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Research Methods In Psychology 1st Edition Rajiv S. Jhangiani, I Chant A. Chiang, Carrie Cuttler, Dana C. Leighton - Solutions
•Discussion: In a study on the effects of disgust on moral judgment, participants were asked to judge the morality of disgusting acts, including people eating a dead pet and passionate kissing between a brother and sister (Haidt, Koller, & Dias, 1993).1 If you were on the IRB that reviewed this
•Discussion: How could you conduct a study on the extent to which people obey authority in a way that minimizes risks and deception as much as possible? (Note: Such a study would not have to look at all like Milgram’s.)
•Practice: Find a study in a professional journal and create a consent form for that study. Be sure to include all the information in Standard 8.02.
1.Define measurement and give several examples of measurement in psychology.
2.Explain what a psychological construct is and give several examples.
3.Distinguish conceptual from operational definitions, give examples of each, and create simple operational definitions.
4.Distinguish the four levels of measurement, give examples of each, and explain why this distinction is important.
1.Define reliability, including the different types and how they are assessed.
2.Define validity, including the different types and how they are assessed.
3.Describe the kinds of evidence that would be relevant to assessing the reliability and validity of a particular measure.
1.Specify the four broad steps in the measurement process.
2.Explain how you would decide whether to use an existing measure or create your own.
3.Describe multiple strategies to identify and locate existing measures of psychological constructs.
4.Describe several general principles for creating new measures and for implementing existing and new measures.
5.Create a simple plan for assessing the reliability and validity of an existing or new measure.
•Practice: Complete the Rosenberg Self-Esteem Scale and compute your overall score.
•Practice: Think of three operational definitions for sexual jealousy, decisiveness, and social anxiety. Consider the possibility of self-report, behavioral, and physiological measures. Be as precise as you can.
•Practice: For each of the following variables, decide which level of measurement is being used.
◦A university instructor measures the time it takes her students to finish an exam by looking through the stack of exams at the end. She assigns the one on the bottom a score of 1, the one on top of that a 2, and so on.
◦A researcher accesses her participants’ medical records and counts the number of times they have seen a doctor in the past year.
◦Participants in a research study are asked whether they are right-handed or left-handed.
•Practice: Ask several friends to complete the Rosenberg Self-Esteem Scale. Then assess its internal consistency by making a scatterplot to show the split-half correlation (even- vs. odd-numbered items). Compute the correlation coefficient too if you know how.
•Discussion: Think back to the last college exam you took and think of the exam as a psychological measure. What construct do you think it was intended to measure? Comment on its face and content validity. What data could you collect to assess its reliability and criterion validity?
•Practice: Write your own conceptual definition of self-confidence, irritability, and athleticism.
•Practice: Choose a construct (sexual jealousy, self-confidence, etc.) and find two measures of that construct in the research literature. If you were conducting your own study, which one (if either) would you use and why?
1.Explain what an experiment is and recognize examples of studies that are experiments and studies that are not experiments.
2.Distinguish between the manipulation of the independent variable and control of extraneous variables and explain the importance of each.
3.Recognize examples of confounding variables and explain how they affect the internal validity of a study.
4.Define what a control condition is, explain its purpose in research on treatment effectiveness, and describe some alternative types of control conditions.
1.Explain the difference between between-subjects and within-subjects experiments, list some of the pros and cons of each approach, and decide which approach to use to answer a particular research question.
2.Define random assignment, distinguish it from random sampling, explain its purpose in experimental research, and use some simple strategies to implement it
3.Define several types of carryover effect, give examples of each, and explain how counterbalancing helps to deal with them.
1.Explain what internal validity is and why experiments are considered to be high in internal validity.
2.Explain what external validity is and evaluate studies in terms of their external validity.
3.Explain the concepts of construct and statistical validity.
1.Describe several strategies for recruiting participants for an experiment.
2.Explain why it is important to standardize the procedure of an experiment and several ways to do this.
3.Explain what pilot testing is and why it is important.
•Practice: List five variables that can be manipulated by the researcher in an experiment. List five variables that cannot be manipulated by the researcher in an experiment.
•Practice: For each of the following topics, decide whether that topic could be studied using an
•Practice: List five variables that can be manipulated by the researcher in an experiment. List five variables that cannot be manipulated by the researcher in an experiment.
•Practice: For each of the following topics, decide whether that topic could be studied using an experimental research design and explain why or why not.
◦Effect of parietal lobe damage on people’s ability to do basic arithmetic.
◦Effect of being clinically depressed on the number of close friendships people have.
◦Effect of group training on the social skills of teenagers with Asperger’s syndrome.
◦Effect of paying people to take an IQ test on their performance on that test.
