RESEARCH METHODS
Spring 2020
|
Class Information |
Instructor Information |
|
PSYCH 3002, Sec 02 |
Helen C. Harton, Ph.D. |
|
Sabin 227/109 (lab) |
Bartlett 2080 |
|
MWF 11-11:50 + M 12:00-12:50 |
273-2235; harton@uni.edu |
Office hours: Monday 3-4 pm, Friday 1-2:50 pm and as arranged
TA: Jordan Newburg, newburgj@uni.edu, Bartlett 1063
Her office hour: Tuesdays 1-2 and as arranged
Course Information
Course Learning Outcomes: By the end of this course, you should be able to:
Instructor Course Description: In this course, you will learn how to design, interpret, present, and evaluate psychological research.
Course Catalog Description: Introduction to fundamentals of
psychological inquiry. Emphasis on experimental research but all major
approaches (correlational, field, clinical, phenomenological)
considered. Prerequisite(s): PSYCH 1001; plus 6 additional credit hours in
psychology.
Syllabus/Class Information: The course syllabus can be found linked from the instructor’s website, www.uni.edu/harton, or directly at www.uni.edu/harton/rmsyll20s.htm. It is also linked from the BlackBoard elearning site. Hyperlinks in the website link to PowerPoint slides for the class, readings, and further information on assignments. PowerPoint slides will generally be posted before each class.
Required Readings
Textbooks:
Jhangiani, R. S., Chiang, I-C. A., Cuttler, C., & Leighton, D. C. (2019). Research methods in psychology (4th ed.). Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. https://kpu.pressbooks.pub/psychmethods4e/
American Psychological Association
(2019). Publication manual of the
American Psychological Association (7th ed). http://doi.org/10.1037/0000165-000
(optional)
In addition, some short articles and podcasts will be assigned in class. Links will be provided via email.
*Note that the textbook has NOT been updated to new APA style, which
just came out in October 2019, but that you WILL need to use version 7 style
for your papers (resources available in BB).
Course Elements and Expectations
Exams: There will be three exams and a comprehensive final. Exams will be made up of multiple choice and short answer questions.
· Exam 1 will be on February 14 and will cover the basics of the scientific method, scientific knowing, replication, theories, basic and applied research, and understanding graphs, tables, and articles.
· Exam 2 will be on March 13 and will cover scientific writing, measurement, reliability and validity, the observational method, sampling, surveys, and correlations.
· Exam 3 will be on April 17 and will cover experiments, advanced experiments, and ethics.
· Exam 4 will be on May 5 (exam week—Tuesday at 10am). It will cover the material since the last exam (quasi-experiments, small n designs, graphing, and descriptive statistics) PLUS information from throughout the semester. Half of the points on the exam will be on new material, and half will be on material from throughout the semester.
Research proposal: You will design a study to test a hypothesis that you are interested in. The research proposal will include an introduction that pulls together previous research on the topic. This is not just a compilation of separate paragraphs, each describing one study--you should organize the studies you read in a coherent manner, analyzing what others have done and leading into what needs to be done next (your study) and what you expect to find. You will then have a method section detailing who your participants would be and what you would have them do, a results section describing what your expected results are and how you would analyze to find them, and a discussion section detailing the implications of your expected results. These should be followed by a list of references (in APA style), tables and/or figures, and appendices (including questionnaires used). You will turn in the introduction first, then the methods and expected results, and finally the entire paper (with revisions to previous sections based on feedback). The paper should be in the latest APA style.
Homework/Lab exercises: There will be homework exercises and/or lab exercises each week that will be assigned in class to give you practice with course concepts. They include article summaries, computer exercises, class demonstrations, and data collection. The pre-paper assignments (e.g., rough drafts, reference section, outline, annotated bibliography) count as part of your homework grade. In-class assignments such as practice sheets will also be included in this part of your grade. Lab assignments generally count twice as much (10 pts.) as in-class activities (5 pts). Points for homework assignments vary from 5 to 25 depending on the assignment.
