Experimental Design Review (one-way, repeated-measures, two-way, quasi-experimental)

Readings: "The Experimental Research Strategy" AND "Complex Designs" - Section 2 in your Reader

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
Individual Assignment: Read and complete tutorial: http://www.research.umn.edu/consent/menu_med.html (must achieve 100% accuracy on all questions except 14 & 15; bring in printed email indicating score)

Ethics Class Discussion
Reading: Zimbardo, 1974 (see Blackboard)

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

Internal Validity
Reading: "The Internal Validity of Research" Section 2 of your Reader

AND (optional) try this tutorial for practice:  http://psych.athabascau.ca/html/Validity/frames.html

In-class activity: Shaping Ideas

Reading: Book Chapter by Bem - Writing Empirical Articles (PDF)
In-class Writing Activities

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.)

ANCOVA, Post Hoc Tests & Effect size for 2 x 2 ANOVA
Readings: both readings under "Part Five Statistical Techniques to Compare Groups" in Section 3 of your Reader
ANOVA/ANCOVA Lab

INTRO/METHOD WRITING CONFERENCES BEGIN
(*Draft due when your Writing Conference is scheduled; it is important to do your absolute best on the draft and revise your own work multiple times before meeting with me.)

note: heavy reading day

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

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

(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.)

Closing Remarks

RESULTS/DISCUSSION WRITING CONFERENCES BEGIN.  Sign up for a time at: www.mysignup.com/wolfe
(*Draft due when your Writing Conference is scheduled; it is important to do your absolute best on the draft and revise your own work multiple times before meeting with me.)