Title: Research Designs
1Research Designs Reading and Writing with APA
Style
- Psych 231 Research Methods in Psychology
2Announcements
- Quiz 2 due date extension Sept 5 (tomorrow) 1159
PM - Reminder Quiz 3 due date Sept 5 (tomorrow) 1159
PM - Exam 1 is 1½ weeks away
- Online CITI ethics training due week 5
- http//psychology.illinoisstate.edu/jccutti/psych2
31/f13/fall2013ethics.html - This weeks labs
- Download and read the Assefi Garry (2003)
article before labs - Bring the article to labs
3Conducting Research
- Observational approaches Data collection
- How do we observe the behaviors of interest?
- Types of research designs
- What kinds of research questions are you
investigating? - E.g., Cause and effect? Descriptive?
4Observational Methods
- Observational approaches Data collection
- How do we observe the behaviors of interest?
- Naturalistic observation
- Participant observation
- Survey interviews
- Archival data
- Systematic (contrived) observation
- Experiments
5Observational Methods
- Systematic (Contrived Observation) The observer
sets up the situation that is observed - Observations of one or more specific variables
made in a precisely defined setting - Much less global than naturalistic observations
- Often takes less time
- However, since it isnt a natural setting, the
behavior may be changed
6Conducting Research
- Observational approaches Data collection
- How do we observe the behaviors of interest?
- Types of research designs
- What kinds of research questions are you
investigating? - E.g., Cause and effect? Descriptive?
7Types of research designs
- Case studies
- Intensive study of a small set of individuals and
their behaviors - Correlational
- Looking for a co-occurrence relationship between
two (or more) variables - Experimental
- Investigating the cause-and-effect relationship
between two (or more) variables through the
manipulation of variables - Quasi-experimental
- Experimental designs with one or more non-random
variables
8Case Histories
- Intensive study of a single person, a very
traditional method. Typically - Descriptive (and non-experimental).
- Interesting (and often rare) case. Fits well with
clinical work.
- This view has some disadvantages
- There may be poor generalizabilty
- There are typically a number of possible
confounds and alternative explanations
9Correlational Methods
- Measure two (or more) variables for each
individual and see if the variables co-occur
(suggesting that they are related) - Used for
- Predictions
- Establishing Reliability and Validity
- Evaluating theories
- Problem Shouldnt make casual claims
X
or
or
10Causal claims
- Wed like to say
- To be able to do this
- There must be co-variation between the two
variables - The causal variable must come first
- Directionality problem
- Happy people sleep well
- Or is it that sleeping well when you are happy?
- Need to eliminate plausible alternative
explanations - Third variable problem
- Do Storks bring babies?
- Neyman (1952) reported a strong positive
correlation between number of babies and stork
sightings
11Causal claims
Source Kronmal (1993)
r 0.63
- Do Storks bring babies?
- Neyman (1952) reported a strong positive
correlation between number of babies and stork
sightings
12Theory 1 Storks deliver babies
- Is killing storks and effective method of
controlling birth rates?
13Theory 2 Underlying third variable
14The experimental method
- Manipulating and controlling variables in
laboratory experiments - Must have a comparison
- At least two groups (often more) that get
compared - One groups serves as a control for the other group
- Variables
- Independent variable - the variable that is
manipulated - Allows for the testing of causal hypotheses
- Dependent variable - the variable that is
measured - Control variables - held constant for all
participants in the experiment
15The experimental method
- Manipulating and controlling variables in
laboratory experiments
- Advantages
- Precise control possible
- Precise measurement possible
- Theory testing possible
- Can make causal claims
- Disadvantages
- Artificial situations may restrict generalization
to real world - Complex behaviors may be difficult to measure
16Reading and Writing with Style (APA)
- The Literature
- Why review it?
- What is it?
- How do you read it?
- How do you write it?
17Reading a research article
- What are the goals of a research article?
- For the reader to
- Know about the research
- Understand what was done
- Allow further testing replication
- Be convinced by the research (hopefully)
- Standardization of research report format
- APA style
- Organization and content reflects the logical
thinking in scientific investigation - Standardization helps with clarity
- Read with a critical eye
- Write with clarity in mind
18Misconceptions about Scientific writing
- Writing the paper is the routine part of the
research process - Forces you to commit to your evidence and
conclusions - Just the facts
- The facts are just part of the argument that the
author is making - What you say is all that is important, how you
say it isnt important - Good writing leads to higher chance of
accomplishing your goals
19Writing style
- Psychological writing tends to differ from other
academic writings - Not a creative writing exercise
- Presenting an argument based on data and logical
reasoning - Try to avoid using direct quotes, restate things
in your own words. - Avoid digression
- Footnotes are rare, theyre used to
elaborate/clarify a point. Try to do so in the
text. - If long digressions, use the appendix
20Writing resources
- The ultimate resource for APA style is the APA
Publication manual
6th ed.
- Chapter 8 of your textbook is good too.
- Lab manual sample paper pp 86-93
- Also websites to help too.
21Writing resources
- A great book for Psychological writing
Sternberg, R. J. (2003). The psychologists
companion A guide to scientific writing for
students and researchers. Cambridge University
Press, NY.
