1. Non-Experimental designs: Surveys & Correlational
Psych 231: Research Methods in Psychology

2. Reminders Quiz 8 is due Friday at midnight
Running your group projects in labs this week.
Please be there, your participation is important!
Reminders

3. Extra Credit opportunity: Group Project Supplementary Participant Pool
You may earn 5 extra credit points by going to another lab section and participating in their group projects
Limited to 15 “extras” per section, so you must the lab instructor to let them know that you are planning (except Thursday, only 15 total “extras” for these combined)
To attend their section (if they already have 15, then they will let you know that section is “full”). s should be sent by the end of the previous day (e.g., by midnight Monday for the Tuesday lab)
At the session, you will participate in all of the group projects (so plan on attending the entire lab session).
You will sign in at the beginning and sign out at the end
Monday 4-5:50 (Degarmo 19), Rachel Workman at
Tuesday 4-5:50 (Degarmo 18), Sarah Caputo at
Wednesday 4-5:50 (Degarmo 19), Sarah Caputo at
Thursday 3:30-5:20 (Degarmo 19), Emilio Lobato at
Friday 12-2 (Degarmo 48), Emilio Lobato at
Announcements

4. Exam 2 results Mean = ? Median = ? Max = ? Min = ?
Sorry, I’m still working on them
Most common errors
Between vs. within designs
Random vs. confound variables
Exam 2 results

5. Non-Experimental designs
Sometimes you just can’t perform a fully controlled experiment
Because of the issue of interest
Limited resources (not enough subjects, observations are too costly, etc).
Surveys
Correlational studies
Quasi-Experiments
Developmental designs
Small-N designs
This does NOT imply that they are bad designs
Just remember the advantages and disadvantages of each
Non-Experimental designs

6. Non-Experimental designs
Sometimes you just can’t perform a fully controlled experiment
Because of the issue of interest
Limited resources (not enough subjects, observations are too costly, etc).
Surveys
Correlational studies
Quasi-Experiments
Developmental designs
Small-N designs
This does NOT imply that they are bad designs
Just remember the advantages and disadvantages of each
Finish up
Start
Non-Experimental designs

7. 11 Stages of survey research
Stage 1) Identify the focus of the study and select your research method
Stage 2) Determining the research schedule and budget
Stage 3) Establishing an information base
Stage 4) Identify the sampling frame
Stage 5) Determining the sample method and sampling size
Review Probability and Non-Probability methods
Voluntary response method
Importance of sample size
11 Stages of survey research

8. Importance of sample size
Sampling error - how is the sample different from the population?
Often focus on this part
But this part is important too
Confidence intervals
An estimate of the mean or percentage of the population, based on the sample data
“John Doe has 55% of the vote, with a margin of error ± 3%”
Margin of error (that “± 3%” part)
The larger your sample size, the smaller your margin of error will be.
Which would you be more likely to believe
“We asked 10 people …”
“We asked 1000 people …”
Importance of sample size

9. Importance of sample size
Sampling error - how is the sample different from the population?
Response rate
What proportion of the sample actually responded to the survey?
Hidden costs here - what can you do to increase response rates
Non-response error (bias)
Is there something special about the data that you’re missing (From the people who didn’t respond)?
Importance of sample size

10. 11 Stages of survey research
Stage 6) Designing the survey instrument
Question construction: How the questions are written is very important
Clearly identify the research objectives; what constructs are you trying to measure?
Do your questions really target those research objectives (think Internal and External Validity)?
Take care wording of the questions
Keep it simple, don’t ask two things at once, avoid loaded or biased questions, etc.
How should questions be answered (question type)?
11 Stages of survey research

11. Good and poor questions
Was the FDC negligent by ignoring the
warnings about Vioxx during testing
and approving it for sale?
Yes No
Unsure
Do you favor eliminating the wasteful
excess in the public school budget?
If the FDC knew that Vioxx caused serious side effects during testing,
what should it have done?
Ban it from ever being sold
Require more testing before approving it
Unsure
Do you favor reducing the public school budget?
Yes No
Problem: emotionally
charged words
Good and poor questions

12. Good and poor questions
Should senior citizens be given more
money for recreation centers and
food assistance programs?
Yes No
Unsure
Should senior citizens be given more money for recreation centers?
Yes No
Unsure
Should senior citizens be given more money for food assistance programs?
Problem: asks two
different questions
Good and poor questions

13. Good and poor questions
Are you against same sex marriage
and in favor of a constitutional
amendment to ban it?
Yes No
Unsure
What is your view on same sex marriage?
I think marriage is a matter of personal choice
I’m against it but don’t want a constitutional amendment
I want a constitutional amendment banning it
Problem: Biased in
more than one direction
Problem: Asks two
questions
Good and poor questions

