http://www.csub.edu/~lvega/300Bsylwin13.html
SYLLABUS
PSYCHOLOGY 300B: Understanding Psychological Research II 
(CRN=10178 Sec.1) Winter 2013 - -Main Campus
Mon & Wed 12:45 p. m. -- 2:50 p. m.  (WSL #5)

INSTRUCTOR

Luis A. Vega, Ph.D.lvega@csub.edu.
http://www.csub.edu/~lvega/.
Office: DDH 111D  (Tel. 654-3024)
Office Hours: Monday 9:30 a.m.- 12:15 p.m.;
   Wed. 10:00 a.m. - 12:15 p.m. & by appointment. 

TEACHING ASSISTANTS

 
       Student TA 
  Ms Alinna Card
  Hours:  TBD

 

In this class we will use the Learning Management System--Blackboard:
http://www.csub.edu/els/bb9/

COURSE DESCRIPTION
Understanding research articles and reaching conclusions across research articles; comparing/contrasting research methodologies; critical thinking about evidence and explanation; formulating and conducting empirical research; multivariate designs and statistical analysis; training in protection of human and animal subjects.  Prerequisite: Grade of C or better in PSYC 250 or 300A.  

COURSE OBJECTIVES
The student will learn research methodology in psychology, including but not limited to literature searchers, research ethics, design, assumptions, terminology, types of research studies, APA writing style, article critiques and analysis, multivariate data analysis and presentation, and warranted and unwarranted conclusions. Also, in this class you will learn to conduct research so that you can make meaningful statements about behavior. The expectations are that you will become better consumers and producers of research as a result of taking this class. You will learn about the logic and limitations of a variety of research methods, comparison and contrast of research methodologies, and types of research inferences you can draw given the methods you have employed. As a continuation to PSYC 300A, an overlap of course materials in this course is expected, only with higher expectations, depth, breadth, and analysis. Finally, this class will provide foundations and tools for your future success, be it in psychology or any other social science field.  Learning objectives for this course include:

  1. Recognize, evaluate, and constructively criticize research approaches presented in class.
  2. Select and justify  appropriate methodologies to answer research questions.
  3. Derive testable hypotheses from psychological theory.
  4. Apply APA ethical principles in human & animal research.
  5. Pass trainning certification in APA ethical principles in human & animal research.
  6. Use electronic resources to find appropriate journal research articles for a psychological topic of inquiry.
  7. Use the literature to write and justify a rationale for hypotheses to be tested.
  8. Choose and properly interpret statistical tests and analysis for research designs we do in class.
  9. Describe strengths and weaknesses in terms of validity and reliability of conclusions in research articles.
  10. Evaluate strengths and weaknesses of alternative explanations to hypotheses.
  11. Write reports using correct APA style and correct English grammar, mechanics, and syntax.
  12. Use and apply technology to psychological research: IBM SPSS Statistics, PSPP, Graphics, Powerpoint, and homepage resources.
  13. Apply research methods tools to current newspaper articles that address scientific concerns.
  14. Critically think about evidence and explanation in different psychological research areas.

Please also see below, under "Outcomes Assessment," for specification of goals and objectives for the Psychology Major covered by this class.

REQUIRED TEXTS can be found at the university bookstore:
Myers, A., & Hansen, C. (2012). Experimental psychology (7th ed). Belmont, CA: Wadsworth. BOOK QUIZZES
Smith, R. A. (2002). Challenging your preconceptions: Thinking critically about psychology (2nd ed). Pacific Grove, CA: Wadsworth.
--Must Buy if not assigned in Psychology 300A
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, D. C.: American Psychological Association.

ON RESERVE--Additional Readings
Bem, D. J. (2002). Writing the empirical journal article. in J. M. Darley,  M. P. Zanna, & H. L. Roediger III (Eds.)  TheCompleat Academic: A Career Guide. Washington, DC: American PsychologicalAssociation. Retrieved  September 6, 2011, from  http://dbem.ws/WritingArticle.pdf.

