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PSY 302Research Methods

Spring II 2008

INSTRUCTOR: Penny Asay, Ph.D.

PHONE:(312) 777-7713

EMAIL:[email protected]

FAX:

REQUIRED TEXTS:

Title Research Design ExplainedAuthor(s) Mitchell, M. L.Copyright (2007)Publisher Wadsworth PublishingISBN 0-495-09223-1Edition 6th

This Course Requires the Purchase of a Course Packet: YES NO

Argosy UniversityCOURSE SYLLABUS

PSY302Research Methods

Faculty InformationFaculty Name: Penny AsayCampus:Contact Information:Office Hours:Short Faculty Bio:

Course description: In this course you will review quantitative and qualitative scientific research methods used to investigate psychological questions. You will learn to gather and evaluate information from multiple sources, synthesize findings from available literature into specific research questions, and design effective methods to address those questions. An emphasis will be placed on critical thinking, problem solving, and developing writing skills in a style appropriate to the discipline of psychology (APA format).

Course Pre-requisites: None

Required Textbook: Mitchell, M. L. (2007). Research Design Explained. 6th Edition. Wadsworth Publishing. ISBN: 0-495-09223-1

Course length: 7.5 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:1. Cognitive Abilities

1.1. Critical Thinking - Given a psychological issue, employ skeptical inquiry and a scientific approach to respond to the issue.1.2. Information Literacy - Given a research question related to psychology, access information from a variety of sources and select appropriate sources to

respond to the question. 2. Research

2.1. Understanding Research Methods – Given an article about research findings in the field of psychology from a scholarly journal, identify the research methods used and the findings of the article.

2.2. Identifying Research Methods – Identify the appropriate statistical tools and basic research methods in psychology, including research design, data analysis, and interpretation.

3. Communication Skills3.1. Oral - Effectively present psychological concepts orally as appropriate to the audience.3.2. Written - Effectively present psychological information, in writing, using software and style appropriate to the audience.

4. Ethics/Diversity4.1. Ethics - Identify the issues and challenges related to ethics in the field of psychology.4.2. Diversity - Identify the issues and challenges related to diversity in the field of psychology.

5. Knowledge of the Field5.1. Foundations – Recognize the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology.

6. Knowledge of Applied Psychology Apply psychological principles to personal, social, and/or organizational issues.7. Interpersonal Effectiveness

Students will develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others. 7.1 Apply active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and are appreciative of diversity and culture.7.2 Analyze the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are

culturally sensitive and respectful of diversity.7. 3 Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.7. 4 Analyze the impact of technological advances on communication within interpersonal and organizational relationships.7. 5 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.

Course Objectives:

Upon successful completion of this course, the students should be able to:

1. Explain why psychology is a science.

Explain the scientific method of inquiry and how it applies to psychology.

Explain the value of theory and the concept of hypothesis testing.

2. Compare and contrast quantitative and qualitative scientific research methods.

3. Develop appropriate research questions.

Identify weaknesses or missing information in the literature surrounding the concept under investigation.

Create a logical argument around the critical analysis of the body of literature that summarizes what is known about the concept under investigation and leads to a research question that contributes to the understanding of the concept.

4. Conduct a literature search that includes critical analysis and synthesis of findings from multiple sources.

Explain the importance of a qualitative review, a meta-analysis, and a handbook.

Demonstrate the ability to use research databases (such as PsychInfo) to find scientific journal articles and other appropriate reference papers such as book chapters.

Select appropriate review or meta-analysis articles to be included in the literature review.

Select appropriate empirical studies to be included in the literature review.

Critique the problem definition, operationalization of variables, selection of participants, and consideration of threats to validity in the methodology of each empirical study.

Properly integrate the cited studies into a logical argument that leads to the hypothesis or research question.

5. Critically evaluate published research.

Identify the components of an empirical study.

Explain what is meant by peer review and why it is important.

Explain how the literature review determines the conceptualization of the variables in the hypothesis or research question.

Explain the process of sampling and the concept of “population”.

Explain the process of moving from conceptualization to operationalization.

