week 4 of psych 300
week 4 of psych 300 13456
Popular in Introduction to Research Methods in Psychology
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This 4 page Class Notes was uploaded by Kristi Meyer on Friday September 25, 2015. The Class Notes belongs to 13456 at Grand Valley State University taught by Elizabeth Flandeau in Summer 2015. Since its upload, it has received 19 views. For similar materials see Introduction to Research Methods in Psychology in Psychlogy at Grand Valley State University.
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Date Created: 09/25/15
Week 4 of psych 300 class Overview of what we did in class Tuesday 0 We went over another schedule for class somethings were moved on due dates 0 We also got the topics for the exam 0 Lecture on chapter 8 and started 10 0 Worked the last 5 minutes in our group Overview of what we did in class Thursday 0 Finished chapter 10 notes started chapter 12 notes 0 Last 5 minutes in class we worked in our groups Lecture day 6 0 Rules for causality 0 Must be a relationship between the 2 variables 39 Causeeffect relationship 0 Cause must precede the effect in time o Rival hypothesis must be implausible I Nothing else can cause the effect of the DV 0 What makes a good hypothesis 0 Internal validity Wellcontrolled Useful research question IV is manipulated Measurable DV 0 Does IV cause DV 0 Gold standard experiment 0 IV is manipulated 0 Random assignment of participants I Control group experimental group 0 Both groups essentially identical 0 O O 0 Bad experiment 0 Lack of internal validity 0 Weak design o Inconclusive results I Waste of time and money Strong design 0 Establish causality Quasiexperimental design 0 IV not manipulated 0 Subject variable Weak Designs One group posttest only design 0 Psych 101 class takes a posttest after the end of the semester and saying that they learned a lot just because they took the class One group pretest posttest design 0 Given a class a test before and after the class to see if there was improvement over the semester Posttest only with nonequivalent groups 0 Two psych 101 classes taught by different professors give each class a test at the end of the semester and decided what professor teaches better based on the scores of the test Quasi experimental design non equivalent group 0 Not assigned to groups 0 Have pretest and posttest o rival hypothesis is very bad for a quasi experimental design 0 Posttest pretest learning I 100 70 30 learned Experimental does better than the control group on the pretest rival hypothesis Experimental group does worse than the control group on the pretest rival hypothesis Crossover effect experiment group does worse on the pretest than the control group but does better on the posttest than the control group How to make a quasi experiment design strong 0 Matching make the groups as similar as possible I All juniors same number of male and females in one group Strong Designs 0 Between participants designs random assignment to groups each group is exposed to different levels of the IV I Posttest only control group design 0 Has a control group 0 You get to assign those to take a class and those who have not taken the class and after the class is over you give both the groups taken the class not taken the class a test and then compare the results from both groups 0 Hopefully the ones who took the class get a higher score than those who didn t take the class 0 Within participants design all participants receive all levels of IV 0 Posttest only control group with 3 groups I You use the same people in each group and test them with small medium or large things I Less participants 0 Example during class was 15 total people and test their cognitive abilities based on what they have for breakfast 0 One group Monday Wednesday had cereal oatmeal and no breakfast 0 Group 2 oatmeal no breakfast and cereal 0 Group 3 no breakfast cereal and oatmeal 0 Results oatmeal is the best breakfast for cognitive ability irrelevant o Factorial Design two or more IV s are studied to determine their separate and joint effects in the DV Chapter 12 notes 0 Answer you get will depend on the questions you ask on a surveyquestionnaire 0 Topics appropriate for survey 0 Units of analysis respondents 0 Person who responds to the survey with truthful answers Large sample inexpensive original data measuring attitudes Over use by marketing and political Selfreport beliefsbehaviors Knowledge Multiple hypothesis Typically correlational I Crosssectional snapshot in time 000000 0 Between subject I Longitudinal long 0 Within subject 0 Guidelines for asking questions 0 Open ended participant provides their own answer 0 Close ended experimenter comes up With the answers Don ts 0 Leading questions most people text and drive do you 0 Ignore social desirability how much pot do you smoke 0 Double barreled question do you support texting and driving 0 Ask long questions 0 Ask irrelevant questions do you like my shoes 0 Use highly emotional slang words 0 Use big words 0 Vague qualifiers sometimes few rarely 0 Question directsimplicity 0 Answers are mutually exclusive amp exhaustive 0 Provide a time frame WATCH OUT 0 Yea or nea saying 0 Acquiescence agrees With everything 0 Framing effects pro words 0 Progressive o Prolife o Prochoice Formatting for Surveys 0 group similar topics together avoid confusing metrics don t switch metrics 0 important questions first