American Psychological Association (2010). Preparing manuscripts for publication in psychology journals: A guide to new authors. Washington, DC: American Psychological Association. (http://www.apa.org/pubs/authors/new-author-guide.aspx   .pdf link)

Sternberg, R. J. (2003). The psychologist's companion: A guide to scientific writing for students and researchers (4th ed.). Cambridge: Cambridge University Press. (Chapter 1: Eight Common Misconceptions About Psychology  Papers, sample chapter: Retrieved September 6, 2011, from  http://assets.cambridge.org/0521821231/sample/0521821231WS.pdf.)

--Must Read and Know
American Psychological Association (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 47, 1060-1073. doi 10.1037/0003-066X.57.12.1060  (http://www.apa.org/ethics/code2002.html)

American Psychological Association (2010). 2010 Ammendments to the 2002 "Ethical principles of psychologists and code of conduct." American Psychologist, 65, 493. doi 10.1037/a0020168. (http://www.apa.org/ethics/code/index.aspx).

WEB RESOURCES

  1. Writing_the Research Report  --  http://methods.fullerton.edu/appa.html
  2. Psych_Web Resources (Russ Dewey) --http://www.psychwww.com/
  3. Elements_of Style (Strunk & White) --http://www.bartleby.com/141/index.html
  4. American_Psychological Assoc. --http://www.apa.org/
  5. American_Psychological Society --http://www.psychologicalscience.org
  6. Western_Psychological Association --http://www.westernpsych.org
  7. Social_Psychology Network --http://www.socialpsychology.org/
  8. Classics in the History of Psychology --http://psychclassics.yorku.ca/
  9. Encyclopedia of Psychology --http://www.psychology.org
  10. APA style--worth browsing --http://www.apastyle.org    
  11. English writing tutorials --http://owl.english.purdue.edu/
  12. Methods' Descriptions --http://www.slais.ubc.ca/resources/research_methods/
  13. Critical thinking Principles -- http://philosophy.hku.hk/think/critical/
  14. Masters in Psycnology --  http://www.mastersinpsychology.net/
  15. Psychology Degree Information -- http://www.psychologydegree.net/ 

CLASS SCHEDULE  --please note deadlines for assignments

Winter 2013 Calendar & Dates to Remember Link>    http://www.csub.edu/facultyaffairs/files/calendar/AcademicCalendar2012.pdf

1/7 M

Introduction -- Syllabus & Expectations --the scientific method
ch1. Myers & Hansen: Do Review Questions (pp. 32-33).
Technical Quiz 1 Preparation-technical writing  (Strunk & White--http://www.bartleby.com/141/index.html)

1/9 W

Research Ethics: Human and Animal Research; Scholastic Integrity and Plagiarism
ch2. Myers & Hansen: Do Review Questions (pp. 65) Due.
Technical Quiz 1 Preparation --(APA style Ch. 1 & 2 pp. 9-60)
Smith's Critical Thinking Test 1


1/14 M

Alternatives to Experimentation: Non experimental Designs
ch3. Myers & Hansen: Do Review Questions  (pp. 93-94) Due.
Technical Quiz 1 Preparation--(APA style Ch. 3 pp. 61-86)
Smith's Critical Thinking Test 2
in Blackboard: Ethics training Human:  http://www.csub.edu/grasp/irbhsr/ Due.

1/16 W

Alternatives to Experimentation: Surveys and Interviews
ch4. Myers & Hansen: Do Review Questions  (pp. 126-127) Due.
Technical Quiz 1 Preparation (APA Ch. 4 pp. 87-124)
     Technical Quiz 1 in Blackboard for 20 points -- Technical Writing and APA Style 
Smith's Critical Thinking Test 3


1/21 M

HOLIDAY - Martin Luther King Jr. Day - Campus Closed
in Blackboard: Ethics training Animal:  http://www.csub.edu/grasp/HCUAS.shtml Due.