Formulate a testable hypothesis.

Explain reliability and why it is important.

Explain reliability, random error, and bias.

Select a reliable measurement instrument.

Explain generalizability.

6. Explain the influence culture, ethnicity, class, and gender may have in influencing the research process.

Explain the effect of culture, ethnicity, class, and gender on the researcher’s ability to generalize results.

Explain the effect of culture, ethnicity, class, and gender on the reliability and validity of psychological tests and measures.

7. Construct a literature review leading to a testable hypothesis and design an experiment to test the hypothesis likely to produce interpretable results, if conducted.

Explain what is needed to give evidence of causality.

Explain the concepts of internal and external validity and identify threats to each.

Explain what is meant by construct validity.

Select the appropriate design to test the hypothesis or answer the question.

8. Identify fundamental problems involved in research methods and of ethical ways of confronting these problems.

Explain the importance of identifying both the risks and benefits of a particular research design.

Explain the appropriate use of animals in experiments.

Explain the appropriate participation of humans in experiments.

Explain the Institutional Review Board (IRB) process and why it is important.

9. Interpret the results of various statistical analyses.

Explain when each type of t-test should be used (independent samples, dependent samples, and one-sample).

Explain how t-tests and ANOVA are related and when it is appropriate to use ANOVA.

Explain the appropriate use of correlation, simple regression, and multiple regression.

Give examples of when MANOVA, discriminant function analysis, or logistic regression would be used.

Demonstrate the ability to evaluate the results of an exploratory factor analysis.

Demonstrate the ability to interpret confirmatory factor analysis (structural equation model) and its fit statistics.

10. Write a research proposal in appropriate APA style and format.

Demonstrate writing the abstract for the research proposal.

Demonstrate writing the introduction for the research proposal and identify the components and purpose of each sub-section of the introduction.

Write a hypothesis or research question that logically flows from the literature review by identifying the issues unresolved by previous research in the topic area and adds to the understanding of the concept under investigation.

Write a methods section that explains how the sample will be selected, how variables are to be operationalized, how participants will be assigned to groups if applicable, and how nuisance variables will be controlled. Explain which statistical method you will use to test your hypothesis or hypotheses.

Outline the expected results of the proposed statistical analysis.

Assignment Table

Topics Readings Assignments1 Course Overview

Introduction to Research Methods

What is Scientific Research? The Scientific method

Reading

Complete the following reading early in the week:

Biography On Day 1, post a brief paragraph to the Discussion Area introducing yourself to your classmates. Include the following:

Assumptions of Science Components of a Research

Paper Quantitative vs. Qualitative

Methods Summary PSY302: Week 1 Assignments

From the assigned textbook, Research Design Explained, by Mitchell Jolley read:

o Chapter 1: Psychology and Science

The pdf titled, The Dance of Qualitative Research Design: Metaphor, Methodology, and Meaning, by Janesick,

V. While reading, make notes of pertinent and important facts. You will be required to reference your readings in discussions and apply them in the week’s assignments.

Blooms: 2Completion Time: 2.5 hours

1. Name

2. Location 3. Profession 4. Your interest in specific aspects of this course. 5. Your expectations from this course.

6. If you were teaching this course, what would be the most important information you would want the students to learn?

7. How do you plan to use the information you learn from this course?

Blooms: 2Completion time: 0.5 hrGrade: 10

DQ 1 (mandatory)

Compare psychology to a physical science such as chemistry or biology. Using the scientific method as a structure for your answer, discuss the challenges psychologists face when demonstrating that psychology is as much a science as one of the physical sciences?

Blooms: 3

Completion Time: 1 hourGrade: 90

DQ 2

Using the question you would be investigating for your final project, briefly explain what you already know about the question and why you find it interesting. Describe why a quantitative approach to investigating your topic would be more appropriate than a qualitative approach.

Comment on at least one other student’s research question posting in an evaluative manner.

Blooms: 4Completion time: 1 hour Grade: 90

DQ 3

Many social psychologists tend to argue that the only real research is based on quantitative data. Many clinical psychologists tend to argue that it is a mistake to emphasize so much on quantitative data, and they prefer case studies and other qualitative methods. Which group do you agree with? Defend your position.

