1. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

2. S CIENTIFIC M ETHOD Scienceisamethod. It’snotwhatyoustudy, buthowyoustudyit.

3. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. S CIENTIFIC M ETHOD 1. Observe 2. Hypothesize 3. Test 4. Conclusions 5. Evaluate

4. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. S CIENTIFIC M ETHOD 1. Observe 2. Hypothesize 3. Test 4. Conclusions 5. Evaluate Step 1 Observe some phenomenon curiosity variables theory

5. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. S CIENTIFIC M ETHOD 1. Observe 2. Hypothesize 3. Test 4. Conclusions 5. Evaluate Step 2 Formulate hypotheses and predictions testable prediction/question that can be tested Educated guess

6. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. S CIENTIFIC M ETHOD 1. Observe 2. Hypothesize 3. Test 4. Conclusions 5. Evaluate Step 3 Test through empirical research Design a study analyze data using statistical procedures

7. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. S CIENTIFIC M ETHOD 1. Observe 2. Hypothesize 3. Test 4. Conclusions/Analyze 5. Evaluate Step 4 Draw conclusions replication of results reliability

8. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. S CIENTIFIC M ETHOD 1. Observe 2. Hypothesize 3. Test 4. Conclusions 5. Evaluate Step 5 Evaluate the theory change the theory? peer review and publication meta-analysis Report results

9. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. SCIENTIFIC METHOD

10. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. TYPES OF PSYCHOLOGICAL RESEARCH o Descriptive Research o Correlational Research o Experimental Research

11. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. D ESCRIPTIVE R ESEARCH Goal: Describing a Phenomenon – observation – surveys and interviews – case studies – Answers the “what” questions, not the Why or how questions

12. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. D ESCRIPTIVE R ESEARCH Goal: Describing a Phenomenon – observe and record behavior as it occurs naturally. Observation – must be systematic (objectivity) – Naturalistic Observation-the ability To observe without subjects knowing Can examine behavior that cannot ethically Be examined in a lab (aggressive behavior) – However, one limitation – observer bias

13. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. D ESCRIPTIVE R ESEARCH Goal: Describing a Phenomenon Surveys – quick, interview through questionnaire using self-report to obtain attitudes/beliefs about a certain topic Interviews – direct questioning of specific topics, habits, behaviors

14. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. D ESCRIPTIVE R ESEARCH Goal: Describing a Phenomenon Case Studies – an in-depth look at a single individual. Clinical psychologists Case studies can also involve in-depth explorations of particular families or social groups. Limitation – data collected over a long period of time Findings may not be generalized to others or the general population

15. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. D ESCRIPTIVE R ESEARCH Descriptive research does not answer questions about why things are the way they are, nor how; only what something is.

16. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. C ORRELATIONAL R ESEARCH Goal: Identify Relationships  How are variables related  A relationship does not signify Causation, such experimentation is not manipulated/controlled  Positive-same direction  Negative-opposite direction  Third Variable  What is the warning on a pack of cigarettes?

17. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. C ORRELATIONAL R ESEARCH Goal: Identify Relationships  Does not have a predictive value  They allow us to research variable that cannot be manipulated  Studies can be conducted on variables that would be considered unethical to be carried out in an experiment  Helpful for studying everyday experiences such as natural disasters

18. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. S CATTER P LOTS Positive Correlation Long Short FewMany Negative Correlations Long Short LowHigh The longer the lecture, the more yawns The longer the lecture, the lower student attentiveness Factors vary in same directionFactors vary in opposite direction Short lecture, few yawns Long lecture, many yawns Medium lecture, medium yawns Long lecture, low attention Short lecture, high attention Medium lecture, medium attention

19. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. C ORRELATION AND C AUSATION Correlation does not equal causation. Why is parental harshness correlated with child rebellion? 1.Harsh parents drive their kids to rebellion (?) 2.Rebellious kids drive their parents to harshness (?) 3.In stressed-out families both parents & kids are at worst (?) 4.Ornery families are genetically disposed to such behavior (?) 5.Etc. (?) Any combination of the above may be true or false. A correlation does not settle why behavior occurs. Third variable problem (consider stress & genetics above )

20. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. C ORRELATION AND C AUSATION Correlation does not equal causation. Why is happy mood correlated with sociability? 1.Being with others lifts our spirits (?) 2.Happy people seek out company (?) 3.Demands of working on own are oppressive (?) 4.Neurotransmitters that underlie happiness also promote sociability (?) 5.Etc. (?) Any combination of above may be true or false. A correlation does not settle why behavior occurs.

21. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. E XPERIMENTAL R ESEARCH Experiments are one of the few research designs that allow you to directly test why something happens, that is, to test for cause and effect. Goal: Determine Causation

22. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

23. C ORRELATION C OEFFICIENT Correlation coefficient – Strength and direction of the relationship between two variables -1.00 to +1.00 2 parts: number and sign - number indicates strength - sign indicates direction

24. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. E XPERIMENTAL R ESEARCH Goal: Determine Causation – random assignment to groups Experimental Group – hypothesized cause is manipulated Independent Variable Control Group – treated equally, except no manipulation Observe / Measure any Effect – difference between groups Dependent Variable

25. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. E XPERIMENTAL M ETHOD Experiment: a technique for establishing the causal relationship between variables, through manipulation. – independent variable: manipulated in an experiment. – experimental group: receives the manipulation (independent variable). – control group: not exposed (no treatment). – dependent variable: the variable that is measured in a study.

26. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. M ANIPULATION M ANIPULATION

27. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. C ORRELATION OR E XPERIMENTAL ? T HIRD V ARIABLE P ROBLEM

28. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. B IAS AND E XPECTATIONS Experimenter Bias Demand Characteristics Research Participant Bias Placebo Effect Double-blind Experiment

29. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. A PPLYING D IFFERENT R ESEARCH M ETHODS TO S AME P HENOMENON Example: Election of President Barack Obama Possible Research Methods – observation – survey and interview – case studies – correlational research – experimental research

30. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. R ESEARCH S AMPLE Population – entire group about whom conclusion is to be drawn Sample – portion of population actually observed

31. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. R ESEARCH S AMPLE Population – Entire group about whom conclusion is to be drawn Sample – Portion of population actually observed Representative Sample – characteristics similar to population – opposite of “biased sample”

32. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. R ESEARCH S AMPLE Population – entire group about whom conclusion is to be drawn Sample – portion of population actually observed Random Sample – Each individual in population has equal chance of being selected.

33. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. R ESEARCH E THICS Research participants have rights! APA Guidelines – informed consent – confidentiality – debriefing – deception Institutional Review Board (IRB)

34. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. R ESEARCH E THICS  Milgram’s Study on obedience  Prisoners of war

35. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. A NIMAL R ESEARCH IN P SYCHOLOGY Animal research has benefited humans. Used by 5% of researchers Rats and mice used 90% of time Standards of care in animal research: – housing – feeding – psychological and physical well being

36. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. A W ISE C ONSUMER … IS SKEPTICAL YET OPEN - MINDED ! Cautions – Avoid overgeneralizing results. – Exercise caution in applying group trends to individual experience. – Question causal inferences. – Look for converging evidence. – Consider the source.

37. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. E XPRESSIVE W RITING & H EALTH Results of study on suicide v. accidental death Surviving spouses differed in health rate of talking about the loss. These results inspired a study on writing. Those assigned to write about a trauma experienced better physical health.