Psyc220Sp10LarawaySyllabus - San José State University...

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Unformatted text preview: San José State University Department of Psychology Seminar in Experimental Psychology Psyc 220, Section 01 Spring 2010 Instructor: Office Location: Telephone: Email: Office Hours: Class Days/Time: Classroom: Prerequisites: Sean Laraway, Ph.D. DMH 311 (408) 924-5652 T, Th 10:30 – 12:00 pm Or, by appointment T, Th 9:00 – 10:15 am DMH 308 Advanced Research Methods and Design (e.g., Psyc 120); Intermediate Statistics (e.g., Stat 115) Course Description The goal of this course is to introduce you to the two faces of research, namely, the theory of research and the practice of research. Our theoretical discussions will focus on the relationships between the numerous manifestations of validity (i.e., external, construct, internal, and statistical conclusion) and the methods by which we attempt to maintain their integrity in practice (i.e., sampling, measurement, design, and analysis). The remainder of the course will focus on the practical side of research, which for graduate students in psychology, means critically reviewing the literature and designing the best thesis research possible. To that end we will be learning to critically evaluate published research, sharpening your skills for the final project — a full research proposal of thesis quality. Course Web Page Course web site: 1. Login using your 9-digit student ID and password “spring” (in all lower-case letters). 2. See for more information regarding using Blackboard. 3. The best method of contacting me is via Blackboard email. Please allow 1-2 business days for a response. Email and Blackboard responses will be sent Monday-Thursday from 9 a.m.-5 p.m. Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on the Blackboard site and on my faculty web page accessible through the Quick Links>Faculty Web Page links on the SJSU home page. You are responsible for regularly checking the Blackboard site. Announcements will be made on that site. Course Goals and Student Learning Objectives The purpose of this course is to introduce graduate students to the fundamental quantitative research Seminar in Experimental Psychology, PSYC 220, Spring 2010 Page 1 of 11 methods and designs used in psychology, particularly experimental and quasi-experimental designs. At the end of the course, students should appreciate both the strengths and the limitations of these research techniques and possess a solid foundation for beginning their own research. Students completing this course are expected to demonstrate the following learning outcomes at a masters-level of sophistication… 1. A mastery of the concepts, vocabulary, and designs in quantitative experimental psychology 2. The ability to critically evaluate research reported in scholarly journals, in the mass media, and in professional presentations 3. The ability to develop, propose, conduct, and communicate valid psychological research 4. The ability to understand, use, and critique common statistical methods used in psychological research 5. To use software for analyzing data (e.g., SPSS) and presenting research proposals and findings (e.g., PowerPoint) 6. The ability to understand ethical standards relevant to psychology research, to evaluate these standards in published research, and to follow all relevant ethical standards when conducting original research Required Texts/Readings Textbook 1. Shadish, W.R., Cook, T.D., & Campbell, D.T. (2002), Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Boston: Houghton-Mifflin. ISBN 0-395-61556-9 2. Research articles and/or chapters will be made available electronically (PDF format) via the class web site. Other equipment / material requirements 1. 2. 3. 4. Scientific calculator (must have square root and exponent buttons) Computer, printer, internet, and library access Scantron (882) forms Access to relevant software Classroom Protocol Classes Classes will comprise lectures, in-class activities, student presentations, and discussions. Attendance is required and is critical for success in this course. If you miss a class, you are responsible for getting the information covered. It is vital that you complete all scheduled readings and assignments before each class. Always bring your text and calculator to class. Do not talk, read, text message, or eat during class. Please arrive to class on time. Etiquette Students are expected to attend class and maintain a level of professional and courteous behavior in the Seminar in Experimental Psychology, PSYC 220, Spring 2010 Page 2 of 11 classroom. Students disrupting the classroom will be asked to leave. Cell phones and other electronic devices Please be certain to turn off or put in silent mode (not vibrate mode as that is still audible and is distracting) all cell phones, pagers, and any other devices that produce distraction prior to entering the classroom. Late arrivals If you must arrive late or leave early, please do so quietly and with a minimum of distraction. I expect you to come to class prepared “Prepared” means you have completed the readings and any assignment before class starts, and written down any questions you had from any assignments. Communication with Instructor Use email or come to office hours. Check the course Blackboard CE6 site regularly! If I become ill, I will inform you the night before that I will be absent. Please email me before class if you will not be in class. Please set your spam controls to accept my email address. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information regarding adds/drops can be found at: <>. Information regarding a late drop can be found at: <> Students should be aware of the current deadlines and penalties for adding and dropping classes. Assignments and Grading Policy Exams You will have three exams. Exams will comprise multiple-choice, short answer, and computation questions. Please bring a Scantron form, pencils, and a calculator to each exam. All formulas will be provided to you. Critical Analyses You will be asked to critically analyze four research articles throughout the semester. You will choose articles that are most relevant to your proposal. These analyses will require you to put into practice the concepts that we are discussing and reading about in the class. The written analyses will be assessed on your ability (1) to summarize the purpose, methods, and findings of the article, and (2) to identify and discuss the strengths and weaknesses of a study. In addition to the written analyses, you will be expected to present and discuss your insights with the class using PowerPoint. The written analysis should be typed (2-4 pages in length) and the presentation should be ~5 minutes. Research Projects You will complete two small-scale research projects that will require your research team to design a study, collect data, analyze the data using SPSS, write a concise and correct summary of the results, and present these results to the class using PowerPoint. For each project, your team will submit an original, written research report of your project. These reports must be 7-10 pages of text plus a cover page, Seminar in Experimental Psychology, PSYC 220, Spring 2010 Page 3 of 11 reference section, and tables/graphs (typed, double-spaced, 12-point font, 1” margins). Projects must use correct grammar, punctuation, and statistical style (as described in the Publication Manual of the American Psychological Association, 6th ed.). Teams may consist of 2-3 students. Projects must cite at least 10 relevant peer-reviewed journal articles. To accommodate diversity of student interests and backgrounds, teams will choose their own specific research topics, based on my guidelines. Topics must be approved before data collection begins. More information will be provided during the semester. Presentations should last 5-7 minutes and should use PowerPoint. All group members must speak during the presentation. Exercises and Final Proposal Over the semester, you will also be required to conceptualize, design, and formally propose an original research topic in your area of interest. I encourage you to share your ideas with your fellow students, friends, faculty, etc. for their feedback. Nevertheless, the research ideas and written presentation must be yours alone. In other words, plagiarism of any sort will not be tolerated! This project will serve as the culminating experience of the course. The proposal is your opportunity to demonstrate a mastery of methods and design principles and their application to empirical research. Such a demonstration is required in order for you to pass this class. You will complete four Exercises that will lead you to the Final Proposal. The Proposal will be 10 – 15 pages (not including references, cover page, etc.) in length and will include the following sections: (1) Introduction/Literature Review, (2) Design & Methods, and (3) Analysis. Proposals should cite at least 15 relevant journal articles as sources. Use APA style. You will also provide a complete IRB protocol and will present your final research proposal using PowerPoint on the date scheduled for the Final Exam. Presentations should last 7-10 minutes, with time for questions. Make-up Exams Make-up exams will only be given if you contact me prior to missing the exam in question. If deemed necessary, a single make-up exam will be given at the instructor’s convenience and discretion. Any student that fails to contact the instructor by the next class meeting following the missed exam forfeits his/her eligibility to take a make-up exam Grading Policy Your grade will result from the total number of points that you earn during the semester. Table 1: Assignments and point totals Assignment How Many? Points per assignment Total Points Percent of Final Grade Exams 3 10 30 30% Analyses 4 2.5 10 10% Projects 2 10 20 20% Exercises 4 2.5 10 10% Proposal 1 30 30 30% TOTAL 100 100% Table 2: Grading scale Points earned ≥ 98 93 90 Percent ≥ 98 93 90 Letter Grade A+ A APoints earned 73 70 68 Percent 73 70 68 Letter Grade C CD+ Seminar in Experimental Psychology, PSYC 220, Spring 2010 Page 4 of 11 88 83 80 78 88 83 80 78 B+ B (passing) BC+ 63 60 < 60 63 60 < 60 D DF Class Participation The class will use a seminar format with assigned readings, classroom discussion, and student presentations. The quality of the class will depend, in