Syllabus
Course: Psychology 280 (schedule #22613-22615 Sections 4-6); Statistical Methods in Psychology
Course Description: Quantitative methods in psychology for producing, analyzing, and interpreting data. Sampling,
basic research designs, describing distributions, correlation, regression, applications of normal probability curve,
confidence intervals, and tests of significance. Analysis and interpretation of data using statistical, spreadsheet, and
word processing software. Students with credit or concurrent registration in the following lower division statistics
courses will be awarded a total of four units for the two (or more) courses: Psychology 280; Administration,
Rehabilitation and Postsecondary Education 201; Biology 215; Civil Engineering 160; Economics 201; Political
Science 201; Sociology 201; Statistics 119 and 250.
Prerequisites: Psychology 101; satisfaction of the Entry-Level Mathematics requirement. Proof of completion of
prerequisites required: Copy of ELM score or verification of exemption.
Credit: 4 units
Quarter: Spring, 2015
Time: Tuesday and Thursday, 2:00-3:15 pm
Location: SSW-1500
Instructor: Dale N. Glaser, Ph.D.
Phone: 619-220-0602
Office Hours: By Appointment
E-Mail: glaserconsult@sbcglobal.net (preferred contact email)
Or (dglaser@mail.sdsu.edu)
Lecture
Labs
Meets in SSW-1500
Meets in GMCS-428
Section 1
Section 2
Section 3
T Th 2:00 - 3:15 pm
“ “
“ “
Section 4
Section 5
Section 6
W: 10 - 11:50 am
W: 12 – 1:50 pm
W: 12 – 1:50 pm
You must be registered for one PSY 280 section and its linked Lab section to take this class. We will
force drop anyone who is not enrolled in both courses or who does not attend all labs the first week of
class.
TA:
E-mail:
Office
Location:
Office
Hours:
Chelsea French (Sec. 5)
cfrench@mail.sdsu.edu
Sean Tang (Sec. 4)
Justine Zimiles (Sec. 6)
stang@mail.sdsu.edu jzimiles@mail.sdsu.edu
GMCS 426A
GMCS 426A
GMCS 426A
M 11 am – 1 pm
M 12 – 2 pm
T and Th 10 – 11 am
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Background
A cursory read of a daily newspaper or weekly news magazine will find some type of reporting of data and statistics.
For instance, in 7/17/14 LA times an article titled: Big jump in number of millennials living with parents reported
indicated that “A record 57 million Americans, or 18.1% of the population, lived in multigenerational arrangements in
2012, according to the Pew Research Center. That's more than double the 28 million people who lived in such
households in 1980”. Or in 7/22/14 edition of LA Times: “Pay raises for recent college grads far below average”
detailing that salaries for recent college graduates have risen at less than half the pace for all U.S. workers since the
recession, an analysis by the Federal Reserve Bank of San Francisco found…..[it was] found that median earnings for
recent college graduates rose only 6% between 2006 and 2013, compared with 15% for the workforce at large.”
In the LA Times (5/29/13) article: More women than ever are breadwinners pointing out that ”two years ago, more
than 40% of American households with children relied on a mother as their biggest or only source of income---a
massive jump from 11% of families in 1960” (A9). In a 5/24/13 article in the LA times “three in four U.S. workers
say they intend to work past retirement age” Or in the SD Union on 8/6/2012 "51% of employees admitted to
swearing in the office. Of those, 95% said they do it in front of their colleagues, and 51% in front of their boss"
(implications for promotion?). And in a 7/12/13 LA Times article titled “Smartphones are used in surprising places,
study finds”: “3 in 4 U.S. smartphone users surveyed said they are within five feet of their devices most of the
time....more than a third said they use their devices at movie theaters, and 12% said they use them in the shower….but
perhaps most unusual is the act that 1 in 11 users said they have used Smartphones________....12% believe their
smartphone gets in the way of their relationships”.
From a lead article in Time Magazine titled "The Pursuit of Happiness" (7/2013) the following statistics are
enumerated:
1. People who dwell on the past and future are less likely to be happy than people who concentrate on the
present
2. 1/4 of single people believe married people have more boring social lives
3. A bad job is better than no job: previously out-of-work people are happier even if a new job has poor pay
and hours.
4. 11% of Americans have experienced depression by the age of 18.
5. One-third of Americans say they want to earn significantly more money
6. 1 in 3 stressed Americans copes by shopping
7. Half of couples cohabit before getting married
8. 62% of new mothers are part of the American workforce
9. Teens watch about four hours of TV each day, Adults five: Reality programs like American Idol dominated
ratings in 2012
10. Self-improvement products are now a $10 billion industry
11. 23 million American use 4,000 online dating services each month.
12. Homeowners aren’t any happier than renters. They are more likely to experience stress and pack on extra
pounds, perhaps as a result.
And in regards to: Does text messaging harm students' writing skills? [http://www.edutopia.org/poll-textmessaging-writing-skills] partial results as follows:
(1) Yes. I believe students are carrying over the writing habits they pick up through text messaging into school assignments.