Exam 1 10%
Exam 2 15%
Exam 3 15%
Final exam 20%
Proposal introduction 10%
Proposal method and expected results 10%
Final completed proposal 10%
Homework/Lab 10%
Earning 90% of the possible points will earn an A, 80% a B, etc., with these categories being further subdivided by pluses and minuses (e.g., 80-82 = B-; 83-86 = B; 87-89=B+).
Course Policies
Makeup and Late Paper Policies: Because life happens, you can turn in one homework assignment up to two days late with no penalty. All other homework assignments and the paper will be accepted up to one week past the due date, but one half letter grade will be deducted for each day (ending at 5:00 pm) until they are turned in. Plan ahead and don’t wait until the last minute to finish these assignments, in case something unexpected arises. There are no makeups for in-class or lab exercises (unless you are absent because of a university-sponsored event, in which case I must be notified ahead of time). Makeup tests will only be given in very limited circumstances usually requiring a doctor's note or death notice.
Extra Credit Policy: You can get up to 8 points of extra credit on
your final exam by participating in research projects through the department’s
SONA system and/or attending research-relevant talks (only those announced in
class or via email will count). One hour of research or talk is equivalent to a
maximum of 2 points, depending on the quality of the paper turned in. For both
talks and research participation, to receive any credit, you must turn in a 1-2
page informal summary and analysis of the experience (i.e., relating it to
class topics, critiquing it based on knowledge of research methods) within a
week of participating. See further information on assignments for more
information.
Attendance Policy: Attendance is strongly recommended. You will be responsible for all material presented during class, for any changes to the syllabus, and for readings and assignments distributed during class. Attendance and participation in lab sessions and in activities in class will count toward your homework/lab grade.
Weather Policy: If the university cancels classes, check your email for further information about assignments, Blackboard videos, etc. to be completed at home. If the university does not cancel classes, I will be here and class will be held as usual. If it is unsafe for you to drive to campus because of weather, email me before class to make arrangements.
Academic Ethics Policy: Students must observe the Academics Ethics
Policy (http://www.uni.edu/policies/301).
Cheating and plagiarism of any kind or amount will result in lowered grades,
including a possible 0 on the assignment in question and/or F in the class,
regardless of intentions. Ignorance of the rules is no excuse. If you have any questions about what is
acceptable, ask. Note that it is not acceptable to use secondary sources in
scientific writing—you should cite and
read the primary source.
Diversity and Inclusion Policy: I want students from all diverse backgrounds
and perspectives be well served by this course, students’ learning needs be
addressed both in and out of class, and the diversity that students bring to
this class to be viewed as a resource, strength, and benefit. I strive to
present materials and activities that are respectful of various types of
diversity, including but not limited to gender, sexuality, disability, age,
socioeconomic status, ethnicity, race, religion, and culture. Your suggestions
are encouraged and appreciated. If any of our class meetings conflict with your
religious events, please let me know so that we can make arrangements.
Classroom Civility Policy: It is important that we discuss topics calmly
and respectfully. We want to have an open setting where everyone feels free to
contribute, where no one tries to dominate the conversations, and where we all
remain open to other’s ideas. Ad hominem comments (personal attacks) are not
appropriate.
Credit Hour Statement: This course meets the Course Credit Hour
Expectation outlined in the Course Catalog. Students should expect to work a
minimum of 2 hours per week outside of class for every course credit hour.
Since this is an advanced undergraduate course, the expectation is that you
will work approximately 3 hours per week outside of class for every course
credit hour.
Email Announcements: Announcements and other class information will
sometimes be sent via the class google groups list. If you registered for this
class prior to mid- December, your UNI e-mail address should already be on the
list. Make sure you check your UNI email address. If that’s a problem for some
reason, or if you added the class late, you may need to be added to the group.
Let me know so I can do that for you as group owner.
Course
Schedule
Mondays (lab days) are in bold. Schedule is
tentative—it’s possible that some topics may take a little longer or get
covered more quickly depending on class understanding. Exam dates and due dates
for major assignments are set, barring extreme circumstances (e.g., classes
cancelled for weather).
