Course Syllabus
PSY 490: CUE: ADVANCED RESEARCH IN PSYCHOLOGY
Spring (2013)
CONTACT INFORMATION
COURSE DETAILS
Instructor:
Dr. Gretchen Gotthard
Course
Meetings:
Office:
Moyer 224
Meeting
Location:
Email:
Phone:
ggotthard@muhlenberg.edu
[best way to reach me]
484-664-3422
Monday and Wednesday
2:00pm – 4:20pm
Moyer 26
Monday & Wednesday
Office Hours:
10:30 am - 12:00 pm
[or email for an appointment]
Blackboard:
http://blackboard.muhlenberg.edu
PURPOSE OF THE COURSE
The primary goals of this CUE are twofold. First, students will learn about a variety of phenomena and
findings in the field of human learning and memory, and will explore the methodologies used by
researchers in this field. Second, students will experience the research process firsthand and gain an
appreciation for how it advances our understanding of behavior. The research process includes a
critical reading of the literature, the formulation of problems into testable hypotheses, designing a
“good” study to test hypotheses, analysis of data, and finally interpretation and presentation of results.
This may feel overwhelming, and I won’t pretend that this is going to be an ‘easy’ course. However, I
do want to remind you that you are more than prepared to do this and I know that because you’ve all
done this before! In this course we are building on skills that you have acquired and practiced in
previous courses you’ve taken in the Psychology curriculum. You have already learned how to analyze
data in Psych Stats, and have gained practice in designing, writing up, and presenting a research
project in Research Methods. Additionally, you have repeatedly practiced critical analysis, writing, and
presentation skills in other upper level courses you have taken in your major. In Advanced Research,
we will take what you already know and build upon it to produce an interesting, well-researched study
that will add to the literature on human learning and memory.
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GOALS OF THE COURSE
Over the course of the semester, students will work to refine their critical thinking skills (via problem
solving and data analysis, critical reading and synthesis of primary literature, and group discussions),
their writing skills (via creation and refinement of a full APA-style paper), their collaborative skills (via
group learning and editorial work), and their presentation skills (via numerous individual and small
group presentation and discussion opportunities). Additionally, over the course of the semester,
students will:
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learn the major terminology used in the field of human learning and memory and be able to use it
in conversation and formal writing;
become knowledgeable about the various methodologies used to examine learning and memory;
conduct an extensive literature review on a topic related to human learning and memory;
design a study to examine that topic;
gain IRB approval and then run participants;
analyze data using appropriate statistical tests in SPSS;
write up results using APA style; and
publicly present their findings at Psychology Day (and LVAIC)
RECOMMENDED READING
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C.
Brace, N., Kemp, R. & Snelgar, R. (2009). SPSS for Psychologists (4th ed.). Mahwah, NJ: Lawrence
Erlbaum Associates, Publishers.
Articles: We will read several research articles at the beginning of the semester. You can find PDF’s of
these articles posted on Blackboard.
REQUIREMENTS OF THE COURSE

CRITICAL ANALYSES: In an attempt to spark an interest in a topic for your research project, we will
start the semester by reading 10 empirical articles. These articles cover a wide variety of
phenomena in the fields of learning and memory, and in addition to providing the fodder for
research ideas, will also give us an opportunity to work on critical analysis and synthesis skills (as
they pertain to reading and evaluating empirical literature – a big part of your final paper). All
students will be responsible for turning in ten critical analyses (one for each article we will discuss
in class). Guidelines for writing critical analyses are posted on Blackboard. Critical analyses will be
worth 50 points total (5 points for each article).
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
RESEARCH GROUPS: Students will work in groups of three to conduct an original research project
on a topic concerning learning and memory in human participants. After compiling a
comprehensive literature base, your research group will then design and run your study, followed
by data analysis (using SPSS). Finally, your research group will present the details of your study on
Psychology Day (see schedule for specific date). Much of this project will be a collaboration
between the members of your group. However, some aspects of this project need to be carried out
individually. A brief description of the assignments that will facilitate this process are as follows:
GROUP ASSIGNMENTS

Article Presentations: During several class periods, student groups will discuss a study they
have recently read that pertains to their project. The primary goals for group article
presentations are (1) for groups to have a chance to talk about the literature they’re finding
with regard to their topic, and (2) for the class to “brainstorm” and provide feedback to the
discussion leaders (e.g., potential confounds they see, or important groups that need to be
included in the design, etc.). These presentations will not be formally graded, but will
provide valuable feedback to student groups.