Blooms: 4Completion Time: 1 hourGrade: 90

Assignment: Rafael’s Research Team

For the duration of this course, we will follow Rafael, an experimental psychology graduate student, who is starting to work on his master’s thesis. Rafael tells his advisor that he observed that some people seem to enjoy learning new skills and are willing to try even if they may look silly, while others don’t seem to want to do anything that they don’t already know how to do.

Rafael establishes a connection between this observation and the concept of self-efficacy, or the belief that we have the capability to accomplish a task. He thinks that people who think they can do something are more likely to try it than those who don’t think they can do it.

Note to Reviewer: Have reworded the preceding paragraph for clarity.

In your research methods class, you are assigned as one of Rafael’s research assistants. His research team meets weekly to discuss progress and challenges on his research. This week, Rafael asks you for suggestions on what he should do next.

What would you recommend to him? Explain your reasoning.


Grade: 90

Final Project

Based on your own personal interest in psychology, draft a quantitatively testable research question. Explain what you already know about the question and why it is interesting to you. Describe why a quantitative approach would be more appropriate than a qualitative approach to investigating your topic.

Submit your response to the Faculty. Your response should be at least a page long. You can use the Course Project template for submitting the answer.

Blooms: 4Completion Time: 2 hoursGrade: 90

2 Overview Generating Research Ideas Searching the Literature Summary PSY302: Week 2 Assignments

Reading



o Chapter 2: Generating and Refining Research

DQ 1 (mandatory)

There are many ways of initiating a literature search for the purpose of review. Some are convenient, such as online, automatic searches with keywords, and some are manual, such as using review articles and handbooks as a source for initial citations.

Compare and contrast the two general approaches, manual and online.

Explain the advantages and disadvantages of each

Hypotheses

o Appendix B: Searching the Literature

o Chapter 14: Putting it all Together: Writing Research Proposals (pages 445-450)

While reading, make notes of pertinent and important facts. You will be required to reference your readings in discussions and apply them in the week’s assignments.

Blooms: 2Completion Time: 2 hours

approach.


DQ 2

In general, there are two ways you can approach the development of your research question. You can start with a specific question and then research that question, changing your question as you learn more along the way. Alternatively, you can pick a topic that you are curious about and find an interesting question as you learn more about the topic.

What are some of the advantages and challenges of each approach?Note to Reviewer: This is the new DQ which maps to the Developing a Research Question topic in Week 2. The corresponding Faculty Notes have also been provided by the SME. Please validate.


DQ 3

Learning to search online databases is a critical step

toward building your literature.

Describe one of the challenges you have faced in selecting the appropriate journal articles for your review, and explain how you handled it.Note to Reviewer: This is the new DQ which maps to the Searching Literature topic in Week 2. The corresponding Faculty Notes have also been provided by the SME. Please validate.


Assignment: Clearing up Confusion

Rafael comes to your research team meeting feeling quite overwhelmed after an exhausting meeting with his advisor. He needs a strategy for evaluating the articles he read in preparation for writing the introduction to his thesis. He finds the terminology, concepts, and ideas in a few of these articles confusing.

What steps would you suggest he take to clear up this confusion?

Submit your response to the Faculty. Your response should be at least a page long. You can use the Clearing up Confusion template to submit the answer.

Note to Reviewer: The doable activity for this week has been replaced with the doable activity for Week 3. The doable activity now maps to the lecture topics for week 2 more accurately. The corresponding Evaluation Criteria and Faculty Notes have also been swapped with those of week 3. Please validate.

Blooms: 4Completion Time: 1.5 hours Grade: 105

Final Project

Based on the feedback you’ve received about your research question from your peers and faculty, revise your research question. Submit five citations, in the form of an APA style reference page, for articles that will be used to write the Introduction section of the research proposal. One of the articles must be a review article on the topic of interest and the other four must be empirical studies. All must be from peer reviewed journals. Attach a paragraph on the method used to identify the articles.



