1. Reading and Writing with APA Style Psych 231: Research Methods in Psychology

2. Lab Announcements This week’s labs: Download and read the Assefi & Garry (2003) article before labs New office hours for Kelly Fridays 12-1

3. General research approaches Case studies Intensive study of a small set of individuals and their behaviors Correlational Looking for a co-occurrence relationship between two (or more) variables Quasi-experimental Experimental designs with one or more non-random variables Experimental Investigating the cause-and-effect relationship between two (or more) variables through the manipulation of variables

4. Correlational Methods Measure two (or more) variables for each individual to see if the variables co-occur (suggesting that they are related) Used for: Predictions Reliability and Validity Evaluating theories Problems: Can’t make casual claims

5. Causal claims We’d like to say: variable X --causes--> variable Y To be able to do this:  There must be co-variation between the two variables  The causal variable must come first  Directionality problem Happy people sleep well Or is it that sleeping well when you’re happy?  Need to eliminate plausible alternative explanations  Third variable problem Do Storks bring babies? A study reported a strong positive correlation between number of babies and stork sightings Neyman (1952)Neyman (1952) | Kronmal (1993)Kronmal (1993)

6. Theory 1: Storks deliver babies

7. Theory 2: Underlying third variable

8. The experimental method Manipulating and controlling variables in laboratory experiments Must have a comparison At least two groups (often more) that get compared One groups serves as a control for the other group Variables Independent variable - the variable that is manipulated Dependent variable - the variable that is measured Control variables - held constant for all participants in the experiment

9. The experimental method Advantages Precise control possible Precise measurement possible Theory testing possible Can make causal claims Disadvantages Artificial situations may restrict generalization to “real world” Complex behaviors may be difficult to measure

10. Reading and writing with APA style

11. Reading a research article What's the goal of a research article?  The reader to:  Know about the research  Understand what was done  Allow further testing & replication  Be convinced by the research (hopefully)  Standardization of research report format  APA style  Organization and content reflects the logical thinking in scientific investigation  Standardization helps with clarity  Read with a critical eye  Write with clarity in mind

12. Misconceptions about Scientific writing Writing the paper is the routine part of the research process Forces you to commit to your evidence and conclusions Just the facts The facts are just part of the argument that the author is making What you say is all that is important, how you say it isn’t important Good writing leads to higher chance of accomplishing your goals

13. Writing style Psychological writing tends to differ from other academic writings Not a creative writing exercise Presenting an argument based on data and logical reasoning Try to avoid using direct quotes, restate things in your own words. Avoid digression Footnotes are rare, they’re used to elaborate/clarify a point. Try to do so in the text. If long digressions, use the appendix

14. Writing resources The ultimate resource for APA style is the APA Publication manual Chapter 8 of your textbook is good too. Also websites to help too. “APA style” - Google hits 15,700,000 - added “5th edition” 163,000 hits - added “6 th edition” 1,130,000 hits 5 th ed.New 6 th ed.

15. Writing resources A great book for Psychological writing Sternberg, R. J. (2003). The psychologist’s companion: A guide to scientific writing for students and researchers. Cambridge University Press, NY.

16. Why a structured format? To ease communication of what was done Forces a minimal amount of information Provides a logical framework (for argument) Provides consistent format within a discipline People know what to expect Where to find the information in the article Allows readers to cross-reference your sources easily

17. Major goal: Clarity Communicate with clarity

18. Major goal: Clarity Communicate with clarity

19. Major goal: Clarity Communicate with clarity Write for the reader Think about your audience, what do they already know, what don’t they know Avoid overstatements Be conservative in your claims Emphasize the positive Focus on how the data supports a theory not just on how it refutes another theory

20. Major goal: Clarity Communicate with clarity Avoid Jargon when possible Slang and colloquialisms Sexist and biased language Try to be concise Don’t use a whole paragraph when two sentences will do Longer papers don’t mean better papers Eliminate unnecessary redundancy Use simple words (sentences) rather than complicated words (sentences)

21. Major goal: Clarity Use concrete words and examples Check your work! Read it over, make sure that you say what you mean to say Use a consistent format (APA style) It helps your reader understand your arguments and the sources they’re built on. It also helps you keep track of your sources as you build arguments Communicate with clarity

22. APA style: Parts of a research report Title Page Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Abstract Adolescent Depression 2 We explored attachment in a family context by applying family systems principles to the investigation of multiple attachment relationships within families. This study focused on maternal adult attachment with respect to family of origin experiences. We examined associations between maternal adult attachment and three levels of family functioning including individual maternal depression symptoms, dyadic marital satisfaction and family unit functioning. We found that attachment security with respect to particular relationships was differentially associated with different levels of family functioning. Body References Authors Notes Footnotes Tables Figure Captions Figures Adolescent Depression 29 References Barnett, P. A., & Gotlib, I. H. (1988). Psychosocial functioning and depression: Distinguishing among antecedents, concomitants, and consequences. Psychological Bulletin, 104. Beck, A. T. (1978). Beck Depression Inventory. San Antonio, TX: Psychological Corporation. Benoit, D., Vidovic, D., & Roman, J. (1991, April). Transmission of attachment across three generations. Paper presented at the Biennial Meeting of the Society for Research in Child Development. Benoit, D., Zeanah, C. H., & Barton, M. L. (1989). Maternal attachment disturbances in failure to thrive. Infant Mental Health Journal, 3, 185-202. Benoit, D., Zeanah, C. H., Boucher, C., & Minde, K. (1989). Sleep disorders in early childhood: Association with insecure maternal attachment. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 86-93.

