ࡱ> 7 EbjbjUU S7|7|Al$.....R00000000$T t0000000000000000001ŅP50t0 @EyW+.0t5LҖ0050PSY 301 (Section 002): Research Methods in Psychology Spring 2003 Meeting times: M W 1:30 PM 2:20 PM Location: Robinson Hall A Room 248 Instructor: Dr. Debra Mashek E.mail: dmashek@gmu.edu Phone: 703.993.4251 Office: David King Hall Room 2007 Office hours: Monday 2:20 3:20; Wednesday 12:30 1:30; and by appointment REQUIRED Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. (2003). Research methods in psychology (6th ed.). McGraw-Hill Higher Education: New York. You will use this book primarily as a resource for the lecture assignments and the laboratory. Thaiss, C. & Sanford, J. F. (2000). Writing for psychology. Allyn and Bacon: Needham Heights, MA. You will use this book for the lab portion of this course. Langston, W. (2002). Research methods laboratory manual for psychology. Wadsworth: Pacific Grove, CA. You will use this book for the lab portion of this course. Materials on library reserve. (Three chapters and a very short newspaper clipping.) Package of 3 X 5 index cards for daily quizzes. A FEW NOTES ABOUT COURSE STRUCTURE Students are required to sign up for both a lecture section and a lab section of PSYC 301. Although the lecture and labs will likely cover complementary content, the lectures are not necessarily coordinated with the labs. If you have a question about either component of the course, please see the appropriate instructor (that is, see me if you have questions about the lecture material and see your lab instructor if you have questions about the lab). COURSE PURPOSE & GOALS The purpose of this course is to help students become wise consumers of information. In this course, we will explore how to (a) approach research with skepticism, (b) identify science from pseudo-science, (c) generate testable hypotheses, (d) design methods of testing hypotheses, (e) interpret the meaning of psychological data, and (f) do all of the above in an ethical manner. The conceptual and practical techniques used in this class will be valuable as you read and make sense of the research reported in psychological journals. More importantly, these skills will help you as you read and make sense of research reported in popular magazines, newspapers, and on television. Further, for those of you who might go onto to become a producer of knowledge, this course will prepare you to do so in a sophisticated and rigorous way. We will aim for a basic understanding of the research methods employed by psychologists and social science researchers, more generally. I designed all the course activities to introduce you to these principles in an engaging fashion and to give you the opportunity to apply these principles and skills to your own life, future courses, and possibly your own research. LECTURES We will take a problem-based approach to the content of this course. What is a problem-based approach to learning? Problem-based learning entails discovering concepts and ideas through systematic inquiry, observation, and discussion. With the exception of the first few ground laying lectures (i.e., lectures designed to provide class participants with a common language for discussing research), discussion will be the predominate mode of teaching. After the daily quiz, each lecture will begin with a demonstration or a description of a research problem. As a class, we will discuss the activity from the perspective of consumer. Through discussion we will illuminate important themes and considerations central to psychological research. Your text will serve to preview and supplement these discussions. GRADING Because few students excel at (and feel comfortable with) all forms of evaluation, you will have the opportunity to demonstrate your grasp of the course material in a number of ways. Forty percent of your final grade will be based on your performance in the lab section of this course (please see your lab syllabus for grading criteria and assignments). The remaining 60% of your final grade will be based on assignments completed in conjunction with the lecture-portion of the course. Your final grade in the course will be computed as follows: (.60 X Percent Grade from Lecture) + (.40 X Percent Grade from Lab). The following distribution will be used for assigning final letter grades. I reserve the right to alter the cut-off points. Any changes to the distribution will be announced in class: Letter Percentage A+ 97 - 100 A 93 96.9 A- 90 92.9 B+ 87 89.9 B 83 86.9 B- 80 82.9 C+ 77 79.9 C 73 76.9 C- 70 72.9 D+ 67 69.9 D 63 66.9 D- 60 62.9 F 0 59.9 Lecture grades will be based on daily quizzes, in-class assignments, critiques, and knowledge checks. 