Top Banner
The syllabus/schedule are subject to change. PSY 305 Experimental Psychology, 01E COURSE SYLLABUS: Fall 2019 INSTRUCTOR INFORMATION Instructor of Record: Dr. David Frank, Assistant Professor Office Location: Binnion 215 Office Hours: Tuesdays 1:30-3:00 University Email Address: [email protected] Preferred Form of Communication: email Communication Response Time: 48 hours excluding weekends Lab Instructor: Mr. Adam Ray, Teaching Assistant Office Location: Binnion 212 Office Hours: TBD University Email Address: [email protected] Preferred Form of Communication: email Communication Response Time: 48 hours excluding weekends
15

PSY 305 Experimental Psychology, 01E

Apr 11, 2022

Download

Documents

dariahiddleston
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

PSY 305 Experimental Psychology, 01E COURSE SYLLABUS: Fall 2019

INSTRUCTOR INFORMATION

Instructor of Record: Dr. David Frank, Assistant Professor Office Location: Binnion 215 Office Hours: Tuesdays 1:30-3:00 University Email Address: [email protected] Preferred Form of Communication: email Communication Response Time: 48 hours excluding weekends Lab Instructor: Mr. Adam Ray, Teaching Assistant Office Location: Binnion 212 Office Hours: TBD University Email Address: [email protected] Preferred Form of Communication: email Communication Response Time: 48 hours excluding weekends

Page 2: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

COURSE INFORMATION

Materials – Textbooks, Readings, Supplementary Readings

Textbook(s) Required Stanovich, How to think straight about psychology (10th) ISBN-13: 978-0205914128 ISBN-10: 0205914128 McBride, D. M. (2016). The process of research in psychology (3rd ed.). Los Angeles, CA: Sage. ISBN-13: 978-1483347608 ISBN-10: 1483347605 You do NOT need the Lab Manual for Psychological Research —or— McBride, D. M. (2019). The process of research in psychology (4th ed.). Los Angeles, CA: Sage. ISBN-13: 978-1544323497 ISBN-10: 1544323492 You do NOT need the Lab Manual for Psychological Research Optional Texts and/or Materials American Psychological Association. (2010). Publication manual of the American Psychological Association. (6th ed.). Washington, D.C.: American Psychological Association. ISBN-13: 978-1433805615 ISBN-10: 1433950618

Course Description

This course is intended as a hands-on introduction to the basic and most common methods of collecting psychological data. We will cover ethics in research, the concepts of reliability, validity, generalizability, and the fundamentals of experimental design. Additionally we will cover observational, survey, and interview methods, among others. Special attention will be given to writing in the style of the American Psychological Association. The lab allows for additional time to discuss the materials covered in lecture and to work on applying what you have learned in lecture through developing a research project. Each week in lab will involve working on a particular portion of your research.

Page 3: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

During lab you will begin by developing a feasible research question (grounded in past literature), which can then be tested through conducting empirical research. I will provide you with the 'step by step processes' researchers follow when developing research ideas and conducting studies. In effect, during lab you will be working on your projects and receiving direct feedback throughout this process. Psychological research can be challenging, especially if it is your first time. This lab will serve as an aid in developing your ability to 1) come up with feasible research ideas, 2) develop appropriate research methods, 3) conduct appropriate analysis, and 4) produce a quality APA style report which presents your findings.

Student Learning Outcomes (Should be measurable; observable; use action

verbs)

1. Learning to review the primary literature (improving library research skills, increasing familiarity with scientific writing, and reading journal articles)

2. Learning how research ideas are developed, including the formulation of testable hypotheses

3. Development and execution of a research plan (choosing appropriate research method to test specific hypotheses, ethical guidelines, and how to collect data)

4. Analysis of research results, including a basic understanding of SPSS 5. Presentation of experimental results (including verbal, written, and power point

presentations) 6. Come up with feasible research ideas. 7. Develop appropriate research methods. 8. Conduct appropriate analysis. 9. Produce a quality APA style report which presents your “findings.”

