). A typical candidate will need about 20 spoons to practice the "prebending" "prestressing" spoon preparation described by James Randi for credible spoon bending demonstrations. For an editable Word certificate template check my "files," or click:
http://faculty.roosevelt.edu/JSmith/FolderList.asp
EXTRA CREDIT: ANCIENT ALIEN MONUMENT "DOCUMENTARY" REALITY CHECKUP REPORT. The popular press, television, and the internet are flooded with professional-looking bogus accounts of paranormal claims. Perhaps the most dangerous are the "faux documentaries" ("faux" = "fake," as in "bullshit") on network news channels and "fact" - oriented cable channels, such as the History Channel, the Science Channel, the Discovery Channel, etc. It is important to remember that the first goal of all media outlets is to entertain, make money, and attract advertising. Second, a media presentation is not a scholarly presentation (see your texbook, "Sources"). Those who create and direct tv documentaries are not scientists or scholars. They are artists and writers out for a good and entertaining story. Often media presentations are so slick and "science-looking" that these points are very easy to miss. That is the reason for this exercise. Here is a relatively recent documentary from the History Channel, "Ancient Aliens." It is awful. But it is typical of the many good-looking but faux documentaries you can view on psychic children, UFOs, ghosts, hauntings, the Shroud of Turin, acupuncture, hypnosis, etc. To help inoculate students against this nonsense, ask them to perform a reality checkup on this "documentary." Focus on the claims concerning ancient monuments (the pyramids around the world, the statues of Easter Island, "landing strips," etc. For extra extra credit, it's OK to focus on additional UFO claims made.
http://www.livevideo.com/media/playvideo_fs.aspx?fs=1&cid=6F0231FF4688489A8269BD54F51171EE
This can be rented from Netflix ("The History Channel Ancient Aliens")
Criticize the forum using all the tools in the textbook. The "documentary" has examples of \bogus sources, tortured logic, bad science, perceptual and memory error -- everything. Also refer to www.skepdic.com (ancient astronauts) and the links at the end of the article. Also read the online transcription of a related Nova documentary:
http://www.pbs.org/wgbh/nova/lostempires/
EXTRA CREDIT: URI GELLER AND THE FLYING SPAGHETTI MONSTER Here is a useful beginning exercise for practicing the Critical Thinker's Toolkit. Below are three rich sources of questionable paranormal claims:
Uri Geller's Website: http://site.uri-geller.com/
The Church (for real) of the Flying Spaghetti Monster Website: www.venganza.org (not www.venganza.com!!)
The Classic Faux Scriptural Epic, The Pastafarian Quatrains: http://www.lulu.com/content/4537362 (Click "PREVIEW THIS BOOK" to read the whole thing for free. Of course, feel free to purchase it afterwords, but you don't have to. )
Select one and find as many examples of questionable sources, bad logic, and misapplication of scientific observation as you can.
GRADE KEY
A = 400-500+ pts
B = 300-399 pts
C = 200-299 pts
D = 100-199 pts
F = 0-99 pts
VIDEO ASSIGNMENTS AND PRESENTATIONS
We will explore the worlds of pseudoscience and the paranormal through lectures, student reports, and video presentations. In addition, students will be expected to read the textbook and access assigned sites on the internet.
Some of the most powerful extraordinary claims for the paranormal are on video media. Television and movies flood us with psychic phenomena, alien abductions, and miracle cures. This class makes full use of video samples of pseudoscience and the paranormal. Our goal is to learn to consider this evidence sanely and intelligently, with a skeptical and open mind.
WARNING: Some of the classic videos in pseudoscience and the paranormal use salty adult language (bullsh****t!¯ assh*le!¯ LGB****A,¯ etc.) and are often demeaning and condescending. It is important you view these examples, both for their content, and for the objectionable biases they may reflect. You may encounter such language and biases outside of this class and should acquire the skill of seeing beyond the noise and heat.¯ Our goal is to learn to explore claims of pseudoscience and the paranormal, both supportive and critical, with an enlightened mind, undistorted by bias, embarrassment, emotional upset, or passion.
CLASS SCHEDULE
WEEK 1
LECTURE ORIENTATION
VIDEOSThe Mystery of Pigasus
http://www.youtube.com/watch?v=cW64tiPgZ1c&NR=1
http://www.youtube.com/watch?v=-uZRr2Hl5g0
http://www.youtube.com/watch?v=yc9KXemqxnQ&feature=related
http://www.youtube.com/watch?v=lBZEMXZwwic&feature=related
http://au.youtube.com/watch?v=aqo-dLkyl3o&feature=PlayList&p=A98E409325D555B8&index=5
http://www.randi.org/pigasus |
LECTURE: What is the Paranormal? The Continuum Mysteriosum
ASSIGNMENTS
READ FOR NEXT WEEK: Preface, Ch 1, Ch 2, Pandoras Principles
W1: PARANORMAL CLAIM: ASSIGNMENT FOR NEXT WEEK: Identify a paranormal claim you do NOT believe in. Find a good webpage that promotes this claim. IMPORTANT: Summarize the best evidence and arguments believers have for their paranormal claim. Do not debunk the claim! Your report should be one page, single-spaced. You MAY NOT TURN IT IN ONLINE. You must bring it to class next week. If you come late, or dont attend, your report wont count.
