Adding technology to the classroom

1. Adding technology to the classroom Teaching from your laptop

2. Some personal background • Three courses • GER: • Psy 111 • Upper-division departmental requirement: • Social psychology • Lower-division department requirement: • Statistics for psychology • Evolution from low tech, to tentative tech, to higher tech teaching.

3. Low tech teaching See Handouts

4. A first step into high tech teaching Old version of Psy 111

5. Behavior Genetics The nature and nurture of individual differences

6. Behavior Genetics • Aims to explain individual differences in traits/behaviors. • Examines the relative contributions of genetics and environment. • Some applications: • Intelligence • Temperament

7. Behavior Genetics • How do behavior geneticists separate the effects of genetics vs. environment? • By studying individuals who: • share the same environment but vary in degree of genetic relatedness, and • share genes in varying degrees but experience different environments

8. Identical twins Fraternal twins Same sex only Same or opposite sex Behavior Genetics: Twin Studies • Identical Twins • come from a single zygote that splits (monozygotic) • two genetic replicas (clones) • Fraternal Twins • come from separate zygotes (dizygotic) • genetically no more alike than siblings, but shared fetal environment

9. Similarity of intelligence scores (correlation) Siblings reared together Identical twins reared together Identical twins reared apart Fraternal twins reared together Unrelated individuals reared together Behavior Genetics: Twin Studies & the Nature of IQ • More genetically similar people have the more similar IQs • Sibs reared together are more similar in IQ than unrelated individuals reared together

10. A bolder step into high tech teaching Old version of Psy 111

11. Behavioral Genetics The nature and nurture of individual differences

12. Behavioral Genetics • Aims to explain individual differences in traits/behaviors (like shyness, thrill-seeking) • Key applications: • Intelligence • Temperament • Examines the relative effects of • genetics and • environment.

13. Behavioral Genetics • How do we separate the effects of genetics vs. environment? • By studying individuals who: • share the same environment but vary in degree of genetic relatedness, and • share genes in varying degrees but experience different environment

14. Identical twins Fraternal twins Same sex only Same or opposite sex Behavioral Genetics • Identical Twins • come from a single zygote that splits (monozygotic) • two genetic replicas (clones) • Fraternal Twins • come from separate zygotes (dizygotic) • genetically no more alike than non-twin sib’s, but shared fetal environment

15. Behavioral Genetics Twin Studies: Nature of IQ • More genetically similar people have more similar IQs • Non-twins reared together are more similar than unrelated indiv’s together

16. Going really high-tech The class I never thought could be done without a chalkboard

17. One- & Two-wayChi-Square Tests Chapter 27

18. Outline • Parametric vs. Non-parametric Stats • Parametric statistics • Review of Z-tests, t-tests & F-tests • Common features of Z’s, t’s and F’s • Limitation of parametric statistics • Non-parametric statistics • One-way Chi-square (goodness of fit) test • Two-way Chi-square test (of association)

19. Parametric vs. Non-parametric Statistics

20. Parametric Statistics

21. Parametric Statistics • Common Features • Level of measurement (DV’s are always interval or ratio) • Requires a normal distribution (e.g., if distrib. is skewed…) • Parametric hypotheses

22. Parametric Statistics • Definition of parametric stats… • A category of inferential statistics used to test hypotheses about the values of population parameters • Common parametric techniques… • Z-tests, one-sample t-tests, independent samples t-tests, dependent-samples t-tests, tests of population correlations, one-way ANOVA, and two-way ANOVA • Parametric stats should be avoided… • …when the distribution is not normal • …when the DV is nominal or ordinal

23. Non-Parametric Statistics • Definition of non-parametric stats… • A category of inferential statistics used to test hypotheses that are not about the values of population parameters • Two widely used non-parametric techniques… • One-way Chi-square (a.k.a., 2Goodness of Fit test) • Two-way Chi-square (a.k.a., 2 Test of Association)

24. Two-way 2 (Test of Association)

25. Logic of 2-way 2 • Goal • To see if there is a relationship between two nominal variables, e.g., • Is there a relationship between sex (i.e., male vs. female) and voting preferences (i.e., Republican, Democrat, Independent)? • Is there a relationship between political orientation (i.e., liberal vs. conservative) and the importance of various political issues (e.g., economy, terrorism, education, etc.)?