1. Statement of Commitment to Class/ Personal Information Sheet I will give you a statement of commitment to read and complete on the first day of class. I will also give you a personal information sheet to complete. Submit these materials, along with a photograph of your face, by January 27. Although this assignment is required to pass the course, you will not receive points for this assignment. 2. Daily Quizzes Quiz questions will be announced at the beginning of each lecture period (1:30 PM). Please write your answer (and your name) on a 3X5 index card. At 1:35 PM, I will ask the class to pass note cards to the front of the room. I estimate that 28 quizzes will be given; your best 25 quiz grades will count toward your final grade. Each quiz will be worth 2 points. Daily quiz grades will count 50 points toward your lecture grade. 3. In-class Assignments We will complete 5 in-class assignments over the course of the semester. Each assignment will count 2 points toward your lecture grade. Assignments may be unannounced. 4. Critiques The critiques will give you the opportunity to apply your understanding of the course material to a real world issues. Each critique will require you to think critically and creatively as you apply the tools of the trade to a particular question, problem, or experience. I will provide a separate handout describing the critiques. Due dates for the 4 critiques are listed on the class schedule. Each critique will count 5 points toward your lecture grade. 5. Knowledge Checks Knowledge checks (KCs) are take-home worksheet activities designed to help you summarize your understanding of the course content up to a given point in the semester. Students will complete two KCs during the semester, once at mid-term and once at the end of the semester. Each KC will count 10 points toward your lecture grade. CRITICAL THINKING Critical thinking is the process of thinking on your own, not just memorizing or stating what someone else has written or said about a topic. Critical thinking is the process of going deeper than just reporting. Critical thinking means evaluating and critiquing information and figuring out how different ideas fit together. Please exercise your critical thinking skills while taking this course! ACADEMIC DISHONESTY As stated in George Mason Universitys policy manual, I am under obligation to report all suspected occurrences of academic dishonesty to the Honor Committee. Plagiarism and cheating both count as academic dishonesty. Although I encourage collaborative learning, you are still responsible for turning in your own work and not simply copying someone elses work. During quizzes, students will sit spaced apart from one another. No headphones, electronic dictionaries, cell phones, beepers, programmable calculators or other electronic devices may be used during quizzes. If you require the use of a printed language dictionary, please speak to me within the first two days of class. I take cheating very seriously and the university provides severe penalties for cheating and other forms of academic misconduct. Do not cheat and do not take part in any activity that may be interpreted as cheating. Please respect your colleagues and especially yourself by not cheating. If you have questions about what constitutes plagiarism or cheating, please ask me. I encourage students to review the Honor Code at www.gmu.edu/catalog/apolicies/honor.html SPECIAL NEEDS The university is committed to complying with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by providing reasonable accommodations for students who are disabled. Students requiring specific accommodations for a physical, psychological, medical or learning disability should contact the Disability Resource Center at (703) 993-2474 or the University Equity Office at (703) 993-8730. DRC will review your concerns and determine, with you, what accommodations are necessary and appropriate. All information and documentation of disability is confidential. FINAL WORD If you know that you will be unable to meet the deadlines listed on the course schedule on the following pages, you should not enroll in this course. If you know that you will be gone on a day that an assignment is due, you should turn the assignment in BEFORE class. If you have a major unexpected event occur to you that causes you to miss a class, quiz or other assignment, please (a) call me immediately to inform me that you will not be in class; and (b) document the event in writing (by this, I mean your written account of the situation and documentation from your doctor, clergy, counselor, tow truck operator, etc.) and turn in to me within 48-hours of the incident. I will be happy to take these circumstances into