This lab will increase the student's understanding of the scientific method as used in social psychology. Students will read and evaluate scientific articles and they will conduct three lab reports in social psychological topics. Students will also use the APA (6th ed.) format in writing their research results. This satisfies the area "B" lab requirement  for students in the new curriculum (1997-2013 catalogs), and it can serve as elective units for students in the old ones (1981-1997 catalogs). This lab should be of interest to students who would like more in-depth or specific coverage in an area of social psychology. Students who desire to gain research experience in social psychology can also benefit from taking this lab. PREREQUISITE: Psych 300B (Research Methods II). PREREQUISITE OR CO-REQUISITE: Psych 312 (Social Psychology).

COURSE OBJECTIVES
The student will learn three methodologies used in social psychology to conduct research: (a) observational/Field, (b) questionnaire/survey, and (c) experimental/Lab. For each of these methodologies, students shall be able to

1. Recognize, evaluate, and constructively criticize each of these approaches as used in published studies.
2. Select and justify an appropriate methodology to answer research questions.
3. Derive testable hypotheses from social psychological theory.
4. Use internet databases (e.g., EBSCO) to find appropriate journal research articles for each of the lab reports.
5. Use the literature to write and justify a rationale for each hypothesis to be tested.
6. Choose and properly interpret statistical tests for analysis of the data in each lab report.
7. Describe strengths and weaknesses in terms of validity of the conclusions for each lab report.
8. Evaluate strengths and weaknesses of alternative explanations to the hypothesis.
9. Write reports using correct APA style and correct English grammar, mechanics, and syntax.
10. Give "one" oral presentation that addresses each of the above objectives on a study assigned by the instructor.
11. Please see below, under "Outcomes Assessment," for specification of goals and objectives for the Psychology Major covered by this class.
    

Writing_the Research Report -- http://methods.fullerton.edu/appa.html

Psych_Web Resources (Russ Dewey)-- http://www.psychwww.com/

Elements_of Style (Strunk & White) -- http://www.bartleby.com/141/index.html

American_Psychological Assoc.  -- http://www.apa.org/

American_Psychological Society -- http://www.psychologicalscience.org/

Western_Psychological Association -- http://www.westernpsych.org/

Social_Psychology Network -- http://www.socialpsychology.org/

Classics in the History of Psychology -- http://psychclassics.yorku.ca/

Find_Articles --  http://www.findarticles.com/

Encyclopedia of Psychology-- http://www.psychology.org/

APA style -- http://www.apastyle.org/

    --- Worth browsing -- http://core.ecu.edu/psyc/wuenschk/APA.htm    

English writing tutorials -- http://owl.english.purdue.edu/

Methods' Descriptions -- http://www.slais.ubc.ca/resources/research_methods/

 GRADING (Midterm & Final will include both objective and essay components) 

LAB REPORTS AND EVALUATION CRITERIA
Using articles on reserve and readings from the class book, students will write a report for each of the three social psychological methodologies reviewed in the course. These reports will be graded according to the following criteria:

1. An appropriate literature search for the study (minimum of three journal articles per report).
2. Effective use of the literature to justify relevance of the hypothesis.
3. Appropriate description of the methods used.
4. Appropriate choice and accurate interpretation of statistical test(s) for the design.
5. Accurate description of the results.
6. Effective analysis of the strengths and weaknesses of the research design.
7. Analysis and consideration of alternative explanations to the hypothesis.
8. Use of proper APA style and correct English grammar, mechanics, and syntax.
9. Your paper should all sub-sections of the APA paper.

Lab time will be devoted to discussing readings, critiquing published studies, planning research designs, analyzing data, and solving methodology problems in social psychological research. As a class we will collect data for the lab reports using students from Psychology 312. Students are expected to do literature searches on their own (no team sharing), and to write individual reports.

SPSS Psychology 300A/B Review
Students will be asked to review SPSS logic from the research classes. It is expected that students will be able to conduct statistical analysis of different experimental designs (2X2 ANOVA) and to interpret output by writing APA results sections. Preparation material will be provided and a test (15 points) will be giving in lab early in the quarter (see class schedule above). This preparation will be crucial in completing the lab reports for this class.

MIDTERM & FINAL
The midterm and final will consist of multiple choice and essay questions. These questions will come from  assigned articles for the class (see below), as well as labs and  lectures. Please make sure you attend labs so as to not miss any information.  More guidelines will be given in labs.

