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Research Methods In Psychology 1st Edition Rajiv S. Jhangiani, I Chant A. Chiang, Carrie Cuttler, Dana C. Leighton - Solutions
•Discussion: Write a survey item and then write a short description of how someone might respond to that item based on the cognitive model of survey responding (or choose any item on the Rosenberg Self-Esteem Scale at http://www.bsos.umd.edu/socy/research/rosenberg.htm).
•Practice: Write survey items for each of the following general questions. In some cases, a series of items, rather than a single item, might be necessary.
◦How much does the respondent use Facebook?
◦How much exercise does the respondent get?
◦How likely does the respondent think it is that the incumbent will be re-elected in the next presidential election?
◦To what extent does the respondent experience “road rage”?
•Discussion: If possible, identify an appropriate sampling frame for each of the following populations. If there is no appropriate sampling frame, explain why.
◦students at a particular university
◦adults living in the state of Washington
◦households in Pullman, Washington
◦people with low self-esteem
•Practice: Use one of the online survey creation tools to create a 10-item survey questionnaire on a topic of your choice.
1.Explain what quasi-experimental research is and distinguish it clearly from both experimental and correlational research.
2.Describe three different types of one-group quasi-experimental designs.
3.Identify the threats to internal validity associated with each of these designs.
1.Describe the different types of nonequivalent groups quasi-experimental designs.
2.Identify some of the threats to internal validity associated with each of these designs.
•Practice: Imagine that two professors decide to test the effect of giving daily quizzes on student performance in a statistics course. They decide that Professor A will give quizzes but Professor B will not. They will then compare the performance of students in their two sections on a common
•Discussion: Imagine that a group of obese children is recruited for a study in which their weight is measured, then they participate for 3 months in a program that encourages them to be more active, and finally their weight is measured again. Explain how each of the following might affect the
◦regression to the mean
◦spontaneous remission
◦history
◦maturation
1.Explain why researchers often include multiple independent variables in their studies.
2.Define factorial design, and use a factorial design table to represent and interpret simple factorial designs.
1.Distinguish between main effects and interactions, and recognize and give examples of each.
2.Sketch and interpret bar graphs and line graphs showing the results of studies with simple factorial designs.
3.Distinguish between main effects and simple effects, and recognize when an analysis of simple effects is required.
•Practice: Return to the five article titles presented at the beginning of this section. For each one, identify the independent variables and the dependent variable.
•Practice: Create a factorial design table for an experiment on the effects of room temperature and noise level on performance on the MCAT. Be sure to indicate whether each independent variable will be manipulated between-subjects or within-subjects and explain why.
•Practice: Sketch 8 different bar graphs to depict each of the following possible results in a 2 x 2 factorial experiment:
◦No main effect of A; no main effect of B; no interaction
◦Main effect of A; no main effect of B; no interaction
◦No main effect of A; main effect of B; no interaction
◦Main effect of A; main effect of B; no interaction
◦Main effect of A; main effect of B; interaction
◦Main effect of A; no main effect of B; interaction
◦No main effect of A; main effect of B; interaction
◦No main effect of A; no main effect of B; interaction
1.Explain what single-subject research is, including how it differs from other types of psychological research.
2.Explain who uses single-subject research and why.
1.Describe the basic elements of a single-subject research design.
2.Design simple single-subject studies using reversal and multiple-baseline designs.
3.Explain how single-subject research designs address the issue of internal validity.
4.Interpret the results of simple single-subject studies based on the visual inspection of graphed data.
1.Explain some of the points of disagreement between advocates of single-subject research and advocates of group research.
2.Identify several situations in which single-subject research would be appropriate and several others in which group research would be appropriate.
•Practice: Find and read a published article in psychology that reports new single-subject research. (An archive of articles published in the Journal of Applied Behavior Analysis can be found at http://www.ncbi.nlm.nih.gov/pmc/journals/309/) Write a short summary of the study.
•Practice: Design a simple single-subject study (using either a reversal or multiple-baseline design) to answer the following questions. Be sure to specify the treatment, operationally define the dependent variable, decide when and where the observations will be made, and so on.
◦Does positive attention from a parent increase a child’s tooth-brushing behavior?
◦Does self-testing while studying improve a student’s performance on weekly spelling tests?
◦Does regular exercise help relieve depression?
•Practice: Create a graph that displays the hypothetical results for the study you designed in Exercise 1. Write a paragraph in which you describe what the results show. Be sure to comment on level, trend, and latency.
•Discussion: Imagine you have conducted a single-subject study showing a positive effect of a treatment on the behavior of a man with social anxiety disorder. Your research has been criticized on the grounds that it cannot be generalized to others. How could you respond to this criticism?
•Discussion: Imagine you have conducted a group study showing a positive effect of a treatment on the behavior of a group of people with social anxiety disorder, but your research has been criticized on the grounds that “average” effects cannot be generalized to individuals. How could you
•Practice: Redesign as a group study the study by Hall and his colleagues described at the beginning of this chapter, and list the strengths and weaknesses of your new study compared with the original study.