IF YOU HAVE A WIFI ENABLED LAPTOP, BRING IT TO CLASS NEXT WEEK
WEEK 2
Review Assignment: A paranormal claim you do not believe in. Best evidence for, on the web. Share on your wifi laptop.
LECTURE: Why study these things?
LECTURE: Toolkit Introduction
ASSIGNMENTS
READ FOR NEXT WEEK: Ch 3, Ch 4
W2: GELLER SUPPORT: ASSIGNMENT FOR NEXT WEEK: Study the website uri-geller.com What kinds of support are used? What do you think? TURN IN AT THE BEGINNING OF CLASS.
WEEK 3
LECTURE: Psychic Demonstrations from your Prof (plus vote on his Psychic Level). Instructor demonstrates spoon bending and cold reading, without explaining the trick. Students then vote on how convencing the "psychic demonstration" was. This is a good introduction to the Cold Reading Psychic Laboratory exercise presented later.
Uri Geller Discussion
LECTURE: Astrology. Sources
LECTURE: Logic (Introduction)
VIDEO
STAR SIGNS PRECESSION (1:17)
http://www.youtube.com/watch?v=oQPFoDkGFrU |
ASSIGNMENT
READ FOR NEXT WEEK: Ch 5
WEEK 4
LECTURE: Logic (Continued)
LECTURE: Science
LECTURE: Introduction to Five Alternative Explanations
VIDEO
Secrets of the Psychics 23a/ 60min. YouTube videos |
MULTIPLE CHOICE TEST 1 (Chapter 1-5)
ASSIGNMENTS
READ FOR NEXT WEEK: Ch 6, Ch7
W4: COINCIDENCE DIARY: WRITTEN ASSIGNMENT FOR NEXT WEEK: YOUR COINCIDENCE DIARY Keep a daily log of all of the coincidences you encounter throughout the day. Summarize them on one page. TURN IN AT THE BEGINNING OF CLASS.
WEEK 5
LECTURE: Sharing of coincidences
LECTURE: Oddities of Nature and the World of Numbers
VIDEOS
US DOLLAR BILLS
http://www.youtube.com/watch?v=SMgGC9W-ks8
LINCOLN KENNEDY
http://www.youtube.com/watch?v=JqzFaDM6V38
GAMBLERS FALLACY
http://www.youtube.com/watch?v=4tL4tLQrrhU
GODWINKS
http://www.youtube.com/watch?v=7Dl0z5cRCmg
(Click Emmett Kelly for Audio)
http://www.whengodwinks.com/
DEEPAK CHOPRA CHANCE
http://www.youtube.com/watch?v=Z45RDEpzwv4
http://www.youtube.com/watch?v=JJJwL2HNaQE
BENNY HINN DREAM PROPHECY
http://www.youtube.com/watch?v=yTJdidV8yDM
The Dream Prophecy (coincidence) 9 (10 min)
BIBLE CODE
http://www.youtube.com/watch?v=Lk3VgQgxiqE
http://www.youtube.com/watch?v=u4mG7MdAzOw |
LECTURE: Perceptual Error (Beginning)
Illusions
Apopnea
ASSIGNMENTS
READ FOR NEXT WEEK Ch 8
W5: PAREIDOLIA: WRITTEN ASSIGNMENT FOR NEXT WEEK
Describe an example of apopnea or pareidolia
Bring wifi laptop to class next week (to share your example)
TURN IN AT THE BEGINNING OF CLASS
.
BRING WIFI LAPTOPS NEXT WEEK
WEEK 6
Discuss class examples of apopnea / pareidolia
LECTURE: Perceptual Error (Continued)
LECTURE / EXERCISE: The Cold Reading Laboratory:
Class forms teams of 4 each. Teams view any combination of the following videos. Identify which cold reading techniques¯ are used. Refer to the Cold Reading Toolkit.