26. Logic of 2-way 2 • Strategy • Collect paired observations on two nominal variable; e.g., • For 200 voters, code… • Their most important issue (e.g., economy, terrorism…) • The political orientation (e.g., liberal or conservative) • Cross-tabulate the findings, getting the… • frequency of each type issue for liberals; & • frequency of each type of issue for conservatives • See next slide

27. Logic of 2-way 2 • Strategy (continued) • Cross-tabs fo’s • Conduct analyses to see if … • …the fo’s for lib’s are significantly diff from the fo’s for conserv’s • …as determined by differences from the “expected freq’s” (fe’s), • Or the differences likely due to chance

28. Steps in2-way 2 • Hypotheses: • The Ho claims………… • …no signif. diff. betw. fo’s for libs & fo’s for cons. • Ho: Issue preference & political orientation are independent (unrelated) • The H1 claims………… • …there is a signif. diff. betw. fo’s for libs & fo’s for conservatives; • …variables ARE related • H1:HO is false

29. Steps in2-way 2 • Decision Criteria: • Select : .05 or .01? • Draw regions • Always upper-tailed because 2 can only be positive 7.81 • Critical value: Table D (p. 539) • =0.5 • df = (#Columns – 1)(#Rows – 1) = (C-1)(R-1) = (4-1)(2-1) = 3 • Decision rules… • If 2obs < 7.81, Retain Ho. (No rel.) • If2obs> 7.81, Reject Ho. (Rel.)

30. Steps in2-way 2 • Collect Data • Descriptive Stats • fo’s (observed frequencies) • Column totals • Row totals • Overall total

31. Steps in2-way 2 • Inferential Stats • fe’s (expected frequencies)

32. Steps in2-way 2 • Inferential Stats • Compute2obs • (this and next two slide).

33. Steps in2-way 2 • Inferential Stats .053 14.802 8.685 .551 13.393 .048 7.858 .499

34. Steps in2-way 2 • Inferential Stats .053 14.802 8.685 .551 13.393 .048 7.858 .499

35. Steps in2-way 2 • Decision • Reject or Retain Ho? • p <.05 or ns? • Is there… • …a significant difference between the types of reasoning used by liberals and the types used by conserv’s? • …a relationship between political orientation and type of reasoning? • Statistical copy………………… 7.81 2 (3) = 45.90, p<.05

36. Problem 22: Two-way 2 Finally, our researcher got tired of research on DWIs, and switched to research on childrearing. She hypothesized that parenting styles change when parents have more than one child. To find out, she recruited 180 families, and did the following. • First, she divided them into… • those who had only one child and • those who had more than one child. • Second, she observed them at home and placed them in different categories. • Permissive parents • Where kids have many adult-like privileges but few responsibilities • Authoritarian parents • Where kids have many adult-like responsibilities but very few privileges • Authoritative parents • Where privileges and responsibilities are age-appropriate and negotiated. • Then she cross-classified parents based on (A) number of kids, and (B) parenting styles to see if parenting style is related to the number of kids. Continued on next slide

37. Problem 22: Two-way 2 Based on the above description and the following table… • Establish the hypotheses. • Use =.05 and identify the critical value(s) & decision rules. • Compute 2obs • Write out the statistical copy. • Make your decision: • Reject or Retain Ho? • Did the findings suggest that parenting style was related to the number of kids? • If so, what patterns do you see in the data?

38. How to do it Adding still images, audio, and video

39. Still Images • You can supplement any text with images • It is easy to do. • How? • Find images with internet “image” search • Insert into presentation • Insert (on toolbar) • Pictures • From file • Animate • Slide Show (on toolbar) • Custom animation • Click on object to animate • Click on “add effect”

40. Audio • Text can be easily supplemented with audio • To add music clips • Add from hard-drive • Insert • Movies and sounds • Sounds from file • Insert link to CD drive • Insert • Movies and sounds • Play CD audio

41. Video Images • Text can be supplemented with video on the hard-drive • Insert • Movies and sounds • From clip organizer • …or… • From file

42. Getting started Your first class with a laptop

43. Getting started • Put the lectures together • CAFÉ has classes • Call A/V • Reserve the projector or unlock cabinets • Tutortial for the room • Turn on projector and laptop • Connect the RBG cables to laptop and outlet • Toggle (Shift F7?) until image is on laptop and wall

44. Things to note • Although the projector presents your visuals, it doesn’t present your audio • For big classrooms, run the audio separately • Internet connection • ?? • Death by Powerpoint