Psychology 250

Fall, 2014

Scientific Inquiry

Syllabus

Course Goals / Course Outline / Course_Requirements

NSC 201

Mon, Wed, Fri

1:00 - 1:50 pm

Instructor: James R. Sawusch

Office: 360 Park Hall

Email: jsawusch@buffalo.edu

Phone: (716) 645-0238

Office Hours:

Mon 2 - 4 pm

or by Appointment

TA: Lauren Ministero

Office: 311 Park Hall

Email: lmm55@buffalo.edu

Office Hours:

Wed 11 am - 1 pm

or by Appointment

Undergraduate TA: Helena Destro

Office: 282 Park Hall

Email: helenade@buffalo.edu

Office Hours:

Fri noon - 1 pm

or by Appointment

Undergraduate TA: Marissa Malone

Office: 282 Park Hall

Email: mmalone2@buffalo.edu

Office Hours:

Mon 11 am - 1 pm

or by Appointment

Course Goals

This class covers the basic scientific methodology used in the study of human and animal behavior. Topics include issues in experimental design, survey research, observational research, interpretation and presentation of data, some basic statistics, the ethical treatment of participants, ethics in scientific research, and how to use the scientific literature.

 

The basic goal of the class is to provide students with a sufficient background to understand how behavioral science works and the limits of what it can tell us about ourselves and the world around us. This includes the analysis of a summary of research or claims for a product, program or idea which reveals the underlying assumptions, data, and inferences upon which conclusions are based. Put another way, the course is about how to evaluate information scientifically and understand its implications and limits.

Objectives for Student Learning and Assessment

1. Characterize the nature of psychology as a scientific discipline. Assessed by exams.

2. Explain different research methods used by psychologists. Assessed by exams and exercises.
a. Describe how various research designs address different types of questions and hypotheses
b. Articulate strengths and limitations of various research designs
c. Distinguish the nature of designs that permit causal inferences from those that do not

3. Evaluate the appropriateness of conclusions derived from psychological research. Assessed by exams and exercises.
a. Interpret basic statistical results
b. Distinguish between statistical significance and practical significance
c. Describe effect size and confidence intervals
d. Evaluate the validity of conclusions presented in research reports

4. Understand the design of studies to address psychological questions and appropriate research methods. Assessed by exams and exercises.
a. Locate and use relevant databases, research, and theory to plan, conduct, and interpret results of research studies
b. Formulate testable research hypotheses, based on operational definitions of variables
c. Select and apply appropriate methods to maximize internal and external validity and reduce the plausibility of alternative explanations
d. Recognize that theoretical and sociocultural contexts as well as personal biases may shape research questions, design, data collection, analysis, and interpretation

5. Understand the APA Code of Ethics in the treatment of human and nonhuman participants in the design, data collection, interpretation, and reporting of psychological research. Assessed by exams and exercises.

6. Generalize research conclusions appropriately based on the parameters of particular research methods. Assessed by exams and exercises.
a. Exercise caution in predicting behavior based on limitations of single studies
b. Recognize the limitations of applying normative conclusions to individuals
c. Acknowledge that research results may have unanticipated societal consequences
d. Recognize that individual differences and sociocultural contexts may influence the applicability of research findings

7. Use reasoning to recognize, develop, defend, and criticize arguments and other persuasive appeals. Assessed by exercises.
a. Identify components of arguments (e.g., conclusions, premises/assumptions, gaps, counterarguments)
b. Distinguish among assumptions, emotional appeals, speculations, and defensible evidence
c. Weigh support for conclusions to determine how well reasons support conclusions
d. Identify weak, contradictory, and inappropriate assertions
e. Develop sound arguments based on reasoning and evidence

The student learning outcomes for this course address some of the goals detailed for the Psychology Department's Undergraduate Program as described on the Department's Undergraduate Program web page: http://www.psychology.buffalo.edu/undergraduate/

Tentative Course Outline:

DATE

TOPIC

READING

Scientific Study of Behavior

Basic Experimental Research

Complex Experimental Designs, Extra Credit Exercise 3

Class Requirements

The class is a lecture-discussion format.  Material is from the text and lecture.  The lecture notes will be posted on the web and will include conceptual review questions and sample exam questions. Answers to the sample questions are posted with a subsequent lecture.  Lecture notes are pdf files and can be accessed by clicking the Topic in the Tentative Course Outline section of the syllabus (above). There are extra credit exercises that are designed to assist you in learning and applying the concepts of the course.  If you have trouble with the sample questions or extra credit exercises, discuss them with the instructor or TA.

Text.  The text is Cozby & Bates, Methods in Behavioral Research (11th edition).  

Exams. There will be four examinations.  The first three exams are cumulative to the extent that new material builds upon the previous material.  The fourth and final exam (given during exam week) is cumulative and covers the whole course.   Make up exams are only given for legitimate reasons per University guidelines.   The examinations are multiple choice.  Sample questions for each topic are posted at the end of the lecture notes on that topic.

Extra Credit. There will be four extra credit exercises.  They will be posted on UBLearns and are due on the date indicated in the exercise (see above for approximate dates).  These exercises are to be submitted via UBLearns.  Each is scored on a three point scale (0 to 2).  The extra credit total counts for a maximum of 0.5 z-units to your final average (or 8% if a flat scale is used, see below).  The extra credit is added to your final average after the curve (or flat scale) is determined.

Grades.  The course grade is based on the three (out of four) exams (including the final) with the highest scores.  The lowest exam score is dropped.  The score on each exam will be normalized (a z-score) and the arithmetic mean of the normalized scores will be used to determine the final grade based on a normal curve.  Plus and minus grades will be given for scores in the upper and lower thirds of each grade range.  The final curve from a previous semester is shown below.  The final curve for this semester will have  the same proportion of the class in each grade range.

If the final grade for any student would be higher using a flat scale of 89% to 100% - A; 77% to 88% - B; 65% to 76% - C; 55% to 64% - D and below 55% - F, then this flat scale will be used. Plus and minus grades will be given for averages in the upper and lower thirds of each grade range.

Academic Integrity

The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty.  Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect for others' academic endeavors.  By placing their name on academic work, students certify the originality of all work not otherwise identified by appropriate acknowledgments.

Students with Disabilities

If you have a disability which makes it difficult for you to carry out the course work as outlined and/or requires accommodations such as recruiting note takers, readers or extended time on exams, please contact the Office of Accessability Resources, 25 Capen Hall, phone 645-2680. OAR will provide you with information and review appropriate arrangements for reasonable accommodations. Also, please contact the instructor in advance so that appropriate arrangements can be made.