Further details on each assignment are listed after the class schedule. Unless indicated otherwise, all assignments should be submitted via BlackBoard.
|
Topic |
Assignment |
|
|
Welcome and introduction to
the course |
·
No lab |
|
|
Basics of the scientific method |
·
Read
Chapter 2 ·
“Me”
slide due |
|
|
Scientific knowledge |
·
Topics
due |
|
|
Jan
20 |
No class—MLK day |
|
|
Jan 22 |
Library session |
·
Meet
in Library 373 ·
Hypothesis
assignment due |
|
Understanding articles |
·
Read this
article on how to read empirical articles. ·
Final
topic due |
|
|
Understanding graphs and
tables |
·
Questions
on article due (bring to class) ·
Lab—interpret research |
|
|
Replication |
· Listen to podcasts on replication |
|
|
Scientific ways of knowing |
·
Read
Chapter 1 ·
First
article summary due |
|
|
Theories |
·
Lab—explore replication |
|
|
Basic vs. applied research |
|
|
|
Scientific writing |
·
Read this
article: Sternberg, R.
J. (1993). How to win acceptances by psychology journals: 21 tips for better
writing. APS Observer. https://www.csustan.edu/nelson/how-win-acceptances-psychology-journals-21-tips-better-writing ·
Read
Chapter 11 ·
References
due |
|
|
Scientific writing |
·
Lab—improve writing |
|
|
Scientific writing |
·
Plagiarism
assignment due (upload screen shot) ·
Second
article summary due |
|
|
Feb 14 |
Exam 1 |
|
|
Measurement |
·
Lab—design a scale |
|
|
Reliability and validity |
·
Read
Chapter 4 |
|
|
Scaling |
·
Idea
for proposal due |
|
|
Sampling |
·
Lab—evaluate your scale |
|
|
Observation |
·
Read
Chapter 6 |
|
|
Feb. 28 |
No in-person class, as Dr. Harton is presenting at a research
conference |
·
Read
Chapter 7 ·
Outline
due ·
Check
BB for additional assignments |
|
Surveys |
·
Lab—do an observation |
|
|
Surveys |
|
|
|
Surveys and correlation |
·
Rough
draft of introduction due |
|
|
Surveys and survey modes |
·
Lab—evaluate surveys/correlations |
|
|
Experiments |
·
Read
Chapter 5 |
|
|
Mar 13 |
Exam 2 |
|
|
Mar 16-20 |
No class—Spring break |
|
|
Experiments |
·
Lab—do an experiment |
|
|
Experiments |
·
Introduction
due |
|
|
Advanced experiments |
·
Read
Chapter 9 |
|
|
Advanced experiments |
·
Lab—learn about others’ research ·
Visit
the INSPIRE conference this afternoon and write up a summary of two research
talks or posters (due on Wed.) |
|
|
Advanced experiments |
||
|
Basics of ethics |
·
Read
Chapter 3 |
|
|
Human research |
·
Lab—evaluate ethical dilemmas |
|
|
Animal research |
|
|
|
Other ethical issues |
·
Method
and planned analyses sections due |
|
|
More on writing |
||
|
Quasi-experiments |
·
Read
Chapter 8 |
|
|
Apr 17 |
Exam 3 |
|
|
Quasi-experiments |
·
Lab—provide peer review (bring an electronic copy of your proposal to
exchange with a peer) |
|
|
Small n designs No in-person class as Dr. Harton will be presenting at a research
conference |
·
Read
Chapter 10 ·
See BB
for additional assignments ·
April 24--Last
day to participate in extra credit or turn in extra credit papers ·
April
24-- Proposal due along with summaries of articles cited (annotated
bibliography; submit both via BB) |
|
|
Making honest graphs and
tables |
·
Lab—make useful graphs |
|
|
Descriptive statistics |
·
Read
Chapter 12 |
|
|
May 1 |
In class review activity |
|
|
May 5 |
Tuesday, 10-11:50 |
·
Final
exam |
Resources
Need to talk to someone? UNI’s Counseling Center is free, confidential,
convenient, and effective. To make an appointment, call 273-2676 (8:00-5:00
M-F). For urgent situations outside of office hours, call the Counseling Center
at 273-2676 and press 2 to speak to a crisis counselor. Call 911 in case of
immediate danger.