part, on how well each participant contributes to the work we do in the classroom. If we all are to gain from our efforts, it is very important that everyone come to class prepared to participate actively in discussing the issues at hand. Each member of the class is expected to… • Attend all classes • Complete all assigned readings prior to each class • Participate in classroom discussion on those readings Your final scores on all in-class presentations will include points related to your participation in ensuing discussions, including questions asked, questions answered, etc. All students should be prepared to ask at least one concise, thoughtful question during each presentation. If you need to miss a class period, please let me know prior to that date by email. Writing Policy The quality of your writing is graded in this class. You will lose points if I cannot understand what you are trying to say. If you are not comfortable writing, you should seek additional assistance (see below). Whenever referencing something you have read, you are expected to provide a complete, APA-style reference. It is assumed that you know, understand, and can properly apply APA-style. If not, it is your responsibility to re-familiarize yourself with this style guide. Never reference a web site or web source, ever. If you find a good article referred to on the web, get it, read it, and use that original source. Important!! The Department of Psychology has adopted the policy that designated written assignments will be returned ungraded for substantial errors in grammar, punctuation, spelling, clarity, conciseness, and validity of content. Papers returned will suffer a minimum penalty of 10% on the final grade on rewritten work. The revised paper must be returned within a maximum of seven calendar days and submitted with a copy of the original work. This policy is in effect for all courses 100W and above and by instructor discretion for courses under 100. Unless otherwise noted, all written assignments must be typed, double-spaced, with 1" margins, and use a standard font (i.e., Arial, Times New Roman, or Helvetica) of size 12. Your name, the semester of the course, and the course name must appear in the upper right corner. Multiple pages must be sequentially numbered and stabled in the upper left corner. Assignments will not be accepted and will be considered “late” until they are consistent with the above policy. Late Work Policy All assignments must be handed in immediately upon request according to the schedule below. Material handed in after this period will be considered late. Ten percent (10%) will be deducted from the final grade for each day that an assignment is late. Assignments more than three days late will not be accepted unless other arrangements have been made with the instructor. Seminar in Experimental Psychology, PSYC 220, Spring 2010 Page 5 of 11 Classroom Environment and Electronics Policy In an effort to create a classroom environment conducive to sharing one’s thoughts, I require the following classroom etiquette: • Be polite and respectful to the other people in the class. • Do not carry on conversations with others during class. • Do not work on any other course material during class, including studying for other exams. • Do not sleep during class. Professional Communication As a University student, you are encouraged to engage in professional communication with faculty, staff, and your fellow students. This is especially important in electronic mail notes that you might send. When sending email, I would encourage you to create an email account that includes your name (e.g., If you do not create such an email, be certain to include your name in the correspondence. Please be sure to follow the following basic guidelines when communicating in a professional capacity: • Do not leave the Subject: field blank. Always fill in the Subject: field with a brief and concise description of the content of your email. • Be sure to identify yourself clearly by stating your full name and the specific course and section number in which you are enrolled. • Be clear and concise in your statement about what you are asking for or of what you are informing the reader. • Always spell check your email, proofread for errors, capitalize your sentences and use appropriate punctuation and grammar. No not use abbreviations common to text messages. • Refrain from formatting your email with colored text, fancy fonts, or strange backgrounds. • When sending an email to groups of people, list all of the recipients email addresses in the BCC (Blind Carbon Copy) field. When an email address is designated in the BCC field, the recipient will get a copy of the email while their email address remains invisible and protected from the view of the other recipients of the email - some of whom they may or may not know. • If needed, clearly request a reply. I strongly encourage you to request a response back if you send something that needs to be graded in a timely matter to be certain it was received. If you do not hear back within a reasonable amount of time from the person you sent the email to, politely request a response and resend the original message (you can use the