Russell T. Hurlburt, Ph.D.
Professor of Psychology
University of Nevada, Las Vegas
To visit Dr. Hurlburt's home page, click here.
To visit Dr. Hurlburt's UNLV PSY210 'Statistical Methods in Psychology' Distance Education course click here
To visit Dr. Barchard's UNLV PSY210 'Statistical Methods in Psychology' Distance Education course click here
To visit Ms. Guillaume's UNLV PSY210 'Statistical Methods in Psychology' Distance Education course click here.
Last modified 2/11/11
Selected Descriptive Experience Sampling Papers
Full texts are available by clicking the article if you wish to view it in accord with "fair use" laws.
Heavey, C. L., Hurlburt, R. T., & Lefforge, N. (in press). Descriptive experience sampling: Exploring moments of inner experience. Qualitative Research in Psychology.
Hurlburt, R. T. (2009). Iteratively apprehending pristine experience. Journal of Consciousness Studies, 16(10-12), 156-188.
Hurlburt, R. T., Heavey, C. L., & Bensaheb, A. (2009). Sensory awareness. Journal of Consciousness Studies, 16(10-12), 231-251.
Hurlburt, R. T. (2009). Descriptive experience sampling. In T. Baynes, A. Cleermans, & P. Wilken (Eds.), Oxford Companion to Consciousness, pp. 225-227. Oxford, UK: Oxford University Press. Penultimate version.
Hurlburt, R. T. (2009). Unsymbolized thinking, sensory awareness, and mindreading. Behavioral and Brain Sciences, 32, 149-150. (doi:10.1017/S0140525X09000673.) Penultimate version.
Hurlburt, R. T. & Akhter, S. A. (2008). Unsymbolized thinking is a clearly defined phenomenon: A reply to Persaud.
Consciousness and Cognition, 17, 1376-1377. doi:10.1016/j.concog.2008.07.004. Penultimate version.
Hurlburt, R. T. & Akhter, S. A. (2008). Unsymbolized thinking. Consciousness and Cognition, 17, 1364-1374.
Heavey, C. L. & Hurlburt, R. T. (2008). The phenomena of inner experience. Consciousness and Cognition, doi:10.1016/j.concog.2007.12.006.
Hurlburt, R. T. & Akhter, S. A. (2006). The Descriptive Experience Sampling method. Phenomenology and the Cognitive Sciences, 5, 271-301.
Hurlburt, R. T. & Knapp, T. K. (2006). Muensterberg in 1898, not Allport in 1937, introduced the terms 'idiographic'and 'nomothetic' to American psychology. Theory & Psychology, 16, 287-293.
Hurlburt, R. T. & Heavey, C. L. (2004). To beep or not to beep: Obtaining accurate reports about awareness. Journal of Consciousness Studies, 11, 113-128.
Hurlburt, R. T. & Heavey, C. L. (2002). Interobserver reliability of Descriptive Experience Sampling. Cognitive Therapy and Research, 26, 135-142.
Hurlburt, R. T., Koch, M., & Heavey, C. L. (2002). Descriptive Experience Sampling demonstrates the connection of thinking to externally observable behavior. Cognitive Therapy and Research, 26, 117-134.
Hurlburt, R. T., & Heavey, C. L. (2001). Telling what we know: describing inner experience. Trends in Cognitive Sciences, 5, 400-403.
Hurlburt, R. T. (1997). Randomly sampling thinking in the natural environment. Journal of Consulting and Clinical Psychology, 65, 941-949.
Hurlburt, R. T., Happe, F.,& Frith, U. (1994). Sampling the form of inner experience in three adults with Asperger syndrome. Psychological Medicine, 24, 385-395.
Teaching introductory statistics
Statistical reasoning is one of the modern educated person's fundamental skills: scientific, economic, political, and everyday decisions almost always rest on a statistical foundation. I've written the textbook Comprehending Behavioral Statistics (now in its fourth edition) to provide an honest comprehension of this important material, making statistical concepts readily accessible without sacrificing statistical correctness.
Comprehending Behavioral Statistics is noted especially for two innovations not found in any other textbook: eyeball estimation and progressive cumulative review.
The Personal Trainer CD complements Comprehending Behavioral Statistics. Personal Trainer is a potent learning-tool package with five main features:
- Eyeball-estimation techniques enable you to predict, without the use of a calculator or statistical tables, the approximate magnitude of statistics. Then computation confirms your eyeball-estimate. Eyeball estimation brings students in contact with their data and visually demonstrates the connections between data and statistics. It's quick, useful, and besides that, it's fun.
- Progressive cumulative review gives you the chance to exercise one of the most important skills in statistics, determining what statistical procedure is appropriate for this situation. In most texts, students already know what procedure to apply by the chapter they happen to be in. Progressive cumulative review gives you practice in that discrimination.
- Lectlets--short, interactive, audio/visual lectures. You hear me talking to you about all the concepts in the course. I ask you questions. You type your responses on the computer screen, and I provide immediate feedback.
- ESTAT--explorational and computational software. For example, ESTAT will present a scatterplot with a line drawn through it. You grab the line with the mouse and move it around until it best fits the scatterplot. That's your eyeball-estimate of the regression line. Then ESTAT will give you immediate feedback on how well you did. It's a potent learning device that masquerades as a game.
- Iinteractive algebra review--a quick interactive brush-up on the algebra concepts necessary for comprehending statistics.
- Supplementary Resources--amplifications of the material in the textbook. These Resources are seamless (same author, same notation, same look and feel) extensions that can be read on the computer screen or printed if desired.
- QuizMaster--interactive review of all the concepts in the textbook.
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