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Mid-Term

Mid-Term. New Date : Tuesday, October 22 Covers: All lectures, Class 1 (Introduction) up to and including Class 12 (Avoiding Bias) Format: Multiple Choice and Short Answer Duration: Entire Class Contributes to Course Grade: 25%. Standardization: Procedural and Psychological.

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Mid-Term

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  1. Mid-Term New Date: Tuesday, October 22 Covers: All lectures, Class 1 (Introduction) up to and including Class 12 (Avoiding Bias) Format: Multiple Choice and Short Answer Duration: Entire Class Contributes to Course Grade: 25%

  2. Standardization: Procedural and Psychological Stimulus Perception  Stimulus Event  Response

  3. Standardization of IV Goal: All subjects experience the IV in the same way. Procedural standardization: Standardize IV as given by E Flexibility in IV presentation: Standardize IV as experienced by S Problems with flexibility; with adjusting IV to subjects’ apparent understanding? Eine kleine “knock-knock” music

  4. Pilot Testing of IV Purpose: ID problems before experiment begins 1. Clarity: Alternative interpretations? 2. Power of manipulation 3. Presentation a. Believable (handwritten vs. typed) b. Production value. Gets attention 4. Artifacts: Expt'l IV introduces unintended stimuli e.g., Essay topic disturbs some people—so use multiple two different essays.

  5. Methods of Piloting 1. Interview subjects a. Subs are great info source b. Highly motivated to help c. Probe immediately after IV, NOT at end of study (WHY?) d. Problems with interviewing? 2. Test against objective criterion a. Stress manipulation – bio measures b. Use experts: Feedback study essays--used professional tutors

  6. Pilot Testing Using Objective Criteria Prediction: Distress will lead urbanites, but not rural folk, to disclose personal feelings. Conceptual IV: Distress Empirical Realization of IV: Disturbing movie (e.g., Titanic sinks) Pilot Test Goal: Is movie upsetting? Post-Expt. Interviews: Limited value; if prediction is true, rural folk might not provide reliable info. Objective Criteria: Non-verbal reactions (HR, GSR)

  7. Internal Analysis Purpose: To find out why experiment didn't work Tools: a. Manipulation Checks b. Post hoc data analyses Internal analyses valuable even when experiments "work”; provide clues to moderation.

  8. Tolerance Cue Manipulation Check: Your score on racial tolerance compared to class average was: ___ Lower ___ Same ___ Higher

  9. Number Subjects Who Mis-Recalled Own Tolerance

  10. Subliminal Priming: Special Class of IV Purpose: Short cut to psyche; direct path into black box * Get past conscious editor * Activate otherwise inaccessible mental processes Nature: Exist between “instruction” and “event” manipulations. Examples: * “Mommy and I are one”: Silverstein  lower psych. symptoms Improve learning * Happy/sad faces: Winkielman  Ratings of Kool-aid  Consumption of Kool-aid

  11. Dependent Variables Class 09

  12. Dependent Variables: Conceptual vs. Experimental Conceptual Experimental Hitting X X Aggression X Health Status Blood Pressure X GPA X

  13. How Sad Am I? A Titanic Question Hyp: Fictional events will affect real emotions. IV: Subjects see a sad movie DV? How sad are you? __ Not at all __ Somewhat ___ A lot . How much did you want to cry? __ Not at all __ Somewhat ___ A lot How much do you need to talk about this? __ Not at all __ Somewhat ___ A lot VERSUS Observe walking speed after seeing sad movie. Amount Kleenex bought at concession stand.

  14. What to Consider when Selecting Dependent Variables What behavior best represents conceptual DV? DV should capture richness and power of response to IV DV should be reliable and non-obvious DV should be as easy to use and economical as possible Subs. should take DV seriously DV should be ethical

  15. Centrality of Experimental DV to Conceptual DV Expt’l DV Follow boring instructions Follow embarrassing instructions Follow instructions that hurt another against that person’s will Yeah, but... Lots of expts. are boring Sometimes psych is interested in personal, hidden, taboo info. Holy Moly!!! Conceptual DV Obedience

  16. Experiment: Do Reminders of Discrimination Affect Support for Affirmative Action? IV: Subjects see documentary on how women and minorities historically received unfair treatment. What would be an appropriate DV?

  17. Classes of DV Measures Verbal Measures (surveys, interviews) Behavioral Overt behavior Behavioroid Physiological

  18. Advantages of Verbal Measures(Surveys, Ratings, Interviews) Easy to use Face validity: apparent direct access to thoughts, feelings Provide multiple opportunities to respond to IV, where as behavioral is often single-shot Can provide for more sensitive, subtle measures.

  19. Affirmative Action Measure 1. Do you favor Affirmative Action? ___ YES ___ NO Problems with this measure? Degree of favor? Maybe a matter of degree, not binary. Favor Aff. Action for all groups, or just some groups? Favor all ways of implementing?

  20. Some-what against 3 Totally against 1 Mainly against 2 Neither for nor against 4 Some-what favor 5 Mainly favor 6 Totally favor 7 Likert Scales Rensis Likert What is your view on affirmative action? Aff. Action for women? Minorities? Disabled? Problems with only this one item?

  21. Some-what 3 Some-what 3 Some-what 3 Not at all 1 Not at all 1 Not at all 1 Very Little 2 Very Little 2 Very Little 2 Very Much 4 Very Much 4 Very Much 4 A Great Degree 5 A Great Degree 5 A Great Degree 5 To what degree do you favor affirmative action for Asians? To what degree do you favor affirmative action for African Americans? To what degree do you favor affirmative action for Latinos?