•Discussion: Imagine that an experiment shows that participants who receive psychodynamic therapy for a dog phobia improve more than participants in a no-treatment control group. Explain a fundamental problem with this research design and at least two ways that it might be corrected.
•Discussion: For each of the following topics, list the pros and cons of a between-subjects and within-subjects design and decide which would be better.
◦You want to test the relative effectiveness of two training programs for running a marathon.
◦Using photographs of people as stimuli, you want to see if smiling people are perceived as more intelligent than people who are not smiling.
◦In a field experiment, you want to see if the way a panhandler is dressed (neatly vs. sloppily) affects whether or not passersby give him any money.
◦You want to see if concrete nouns (e.g., dog) are recalled better than abstract nouns (e.g., truth).
•Practice: List two ways that you might recruit participants from each of the following populations:
◦elderly adults
◦unemployed people
◦regular exercisers
◦math majors
•Discussion: Imagine a study in which you will visually present participants with a list of 20 words, one at a time, wait for a short time, and then ask them to recall as many of the words as they can. In the stressed condition, they are told that they might also be chosen to give a short speech
1.Define non-experimental research, distinguish it clearly from experimental research, and give several examples.
2.Explain when a researcher might choose to conduct non-experimental research as opposed to experimental research.
1.Define correlational research and give several examples.
2.Explain why a researcher might choose to conduct correlational research rather than experimental research or another type of non-experimental research.
3.Interpret the strength and direction of different correlation coefficients.
4.Explain why correlation does not imply causation.
1.Explain some reasons that researchers use complex correlational designs.
2.Create and interpret a correlation matrix.
3.Describe how researchers can use partial correlation and multiple regression to statistically control for third variables.
1.List the various types of observational research methods and distinguish between each.
2.Describe the strengths and weakness of each observational research method.
•Discussion: For each of the following studies, decide which type of research design it is and explain why.
◦A researcher conducts detailed interviews with unmarried teenage fathers to learn about how they feel and what they think about their role as fathers and summarizes their feelings in a written narrative.
◦A researcher measures the impulsivity of a large sample of drivers and looks at the statistical relationship between this variable and the number of traffic tickets the drivers have received.
◦A researcher randomly assigns patients with low back pain either to a treatment involving hypnosis or to a treatment involving exercise. She then measures their level of low back pain after 3 months.
•Discussion: For each of the following, decide whether it is most likely that the study described is experimental or non-experimental and explain why.
◦A cognitive psychologist compares the ability of people to recall words that they were instructed to “read” with their ability to recall words that they were instructed to “imagine.”
◦A manager studies the correlation between new employees’ college grade point averages and their first-year performance reports.
◦An automotive engineer installs different stick shifts in a new car prototype, each time asking several people to rate how comfortable the stick shift feels.
◦A food scientist studies the relationship between the temperature inside people’s refrigerators and the amount of bacteria on their food.
◦A social psychologist tells some research participants that they need to hurry over to the next building to complete a study. She tells others that they can take their time. Then she observes whether they stop to help a research assistant who is pretending to be hurt.
•Practice: For each of the following statistical relationships, decide whether the directionality problem is present and think of at least one plausible third variable.
◦People who eat more lobster tend to live longer.
◦People who exercise more tend to weigh less.
◦College students who drink more alcohol tend to have poorer grades.
•Practice: Construct a correlation matrix for a hypothetical study including the variables of depression, anxiety, self-esteem, and happiness. Include the Pearson’s r values that you would expect.
•Discussion: Imagine a correlational study that looks at intelligence, the need for cognition, and high school students’ performance in a critical thinking course. A multiple regression analysis shows that intelligence is not related to performance in the class but that the need for cognition
•Discussion: What are some ways in which a qualitative study of girls who play youth baseball would likely differ from a quantitative study on the same topic? How would the data differ by interviewing girls one-on-one rather than conducting focus groups or surveys?
•Practice: Find and read a published case study in psychology. (Use case study as a key term in a PsycINFO search.) Then do the following:
◦Describe one problem related to internal validity.
1.Describe the cognitive processes involved in responding to a survey item.
2.Explain what a context effect is and give some examples.
3.Create a simple survey questionnaire based on principles of effective item writing and organization.
1.Explain the difference between probability and non-probability sampling, and describe the major types of probability sampling.
2.Define sampling bias in general and non-response bias in particular. List some techniques that can be used to increase the response rate and reduce non-response bias.
3.List the four major ways to conduct a survey along with some pros and cons of each.
•Discussion: Think of a question that each of the following professionals might try to answer using survey research.
◦a social psychologist
◦an educational researcher
◦a market researcher who works for a supermarket chain
◦the mayor of a large city
◦the head of a university police force
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