1. Literature Reviews Ethics Sampling Sampling Plan Due 2/14

2. Literature reviews Purpose –Place each work in the context of its contribution to the understanding of the subject under review –Describe the relationship of each work to the others under consideration –Identify new ways to interpret, and shed light on any gaps in, previous research –Resolve conflicts amongst seemingly contradictory previous studies –Identify areas of prior scholarship to prevent duplication of effort –Point the way forward for further research –Determine where your work will fit

3. Literature Reviews Hopefully by the end of this class you will become a more critical consumer. Questions you should ask when reading a report –What were the research questions? –Who or what was studied? How were they sampled? –What are the variables? How were they measured? –What design was used? –What statistics were used? –Do the conclusions follow from the statistics?

4. Writing Literature Reviews Avoid summarizing a body of literature –Attempt to identify shortcomings –Provide analysis Design problems Problems with measures Unique subsets of the population not included Be very very careful –Plagiarism can sneak up on you

5. The Ethics of Using Human Participants

6. The History of Human Participants Ethics The Need for Action –Nazi Doctors –The Tuskegee Syphilis Experiment (1930 – 1972) –The Milgram Study (1961-1962) The Nuremburg Code

7. 1974 The Belmont Report –Respect for Persons –Beneficence –Justice The National Research Act –Research plans must be approved –Do no harm (physically or mentally) –Informed Consent The Family Educational Rights and Privacy Act (The Buckley Amendment) –Confidentiality of Data –“Legitimate Educational Interest”

8. Informed Consent Participant must be aware of what they will be asked to do in the study. freelyParticipant must freely choose to participate. (“participants are given explicit assurances of the voluntary nature of their involvement”) Consent must come from guardian for minors and those with diminished capacity. They themselves should give assent.

9. Informed Consent at any time.Participants are free to withdraw at any time. Information should be given in language the participant can understand. The information should help them decide whether to participate. Information must include risks and benefits.

10. Confidentiality Personally identifying information will be minimized Access to data and all records will be restricted to those with Legitimate Interest Anonymous vs. Confidential Participation

11. Three Levels of IRB Review Exempted Review –Secondary Data –Surveys, Interviews, Public Observations, Educational Tests –Educational Settings Expedited Review –Studies involving minimal risk –Studies involving children, prisoners, pregnant women, mentally disabled, in-vitro fertilization, “other vulnerable populations” –blood samples, other biological specimens collected without invasion –“collection of data from voice, video, digital, or image recordings made for research purposes” Full Review ALL RESEARCH SHOULD BE REVIEWED.

12. (Schuster, et al., 1998) Surveyed Asian and Pacific Islander high school students regarding their sexual practices. Individuals unaffiliated with school proctored the survey. The school district notified parents of the survey and gave them the opportunity to sign a form denying permission for their children to participate. Students could also decline participation, and the names of the students completing the survey were not recorded. Respondents were instructed to skip items they preferred not to answer. What aspects of the study cause concern?

13. Ethical Issues A questionnaire on alcohol use seeks information about growing up in an alcoholic family. Students in an intro psychology class get extra credit for participating in an experiment. Respondents to a survey are offered monetary compensation for completing the survey. A questionnaire on workplace stress asks teachers how often they drink alcohol.

14. Havasupai Issue What happened to the Havasupai? Why are the questions the researchers asked offensive to some Havasupai? Do you think the researchers behaved in an ethical manner? What are the future consequences of the researchers’ actions?

15. Sampling

16. Populations vs. Samples Population –The complete set of individuals Characteristics are called parameters Sample –A subset of the population Characteristics are called statistics. –In most cases we cannot study all the members of a population

17. Descriptive vs. Inferential Descriptive statistics –Summarize/organize a group of numbers from a research study Inferential statistics –Draw conclusions/make inferences that go beyond the numbers from a research study –Determine if a causal relationship exists between the IV and DV

18. Some Key Concepts/Terms Target vs. Accessible Population Random sampling vs. random assignment Probability vs. Non-probability sampling

19. More key terms Sampling: The process of selecting a sub- set of a population on which to collect data. Sample: that sub-set Sampling Unit: That from which or on which you will collect data. Target Population: A definable group or aggregation of elements to which the results of the study are to be generalized

20. Even More Key Terms Accessible population: A definable group or aggregation of elements from which samples are selected. –Sampling frame: is equivalent to the accessible population and, in fact, defines the accessible population. External validity. –Population Generalizability (validity): the extent to which the results of an experiment can be generalized from the sample to the population. –Ecological Generalizability (validity).

21. The Inferential Leap

22. Simple Random Sampling 1 092725 012157 827052 297980 625608 964134 2 104460 007903 484595 868313 274221 367181 3 676071 388003 266711 323324 044463 762803 4 881878 862385 203886 261061 096674 811548 5 534500 336348 086585 241740 581286 008435 6 094276 615776 242112 985859 075388 082003 1. Andrea 2. Tina 3. Paul 4. Wilbur 5. Sandra 6. Kathy 7. Jim 8. George 9. Emir 10. Becky 11. Sharon 12. Gladys 13. Jose 14. Bill 15. Sue 16. Erica 17. Aaron 18. Fred 19. Pam 20. Roger

23. Stratified Random Sampling 1 092725 012157 827052 297980 625608 964134 2 104460 007903 484595 868313 274221 367181 3 676071 388003 266711 323324 044405 762803 4 881878 862308 203886 261061 096674 811548 5 534500 336348 086585 241740 581286 008435 6 094276 615776 242112 985859 075388 082003 1. Andrea 2. Tina 3. Kathy 4. Sandra 5. Becky 6. Paul 7. Wilbur 8. Jim 9. George 10. Emir 6. Sharon 7. Gladys 8. Sue 9. Erica 10. Pam 1. Jose 2. Bill 3. Aaron 4. Fred 5. Roger

24. Systematic Sampling Say you have a target population that has a 100,000 members. –And: A list is available. You need 1,000 cases for your sample. 100,000/1000 = 100. –Select a random number from table. Then select every 100 th case.

25. Cluster Sampling Naturally occurring groups. –State, district, school, classroom, student. –Randomly sample from one level then survey, interview, etc. Multistage sampling. –Randomly select from one level. –Then randomly select within that level.

26. Convenience Sampling Why convenient? –Sample that is located near the researcher –Connections with administrator or staff –Researcher is familiar with the setting –Data is already available Shortcomings of convenience samples?

27. Target vs. Accessible Population High School Sports Officials Students enrolled in 5th grade in NM schools Albuquerque Residents The U.S. Electorate National Association of Sports Officials Membership APS 5th graders Albuquerque Phone Book Registered Voters

28. Volunteers in Sampling How might volunteers differ? Children having parental permission –More academically competent –More popular with peers –More physically attractive –Less likely to smoke or use drugs –More likely to be white –More likely to come from two-parent household –More likely to be involved in extracurricular activities –Less likely to be socially withdrawn –Less likely to be aggressive

29. Size of the Sample Bigger is (usually) better. –Unless? How big is big? Power analysis. Practical issues. Attrition. Reliability. Cost/ benefit.

30. In Small Groups Identify your –Target population –Accessible population Sampling strategy –Strengths –Weaknesses