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UW-Madison PSYCH 225 - Intro to Science Method

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Psych 225 Lecture 2Outline of Last Lecture I. How to write the paper Outline of Current Lecture 1) Intro to Methods of Science 2) Validity Definitions3) Stanovich theoryCurrent LectureSlide 1: Ch. 2 Intro to methods of Science-3) Experiments~intervention by scientist ~primary goal: explanation ~potential for high internal validity Slide 2: Internal Validity internal validity: extent to which we can be confident that IV caused differences in DV~how do experimenters increase internal validity?Lab Questions1) What did they do?2) ?3) How did they explain it?Werner: compare possibility that jurors that score high in authoritarianism might either just have this overall tendency to use extra legal information; cognitive deficit where they cant blockout excess things; is a problem of those jurors that they have an inability to disregard extra legal info? Discuss results in terms of which is more persuasive explanation for how the results turned out 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.Slide 3: Strengthen Internal Validity 1) random assignment2) experimental control (hold all else but IVs constant) ~in our experiment in class she handed out the differing questionnaires randomly (1)~question order (can add to experimental control), same powerpoint, Slide 4: Examples to Threats to Internal Validity Slide 5: IE imagine….-judge’s instruction graph (admissible, inadmissible due process, inadmissible unreliable hearsay) ~subscript notation helps explain which means differ and which don’t (ex. subscript a’s could equal similar findings, where subscript b might denote a difference) -ironic : cognitive; attempt to suppress; more prominence -reactance approach: people feel rebellious when their decisional freedom is compromised and so they show a boomerang “you tell me I can’t do something, that’s exactly what I am going to do”Slide 6: Imagine..-what if covariation of judge’s instruction with actual evidence -if there was a change in evidence along with the change in instruction; that would undermine our confidence in why the means differ -what if the % of Powerpoint with personal experience/connection to you as crime victims; thenhaving personal experience could have an affect on you; this is unlikely to occur because we have random assignment Slide 7: Correlation in context of IE expt.ex. -H: As right wing authoritarianism increases, sentencing increases Slide 8: Correlation-would right wing authoritarianism (RWA) predict comfort with judge’s three instructions -two measured variables: RWA and comfort with judge’s instructions (see if they correlate by condition) (ex. would make sense for RWA and judge instruction to havepositive correlation when talking about admissible evidence) Slide 9,10: Correlation or Experimental (Examples)-see slides for details ~correlational (ex. extraversion (low and high) versus gender of participant (male and female); factors not IVs in this example measuring if extroversion predicts the enjoyment of a session (not cause it)Colbert Video:~about an article being published about the existence of ESP (through an experiment) done by Professor Deryl Bem (well known psychologist) (retroactive influence-pleasure so great the future can influence us in the present); a lot of controversy surrounding it Experiment tested how well people guess depending on if looking at neutral or erotic words “are you saying Obama is a time-traveling pornographer?!”-Bem’s difference might have been a fluke-peer reviewers make sure articles are valid, follow the scientific method, etc. but Bem’s peer reviewers were not blind; ended up published in one of the top journals of psychology Slide 11: Stanovich (1998)-falsifiability: a discourse on how to foil little green men in the head ~an approach to advancing science more rapidly and get rid of some bad ideas -if we more frequently take a falsification approach we could be advancing psych faster Slide 12,13: Stanovich cont…1) Rush’s explanation of yellow fever bad bloodyellow fevertherefore blood letting yellow fever cured -Stanovich’s objection to Rush’s explanation? *cannot falsify*~if patients improved? A: bloodletting worked ~if patients’ health worsened, they died? A: too sick to help, no cure, diseased to far progressed ~If patients’ health did not change? A: they need more blood-letting Slide 14: Stanovich: ESP similarities Defense against failures to demonstrate ESP effects~people that are negative about ESP make it hard for them to focus on itSlide 15: Stanovich: Theory-According to StanovichTheory: general, interrelated set of concepts, explains a body of data, generates multiple predictions Hypothesis (H): specific prediction that is derived from theory Slide 16: …-(7) Popper’s falsificationtheory H test~confirmation, support theory remains viable~disconfirmation, falsification emergence of a new theory IF it can Emergence of a new theory IF it can: a) explain data that are consistent with old theoryb) explain data that are inconsistent with old theory c) generate novel predictions (3) Why is specificity of predictions important?~high degree of specificity that places the theory at risk ~repeated confirmations does not equal validity (should look at the risk the theory was placed


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UW-Madison PSYCH 225 - Intro to Science Method

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