¯
VIDEOS
PSCHIC DEMOS
James Van Praagh
http://www.vanpraagh.com/
Rosemary Altea
http://www.rosemaryaltea.com/index1.cfm
Dorris Collins
http://website.lineone.net/~enlightenment/doris_collins.htm
John Edward
http://www.johnedward.net/JOHN_EDWARD_2008/JE_home.html
Orson Welles Cold Reading (3:40)
http://www.youtube.com/watch?v=_cEadctJdwM
James Van Praagh (9:43 4:54)
http://www.youtube.com/watch?v=uesL1lAX-Jc
http://www.youtube.com/watch?v=JrwoH0iTooY&feature=related
Darren Brown and Richard Dawkins Cold reading (9:53)
http://www.youtube.com/watch?v=hQDf0rj6nXc
http://www.youtube.com/watch?v=0zHmYCBgwNk&NR=1
Darren Brown: Cold Reading (10:09)
http://www.youtube.com/watch?v=btP_vy5cQq4
Darren Brown: Astrology Reading (8:24)
http://www.youtube.com/watch?v=SeqnFmJzQnI
Penn & Teller: Rosemary Altea (2:58)
http://www.youtube.com/watch?v=CLQVAx5svtk
Michael Shermer: John Edward (9:14)
http://www.youtube.com/watch?v=IWE5N8z2Aa4
WHEN PSYCHICS GO WRONG
Anderson Cooper: Sylvia Browne (5:42)
http://www.youtube.com/watch?v=5L9hki5Nlyo
http://www.youtube.com/watch?v=Ts_To4zmEdE&feature=related
OTHER EXAMPLES
James Randi: Dorris Colllins (16:06) Includes healing
http://www.youtube.com/watch?v=Vwy4yB8cSwE
ENEMIES OF REASON (Parts 1-5)
Hypnotic Suggestion
Darren Brown
http://www.youtube.com/watch?v=HibnKQowaI0
Ch 8: Memory Error (Read)
Darren Brown Memory Priming Effect (6:48)
http://www.youtube.com/watch?v=EUA4Q5aoG74 |
ASSIGNMENTS
READ FOR NEXT WEEK: Ch 9
W6: PLACEBO: Assignment for next week: Find an example of a complementary and alternative medicine treatment (you may not use any of the examples in Chapter 13. Using your chapter, identify how the treatment might be a placebo. That is, list Placebo Pump-ups¯ you notice. TURN IN AT THE BEGINNING OF CLASS.
WEEK 7
Discuss assignment on placebo pump-ups.
LECTURE: Placebo effect
VIDEO
Mythbusters : Seasickness (placebos) 20 15 min
Scientific American Frontiers Placebo 60 min |
ASSIGNMENTS
READ FOR NEXT WEEK: Ch 10, Ch 11
W 7: GHOST: Assignment for next week: Describe a ghost experience you or a friend has had. Any explanations from Chapter 10? TURN IN AT THE BEGINNING OF CLASS.
WEEK 8
SUBMIT REALITY CHECKUP CLASS REPORT CHOICES: MAKE ASSIGNMENTS
Discuss ghostly experience assignment
LECTURE: Body and Brain
VIDEO
Out of body experience New Scientist
Out of body experience Michael Shermer Out of Body Experiment
SYNAESTHESIA
http://www.youtube.com/watch?v=1R_A4tUMOtI
FUN TUNNEL EXPERIENCE EXTRA: The National Gallery of Art in Washington DC has an awesome exhibit called "Multiverse." It is a tunnel lit with 41,000 flashing LED lights. When turned on it actually illustrates how a "tunnel experience" can be created by simple stationary flashing lights. Think of the lights as neurons in your brain.
http://vimeo.com/2776982?pg=embed&sec=
http://www.youtube.com/watch?v=R9VmHANh8-w
or
http://i.gizmodo.com/5159735/tunnel-with-40000-leds-is-the-closest-youll-ever-get-to-light-speed
Spiritualism
VIDEO:
Penn & Teller 1 (3) Ouija Boards, Near Death Experiences
Penn & Teller 1 (3) Ghosts
Penn & Teller 1 (1) Channeling |
MULTIPLE CHOICE TEST 2 (Chapter 6-11)
ASSIGNMENTS
READ CH 12
Do you have ESP? This year the highly respected science journal, Scientific American introduced the Pickover ESP test. Dr. Pickover is a professor of physics and has been conducting an online ESP experiment for over a decade. Take it yourself (preferably several times to ensure reliability). What is your score? What is your interpretation?
http://sprott.physics.wisc.edu/Pickover/esp.html
TURN IN AT THE BEGINNING OF CLASS.
WEEK 9
DISCUSSION PICKOVER TEST
Class breaks into teams of three and discusses the main hypotheses as to why the Pickover test works. Then the instructor reveals the trick. Lesson: Just because you can't figure something out doesn't mean it's paranormal (argument from ignorance.)
| http://sprott.physics.wisc.edu/Pickover/esp.html |
LECTURE: Parapsychology
CLASS PROJECT: URI GELLER, THE CIA, AND THE STANFORD RESEARCH INSTITUTE. In class written report.
Uri Geller is perhaps the most famous TV psychic in this country. What is truly remarkable is that he shamelessly persists in spite of excoriating debunking. Check out the newly revised version of his website. Read the links. View the video.
Geller frequently cites research at the "Stanford Research Institute" (the "SRI") as validating what he does. The SRI is well known for working with the US government in the largest federally funded study on psi (remote viewing) in US history. Students of the paranormal can learn much by studying Geller and the SRI.
I will show you some clips that appear to support URI GELLERS claims and those of the Stanford Research Institute. Then I will present some clips offering alternative explanations. At the end of the viewing, I will give you 10 minutes to write a report. This is an essay exam in which you do two things:
1. List the paranormal.l claims made
2. List the alternative explanations.
After 10 minutes, we will break into teams and discuss your comments. You can take your report home and rewrite it for next week. Turn it in a the beginning of class as one of your assignments.