•Practice: The generation effect refers to the fact that people who generate information as they are learning it (e.g., by self-testing) recall it better later than do people who simply review information. Design a single-subject study on the generation effect applied to university students
1.Define APA style and list several of its most important characteristics.
2.Identify three levels of APA style and give examples of each.
3.Identify multiple sources of information about APA style.
1.Identify the major sections of an APA-style research report and the basic contents of each section.
2.Plan and write an effective APA-style research report.
1.List several ways that researchers in psychology can present their research and the situations in which they might use them.
2.Describe how final manuscripts differ from copy manuscripts in American Psychological Association (APA) style.
3.Describe the purpose of talks and posters at professional conferences.
4.Prepare a short conference-style talk and simple poster presentation.
•Practice: Find a description of a research study in a popular magazine, newspaper, blog, or website. Then identify five specific differences between how that description is written and how it would be written in APA style.
•Practice: Find and correct the errors in the following fictional APA-style references and citations.
◦Walters, F. T., and DeLeon, M. (2010). Relationship Between Intrinsic Motivation and Accuracy of Academic Self-Evaluations Among High School Students. Educational Psychology Quarterly, 23, 234–256.
◦Moore, Lilia S. (2007). Ethics in survey research. In M. Williams & P. L. Lee (eds.), Ethical Issues in Psychology (pp. 120–156), Boston, Psychological Research Press.
◦Vang, C., Dumont, L. S., and Prescott, M. P. found that left-handed people have a stronger preference for abstract art than right-handed people (2006).
◦This result has been replicated several times (Williamson, 1998; Pentecost & Garcia, 2006; Armbruster, 2011)
•Practice: Look through an issue of a general interest professional journal (e.g., Psychological Science). Read the opening of the first five articles and rate the effectiveness of each one from 1 (very ineffective) to 5 (very effective). Write a sentence or two explaining each rating.
•Practice: Find a recent article in a professional journal and identify where the opening, literature review, and closing of the introduction begin and end.
•Practice: Find a recent article in a professional journal and highlight in a different color each of the following elements in the discussion: summary, theoretical implications, practical implications, limitations, and suggestions for future research.
•Discussion: Do an Internet search using search terms such as psychology and poster to find three examples of posters that have been presented at conferences. Based on information in this chapter, what are the main strengths and main weaknesses of each poster?
1.Use frequency tables and histograms to display and interpret the distribution of a variable.
2.Compute and interpret the mean, median, and mode of a distribution and identify situations in which the mean, median, or mode is the most appropriate measure of central tendency.
3.Compute and interpret the range and standard deviation of a distribution.
4.Compute and interpret percentile ranks and z scores.
1.Describe differences between groups in terms of their means and standard deviations, and in terms of Cohen’s d.
2.Describe correlations between quantitative variables in terms of Pearson’s r.
1.Write out simple descriptive statistics in American Psychological Association (APA) style.
2.Interpret and create simple APA-style figures—including bar graphs, line graphs, and scatterplots.
3.Interpret and create simple APA-style tables—including tables of group or condition means and correlation matrices.
1.Describe the steps involved in preparing and analyzing a typical set of raw data.
2.Differentiate between planned and exploratory data analyses.
•Practice: Make a frequency table and histogram for the following data. Then write a short description of the shape of the distribution in words.
◦11, 8, 9, 12, 9, 10, 12, 13, 11, 13, 12, 6, 10, 17, 13, 11, 12, 12, 14, 14
•Practice: For the data in Exercise 1, compute the mean, median, mode, standard deviation, and range.
•Practice: Using the data in Exercises 1 and 2, find
◦the percentile ranks for scores of 9 and 14
◦the z scores for scores of 8 and 12.
•Practice: The following data represent scores on the Rosenberg Self-Esteem Scale for a sample of 10 Japanese university students and 10 American university students. (Although hypothetical, these data are consistent with empirical findings [Schmitt & Allik, 2005]1.) Compute the means and
•Practice: The hypothetical data that follow are extraversion scores and the number of Facebook friends for 15 university students. Make a scatterplot for these data, compute Pearson’s r, and describe the relationship in words.Extraversion Facebook Friends 8 75 10 315 4 28 6 214 12 176 14 95 10
•Practice: In a classic study, men and women rated the importance of physical attractiveness in both a short-term mate and a long-term mate (Buss & Schmitt, 1993)2. The means and standard deviations are as follows. Men / Short Term: M = 5.67, SD = 2.34; Men / Long Term: M = 4.43, SD = 2.11; Women
◦in writing
◦in a figure
◦in a table
•Discussion: What are at least two reasonable ways to deal with each of the following outliers based on the discussion in this chapter? (a) A participant estimating ordinary people’s heights estimates one woman’s height to be “84 inches” tall. (b) In a study of memory for ordinary
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