Methodology Presentation: Each group will give a 15-20 minute PowerPoint presentation
to the class describing their proposed study. This presentation will include (1) basic
background literature, (2) clear hypotheses, (3) very detailed Method, (4) proposed
statistical analyses, and (5) expected results. The Group Methodology Presentation will be
worth 50 points.
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Institutional Review Board: All groups will need approval from the IRB before they can
begin collecting any data. This is not a graded assignment, but rather a critical step in the
successful completion of your project. The sooner you get this done, the better. More
details will be provided in class.
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Data Collection and Analysis: All group members will participate to an equal extent during
data collection and data analysis. IMPORTANT: If a member of your group is not pulling
their weight on this project, please let me know as soon as possible, so we can remedy
the situation. You will need to solicit participants for your study from the Psychology
Department participant pool, and from other approved locations. More details concerning
participants will be provided in class. Again, no specific grade for this component will be
given, but if you don’t have data, then…?
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Psych Day “Prep” Presentation: All groups will present their Psych Day presentation to the
class prior to giving their talk at Psych Day. These presentations will not be formally graded,
but will provide extensive feedback to presenters prior to giving their formal presentation at
Psych Day.
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Psych Day Presentation: All groups are required to give a formal presentation of their
research study at Psych Day. Grades will be based on (1) organization, (2) content, (3) oral
communication skills, and (4) PowerPoint slides. More details about the presentation will be
discussed in class. Students are also strongly encouraged to present their work at the LVAIC
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Undergraduate Research Conference, which will be held at Muhlenberg this year (details
will be discussed in class). The Psych Day Presentation will be worth 50 points.
INDIVIDUAL ASSIGNMENTS
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Introduction Draft: This draft should include a clear literature review with appropriate
hypotheses. Be sure to rely heavily on the guidelines for this section (to be generated by
editorial teams…see section on editorial teams below). Be sure to spell/grammar check this
document before you turn it in. The Introduction Draft will be worth 15 points.
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Method Draft: This draft should consist of a comprehensive description of the methods
being employed in your study. Be sure to rely heavily on the guidelines for this section (to
be generated by editorial teams…see section on editorial teams below). Also, be sure to
include copies of any items/instruments being used in the study (in an Appendix). And as
always, check for spelling and grammar issues before submitting your draft. The Method
Draft will be worth 15 points.
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Final Draft: All students will submit a “final” draft of their paper that includes all
components agreed upon in the guidelines for the APA-Style paper. This draft will be
anonymously reviewed by one of your peers as well as thoroughly reviewed by me. You will
receive a “preliminary” grade, and may then choose to either (1) revise your paper for a
potentially higher grade (revisions due during finals week), or (2) make the preliminary
grade into your final grade for the paper. If you choose to revise and resubmit, it is VERY
important that feedback from your reviewers be incorporated into the final submission.
Please also submit your initial draft (along with the feedback you received) if you choose to
submit a revised draft. The Final Draft will be worth 100 points.
EDITORIAL TEAMS: Separate from your Research Group, all students will be assigned to an
Editorial Team consisting of three members. Editors will work together to produce the guidelines
that the class will use for the APA-Style paper, and will then provide reviews for key components
of these papers later. Finally, all students will serve as an anonymous reviewer for one “final draft”
written by a student outside of their editorial team. All reviews will be carried out according to a
formal “journal review” format that includes (1) an executive summary of the text, followed by (2)
major concerns and (3) minors concerns (a handout further describing how to conduct your
reviews will be distributed later in the semester). Several editor assignments will be carried out
during the semester, and are as follows:
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Paper Guidelines: What needs to be included in your full APA-Style paper? Editorial teams
will work to figure that out. Teams will generate guidelines regarding which sections need
to be included in the paper and which key components need to be included within each
section. Furthermore, teams will work to “operationally define” these key concepts (e.g.,
What makes for an excellent hypothesis statement? What does it mean to define your
population? What really needs to be in an Abstract? etc.). More details about this
assignment will be distributed in class. Each group can earn up to 10 points for this
assignment.
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Introduction Review: Each member of the editorial team will be responsible for formally
reviewing the Introduction sections for the other two members of their editorial team
(instructions for formal review will be distributed in class). Students may earn up to 15
points for each Introduction Review they complete (i.e., 30 points total)
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Method Review: Each member of the editorial team will be responsible for formally
reviewing the Method sections for the other two members of their editorial team
(instructions for formal review will be distributed in class). Students may earn up to 15
points for each Method Review they complete (i.e., 30 points total)
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Full Review (full “final draft”): Each student will be responsible for formally reviewing one
full final draft from a student who is NOT a member of their editorial team or research
group. These reviews may be anonymous, if you would prefer. Students may earn up to 30
points for the Full Review.
LEARNING OUTSIDE THE CLASSROOM (LOC): All students enrolling in Advanced Research are
required to participate in two research studies (LOC-R) being conducted by students in the
Research Methods course, or to complete an alternate assignment, if they do not want to
participate in research (see Dr. Gotthard for details about the alternate assignment). Students will