Grade: 1053 Overview

Analyzing the Components of a Research Paper

o The Introduction and Argument

o The Literature Reviewo Conceptualizing the

Variableso Forming the

Hypothesis or Research Question

o Developing the Methodology

Sampling Selecting

Appropriate Measurement Tools

Overview of Common Research Designs

o Results Hypothesis

Testing Description

o Discussion Summary PSY302: Week 3 Assignments

Assignment 1: Reading


Online lectures for Week 3


o Chapter 3: Reading and Evaluating Research

o Chapter 14: Putting it all Together: Writing Research Proposals and Reports (pages 450-473)

From the APA Publication Manual:

o Chapter 1: Content and Organization of a Manuscript

o Appendix A:

DQ 1 (mandatory)

Scientific studies are often reported in the popular press, such as USA Today and Time Magazine, with dramatic headlines such as Drink Red Wine to Prevent Heart Attacks. The same publication may later print a contradictory headline such as Wine Not a Good Idea for Heart Patients.

If both research studies are well designed and executed, what may be different in the research design of the second study that would lead it to contradict the first? Discuss.


DQ 2

Analyze the important differences between the Results section and the Discussion section of a scientific research paper.


DQ 3

Checklist for Manuscript Submission


Blooms: 2Completion Time: 2 .5 hours

Many professors say that defining a research question or hypothesis is the most critical part of a proposal. Choose one aspect of a research paper, and discuss why you think it is the most critical. Defend your position.


Assignment: What Does “Pretty Good” Mean?

For your second research team meeting, Rafael does some background research on the concepts he is interested in, and he comes to you with this hypothesis:

“Children who are pretty good at softball are more willing to play baseball in a park district team than those who are not so good at softball.”

Help Rafael restate this hypothesis in a testable form, and provide him with suggestions on how he may operationalize “pretty good at softball” and “willing to play baseball.”

Submit your response to the Faculty. Your response should be at least a page long. You can use the What Does “Pretty Good” Mean? template to submit the answer.

Note to Reviewer: This doable activity, Evaluation Criteria and Faculty Notes have been swapped with

those of week 2. Please validate.


Final Project

Locate and critically read the articles you’ve identified in your search. Summarize the main points of the review article. For the other four articles, using the provided template, summarize the main points of the literature, outline the author’s argument, critique whether it leads convincingly to the hypothesis or research question, and list the concepts under investigation and the measures used to operationalize them.



4 Overview Why Reliability is Important Selecting Reliable Instruments Generalizability

o Exploratory vs. Explanatory Designs

o Replication

Reading


Online lectures for Week 4

DQ 1 (mandatory)

There is considerable debate over the usefulness of using personality inventories to predict a person’s success on the job.

One of the readily available tools, the Myers-Briggs

o The Importance of Participant Diversity

Summary PSY302: Week 4 Assignments


o Chapter 4: Measuring and Manipulating Variables: Reliability and Validity

o Chapter 5: Beyond Reliability and Validity: The Best Measure for Your Study



Type Indictor (MBTI), has a published reliability of about 0.66. Why would this be a concern for employment professionals seeking to measure personality?

How would the statement “reliability is a prerequisite for construct validity” apply here?


DQ 2

There is much debate over the definition of the construct of “emotional intelligence” because the construct is new and the tools used to measure it are still being developed.

Imagine you are constructing a new quantitative measure for a construct that no one else has measured before.

Which method would you use to estimate the reliability of the quantitative measure? Provide reasons for your answer.

Note to Reviewer: Have used the same scenario as it fit well with the question you suggested. Please validate if this DQ is ok.

AIO, 01/15/08,

I think we are missing the actual DQ here? Does this relate to reliability? How about presenting a scenario and then ask a question like “Which method of estimating reliability seems most useful to you and why?” Or perhaps, we could ask a question about the merit of generalizable results…


DQ 3

An instrument with high reliability may not be sensitive to changes over time in a useful way.

Provide an example of the kind of experiment that would require the sensitivity of the measurement instrument to be the deciding factor in its selection.


