Introduction to Research Methods ------- Welcome to introduction to research methods in psychology! The course consists of six units, plus a brief preamble. Steps to complete the course are outlined here for students. Please see also the [course syllabus][1]. Instructors can, by request, have access to instructor materials, archived [here][2]. Simply email Katie Corker for access. Lectures roughly follow the course textbook which is *Research Methods in Psychology* (3rd edition) by Beth Morling. Preamble -------- **0.1 Course overview** To Do: - Watch the intro to the course [video][3] & intro to blackboard [video][4] - Upload a video introduction of yourself to Flipgrid (link on the course website) - Review the [slides][5] from the intro to course video (optional) Unit 1 ------ **1.1 How Science is Done** To Do: - Read Morling Chapter 1 - Watch and take notes on "How science is done" [lecture][6] - Review the "How science is done" [slides][7] - Complete [Quiz 1.1][8] Learning goal: - Understand how research is produced and peer-reviewed before being published in the scientific literature **1.2 Thinking like a Scientist** To Do: - Review Morling Chapter 1 and read Chapter 2 - Watch and take notes on "Thinking like a scientist" [lecture][9] - Review the "Thinking like a scientist" [slides][10] - Complete [Quiz 1.2][11] Learning goals: - Be able to distinguish scientific from pseudo-scientific approaches - Understand the difference between a theory and a hypothesis **1.3 Finding Scientific Journal Articles** To Do: - Watch and take notes on "Finding scientific journal articles" [lecture][12] - Complete and submit [Worksheet 1][13] Learning goal: - Use PsycInfo to locate peer-reviewed articles on a research topic **1.4 Basics of APA Style** To Do: - Watch and take notes on "Basics of APA style" [lecture][14] - Review the APA style [handouts][15] - Review the "Basics of APA style" lecture [slides][16] - Complete and submit [Worksheet 2][17] Learning goal: - Create citations for articles in-text and in reference list according to APA style Unit 2 ------ **2.1 Claims and Validities** To Do: - Read Morling Chapter 3 - Watch and take notes on "Claims and validities" [lecture][18] - Review the "Claims and validities" [slides][19] - Complete [Quiz 2.1][20] Learning goals: - Recognize and distinguish the four big validities and three claims in research - Understand the relationship between research design and claims **2.2 Measurement** To Do: - Read Morling Chapter 5 - Watch and take notes on "Measurement" [lecture][21] - Review the "Measurement" [slides][22] - Explore: Go to the [website][23] and move the slider to explore the correlation coefficient - Optional: Review videos on understanding [scatterplots][24] and the [correlation coefficient][25] - Complete [Quiz 2.2][26] Learning goals: - Distinguish operational definitions from conceptual definitions - Understand reliability in the context of measurement - Distinguish reliability from validity **2.3 How to Read Scientific Articles** To Do: - Pick a research proposal topic - Evaluate strategies for reading scientific articles - Complete [Worksheet 3][27] (Reflection on reading strategies) Learning goal: - Learn how to critically read and take notes on scientific articles **2.4 Writing Strong Paragraphs** To do: - Watch and take notes on the [lecture][28] about the hamburger recipe from Gernsbacher - Watch and take notes on the [lecture][29] about synthesizing psychological science from Gernsbacher - Complete [Worksheet 4][30] (Reverse outlining and practice paragraphs) Learning goal: - Be able to