receive an LOC card on the first day of class. For IN-PERSON studies, you will obtain a stamp from
the researcher on your LOC card. Do not lose this card, because it will serve as evidence of your
participation. For ONLINE studies, simply write in the pertinent information yourself, but be sure
to select your instructor’s name from the drop-down menu at the end of the survey (and print the
debriefing form as added evidence of your participation). NOTE: You are NOT required to fill out
LOC forms (they are for PSY 101 students only). LOC will be worth 10 points total (5 points for each
study you participate in). Please see link below for more information about LOC-R requirements:
http://www.muhlenberg.edu/main/academics/psychology/learning_outside_classroom.html
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PARTICIPATION: All students are expected to come to every class and participate in class activities
and discussions. This course will be based almost exclusively on discussion and in-class activities.
If you are absent from class, you obviously cannot participate in these discussions and activities. I
understand that circumstances may arise that prevent you from coming to class. One absence will
not reflect poorly on your grade; however, frequent class absences, lack of class participation,
and/or poor group performance will result in a lower grade (by as much as a one-letter grade
reduction). Be sure to come to class and be an active participant!
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GRADING
Assignment
Critical Analyses (5 pts. each)
Article Presentations
Methodology Presentation
IRB
Data Collection/Analysis
Psych Day “Prep” Presentation
Psych Day Presentation
Introduction Draft
Method Draft
Final Draft
Paper Guidelines
Introduction Review (15 pts. each)
Method Review (15 pts. each)
Full Review
LOC (5 pts. each)
Total
Grade
%
A
94-100
A90-93
Grade
B+
B
B-
%
87-89
84-86
80-83
Points
50
0
50
0
0
0
50
15
15
100
10
30
30
30
10
390
Grade
C+
C
C-
%
77-79
74-76
70-73
Grade
D+
D
F
%
67-69
63-66
0-62
MECHANICS OF THE COURSE
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Arrive on time and be an active participant: The best way to learn in this class is to be mentally
and physically present for every minute of our class time together. It is in your best interest to
arrive on time and not leave class during our sessions together (i.e., please take care of
bathroom/water breaks prior to coming to class). If you are not feeling well or haven’t gotten
enough sleep the night before, please refrain from coming to class.
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Turn in assignments on time: It is VERY easy to get behind in a course like this, so please take
measures to stay on top of your assignments. Be sure to hand in all assignments by class time on
the designated date, unless otherwise specified. All late assignments will lose one letter grade per
day, and this includes assignments turned in after class. For instance, if you hand in an assignment
two hours after class, that will be considered late and you will be penalized one letter grade. If you
know you will not be able to come to class, turn in your assignment early. If you are late turning in
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an ungraded assignment, you will lose the opportunity to receive feedback on that assignment.
Bottom Line: Do NOT allow yourself to get behind in this class!
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Keep your cell phones OFF and packed away: The use of cell phones during class is NOT
permitted. It is incredibly disruptive to everyone when students interact with a cell phone during
class. If you are expecting an urgent call/text, please let me know before class begins and I will be
happy to make accommodations for the day. Students who use a phone during class will be asked
to put it away; if this happens repeatedly, they will be asked to leave.
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Use laptops ONLY for class-related tasks: Similar to the previous point, this should be obvious checking Facebook or your email during class is not an efficient use of our time together. I see the
value in being able to work on your laptops, so am happy to have students use them during class;
however, using laptops for anything other than class-related work will be disruptive and is not
permitted.
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Show academic integrity in your work: All work in this class is pledged work under the Academic
Integrity Code (AIC; www.muhlenberg.edu/main/aboutus/dean-academic/integrity). I have tried to
be very clear in this syllabus with regard to when it is appropriate and not appropriate to work with
members of your group on assignments for this class (see “Requirements of the Course” for specific
details), however, with all of the work you carry out this semester, it can get confusing. In a
nutshell, all “Individual” assignments must be completed on your own. You should discuss articles
with your group, design your study together, analyze your data together, and talk about possible
implications for your study as a team, BUT you must write your paper independently. The ONLY
exceptions to this include: figures and/or tables generated from your data, and instruments,
questionnaires, and/or surveys created by the group. Furthermore, plagiarism can be an
unintended consequence of writing a large paper like this. We will have at least one library
instruction session to remind us of the rules of plagiarism; however, I strongly encourage you to
contact me directly if you have any questions or concerns regarding this issue. Students found to be
breaking the AIC will receive a zero on the assignment, and depending on the circumstances, may
receive a failing grade for the class.
Additionally, in accordance with the AIC, please write and sign your name by the following
statement on all written assignments: “I pledge that I have complied with the Academic Integrity
Code in this work.” If you have any questions or concerns about how the AIC applies to work in this
class, I will be happy to discuss this with you.
 If you have a documented disability, please let me know what I can do to facilitate your learning
in this class: Students requiring special accommodations for this course must first contact the
Office for Disability Services (Director: Mrs. Pamela Moschini, Ext. 3825). Please provide me with
the appropriate documentation and I will make every effort to meet your needs.
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SCHEDULE
This is an approximate guide. Because of the nature of this course, the topics being discussed and due
dates for assignments may need to be adjusted. Please be prepared to be flexible! If changes are
made, they will be announced in class and/or via email as soon as possible.
DATE
DAY
TOPICS/READINGS
Course Overview
Jan 14
Mon RESEARCH GROUP: Discuss Learning & Memory Overview
Assignment
ASSIGNMENTS DUE
Learning &
Memory Overview
Assignment Due
ARTICLE DISCUSSIONS:
Jan 16
Wed