Assignment 3: Self-Efficacy

At this week’s research meeting, Rafael asks you to identify a published measure of self-efficacy. His advisor is insisting that any measure Rafael uses in his thesis must have documented reliability.

Provide Rafael with citations where: The instrument was used. The instrument demonstrated reliability.Note to Reviewer: Have removed the reference to validity above so that the assignment maps better to the topics for week 4. Please validate.

Submit your response to the Faculty. Your response should be at least a page long. You can use the Self-Efficacy template to submit the answer.


Final Project

For each of the four empirical studies you’ve read, identify the reliability evidence provided in the journal articles. Explain whether the research was exploratory, explanatory, or a replication with modifications. Identify the participants and explain the limits of generalizability of the study based on how the participants were selected and their demographics.Note to Reviewer: Have removed the reference to validity above so that the assignment maps better to the topics for week 4. Please validate.



5 Overview Understanding Causality Drawing Valid Inferences:

o Internal and External Validity

o Construct Validityo Statistical Conclusion

Validity Control Variables: Statistical

and Design Experimental Designs Factorial Designs Within-Subjects Designs Between-Subjects Designs The Multiple Group

Experiment Quasi-Experimental Designs Control Groups Placebo Effects Summary PSY302: Week 5 Assignments

Reading



o Chapter 6: Introduction to Descriptive Methods (pages 142-156)

o Chapter 7: Survey research (pages 202-205)

o Chapter 8: Internal Validity

o Chapter 9: The Simple Experiment (pages 242-257)

o Chapter 10:

DQ 1 (mandatory)

The observational methods used in descriptive research rely on counting behaviors to capture a psychological construct. For example, a research study may include observing children on a school playground to document how larger children bully smaller children, and the number of times a larger child makes physical contact with a smaller child, as an index of aggression.

Discuss how choosing specific observable behaviors and coding them into quantitative data — frequency counts or levels of severity — presents the illusion of having an objective data set.


DQ 2

When designing experiments, researchers face decisions such as how to balance the ability to detect the effect of a treatment or condition, or power; internal validity, with the ability to infer that the effect occurs across a larger population, or external validity. For example, early psychology experiments were conducted using only white male college students.

Discuss the implications of leaning either too far toward power and internal validity or too far toward

Expanding the Simple Experiment: The Multiple Group Experiment (pages 290-304)

o Chapter 11: Expanding the Experiment: Factorial Designs (pages 320- 331)

o Chapter 12: Matched Pairs, Within Subjects, and Mixed Designs (pages 369-375)


Blooms: 2

generalizability or external validity.

Blooms: 4Completion Time: 1 hour Grade: 90

DQ 3

The saying, “correlation does not imply causation” helps researchers remember that more than a statistical relationship should be present to provide evidence of causality, that is, the condition or event X will cause the condition or event Y to occur.

Explain what is meant by a correlational study.

Discuss the difference between how researchers use the word “correlate” and how others use the same word.

What are the other two conditions required to obtain good evidence of causality?


Assignment: Experiment or Quasi-Experiment

At this week’s research team meeting, Rafael informs you that his hypothesis is now “Children who have high self-efficacy in softball are more likely to play baseball

Completion Time: 2.5 hours

in a park district league.” He thinks that the answer to this will help the park district to decide whether they want to include a beginner softball to their program but not as a feeder to their Little League baseball program.

To test his hypothesis, he decides to measure how children feel about their ability to play softball on the self-efficacy measure, ask them whether they played softball as a formal team or not, and then group them into children who signed up for park district baseball teams and children who did not.

Rafael’s advisor asked him to propose a research design and explain whether this is a true experiment or a quasi-experiment.Note to Reviewer: The reference to statistical tests has been removed. Now the assignment maps better to the topics in Week 5 which do not cover Statistical Tests. Please validate.Help Rafael in answering the questions that the advisor posed.