VIDEOS
MICHAEL SHERMER (7 + 4 MINUTES)
http://www.youtube.com/watch?v=40QVp8_P0LY
http://www.youtube.com/watch?v=QY4MTKa2ldI&feature=related
URI GELLER WEBPAGE AND SRI STUDY
http://site.uri-geller.com/russel_targ___hal_puthoff_talk_about_uri_geller
SRI URI GELLER SERIES
PART 1
http://www.youtube.com/watch?v=1_2iPZiH5sk
PART 2
http://www.youtube.com/watch?v=9TvTnjwVOIY
PART 3
http://www.youtube.com/watch?v=nHrlzzVcyYA
PART 4
http://www.youtube.com/watch?v=bqpdfuRaRQQ
TARG AND PUTHOFF DISCUSSING GELLER
http://www.youtube.com/watch?v=ryYIfNrOM3Y
STANFORD REMOTE VIEWING PRECOGNITION STUDIES
http://www.youtube.com/watch?v=3eu0YSEHmTY&feature=PlayList&p=0F17305A7DEDE90F&playnext=1&index=2
REAL SPOON BENDING (2:12)
http://www.youtube.com/watch?v=IXcXHNtSc_k&feature=PlayList&p=4288560E5E8C53D4&playnext=1&index=13
THE OTHER SIDE
Randi vs Geller / Overview of Geller (9:49)
http://www.youtube.com/watch?v=glT9R6UBw2A
Randi vs. Geller (6:35)
http://www.youtube.com/watch?v=IzEaTqzMjnA
Geller Bends Spoon (3:22)
http://www.youtube.com/watch?v=YxGirnwntCc
Geller Bends Spoon (1;22)
http://www.youtube.com/watch?v=V4HQOVqyAxM
James Randi Bends a Spoon + Remote Viewing (9:31)
http://www.youtube.com/watch?v=5nLSu9GmGzk
James Randi Bends a Spoon (4)
http://www.youtube.com/watch?v=nZGq3VYMVkQ
Penn & Teller 1 (2) ESP (spoons, remote viewing) |
ASSIGNMENTS
READ FOR NEXT WEEK: Ch 13, Ch 14
W9: GELLER/SRI: ASSIGNMENT:
Turn in above Uri Geller /SRI Report (250 words, one page)
TURN IN AT THE BEGINNING OF CLASS.
Turn in written online article report. TURN IN ON BLACKBOARD
WEEK 10
URI GELLER /SRI REPORT DUE
WRITTEN ONLINE ARTICLE REPORTS DUE
Energy treatments and Complementary and Alternative Medicine (CAM)
LECTURE: CHI
VIDEO
http://www.youtube.com/watch?v=JM_qg5d1YGI&eurl=http%3A%2F%2Fwww.skepdic.com%2Fchi.html&feature=player_embedded
Nova THE NEW MEDICINE 23 (60 bmin_
Penn & Teller 1 (1) Alternative Medicine
Pen & Teller 1(2) Feng Shung
Penn & Teller 2 (2) Yoga, Trantra, Sex, Crystals, Tarot (NO, distorted view of yoga, sexual content) |
LECTURE: Shamanism, Faith healing, and Prayer
VIDEO
Peter Popoff (10 min)
JAMES RANDI: Popoff, Psychic Surgery (13:5)
http://www.youtube.com/watch?v=M9w7jHYriFo |
ASSIGNMENTS
READ FOR NEXT WEEK: Ch 15, Ch 16, Pandoras Principles
W10: NOVA: After reading your text, the additional materials, and viewing the NOVA documentary (see first page of syllabus), summarize:
1. The three main arguments creationists make
2. The three main replies made by scientists
3. TURN IN AT THE BEGINNING OF CLASS.
WEEK 11
TURN IN EVOLUTION / CREATION REPORT.
LECTURE: CAM Continued
LECTURE: Evolution, Creationism, and Intelligent design
Play either the BBC or NOVA video on the Dover Trial.
BBC VIDEO:
http://www.youtube.com/watch?v=yAnIoXPLMdo&feature=PlayList&p=9D9F6A85CD6408DD&playnext=1&playnext_from=PL&index=42
NOVA VIDEO:
http://www.pbs.org/wgbh/nova/id/ |
LECTURE: The Flying Spaghetti Monster
Ch 16: Review of Reality Checkup Report
* NOVA CREATIONISM QUIZ
WEEK 12
Student Reports
Magic videos?
VIDEO (if time)
Beyond Science Scientific American Frontiers 19 |
WEEK 13
Student Reports
VIDEO
Penn & Teller 1 (1) Alien Aductions |
ESSAY QUIZ: (Entire book)
WEEK 14
Last Day (Finals)
REALITY CHECkUP DUE.
