Adding technology to the classroomTeaching from your laptop

Some personal background Three courses

GER: Psy 111

Upper-division departmental requirement: Social psychology

Lower-division department requirement: Statistics for psychology

Evolution from low tech, to tentative tech, to higher tech teaching.

Low tech teaching

See Handouts

A first step into high tech teachingOld version of Psy 111

Behavior GeneticsThe nature and

nurture of individual

differences

Behavior Genetics

Aims to explain individual differences in traits/behaviors.

Examines the relative contributions of genetics and environment.

Some applications:– Intelligence– Temperament

Behavior Genetics

How do behavior geneticists separate the effects of genetics vs. environment?

By studying individuals who:– share the same environment but vary in

degree of genetic relatedness, and– share genes in varying degrees but

experience different environments

Behavior Genetics: Twin Studies

Identical Twins– come from a single

zygote that splits (monozygotic)

– two genetic replicas (clones)

Fraternal Twins – come from separate

zygotes (dizygotic)– genetically no more alike

than siblings, but shared fetal environment

Identicaltwins

Fraternaltwins

Samesex only

Same oropposite sex

Behavior Genetics: Twin Studies & the NatureNature of IQ

More genetically similar people have the more similar IQs

0.0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

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1.0Similarity ofintelligence

scores(correlation)

Identicaltwinsreared together

Identicaltwinsreared apart

Fraternaltwinsreared together

Siblingsreared together

Unrelatedindividualsreared together

Sibs reared together are more similar in IQ than unrelated individuals reared together

A bolder step into high tech teachingOld version of Psy 111

Behavioral GeneticsBehavioral Genetics

The nature and nurture The nature and nurture of individual differencesof individual differences

Behavioral GeneticsBehavioral Genetics

Aims to explain individual individual differencesdifferences in traits/behaviors (like shyness, thrill-seeking)

Key applications: Intelligence Temperament

Examines the relative effects of genetics and environment.

Behavioral GeneticsBehavioral Genetics How do we separate the effects of genetics vs.

environment? By studying individuals who:

share the same environment but vary in degree of genetic relatedness, and

share genes in varying degrees but experience different environment

Behavioral GeneticsBehavioral Genetics Identical TwinsIdentical Twins

come from a single zygote that splits (monozygotic)

two genetic replicas (clones)

Fraternal TwinsFraternal Twins come from separate

zygotes (dizygotic) genetically no more

alike than non-twin sib’s, but shared fetal environment

Identicaltwins

Fraternaltwins

Samesex only

Same oropposite sex

Behavioral Genetics Behavioral Genetics

More genetically similar people have more similar IQs

Non-twins reared together are more similar than unrelated indiv’s together

Twin Studies: Nature Twin Studies: Nature ofof IQ IQ

00.10.20.30.40.50.60.70.80.9

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Going really high-tech

The class I never thought could be done without a chalkboard

One- & Two-wayOne- & Two-way

Chi-Square Chi-Square TestsTests

One- & Two-wayOne- & Two-way

Chi-Square Chi-Square TestsTests

Chapter 27

OutlineOutline• Parametric vs. Non-parametric

Stats• Parametric statistics

•Review of Z-tests, t-tests & F-tests•Common features of Z’s, t’s and F’s•Limitation of parametric statistics

• Non-parametric statistics• One-way Chi-square (goodness of

fit) test• Two-way Chi-square test (of

association)

Parametric vs. Parametric vs. Non-Non-parametric parametric StatisticsStatistics

Parametric vs. Parametric vs. Non-Non-parametric parametric StatisticsStatistics

Parametric StatisticsParametric StatisticsZ-testZ-test Indep. t.Indep. t. Dep. t.Dep. t. Oneway FOneway F

Research Research QuestionQuestion

Does a lab in 260 help test scores?

Do retirees & non-retirees differ?

Do others affect

problem-solving?

Does SE differ by level of school?

Independ. Independ. VariableVariable

Lab v. No Lab

Retirees v.Non-retirees

Alone v. Not alone

Elem. v. Mid. v. High.

