Psych 350 1st Edition Lecture 6 Outline of Last Lecture I. Correlational ResearchII. Experimental Research III. Subjectivity in Social PsychologyOutline of Current LectureI. Ethics in Social PsychologyII. Important Components of ResearchIII. The Self in a Social World (ch.3)Current LectureI. Ethics in Social PsychologyEthics: the rules concerning conduct and research, the rules that apply to the researcherInstitutional Review Board: the ethics committee that reviews everything the researcher does (involving people and animals). Any institution that receives federal must have a review board. Any use of animals or humans by the institution must be approved, for example the use of horses by the WSU mounted police.These rules govern:-the treatment of animals (more rigorous than the restrictions on human research because animals can’t consent or object to research).-the rights of humans-the responsibilities of the researcherII. Important Components of ResearchInformed Consent: agreement of participant to take part in an experiment, before the experiment begins. The acknowledgement that the participant understands the nature of their participation, and have been informed about the nature of the research. These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Fine line: the researcher must provide enough information for informed consent but not so much information that they reveal what the study is about because it can change their behavior or answers. The use of deception: used in research when participants are misinformed or mislead about the study’s methods ad purposes. One of the main ways that social psychologists conduct research. - Must justify why deception is necessary to the review board (even benign deception).Debriefing: informs participants about the true nature of the experiment after its completion. The point where you can reveal the deception to the participants. - Problem with debriefing is that the participants can then reveal the nature of thestudy and possible deceptions to others before they participate and thus can change their behavior or answers. - To prevent this problem researchers can withhold debriefing until study is completely done, but must justify this to the review board.III. The Self in a Social World (ch.3)Self-Concept- We start to distinguish/recognize ourselves (know it’s themselves in the mirror) at 18-24 months. Prior to this age we think it is a different person in the mirror.- The rogue test: while playing with a child, the research puts a mark (usually lipstick or paint) onto the child’s cheek. When put in front of a mirror and the baby touches the cheek in the mirror it indicates the child thinks the image is a separate person. But when the child touches its own cheek when it looks into themirror it indicates that the baby sees the image in the mirror as themselves.Self-concept: a person’s answer to the question “who am I?” A person’s beliefs about his or her attributes. Self-schemas: beliefs about oneself that guide the processing of self-relevant information.Schemas: more generally, schemas are mental framework that allows us to organize information and efficiently make sure of it.- Schematic vs. aschematic: whether you organize certain information into schemas or not. - Ex: if you are schematic about body weight you process certain situations like eating at a restaurant or shopping for bathing suits differently than someone whois aschematic about body weight. Schemas are autobiographical memories: recollections of the events in your life.- Self-concept is influenced by autobiographical memories and the autobiographical memories that you consider important are influenced by a person’s