Unit 2: Research Methods: Thinking Critically with Psychological Science

1. Unit 2:Research Methods: Thinking Critically with Psychological Science

2. Unit Overview • The Need for Psychological Science • How Do Psychologists Ask and Answer Questions? • Statistical Reasoning in Everyday Life • Frequently Asked Questions about Psychology Click on the any of the above hyperlinks to go to that section in the presentation.

3. Seniors vs. Freshmen reaction time activity quiz

4. The Need for Psychology Science

5. Assign LO’s

6. Did We Know It All Along? Hindsight Bias LO #1 • Hindsight Bias “I knew it all along” • Ex. 1: Iraq war – “Everyone knew there were no WMD’s.” • Ex. 2: Favre’s exit was good for GB.

7. Overconfidence • Overconfidence, p. 21 • Together with hindsight bias, can lead to overestimate our intuition

8. Handout 2-2 • Read the statement. • Mark your choice.

9. The Scientific Attitude LO #2 • Three main components, p. 22 • Curiosity (“why . . . ?”) • Skepticism (“but . . .”) • Open-minded humility (“okay then”)

10. Critical Thinking • Critical Thinking, p. 24 • “Smart thinking” • Four elements • Examines assumptions • Discerns hidden values • Evaluates evidence • Assesses conclusions

11. How Do Psychologists Ask and Answer Questions?

12. The Scientific Method, p. 25 LO #3 • Theory “mere hunch” • Hypothesis Can be confirmed or refuted Paper ball experiment • Operational Definition (be clear!) • Replication (repeat)

17. The Scientific Method • A good theory is useful if it . . . • effectively organizes a range of self-reports and observations • implies clear predictions that anyone can use to check the theory

18. Three Means to Test a Hypothesis LO #4 Descriptive methods (three), p. 26 • case studies • surveys • naturalistic observations Correlational methods Experimental methods

19. DescriptionThe Case Study • Case Study • Suggest directions for further study • Cannot discern general truths Genie video

20. DescriptionThe Survey • Survey, p. 27 • Looks at many cases at once • Effect of wording • Random sampling • Representative sample Exercise: Survey Wording (Handout 2-5, p. 13)

21. DescriptionThe Survey • Sampling • Population • Random Sample

22. DescriptionNaturalistic Observation • Naturalistic Observation, p. 28 • Describes behavior • Does not explain behavior

23. Correlation, p. 31 LO #5 • Correlation (correlation coefficient) • How well does A predict B • Positive versus negative correlation • Strength of the correlation • -1.0 to +1.0 • Scatterplot

24. Positive, Negative or Neutral Correlation? Smoking and health problems Smoking and money

25. Correlation

26. Correlation

27. Correlation

28. CorrelationCorrelation and Causation • Correlation helps predict • Does NOT imply cause and effect

33. CorrelationIllusory Correlations LO #6 • Illusory Correlation, p. 32 • Perceived non-existent correlation • A random coincidence Figure 2.5, p. 25

34. Experimentation , p. 34 LO #7 • Experiment • Can isolate cause and effect • Control of factors • Manipulation of the factor(s) of interest • Hold constant (“controlling”) factors

35. ExperimentationRandom Assignment • Random assignment • Eliminates alternative explanations • Different from random sample

36. ExperimentationRandom Assignment • Blind (uninformed) • Single-Blind Procedure • Double-Blind Procedure • Placebo Effect

37. ExperimentationRandom Assignment • Groups • Experimental Group • Receives the treatment (independent variable) • Control Group • Does not receive the treatment

38. ExperimentationIndependent and Dependent Variables • Independent Variable (IV) • What is being controlled • Confounding variable • Note the effect of random assignment on confounding variables • Dependent Variable (DV) • What is being measured (paper ball)

39. Video: Does Self-Confidence Intimidate Others? Vol. 2, DVD1 (Clip 101, 3:25)

40. Experiments For each hypothesis, consider how you could design a study that would test it, then in the experiment that’s given, identify the independent and dependent variables.

41. Experiments • Hypothesis: Taking tests in hot rooms decreases test scores. • Students are randomly assigned to take a test in either a hot room or a comfortable room. Test scores will be compared to see if hot rooms negatively affect test-taking. • What is the independent variable? • Students • Room temperature • Test scores • Tests • What is the dependent variable? • Students • Hot room • Comfortable room • Test scores

42. Experiments Hypothesis: Newborns gaze longer at a drawing of a face-like image than at a bull’s-eye pattern. Newborns are shown, in random order, the stimuli: A face-like image, a bull’s-eye pattern, and a blank screen. Each newborn is timed to see how long they look at each. • What is the independent variable? • Random order • Length of gaze • The stimuli • Newborns • What is the dependent variable? • Newborns • Length of gaze • Facelike image and bull’s-eye pattern • All of the stimuli

43. Experimental Design Figure 2.7, p. 36

44. Experimental Design Figure 2.7, p. 36

45. Experimental Design Figure 2.7, p. 36

46. Experimental Design Figure 2.7, p. 36

47. Comparing Research Methods Table 2.3, p. 36

48. Comparing Research Methods Table 2.3, p. 36

49. Comparing Research Methods Table 2.3, p. 36

50. Comparing Research Methods Table 2.3, p. 36