Page 4: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

GRADING

Final grades in this course will be based on the following scale:

A = 90%-100%

B = 80%-89%

C = 70%-79%

D = 60%-69%

F = 59% or Below

Assessments

Lecture Exams (70%) - There will be two exams given during the semester, plus a final exam that will be cumulative. These three exams will be weighted equally. If you need to miss an exam for any reason, let me know IN ADVANCE. If you miss an exam and do not let me know in advance, but have a documented excuse (e.g., a doctor’s note), there will be a chance to complete a make-up exam, but with an automatic 10-point deduction (loss of a letter grade) on the exam. Lab Students may complete their lab project as part of a group (of three or less). Students in a group will collaborate to produce ONE literature review, research proposal, final paper and research presentation (described below). Students in a group will receive the SAME grade. However, students are NOT required to be part of a group. Students may choose to do the project by themselves (a group of 1). If you cannot find a group of other students willing to work with you, then you will simply have to be in your own group. Ethics Training (-10% if not completed) – Students will complete the CITI ethics training. Failure to complete the training on time will result in a loss of 10% on your final grade. Literature Review (10%) – Students will conduct a literature review on a topic chosen from the list below (see lit review topics). Your paper must include 8-12 references; all should be from reputable scholarly sources and at least 7 of your references must primarily contain reports of empirical research. No secondary sources may be included. Your paper must be double-spaced in MS Word with 12 pt. TNR font and 1” margins on all 4 sides. Your paper must be 10-14 pages long (this may include your title page, abstract, tables, and figures, references, etc.). Research Proposal (-10% if not completed on time) – Students will complete a research proposal on their topic. The proposed research must include all sections of an APA methods section, including participants, materials, and procedures. Prior to the methods section, students should also include a paragraph describing their research question. This should include why the question is important (the gap in the literature)

Page 5: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

and what their hypotheses are. The proposed study should be 2 X 2 between-subjects factorial design. Additionally, students should include an expected results section where they describe their predicted main effects and interactions. Students must predict that there will be an interaction. The proposal should be written in past tense as a methods section is. This proposal will not be graded, but will result in a 10% reduction in your overall grade if it is not completed on time. Furthermore, this project will be used to generate fictitious data for you to analyze. If the proposal is not turn in on time you will not have any data to analyze! Final paper (15%) – Students will analyze the fictitious data provided and write up a results and discussion section (as if the results were real). Additionally, students will include their literature review as an introduction section, thus completing the proposal. The revisions to the literature review, proposal, results, and discussion will all factor into this grade. Your paper must include 8-12 references from reputable scholarly sources and must be double-spaced in MS Word with 12 pt. TNR font and 1” margins on all 4 sides. Your paper must be 14-18 pages long (this may include your title page, abstract, tables, and figures, references, etc.). Proposal & Results Presentations (5%) – Students will present a brief (10 minute) video presentation on their project. This presentation should contain a very brief overview of the topic and general findings in the literature, a description of their methods, results (include a graph, break the graph down and describe it). Presentations will be presented via PowerPoint, recorded so that we can see you and your slides. If the presentation is not finished by the 10 minutes mark, no credit will be given for the content covered after the 10 minute mark. Research Participation (Bonus) – You can get bonus points by participating in research studies offered through the SONA system. These are surveys and experiments conducted by researchers at this university, so your participation is a great help to faculty members and students like you working on milestone projects in the department of Psychology, Counseling, and Special Education. Information about signing up for SONA and participating in experiments will be available on D2L, and I will take time early in the semester to go over how to access the system. For each Sona credit you will receive 0.5 points to your final OVERALL grade. The maximum extra credit points you can earn are 2.0. Credits can be earned either by participating in Sona research or reading and summarizing research articles. Each research article is worth 1 Sona credit (see D2L for more details).