  22. Likert Scale Considerations • Label each choice option, or just the extremes? 2. How many choice-options? (i.e. 3, 5, 7, 9, 131?) • Unipolar or bipolar? • Two measures problem • Hiding in the middle Support 1 2 3 4 5 Affirmative Action? Not at all | | | Totally Not at all A Little Moderately A lot Totally Working memory is 5 +/- 2

  23. Some-what against -1 Totally against -3 Mainly against -2 Neither for nor against 0 Some-what favor 1 Mainly favor 2 Totally favor 3 Bi-Modal Scales Problems? What is your view on affirmative action? Unequal meanings: -1 vs. -3 ≠ -1 vs +1 What does 0 mean? Undecided? Both agree and disagree?

  24. Multiple Likert Items Help Identify Latent Constructs Affirmative Action Measure 1. Do you favor special hiring consideration for women? .55 2. Do you favor special hiring consideration for minorities? .46 3. Do you favor use of hiring quotas? .72 4. Do you favor employment of affirmative action officer? .56 5. Should affirmative action be written into the Constitution? .23 6. Are opponents of affirmative action bigots? .28 7. Would you not vote for someone opposed to affirmative action? .34

  25. Affirmative Action Measure 1. Do you favor special hiring consideration for women? 2. Do you favor special hiring consideration for minorities? 3. Do you favor use of hiring quotas? 4. Do you favor employment of affirmative action officer? 5. Do you favor special affirmative action training for managers? 6. Do you think there should be minimal hiring standards, regardless of background? 7. Do you think that the human resources department should provide special post-hiring services for women?

  26. Semantic Differential (abridged) EVALUATIVE DIMENSION Good Bad Beautiful Ugly Sweet Sour POTENCY DIMENSION Strong Weak Large Small Heavy Light ACTIVITY DIMENSION Active Passive Fast Slow Hot Cold

  27. Affirmative Action Is: EVALUATIVE DIMENSION Good | | | | | | | | | | | | Bad Beautiful | | | | | | | | | | | | Ugly Sweet | | | | | | | | | | | | Sour POTENCY DIMENSION Strong | | | | | | | | | | | | Weak Large | | | | | | | | | | | | Small Heavy | | | | | | | | | | | | Light ACTIVITY DIMENSION Active | | | | | | | | | | | | Passive Fast | | | | | | | | | | | | Slow Hot | | | | | | | | | | | | Cold

  28. Measure  Attitude  Behavior Support for Affirmative Action Survey  Degree values Affirmative Action  Votes for Affirmative Action laws. IMPLICIT MODEL OF ATTITUDE MEASURES

  29. Problems with Verbal Measures  Response Biases: 1. Social desirability 2. Sabotaging Affected by situations and contexts Salience problem: Ss know that they are being measured. a. High salience attn, but  bias b. Low salience attn but  accuracy Reactivity problem: IV = (IV + Measure) Movie on discrimination + Aff. Action survey  “Ah, movie is propaganda!” May require atypical depth of processing/introspection May assume that people know own inner states/inner processes more than they actually do.

  30. Cognitive Processing Model of Attitude Reporting Problem? Are attitudes this rational? This systematic?

  31. Behavioral Measures 1. Overt behavior   2. Behavioriod 3. Physiological Advantages of Behavioral Measures 1. Don’t require assumption of elaborate reasoning, allow for automatic and uncons. processes 2. Require less inference of rel. btwn IV and behavior, b/c measure IS behavior. 3. More absorbing for subjects 4. Tell a better story

  32. Types of Behavioral Measures Frequency Extent/Amount Speed Intensity Duration Preference Latency Social/Physical Distance Non-verbal Cues and Expressive Behaviors Unobtrusive Measures

  33. DV: Distance

  34. DV: Non-Verbal Behavior

  35. DV: Non-Verbal Behavior

  36. Behavioroid Measures Defined: Measures INTENT to commit the behavior, w/o actually measuring or inducing behavior. Used when actual behavior is too impractical, unethical, or otherwise inappropriate.

  37. Example of Behavioroid Measure Freedman and Fraser "Foot in the Door" Study JPSP, 1966 Behavioroid Measure: Willingness to have 2.5 hour intrusive survey of house conducted by 5 strangers. a. Asked to complete short questions, and asked: 52.8% b. Asked to complete short survey, but not asked: 33.3% c. Familiarized with questions: 27.8% d. Not previously contacted: 22.2%

  38. Physiological Measures Defined: Bodily states that reflect psychological states Blood pressure, heart rate, skin conductance Examples: Advantages: Not under conscious control Display mediation Problems: Costly; Intimidating to subjects; Typically gross, rather than subtle; Require inference to conceptual DV

  39. Implied Behavior Overt Behavior Physical distance from disabled person Discomfort Re-selling price for chosen item vs. given item. Subjective importance due to perceived control. Degree of eye contact Affection Indirect Measures Measures that imply DV, without directly testing it.

  40. Aim for actual and behavioral, rather than anticipated and non-behavioral  Expt. DV should be close to conceptual DV.  DV should be as precise as possible Concluding Points Re. DVs 1. Which is the better feedback bias measure? • Feedback bias = anticipated feedback to minority v. white • Feedback bias = verbal comments to minority v. white confed. 2. Which is better measure of hostility to out-group? • Amount of shock delivered during “learning” task • Physical distance during interview 3. Which is better measure of health after disclosure? • Visit MD vs. did not visit MD • Number of MD visits

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