Tolman's Rat

I am applying to just three schools and I want to look at very similar problems across all three. I am interested in learning and decision making - how do we gather information about the world, organizing abstract hierarchies from a mess of incoming data. I'm interested in this topic from multiple perspectives though. Proximally, what are the processes that organize what we learn about the environment. Distally, what are the developmental factors that influence gradations in our ability to learn and organize incoming information? My POIs are mostly in cognition, but their grad students often collaborate with faculty in developmental. Most of my own coursework comes in development, I don't have many cognitive courses, but since my POIs are in cognition, I have mostly applied to cognitive areas as my primary area of interest. Is there any chance that this will be viewed as a problem? I mean, I know that my interests are pretty narrow. I just understand the importance of an eclectic approach. I've tried to make this clear in my SOP, but I'm worried that I'll be viewed as having lack of direction. As you can tell, the waiting process is driving me insane Your thoughts are welcome.

Do you believe that the reaction would have been different had there been a male-specific confound that rendered their data invalid? To me, this seems like a very valid suggestion and not at all provocative. It is not as though you are prohibiting women from participating in a study, but rather recognizing the lack of adequate control, and adjusting accordingly. It's unfortunate that your colleagues replied in such an immature manner, and I have never encountered something like this. It is a design issue, not an ethical issue by any means.

I didn't assume you were being snarky, or insinuating anything, just providing rationale for applying to a select few schools

I only applied to three schools as well. I know where I want to be, I know the programs that are a perfect match for my interests, and I won't settle until I get in. For me, it wasn't about 'casting a net' and hoping to get in somewhere. Plus, $100 application fee per school is a lot to stomach for schools that aren't an absolute perfect match.

Hoping my Canadian grades are meaningful, even though my undergrad hasn't developed an outstanding reputation yet I didn't convert for applications, just for my own knowledge.

I had two similar errors that I found in two separate applications. One read "at cognitive level" and the other read "the substantial importance" I wouldn't worry about it. I've contacted grad admissions, they said the adcomm might not even notice it, and if they did, are they really going to deny someone that is a perfect fit because of a silly little typo that doesn't at all reflect the writing competency of the applicant? In all likelihood, no, so it's not something that will bring your application down. You could contact them and ask, because obviously no errors would be better than this one error, but I think you'll get a similar reply to the one I received.

I'm in the same position now as well. The application process was fun because I'd stay up until my eyes wouldn't stay open anymore working on my SOP and other aspects of the application. Now I stay up searching the gradcafe for admissions results (to compare myself to those accepted/rejected), searching Google / programs that I've applied to for what I hope will be helpful information on my chances (it never is). I mentioned this in another thread, but I would like to simply sleep until January 10th. Just a month. Even if I still have to wait a while from there, a month fast-forward would do me a lot of good.

I have TA positions secured in a course or two, (intro psych) and stats, so that shouldn't be a problem (money). I'd probably just volunteer in some other labs around my undergrad, since there are few paid positions available (though I'd seek them out if possible). I'm just worried that relevant research experience is going to hold me back, but there really isn't anyone conducting relevant research at my undergrad. If it comes to this, I might have to get creative...

It's funny, all along I have thought that research experience was a big strength of my application, but I'm starting to realize that others are actually further along in that regard. It sounds like you've done a very good job in getting research experience, and you've been proactive in the process as well given that your undergraduate institution is not research heavy. I've worked in one social-developmental lab for a long time, nearly three years. We presented a poster at a conference last year that I was third author on. I ran that study independently, the second author was my PIs MA student who has pretty much gone MIA but still got second authorship (ugh). I'm working on another study with them this year that is essentially a follow-up to the previous. I've done a lot of data collection, entry, worked with different programs/equipment (e.g., MATLAB, ECG) but don't have publications to show for my work. This PI is more involved in teaching and isn't really a leading researcher. I worked in cognitive/affective neuroscience lab where I didn't really work on any projects specifically, but rather helped with data collection/entry for a whole bunch, cleaned and entered data, and helped to design some stimuli. Didn't get authorship on anything there, as I only worked with them for maybe 6 months. I have since taken courses with the PI and he's a big shot in his field (editor of the journal Brain and Cognition) and he really likes me, so hopefully that will be a solid letter. I did my thesis research in a human sexuality lab, also with a guy who is a big name in his field. This was probably my most helpful research experience - I did a pretty complex analysis (multiple logistic regression), tons of data collection and entry (800+ questionnaires of 30+ pages), but it doesn't seem that my PI is too intent to publish. He said that there is a good shot that we publish a subsection of the results, but that my thesis covers such a wide span, that it would have to be broken down. I don't even know if I want to pursue publication at this point. I've mentioned it and he doesn't seem to be in much of a rush, even though he gave me an A+ on the thesis and promised me a very favourable LOR. In sum - I think you are right on track with your research. You've got experience that is related to your field (more than what I can say) as well as experience in three different labs and publication/presentation experience. If you're confident in the other aspects of your application, this is certainly not going to bring you down.