Need help with writing or studying?
The Learning Center @ Rod
Library has office hours for assistance with writing, math, science, and
college reading and learning strategies. Beginning week two, The Learning
Center (TLC) operates on a walk-in basis and is open 10:00 am to 10:00 pm
Monday through Thursday for general help. For more information, go to
https://tlc.uni.edu/tutoring, email TheLearningCenter@uni.edu
, call 319-273-6023, or visit the TLC desk located on the main floor of
Rod Library. If you are unable to come in during normal tutoring hours, online
tutoring is available through Smarthinking. You will
need your CATID and passphrase to gain access. To access the Smarthinking platform go to https://tlc.uni.edu/schedule.
Need help finding sources? The librarians at Rod Library can help. You can
stop by, chat, email, text or call the library all
hours the library is open. www.library.uni.edu/research/ask-us
Need help dealing with a crime? If you’re a victim of a crime, you can call
1-800-770-1650 to talk to an advocate 24/7 or text IOWAHELP to 20121.
Need help with food? If you are experiencing food insecurity, you can
access the Panther Pantry in the lower level of Maucker
Union (right of the computer lab) from 12-7pm (til 8
S-Th) for confidential help.
Need help with other things? I can also help you locate other resources, but
be aware that if you report certain things to me (e.g., sexual abuse, criminal
activity), I may be required to report it to the university.
University
Policy Statements
Student Accessibility Services Statement: The University of Northern Iowa (UNI) complies with the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), Section 504 of the Rehabilitation Act of 1973, the Fair Housing Act, and other applicable federal and state laws and regulations that prohibit discrimination on the basis of disability. To request accommodations please contact Student Accessibility Services (SAS), located at ITTC 007 for more information, either at (319) 273-2677 or via email to accessibilityservices@uni.edu. Visit Student Accessibility Services (https://sas.uni.edu/) for additional information. I will do whatever I can to help you learn in this class within reason, but I’m not allowed to give some accommodations without documentation from ODS.
Office of Compliance and Equity Management Statement: The University of Northern Iowa does not discriminate in employment or education. Visit 13.03 Equal Opportunity & Non-Discrimination Statement (https://policies.uni.edu/1303) for additional information.
Further information
on assignments:
Readings and podcasts:
Why they’re assigned: To give you supplemental class material, introduce you to new concepts, and reinforce ones we’ll discuss in class.
Grading criteria: There will be questions on the exams from these materials. We will also discuss the information in class. You’ll do better in the class if you read/listen to the assignments before class.
“Me” slide (5 pts)
Why it’s assigned: So I can get to know you better
Grading criteria: That you do it on time. Post a slide or document in Blackboard that includes a recent picture of you that looks like you do currently and where I can clearly see your face as well as information about you (see BB for specifics).
Topics (5 pts)
Why it’s assigned: To get you thinking about your topic for the proposal and help you pick an appropriate one
Grading criteria: You need to have three to five topics that you could possibly do your paper on, along with a short, informal description of each. Topics need to be fairly narrow and should cover psychological topics on which there is some (but not too much) literature. You get all the possible points if you have three to five relevant and appropriate topics and descriptions for the first deadline and one do-able topic for the final deadline.
Hypothesis assignment (10 pts)
Why it’s assigned: To give you practice with a basic and very important skill in scientific writing and thinking—how to come up with appropriate research hypotheses.
Grading criteria: For each hypothesis—is everything operationally defined? Is there an appropriate comparison? The assignment will be given out a week before it is due.
Questions on article (16 pts)
Why it’s assigned: Whether you go into psychology as a career or not, you’ll always be a consumer of research. This assignment is designed to make sure that you’re getting an adequate understanding of research you read. It will also be very helpful in preparing for your paper.
