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| M 1/14 | Welcome, Introductions Mastery Test #1 Group Assignment: Decide on Project Group Members (three groups of 3 people, two groups of 4 people - the professor will help you coordinate this) |
| W 1/16 | Meet in Moyer 309; Please bring the book you were assigned to retrieve from the library Project Topic Exploration; Select overview chapters to read: 2 per group (you can divide the workload) |
| W 1/23 | Topic Exploration continued Readings: Chapters chosen in previous class & all of Section 1 in your Reader |
| M 1/28 | Topic Idea Class Discussion Group Assignment: 20 Citations (APA style References page; at least 4 must be owned by Trexler or electronic full-text) |
| W 1/30 | Final Idea/Design Discussions (Hour 1: group discussions; Hour 2: class discussion) Readings: Four articles from Citations list (each group member must read all 4) Individual Assignment: Write a summary of 1 article (Should be a different article for each group member; choose summary information important to your project topic; this summary should be free-standing, but I want you to imagine it as a passage from the introduction to your project paper. Please remember this is a writing intensive class.) |
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M 2/4 note: heavy reading day |
Experimental Design Review (one-way, repeated-measures, two-way, quasi-experimental) Readings: "The Experimental Research Strategy" AND "Complex Designs" - Section 2 in your Reader |
| W 2/6 |
Mastery Test #2 (those with a 80% or better on the first test may skip this test & come to class at 3pm) Experimental Design continued |
| M 2/11 | Construct Reliability/Validity Reading: "Developing a Measurement Strategy", Section 2 of your Reader |
| W 2/13 |
Ethics Class Discussion Group Assignment: Draft Ethics Proposals (bring 4 copies per group for peer review)
Note: prior to
completing your draft Ethics Proposal, please read over
pp. 312 - 336 in your Reader |
| M 2/18 | Power & Effect Size Reading: pp. 309- 312 and 376-379 in your Reader |
| W 2/20 |
Internal Validity AND (optional) try this tutorial for practice: http://psych.athabascau.ca/html/Validity/frames.html In-class activity: Shaping Ideas |
| M 2/25 |
Group Assignment: Article & Conceptual Ideas Presentations
In-class activity: Shaping Ideas |
| W 2/27 | Info Session: Scripts, Room Reservations,
Running Subjects (PDF) Group Assignment: Revised Ethics Proposals Individual Assignment: Alternative Mastery Assignment |
| SPRING BREAK | |
| M 3/10 |
Reading:
Book Chapter by Bem - Writing Empirical Articles (PDF) Individual Assignment: Introduction Development Paper (For advice on completing this assignment, check out the web instructions I posted for my PSY104 class, especially Step 2. You want to do something similar, although you may have as many steps as you want, you may do multiple lines of logic and then link the lines, you may use diagrams if that works better for you... this assignment is more about process than product. The key is to work through the logic of your hypothesis(es) on paper.) |
| W 3/12 | Multiple Regression Review |
| (Recommended Window for Running Participants) | |
| M 3/17 | Multiple Regression Lab Readings: both readings under "Part Three Preliminary Analyses" and "Multiple Regression" in Section 3 of your Reader |
| W 3/19 |
ANCOVA, Post Hoc Tests & Effect size for 2 x 2 ANOVA INTRO/METHOD WRITING CONFERENCES BEGIN |
| EASTER BREAK | |
| W 3/26 | Continue ANOVA/ANCOVA Lab |
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M 3/31
note: heavy reading day |
External Validity Readings: Berkowitz & Donnerstein. American Psychologist, Vol 37(3), Mar 1982. pp. 245-257 (available at Trexler, Level C; please bring a copy to class) AND "The External Validity of Research", Section 2 of your Reader. |
| W 4/2 | (Catch-up or Group Work Time) |
| M 4/7 | In-class Exam |
| W 4/9 |
Group Work Time (I will be available to you, but there is no specific lesson plan. You may meet in Moyer 309 or elsewhere depending on what your group needs to work on.) Recommended: data entry completed & begin exploring your data from every angle - - means, frequencies, manipulation and suspicion checks, correlations, t-tests and then testing your hypotheses. After exploring your data, think about it and figure out "the story" it tells you. Part of your story will certainly be whether or not your hypotheses were supported; but unexpected, interesting other findings may also fit in the story. You should also explore explanations if your hypotheses didn't turn out perfectly. After all that exploring and thinking, then go back and re-do all of the relevant analyses to support your "story." This is a less-pressured way to explore what your data is telling you (first just "play" with the data), and it has the advantage of forcing you to do the important analyses twice (helping to avoid errors).
Readings: both readings under "Part Three Preliminary Analyses" in Section 4 of your Reader |
| M 4/14 |
Group Work Time (I will be available to you, but there is no specific lesson plan. You may meet in Moyer 309 or elsewhere depending on what your group needs to work on.) Reading: "Interpreting Research Results" in Section 4 of your Reader |
| W 4/16 | Group Work Time
(I will be available to you, but there is no specific lesson plan. You may meet in Moyer 309 or elsewhere depending on what your group needs to work on.) |
| M 4/21 | Results- Class Discussion: First 2 groups - Rachel, et. al and Damara et. al Group Work Time Assignment: You must have a brief "story" to tell the class about your research findings. Be prepared to briefly review your design, your conceptual (central) hypothesis, and what you found. I encourage you to decide who is going to say what before class. You do not have to prepare any visual aids, but you should be prepared to answer basic questions about the statistics and prepared to write down suggestions for further analysis. We will sit in a circle and we'll spend roughly 15-20 minutes with each group. |
| W 4/23 |
Results- Class Discussion: Next 2 groups - Sarah, et. al and Ashley, et. al After discussion: Group Work Time (I will be available to you, but there is no specific lesson plan. You may meet in Moyer 309 or elsewhere depending on what your group needs to work on.) |
| M 4/28 |
Practice
Presentations (NOTE: READ THE INSTRUCTIONS AT THIS LINK VERY CAREFULLY
(and more than once). I WILL NOT BE REVIEWING THIS IN CLASS. Attendance & Presentation Mandatory. Although it is your Psy Day presentations that will be graded, your preparation for this practice talk will be noted. Further, doing your best will allow me and your peers useful feedback (as opposed to noticing problems you already know about). Also, be prepared to fill out forms discussing the input, enthusiasm, productivity and collegiality of yourself and your fellow group members (these wil be anonymous). |
| T 4/29 4:20-6:30 | PSY RESEARCH DAY- Attendance & Presentation Mandatory |
| W 4/30 |
Closing Remarks
RESULTS/DISCUSSION WRITING CONFERENCES BEGIN. Sign up for a time at: www.mysignup.com/wolfe |
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Reflection Papers Due Friday
5/2 by 5:00 PM Final Papers Due Thursday of Finals Week by 5:00 PM |
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