GROUP 1: Vaiva, G., Ducrocq, F., Jezequel, K., Averland, B.,
Lestavel, P., Brunet, A. & Marmar, C.R. (2003). Immediate
treatment with propranolol decreases posttraumatic stress
disorder two months after trauma. Biological Psychiatry,
54, 947-949.
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GROUP 2: Brunet, A., Orr, S.P., Tremblay, J., Robertson, K.,
Nader, K. & Pitman, R.K. (2008). Effect of post-retrieval
propranolol on psychophysiologic responding during
subsequent script-driven traumatic imagery in posttraumatic stress disorder. Journal of Psychiatric Research,
42, 503-506.
Critical Analyses #1
and #2 Due
RESEARCH GROUP: Literature search related to today’s articles
Jan 21
Mon MARTIN LUTHER KING, JR DAY: NO CLASS
ARTICLE DISCUSSIONS:

Jan 23
Wed
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GROUP 3: Holmes, E. A., James, E. L., Coode-Bate, T. &
Deeprose, C. (2009). Can playing the computer game
“tetris” reduce the build-up of flashbacks for trauma? A
proposal from cognitive science. PLoS ONE, 4, e4153.
GROUP 4: Schmidt, S. R. (2002). Outstanding memories: The
positive and negative effects of nudes on memory. Journal
of Experimental Psychology: Learning, Memory, and
Cognition, 28(2), 353-361.
Critical Analyses #3
and #4 Due
RESEARCH GROUP: Literature search related to today’s articles
ARTICLE DISCUSSIONS:
Jan 28
Mon

GROUP 5: Godden, D. R., & Baddeley, A. D. (1975). Contextdependent memory in two natural environments: On land
Critical Analyses #5
ad #6 Due
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and underwater. British Journal of Psychology, 66, 325-331.