Dependent Dependent VariableVariable

Test scores (0-50)

LSI (1-15)# problems

solvedSelf-esteem

(1-10)

Null Hypo.Null Hypo. lab = 35 R= NR D=0.0 E=M=H

FormulaFormula

Z obs = t obs = t obs= F obs =

n

X H

0n

X H

0

XXS

XX

21

XXS

XX

21

D

D

nSD

D

D

nSD

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betw

MS

MS

within

betw

MS

MS

Parametric StatisticsParametric StatisticsZ-testZ-test Indep. t.Indep. t. Dep. t.Dep. t. Oneway FOneway F

Dependent Dependent VariableVariable

Test scores (0-50)

LSI (1-15)# problems

solvedSelf-esteem

(1-10)

Null Hypo.Null Hypo. lab = 35 R= NR D=0.0 E=M=H

FormulaFormula

Z obs = t obs = t obs= F obs =

n

X H

0n

X H

0

XXS

XX

21

XXS

XX

21

D

D

nSD

D

D

nSD

within

betw

MS

MS

within

betw

MS

MS

• Common FeaturesCommon Features• Level of measurement (DV’s are always interval or

ratio)

• Requires a normal distribution (e.g., if distrib. is skewed…)

• Parametric hypotheses

Parametric StatisticsParametric Statistics• Definition of parametric stats…Definition of parametric stats…

• A category of inferential statistics used to test hypotheses about the values of population parameters

• Common parametric techniques…Common parametric techniques…• Z-tests, one-sample t-tests, independent samples

t-tests, dependent-samples t-tests, tests of population correlations, one-way ANOVA, and two-way ANOVA

• Parametric stats should be Parametric stats should be avoided…avoided…• …when the distribution is not normal• …when the DV is nominal or ordinal

Non-Non-Parametric Parametric StatisticsStatistics• Definition of Definition of non-non-parametric parametric

stats…stats…• A category of inferential statistics used to test

hypotheses that are notnot about the values of population parameters

• Two widely used Two widely used non-non-parametric parametric techniques…techniques…• One-way Chi-square (a.k.a., 2 Goodness of Fit

test)

• Two-way Chi-square (a.k.a., 2 Test of Association)

Two-way Two-way 22

(Test of (Test of Association)Association)

Two-way Two-way 22

(Test of (Test of Association)Association)

Logic of 2-way Logic of 2-way 22

• GoalGoal• To see if there is a relationship between two

nominal variables, e.g.,• Is there a relationship between sex (i.e., male

vs. female) and voting preferences (i.e., Republican, Democrat, Independent)?

• Is there a relationship between political orientation (i.e., liberal vs. conservative) and the importance of various political issues (e.g., economy, terrorism, education, etc.)?

Logic of 2-way Logic of 2-way 22

• StrategyStrategy• Collect paired observations on two nominal

variable; e.g.,• For 200 voters, code…

• Their most important issue (e.g., economy, terrorism…)• The political orientation (e.g., liberal or conservative)

• Cross-tabulate the findings, getting the…• frequency of each type issue for liberals; &• frequency of each type of issue for conservatives• See next slide

Logic of 2-way Logic of 2-way 22

• Strategy (continued)Strategy (continued)• Cross-tabs

Econ.Econ. Terror.Terror. Educ.Educ. OtheOtherr

LiberalLiberal 20 5 35 35

ConserConserv.v.

20 45 10 30• Conduct analyses to see if …

• …the fofo’s for lib’s are significantly diff from the fofo’s for conserv’s

• …as determined by differences from the “expected freq’s” (fefe’s),

• OrOr the differences likely due to chance

ffoo’s’s

Steps inSteps in

2-way 2-way 22 •Hypotheses:Hypotheses:

• The Hoo claims…………• …no signif. diff. betw.

fo’s for libs & fo’s for cons.

• Ho: Issue preference & political orientation are independent

(unrelated)

• Ho: Issue preference & political orientation are independent

(unrelated)

• H1: HO is false• H1: HO is false

fofo‘s Econ.Econ. TerrorTerror..