Download Kaplan's GRE flash cards on your smartphone. 500 GRE words divided into three categories, it helped me immensely. That's a really quick way to help. Other options include practice prep books. ETS and Manhattan are probably your best bets. ETS for general test-taking strategies, Manhattan's books are very specific and will help you with all components of the exam (verbal and quant - there are 8 books that I think you can purchase separately)

Very nervous...as some above have said, it's been a monumental time grab. I'm not even taking a full course load (I'm taking a 5th year to gather myself) and I have found myself more overwhelmed than ever, including when conducting my thesis research last year. All of my deadlines have passed and still I lie awake until 3:30AM reading over my SOPs, reassuring myself that I'm a good fit, etc. Like the poster above, I only applied to schools that I really want to go to. I'm prepared to do this again next year if I need to, because I'm determined to get in where I've applied. It would really be nice to not need to, though, and just get in to one of the three schools.

Hi, Not in Bioscience but I saw this post from the main page. Is your application otherwise submitted? Mine says the same thing, deadline was Nov. 20, underneath "Stanford University - Application for Graduate Admission for Autumn 2013-2014" it says "Payment accepted, form submitted successfully" but then under the checklist, under application heading, it says "Application Status: Incomplete" I think, for me, this is because they have yet to receive the 2 official transcripts from my undergrad. You may want to check the requirements for your application, or e-mail the grad advisor to ensure that you've submitted everything they need for the early review process. Another possibility that ran through my head when I saw it was that it just meant the review process is incomplete - they've yet to make a decision either way on your application.

No, 21st percentile. That's pretty far down there...you could certainly hope that Engineering programs don't care much for verbal scores, and that being an international student will also aid you in that regard. I don't know though, you will have to check those schools for absolute minimum requirements. Some have min. requirements of 50th percentile and as long as you're above that, it doesn't matter too much. You need to look into it more and e-mail some advisors at those schools. My own intuition, though, is that a 21% is gonna be pretty harmful.

Is there any way that I can just, I don't know, sleep until mid-January? Perhaps wake up in a month and a half to some acceptance e-mails?

Unfortunately, my thesis didn't come in my proposed area of study, but that's OK, I think. I ended up attaching my thesis whenever I had the option to upload a single supplementary document. Most of my applications allowed for a CV to be uploaded as well, so it all worked out in that sense. A thesis is great, according to my recommenders, since it demonstrates both excellent writing skills and research skills. I'm glad that I waited a year to apply so that I could bolster my application with all of my 4th year experiences...

I didn't take a subject test, but if they are available online by the 10th, your schools should be able to see them that day. My scores were visible online for me and officially received by schools on the same day.

I don't know if this is at all accurate - but it is quite possible that you have become so familiar with the material, and become so bored of it, that you are passing off those messages subliminally to your students. I TA'ed a required stats course for two years, most students had zero interest in taking it, so it was my job to boost them up and make it more fun. My second year doing it, I found more of my students disengaged and rolling their eyes. I realized that I had to get back to being passionate about it - even if it meant making an ass of myself - in order to get students re-engaged. Make stupid jokes, no one will laugh but they'll respect you and see that someone is enjoying it. Try and begin the class with more casual discussion, not necessarily course-related. Just try to re-engage them in the environment of the classroom. If what you're doing has worked before, it's either the way you're doing it, or just the class.

I haven't talked to any department that has told me December. Stanford says mid to late January, same with UCSD, Berkeley hasn't really given me a time period, saying that it can vary quite a bit.

