Video Series on Brian Haig’s (2014) Book

I am making a video series (“study guide”) about Brian Haig‘s Book, Investigating the Psychological World: Scientific Method in the Behavioral Sciences. We are reading the book with my students in the course, Systems & Theories in Psychology. Most of the students in that class are in their final year and are doing a final-year research project.

I will be going through the book chapter by chapter, devoting two videos to each chapter. Feel free to read along, watch the videos, share your thoughts, ask questions, etc. Here is the the playlist (I will add a new video to it every week).


This term, when I am listening to student presentations, I find myself wanting to give feedback more and more on the form and style of presentation. What kind of feedback?

  • Look at your classmates (at least occasionally). Don’t dismiss yourself and your presentation at the outset. Don’t dismiss the possibility that someone might be interested, that someone might be actually listening to you.
  • Be responsive to what you are saying. Highlight what is important with your tone.
  • When you find that the class isn’t paying attention to you, your instinct might tell you to speed up and over-explain your points. Don’t do that. Slow down. Even take a few seconds in silence. Your distance from the audience increases as you speed up an opaque monologue. Silence is shared. In silence, you can join the audience and start over.
  • Give a presentation like a beginner, as someone who intends to learn from the experience, not as someone who wants to survive it with a self-defeating attitude of resignation.
  • Don’t say things you don’t understand.
  • There is no need to be too serious. The urge to bullshit is grounded, not in playfulness, but in misguided seriousness.

And so on and on, most of my feedback is directed at the style and form of the presentations. That could be because the content (if we abstract it away from the presentation in the form of a script) is usually good. Or it could be because the students’ body-language speaks louder than their words.