GROUP 1: Goodwin, D. W., Powell, B., Bremer, D., Hoine, H.,
& Stern, J. (1969). Alcohol and recall: State-dependent
effects in man. Science, 163, 1358-1360.
EDITOR TEAMS: Start generating ideas for Paper Guidelines
RESEARCH GROUP: Literature search related to today’s articles
ARTICLE DISCUSSIONS:
Jan 30
Wed

GROUP 2: Loftus, E. F. (1975). Leading questions and the
eyewitness report. Cognitive Psychology, 7, 560-572.

GROUP 3: Levy, R. A. (1987). A method for the recovery of
mishap-related events lost to amnesia. Aviation, Space and
Environmental Medicine, 58, 257-259.
Critical Analyses #7
and #8 Due
EDITOR TEAMS: Finishing touches on Google Doc for Paper
Guidelines
RESEARCH GROUP: Literature search related to today’s articles
CLASS DISCUSSION: Paper Guidelines
ARTICLE DISCUSSIONS:
Feb 4

GROUP 4: Loftus, E. F., & Burns, T. E. (1982). Mental shock
can produce retrograde amnesia. Memory and Cognition,
10, 318-323.

GROUP 5: Gold, P.E. & Van Buskirk (1975). Facilitation of
time-dependent memory processes with posttrial
epinephrine injections. Behavioral Biology, 13, 145-153.
Mon
Critical Analyses #9
and #10 Due
Paper Guidelines
Due
RESEARCH GROUP: Literature search related to today’s articles
Feb 6
Wed Library Instruction Session
Feb 11
GROUP ARTICLE PRESENTATIONS: All groups present one article and
Mon describe how it relates to their potential topic
EDITOR TEAMS: Discuss progress on Introduction sections
Feb 13
Wed
GROUP ARTICLE PRESENTATIONS: All groups present one article and
describe how it relates to their potential topic
RESEARCH GROUP: Finishing touches on Methodology
Presentations
Bring one article
that relates to
potential project
Bring your current
Intro section
Bring current
Methodology
Presentation
Feb 18
Mon Group Methodology Presentations
Methodology
Presentations Due
Feb 20
Wed RESEARCH GROUP MEETINGS
Introduction Draft
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Due (by midnight)
Feb 25
Mon RESEARCH GROUP: Finishing touches on IRB form
IRB Submission
Due (by midnight)
Bring your current
Method section
Feb 27
Wed EDITOR TEAMS: Discuss progress on Method sections
Mar 4
Mon SPRING RECESS: NO CLASS
Mar 6
Wed SPRING RECESS: NO CLASS
Mar 11
Mon RESEARCH GROUP: Data Collection and Statistical Analysis
Mar 13
Wed RESEARCH GROUP: Data Collection and Statistical Analysis
Mar 18
Mon RESEARCH GROUP: Data Collection and Statistical Analysis
Mar 20
Wed RESEARCH GROUP: Data Collection and Statistical Analysis
Mar 25
Mon RESEARCH GROUP: Data Collection and Statistical Analysis
Mar 27
Wed RESEARCH GROUP: Data Collection and Statistical Analysis
Apr 1
Mon EASTER RECESS: NO CLASS
Apr 3
Wed EDITOR TEAMS: Discuss progress on Final Drafts
Apr 8
Mon Individual work to put finishing touches on Final Paper
Apr 10
Wed Individual work to put finishing touches on Final Paper
Apr 15
Mon RESEARCH GROUP: Work on Psych Day Presentation
Apr 17
Wed RESEARCH GROUP: Work on Psych Day Presentation
Apr 22
Mon Psych Day “Prep” Presentations
Apr 24
Wed Psych Day “Prep” Presentations
Apr 29
Mon Last Minute Details for Psych Day
Apr 30
Tues
May 1
Wed Course Wrap-Up
Finals
Week
Introduction
Reviews Due (by
5pm)
Method Draft Due
(by midnight)
Method Reviews
Due (by 5pm)
Bring your current
Final Draft
Final Draft Due (by
midnight)
Full Review Due (by
5pm)
PSYCH DAY PRESENTATIONS
Revisions Due
(date TBA)
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