14. Survey Questions Question types
Open-ended (fill in the blank, short answer)
Can get a lot of information, but
Coding is time intensive and potentially ambiguous
Close-ended (pick best answer, pick all that apply)
Easier to code
Same response alternatives for everyone
Take care with your labels
Decide what kind of scale
Decide number/label of response alternatives
What is the best thing about ISU?
What is the best thing about ISU? (choose one)
1. Location
2. Academics
3. Dorm food
4. People who sell things between Milner and the Bone
Survey Questions

15. Survey Questions: Close-ended
Decide what kind of rating scales
Rating:
e.g., Likert scale
PSY 231 is an important course in the major.
Strongly Agree Neutral Disagree Strongly
Agree Disagree
Semantic differential:
Rate how you feel about PSY 231 on these dimensions
Important _____: _____: _____: _____: _____: Unimportant
Boring _____: _____: _____: _____: _____: Interesting
Nonverbal scale for children:
Point to the face that shows how you feel about the toy.
Survey Questions: Close-ended

16. Survey Questions: Close-ended
Decide number/label of response alternatives
Use odd number (mid point and equal # of responses above and below the mid point)
Questions should be uni-dimensional (each concerned with only one thing)
Labels should be clear
Survey Questions: Close-ended

17. 11 Stages of survey research
Stage 7) Pre-testing the survey instrument
Fix what doesn’t seem to be working
Stage 8) Selecting and training interviewers
For telephone and in-person surveys
Need to avoid interviewer bias
Stage 9) Implementing the survey
Stage 10) Coding and entering the data
Stage 11) Analyzing the data and preparing a final report
11 Stages of survey research

18. Non-Experimental designs
Sometimes you just can’t perform a fully controlled experiment
Because of the issue of interest
Limited resources (not enough subjects, observations are too costly, etc).
Surveys
Correlational
Quasi-Experiments
Developmental designs
Small-N designs
This does NOT imply that they are bad designs
Just remember the advantages and disadvantages of each
Non-Experimental designs

19. Correlational designs
Looking for a co-occurrence relationship between two (or more) variables
Used for
Descriptive research
do behaviors co-occur?
Predictive research
is one behavior predictive of another?
Reliability and Validity
Does your measure correlate with others (and itself)?
Evaluating theories
Look for co-occurrence posited by the theory.
Correlational designs

20. Correlational designs
Looking for a co-occurrence relationship between two (or more) variables
Example 1: Suppose that you notice that the more you study for an exam, the better your score typically is
At a descriptive level this suggests that there is a relationship between study time and test performance.
For our example, which variable is explanatory and which is response? And why?
It depends on your theory of the causal relationship between the variables
Explanatory variables (Predictor variables)
Response variables (Outcome variables)
Correlational designs

21. Y X 1 2 3 4 5 6
Hours study X
Exam perf. Y 6 1 2 5 3 4
For this example, we have a linear relationship, it is positive, and fairly strong
Scatterplot

22. Scatterplot Y 6 5 4 3 2 1 X Response (outcome) variable
For descriptive case, it doesn’t matter which variable goes where
Correlational analysis
For predictive cases, put the response variable on the Y axis
Regression analysis
Explanatory (predictor) variable
Scatterplot

23. Correlational designs
Looking for a co-occurrence relationship between two (or more) variables
We call this relationship a correlation.
3 properties: form, direction, strength Y X 1 2 3 4 5 6
For this example, we have a linear relationship, it is positive, and fairly strong
Correlational designs

24. Linear
Non-linear Y Y X X Y Y X X
Form

25. Direction Positive Negative Y X Y X X & Y vary in the same direction
X & Y vary in opposite directions Y X
Direction

26. r = 0.0
“no relationship”
r = 1.0
“perfect positive corr.”
r = -1.0
“perfect negative corr.”
-1.0
0.0
+1.0
The farther from zero, the stronger the relationship
Strength

27. Correlational designs
Advantages:
Doesn’t require manipulation of variable
Sometimes the variables of interest can’t be manipulated
Allows for simple observations of variables in naturalistic settings (increasing external validity)
Can look at a lot of variables at once
Example 2: The Freshman 15 (CBS story) (Vidette story)
Is it true that the average freshman gains 15 pounds?
Recent research says ‘no’ – closer to 2.5 – 3 lbs
Looked at lots of variables, sex, smoking, drinking, etc.
Also compared to similar aged, non college students
For a nice review see Brown (2008)
Correlational designs
Zagorsky (2011)