Educ.Educ. OtherOther

LiberLiber..

20 5 35 35

ConsCons..

20 45 10 30

• The H11 claims…………• …there is a signif.

diff. betw. fo’s for libs & fo’s for conservatives;

• …variables ARE related

Steps inSteps in

2-way 2-way 22

fofo‘s Econ.Econ. TerrorTerror..

Educ.Educ. OtherOther

LiberLiber..

20 5 35 35

ConsCons..

20 45 10 30• Decision Criteria:Decision Criteria:• Select : .05 or .01?• Draw regions

• Always upper-tailed because 2 can only be positive

• Critical value: Table D (p. 539)

=0.5• df = (#CColumns – 1)(#RRows – 1) = (CC-1)(RR-1) = (4-1)(2-1) = 3

7.817.81

• If If 22obsobs < 7.81, Retain Ho. < 7.81, Retain Ho. (No (No

rel.)rel.)

• IfIf 22obsobs >> 7.81, Reject Ho. 7.81, Reject Ho. (Rel.)(Rel.)

• If If 22obsobs < 7.81, Retain Ho. < 7.81, Retain Ho. (No (No

rel.)rel.)

• IfIf 22obsobs >> 7.81, Reject Ho. 7.81, Reject Ho. (Rel.)(Rel.)

• Decision rules…

Steps inSteps in

2-way 2-way 22 • Collect DataCollect Data

• Descriptive Descriptive StatsStats• fo’s (observed

frequencies) fofo‘s

EconEcon..

TerroTerrorr

Educ.Educ. OtherOther

RowTot’

s

LiberLiber..

20 5 35 35 95

ConsCons..

20 45 10 30 105

fofo‘sEconEcon

..TerroTerro

rrEduc.Educ. OtherOther

RowTot’

s

LiberLiber..

20 5 35 35 95

ConsCons..

20 45 10 30 105

Col. Col. Tot’sTot’s 4040 5050 4545 6565 200

fofo‘sEconEcon

..TerroTerro

rrEduc.Educ. OtherOther

RowTot’

s

LiberLiber..

20 5 35 35 95

ConsCons..

20 45 10 30 105

Col. Col. Tot’sTot’s 4040 5050 4545 6565

fofo‘sEconEcon

..TerroTerro

rrEduc.Educ. OtherOther

RowTot’

s

LiberLiber..

20 5 35 35 95

ConsCons..

20 45 10 30 105

Col. Col. Tot’sTot’s 4040 5050 4545 6565 200

• Column Column totalstotals• Row Row totalstotals• Overall Overall totaltotal

Steps inSteps in

2-way 2-way 22

• Inferential StatsInferential Stats• ffee’s (expected

frequencies)•

ffee’s Econ.Econ. Terror.Terror. Educ.Educ. OtherOther Row Row Tot.Tot.

Liber.Liber. 95

Cons.Cons. 105

Col.ToCol.Tott

4040 5050 4545 6565 200

alOverallTot

RowTotTotColfe

...

200

9540ef

19ef

200

10540ef

21ef

200

9550ef

75.23ef

200

10550ef

25.26ef

200

9545ef

375.21ef

200

10545ef

625.23ef

200

9565ef

875.30ef

200

10565ef

125.34ef

Steps inSteps in

2-way 2-way 22

• Inferential StatsInferential Stats• Compute 22

obsobs • (this and next two slide).

Econ.Econ. Terror.Terror. Educ.Educ. OtherOther

Liber.Liber.

Cons.Cons.

19ef

21ef

75.23ef

25.26ef

375.21ef

625.23ef

875.30ef

125.34ef

20of

20of

5of

45of

35of

10of

35of

30of

Steps inSteps in

2-way 2-way 22

• Inferential StatsInferential Stats•

Econ.Econ. Terror.Terror. Educ.Educ. OtherOther

Liber.Liber.

Cons.Cons.