write well-structured, coherent paragraphs Unit 3 ------ **3.1 Experimental Design** To Do: - Read Morling Ch. 10 - Watch and take notes on "Experimental Designs" [lecture][31] - Review the "Experimental Designs" [slides][32] - Take [Quiz 3.1][33] Learning goals: - Recognize an experimental design - Distinguish between-subjects from within-subjects designs - Identify the independent variable and dependent variable in an experiment - Distinguish experimental designs from correlational and quasi-experimental designs **3.2 Threats to Internal Validity** To Do: - Read Morling Ch. 11 - Watch and take notes on "Threats to Internal Validity" [lecture][34] - Review the "Threats to Internal Validity" [slides][35] - Take [Quiz 3.2][36] Learning goals: - Understand that experimental designs test causal claims - Recognize threats to internal validity in the context of experimental designs - Remember and understand factors that strengthen causal conclusions in a research design - Understand the importance of random assignment for strengthening internal validity **3.3 Quasi-Experiments** To Do: - Read Morling Ch. 13 - Watch and take notes on "Quasi-Experiments" [lecture][37] - Review the "Quasi-Experiments" [slides][38] - Take [Quiz 3.3][39] Learning goals: - Distinguish experimental designs from correlational and quasi-experimental designs - Recognize threats to internal validity in the context of quasi-experimental designs **3.4 How to Write an Article Critique, Part 1** To Do: - Read Soares and Storm (2020) and take notes - Complete [Article Critique 1][40] - Submit two references for literature review Learning goal: - Practice critiquing an experimental study in terms of the four major validities in writing **3.5 How to Write an Article Critique, Part 2** To Do: - Read Dufner et al. (2020) and take notes - Review the “Sample Article Critique,” including directions for writing a strong critique (Instructors: Make this document available after the due date for Article Critique 1 has passed.) - Complete [Article Critique 2][41] - Submit two references for literature review Learning goals: - Practice writing an article critique of a quasi-experimental study in APA style - Practice taking elements of a critique and integrating them into a coherent narrative **3.6 How to Write a Research Proposal** To Do: - Watch and take notes on “Types of Scientific Writing” [lecture][42] - Write [draft 1][43] of your research proposal Learning goals: - Distinguish research report from other types of scientific writing Unit 4 ------ **4.1 Correlational Studies** To Do: - Read Morling Ch. 8 - Watch and take notes on "Correlational Studies" [lecture][44] - Review the "Correlational Studies" [slides][45] - Take [Quiz 4.1][46] Learning goals: - Understand that correlational designs test associational claims - Explain why correlation does not prove causation - Recognize validity threats for correlational designs - Identify potential third variables given a study’s design - Distinguish correlational from experimental designs **4.2 Strength and Significance of Results** To Do: - Review Morling Ch. 8 - Watch and take notes on the "Strength and Significance of Results" [lecture][47] - Review the "Strength and Significance of Results" lecture [slides][48] - Take [Quiz 4.2][49] Learning goals: - Understand the text of results as reported in primary research articles - Distinguish statistical significance from effect size magnitude - Avoid common misinterpretations of statistical significance **4.3 Multivariable Correlational Studies** To Do: - Read Morling Ch. 9 - Watch and take notes