Finishing up APA & Ethics

1. Finishing up APA &Ethics Psych 231: Research Methods in Psychology

2. Exam 1: Coming up soon (less than 2 weeks) Announcements

3. Adolescent Depression 2 We explored attachment in a family context by applying family systems principles to the investigation of multiple attachment relationships within families. This study focused on maternal adult attachment with respect to family of origin experiences. We examined associations between maternal adult attachment and three levels of family functioning including individual maternal depression symptoms, dyadic marital satisfaction and family unit functioning. We found that attachment security with respect to particular relationships was differentially associated with different levels of family functioning. • Abstract • Body Adolescent Depression 29 References Barnett, P. A., & Gotlib, I. H. (1988). Psychosocial functioning and depression: Distinguishing among antecedents, concomitants, and consequences. Psychological Bulletin, 104. Beck, A. T. (1978). Beck Depression Inventory. San Antonio, TX: Psychological Corporation. Benoit, D., Vidovic, D., & Roman, J. (1991, April). Transmission of attachment across three generations. Paper presented at the Biennial Meeting of the Society for Research in Child Development. Benoit, D., Zeanah, C. H., & Barton, M. L. (1989). Maternal attachment disturbances in failure to thrive. Infant Mental Health Journal, 3, 185-202. Benoit, D., Zeanah, C. H., Boucher, C., & Minde, K. (1989). Sleep disorders in early childhood: Association with insecure maternal attachment. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 86-93. • References • Authors Notes • Footnotes • Tables • Figure Captions • Figures • Title Page Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University APA style: Parts of a research report

4. The basic parts of a research article: • Title and authors- gives you a general idea of the topic and specifically who did it • Abstract- short summary of the article The anatomy of a research article

5. Title should be maximally informative while short (10 to 12 words recommended) Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Title Page

6. Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Order of Authorship sometimes carries meaning Title Page

7. Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Affiliation – where the bulk of the research was done Title Page

8. Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Running head – will go on each page of published article, no more than 50 characters Title Page

9. Short title – goes in header (with page number) on each page of the manuscript Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Title Page

10. Running Head: ADOLESCENT DEPRESSION 1 Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University New APA style guidelines appear to have done away with the Short title • Published title pages will look a bit different, but you’ll find these pieces of information. Typically the body of the article will begin as well. Title Page

11. Abstract: Short summary of entire paper • 100 to 120 words (6th edition: 150-250 words) • The problem/issue • The method • The results • The major conclusions • Recommendation: write this after you’ve finished the rest of the paper • Good first contact, but remember that it is short on detail • Shows up in PsycInfo • Gets skimmed before reading the article Abstract

12. Start broad • Hourglass shape • Background • Literature Review Body

13. Narrow focus • Hourglass shape • Statement of purpose • Specific hypotheses (at least at conceptual level) Body

14. Most focused • Hourglass shape - Methods - Results Body

15. Broaden • Hourglass shape • Discussion • Conclusions • Implications Body

16. Introduction - gives you the background that you need • Issue and Background • What is it? Why is it interesting/important? • Literature Review • What has been done? What theories are out there? • Statement of purpose • What are you going to do and why? • Specific hypotheses (at least at conceptual level) • What do you predict will happen in your research? Body

17. Writing checklist • Be cohesive • Be relevant (why are the reviewed studies relevant?) • Work on the transitions (make the flow logical) • Introduction - gives you the background that you need • Reading checklist • 1) What is the author's goal? • 2) What are the hypotheses? • 3) If you had designed the study, how would YOU have done it? Body

18. Method - tells the reader exactly what was done • Enough detail that the reader could actually replicate the study. • Subsections: • Participants - who were the data collected from • How many, where they were selected from, any special selection requirements, details about those who didn’t complete the experiment • Apparatus/ Materials - what was used to conduct the study • Design • Suggested if you have a complex experimental design, often combined with Materials section • Procedure • What did each participant do? Other details, including the operational levels of your IV(s) and DV(s), counterbalancing, etc. • The basic parts of a research article : Body

19. Method - tells the reader exactly what was done • Reading checklist 1 a) Is your method better than theirs? b) Does the authors method actually test the hypotheses? c) What are the independent, dependent, and control variables? 2) Based on what the authors did, what results do YOU expect? • Writing checklist • Is it clear why the procedures were selected? • Are any assumptions explicit and defended? • Is the level of detail sufficient for replication? • The basic parts of a research article : Body

20. Results (state the results but don’t interpret them here) • Verbal statement of results • Tables and figures • These get referred to in the text, but actually get put into their own sections at the end of the manuscript • Statistical Outcomes • Means, standard deviations, t-tests, ANOVAs, correlations, etc. Body

21. Results (state the results but don’t interpret them here) • Reading checklist • 1) Did the author get unexpected results? • 2 a) How does the author interpret the results? • b) How would YOU interpret the results? • c) What implications would YOU draw from these results? • Writing checklist • Is it clear how the hypotheses are tested by the analyses? • Would a graph or table help clarify the results? • What questions might the reader still have, and how could I answer them in this section? Body