forward function here). • Do not use Return Receipt Request (RR) for every email you send because you like "knowing" when someone opens your email. Not only is this annoying to the recipient, this feature is intrusive! • Do not expect an immediate reply. Electronic communication is available 24/7. This is not true of your instructor or your classmates. • Raise your right hand and repeat after me: "I will not forward any dumb joke, chain letters, virus warnings, or unimportant emails to others without their permission." University Policies Academic integrity Students should know that the University’s Academic Integrity Policy is available at <> Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University’s integrity policy, require you to be honest in all your academic course work. Faculty Seminar in Experimental Psychology, PSYC 220, Spring 2010 Page 6 of 11 members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for Student Conduct and Ethical Development is available at <> Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. At SJSU plagiarism is the act of representing the work of another as one’s own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at SJSU includes but is not limited to: 1. The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substances of another’s work, without giving appropriate credit, and representing the product as one’s own work; 2. And, representing another’s artistic/scholarly works such as musical compositions, computer programs, photographs, painting, drawing, sculptures, or similar works as one’s own. The following URL will take you to the SJSU library’s plagiarism tutorial. If you have not yet completed this, it is worth your while to do so. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy F06-1 requires approval of instructors. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability. Student Technology Resources Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. The Statistics Lab (DMH 350) contains computers with SPSS (v. 16.0) installed (and TAs who are familiar with SPSS). Computers are also available in the Martin Luther King Library. Learning Assistance Resource Center The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student Services Center. It is designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARC website is located at <http:/> SJSU Writing Center The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at <> Seminar in Experimental Psychology, PSYC 220, Spring 2010 Page 7 of 11 Peer Mentor Center The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage university life, tackling problems that range from academic challenges to interpersonal struggles. On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers who feel a bit lost or simply need help mapping out the locations of campus resources. Peer Mentor services are free and available on a drop –in basis, no reservation required. The Peer Mentor Center website is located at <> Tips to help you succeed in Psyc 220 1. Attend all classes and take good notes; Type and compile your notes soon after class 2. Start studying at least 2 weeks before each exam; form a study group with fellow students 3. Read assigned readings before each class; read each chapter at least twice 4. Regularly review previous material to prepare for the Final Exam 5. Ask questions in class, in office hours, and on the course web site 6. Check the web site daily and read all postings 7. Make flashcards for important concepts and terms 8. Visit the LARC or Writing Center if you need additional help 9. Complete assignments as soon as the relevant information is presented in class 10. Be a good team member: stay in contact, do your work, meet your deadlines. 11. Start reading NOW. Statement of research ethics In this class, you will collect and analyze quantitative data. These data may come from observing human behavior. You are expected to conduct ethical research studies. Failure to do so will result in failing grades for the relevant project. “Conducting ethical research” means that: 1. You do not break any laws or University policies in collecting or reporting your data. 2. You do not annoy, harass, or coerce people when collecting your data. 3. You obtain informed consent from individuals you include in your study. You must let them know what you are studying, why you are collecting your data, what your study requires the participants to do or to reveal about themselves, how will the data be used and presented, and what risks they will be exposed to, if any. They must then agree to participate. 4. You collect and accurately report anonymous data, which does not identify participants. 5. You do not endanger the participants or expose them to harm, including physical or emotional harm, embarrassment, ridicule, legal action, and so on. This means that you only collect data that does not involve illegal or embarrassing behavior (there are some exceptions that we will discuss in class). 6. If necessary, you debrief participants after they provide their data. You must briefly explain your study in more detail and provide participants with a chance to ask questions. You must answer these questions truthfully. 