Page 6: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

Research Topics Starting Point Articles for References

1 Anchoring heuristic

Cervone, D., & Peake, P.K. (1986). Anchoring, Efficacy, and Action: The influence of judgmental heuristics on self-efficacy judgments and behavior. Journal of Personality and Social Psychology, 50(3), 492-501.

(Review) Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185, 1124-1131.

2 Fundamental

Attribution Error (FAE)

Johnston, L., & Miles, L., 2007. Attributions and stereotype moderation. New Zealand Journal of Psychology, 36 (1), 13-17.

Synder, M., & Jones, E.E. (1974). Attitude attribution when behavior is constrained. Journal of Experimental Social Psychology, 10, 585-600.

3 Over

confidence

Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92, 160-170.

4 Memory

Construction Bransford, J.D., & Franks, J.J. (1971). The abstraction of linguistic

ideas. Cognitive Psychology, 2, 331-350.

5 Hindsight

bias

Louie, T. A. (1999). Decision makers’ hindsight bias after receiving favorable and unfavorable feedback. Journal of Applied Psychology, 84, 29–41.

6 Exposure

effects

Monahan, J. L., Murphy, S. T., & Zajonc, R. B. (2000). Subliminal mere exposure: Specific, general, and diffuse effects. Psychological Science, 11, 462-466.

Bornstein, R. F. (1989). Exposure and affect: Overview and meta-analysis of research, 1968-1987. Psychological Bulletin, 106(2), 265-289.

7 Level of

processing

Craig F. I., & Lockhart R. S., (1972).Levels of processing: A framework for memory research. Journal of Verbal Learning & Verbal Behavior, 11(6), 671-684.

Gallo, D. A., Meadow, N. G., Johnson, E. L., & Foster, K. T. (2008). Deep levels of processing elicit a distinctiveness heuristic: Evidence from the critical recollection task. Journal of Memory and Language, 58, 1095-1111.

8 False

Memory

Watson, J. M., McDermott, K. B., & Balota, D. A. (2004). Attempting to avoid false memories in the Deese/Roediger-McDermott paradigm: Assessing the combined influence of practice and warnings in young and older adults. Memory & Cognition, 32(1), 135-141.

Roediger, H. L., III, Jacoby, J. D., & McDermott, K. B. (1996). Misinformation effects in recall: Creating false memories through repeated retrieval. Journal of Memory and Language, 35, 300-318.

9 Interpersonal discrimination

Landy, D., & Sigall, H., (1974) Beauty is talent: Task evaluation as a function of the performer's physical attractiveness. Journal of Personality and Social Psychology, 29(3), 299-304.

Page 7: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

COURSE REQUIREMENTS

Minimal Technical Skills Needed

Using the learning management system (D2L), searching the Internet for texts, using Library resources.

Instructional Methods

The primary teaching method for this course will be lecture peppered with class discussion and in-class activities designed to elucidate information from the text and lecture.

Student Responsibilities or Tips for Success in the Course

1) Check and read class emails promptly for announcements, updates, clarifications, etc.

2) Take notes as you listen to lectures, read the assigned parts of the textbook to check if your listening comprehension matches with the textbook descriptions, and fill in the missing pieces.

3) Quiz yourself often. Can you define a concept in your own words? Can you answer 3 or 4 questions of the textbook practice questions correctly?

4) Review the materials on a regular basis. Consider the Pomodoro technique. Set aside 20-25 minutes each time and study.

Page 8: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

TECHNOLOGY REQUIREMENTS

Browser support

D2L is committed to performing key application testing when new browser versions are released. New and updated functionality is also tested against the latest version of supported browsers. However, due to the frequency of some browser releases, D2L cannot guarantee that each browser version will perform as expected. If you encounter any issues with any of the browser versions listed in the tables below, contact D2L Support, who will determine the best course of action for resolution. Reported issues are prioritized by supported browsers and then maintenance browsers.

Supported browsers are the latest or most recent browser versions that are tested against new versions of D2L products. Customers can report problems and receive support for issues. For an optimal experience, D2L recommends using supported browsers with D2L products.

