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- Ron Weisman,
- Copyright 2007 by the =
author
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- We didn’t need to look inside the box to find relative pitch. =
(in
fact, it was hard to find inside the box.)
- We found relative pitch in plain sight in nature.
- No operant chambers were sacrificed to obtain our findings.
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- Causation (includes stimulus and neuroscience determinants)
- Developmental determinants.
- Adaptation (Evolutionary determinants)
- Comparative determinants.
- Suggested by N. Tinbergen. If you aren’t answering these
questions, what are you doing?
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- Does a constant frequency ratio help?
- Is early learning about song important?
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- Constant relative pitch improves perception of the tone pairs.
- Normal rearing with father and other males improves relative pitch
perception. We already know that chickadees can’t sing proper =
song
with out normal development.
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- Multiple Alternative Hypotheses
- Positive Controls
- Anticipating Reviewers’ Comments
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- An example from absolute pitch (AP) processing in birds and mammals.=
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- Only humans have inferior AP
- Only songbirds have superior AP
- Some mammals and some birds have superior AP depending on adaptation=
- Birds have superior AP and mammals do not
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- Humans have mediocre AP
- Rats have mediocre AP
- All songbird species tested have superior AP--So do parrots
- Pigeons have AP nearly as accurate as that of songbirds and parrots<=
/li>
- The experiments support the idea that birds have superior AP and mam=
mals
do not.
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- Multiple Alternative Hypotheses
- Positive Controls
- Anticipating Reviewers’ Comments
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- Why did you do it that way?
- Is your measurement convincing?
- Does everything add up? Subjects and Stimuli.
- Are your figures and stats convincing?
- Did you cite the most likely reviewers?
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- Get Strunk & White and memorize its principles as you write your
first few papers. You will be writing for the rest of your life̵=
2;you
might as well get good at it. E.B. White was among the best editors =
and
writers in the English language.
- Yes, you are supposed to just know the book (it’s tiny)—=
you
will have no time to look up what you need every time you write.
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- If you leave yourself out of your writing it will be dry and boring.=
Use
personal pronouns and write active sentences.
- Your faculty advisor may not write that way but you should—at
least you should after your doctorate.
- Do not confuse writing badly with being objective. They are not the =
same
thing.
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- Make definite assertions. Avoid tame, colorless, hesitating,
non-committal language.
- Express co-ordinate ideas in similar form.The principle of parallel
construction requires that expressions of similar content and functi=
on
should be outwardly similar.
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- Do not be intimidated. Learn what an editor’s letter means.
- Learn how to respond to reviewers’ comments quickly and succin=
ctly.
- Learn to take advice f=
rom
the reviewers and from your colleagues. If they notice flaws in your
writing so will others.
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