PSYC1020 Weeks 3 & 4 Sem 2 2012
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Transcript of PSYC1020 Weeks 3 & 4 Sem 2 2012
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PSYC1020
Part A :weeks 3 & 4
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Overview of Part A (John)
weeks 3 & 4
Week 3
finish Paradigms begin Research Methods
Week 4 more Research Methods
*Note: only material covered up to (and including) Lecture 4will be on the mid-semester on-line quiz
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The Five Most Prominent
Paradigms in Contemporary
Psychology
Behavioural
Cognitive
Biological
PsychodynamicHumanistic
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Having some perspective on paradigms
Asking Which paradigm is best?, oreven Which paradigm is true? is notlikely to be answerable or useful.
Asking What are the uses andlimitations of each paradigm? is a
better question
Consider the old story of The bl indmen and the elephant
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The Behavioural Paradigm
Subject matter General definition of the field:The scientific study of
behaviour
Specific focal topics:Learning Methods:Experimental (mostly animal)
Language and Concepts:Stimulus, Response,Conditioning, Reinforcement, Shaping
Root Metaphor:Blank slate, Lump of clay
Intellectual Influences Prior:Mentalism
Contemporary:Other sciences, especially DarwinianBiology
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The Cognitive Paradigm
Subject matter General definition of the field:The scientific study of
mental processes (as shown in behaviour)
Specific focal topics:Perception, Attention, Memory,Thinking
Methods:Experimental (mostly human)
Language and Concepts:Input, Output, Codes,Serial Processing, Memory Stores
Root Metaphor:Programmed Computer Intellectual Influences
Prior:Mentalism, Behaviourism
Contemporary:Computer Science, especially ArtificialIntelligence
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The Biological Paradigm
Subject matter General definition of the field:The scientific study of
the biological basis of behaviour
Specific focal topics:Behavioural topics, Cognitive
topics Methods:Experimental (where possible), Case Study,
Correlational
Language and Concepts:Biological terms,Behavioural terms, Cognitive terms
Root Metaphor:Biological machine Intellectual Influences
Prior: Behaviourism
Contemporary:Neuroanatomy and Physiology,Cognitive Perspectives
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The Psychodynamic
Paradigm
Subject matter General definition of the field:The study of conscious
and unconscious processes as seen in mentalillness
Specific focal topics:Mental Illness Methods:Case History
Language and Concepts:Ego,Id, Superego,Defence Mechanisms: Repression, Projection etc.
Root Metaphor: surface: Mental Illness deeper: fluid dynamics Intellectual Influences
Prior:Philosophy
Contemporary:Victorian culture, Medicine, Darwinianstruggle to survive
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The Humanistic Paradigm(Maslow, 1960s)
Subject matter General definition of the field:The study of conscious
human experience
Specific focal topics:Individual awareness, Consciouschoices, Well-being
Methods:Case History
Language and Concepts:Personal growth, Self-actualisation, Awareness, Transcendence, Free will,
Human potential Root Metaphor:Growth
Intellectual Influences Prior:Psychodynamic, Behavioural
Contemporary:1960s culture, Existentialist and
Eastern philosophies
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How would each of these
paradigms approach
biological
behavioural
depression
cognitivepsychodynamic
humanistic
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Enough of PARADIGMS, now on
to METHODS..
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PSYC1020
Part A: Week 3-4 Methods
(see also chapter 2 of text)
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Lecture 4:
Research Methods
Introspection
Naturalistic Observation
Case History
Survey
Test
Correlation
Experiment
less
CONTROL
more
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Introspection
Looking within
The systematicobservation of ones own
consciousness, generally accompanied by averbal report of ones observations
Non-scientific paradigms of earlymentalistic psychology
(but still underlying some contemporaryself-report methods)
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Naturalistic Observation
Objectivelystudying events as they
naturally occur, without intervention
Often a good starting point and used in
some applied research
Similar to, but distinct from the ParticipantObservation method in Anthropology
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Case History
Biographical information pertaining to
a single individual, obtained
retrospectively and often throughinterview
Mostly Biological, Psychodynamic andHumanistic paradigms
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Example: Phineas Gage
leaving him in a
temperamental and
unsociable state.
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Survey
Quantitative measureof responses
to questions (interview or
questionnaire) asked of a largesample
Easily done, easily distorted
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Test
Quantitative measureof
performancerelative to some pre-
established norm
E.g., mid-semester exam
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Correlation
Statistical calculationof the direction anddegree of relationshipbetween any two ormore observed variables
The coefficient of correlation, r is the mostcommon statistical measure of this relationship.
The value of r ranges from -1 to +1
Positive values indicate a direct relationship,negative values an inverse relationship
Values close to 0 indicate a weak relationship
N.B. Even when correlation is very strong, we cannot infer causality.To do so is to fall victim to the correlational fallacy
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E.g., 1. Fatigue and driving errorsstrong +ive correlation
2. Age and running speed for adultsstrong -ive correlation
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Experimental Method
Method of manipulatingone set ofvariables (independent variables: IV), whileobserving and measuring the effectonanother set of variables (dependentvariables: DV), with other factors equivalent(random and control variables)
If the DV changes significantly when we
manipulate the IV, we may infer that the IVhas a causalrelationship to the DV
Mostly Behavioural, Cognitive (e.g., TheStroop Effect) and Biological paradigms.
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slower
D.V.
faster
I.V.
Coloured bars Mismatched coloured
words
E.g., The Stroop effect
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Common Sources of Bias
(Distortion) in Research
Sampling Bias
Subject Bias
Experimenter Bias
Operational Definitions
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Sampling Bias
Is the sample studied representativeof the population of interest?
For example
Affects generalisability of conclusions
Solution: careful designdont justtest anyone/everyone
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Subject Bias
Hawthorne or placebo effectso Early (1920s) research in the applied
area of Industrial Psychology
o What environmental factors affect
worker productivity? (Hawthorne was
the name of the production company)
o The main experiment related to
workplace lighting
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Hawthorne Effect
high
D.V.:
Productivity
low
I.V.: Lighting
low high
?
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Subject Bias
Hawthorne or placebo effects
Were the subjects responding to their
expectations, rather than to theexperimental manipulations?
Remember, the experimenters were with
the subjects when changes were made
Solution: single blind research subjectsare less aware of whats going on
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Experimenter Bias
Rosenthal effects (Robert Rosenthal)o 1960s
o Initial studies were on classroomstudents
o Student experimenters observed thelearning behaviour of rats in two
conditions: dull versus smart rats
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Rosenthal Effect
high
D.V.:
Learning
low
I.V.: dull smart
rats rats
!
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Experimenter Bias
Rosenthal effects
Are the researchers influencing the
behaviours they are observing?
Favours one group over the other
Solution: double blind research
experimenter and subjects less aware of
whats going on
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Operational Definitions
Defining variables in terms of the
operations (methods) used to
observe/measure/manipulatethem
Needs to be veryclear what youare measuring
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E.g., Relaxation as measured by
- Heart rate decrease
- Brain activity - encephalograph
- Self-report scale
E.g., Perception as measured by
- Reaction time
- Self report
E.g., Intelligence as measured by
- IQ test- Self report
*** Remember the levels of control ***
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Bias overall
Obviously should be avoided
Just as importantly, shows how muchcare needs to be applied to designing,
running, andinterpreting experiments
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