1/23 W

Alternatives to Experimentation: Correlational and Quasi-Experimental
ch5. Myers & Hansen: Do Review Questions  (pp. 162-163) Due.
Smith's Critical Thinking Test 4
BOOKQUIZ 1 Due--Before Exam 1-Blackboard



1/28 M

EXAM I                                                                                                       

1/30 W

Formulating the hypothesis & The basics of experimentation
ch6 & ch7 Myers & Hansen: Do Review Questions  (p. 186 & p. 230) Due.
Technical Quiz 2 Preparation --- Writing the Paper--Literature Review
Smith's Critical Thinking Test 5


2/4 M

Writing the Research Report
ch16 Myers & Hansen
Technical Quiz 2 Preparation --- Writing the Paper -- APA format and short-cuts, Using Sources
Smith's Critical Thinking Test 6 (chapters 11-13)

2/6 W

Solving Problems --- PAPER 1 DUE
ch8 Myers & Hansen: Do Review Questions (p. 259)
Technical Quiz 2 Preparation --- Writing the Paper -- APA Writing Results, Tables, & Figures


2/11 M

Basic Between Subjects Designs
ch9 Myers & Hansen: Do Review Questions (pp. 288-289)
  Technical Quiz 2 in Blackboard for 20 points --
    Writing the APA Paper -- Format, Literature Review, Writing Results, Discussion, and Use of Sources

2/13 W

Basic Between Subjects Factorial Designs
ch10 Myers & Hansen: Do Review Questions (p. 313)
--PROJECT PROPOSAL DUE.      BOOKQUIZ 2 Due--Before Exam 2-Blackboard


2/18 M

EXAM II

2/20 W

Within Subjects Designs
ch11 Myers & Hansen: Do Review Questions (pp. 342-343)
Technical Quiz 3 --SPSS Introduction to Syntax


2/25 M

 Within Subjects Designs: Small N
ch12 Myers & Hansen: Do Review Questions (p. 368)
Technical Quiz 3 Preparation ---  SPSS Introduction to Recoding and Commands

2/27 W

Why We Need Statistics?
ch13 Myers & Hansen: Do Review Questions (pp. 406-407)
Technical Quiz Preparation --- SPSS Reading Results and Interpretation
Multiple regression approach to analysis of variance


3/4 M

Analyzing Results
ch14 Myers & Hansen: Do Review Questions (pp. 452-454)
  Technical Quiz 3 in Blackboard for 20 points --
    SPSS Syntax, Codebooks, Univeriate and Graphing Commands (attend class as we will build each class on this topic)

3/6 W

Drawing Conclusions, Ruling out Alternative Explanations, and Confounds
Research integration: From research question to design, from analysis to interpretation, and from presentation to future directions
ch15 Myers & Hansen: Do Review Questions (pp. 481-482) -


3/11 M

-- PAPER II DUE
Advanced Topics -- Attending a Research Conference / Preparing the manuscript for publication
(preparing manuscript for publication-- read APA (2010) article .pdf link)

3/13 W

Class Presentations -- Powerpoint & Posters
BOOKQUIZ 3 Due- Before Exam 1- Blackboard


3/18 M
  Reviewing a Paper for a Journal / Review

3/20 W

Final Exam  (2:00 p.m. --- 4:30 p.m.)

 
LAB WORK: Approximately 50 percent of the class time will be spent in lab activities. Some class meetings will require the use of a calculator--students must furnish their own. We will hold labs in the library computer labs, and it is required that you procure an appropriate digital storage device for storing your work (flash drive), as we will have electronic handouts and you will have to save your work in electronic form. Use of personal notebooks, netbooks, or tablets is allowed and encouraged.

RESEARCH PROJECT: To successfully complete this course, each student must plan, carry out, write-up, and give a presentation of a full empirical research project. Students may work in teams but independent work is expected of each student. The project will be completed in stages: (a) Students will find and refine a research idea, (b) deal with the ethical considerations, (c) do an oral proposal presentation, (d) prepare a written proposal, (e) do the experiment, (f) collect, analyze, and interpret the data, (g) do a final oral presentation, and (h) prepare a final write-up.