Maintenance browsers are older browser versions that are not tested extensively against new versions of D2L products. Customers can still report problems and receive support for critical issues; however, D2L does not guarantee all issues will be addressed. A maintenance browser becomes officially unsupported after one year.

Note the following:

Ensure that your browser has JavaScript and Cookies enabled. For desktop systems, you must have Adobe Flash Player 10.1 or greater. The Brightspace Support features are now optimized for production

environments when using the Google Chrome browser, Apple Safari browser, Microsoft Edge browser, Microsoft Internet Explorer browser, and Mozilla Firefox browsers.

Desktop Support

Browser Supported Browser Version(s) Maintenance Browser Version(s)

Microsoft® Edge Latest N/A

Microsoft® Internet Explorer®

N/A 11

Mozilla® Firefox®

Latest, ESR N/A

Google® Chrome™

Latest N/A

Apple® Safari® Latest N/A

Page 9: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

Tablet and Mobile Support

Device Operating System

Browser Supported Browser Version(s)

Android™ Android 4.4+ Chrome Latest

Apple iOS® Safari, Chrome

The current major version of iOS (the latest minor or point release of that major version) and the previous major version of iOS (the latest minor or point release of that major version). For example, as of June 7, 2017, D2Lsupports iOS 10.3.2 and iOS 9.3.5, but not iOS 10.2.1, 9.0.2, or any other version.

Chrome: Latest version for the iOS browser.

Windows Windows 10 Edge, Chrome, Firefox

Latest of all browsers, and Firefox ESR.

• You will need regular access to a computer with a broadband Internet connection.

The minimum computer requirements are: o 512 MB of RAM, 1 GB or more preferred o Broadband connection required courses are heavily video intensive o Video display capable of high-color 16-bit display 1024 x 768 or higher

resolution

• For YouSeeU Sync Meeting sessions 8 Mbps is required. Additional system requirements found here: https://support.youseeu.com/hc/en-us/articles/115007031107-Basic-System-Requirements

• You must have a: o Sound card, which is usually integrated into your desktop or laptop

computer o Speakers or headphones. o *For courses utilizing video-conferencing tools and/or an online proctoring

solution, a webcam and microphone are required.

• Both versions of Java (32 bit and 64 bit) must be installed and up to date on your machine. At a minimum Java 7, update 51, is required to support the learning

Page 10: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

management system. The most current version of Java can be downloaded at: JAVA web site http://www.java.com/en/download/manual.jsp

• Current anti-virus software must be installed and kept up to date. Running the browser check will ensure your internet browser is supported. Pop-ups are allowed. JavaScript is enabled. Cookies are enabled. • You will need some additional free software (plug-ins) for enhanced web browsing.

Ensure that you download the free versions of the following software: o Adobe Reader https://get.adobe.com/reader/ o Adobe Flash Player (version 17 or later) https://get.adobe.com/flashplayer/ o Adobe Shockwave Player https://get.adobe.com/shockwave/ o Apple Quick Time http://www.apple.com/quicktime/download/

• At a minimum, you must have Microsoft Office 2013, 2010, 2007 or Open Office.

Microsoft Office is the standard office productivity software utilized by faculty, students, and staff. Microsoft Word is the standard word processing software, Microsoft Excel is the standard spreadsheet software, and Microsoft PowerPoint is the standard presentation software. Copying and pasting, along with attaching/uploading documents for assignment submission, will also be required. If you do not have Microsoft Office, you can check with the bookstore to see if they have any student copies.

ACCESS AND NAVIGATION

You will need your campus-wide ID (CWID) and password to log into the course. If you do not know your CWID or have forgotten your password, contact the Center for IT Excellence (CITE) at 903.468.6000 or [email protected].

Note: Personal computer and internet connection problems do not excuse the requirement to complete all course work in a timely and satisfactory manner. Each student needs to have a backup method to deal with these inevitable problems. These methods might include the availability of a backup PC at home or work, the temporary use of a computer at a friend's home, the local library, office service companies, Starbucks, a TAMUC campus open computer lab, etc.