19ef

21ef

75.23ef

25.26ef

375.21ef

625.23ef

875.30ef

125.34ef

20of

20of

5of

45of

35of

10of

35of

30of

e

eoobs

f

ff 22

e

eoobs

f

ff 22

19

1

19

1920 22

19

1.053.053.053.053

21

1

21

2120 22

21

1.048.048.048.048

75.23

75.18

75.23

75.235 22

14.80214.80214.80214.802

25.26

75.18

25.26

25.2645 22

13.39313.39313.39313.393

375.21

375.2135 2

8.6858.6858.6858.685

625.23

625.2310 2

7.8587.8587.8587.858

875.30

875.3035 2

.551.551.551.551

125.34

125.3430 2

.499.499.499.499

Steps inSteps in

2-way 2-way 22

• Inferential StatsInferential Stats•

EconEcon..

Terror.Terror. Educ.Educ. OtherOther

Liber.Liber.

Cons.Cons.

e

eoobs

f

ff 22

e

eoobs

f

ff 22

.053.053.053.053

.048.048.048.048

14.80214.80214.80214.802

13.39313.39313.39313.393

8.6858.6858.6858.685

7.8587.8587.8587.858

.551.551.551.551

.499.499.499.499

90.452 obs 90.452 obs

Steps inSteps in

2-way 2-way 22

fofo‘s LegaLegall

ReligRelig..

EmpiEmpir.r.

OtherOther

LiberLiber..

20 5 35 35

ConsCons..

20 45 10 30• DecisionDecision• Reject or Retain Ho?• p <.05 or ns?• Is there…

• …a significant difference between the types of reasoning used by liberals and the types used by conserv’s?

• …a relationship between political orientation and type of reasoning?

• Statistical copy…………………

7.817.81

90.452 obs 90.452 obs

2 2 (3) = 45.90, (3) = 45.90, p<.05p<.05

Problem 22: Two-way 2

Finally, our researcher got tired of research on DWIs, and switched to research on childrearing. She hypothesized that parenting styles change when parents have more than one child. To find out, she recruited 180 families, and did the following.• First, she divided them into…

– those who had only one child and – those who had more than one child.

• Second, she observed them at home and placed them in different categories.– Permissive parents

• Where kids have many adult-like privileges but few responsibilities– Authoritarian parents

• Where kids have many adult-like responsibilities but very few privileges– Authoritative parents

• Where privileges and responsibilities are age-appropriate and negotiated.

• Then she cross-classified parents based on (A) number of kids, and (B) parenting styles to see if parenting style is related to the number of kids.

Continued on next slide

Problem 22: Two-way 2

Parenting Style

Number of Kids

Only One More

Permissive 31 39

Authoritarian 43 17

Authoritative 26 24

1. Establish the hypotheses.

2. Use =.05 and identify the critical value(s) & decision rules.

3. Compute 22 obs

4. Write out the statistical copy.

5. Make your decision:• Reject or Retain Ho?

• Did the findings suggest that parenting style was related to the number of kids?

• If so, what patterns do you see in the data?

Based on the above description and the following table…

How to do it

Adding still images, audio, and video

Still Images You can supplement any text with

images It is easy to do.

How? Find images with internet “image”

search Insert into presentation

Insert (on toolbar) Pictures

From file Animate

Slide Show (on toolbar) Custom animation Click on object to animate Click on “add effect”

Audio Text can be easily

supplemented with audio To add music clips

Add from hard-drive Insert

Movies and sounds Sounds from file

Insert link to CD drive Insert

Movies and sounds Play CD audio

Video Images Text can be

supplemented with video on the hard-drive

Insert Movies and sounds

From clip organizer …or… From file

Getting started

Your first class with a laptop

Getting started Put the lectures together

CAFÉ has classes Call A/V

Reserve the projector or unlock cabinets Tutortial for the room

Turn on projector and laptop Connect the RBG cables to laptop and outlet Toggle (Shift F7?) until image is on laptop and

wall

Things to note Although the projector presents your

visuals, it doesn’t present your audio For big classrooms, run the audio

separately Internet connection

?? Death by Powerpoint