PAPERS: In preparation for their research project, students will write a "guided" paper. A guided paper is one where the instructor provides structure and guidelines for writing it. However, students will be expected to independently write each paper and to follow APA guidelines. Instructions for this paper will be given in class and in a separate handout. Sample papers can be seen at in the APA manual (pp. 41-60) and in sample papers that will be posted in Blackboard.

PRESENTATIONS: Of the two presentations for this course, one will be on the project proposal, will receive no grade, and it is designed to help the students improve their project. The other presentation will be based on the final research project--this presentation will be graded. Grades for the presentation will be assigned as follows: A "C" is for an adequate presentation of the concepts, but one that does not go beyond the definition of methodological concepts. A "B" is for an effective description of concepts and reasonable application of them. An "A" is for effective presentations that go beyond conceptual definitions, a reasonable application of research methodology, and a good analysis and synthesis of the research findings. Failure to present the final project will result in an "F."

CLASS PROJECTS AND BOOK QUIZZES We will have class-projects, homework, and quizzes in this class for either the main book, APA manual, assigned readings-articles. Attendance is crucial to complete some these assignments, as no make-up will be allowed. Class projects will involve review of course material and project exercises, which can be done through Blackboard or during class. Book quizzes will take place one week prior to mid-term exams, and will consist of test questions from the chapter-quizzes. To prepare for the book-quizzes, after reading is chapter in the book you must go to the link "test your reading" in blackboard.  Questions will be drawn from the pool of chapter-quiz questions for the corresponding midterm's coverage of the book.  Thus, for Mid-term 1, questions will come from quizzes of chapters 1-5. This will help you do better in the mid-terms. Please maintain the required schedule of chapter readings and testing of your reading. See schedule above and grading criteria below.

EVALUATION Criteria for course papers:

  1. Defining an appropriate, limited topic.
  2. Selection, description, and review of appropriate literature.
  3. Reasonable application of psychological principles and research methodology of an empirical paper.
  4. Thoughtful discussion of implications and limitations of the research.
  5. Writing, including proper use of APA style and APA paper subsections, grammar, syntax, style, etc.
  6.  Your paper should contain the following information with each sub-section

   Click here---> TEMPLATE.html

GRADING (TESTS will include both objective and essay components)

2 Tests (Readings, Lectures, & Labs)
120
Final Test (comprehensive)
100
Ethics Training (a) Human (b) Animal
20
1 Guided Paper 
 50
1 Research Project
75
Final Project Presentation
10
15 Homeworks --  (Myers & Hansen) (5 pts each)
75
3 Book Quizzes--(10 pts each) -- administered before mid-term examinations
30
3 Technical Quizzes (20 pts each-Tech Write, Writing Report, SPSS)
60
Smith (2002) Critical Thinking Tests - 10 points each
60
TOTAL
600

A = 92-100%
A- = 90-91.9%
B+ = 88-89.9%
B = 82-87.9%
B- = 80-81.9%
C+ = 78-79.9%

C = 72-77.9%
C- = 70-71.9%
D+ = 68-69.9%
D = 62-67.9%
D- = 60-61.9%
F = 0-59.9%

GENERAL INFORMATION

  1. Per the CSUB University Catalog and pursuant to Title 5, California Code of Regulations, § 41301. Standards for Student Conduct, CSUB students must adhere to laws, rules, standards, responsibilities, and expectations inherent with being a CSUB student. Specifically, acts of student misconduct such as academic dishonesty, interference with instructional activities, activities endangering the well being of the university community, as well as criminal activity of any kind will result in disciplinary actions, including expulsion and/or referral/involvement of local, state, and federal law enforcement agencies (see p. 90-91 of the 2011/13 catalog ---http://www.csub.edu/catalog/2011-2013_regularlyUpdated/pages/012.pdf). 
  2. Make-up exams are given only in the event of medical emergencies.
  3. Late papers or assignments will NOT be accepted.

