PS300 Research Methods I with Kimberly Maring Chapter 4 – Observational Research Text: Zechmeister, J. S., Zechmeister, E. B., & Shaughnessy, J. J. (2001). Essentials of research methods in Psychology. New York, NY: McGraw-Hill.

Scientific Methods Scientific and “everyday” observations differ Goal – to describe behavior as fully and accurately as possible

Samples Behavior must be sampled

Samples Behavior must be sampled Sample is used to represent the population of all possible behaviors

Samples Behavior must be sampled Sample is used to represent the population of all possible behaviors Generalization of observations – generalized to a theory

Samples Behavior must be sampled Sample is used to represent the population of all possible behaviors Generalization of observations – generalized to a theory Representative Samples –does it represent the population?

Samples Behavior must be sampled Sample is used to represent the population of all possible behaviors Generalization of observations – generalized to a theory Representative Samples –does it represent the population? Time Sampling – different times

Samples Behavior must be sampled Sample is used to represent the population of all possible behaviors Generalization of observations – generalized to a theory Representative Samples –does it represent the population? Time Sampling – different times Situation sampling – different situations

Using Observational Methods Direct Observation

Using Observational Methods Direct Observation – Naturalistic Observation – without intervention

Using Observational Methods Direct Observation – Naturalistic Observation – without intervention – Observation with Intervention – participant observation

Using Observational Methods Direct Observation – Naturalistic Observation – without intervention – Observation with Intervention – participant observation Reactivity – people react to knowing they are being observed

Using Observational Methods Direct Observation – Naturalistic Observation – without intervention – Observation with Intervention – participant observation Reactivity – people react to knowing they are being observed – Disguised –individuals do not know they are being watched

Using Observational Methods Direct Observation – Naturalistic Observation – without intervention – Observation with Intervention – participant observation Reactivity – people react to knowing they are being observed – Disguised –individuals do not know they are being watched – Undisguised – individuals know they are being observed

Using Observational Methods Structured Observation

Using Observational Methods Structured Observation

Using Observational Methods Structured Observation Field Experiment

Using Observational Methods Structured Observation Field Experiment Confederates – Milgram

Using Observational Methods Structured Observation Field Experiment Confederates – Milgram Rosenhan (1973) study on psychiatric diagnosis and hospitalization; what it was like to be “sane” in an “insane” world.

Indirect Observational Methods – Researcher does not intervene – Nonreactive because observations made indirectly Examination of physical traces and archival records – Physical Traces (Zechmeister et al., 2001, p. 89). Use Traces Products Biases in the way researchers approach traces

Indirect Observational Methods – Archival Records Running Records Natural Treatment Problems with archival records: – Selective Deposit – Selective Survival

Recording Behavior Comprehensive Description sought through – Narrative Records Records of Selected Behaviors – Researchers interested in only certain behaviors Measurement Scales – Nominal – Ordinal – Interval – Ratio

Nominal Do students study? – Categories are yes and no. Melissa—yes Charles—yes Gina—yes Rose—no Neil—yes Jeff—no

Ordinal Who studies more? – Scale adds “more than” or “less than” Melissa studies more than Neil, who studies more than Gina. Gina studies more than Neil, and Neil studies more than Charles. Charles studies more than Rose and Jeff.

Interval Who studies more? An observer can rate their studying on a 5-point scale (Never to Always). Melissa—5 (Always) Gina—4 (Usually) Neil—3 (Often) Charles—2 (Sometimes) Rose—1 (Never) Jeff—1 (Never)

Ratio Who studies more? – Measure the amount of time – students spend studying Melissa—12 hours a day Gina—8 hours a day Neill—2 hours a day Charles—1 hour a day Rose—0 hours a day Jeff—0 hours a day

Analyzing Observational Data Quantitative Data Analysis-numerical – Descriptive Statistics – Reliability Qualitative Data Analysis-verbal – Grounded Theory Method – Data Reduction – Data Display – Conclusion Drawing/Verification

Thinking Critically About Observational Research Reactivity – Demand Characteristics Observer Bias – Expectancy Effects

New Way to Classify Personality Disorders Proposed ScienceDaily (Oct. 12, 2010)