7. You will follow all ethical guidelines described in the APA Code of Ethics. Acknowledgments I would like to thank Dr. Ron Rogers for the use of his Psyc 220 syllabus from Spring 2009. He is Seminar in Experimental Psychology, PSYC 220, Spring 2010 Page 8 of 11 responsible for much of the content and structure of the current syllabus. Of course, he is not responsible for any errors contained herein. I would also like to thank Dr. Susan Snycerski and Dr. Clifton Oyamot for their helpful discussions and recommendations regarding class structure and pedagogy. Notes on the schedule This course will follow this schedule to the extent possible. The timing and specific nature of topics and activities may change. You are responsible for being informed of any changes made to the class syllabus. Such changes will be clearly stated in class and will be posted on the class web site before the changes take effect. • • * indicates that student presentations (formal or informal) are required # indicates that this writing assignment is subject to the Psychology Department’s writing policy Seminar in Experimental Psychology, PSYC 220, Spring 2010 Page 9 of 11 Course Schedule Seminar in Experimental Psychology – Spring 2010 Date 01/26 01/28 02/02 Topic for Discussion Introductions & Expectations Experiments and Generalized Causal Inference Introduction to Research in Psychology Understanding the Research Literature >Peer-Reviews of Proposal Topics What Should I Research? >Peer-Reviews of Proposal Topics Describing, Displaying, and Exploring Data Review of Hypothesis Testing, Power, & Control The IRB & Your Participants >Reviews of SJSU IRB Forms Communicating in Psychology Reading Due Syllabus Shadish et al., Ch. 1 Evans & Rooney, Ch. 1 Evans & Rooney, Ch. 2 Read at least 2 relevant articles for each of your tentative topics. Rosenthal & Rosnow, Ch. 10 Evans & Rooney, Ch. 4 Protecting Human Research Participants course material Evans & Rooney, Ch. 14 Poling et al., Ch. 9 Plagiarism tutorial Rosenthal & Rosnow, Ch. 9 What’s Due? *Project Teams *Project 1 topics *Exercise 1: Identifying Proposal topics; include relevant abstracts *Exercise 1 (Revised): Finalize topic & find additional relevant abstracts *Project 1 descriptions 02/04 02/09 02/11 02/16 PHRP training certificate *#Critical Analysis 1 02/18 Sampling Exercise 2: Introduction Outline, including relevant abstracts *Check: What sampling procedures will you use? From what populations will you sample? *Check: What possible threats to statistical conclusion validity do you expect? How will you control for those threats? *Check: What possible threats to internal validity do you expect? How will you control for those threats? 02/23 Statistical Conclusion Validity Shadish et al., Ch. 2 02/25 Internal Validity Generalized Causal Inference Shadish et al., Ch. 2 Shadish et al., Ch. 11, pp. 348373 03/02 03/04 Exam 1 Measuring Variables Construct Validity & External Validity All prior material Evans & Rooney, Ch. 15 Shadish et al., Ch. 3 *Check: How will you operationalize your Proposal DVs and how will you measure them? *Check: What possible threats to external validity do you expect? How will you control for those threats? 03/09 Reliability and Validity of Measurements Rosenthal & Rosnow, Ch. 4 *Check: How will you assess the reliability and validity of your DVs in your Proposal? *Check: How will you reduce bias in your measurements? *#Project 1 *Project 2 topics *#Critical Analysis 2 03/11 03/16 03/18 03/23 03/25 03/29-04/02 04/06 04/08 04/13 04/15 Quasi-Experiments, I Quasi-Experiments, II Quasi-Experiments, III Exam 2 FURLOUGH DAY -- NO CLASS Spring Break & Cesar Chavez Day Randomized Experiments, I Randomized Experiments, II Factorial Designs, I Factorial Designs, II Within-Subject Designs Single-Case Designs Exam 3 WPA Conference – NO CLASS Practical Problems 1 Power Analysis Shadish et al., Ch. 4 Shadish et al., Ch. 5 Shadish et al., Ch. 5 All material since Exam 1 Rosenthal & Rosnow, Ch. 7 Shadish et al., Ch. 8 Keppel & Wickens, Ch. 10 Lecture Evans & Rooney, Ch. 8 Evans & Rooney, Ch. 9 Huitema & Laraway, 2006 All material after Exam 2 *Project 2 descriptions *#Critical Analysis 3 *#Critical Analysis 4 04/20 04/22 04/27 Shadish et al., Ch. 9 Cohen, 1992 *Check: How will you assign participants to conditions? *Check: What are your estimated effects size(s) and error terms for your DVs? *Check: What are your optimal sample sizes? *Check: What are your resources (e.g., time, money, help) *Check: How long will data collection occur? *Exercise 3: Methods outline *Check: How will you ensure treatment integrity? *Check: How will you identify, prevent, and remediate attrition? *#Project 2 04/29 Practical Problems 2 >Peer Reviews of Methods Shadish et al., Ch. 10 05/04 05/06 05/11 05/13 05/24 Generalized Causal Inference FURLOUGH DAY -- NO CLASS Recommendations for Statistical Practice Pragmatism & the Practice of Science Final Proposal & Presentation 7:15-9:30 a.m. Shadish et al., Ch. 11 Wilkinson et al., 1999 Smith, 1992; TBA *#Exercise 4: First Draft ...
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Psyc220Sp10LarawaySyllabus - San José State University...

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