22. Discussion (interpret the results) • Relationship between purpose and results • Theoretical (or methodological) contribution • Implications • Future directions (optional) • Reading checklist • 1 a) Does YOUR interpretation or the authors' interpretation best represent the data? • b) Do you or the author draw the most sensible implications and conclusions? • Writing checklist • Have you stated your most convincing argument? • Do the conclusions follow straightforwardly from the results? Body

23. References • Author’s name • Year • Title of work • Publication information • Journal • Issue • Pages Adolescent Depression 29 References Barnett, P. A., & Gotlib, I. H. (1988). Psychosocial functioning and depression: Distinguishing among antecedents, concomitants, and consequences. Psychological Bulletin, 104. Beck, A. T. (1978). Beck Depression Inventory. San Antonio, TX: Psychological Corporation. Benoit, D., Vidovic, D., & Roman, J. (1991, April). Transmission of attachment across three generations. Paper presented at the Biennial Meeting of the Society for Research in Child Development. Benoit, D., Zeanah, C. H., & Barton, M. L. (1989). Maternal attachment disturbances in failure to thrive. Infant Mental Health Journal, 3, 185-202. Benoit, D., Zeanah, C. H., Boucher, C., & Minde, K. (1989). Sleep disorders in early childhood: Association with insecure maternal attachment. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 86-93. When something odd comes up, don’t guess. Look it up! The rest

24. References • Authors Notes (new guidelines put these on title page) • Footnotes • Tables • Figure Captions • Figures The rest

25. These are used to supplement the text. • To make a point clearer for the reader. • Typically used for: • The design • Examples of stimuli • Patterns of results Figures and tables

26. Clarity • Acknowledge the work of others (avoid plagiarism) • Active vs. passive voice • Active: Summers and Jordan (2009) hypothesized that speakers use to much passive voice • Passive: It was hypothesized by Summers and Jordan (2009) that speakers use to much passive voice Checklist - things to watch for

27. Avoid biased language • APA guidelines: • Accurate descriptions of individuals (e.g., Asian vs. Korean) • Be sensitive to labels (e.g., “Oriental”) • Appropriate use of headings • Correct citing and references • Good grammar Checklist - things to watch for

28. Ethics – people should be treated as ends not means Ethics PSI CHI / SPA Panel Discussion: Ethics Monday Sept 14, 7:30 PM DeGarmo 206 SPA

29. Two basic categories of ethical concerns: • Need to consider the rights of our participants in our research • Need to behave ethically as scientists and practitioners Ethical Responsibilities in Research

30. Consider ethics at each step • What measurement techniques will be used? • How are participants selected? • What methods may be used on the participant population? • What design is appropriate? • How are the data analyzed? • How are the results reported? Ethical Responsibilities in Research

31. For the most part the researcher has the power • You know what is going to be done to the participants • Participants may feel like they have to do it Using humans in research

32. Institutional Review Board • IRB Criteria • Minimize risk • Benefits > Risks • Equal opportunity sampling • Informed consent • Documentation of consent • Data monitoring • Privacy & Confidentiality Monitoring of ethics

33. Respect for persons • Basic courtesy • Informed consent • Debriefing • Avoid deception • Beneficence • Protection from harm • Cost/Benefits analysis • Confidentiality • Justice • Freedom from coercion APA’s code of ethics www.apa.org/ethics/code2002.html

34. Information to allow a person to decide if they want to participate • Basic purpose of the study • Participation is voluntary • Risks involved • Benefits involved • Rights to refuse or terminate participation • Assent - guardians if participants are not competent • e.g., children, developmentally disabled people Informed consent

35. Passive deception • Withholding information about the study • Active deception • Deliberately misleading participants Using deception in research

36. Avoid it when possible • Alternatives to deception • Role-playing • When not possible to avoid • Make sure that you are up front with all possible risks • Potential results must be worth it • Must debrief participants as soon as possible (either right after participation or as soon as project is over) Using deception in research

37. Costs: all potential risks to the participants • Physical harm • Psychological harm • Loss of confidentiality • Benefits: the “good” outcomes • Direct benefits to participants • Benefits to knowledge base • Benefits to world at large Costs/Benefits analysis

38. Fraud prevention • Replication – repeat a research study to validate results • Peer Review – critical analysis of research by peers in the same area • Plagiarism – taking credit for another’s work or ideas • Avoided by citing the ideas or words of others Scientific Integrity

39. Dirty tricks (this will get you thrown out) • Questionable tricks (these are a little fuzzier, but be wary) • Neat tricks (accepted as okay, and sometimes necessary) Ethics in Science Quiz Ethical responsibility to science

40. Dirty tricks • Questionable tricks • Neat tricks • Fabrication of results • Little or no attempt to minimize demand biases • Reformulating your theory as you go • Falsifying credentials • Plagiarism • Little or no attempt to minimize confounds • Deliberately hiding (significant) errors in published work • Little or no attempt to minimize demand characteristics Ethics in Science Quiz DT QT NT DT DT QT DT QT Ethical responsibility to science

41. Dirty tricks • Questionable tricks • Neat tricks • Throwing out data • Reorganizing order of report of experiments • Violations of underlying statistical assumptions • Strategic graphing of the data • Duplicate publications (presented as new) • Selective reporting of the results • Leaving out some bad experiments (not bad results) Ethics in Science Quiz QT or DT depends reason for throwing out NT QT QT DT QT NT Ethical responsibility to science