Psych 225 Lecture 19 Outline of Last Lecture 1) Test Review2) Chapter 83) CP 155 Outline of Current Lecture 1) Course Packet pg. 1572) Chapter 113) Page and Moss ArticleCurrent LectureLecture 11-13-2014Slide: Chapter 8/Control: Equating-does image-ability of words affect recall?-equating: turning potential confounding variable into an IV(not eliminate it, turn potential cofounding variable into another factor) *see packet. Pg. 157Slide: Chapter 11The ecology of the experiment: the scientist and research participants in relation to their environments Slide: Ecology of experiment-Ray’s def. of ecological validity 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.~extent to which we are confident that relations between scientist, participants, setting have been considered Slide: Experimenter effectsA. Biased data collection and analysis1) personal equation: diffs in observations across raters -code disciplinary acts of parents-rater 1 is conservative and rater 2 is liberal -how punitive are the disciplinary acts of parents: how do they teach kids right from wrong 2) Ego investment-which data were discarded?-which statistics were used?-how were data interpreted?~see Rosenthal (1994): if you have a legitimize reason to discard data, you should present both sets of results (would have footnotes)(ex. data from 3 P’s were excluded in the analysis) B. Experimenter expectancies threat to internal validity ~ex. Hypothesis: nods (v. no head movement)  increased liking (measured behaviorally)-make it so experimenter can’t see the confederate (otherwise when we are expecting them to smile more we may code them as smiling more) Slide: Video The Pygmalion Effect -Rosenthal study (& Lenore Jacobson) (named after George Berndshaw play-similar to Pretty Woman) -tell teachers certain kids are bloomers (not true; randomly assigned)-teachers changed how they acted toward those kids and they actually began to bloom and do better response time, feedback. Etc. -Rosenthal and Fode (1963)-“Mice were bred to be dull or bright”-all that differed about the mice were their labelsDV: maze performance (speed) Dull BrightDid better-people who thought rat was bright: gave rat more toys, let it out of the cage more; let mice navigate the world much more freely Slide: Ways to detect and decrease experimenter bias1) Multiple, well-trained, freq monitored raters and assessments of inter-rater reliability (i.e. Cohen’s cappa)2) Molecular coding scheme~see Langlois et al (1995)3) Include Experimenter as a factor (equating)4) Replication 5) Double Blind procedureE blind to H’s condition 6) Automated or highly scripted instructions 7) Educated on experimenter expectancy effectSlide: Participant factorsA) Evaluation apprehension, social desirability ~can lead to restricted ranges of responses and increased β (beta)Slide: Strategies to address or reduce social desirability 1) Include social desirability or need for approval scale Ex. Crowne-Marlowe social desirability scale (used in Cecil and Pinkerton study); 33 true false Q To Decrease1) Social desirability or need for approval scale2) Emphasize value of honesty, convey acceptance 3) Distraction, filler items/tasks 4) Between Subjects design 5) Cover story6) No pre-test 7) Bogus pipeline (Page and Moss)8) Non-reactive measuresEx: behavioral (Langlois), physiological, fMRI, word completion, Implicit Association Test (Rojahn), RT, memory vs. ratings 9) Design strategy to overcome social desirability bias Slide: Gilbert and Hixon: Word Fragment Completion Task19 fragments (only 5 are critical)S__YS__ORTPOLI__RI__EQUI__-differed the race/ethnicity of the experimenter *can complete fragment with as many letters as you want -P’s who saw word fragments held by Asian-American were more likely to complete words as: shy, short, polite, rice, quiet Slide: Page and Moss (1975)Attitude similarity and attraction: the effects of the bogus