MULTIPLE CHOICE TEST 3: (Chapter 12-16 PLUS Student Presentations)
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MORE ABOUT DR. SMITH
CLICK BELOW FOR SMITH'S CURRENT WORK:
Books;
Stress, relaxation, and mindfulness inventories;
Free online relaxation, meditation and mindfulness MP3s;
Professional Certificates in stress, relaxation, meditation, and mindfulness
DR. SMITH'S VITA
CURRENT POSITION
Rank: Full Professor
Discipline: Clinical Psychology
EDUCATION
BA, Psychology, Oberlin College, 1968
Ph.D., Psychology; Michigan State University, 1975
Licensed Clinical Psychologist (Illinois)
ACADEMIC POSITIONS
Faculty at Roosevelt University, 1975-present
Director, Stress Institute
PAST POSITIONS
Chair, Department of Psychology (10 years)
Director, Doctoral (PsyD) Program in Clinical Psychology (Briefly)
COURSES TAUGHT
General Psychology
Abnormal Psychology
Tests and Measurements
Personality
Coping with Stress (developed)
Advanced Clinical Psychology
Behavioral Medicine (developed)
Basic Relaxation Skills (developed)
Basic Active Coping (developed)
Stress Theory and Research (developed)
CURRENT COURSES
Coping with Stress
Relaxation and Meditation (graduate course)
Pseudoscience and the Paranormal
Doctoral Project Seminar
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PUBLICATIONS
Books
Smith, J. C. (2010). Pseudoscience and extraordinary claims of the paranormal: A critical thinker's toolkit. New York: Wiley-Blackwell
Smith, J. C. (2006). GOD SPEAKS! The Pastafarian Quatrains. Charlotte, NC: LuluPress
Smith, J. C. (2006). Relaxation, Meditation and Mindfulness: A guide for health professionals. New York: Springer.
Smith, J. C. (2006). The Bible's True Words on your Deepest Secret. Charlotte, NC: LuluPress
Smith, J .C. (2004). The Stress Management Companion. New York: Lulu press.
Smith, J. C. (2002) Stress Management: A comprehensive handbook of techniques and strategies.. New York: Springer
Smith, J. C. (2001) Advances in ABC Relaxation: Applications and inventories. New York: Springer.
Smith, J. C. (1999) ABC relaxation theory: An evidence-based approach. New York: Springer.
Smith, J. C. (1999) ABC relaxation training: A guide for health professionals. New York: Springer (Also published in Spanish)
Smith, J. C. (1993). Creative stress management. New York: Prentice Hall
Smith, J. C. (1993). Understanding stress and coping. New York: Macmillan
Smith, J. C. (1991). Spiritual living in a skeptical age. New York: Insight/Plenum Publishers.
Smith, J. C. (1991). Stress scripting: A guide to stress management. New York: Praeger.
Smith, J. C. (1990). Cognitive-behavioral relaxation training: A new system of strategies for treatment and assessment. New York: Springer Publishing Company. (This book as been published in Spanish)
Smith, J. C. (1989). Relaxation dynamics: A cognitive-behavioral approach to relaxation. Champaign, IL: Research Press.
Smith, J. C. (1986). Meditation: A sensible guide to a timeless discipline. Champaign, IL: Research Press.
Smith, J .C. (1985). Relaxation dynamics: Nine world approaches to self-relaxation. Champaign, IL: Research Press.
Special Honors: Invited to contribute contribute chapter as "special expert"
Smith, J. C. (Contracted). "The instruction of relaxation, meditation and mindfulness). Schwartz, M. S., Andrasik, F. Biofeedback: A practitioner's Guide. 4th edition. New York: Guilford Press
Smith, J. C. (Contracted). "Relaxation" Ramachandran, R. (Ed). The Encyclopedia of Human Behavior, 2nd Edition. New York: Elsevier.
Smith, J. C. (2007) The psychology of relaxation. In Lehrer, Paul M. (Ed); Woolfolk, Robert L. (Ed); Sime,
Wesley E. (Ed). (2007). Principles and practice of stress management (3rd ed.). (pp. 38-52). New York, NY, US: Guilford Press.
Smith, J. C. (1995). Relaxation. Encyclopedia of Psychology. New York: Academic Press
Smith, J. C. (1993). New perspectives on meditation. In J. West (Ed.) Meditation research. London: Oxford University Press
Smith, J. C. (1987). Meditation as psychotherapy: A new look at the evidence. In M. West (Ed.), The Psychology of Meditation. London: Oxford University Press.
Smith, J. C. (1984). Meditation research: Three observations on the state of the art. In D. H. Shapiro & R. N. Walsh (Eds.), Meditation: Classic and contemporary perspectives. New York: Aldine.
Smith, J. C. (1977). Yoga and stress. In S. Ajaya (Ed.), Meditational therapy. Glenview, IL: Himalayan International Institute of Yoga Science & Philosophy of the USA.
Articles, exclusive or primary author (APA articles in italics (9 total))
Smith, J. C. (2006). Some Light on the Popularity of Yoga and Famous Yoga Masters.
PsycCRITIQUES. Vol 51 (2), No Pagination Specified.
Smith, J. C. (2006) A Fun Journey Into the Afterlife.