on "Multivariable Correlational Studies" [lecture][50] - Review the "Multivariable Correlational Studies" [slides][51] - Take [Quiz 4.3][52] Learning goals: - Be able to distinguish bivariate from multivariable designs (one predictor vs. more than one predictor) - Understand that statistical techniques (regression) and longitudinal designs strengthen causal claims, but do not prove causation - Distinguish third variables from mediators and moderators, conceptually **4.4 How to Write an Article Critique, Part 3** To Do: - Read Moore et al. (2009) and take notes - Review the “Sample Article Critique,” including directions for writing a strong critique. Compare your previous critique to the scoring key to learn and improve. - Complete [Article Critique 3][53] - Submit two references for literature review Learning goals: - Practice writing an article critique of a correlational study in APA style - Practice taking elements of a critique and integrating them into a coherent narrative **4.5 How to Write an Article Critique, Part 4** To Do: - Read Fraley et al. (2012) and take notes - Review the “Sample Article Critique,” including directions for writing a strong critique. Compare your previous critique to the scoring key to learn and improve. - Complete [Article Critique 4][54] Learning goals: - Practice writing an article critique of a longitudinal, correlational study in APA style - Practice taking elements of a critique and integrating them into a coherent narrative **4.6 How to Structure an Introduction to a Research Proposal** To Do: - Review your notes from the earlier lectures on writing strong paragraphs (Unit 2) and types of scientific writing (Unit 3) to refresh yourself. - Watch the [lecture][55] on “Reverse Outlining and Funnel Structures” - Examine the [sample reverse outline][56] of the Soares and Storm (2020) article, along with the introduction to the Soares and Storm article itself. Your goal here is to become familiar with the way that researchers structure the introductions to their research articles. - Watch the [lecture][57] on “Structuring Your Research Proposal” - Examine the [annotated sample][58] research proposal to understand the structure. - Review the [model][59] research proposal outline - Submit your [outline][60] for your research proposal Learning goal: - Understand the structure of the introduction of a research proposal **4.7 Penultimate Draft of Research Proposal** To Do: - Submit a complete [draft][61] of your research proposal Unit 5 ------ **5.1 Frequency Claims and Surveys** To Do: - Read Morling Ch. 6 - Watch and take notes on "Frequency Claims and Surveys" [lecture][62] - Review the "Frequency Claims and Surveys" [slides][63] - Take [Quiz 5.1][64] - Turn in [Final Draft][65] of Literature Review Learning goals: - Recognize the importance of construct validity for frequency claims - Understand the factors that contribute to high construct validity in self-reports - Understand the factors that contribute to high construct validity in behavioral observations - Recognize biases and threats to validity in self-report and behavioral measurements **5.2 Sampling and External Validity** To Do: - Read Morling Ch. 7 - Watch and take notes on "Sampling and External Validity" [lecture][66] - Review the "Sampling and External Validity" [slides][67] - Take [Quiz 5.2][68] Learning goals: - Remember and understand the factors that strengthen generalizability of conclusions in a research design - Distinguish sample from population - Understand the importance of random selection for external validity Unit 6 ------ **6.1 Research