account when computing your final grade, but cannot make any advance promises about compensation. At the most, I may consider these types of formal excuses if your grade is on the border, but again I must stress that I will not commit to any given course of action at any time. If circumstances present themselves such that their severity has a major impact on your ability to attend class or turn in assignments, I encourage you to consider dropping the course (within the Registrars time parameters, of course). STATEMENT OF COMMITMENT TO CLASS Please complete this statement of commitment and return the next page to me no later than January 29, 2003. My commitment to you (keep for your records): I will strive to provide a welcoming, organized, and supportive learning environment. I will respect all students and will treat all students fairly. I will provide feedback on quizzes and other assignments in a timely manner. I will strive to make the material accessible, engaging, and relevant to you. I will listen to your questions and concerns and will address them to the best of my ability. Signed ____________________________________________ Date ________________ Your commitment to the classFeel free to cross out any statements you do not agree with (keep for your records): I have read the syllabus thoroughly; Deb has answered my questions about the syllabus. I will respect the course staff and my fellow students. I will strive to master the material presented in class and will dedicate time outside of class to this course. I will ask questions when I have them in an effort to stay on top of the sometimes-difficult material. I will strive to contribute to a welcoming and supportive learning environment. Other: _________________________________________________________________________________ Signed ____________________________________________ Date ________________ -- -- -- -- -- -- -- -- -- -- -- -- -- -- TURN IN THIS PAGE -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- Your commitment to the classFeel free to cross out any statements you do not agree with (turn in to Deb): I have read the syllabus thoroughly; Deb has answered my questions about the syllabus. I will respect the course staff and my fellow students. I will strive to master the material presented in class and will dedicate time outside of class to this course. I will ask questions when I have them in an effort to stay on top of the sometimes-difficult material. I will strive to contribute to a welcoming and supportive learning environment. Other: _________________________________________________________________________________ Signed ____________________________________________ Date ________________ Print your name ____________________________________ Personal Information sheet for PSYC 301:002 (Spring 2003) Name ____________________________________________________________ Year in school ___________ Phone number ______________________ E.mail address (only if you use it) ___________________________ Please attach an up-close photo of yourself to this sheet. I will return photos at the end of the semester. Why are you taking this course? In terms of this class, what are you most worried about? In terms of this class, what are you most excited about? Describe your mathematics background (for instance, when was the last time you took a math class, what grades do you tend to get in math courses, are you generally enthusiastic or anxious about math, etc). Please tell me something about yourself that will help me get to know yousomething that makes you different from other people. In general, what are your plans after graduation (e.g., graduate school, secure a job in finance) Have you taken statistics? YES CURRENTLY ENROLLED NO Course Schedule & Grade Sheet PSYC 301 (Section 002), Spring 2003 ClassDayGeneral TopicRead before classAssignment DuePoints Earned1WED Jan 22Introduction to course Syllabus------------------------FRI Jan 24Deb will present a research talk titled Desiring less closeness with intimate others at 4:00 PM in David King 2007. This is an OPTIONAL presentation.  --------------------------------------------------- ------------------------------2MON Jan 27Science vs. Pseudo-science[Library reserve] Chapter 3 from Shermers 1997 book, Why people believe weird things: Pseuoscience, superstition, and other confusions of our time.Statement of commitment & personal information sheet Quiz 1Reqd ___/23WED Jan 29Psychology as a scienceChapter 2 Quiz 2___/24MON Feb 3Ethical considerations in researchChapter 3Quiz 3 ___/25WED Feb 5Evaluating sources of informationhttp://www.lib.berkeley.edu/TeachingLib/Guides/Evaluation.html [Library reserve] Article from USA Today by Mike Snider. Gay men show cell distinction.Quiz 4 ___/26MON Feb 10Asking questions & generating hypotheses[Library reserve] Chapter 2 from Mitchell & Jolley, 2001. Generating and refining research hypotheses. Quiz 5___/27WED Feb 12Independent groups designChapter 7Quiz 6 Critique #1: Analysis of web-based information ___/2 ___/58MON Feb 17Independent groups designChapter 7Quiz 7 ___/29WED Feb 19Independent groups designChapter 7Quiz 8 ___/210MON Feb 24Repeated measures designChapter 8Quiz 9 ___/211WED Feb 26Repeated measures designChapter 8Quiz 10 ___/2 12MON Mar 3Repeated measures designChapter 8Quiz 11 Knowledge checks available Complete mid-term evaluation of course ___/2 13WED Mar 5Complex designsChapter 9Quiz 12 Critique #2: Primary vs. secondary reports ___/2 ___/5MON Mar 10SPRING BREAK: NO CLASSWED Mar 12SPRING BREAK: NO CLASS14MON Mar 17Complex designsChapter 9Quiz 13 ___/215WED Mar 19Complex designsChapter 9Quiz 14 Mid-term knowledge check ___/2 ___/10 16MON Mar 24Psychometrics[Library reserve] Pages 71 96 from Mitchell & Jolley, 2001. Measuring and manipulating variables: Reliability and validity.Quiz 15 ___/217WED Mar 26Psychometrics[Library reserve] Pages 97 117 from Mitchell & Jolley, 2001. Measuring and manipulating variables: Reliability and validity.Quiz 16 ___/218MON Mar 31Survey researchChapter 5Quiz 17 ___/219WED Apr 2Survey researchChapter 5Quiz 18 Critique #3: How would I study that? ___/2 ___/520MON Apr 7Naturalistic observationChapter 4Quiz 19 ___/221WED Apr 9Naturalistic observationChapter 4Quiz 20 ___/222MON Apr 14Field experimentChapter 4Quiz 21 ___/2 23WED Apr 16Field experimentChapter 4Quiz 22 ___/224MON Apr 21Other methods of collecting dataChapter 6Quiz 23 ___/225WED Apr 23Interpreting and reporting research findingsChapter 14Quiz 24 ___/226MON Apr 28Interpreting and reporting research findingsChapter 14Quiz 25 Knowledge checks available Complete final evaluation of course ___/227WED Apr 30Interpreting and reporting research findingsChapter 14Quiz 26 Submit donut request ( ___/228MON May 5Pulling it all together --Quiz 27 Critique #4: Letter to lawmaker ___/2 ___/5 WED May 7MEET___________________ 1:30 PM 4:15 PM--Quiz 28 Final knowledge check___/2 ___/10  GVnwUVTy9ZGMOfd xTiJ L $O&((:+[+++-E.0+1,11888888998:n:::?;J;;;;56B*CJ\]aJph5B*CJ\aJph5CJ\aJCJaJ B*ph>* 6H*]5\6]MFGnTUV_U>     & F hh^h & FE   GZgt !`^!`` 0^`0cd@ _RtYyz & F18^8 & F7 & F0 & F/h`hSTi|Z[\p###$O&P&Q&\&:+;+\+++^ & F2 & F1++N,,,)----E...D///T000+1,111&222M333p^p ^` & F 33'4(4b4c444'5(555555555555555554656h^h & Fp^p56667777777777>8?8]88888888$If $$Ifa$$If $$Ifa$$If & F88888889HBBBBBB$If$$Ifl4ֈv")58, 094 la9999999B$$Ifl4ֈv")58, 094 la$If9999:::<($$Ifl4ֈv")58, 094 la$If$If::::8::;; ;;;;;; & F$If$If$If ;;; ;';?;J;HBBBB<$If$If$$Ifl4ֈv")58, 094 laJ;Q;W;X;Z;^;d;8$$$Ifl4ֈv")58, 094 la$If & F$Ifd;;;;;;; & F$If$If$If;;;;;;<H\BBBB<$If$If$$Ifl4ֈv")58, 094 la;;<<==K=U===> >C>M>>>>>>?H??????@/@9@@AA3AAAAAB!BBBBBBC7CACCCCC+D6DDDDDEEEEEE jJCJaJ5CJ\aJ5B*CJ\aJphCJaJ=<<h<o<p<q<w< & F$If$Ifw<x<z<~<<<=HBBBB<$If$If$$Ifl4ֈv")58, 094 la===#=$=&=*=8$$Ifl4ֈv")58, 094 la & F$If$If*=1=K=U=\=]======= & F$If$If$If =======F@@@@:$If$If$$Ifl4ֈv")58, 094 la=======8$$Ifl4ֈv")58, 094 la$If & F$If==> >>>> & F$If$If$If>>>#>*>C>M>HBBBB<$If$If$$Ifl4ֈv")58, 094 laM>T>U>[>\>_>c>8$$Ifl4ֈv")58, 094 la$If & F$Ifc>j>>>>>>> & F$If$If$If>>>>>>>H BBBB<$If$If$$Ifl4ֈv")58, 094 la>>>??? ?$If & F$If ?!?$?(?.?>?H?HBBBB<$If$If$$Ifl4ֈv")58, 094 laH?P?Q?|?}????$If V$If^ & F5 8VV$If^V???????HBBBB<$If$If$$Ifl4ֈv")58, 094 la????????B$$Ifl4ֈv")58, 094 la$If???????<$$Ifl4ֈv")58, 094 la$If$If???@ @ @@ & F$If$If$If@@@@@/@9@HpBBBB<$If$If$$Ifl4ֈv")58, 094 la9@A@B@[@\@]@c@d@k@l@$If & F$If l@m@p@t@{@@AHBBBB<$If$If$$Ifl4ֈv")58, 094 laAAAAAAA8$$Ifl4ֈv")58, 094 la$If & F$IfA%A3AAAAA & F$If$If$IfAAAAAAAHBBBB<$If$If$$Ifl4ֈv")58, 094 laAAAAAAB8$$Ifl4ֈv")58, 094 la$If & F$IfBBB!B)B*BOBPBVBWB]B & F$If$If$If ]B^BaBeBkBBBHBBBB<$If$If$$Ifl4ֈv")58, 094 laBBBBBBB8$$Ifl4ֈv")58, 094 la$If & F$IfBBBBBBB & F$If$If$IfBBBBBBCHBBBB<$If$If$$Ifl4ֈv")58, 094 laCCCCCCC8$$Ifl4ֈv")58, 094 la$If & F$IfCC&C7CACICJCPC & F$If$If$IfPCQCTCXC_CCCH$BBBB<$If$If$$Ifl4ֈv")58, 094 laCCCCCCC8X$$Ifl4ֈv")58, 094 la$If & F$IfCCCCCCC & F$If$If$IfCCCCC+D6DHTBBBB<$If$If$$Ifl4ֈv")58, 094 la6D>DYD}D~DDD8$$Ifl4ֈv")58, 094 la$If & F$IfDDDDDDDDDD & F$If$If$If DDDDDEEHBBBB<$If$If$$Ifl4ֈv")58, 094 laE#E$EDEEEKELERESE$If & F$IfSETEUEYE_EEEHBBBB<$If$If$$Ifl4ֈv")58, 094 laEEEEEEE8$$Ifl4ֈv")58, 094 la$If & F$IfEE$1hP/ =!"#$%+&P1h0P= /!"#$% i8@8 NormalCJ_HaJmH sH tH 2@2 Heading 1$@&5\B@B Heading 2$0@&^`05\:@: Heading 3$@&5CJ\aJD@D Heading 4$h@&`h6B*]ph8@8 Heading 5$$@&a$5\<A@< Default Paragraph Font.U@. 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