PsycCRITIQUES. Vol 51 (23), No Pagination Specified.
Smith, J. C. (2006). Ex-Gay Reparative Therapy: God, Politics, and Science. PsycCRITIQUES. Vol 51 (37), No Pagination Specified.
Smith, J. C , Rausch, S, & Jenks Kettmann, J. D. (2004). Factor structure of the Smith Irrational Beliefs Inventory. Psychological Reports, 95, 696-704.
Smith, J. C. And Joyce, C. A. (2004). Mozart versus New Age music: Relaxation states, stress, and ABC relaxation theory. Journal of Music Therapy. 41 215-224.
Smith, J. C. (2004). Alternations in brain and immune function produced by mindfulness meditation: Three caveats. Psychosomatic Medicine. 66, 14888-152
Smith, J. C. (2003) Advances in ABC Relaxation: Applications and Inventories: Discussion. Contemporary Psychology: APA Review of Books. 48, 74-76. (a reply to a review)
Smith, J. C. And Piiparinin, R. A. (2003). Stress symptoms of two groups before and after the terrorist attacks of 9/11/01. Perceptual and Motor Skills, 97, 360-364
Smith, J. C. (1988). Steps toward a cognitive-behavioral model of relaxation. Biofeedback and Self-Regulation, 13, 307-329.
Smith, J. C. (1986). Meditation, biofeedback, and the relaxation controversy: A cognitive-behavioral perspective. American psychologist, 9, 1007-1008.
Smith, J. C. (1986, April). Warning: Stress management can be hazardous to your health. Training Today: The Magazine of the Illinois Training and Development Association. pp. 8-9.
Smith, J. C. (1978). Personality correlates of continuation and outcome in meditation and erect sitting control treatments. Journal of Consulting and Clinical Psychology, 46, 272-279.
Smith, J. C. (1975). Meditation as psychotherapy: A review of the literature. Psychological Bulletin, 82, 558-564.
Smith, J. C. (1975). Psychotherapeutic effects of transcendental meditation with controls for expectation of relief and daily sitting. Journal of Consulting and Clinical Psychology, 44, 633-637.
Smith, J. C., Wedell, A. B., Kolotylo, C. J., Lewis, J. E., Byers, K. Y. & Segin, C. M. (2000). ABC Relaxation Theory and the factor structure of relaxation states, recalled relaxation activities, dispositions, and motivations. Psychological Reports, 86, 1201-1208.
Smith, J. C., Amutio, A. Anderson, J. A., & Aria, L. A. (1996). Relaxation: Mapping an uncharted world. Biofeedback and Self-Regulation, 21 63-69.
Smith, J. C. & Siebert, J. R. (1984). Self-reported physical stress reactions: First and second-order factors. Biofeedback and Self-Regulation, 9, 215-227.
Smith, J. C. & Seidel, J. M. (1982). The factor structure of self-reported physical stress reactions. Biofeedback and Self-Regulation, 7, 35-47.
Smith, J. C. Sheridan, M. (1982). Type A (coronary-prone) behavior and self-reported physical and cognitive reactions to actual-life stressors. Perceptual and Motor Skills, 56, 545-546.
Articles : Second Author
Kareaga, Alberto, Exeberria, Sabino, Smith, Jonathan C. (2009) Evaluation of burnout and psichological well-being among health professionals in the Basque Country. Revista de Psicologķa del Trabajo y de las Organizaciones 24, 2 235-252.
Amutio, A. & Smith, J. C. (2007) The factor structure of situational and dispositional versions of the Smith Irrational Beliefs Inventory in a Spanish student population. International Journal of Stress Management. Vol 14(3), 321-328.
Piiparinin, R. A. And Smith, J. C. (2004). Stress symptoms one year after 9/11/01: A follow-up/ Perceptual and Motor Skills, 99 (2), 577-580
Ghonchec, S. and Smith, J. C. (2004). Progressive muscle relaxation, yoga stretching, and ABC relaxation theory. Journal of Clinical Psychology, 60, 131-136
Matsumoto, M. & Smith, J. C. (2001). Progressive Muscle Relaxation, Breathing, and ABC relaxation. Journal of Clinical Psychology.
Gillani, N . B. & Smith, J. C. (2001). Zen meditation and ABC Relaxation Theory: An exploration of relaxation states, beliefs, dispositions, and motivations. Journal of clinical psychology, 57, 839-846.
Khasky, A. D. & Smith, J. C. (1999). Stress, relaxation statets, and creativity. Perceptual and Motor Skills, 88, 409-416.
Weinstein, M. Smith, J. C., & Turovetz, L. (1989). The validity of an objective, inexpensive measure of relaxaation. Canadian Journal of Counseling, 23, 208-210
Weinstein, M. & Smith, J. C. (1986). Isometric squeeze relaxation and meditation. Perceptual and Motor Skills, 60, 332-345.
First / Second Author in Advances in ABC Relaxation
Smith, J. C. (2001). The factor structure and correlates of negative relaxation attitudes. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 67-171.