Ethics** To Do: - Read Morling Ch. 4 - Listen to the [podcast][69] about the Tuskegee Syphilis Study - Watch and take notes on "Research Ethics" [lecture][70] - Review the "Research Ethics" [slides][71] - Take [Quiz 6.1][72] Learning goals: - Understand and apply principles from the Belmont Report given research with a particular design - Recognize historical examples of ethical failures in psychology and in scientific research more broadly - Recall names and functions of groups that regulate ethical research - Recognize ethical issues that extend beyond participant treatment **6.2 Research Credibility** To Do: - Read Morling Ch. 14 - Read "How Reliable Are Psychology Studies?" [article][73] - Watch and take notes on "Research Credibility" [lecture][74] - Try out the tool in the "Science isn't broken" [article][75] to learn about questionable research practices - Optional: Listen to the "Science is hard" [podcast][76] to learn more about questionable research practices - Review the "Research Credibility" [slides][77] - Take [Quiz 6.2][78] Learning goals: - Remember and recognize examples of questionable research practices that undermine the scientific literature - Understand factors that contribute to the use of questionable research practices - Understand the role of replication in establishing scientific credibility Additional Resources -------------------- - [Syllabus][79] - [Research Proposal Assignment][80] - [Extra Credit News Analysis][81] - [Exam 1 Study Guide][82] - [Exam 2 Study Guide][83] - [Exam 3 Study Guide][84] Instructor Materials (Request Access) -------------------- **Articles** - [Soares and Storm (2020)][85] - [Dufner et al. (2020)][86] - [Moore et al. (2009)][87] - [Fraley et al. (2012)][88] **Keys** - Worksheet 1.3 [Key][89] - Worksheet 1.4 [Key][90] - [Sample article critique (written in APA style)][91] - Soares & Storm (2020) - Critique 1 (Soares & Storm, 2020) [Answers][92] - Critique 2 (Dufner et al., 2020) [Answers][93] - Critique 3 (Moore et al. 2009) [Answers][94] - Critique 4 (Fraley et al., 2012) [Answers][95] **Rubrics** - [Rubrics][96] for research proposal draft 1, research proposal outline, research proposal draft 2, and reflection on reading strategies **Quizzes** - All [quizzes][97], including answers, and feedback for each answer **Exams** - Note: Some portion of the exam questions are from Morling's test bank (mostly the first edition of her text). - Exam 1 ([word][98]) ([qualtrics][99]) ([key][100]) - Exam 2 ([word][101]) ([qualtrics][102]) ([key][103]) - Exam 3 ([word][104]) ([qualtrics][105]) ([key][106]) [1]: https://osf.io/9ypf3/ [2]: https://osf.io/4x53n/ [3]: https://osf.io/g3hef/ [4]: https://osf.io/shfmp/ [5]: https://docs.google.com/presentation/d/1I39YYt2sEdH3qWrOoxR1oQ7wt-B_buIWix7BbefDp54/edit?usp=sharing [6]: https://osf.io/ynvjr/ [7]: https://docs.google.com/presentation/d/1JCIM2y_51kQydnEzyLm9OtQu2-FLMgcvgavG5o827XA/edit?usp=sharing [8]: https://osf.io/6g4cn/http:// [9]: https://osf.io/xpyta/ [10]: https://docs.google.com/presentation/d/1BT8Pr8ujL2NRP-n159XsFDvZyL0DL6e9j9JaG4GfBIQ/edit?usp=sharing [11]: https://osf.io/cu5m9/ [12]: https://osf.io/vcn6q/ [13]: https://osf.io/chzer/ [14]: https://osf.io/sq2w6/ [15]: https://apastyle.apa.org/instructional-aids/handouts-guides [16]: https://docs.google.com/presentation/d/1S5OuZ2PlgrZGc0nFRF8O55l18QYnxAPQAm8O0Gaxm3M/edit?usp=sharing [17]: https://osf.io/9pjvc/ [18]: https://osf.io/vry57/ [19]: https://docs.google.com/presentation/d/173Ajliiggbd-0z7VpKXmrJal-kIJk3yUsiZhTxaFAdQ/edit?usp=sharing [20]: https://osf.io/pz93x/ [21]: https://osf.io/s29py/ [22]: https://docs.google.com/presentation/d/1zihYzBo0vkxMozK5FzHiKwaBcnOn3z-1rdsZXwJDKUg/edit?usp=sharing [23]: https://rpsychologist.com/correlation/ [24]: http://www.youtube.com/watch?v=PE_BpXTyKCE [25]: http://www.youtube.com/watch?v=372iaWfH-Dg [26]: https://osf.io/9hbqj/ [27]: https://osf.io/6s7mz/ [28]: https://vimeo.com/222034325 [29]: https://vimeo.com/223781358 [30]: https://osf.io/6hyvj/ [31]: https://osf.io/3fqh5/ [32]: https://docs.google.com/presentation/d/12FJTuExKqpZqrgcvl85lpXFYrFsIfIVmgfVyxvdSU14/edit?usp=sharing [33]: https://osf.io/pcx9j/ [34]: https://osf.io/s89m7/ [35]: https://docs.google.com/presentation/d/1A7masUsHSz7zz5K2tAPkAHZdscjUujHKCDP_ZrG6lr4/edit?usp=sharing [36]: https://osf.io/he5mq/ [37]: https://osf.io/8q67t/ [38]: https://docs.google.com/presentation/d/1eZAZKAX6jmgpTmHn9AnAfPJvqi1F_0t3RcRC7BvCCvk/edit?usp=sharing [39]: https://osf.io/c5npe/ [40]: https://osf.io/y3m7s/ [41]: https://osf.io/7cjsd/ [42]: https://osf.io/j6hft/ [43]: https://osf.io/2bptz/ [44]: https://osf.io/bg8ur/ [45]: https://docs.google.com/presentation/d/1YnUEsZTDd6-g7Oy01GcSxzO-vuAfzbvQ8V1BLXDXo0I/edit?usp=sharing [46]: https://osf.io/9wghs/ [47]: https://osf.io/7st6n/ [48]: https://docs.google.com/presentation/d/1NC3kkNOrRBSqR8R6t9QulSXrrFC3NkthvfLVXktSIAo/edit?usp=sharing [49]: https://osf.io/n8xky/ [50]: https://osf.io/2c8n5/ [51]: https://docs.google.com/presentation/d/1A1VRL3GwKFQJbRu_btCXcqY154K2CmZf2wzHbl1jxVU/edit?usp=sharing [52]: https://osf.io/537dh/ [53]: https://osf.io/25qth/ [54]: https://osf.io/3vhn9/ [55]: https://osf.io/th59y/ [56]: https://osf.io/z2rt6/ [57]: https://osf.io/wzhna/ [58]: https://osf.io/8dsar/ [59]: https://osf.io/qx3dt/ [60]: https://osf.io/3gyac/ [61]: https://osf.io/qtwbn/ [62]: https://osf.io/gsnj5/ [63]: https://docs.google.com/presentation/d/1yBGxVOBCkbucKvmbjhQFrPSy1b9s4oHpFx9cgyzXjxI/edit?usp=sharing [64]: https://osf.io/7s6yh/ [65]: https://osf.io/2vjtp/ [66]: https://osf.io/c9e7k/ [67]: https://docs.google.com/presentation/d/1IhqZPGHccjHwXdJwpApF750wmUmsm4O4QSfhaVrpWjs/edit?usp=sharing [68]: https://osf.io/mtr8j/ [69]: https://podcasts.apple.com/us/podcast/tuskegee-syphilis-study-part-1-the-lie/id1380008439?i=1000490510511 [70]: https://osf.io/3zxqe/ [71]: https://docs.google.com/presentation/d/1oTUY4gt8OUq7NNUwHat_9C4aMmGCRR4uJJdB2OD1oQM/edit?usp=sharing [72]: https://osf.io/74kny/ [73]: https://www.theatlantic.com/science/archive/2015/08/psychology-studies-reliability-reproducability-nosek/402466/ [74]: https://osf.io/8a6k5/ [75]: https://fivethirtyeight.com/features/science-isnt-broken/ [76]: https://podcasts.apple.com/us/podcast/10-science-is-hard/id1011406983?i=1000391467935 [77]: https://docs.google.com/presentation/d/1xhuQ4KD6qijIsFbTNx8XxRusyrpLzVU1voszPkEpryo/edit?usp=sharing [78]: https://osf.io/kgef5/ [79]: https://osf.io/9ypf3/ [80]: https://osf.io/2vjtp/ [81]: https://osf.io/2uqsy/ [82]: https://osf.io/qbyru/ [83]: https://osf.io/axzjy/ [84]: https://osf.io/zgrp4/ [85]: https://osf.io/vp8x7/ [86]: https://osf.io/dvb6q/ [87]: https://osf.io/y3mf9/ [88]: https://osf.io/ekdh6/ [89]: https://osf.io/yxt4c/ [90]: https://osf.io/9rsm4/ [91]: https://osf.io/y9cwe/ [92]: https://osf.io/q9udr/ [93]: https://osf.io/u23z6/ [94]: https://osf.io/t79rd/ [95]: https://osf.io/dycer/ [96]: https://osf.io/w87rz/ [97]: https://osf.io/m5tk2/ [98]: https://osf.io/rvahw/ [99]: https://osf.io/pq9uv/ [100]: https://osf.io/d7j3e/ [101]: https://osf.io/a2dvb/ [102]: https://osf.io/gwkah/ [103]: https://osf.io/xupb7/ [104]: https://osf.io/4w8z2/ [105]: https://osf.io/bwxdf/ [106]: https://osf.io/5mdtw/