28. Correlational designs
Disadvantages:
Don’t make casual claims
Third variable problem
Temporal precedence
Coincidence (random co-occurrence)
r=0.52 correlation between the
number of republicans in US senate
and number of sunspots
From Fun with correlations
Correlational results are often misinterpreted
Correlational designs
Correlation is not causation blog posts:
Internet’s favorite phrase
Why we keep saying it

29. Misunderstood Correlational designs
Example 3: Suppose that you notice that kids who sit in the front of class typically get higher grades.
This suggests that there is a relationship between where you sit in class and grades.
Daily Gazzett
Children who sit in the back of the classroom receive lower grades than those who sit in the front.
Possibly implied: “[All] Children who sit in the back of the classroom [always] receive worse grades than [each and every child] who sits in the front.”
Better: “Researchers X and Y found that children who sat in the back of the classroom were more likely to receive lower grades than those who sat in the front.”
Misunderstood Correlational designs
Example from Owen Emlen (2006)
Other examples:
Psych you mind | PsyBlog

30. Non-Experimental designs
Sometimes you just can’t perform a fully controlled experiment
Because of the issue of interest
Limited resources (not enough subjects, observations are too costly, etc).
Surveys
Correlational
Quasi-Experiments
Developmental designs
Small-N designs
This does NOT imply that they are bad designs
Just remember the advantages and disadvantages of each
Non-Experimental designs

31. Quasi-experiments What are they? General types
Almost “true” experiments, but with an inherent confounding variable
General types
An event occurs that the experimenter doesn’t manipulate
Something not under the experimenter’s control
(e.g., flashbulb memories for traumatic events)
Interested in subject variables
high vs. low IQ, males vs. females
Time is used as a variable
Relatively accessible article: Harris et al (2006). The use and interpretation of Quasi-Experimental studies in medical informatics
Quasi-experiments

32. Quasi-experiments Advantages Disadvantages
Allows applied research when experiments not possible
Threats to internal validity can be assessed (sometimes)
Disadvantages
Threats to internal validity may exist
Designs are more complex than traditional experiments
Statistical analysis can be difficult
Most statistical analyses assume randomness
Quasi-experiments

33. Quasi-experiments Program evaluation
Research on programs that is implemented to achieve some positive effect on a group of individuals.
e.g., does abstinence from sex program work in schools
Steps in program evaluation
Needs assessment - is there a problem?
Program theory assessment - does program address the needs?
Process evaluation - does it reach the target population? Is it being run correctly?
Outcome evaluation - are the intended outcomes being realized?
Efficiency assessment- was it “worth” it? The the benefits worth the costs?
Quasi-experiments

34. Quasi-experiments Nonequivalent control group designs
with pretest and posttest (most common)
(think back to the second control lecture)
participants
Experimental
group
Control
Measure
Non-Random
Assignment
Independent Variable
Dependent Variable
But remember that the results may be compromised because of the nonequivalent control group (review threats to internal validity)
Quasi-experiments

35. Quasi-experiments Interrupted & Non-interrupted time series designs
Observe a single group multiple times prior to and after a treatment
Obs Obs Obs Obs Treatment Obs Obs Obs Obs
Look for an instantaneous, permanent change
Interrupted – when treatment was not introduced by researcher, for example some historical event
Variations of basic time series design
Addition of a nonequivalent no-treatment control group time series
O O O T O O O & O O O _ O O O
Interrupted time series with removed treatment
If treatment effect is reversible
Quasi-experiments

36. Quasi-experiments Advantages Disadvantages
Allows applied research when experiments not possible
Threats to internal validity can be assessed (sometimes)
Disadvantages
Threats to internal validity may exist
Designs are more complex than traditional experiments
Statistical analysis can be difficult
Most statistical analyses assume randomness
Quasi-experiments

37. Non-Experimental designs
Sometimes you just can’t perform a fully controlled experiment
Because of the issue of interest
Limited resources (not enough subjects, observations are too costly, etc).
Surveys
Correlational
Quasi-Experiments
Developmental designs
Small-N designs
This does NOT imply that they are bad designs
Just remember the advantages and disadvantages of each
Non-Experimental designs

38. Developmental designs
Used to study changes in behavior that occur as a function of age changes
Age typically serves as a quasi-independent variable
Three major types
Cross-sectional
Longitudinal
Cohort-sequential
Developmental designs

39. Developmental designs
Cross-sectional design
Groups are pre-defined on the basis of a pre-existing variable
Study groups of individuals of different ages at the same time
Use age to assign participants to group
Age is subject variable treated as a between-subjects variable
Age 4
Age 7
Age 11
Developmental designs

40. Developmental designs
Cross-sectional design
Advantages:
Can gather data about different groups (i.e., ages) at the same time
Participants are not required to commit for an extended period of time
Developmental designs