Page 11: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

COMMUNICATION AND SUPPORT

Brightspace Support

Need Help?

Student Support

If you have any questions or are having difficulties with the course material, please contact your Instructor.

Technical Support

If you are having technical difficulty with any part of Brightspace, please contact Brightspace Technical Support at 1-877-325-7778 or click on the Live Chat or click on the words “click here” to submit an issue via email.

System Maintenance

D2L runs monthly updates during the last week of the month, usually on Wednesday. The system should remain up during this time unless otherwise specified in an announcement. You may experience minimal impacts to performance and/or look and feel of the environment.

Interaction with Instructor Statement

If you contact me or a teaching assistant and do not receive an email response within 48 hours (excluding weekends), most likely, your email was not received. Grades/Feedback on assignments will typically be given within one week, but may take up to two weeks for longer assignments or busier times of the semester.

COURSE AND UNIVERSITY PROCEDURES/POLICIES

Course Specific Procedures/Policies

There will be NO after the fact make-up examinations and late assignments will not be accepted (except in cases of military deployment). If you are traveling and representing the university (e.g., band members, athletes, etc.) you need to request accommodations BEFORE an exam is due, not after. Otherwise I drop the lowest exam score to account for potential emergencies.

Syllabus Change Policy

The syllabus is a guide. Circumstances and events, such as student progress, may make it necessary for the instructor to modify the syllabus during the semester. Any changes made to the syllabus will be announced in advance.

Page 12: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

University Specific Procedures

Student Conduct

All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conducive to a positive learning environment. The Code of Student Conduct is described in detail in the Student Guidebook. http://www.tamuc.edu/Admissions/oneStopShop/undergraduateAdmissions/studentGuidebook.as

px

Students should also consult the Rules of Netiquette for more information regarding how to interact with students in an online forum: Netiquette http://www.albion.com/netiquette/corerules.html

TAMUC Attendance

For more information about the attendance policy please visit the Attendance webpage and Procedure 13.99.99.R0.01. http://www.tamuc.edu/admissions/registrar/generalInformation/attendance.aspx http://www.tamuc.edu/aboutUs/policiesProceduresStandardsStatements/rulesProcedures/13students/academic/13.99.99.R0.01.pdf

Academic Integrity

Students at Texas A&M University-Commerce are expected to maintain high standards of integrity and honesty in all of their scholastic work. For more details and the definition of academic dishonesty see the following procedures: Undergraduate Academic Dishonesty 13.99.99.R0.03 http://www.tamuc.edu/aboutUs/policiesProceduresStandardsStatements/rulesProcedures/13students/undergraduates/13.99.99.R0.03UndergraduateAcademicDishonesty.pdf Graduate Student Academic Dishonesty 13.99.99.R0.10 http://www.tamuc.edu/aboutUs/policiesProceduresStandardsStatements/rulesProcedures/13students/graduate/13.99.99.R0.10GraduateStudentAcademicDishonesty.pdf

ADA Statement

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a

Page 13: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

learning environment that provides for reasonable accommodation of their disabilities. If you have a disability requiring an accommodation, please contact:

Office of Student Disability Resources and Services

Texas A&M University-Commerce Gee Library- Room 162 Phone (903) 886-5150 or (903) 886-5835 Fax (903) 468-8148 Email: [email protected]

Website: Office of Student Disability Resources and Services

http://www.tamuc.edu/campusLife/campusServices/studentDisabilityResourcesAndServices/

Nondiscrimination Notice

Texas A&M University-Commerce will comply in the classroom, and in online courses, with all federal and state laws prohibiting discrimination and related retaliation on the basis of race, color, religion, sex, national origin, disability, age, genetic information or veteran status. Further, an environment free from discrimination on the basis of sexual orientation, gender identity, or gender expression will be maintained.

