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| In Exp. Methods, Psychology is a _________ discipline that studies _________ and mental process. It is researched based. |
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| first research psychologist; applied scientific method to psych, said it's both physiological and psychological |
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| established one of the 1st psych labs, also founded the first scientific journal |
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| "father of child psych," started APA |
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| established first psych clinic |
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| brought Wundt's ideas to U.S. = a new market |
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| brought psych research into undergrad curriculum |
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| goal is to increase knowledge, doesn't solve a problem |
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| can't do this without basic but it actually finds solutions to problems; looks at effects of social/instituional programs on behavior |
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| Goals of Behavioral Research |
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| Describe, predict, and explain behavior |
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| Importance of behavioral science to students |
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| Makes you a better consumer of knowledge and understand research |
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| must be able to observe something the same way over and over again so conclusion is valid |
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| findings must also be observed, replicated by other people for more reliability/validity |
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| must be provable, testable with research, etc. Can't prove if there are angels, can't research that. |
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| similar to a theory but only describes how concepts are related (Ex. Sleepiness + Caffeine = Awake) |
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| explanations made after collection of data |
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| predicting the data before collecting it vs. predicting after the data is found |
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| 4 Broad Categories of Research |
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| Descriptive, Correlational, Experimental, and Quazi-experimental |
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| describes behaviors/thoughts/feelings of a particular group |
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| investigates relationship between psychological variables |
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| an investigator will manipulate an IV to see if it causes change in DV |
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| Quazi-experimental Research |
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| researcher can't manipulate IV, comparisons made between groups that already exist, also after a treatment occurs |
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| Steps of Scientific Method |
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| observe/describe, hypothesis, ask question, support/fail to support |
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| deriving hypothesis from a theory |
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| happens most often, derive something from a fact then make a theory (empirical generalizations) |
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| IV will not have an effect on DV (Stat 214) |
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| Awareness of a negative self-stereotype will hinder performance. Theory or hypothesis? |
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| Theory, it says something WILL happen. |
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| theories are broad and not testable; hypotheses are falsifiable |
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| Lack of heat in degress Fahrenheit, conceptual or operational definition? |
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| Operational, it's specific and objective. Provides a measure. |
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| A cold lemony drink, conceptual or operational definition? |
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| Conceptual, could be talking about a few different things. |
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| Define intelligence subjectively (conceptually) and objectively (operationally). |
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Subjective: having great knowledge, smart
Objective: high IQ score or GPA (can be a number of different definitions but usually includes a measure) |
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| used to summarize and describe behavior, helps to interpret (Ex. There are 30 men and 15 women in the study.) |
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| used to draw conclusions about reliability and generalizability of one's findings |
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| a stat that indicates the observed variability among participants (Ex. in our class, variance is low. There are a lot of 3rd and 4th year students and not much else. We're all not that different from each other.) |
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| Central tendency (descriptive stats) |
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| Dispersion (variability, speed) |
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| range, variance, standard deviation |
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| extra variables that can throw off your results (test performance and an honors vs. remedial class), temp of a classroom, noise level, etc. |
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| field of study concerned with educational/psychological measurement |
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| 3 ways to measure behaviors |
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| observationally, physiologically, and self report |
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| Nominal, ordinal, interval, ratio |
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| black or white, male or female, Christain or Jewish, Republican or Democrat |
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| Corporal or commander, bachelor's degree or graduate degree, placing 1st in a race, depression level |
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| 98 degrees outside, 3.5 GPA, 1600 on an SAT (situations where these things CAN'T be absolute zero) |
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| 5'2" tall, 157 lbs., 72 miles away from Richmond (could be an absolute zero) |
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| a person's actual score in the real world measured w/o error |
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| a person's score that we obtain from a measurement tool with error |
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| True intelligence ='s 130, observed intelligence ='s 122, the error ='s...? |
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| 8 (true intelligence minus observed intelligence) |
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| measurement tool should yield same over and over again across time |
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| test-retest, inter-rater, internal consistency |
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| extent to which measure appears to measure what is it supposed to measure |
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| Criterion related validity |
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| how does test correlate with criterion that exists in real world? |
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| Subjective Unit of Distress (SUDS) |
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| great way for therapist/patient to communicate; rage 0-100 (o is least distress, 100 is most distressed) |
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| Three subtypes of interitem reliability |
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| item-total correlation, split-half reliability,Cronbach's alpha |
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| How to maximize reliability |
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| standardize administration of measures, clarify instructions/questions, train observers, minimize errors in coding data |
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| research involving direct observation of human behavior |
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| observing ongoing behavior as it is occuring naturally with no intrusion/intervention by research |
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| behavior observed in arranged setting specifically for viewing/recording that behavior |
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| participants know they are being observed but don't know why they are being observed |
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| friend, family, coworker, less pressure, more likely to behave naturally if someone else is recording the behavior (s) |
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| participants aren't even aware of the study |
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| narratives, checklists, time, rating scales, etc. |
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| Natural Electrical Activity |
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| EEGs (measure brain/sleep waves) |
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| measures muscle tension or movement |
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| blood flow to different parts of the brain |
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