Smith, J. C. (2001). The factor structure and correlates of claimed relaxation benefits. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 172-175
Smith, J. C. (2001). ABC Relaxation Theory and yoga, meditation, and prayer: Relaxation dispositions, motivations, beliefs, and practice patterns. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 197-201.
Smith, J. C., McDuffie, S. R., Ritchie, T., Holmes, R. H. (2001) Ethnic and racial differences in relaxation states for recalled relaxation activities. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 115-116
Smith, J. C. Y Sohnle, S. (2001). Stress, relaxation dispositions, and recalled relaxation states for one's preferred relaxation activity. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 143-148.
Smith, J. C. & Jackson, LuElla. (2001). Breathing exercises and relaxation states. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 202-204
Smith, J. C., Goc, N. L., & Kinzer, D. J. (2001). Initial trial of the Smith Intercentering Inventory: Progressive muscle relaxation,versus yoga stretching versus breathing relaxation. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 212-204
ROOSEVELT PSYC STUDENTS BECOME
FIRST-TIME AUTHORS THROUGH THE STRESS INSTITUTE
NEW STUDENT AUTHORS
Allen, Dan (I/O)
Anderson, John
Anderson, Katheryn
Aria, Les
Bowers, Rachael
Byers, Kristie
Cucci, Louis
Darner, Renee. M.
Dumitrescu, Claudiu
Fagerman, Elizabeth
Gaff, Jonathan
Goc, Natalie
Ghonchec, S.
Gillani, Louri.
Goldner, Corie
Gonzales, Raphael
Holmes, Robert
Hughes, Regina
Jackson, LuElla
Joyce, Carol A
Karmin, Arron
Kinzer, David
Koliyoto, C.
Lewis, Jacquie
Matsumoto, Mia.
Mui, Pearson
McDuffie, Steve
Piiparinin, Richard
Rausch, Carol
Rice, Steve
Ritchie, Tim
Segin, Carol
Seidel, Jim
Sheridan, Mary
Siebert, Jim
Sohnle, Steve
Sonobe, Yoshie
Sparks, Stacey
Wasik, Mark
Wedell, Ann
Williams, Julian
STUDENT PUBLICATIONS
Piiparinin, R. A. And Smith, J. C. (2005). Stress symptoms and the terrorist attacks of 9/11/01: One year after. Perceptual and Motor Skills
Anderson, K. P. The Symptom Checklist-90-Revised and relaxation states during ones preferred relaxation activity. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 138-142
Smith, J. C. And Joyce, C. A. (2004). Mozart versus New Age music: Relaxation states, stress, and ABC relaxation theory. Journal of Music Therapy. 41 215-224.
Smith, J. C. And Piiparinin, R. A. (2003). Stress symptoms of two groups before and after the terrorist attacks of 9/11/01. Perceptual and Motor Skills, 97, 360-364
Bowers, R., Darner, R. M., Goldner, C. L., Sohnle, S. (2001). Gender differences for recalled relaxation states, dispositions, beliefs, and benefits. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 111-114
Ghonchec , S. and Smith, J. C. (2004). Progressive muscle relaxation, yoga stretching, and ABC relaxation theory. Journal of Clinical Psychology, 60, 131-136
McDuffie, S. R. (2001). Race, gender, and ABC relaxation theory. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 117-121.
Matsumoto, M. & Smith, J. C. (2001). Progressive Muscle Relaxation, Breathing, and ABC relaxation. Journal of Clinical Psychology.
Gaff, J. L. Health status, stress and relaxation dispositions, motivations, and beliefs. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 145-149
Gillani, N . B. & Smith, J. C. (2001). Zen meditation and ABC Relaxation Theory: An exploration of relaxation states, beliefs, dispositions, and motivations. Journal of clinical psychology, 57, 839-846.
Hughes, R. F. (2001). The NEO Personality Inventory Revised and relaxation dispositions, motivations, and beliefs. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 126-131.
Leslie, K. A. & Clavin, S. L. (2001). The Sixteen Personality Factor Questionnaire recalled relaxation states in ones preferred relaxation activity. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 122-125
Smith, J. C., Wedell, A. B., Kolotylo, C. J., Lewis, J. E., Byers, K. Y. & Segin, C. M. (2000). ABC Relaxation Theory and the factor structure of relaxation states, recalled relaxation activities, dispositions, and motivations. Psychological Reports, 86, 1201-1208.
Smith, J. C., Amutio, A. Anderson, J. A., & Aria, L. A. (1996). Relaxation: Mapping an uncharted world. Biofeedback and Self-Regulation, 21 63-69.
Smith, J. C. & Siebert, J. R. (1984). Self-reported physical stress reactions: First and second-order factors. Biofeedback and Self-Regulation, 9, 215-227.
Smith, J. C. & Seidel, J. M. (1982). The factor structure of self-reported physical stress reactions. Biofeedback and Self-Regulation, 7, 35-47.