If you want to do relatively well, and just capture a few key concepts so as to not embarrass yourself, take the advice that midnight streetlight has given. I have heard that Princeton is very good for giving a clear and concise overview of everything, in terms of study tips, tricks, for more obscure concepts. Definitely make sure you digest some key concepts in algebra, geometry, number properties, fractions/decimals/percents, and familiarize yourself with word problems. Unfortunately, my test last month was everything that I am NOT good at - a lot of geometry and number properties. I wish I had gotten central tendency, probability, variability (I have worked as a stats TA for two years) I used the Manhattan test prep. It's VERY good if you want to go incredibly in-depth and absolutely nail the GRE. Unfortunately, I did not have the resolve to really power through all of the material and take enough practice tests to apply my knowledge. I should have gone with Princeton and ETS, in hindsight.

I filled in...all three schools to which I've applied have similar research interests and scientific philosophy. I figured that it could signal that I know what I'm looking for and have singled down my programs of choice accordingly.

I hadn't seen this thread until now! I am only applying to one social psych program (at UCSD to work with Chris Bryan, social-cognitive focus) but it seems I am applying to a lot of the same programs as everyone in here. I am mostly applying to cognitive and developmental programs. Frank/Goodman at Stanford, Lombrozo and Gopnik at Berkeley, Bryan and McKenzie at UCSD Psych, Boroditsky, Bergen, Deak at UCSD CogSci. Anyone who wants to chat and connect about applications, the horrendous wait now that they're in, etc., feel free to PM. I'd love to chat with potential colleagues.

I am in the same boat as you, actually. 162V and 152Q, 5AW, and also applying to Psych programs (though I am applying to cognitive and developmental programs) This is the advice that I have received: try and sell your best skills. The quantitative score isn't good, and you need to have analytical skills to be a grad student in psych, so try and sell the adcomms on your performance in stats/research classes, your experience with conducting data analysis, etc. For example: I have worked as a TA in stats for 2 years, so I worked that into my SOP along with my excellent grades in stats courses taken at my undergrad institution. I also talked about my thesis work, which included a fairly complex analysis. Personally, I would submit the excellent verbal score and the not-so-great quant score. I think the verbal will speak for itself, and if you have any sort of quant background, you can sell the skills and try to demonstrate the quant score as an aberration. I think the difference from a 165 to a 157 (V) is more significant than the drop from a 155 to a 152 (Q). This is your best chance, at least in my opinion, of separating yourself from the pack.

OK! It makes me feel a little better that others have made the same mistake. I mean, it's such a silly error that I've made similar errors on major papers and still come out with an A+ I agree, and it seems obvious enough that adcomms will be looking content not grammar, and really, grammar should only play a part if it's an obvious issue that reflects poorly on the candidate's writing skills. That isn't the case (I have attached my thesis research as a supplemental document, and my recommenders have told me that this demonstrates my excellent writing skills) I hope you're right and they won't even notice it. The grad advisor told me the same thing, it's unlikely to even be noticed, and if it is, it won't be the difference maker. Well...when you put it that way... My neuroticism gets the best of me sometimes, but I suppose it's gotten me this far...

I'm sure none of us can say definitively, but how poorly do you think a few silly mistakes will reflect on me? They are just typographical errors that must have gotten lost in the editing process. One: "I believe that an eclectic approach to topics in psychology is essential for a holistic understanding of contemporary issues in psychology. No single approach is sufficient to explain complex phenomena. We should strive to understand processes at the neural level, at cognitive level, and within a developmental framework, both ontogenetic and evolutionary." Two: "In order to foster the development of psychology, the teaching of undergraduates is of the substantial importance." The bolded being the mistakes. So unbelievably frustrating. I went over these so many times, but after X amount of edits, the words just start blending together, I guess. I'd like to think that these small errors won't entirely ruin an application package, but I also had a hiccup on the quant GRE (which, hopefully, is mitigated by my outstanding stats background) The rest of my package is solid. My recommenders said that my statements are very strong. They wrote very positive letters. My GPA is very strong. Plenty of research experience. Did very well on verbal and AW GRE. Insight, anyone?

Thanks for the feedback! It is all pretty much what I had previously assumed. There was no reason for me NOT to waive it since all of my recommenders said that they were writing very favourable letters, but I kind of want to see what they wrote