Lab Readings 1-Observational Project
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).
Behnke, S. (2006). Beyond mere compliance: Three metaphors to teach the APA ethics 
       code. Monitor on Psychology, 37(11), 54-55.
Biernat, M. & Crandall, C. (2001). Two journal articles retracted, professor resigns. In Crandall, C., 
       & Biernat, M. (Eds.), Dialogue: The official newsletter of the Society for Personality Social Psychology,16(2), 17.
Briers, B., Pandelaere, M., Dewitte, S., & Warlop, L.  (2006). Hungry for money: The desire for caloric resources increases
       the desire for financial resources and vice versa. Psychological Science, 17, 939-943.
Chamberlin, J. (2010, April). Complex sex. Monitor on Psycholog, 41(4), 32-33.
      (http://www.apa.org/monitor/2010/04/complex-sex.aspx)
Crandall, C. (2001). Scientific Progress: A need for trust, a need for scepticism--editorial.
       In Crandall, C., & Biernat, M. (Eds.), Dialogue: The official newsletter of the Society for Personality
       Social Psychology, 16(2), 20-21.
Forsyth, D. R. (1989). Social psychology's Three Little Pigs. In M. R. Leary, (Ed.),
      The state of social psychology, (pp. 63-65). Newbury Park, CA: Sage.
Hastorf, A. H., & Cantril, H. (1994). They saw a game--A case study.  In E. Krupat (Ed.),
      Psychology is social: Readings and conversations in social psychology (3rd ed.) (pp.31-41).
      New York: Harper Collins.
Gigerenzer, A. (2009, February). Surrogates for theory. APS Observer, 22(2), 21-23.
       (http://www.psychologicalscience.org/observer/getArticle.cfm?id=2468)
Lassiter, G. D., Geers, A. L., Munhall, P. J., Ploutz-Snyder, R. J., & Breitenbecher, D. L. (2002).
      Illusory causation: Why it occurs. Psychological Science, 13, 299-305.
Loewen, J. W. (2011). Five myths about why the South seceded. The Washingtonpost: Post Opinions. Retrieved February 26, 2011,
       from http://www.washingtonpost.com/outlook/five-myths-about-why-the-south-seceded/2011/01/03/ABHr6jD_story.html.
Marecek, J., Fine, M., & Kidder, L. (1997). Working between two worlds: Qualitative methods in
       social psychology. Journal of Social Issues, 53, 631-644.
Mischel, W. (2009, Janurary). Becoming a cumulative science.  APS Observer, 22(1), 3, 18.
       (https://aps.psychologicalscience.org/observer/getArticle.cfm?id=2446)
Nisbett, R. E. (2009, February). All brains are the same color (Presidential Column). APS Observer, 22(2), 3, 20.
       (http://www.psychologicalscience.org/index.php/publications/observer/2009/february-09/all-brains-are-the-same-color.html)
Price, J. (2010, July/August). Sins against science. Monitor on Psychology, 41(7), 44-45. 
       (http://www.apa.org/monitor/2010/07-08/misconduct.aspx)
Pinker, S. (2008, January 13). The moral instinct. New York Times (Magazine). p. 32.
Wilson, R. E., Gosling,S. D., & Graham, L. T. (2012). A review of Facebook research in the social sciences. Perspectives on
       Psychological Science, 7, 203-220. ***explain
Van Lange, P. A. M., & Joireman, J. A. (2008). How we can promote behavior that serves all of us in
       the future. Social Issues and Policy Review, 2, 127-157.

Lab Readings 2-Questionnaire/Survey Project
Bartoshuk, L.  (2002, March). Self-reports and across-group comparisons:
      A way out of the box. APS Observer, 15(3), 7, 26-28.
      (https://aps.psychologicalscience.org/index.php/uncategorized/on-self-reports.html)->scroll down to middle of page.
Cooper, M. L. (2006). Does drinking promote risky sexual behavior? Current Directions in
       Psychological Science, 15, 19-23.
Muller, J. J., Creed, P. A., Waters, L. E., & Machin, M. A (2005). The development and preliminary
       testing of a scale to measure the latent and manifest benefits of employment. European Journal of
       Psychological Assessment, 21(3), 191-198.
Norwick, R., Choi, Y. S., & Ben-Shachar, T. (2002, March). Commentary on self-report data: In defense
      of self-reports. APS Observer, 15(3), 7, 24,25.
      (https://aps.psychologicalscience.org/index.php/uncategorized/on-self-reports.html)
Plous, S. (1993). The psychology of judgment and decision making. New York:
       McGraw-Hill. , Inc. (Section II: How questions affect answers).
Wargo, E.(2007, August). Aiming at happiness and shooting ourserves in the foot.
       APS Observer, 20(8), . (https://www.psychologicalscience.org/observer/getArticle.cfm?id=2188)
Warnick, L. E. (2000). Effects of acculturation on perceptions of alcohol consumption among Latinos
      in Kern County, California. Unpublished senior’s thesis, California State University, Bakersfield.
Hodson, G., & Busseri, M. A. (2012). Bright minds and dark attitudes: Lower cognitive ability predicts greater
      prejudice through right-wing ideology and low intergroup contact. Psychological Science, 23, 187-195.

Lab Readings 3-Experiment Project
Anderson, C. A., Lindsay, J. J., & Bushman, B. J. (1999). Research in the psychological
       laboratory: Truth or triviality? Current Directions in Psychological Science, 8, 3-9.
Colcombe, S., & Kramer, A. F. (2003). Fitness effects on the cognitive function of older adults: A meta-analytic study.
      Psychological Science, 14, 125-130.f
Dion, K., Berscheid, E., & Walster, E. (1972). What is beautiful is good. Journal of
      Personality and Social Psychology, 24, 285-290.
Festinger, L., & Carlsmith, J. M. (1959). Cogntitive consequences of forced compliance.
      Journal of Abnormal and Social Psychology, 58, 203-210.
Freedman, J. L.,  & Fraser, S. C. (1966). Compliance without pressure: The foot-in-the-door
      technique. Journal of Personality and Social Psychology, 64, 195-202.
Harber, K. (1998). Science Briefs: Is feedback to minorities positively biased?
      Psychological Science Agenda, 11(3),  8-9.
Kraft-Rojas, D. M. (2000). Perceptions of blame for percieved unhappiness of Mexican American
      women based on language environment.Unpublished master’s thesis, California State University, Bakersfield.
Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on
      Psychological Science, 3, 400-424.
Ward, A., & Brenner, L. (2006). Accentuate the negative: The positive effects of negative acknowledgment.
      When questions change behavior. Psychological Science, 17, 959-962.

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.
   
   

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)