Grading criteria: Did you answer the questions correctly? The assignment will be given out a week before it is due.
Article summaries (25 pts each)
Why they’re assigned: To give you early feedback on your writing and make sure that you’re adequately understanding what you read.
Grading criteria: I’ll look for clear, concise, and understandable APA style writing in your own words and a clear understanding of the article. Summaries should be of empirical articles, and the APA style reference should be at the top of the summary. Summaries should be about one and one-half to two pages and should cover all aspects of the article (and all studies if there are more than one study). They should be in 12-point Times New Roman font with 1 inch margins. You’ll turn in the article with your summary. You can find a sample summary here (download and open in Word so you can see the comments!) and notes on common summary mistakes here.
Plagiarism assignment (5 pts)
Why it’s assigned: To give you further practice identifying plagiarism
Grading criteria: That you completed it. Upload the final screen shot showing that you completed the assignment.
Reference section (25 pts)
Why it’s assigned: To make sure you’re finding adequate sources for your paper and give you early feedback on appropriate sources and APA style
Grading criteria: Do you have at least 12 references that are relevant to your paper topic? Are they from primary, scholarly sources? Are they in correct APA style? Do you have at least some references from top journals? Do you have at least some that are from within the last five years?
Idea for proposal (5 pts)
Why it’s assigned: To give you feedback on your idea for your paper
Grading criteria: Do you have a clear and do-able idea that fits the requirements for the paper? You should have at least a paragraph describing your hypothesis, your study design, and your plan for data collection.
Outline of proposal (25 pts)
Why it’s assigned: To help you in
writing your paper
Grading criteria: Do you have all sections of your paper outlined in sufficient detail? Do you use good outlining techniques (i.e., each section must have at least two levels; levels must be written in parallel format)?
CSBS conference attendance (10 pts)
Why it’s assigned: To show you what types of things are possible at UNI. To get you excited about research and internships. To help you better critique research.
Grading criteria: You’ll write up a summary of each of two research (not internship) talks or posters. You’ll describe the project and findings and then add some critique of the research.
Proposal for lab session (10 pts for your rough draft, 10 points for comments on your peer’s)
Why it’s assigned: This will be your last chance to get feedback on the paper.
Grading criteria: You should bring a complete paper in for peer review during lab. You’ll exchange it with someone else in the class, who will read it and provide you with a final check on the paper, references, etc.
Proposal
Why it’s assigned: To show what you’ve learned in this class
Grading criteria: See detailed rubric for the grading criteria for the proposal. Along with your proposal, you need to turn in a list of all the sources you cited along with a summary of what each article did/found. This could take different formats, and it’s what some people would call an annotated bibliography. It will be graded based on whether it is accurate and easy to understand. Your bibliography grade will be part of your homework grade (25 pts), but it may also affect your proposal grade (e.g., if it appears that you didn’t read the articles you cited or you cited them incorrectly).
In-class assignments (5 pts each)
Why it’s assigned: To practice relevant concepts
Grading criteria: Active participation
Lab assignments (10 pts each)
Why it’s assigned: To practice relevant concepts
Grading criteria: Active participation, differs by lab
Extra credit
You have an opportunity to earn up to eight extra credit points in this class, to be added to your final exam grade. You can earn up to two points each for participating in a research study through SONA and writing up a paper based on your experience. The paper must include the study name and experimenter name. In the part of the paper, you should summarize what you did in the study and what the study was about. In the second part of the paper, critique the study—based on your knowledge of research methods, was there anything they could have done better? Did they use the most appropriate design for their research question? Were there any potential confounds or issues with research bias? If the researcher doesn’t give you information on what the study is about, it’s your job to ask the experimenter and get that information after the study is over. To get both points, you must have a good description and thoughtful critique.
You can also earn up to two points each for writing additional article summaries or for going to lectures or workshops that are announced in class. The criteria for these summaries are the same as for those due as part of the class. To get two points, it must be at least a “B+” quality summary.