Submit your response to the Faculty. Your response should be at least a page long. You can use the Experiment of Quasi-Experiment template to submit the answer.Blooms: 5

Completion Time: 1.5 hours Grade: 105

Final Project

For each of the four empirical studies you’ve read, identify the threats to validity caused by the research design. If control variables were used, or if control was achieved through design, explain how it was done. Identify the research design and explain why it was appropriate to the research question.

Submit an outline of the Introduction section, which integrates what you learned from examining the four studies and critically reading the review articles and describes your argument. State your hypothesis or research question.



6 Overview Selecting the Appropriate

Statistical Testo T-Testso Linear

Correlations/Regression

Reading


From the assigned textbook, Research Design Explained, by

DQ 1 (mandatory)

When designing an experiment, larger samples seem to be better than smaller samples. Some studies, especially those involving data from surveys, can have thousands of participants. This can make almost any result show up as statistically

o Chi Squareo ANOVAo Approaches to Meta-

Analysis o Statistical Significanceo Effect Sizeo Power

Summary PSY302_Week 6 Assignments

Mitchell Jolley read:

o Appendix D: A Beginning Researcher’s Guide to Statistics

o Chapter 14: Putting it All Together: Writing Research Proposals (pages 467-473)

o Chapter 6: Introduction to Descriptive Methods (pages 157-176)

o Chapter 9: The Simple Experiment (pages 257-285)

o Chapter 10: Expanding the Simple

significant.

Explain why this occurs?

Discuss the difference between a statistically significant result and a result that is important in a practical way.

Note to Reviewer: Have rephrased the question to make it more discussable.


DQ 2

Explain the difference between correlation and a regression or prediction equation. Substantiate with the help of an example.

Explain when a 2 X 2 factorial ANOVA would be used as compared with a two-way chi-square test. Substantiate with the help of examples.


DQ 3 Meta-analysis is a useful way to summarize the

Experiment: The Multiple Group Experiment (pages 304-316)

o Chapter 11: Expanding the Experiment: Factorial Designs (pages 331-365)

o Chapter 12: Matched Pairs, Within Subjects, and Mixed Designs (pages 376-403)



cumulative empirical research on a specific topic.

Discuss how meta-analysis addresses the need for a study to have good internal validity yet high external validity.

Note to Reviewer: The SME feels thatthere are a host of reasons why both, an engaging discussion and generation of unique answers, will occur. He informs that there are nine threats to internal validity and four requirements for generalizability (external validity) and no students is likely to come up with all of them as answers.


Assignment 3: Appropriate Statistical Tests

While setting up his study, Rafael’s advisor tells him to use the opportunity to collect additional data on the children, to allow other questions to be asked. For example, the advisor thinks that taller or older children may have better self-efficacy at playing softball than shorter or younger children. Therefore, he asks Rafael to collect information on the ages and heights of the children. He also wonders if there is a general difference between boys and girls on their softball self-efficacy.

Recommend the statistical tests that Rafael should run

on the data to answer these questions.

Provide reasons for the recommendation to Rafael.

Point out any concerns you may want Rafael to be aware of.

Submit your response to the Faculty. Your response should be at least a page long. You can use the Appropriate Statistical Tests template to submit the answer.


Final Project

Explain the statistical analysis that you’ll use to test your hypothesis. Based on the feedback from the faculty, revise the literature and begin the Methods section by identifying the variables in the study and describing how they will be measured.



7 Overview Ethics in Research

o APA Codeo The Institutional

Review Boardo Animals in Researcho Human Subjectso Benefits must

Outweigh Risks External Validity

(generalizability) Plagiarism Summary PSY302: Week 7 Assignments

Reading



o Appendix A

APA Style Manualo Appendix C

o Plagiarism (pages 349-380)

o Section 3.94-4.15 on citations and references


DQ 1 (mandatory)

The line between properly citing an author’s works and plagiarism can be a fine line.

Discuss some of the steps you can take to make sure you provide credit without plagiarism.


DQ 2

When using human participants in a study, it is important that you obtain an informed consent form.

What are the important elements of an informed consent form?

Why are these elements required as part of the informed consent form?


