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Meet in Library
Project Topic Exploration; Select overview chapters to read: 2 per group (you can divide the workload)
Reading: pp. 32-53 in Reader

Research Design Review; Existing Data Sets; Internet Studies; Implicit versus explicit measures
Readings: pp. 5 - 31 in your Reader; Nosek, Banaji & Greenwald (2002) on BB;
and review the information about this publicly available data set: http://opr.princeton.edu/archive/nlsf/

Between- and Within- Groups Experimental Designs;
Reading: pp. 108-146 in Reader

In-class activity: Shaping Ideas
Group Assignment: Article & Conceptual Designs Presentations
Individual Assignment: Article Summary (see Blackboard for details)

Between- and Within- Groups Experimental Designs;
Reading: pp. 108-146 in Reader

Mastery Test #2 (those with a 80% or better on the first test may skip this test & come to class at 3pm) (moved from 2/17 bc of snow day)

Measurement Issues
Readings: pp. 55-63 and 93-107 in Reader

Internal Validity (moved from 2/22 because of snow day)
Reading: Complete Parts 1 and 2 of this web tutorial: http://psych.athabascau.ca/html/Validity/index.shtml

Final Design Class Discussion

Multiple Regression Lab
Readings: pp. 217 - 233 in Reader

Assignment: Intro/Method

INTRO/METHOD WRITING CONFERENCES BEGIN

Group Work Time (I will be available to you, but there is no specific lesson plan. You may meet in Moyer 026 or elsewhere depending on what your group needs to work on.)
Readings: pp. 165-215 in Reader (skim)

Recommended Activity:

• Have data entry completed, create scales, etc.
• Then begin exploring your data from every angle. Do not save or print output during this process.
• Across multiple meetings you will be running 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 use your data, where possible, to test out alternative explanations and/or reasons why your hypothesis wasn't supported. 
• Once you have an idea of the "story" your data is telling you , then go back and re-do all of the relevant analyse. Now you can save or print output.
• 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).
  

Review: Writing Discussions
Reading: Book Chapter by Bem - Writing Empirical Articles (PDF)

Results Class Discussion
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.

Results Class Discussion, continued

Practice Presentations
NOTE: Read the instructions at this link very carefully (and more than once).  I will not be reviewing these instructions in class. I'm happy to answer any questions you have.

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).