OUTCOMES ASSESSMENT
Higher education "shareholders" increasingly demand high leverage for every dollar spent in our universities. As such, teaching and learning accountability is demanded in demonstrable terms for both professors and students. How well teaching (professors) and learning (students) goals and objectives are being met is imperative for a quality education.

Student Learning Objectives (SLO) in Psychology:

All students taking psychology courses can be expected to be part of the outcomes assessment process, either through direct or embedded means. By direct, we mean that specific assessment tests will be given to students, which may or may not contribute to the students' grades. By embedded, we mean that tests students take as part of their psychology curriculum will be used for assessment purposes, imposing no additional demands on students. Assessment criteria can be found in the mission statement for the Psychology major, http://www.csub.edu/psychology/mission.html.
The Department of Psychology, by agreement of the professors who teach this course, have determine that  [c] competent or [d] developed level knowledge is expected in students who take this class. These goals /objectives and expected level of knowledge are  next listed:

GOAL 1:  KNOWLEDGE BASE OF PSYCHOLOGY
Outcome 1.1: [c] Characterize the nature of psychology as a discipline.
GOAL 2:  RESEARCH METHODS IN PSYCHOLOGY 
Outcome 2.1: [c] Describe the basic characteristics of the science of psychology.
Outcome 2.2:  [c] Explain different research methods used by psychologists.
Outcome 2.3:  [c] Evaluate the appropriateness of conclusions derived from psychological research.
Outcome 2.4:  [d] Design and conduct basic studies to address psychological questions using appropriate research methods.
Outcome 2.5:  [c] Follow the APA Ethics Code in the treatment of human and nonhuman participants in the design, data collection, interpretation, and reporting of psychological research.
Outcome 2.6:  [c] Generalize research conclusions appropriately based on the parameters of particular research methods.
GOAL 3:  CRITICAL THINKING SKILLS IN PSYCHOLOGY
Outcome 3.1: [d] Use critical thinking effectively.
Outcome 3.2: [d] Engage in creative thinking.
Outcome 3.3: [d] Use reasoning to recognize, develop, defend, and criticize arguments and other persuasive appeals.
Outcome 3.4: [d] Approach problems effectively.
GOAL 5:  VALUES IN PSYCHOLOGY
Outcome 5.1: [c] Recognize the necessity of ethical behavior in all aspects of the science and practice of psychology.
Outcome 5.2: [c] Demonstrate reasonable skepticism and intellectual curiosity by asking questions about causes of behavior.
Outcome 5.3: [c] Seek and evaluate scientific evidence for psychological claims.
Outcome 5.4: [c] Tolerate ambiguity and realize that psychological explanations are often complex and tentative.
Outcome 5.7: [d] Understand the limitations of their psychological knowledge and skills.
  Assessment:: All these SLO will be assessed through embedded assessment as part of class test, papers, or surveys.

WRITING ASSISTANCE & RE-WRITES
The purpose of the following is not to discourage outside assistance, but to enable me to more accurately assess student writing. Outside writing assistance must be limited to identifying and drawing your attention to writing problems. You must do the actual corrections and revisions yourself. If you do obtain outside assistance for your writing, then you need to: (a) tell me and identify the source of help, (b) make sure that your tutor understands and agrees to the stated policy, and (c) hand in, along with your term paper, all of the written work that you showed to your writing tutor and any written feedback that he/she provided. Also, in papers I ask you to re-write, make sure to attached the original graded paper.
The university hosts a Writing Center, where you can go for assistance to help you improve your writing--THEY WILL NOT WRITE YOUR PAPERS. They are located in (Adminstration East) AE 105 (tel. 654-6411--email: oaistutoring@csub.edu. Their page is located at: http://www.csub.edu/oasis/

AMERICANS WITH DISABILITIES ACT:
Students who are entitled to accommodations under the ADA can contact me at their earliest convenience to make appropriate arrangements. I adhere to all rules and regulations set forth by CSUB’s Services for Students with Disabilities (SSD) office http://www.csub.edu/UnivServices/SSD/. (Tel. 654-3360) 

NOTE: The above schedule and procedures in this course are subject to change in the event of extenuating circumstances.