国外心理学研究方法课件07.review.ppt

1、Finish up APA styleEthics,Psych 231: Research Methods in Psychology,Announcements,Exam 1: on Monday Univ college writing help: /tutoring/writing/,APA style: Parts of a research report,Abstract Body Introduction Methods Participants Materials/Apparatus Design Procedure Res

2、ults Discussion References The rest Authors Notes, Footnotes, Tables, Figures & Captions,Method - tells the reader exactly what was done Enough detail that the reader could actually replicate the study. Subsections: Participants - who were the data collected from How many, where they were selected f

3、rom, any special selection requirements, details about those who didnt complete the experiment Apparatus/ Materials - what was used to conduct the study Design Suggested if you have a complex experimental design, often combined with Materials section Procedure What did each participant do? Other det

4、ails, including the operational levels of your IV(s) and DV(s), counterbalancing, etc.,The basic parts of a research article :,Body,Method - tells the reader exactly what was done Reading checklist 1 a) Is your method better than theirs? b) Does the authors method actually test the hypotheses? c) Wh

5、at are the independent, dependent, and control variables? 2) Based on what the authors did, what results do YOU expect? Writing checklist Is it clear why the procedures were selected? Are any assumptions explicit and defended? Is the level of detail sufficient for replication?,The basic parts of a r

6、esearch article :,Body,Body,Results Verbal statement of results: Describe the results but dont interpret them here (thats for the discussion) Statistical Outcomes Means, standard deviations, t-tests, ANOVAs, correlations, etc. Relate the analyses to the specific hypotheses Tables and figures These g

7、et referred to in the text, but actually get put into their own sections at the end of the manuscript,Body,Results,Reading checklist Did the author get unexpected results? How does the author interpret the results? How would YOU interpret the results? What implications would YOU draw from these resu

8、lts? Writing checklist Is it clear how the hypotheses are tested by the analyses? Would a graph or table help clarify the results? What questions might the reader still have, and how could I answer them in this section?,Body,Discussion (interpreting the results) Relationship between purpose and resu

9、lts Theoretical (or methodological) contribution Implications Future directions (optional),Reading checklist Does YOUR interpretation or the authors interpretation best represent the data? Do you or the author draw the most sensible implications and conclusions? Writing checklist Have you stated you

10、r most convincing argument? Do the conclusions follow straightforwardly from the results?,The references,References Authors name Year Title of work Publication information Journal Issue Pages,Adolescent Depression 29 References Barnett, P. A., & Gotlib, I. H. (1988). Psychosocial functioning and dep

11、ression: Distinguishing among antecedents, concomitants, and consequences. Psychological Bulletin, 104. Beck, A. T. (1978). Beck Depression Inventory. San Antonio, TX: Psychological Corporation. Benoit, D., Vidovic, D., & Roman, J. (1991, April). Transmission of attachment across three generations.

12、Paper presented at the Biennial Meeting of the Society for Research in Child Development. Benoit, D., Zeanah, C. H., & Barton, M. L. (1989). Maternal attachment disturbances in failure to thrive. Infant Mental Health Journal, 3, 185-202. Benoit, D., Zeanah, C. H., Boucher, C., & Minde, K. (1989). Sl

13、eep disorders in early childhood: Association with insecure maternal attachment. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 86-93.,When something odd comes up, dont guess. Look it up!,The rest,Authors Notes Footnotes Tables Figures and captions,These are used to suppleme

14、nt the text. To make a point clearer for the reader. Typically used for: The design Examples of stimuli Patterns of results,Ethics,Ethics people should be treated as ends not means,Ethical Responsibilities in Research,Two basic categories of ethical concerns: Need to consider the rights of our parti

15、cipants in our research Need to behave ethically as scientists and practitioners,Using humans in research,For the most part the researcher has the power,You know what is going to be done to the participants Participants may feel like they have to do it Consider the Milgram (1963) study demonstrated

16、how far people may go to obey authorities This study itself exemplifies the need for strict rules of ethics,Consider ethics at each step Does the topic/idea for the research have some ethical issues surrounding it? How are participants selected? What methods may be used on the participant population

17、? What measurement techniques will be used? What design is appropriate? How are the data analyzed? How are the results reported?,Ethical Responsibilities in Research,Respect for persons “All individual human beings are presumed to be free and responsible persons and should be treated as such in prop

18、ortion to their ability in the circumstances.” Basic courtesy Informed consent Debriefing Avoid deception Beneficence - ”Do good and avoid harm Protection from harm Cost/Benefits analysis Confidentiality Justice “Everyone is entitled to equal access to basic care necessary for living in a human way.

19、 “ Freedom from coercion Equal chances of participation,Belmont Report & APAs code of ethics,/ethics/code/index.aspx,Informed consent,Information to allow a person to decide if they want to participate Basic purpose of the study Participation is voluntary Risks involved Benefits inv

20、olved Rights to refuse or terminate participation Assent - guardians if participants are not competent e.g., children, developmentally disabled people,Using deception in research,Types Passive deception Withholding information about the study Active deception Deliberately misleading participants,Avo

21、id it when possible Alternative to deception Role-playing When not possible to avoid Make sure that you are up front with all possible risks Potential results must be worth it Must debrief participants as soon as possible (either right after participation or as soon as project is over),Costs/Benefit

22、s analysis,Costs: all potential risks to the participants Physical harm Psychological harm Loss of confidentiality Benefits: the “good” outcomes Direct benefits to participants Benefits to knowledge base Benefits to world at large,Institutional Review Board IRB Criteria Minimize risk Benefits Risks Equal opportunity sampling Informed consent Documentation of consent Data monitoring Privacy & Confidentiality,Monitoring of ethics,Scientific Integrity,Fraud prevention Replication repeat a research study to validate results Peer Revie