41. Developmental designs
Cross-sectional design
Disavantages:
Individuals are not followed over time
Cohort (or generation) effect: individuals of different ages may be inherently different due to factors in the environment
Are 5 year old different from 15 year olds just because of age, or can factors present in their environment contribute to the differences?
Imagine a 15yr old saying “back when I was 5 I didn’t have a Wii, my own cell phone, or a netbook”
Does not reveal development of any particular individuals
Cannot infer causality due to lack of control
Developmental designs

42. Developmental designs
Longitudinal design
Follow the same individual or group over time
Age is treated as a within-subjects variable
Rather than comparing groups, the same individuals are compared to themselves at different times
Changes in dependent variable likely to reflect changes due to aging process
Changes in performance are compared on an individual basis and overall
Age 11
time
Age 20
Age 15
Developmental designs

43. Longitudinal Designs Example Wisconsin Longitudinal Study (WLS)
Began in 1957 and is still on-going (50 years)
10,317 men and women who graduated from Wisconsin high schools in 1957
Originally studied plans for college after graduation
Now it can be used as a test of aging and maturation
Longitudinal Designs

44. Developmental designs
Longitudinal design
Advantages:
Can see developmental changes clearly
Can measure differences within individuals
Avoid some cohort effects (participants are all from same generation, so changes are more likely to be due to aging)
Developmental designs

45. Developmental designs
Longitudinal design
Disadvantages
Can be very time-consuming
Can have cross-generational effects:
Conclusions based on members of one generation may not apply to other generations
Numerous threats to internal validity:
Attrition/mortality
History
Practice effects
Improved performance over multiple tests may be due to practice taking the test
Cannot determine causality
Developmental designs

46. Developmental designs
Cohort-sequential design
Measure groups of participants as they age
Example: measure a group of 5 year olds, then the same group 10 years later, as well as another group of 5 year olds
Age is both between and within subjects variable
Combines elements of cross-sectional and longitudinal designs
Addresses some of the concerns raised by other designs
For example, allows to evaluate the contribution of cohort effects
Developmental designs

47. Developmental designs
Cohort-sequential design
Time of measurement
Cross-sectional component
1975
1985
1995
Age 5
Age 15
Age 25
Cohort A
1970s
Age 5
Age 15
Cohort B
1980s
Age 5
Cohort C
1990s
Longitudinal component
Developmental designs

48. Developmental designs
Cohort-sequential design
Advantages:
Get more information
Can track developmental changes to individuals
Can compare different ages at a single time
Can measure generation effect
Less time-consuming than longitudinal (maybe)
Disadvantages:
Still time-consuming
Need lots of groups of participants
Still cannot make causal claims
Developmental designs

49. Small N designs What are they?
Historically, these were the typical kind of design used until 1920’s when there was a shift to using larger sample sizes
Even today, in some sub-areas, using small N designs is common place
(e.g., psychophysics, clinical settings, expertise, etc.)
Small N designs

50. Small N designs One or a few participants
Data are typically not analyzed statistically; rather rely on visual interpretation of the data
Observations begin in the absence of treatment (BASELINE)
Then treatment is implemented and changes in frequency, magnitude, or intensity of behavior are recorded
Small N designs

51. Small N designs Baseline experiments – the basic idea is to show:
when the IV occurs, you get the effect
when the IV doesn’t occur, you don’t get the effect (reversibility)
Before introducing treatment (IV), baseline needs to be stable
Measure level and trend
Small N designs

52. Small N designs Level – how frequent (how intense) is behavior?
Are all the data points high or low?
Trend – does behavior seem to increase (or decrease)
Are data points “flat” or on a slope?
Small N designs

53. ABA design ABA design (baseline, treatment, baseline)
The reversibility is necessary, otherwise
something else may have caused the effect
other than the IV (e.g., history, maturation, etc.)
ABA design

54. Small N designs Advantages
Focus on individual performance, not fooled by group averaging effects
Focus is on big effects (small effects typically can’t be seen without using large groups)
Avoid some ethical problems – e.g., with non-treatments
Allows to look at unusual (and rare) types of subjects (e.g., case studies of amnesics, experts vs. novices)
Often used to supplement large N studies, with more observations on fewer subjects
Small N designs

55. Small N designs Disadvantages
Effects may be small relative to variability of situation so NEED more observation
Some effects are by definition between subjects
Treatment leads to a lasting change, so you don’t get reversals
Difficult to determine how generalizable the effects are
Small N designs

56. Some researchers have argued that Small N designs are the best way to go.
The goal of psychology is to describe behavior of an individual
Looking at data collapsed over groups “looks” in the wrong place
Need to look at the data at the level of the individual
Small N designs