DQ 3

The famous compliance studies by Stanley Milgram in 1964 tricked people into believing that they were


inflicting an electrical shock on a person, which appeared to trigger a heart attack. This deception upset the participants to the extent that it led to a change in the rules for conducting psychological studies involving human participants. Currently, the use of deception must be disclosed at a debriefing and it must be justified in advance. In addition, the risk of harm to the person must be less than the benefit received by the society.

What justifies the use of deception in research?

What steps should be taken to conduct research only after gaining an approval from an Institutional Review Board (IRB)?


Assignment: Informed Consent Form

Rafael needs an informed consent form completed for each of the children in his study. He realizes his research is being conducted with minors. Therefore, the parents of these minors need to approve of their ward’s participation in the study.

Rafael seeks your help on drafting the informed consent form for this purpose.

What all elements in the form would you be focusing on,

considering that children are involved in this study?

Consider a situation where some of the parents may not want to sign any kind of document. Suggest how should Rafael deal with such a situation and explain to them the intent of this document.

Submit your response to the Faculty. Your response should be at least a page long. You can use the Informed Consent Form template to submit the answer.


Final Project

Complete the Methods section. Explain the procedure you’ll use to test your hypothesis or collect the data on your research question. If you are using human or animal subjects, explain how you’ll protect your subjects from harm, and how any risk you’ll take is adequately compensated by benefits. If you plan to use deception in your design, describe how you will debrief your subjects.

Submit a draft of your final paper in the APA style to include a cover page, abstract, and the Introduction, Methods, and References sections.



8 Overview Reviewing the Components of

a Research Proposalo Developing the

Research Questiono Designing the

Experimento Proposing the

Methodologyo Testing the Hypothesiso Stating Expected

Results Summary PSY302: Week 8 Assignments

Reading



o Chapter 14: Writing the Research Report (Box 14-1 Format Checklist)

o Appendix C: Sample APA Style Paper APA Style Manual

DQ 1 (mandatory)

Your ideas about how to ask a question evolved since the time you started learning about conducting research from this course.

Examine the original research question you posed in Week 1 and the form it is in, as part of the Final Project assignment in Week 8.

In the process, what did you learn about the scientific method?


DQ 2

As researchers, it is important for us to demonstrate respect for our participants. Specific words and designations may appear innocent to the author but offensive to the reader. This is especially easy to do

o Chapter 2: Expression of Ideas

o Appendix A: Checklist for Manuscript Submission



when speaking about others who belong to a group other than our own.

The terms “Asian” and “Hispanic” may be controversial in that there are different countries in Asia and people with different cultures who may speak Spanish as a common language.

If you were to write about these cultural groups, what steps would you take to demonstrate respect for their identities and yet clearly inform the readers about whom you are referring to?

Note to Reviewer: The SME feels that this ill generate quite a discussion.


DQ 3

Clear and concise writing requires a great deal of effort. One possibly apocryphal story attributed to Voltaire quotes him as starting a letter, “Dear Friend, I am writing you a long letter as I do not have time to write a short one.”

Discuss the steps you took to make your final manuscript clear and readable.

You can refer to the following Web site for examples of

writing assignments with accompanying critiques:

http://www.hol.on.ca/ocwe/pdf/OCWE-6c2.pdf


Final Project

Submit a complete research proposal in the APA style that incorporates feedback you have received and is expanded to include the Results section that states the expected results.

Submit your response to the Faculty. Your response should be at least 2 pages long. You can use the Course Project template for submitting the answer.


http://www.hol.on.ca/ocwe/pdf/OCWE-6c2.pdf

Grading Criteria

Grading Scale Grading requirements

Attendance/participation 25%Weekly Assignments 20%Final paper 35%Optional 10%Optional 10%

100%

A 100 – 93A- 92 – 90B+ 89 – 88B 87 – 83B- 82 – 80C+ 79 – 78C 77 - 73C- 72 – 70D+ 69 – 68D 67 – 63D- 62 – 60F 59 and below

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Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

http://library.argosy.edu/infolit/

http://library.argosy.edu/misc/onlinedblist.html

http://library.argosyu.edu/

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

http://www.turnitin.com/

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