Smith, J. C. & Sheridan, M. (1982). Type A (coronary-prone) behavior and self-reported physical and cognitive reactions to actual-life stressors. Perceptual and Motor Skills, 56, 545-546.
Smith, J. C., McDuffie, S. R., Ritchie, T., Holmes, R. H. (2001) Ethnic and racial differences in relaxation states for recalled relaxation activities. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 115-116
Smith, J. C. Y Sohnle, S. (2001). Stress, relaxation dispositions, and recalled relaxation states for one=s preferred relaxation activity. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 143-148.
Smith, J. C. & Jackson, LuElla. (2001). Breathing exercises and relaxation states. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 202-204
Smith, J. C., Goc, N. L., & Kinzer, D. J. (2001). Initial trial of the Smith Intercentering Inventory: Progressive muscle relaxation,versus yoga stretching versus breathing relaxation. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 212-204
Sohnle, S. (2001) The Millon Index of Personality Styles and recalled relaxation states for ones preferred relaxation activity. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 132-142
Sonobe, Y. (2001). Coping styles and relaxation dispositions, motivations, and beliefs. In J. C. Smith (Ed). Advances in ABC Relaxation Training. New York: Springer. 149-156
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TABLE OF CONTENTS
Pseudoscience and Extraordinary Claims of the Paranormal:
A Critical Thinker's Toolkit
PART 1: INTRODUCTION.
Chapter 1: The Continuum Mysteriosum.
Making Sense out of Mysteries: The Continuum Mysteriosum.
Extraordinary, Nonparanormal Mysteries.
An Invitation.
Chapter 2: Why Study These Things?
The Dangers of Unexamined Paranormal Claims.
The Risk of Paranormal Passion and the Critical Thinker s Toolkit.
Eight Reality-Checks: The Critical Thinker s Toolkit.
PART II: THE CRITICAL THINKERS TOOLKIT.
EVALUATE SUPPORT FOR A CLAIM.
Chapter 3: Reality Check: Are the Sources Credible?
Astrology.
Questionable Sources.
The Question of Authority.
When Experts Get It Wrong.
An Invitation to Question.
Chapter 4: Reality Check: Is the Logic Valid and Sound?
Basic Logic.
Informal Logical Fallacies.
Premises, Logic, and Hypothesis Testing.
Chapter 5: Reality Check: Are Claims Based on Science: (Observations, Tests, and Theories)?
Observations.
Tests.
Theories.
Sagan s Balance and the FEDS Standard.
Science and Alternative Hypotheses.
CONSIDER ALTERNATIVE EXPLANATIONS.
Chapter 6: Reality Checking for Oddities of Nature and the World of Numbers.
Probability Estimates and Bias.
Math Ignorance.
Coincidences.
The Clumpiness of Randomness.
The Law of Very Large Numbers.
Science and Chance.
Summary: Psychic Bias.
Chapter 7: Reality Checking for Perceptual Error and Trickery.
Top-Down Processes and Perception.
Manipulations of Magicians and Psychics: The Cold Reading Toolkit.
Hypnotic Suggestion Enhancers.
Chapter 8: Reality Checking for Memory Errors.
Memory Myths.
What is Memory?.
Memory Errors.
Déją vu.
The Déją vu Reality Check.
Chapter 9: Reality Checking for the Placebo Effect.
What are Placebos?.
Weak and Strong Placebos.
Is the Placebo Effect Real? Underlying Placebogenic Mechanisms.
Placebos and Superstitious Beliefs.
Placebo Controversies.
Placebos and Performance.
Chapter 10: Reality Checking for Sensory Anomalies and Hallucinations.
Sensory Phenomena.
Migraines.
Tunnel Experiences.
Hallucinations.
Hallucinations and the Critical Thinker s Toolkit.
PART 3: THE PARANORMAL FILES.
Chapter 11: Spiritualism and the Survival Hypothesis .
History of the Spiritualist Movement.
Impact of Spiritualism.
Spiritualism Today.
Research on Life after Death.
Research on Channeling and Mediums.
Conclusion.
Chapter 12: Parapsychology.
The Language of Parapsychology.
Research on PSI.
Conclusion: The State of PSI Research.
Chapter 13: Energy Treatments and Complementary and Alternative Medicine (CAM).
Contemporary Views of Energy: The Scientific Perspective.
Concepts of Energy in Children and Western History: Vitalism.
Chinese History and Energy: The Yin-Yang School.
Chinese Energy Treatments.
Western Energy Treatments.
Conclusion.
Chapter 14: Supernatural Cures and Faith Healing.
The Varieties of Healing Experience.
The Evidence.
Chapter 15: Creationism, Intelligent Design, and God.
Great Debate.
Things Great and Small.
Chapter 16: The Reality Checkup: Using your Toolkit.
The Reality Checkup.
How to Carry on a Civilized Discussion about the Paranormal.
Parting Words: The Paranormal Challenge.
APPENDIX A: Complementary and Alternative Medicine.
APPENDIX B: Critical Thinking and Paranormal Resources.
APPENDIX C: Susan Blackmore on Paranormal Research
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