Senior Psychology Research (PSY 197/198)
Common Requirements
Purposes and Goals
1. Investigate a particular set of literature in some depth.
2. Further your training in psychological ethics, research methods and designs, data collection and analysis, writing, and speaking.
3. Think critically and analytically about published research reports and about your own and others' work-in-progress.
4. Produce a well-thought-out, ethical, presentable or publishable research study.
5. Submit a well-written paper and abstract to a psychological conference or journal.
6. Practice working as a team to produce the best work possible.
7. Reflect on the application of your Christian beliefs to the research process.
Required Texts
American Psychological Association (2001). Publication manual of the American psychological association (5th ed.). Washington, DC: Author.
Kimmel, A. J. (1996). Ethical issues in behavioral research: A survey. Cambridge, MA: Blackwell.
Meltzoff, J. (1997). Critical thinking about research: Psychology and related fields. Washington, DC: American Psychological Association.
Various articles as selected by the professor and students
Course Requirements
Readings
Readings from the two main texts (Kimmel and Meltzoff) will be assigned weekly for approximately the first 6 weeks and will be discussed in class. Then, as you identify your research topic, you will select and assign readings from a particular literature for the rest of the class to read. Read and understand these articles or chapters before the next class period, using the information that you've learned from Kimmel and Meltzoff. Come to class prepared to discuss, criticize, and ask questions with the goal of making your and others' research projects the best that they can be. As you get ready to write, you will read a couple of articles that describe different levels of thinking about the research that you'll be presenting.
Weekly Discussions
Each week, chapters in Kimmel and Meltzoff will be discussed. Besides reading the appropriate chapters, each student must bring to class 2 questions (with answers), a fact question and a conceptual or issue question (to be handed in), for each chapter read, and be prepared to discuss the content of those chapters.
Participation. By participating in each week's discussion, you further your own and your classmates' understanding of the material. This is not a lecture course where, in some sense, the truth is handed to you on a plate, and you simply ingest it. We are discovering truth in this class; often, there will be little closure--there are gaps in the literature, flaws in the studies that we read, etc.--which you may find frustrating. Discussion is an important part of the processing of reducing that frustration and furthering our understanding. In addition, your participation also indicates whether you have read the material and how well you understand it.
In discussing, participants should keep in mind the goal of discovering truth. To make these discussions successful, one must be willing to hear criticism and to engage in conversations where there is disagreement. All participants must be honest; tactful; able to confront gently; rational in thinking through the issues; and able to concede graciously. The importance and relevance of the issues each participant raises, the quality of the questions asked and contributions to the discussions will be evaluated each week for each student.
Class Presentations. The purposes of these presentations for the presenter include facilitation of your presentation skills, and communicating effectively your knowledge and reasoning about a particular research area to your classmates. The purposes for the listeners include thinking critically about a classmate's presentation, presenting counterarguments compassionately and effectively, and going beyond the information presented to the implications of the research whether those are presented or not.
Meltzhoff--Each student will present a flawed article from Meltzhoff and lead a discussion of the flaws in the article. These presentations should include:
• a summary of the article to remind people of the article that they read;
• a description of the flaws in the articles; and
• a conclusion about the study (does it provide information that's useful; how useful; given the flaws, can we conclude anything from the study that's reported?).
Meltzhoff presents some flaws at the end of each article, but a good presentation will include presentation of flaws that are not listed as well as some of those that are.
Experimental Projects--In addition, each student will present his or her work-to-date to the class at various points in the semester. The goal is to make each person's work the best that it can be. Presentation and discussion of each person's work will produce ideas and new perspectives that are usually not possible when each person works alone. Most of these presentations will be informal; however, the presentation of the research in one's area of interest is formal. The requirements, below, refer to the formal presentation.
Responsibilities of the presenter(s). To help the others in the class prepare for the presentation, distribute copies of the readings at least one week before the presentation. Since these presentations are formal; dress appropriately (semi-formally, as for a job interview), prepare well and in advance, and use handouts, transparencies, tables, and diagrams as needed. The purpose of this presentation is to summarize the research that’s been done in your area of interest, including summaries of specific, relevant research studies (whether or not the class has read them), so the class:
• understands the research area as well as specific studies;
• knows what the salient issues are in the area; and
• can discuss issues and problems in the area and for your research project.
The presenter should be able and ready to answer questions regarding rationale, methods, analyses, and conclusions of the individual studies and to lead a discussion of the possible research questions that are logical extensions of this literature.
In these presentations, the following will be evaluated:
• preparation
• organization
• clarity of thought and speech
• thoroughness of presentation (level of detail that is available; number & quality of articles presented; issues presented and discussed)
• poise and dress of the presenter
• ability to make meaningful and consistent eye contact
• formality of language and vocabulary used
• fluidity of speech
• whether one speaks from prepared notes (rather than reading from them or from the articles on which the presentation is based or from handouts, PowerPoint slides, etc.)
Responsibilities of the participant(s). To read and understand the articles, etc., and be ready and able to analyze, critique, and discuss them with the other participants. Number and quality of questions asked and issues raised will be evaluated.
Grading
In this course, unlike most other courses, grades are based on each student's everyday behavior, as well as the various requirements described, above. "Everyday behavior" includes but is not limited to:
• depth and carefulness of preparation and behavior for meetings and class times;
• persistence in the face of adversity;
• having/taking the initiative to do more than the normal requirements;
• thoughtfulness in dealing with problems;
• attention to detail (e.g., document unusual events that occur during your experiment and include them in your paper; proofread your assignments; read your classmates' work carefully);
• punctuality;
• taking responsibility to make sure that the equipment and materials (e.g., tests) you need are available; conduct the experiment carefully and properly; make sure that the data are accurate and complete; and review relevant knowledge bases (e.g., statistics, experimental design);
• consistency and regularity of communication about your progress and your actions.
• ethical sensitivity, reasoning, and action in designing and carrying out your study