Campus Concealed Carry Statement

Texas Senate Bill - 11 (Government Code 411.2031, et al.) authorizes the carrying of a concealed handgun in Texas A&M University-Commerce buildings only by persons who have been issued and are in possession of a Texas License to Carry a Handgun. Qualified law enforcement officers or those who are otherwise authorized to carry a concealed handgun in the State of Texas are also permitted to do so. Pursuant to Penal Code (PC) 46.035 and A&M-Commerce Rule 34.06.02.R1, license holders may not carry a concealed handgun in restricted locations. For a list of locations, please refer to the Carrying Concealed Handguns On Campus document and/or consult your event organizer. Web url: http://www.tamuc.edu/aboutUs/policiesProceduresStandardsStatements/rulesProcedures/34SafetyOfEmployeesAndStudents/34.06.02.R1.pdf Pursuant to PC 46.035, the open carrying of handguns is prohibited on all A&M-Commerce campuses. Report violations to the University Police Department at 903-886-5868 or 9-1-1.

Page 14: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

LECTURE OUTLINE / CALENDAR

Week Date Topic McBride 4th (5th) Stanovich

1 8/27 Introduction 8/29 Scientific Approach to Psychology Ch. 1 Ch. 1, 2, 4

2 9/3 Research Ideas, Literature Review Ch. 2 9/5 Basic Research Methods Ch. 4, 8 Ch. 3, 6

3 9/10 Basic Research Methods Ch. 4, 8 Ch. 3, 6 9/12 Ethics in research Ch. 3

4 9/17 Ethics in research Ch. 3 9/19 Manipulating and Measuring Variables Ch. 5 5 9/24 Manipulating and Measuring Variables Ch. 5

9/26 Review Day 6 10/1 EXAM 1

10/3 Sampling, One-factor experiments Ch. 6, 11 (6, 12) 7 10/8 One-factor experiments Ch. 11 (12)

10/10 Classic experimental designs Ch. 11 (12) 8 10/15 Multi-factor experiments Ch. 12 (13)

10/17 Multi-factor experiments Ch. 12 (13) 9 10/22 Quasi-Experiments Ch. 13 (14)

10/24 Review Day 10 10/29 EXAM 2

10/31 Stats Review: Descriptive, Inferential Ch. 7, 15 (7, 9) 11 11/5 Stats Review: Descriptive, Inferential Ch. 7, 15 (7, 9)

11/7 Stats Review: Descriptive, Inferential Ch. 7, 15 (7, 9) 12 11/12 Stats Review: Descriptive, Inferential Ch. 7, 15 (7, 9)

11/14 NO CLASS 13 11/19 Reporting Research (subject to change) Ch. 8

11/21 Other Research Designs (subject to change) Ch. 9, 10 (10, 11) 14 11/26 How to give a research talk (subject to change)

11/28 Thanksgiving NO CLASS 15 12/3 Review Day

12/5 Review Day Finals 12/?? FINAL EXAM (???)

Page 15: PSY 305 Experimental Psychology, 01E

The syllabus/schedule are subject to change.

LAB OUTLINE / CALENDAR

Week Week of Topic Project due dates

1 8/26 Introduction & finding a topic

2 9/2 Finding and critically reading articles

3 9/9 How to write in APA format Making an outline, hour glass paper

4 9/16 Ethics Training Complete by 9/21

5 9/23 Work on literature review Lit Rev due 9/27

6 9/30 Develop your research question Bring research questions Feedback on ideas from Mr. Ray

7 10/7 Revise your research question Bring research questions More feedback on ideas from Mr. Ray

8 10/14 Identify sample, IV, & DVs Lit Rev feedback returned Must be a 2 x 2

9 10/21 Designing your study Proposal Draft due 10/25 Feedback on ideas from Mr. Ray

10 10/28 SPSS: t-tests Data distributed

11 11/4 SPSS: ANOVA

12 11/11 Writing up results and making graphs.

13 11/18 Writing a discussion section Final papers due 11/24

14 11/25 How to give a research talk Video presentations due 11/27

15 12/2 CV talk/What to expect in grad school Finals