23. The anatomy of a research article The basic parts of a research article:  Title and authors - gives you a general idea of the topic and specifically who did it  Abstract - short summary of the article

24. Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Title Page Title should be maximally informative while short (10 to 12 words recommended)

25. Title Page Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Order of Authorship sometimes carries meaning

26. Title Page Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Affiliation – where the bulk of the research was done

27. Title Page Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Running head – will go on each page of published article, no more than 50 characters

28. Title Page Adolescent Depression 1 Running Head: ADOLESCENT DEPRESSION Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University Short title – goes in header (with page number) on each page of the manuscript

29. Title Page Running Head: ADOLESCENT DEPRESSION 1 Adolescent Depression and Attachment Ima G. Student and Soyam Eye Purdue University New APA style guidelines appear to have done away with the Short title  Published title pages will look a bit different, but you’ll find these pieces of information. Typically the body of the article will begin as well.

30. Abstract Abstract: Short summary of entire paper 100 to 120 words The problem/issue The method The results The major conclusions Recommendation: write this after you’ve finished the rest of the paper  Good first contact, but remember that it is short on detail  Shows up in PsycInfo  Gets skimmed before reading the article

31. Body Hourglass shape Background Literature Review Start broad

32. Body Hourglass shape Statement of purpose Specific hypotheses (at least at conceptual level) Narrow focus

33. Body Hourglass shape - Methods - Results Most focused

34. Body Hourglass shape Discussion Conclusions Implications Broaden

35. Body Introduction - gives you the background that you need  Issue and Background What is it? Why is it interesting/important?  Literature Review What has been done? What theories are out there?  Statement of purpose What are you going to do and why?  Specific hypotheses (at least at conceptual level) What do you predict will happen in your research?

36. Body Introduction - gives you the background that you need Writing checklist Be cohesive Be relevant (why are the reviewed studies relevant?) Work on the transitions (make the flow logical)  Reading checklist 1) What is the author's goal? 2) What are the hypotheses? 3) If you had designed the study, how would YOU have done it?

37.  Method - tells the reader exactly what was done  Enough detail that the reader could actually replicate the study.  Subsections:  Participants - who were the data collected from  How many, where they were selected from, any special selection requirements, details about those who didn’t complete the experiment  Apparatus/ Materials - what was used to conduct the study  Design  Suggested if you have a complex experimental design, often combined with Materials section  Procedure  What did each participant do? Other details, including the operational levels of your IV(s) and DV(s), counterbalancing, etc. The basic parts of a research article : Body

38.  Method - tells the reader exactly what was done  Reading checklist 1 a) Is your method better than theirs? b) Does the authors method actually test the hypotheses? c) What are the independent, dependent, and control variables? 2) Based on what the authors did, what results do YOU expect? Writing checklist Is it clear why the procedures were selected? Are any assumptions explicit and defended? Is the level of detail sufficient for replication? The basic parts of a research article : Body

39. Results (state the results but don’t interpret them here) Verbal statement of results Tables and figures These get referred to in the text, but actually get put into their own sections at the end of the manuscript Statistical Outcomes Means, standard deviations, t-tests, ANOVAs, correlations, etc.

40. Body Results (state the results but don’t interpret them here)  Reading checklist 1) Did the author get unexpected results? 2 a) How does the author interpret the results? b) How would YOU interpret the results? c) What implications would YOU draw from these results? Writing checklist Is it clear how the hypotheses are tested by the analyses? Would a graph or table help clarify the results? What questions might the reader still have, and how could I answer them in this section?

41. Body Discussion (interpret the results) Relationship between purpose and results Theoretical (or methodological) contribution Implications Future directions (optional)  Reading checklist 1 a) Does YOUR interpretation or the authors' interpretation best represent the data? b) Do you or the author draw the most sensible implications and conclusions? Writing checklist Have you stated your most convincing argument? Do the conclusions follow straightforwardly from the results?

42. The rest References Author’s name Year Title of work Publication information Journal Issue Pages Adolescent Depression 29 References Barnett, P. A., & Gotlib, I. H. (1988). Psychosocial functioning and depression: Distinguishing among antecedents, concomitants, and consequences. Psychological Bulletin, 104. Beck, A. T. (1978). Beck Depression Inventory. San Antonio, TX: Psychological Corporation. Benoit, D., Vidovic, D., & Roman, J. (1991, April). Transmission of attachment across three generations. Paper presented at the Biennial Meeting of the Society for Research in Child Development. Benoit, D., Zeanah, C. H., & Barton, M. L. (1989). Maternal attachment disturbances in failure to thrive. Infant Mental Health Journal, 3, 185-202. Benoit, D., Zeanah, C. H., Boucher, C., & Minde, K. (1989). Sleep disorders in early childhood: Association with insecure maternal attachment. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 86-93. When something odd comes up, don’t guess. Look it up!

43. The rest References Authors Notes (new guidelines put these on title page) Footnotes Tables Figure Captions Figures

44. Figures and tables These are used to supplement the text. To make a point clearer for the reader. Typically used for: The design Examples of stimuli Patterns of results

45. Checklist - things to watch for Clarity Acknowledge the work of others (avoid plagiarism) Active vs. passive voice Active: Summers and Jordan (2009) hypothesized that speakers use to much passive voice Passive: It was hypothesized by Summers and Jordan (2009) that speakers use to much passive voice

46. Checklist - things to watch for Avoid biased language APA guidelines: Accurate descriptions of individuals (e.g., Asian vs. Korean) Be sensitive to labels (e.g., “Oriental”) Appropriate use of headings Correct citing and references Good grammar APA style checklist