1. IB Psych 9/20/16 Today’s Agenda: New Milgram Experiment
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Today’s Learning Objectives:
I can evaluate the ethical guidelines and research methods of any particular research study.
Today’s Agenda:
New Milgram Experiment
Chapter 1 Review
HW:
Prepare for Chapter 1 “Quiz” Wednesday

2. “New Milgram Experiment”
What if we changed some of the parameters???
What about women?
What if we added another person who objected?
Is one objector enough?
If not, what is the “magic” number?

3. “New Milgram Experiment”
What if we changed some of the parameters???
Would it make it more ethical?
Would it change the results?

4. “New Milgram Experiment”

5. Chapter 1 Review: Research Methods
Q: Steen, what do I need to know for the quiz/test?
A: EVERYTHING…

6. Empiricism and Objectivity (1.2)
Empiricism: Evidence gathered through the use of the scientific method
Question
Research
Hypothesis
Test
Data
Conclusion
Objectivity: minimization of bias
“Stuff” I can measure…
I don’t bring my “baggage” to the table…

7. Reliability and Validity (1.2)
Are the results repeatable and would everyone read them the same way.
Internal validity
Did the researchers do something that could have skewed the data or collection, would it be repeatable by another researcher
External (Ecological) validity
Did the environment play a role in the data collection, would it be repeatable in other locations?

8. Ethics (1.3) Get consent Only use mature participants
Don’t be misleading (and if you MUST be, debrief your subjects as soon as possible…)
Don’t do something that will cause long term damage to the participants.
Animals…
Clear scientific purpose – benefits animals and/or humans
Must strongly justify anything that will cause pain/death
Monitor and treat them humanely
Euthanize instead of maintaining lower quality of life

9. Sampling (1.4) Target population – Everyone…or maybe, not.
Random Sampling – every member of a target population has an equal chance of being selected
Is anything truly “random?”
Opportunity or convenience – most convenient group available
Stratified or quota – equal number from various subgroups
Cluster – Representative population
Purposive – Those perceived to give the best data are selected
Snowball – Viral participation
A friend brings two friends, who bring friends, etc.

10. Experiments & Variables (1.6)
Independent: isn't changed by the other variables you are trying to measure. For example, someone's age might be an independent variable.
Dependent: is something that depends on other factors. For example, a test score could be a dependent variable because it could change depending on several factors such as how much you studied.
Independent: What you’re MANIPULATING
Dependent: What you’re MEASURING (data points)
Is there a 3rd Variable???

11. Experiments & Variables (1.6)
Independent: isn't changed by the other variables you are trying to measure. For example, someone's age might be an independent variable.
Dependent: is something that depends on other factors. For example, a test score could be a dependent variable because it could change depending on several factors such as how much you studied.
Independent: What you’re MANIPULATING
Dependent: What you’re MEASURING (data points)
Is there a 3rd Variable???

12. But you still need to be aware of Confounding Variables…
A Trick to remember
To figure out which is the independent variable and which is the dependent variable try this:
(Independent variable) causes a change in (Dependent Variable) and it isn't possible that (Dependent Variable) could cause a change in (Independent Variable).
For example:
(Force Applied to the ball) causes a change in (Distance the ball traveled) and it isn't possible that (Distance the ball traveled) could cause a change in (Force Applied to the ball).
But you still need to be aware of Confounding Variables…

13. Let’s Try: IV, DV, (CV)
Does later start times mean students do better in school?
Are students more likely to drink coffee if there is a Starbucks on their route to school?
Does the number of books in your house change the level of education your children will achieve?
Does the color of the walls impact student achievement?
Does the brand of cereal they eat make them make someone more or less likely to be arrested?

14. Types of Experiments (1.6)
Laboratory
PROS
CONS
High Reliability
High level of control over variables—artificial
Can demonstrate cause-effect relationship
Demand characteristics

15. Types of Experiments (1.6)
Field
PROS
CONS
High ecological validity
Lower control over variables
Reliability concerns

16. Types of Experiments (1.6)
Natural
PROS
CONS
Low impact on variables
Reliability concerns

17. Types of Experiments (1.6)
Quasi
PROS
CONS
Low impact over IV—gender, age, eye color, etc.
Application to larger sample group.
Low artificial impact
Reliability issues

18. Correlational Studies (1.7)
It means “association”
For our intents and purposes—how are two variables related…
If an increase in one creates an increase in the other it is a “positive correlation.”
Example: Height and Weight
Taller people tend to weigh more.

19. Correlational Studies (1.7)
It means “association”
For our intents and purposes—how are two variables related…
If an increase in one creates an decrease in the other it is a “negative correlation.”
Example: Altitude and Temperature
Mountain climbing—the higher you climb, typically the temperature drops…

20. Correlational Studies (1.7)
It means “association”
For our intents and purposes—how are two variables related…
If there is no relationship between the variables, then we term it as a “zero correlation.”
Example: Milk and Intelligence
The amount of milk one drinks has no effect on one’s intelligence.

21. Correlational Studies (1.7)

22. Correlational Studies (1.7)
How do we know???

23. Correlational Studies (1.7)
No, really, how do we know???

24. Correlational Studies (1.7)
PROS
CONS
Relatively simple…provide a numerical value. (Perhaps this could also be a “con.”
Does not explain cause-effect relationship. Also does not allow for inference.
It allows for study of variables which cannot be manipulated experimentally.
Confounding variables

25. Observation (1.8) Covert and Overt
Covert—ssshhhh…it’s a secret. The participants are not aware of their being observed.
Positive: natural behavior
Negative: ethics???

26. Observation (1.8) Covert and Overt
Overt—participants are aware of their observation.
Positive: sound ethically
Negative: perhaps demand characteristics

27. Observation (1.8) Participant vs Non-Participant
Is the researcher “participating” in the study?
Jane Goodall
“Undercover Boss”
School…
The key is the “perception” of those being observed…would the knowledge of being observed change the behavior?

28. Observation (1.8) PROS CONS
Allows for “natural” behavior to be observed…
Demand characteristics…Ethics?
Recording of behaviors that might be challenging to otherwise accurately record…
Researcher bias

29. Case Studies (1.9) Intrinsic vs Instrumental
Intrinsic cases are studied because of the uniqueness of the case itself…
In other words, the case is interesting in and of itself
Difficult to apply it to a larger population.
Instrumental cases are studied to apply to a larger phenomenon: being 7 feet tall, being diagnosed with leprosy, being subjected to Steen’s class…
Anyone who applies to the criteria might be useful in the study of the general phenomenon…

30. Case Studies (1.9) Intrinsic vs Instrumental
Instrumental cases are studied to apply to a larger population…