22Why a structured format?
- To ease communication of what was done
- Forces a minimal amount of information
- Provides a logical framework (for argument)
- Provides consistent format within a discipline
- People know what to expect
- Where to find the information in the article
- Allows readers to cross-reference your sources
easily
23Major goal Clarity
24Major goal Clarity
25Major goal Clarity
- Write for the reader
- Think about your audience, what do they already
know, what dont they know - Avoid overstatements
- Be conservative in your claims
- Emphasize the positive
- Focus on how the data supports a theory not just
on how it refutes another theory
26Major goal Clarity
- Avoid
- Jargon when possible
- Slang and colloquialisms
- Sexist and biased language
- Try to be concise
- Dont use a whole paragraph when two sentences
will do - Longer papers dont mean better papers
- Eliminate unnecessary redundancy
- Use simple words (sentences) rather than
complicated words (sentences)
27Major goal Clarity
- Use concrete words and examples
- Check your work!
- Read it over, make sure that you say what you
mean to say - Use a consistent format (APA style)
- It helps your reader understand your arguments
and the sources theyre built on. - It also helps you keep track of your sources as
you build arguments
28APA style Parts of a research report
Adolescent Depression
1 Running Head ADOLESCENT DEPRESSION
Adolescent Depression and Attachment Ima
G. Student and Soyam Eye Purdue
University
29The anatomy of a research article
- The basic parts of a research article
- Title and authors - gives you a general idea of
the topic and specifically who did it - Abstract - short summary of the article
30Title Page
Running head will go on each page of published
article, no more than 50 characters
Running Head ADOLESCENT DEPRESSION
1
Adolescent Depression and Attachment Ima G.
Student and Soyam Eye Topnotch
University
Title should be maximally informative while
short (10 to 12 words recommended)
Order of Authorship sometimes carries meaning
Affiliation where the bulk of the research was
done
- Published title pages will look a bit different,
but youll find these pieces of information.
Typically the body of the article will begin as
well.
31Abstract
- Abstract Short summary of entire paper
- 100 to 120 words
- The problem/issue
- The method
- The results
- The major conclusions
- Recommendation write this after youve finished
the rest of the paper - Good first contact, but remember that it is short
on detail - Shows up in PsycInfo
- Gets skimmed before reading the article
32Body
Background Literature Review
33Body
Statement of purpose Specific hypotheses (at
least at conceptual level)
34Body
- Methods - Results
35Body
Discussion Conclusions Implications
36Body
- Introduction - gives you the background that you
need - Issue and Background
- What is it? Why is it interesting/important?
- Literature Review
- What has been done? What theories are out there?
- Statement of purpose
- What are you going to do and why?
- Specific hypotheses (at least at conceptual
level) - What do you predict will happen in your research?
37Body
- Introduction - gives you the background that you
need
- Reading checklist
- 1) What is the author's goal?
- 2) What are the hypotheses?
- 3) If you had designed the study, how would YOU
have done it?
- Writing checklist
- Be cohesive
- Be relevant (why are the reviewed studies
relevant?) - Work on the transitions (make the flow logical)
38Body
- The basic parts of a research article
- 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 from, 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 details,
including the operational levels of your IV(s)
and DV(s), counterbalancing, etc.
39Body
- The basic parts of a research article
- 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) What 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? -
40Body
- Results (state the results but dont interpret
them here) - Verbal statement of results
- Tables and figures
- These get referred to in the text, but actually
get put into their own sections at the end of the
manuscript - Statistical Outcomes
- Means, standard deviations, t-tests, ANOVAs,
correlations, etc.
41Body
- Results (state the results but dont interpret
them here)
- Reading checklist
- 1) Did the author get unexpected results?
- 2 a) How does the author interpret the results?
- b) How would YOU interpret the results?
- c) What implications would YOU draw from these
results? - 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?
42Body
- Discussion (interpret the results)
- Relationship between purpose and results
- Theoretical (or methodological) contribution
- Implications
- Future directions (optional)
- Reading checklist
- 1 a) Does YOUR interpretation or the authors'
interpretation best represent the data? - b) Do you or the author draw the most sensible
implications and conclusions? - Writing checklist
- Have you stated your most convincing argument?
- Do the conclusions follow straightforwardly from
the results?
43The rest
- 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 depression 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. 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). Sleep
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!
44The rest
- Authors Notes (new guidelines put these on title
page) - Footnotes
- Tables
- Figure Captions
- Figures
45Figures and tables
- These are used to supplement the text.
- To make a point clearer for the reader.
- Typically used for
- The design
- Examples of stimuli
- Patterns of results
46Checklist - things to watch for
- Clarity
- Acknowledge the work of others (avoid plagiarism)
- Active vs. passive voice
- Active Summers and Jordan (2009) hypothesized
that speakers use to much passive voice - Passive It was hypothesized by Summers and
Jordan (2009) that speakers use to much passive
voice
47Checklist - things to watch for
- Avoid biased language
- APA guidelines
- Accurate descriptions of individuals (e.g., Asian
vs. Korean) - Be sensitive to labels (e.g., Oriental)
- Appropriate use of headings
- Correct citing and references
- Good grammar
- APA style checklist