54% (1580 votes)
(2) Maybe. Although text messaging may have some impact on how students write, I don't think it's a significant problem.
18% (522 votes)
(3) No. I believe students can write one way to their friends and another way in class. They can keep the two methods separate.
25% (728 votes)
Thus, valuable information can be gleaned from the daily statistics we obtain from the many surveys and research
projects conducted; information that can be parlayed into policy and action. However, it is just as important to be a
critical consumer of the data, and not fall into the trap of believing every article, blog, or reporter that starts off their
commentary with: "research suggests.......". In fact, a 7/27/05 article in the SD Union has the ominous title: "Science
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Unbecoming.....misconduct allegations suggest rise in faked data, phony patients and other dubious inventions". A side
article reports that "a new set of federal rules is now in effect, placing the onus for identifying, investigating and
reporting allegations of scientific misconduct on universities and institutions" (pg. F2). And one of the premier
medical journals (i.e., New England Journal of Medicine) has made it a requirement that all authors who submit
articles divulge their funding source. It is inarguable that data plays a integral part in our lives (whether we know it or
not!!); therefore, developing skills for interpretation of data is critical.
Course Learning Objectives
. The primary goals, course learning objectives, and outcomes are as follows:
1. Select appropriate statistical tests. Understand which types of circumstances dictate/warrant the use of one
technique over another.
2. Conduct analysis by hand-calculation and/or computer software (e.g., SPSS). Learn how to select proper
statistical tool via general statistical software.
3. Interpret statistical results properly. Show capability in interpreting statistical output.
4. Understand implications of statistical findings and limits of generalizability/representation of data.
5. Write up analyses in APA style, including the reporting of results
6. Apply statistical thinking to everyday life (e.g., health and politics) and, as well, ethical issues related to
statistical reporting.
Student Learning Objectives
In addition to course objectives, the following goals for the Psychology Undergraduate Curriculum will be covered.
1.
2.
3.
4.
5.
Formulate scientific questions using operational definitions (SLO3.1)
Generate appropriate methodological techniques for testing specific hypotheses (SLO3.2)
Identify the factors required to make causal inferences about relationships between variables. (SLO3.4)
Explain correctly such terms as mean, median, standard deviation, and statistical significance (SLO3.8)
Understand and interpret appropriately t, F, r, and r squared. (SLO3.9)
Helpful Hints/Platitudes
First of all you will find that the mathematics required for this course is not overwhelming; in fact, basic arithmetic
(i.e., adding, subtracting, deriving square roots, etc.) is the rule here. However, it is essential that you keep up with the
logic of the derivations as well as the concepts behind them, which will be discussed in-depth in the classroom. Hence,
leading to my second point. Given the cumulative nature of this class, it has been my experience that those who are
somewhat ‘random’ (which you will find out later in the course is not synonymous with "haphazard"!!!) in their
attendance, will encounter some difficulties if they attempt to learn the material solely through reading/relying on the
text. It is the combination of the lecture and examples drawn in class that serve in amplifying and reinforcing the
material in the text.
Again, I want to reiterate that the mathematics itself is not unduly complicated. Rather it is the logic that starts to
become a bit complex, especially when we get to hypothesis testing. And it has been my experience that those who
tend not to attend, and /or anticipate relying on their own resources to learn the material will not achieve an optimal
performance in this class.
General etiquette!!: For the consideration of others please turn off and/or do not use any electronic devices (i.e.,
texting, surfing the web, sending emails, etc.) during class instruction; if you have the compelling reason (i.e.,
emergency) to do so please excuse yourself from the class. Thank you!
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
Students with disabilities: If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact Student Disability Services at (619)
594-6473. To avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not retroactive, and that
accommodations based upon disability cannot be provided until you have presented your instructor
with an accommodation letter from Student Disability Services. Your cooperation is appreciated.

Academic dishonesty: The Student Code of Conduct is online at http://www.sa.sdsu.edu/srr/conduct1.html.
The academic dishonesty code specifies actions for behaviors such as cheating on tests, plagiarism, and/or
inappropriately collaborating with others. I will enforce the code in the course; cheating or other violations
will result in appropriate penalties, including a failing grade on the assignment or in the course, and the
reporting of that incident to the Office of Student Rights and Responsibilities. Students have the right to appeal
such action in accord with the due process.
Course Requirements
1) Given the comprehensive (and cumulative) nature of the curriculum, attendance is strongly encouraged and should
be adhered to per school policy. As a supplement, powerpoints from the publisher that correspond to each of the
lectures up to the exam will be posted on Blackboard (BB). Also, I have created a word document of notes that
corresponds to each of the chapters that is continuously updated each lecture; if you would like a copy, please email
me at glaserconsult@sbcglobal.net and I will be happy to forward the notes to you.
2) In class exams (3). Mixture of multiple choice, calculation, and essay. Material on the exam will come from text,
handouts, and lecture. Examinations will be closed book but formulas and statistical tables will be provided during
the test. And do not forget your calculator, but nothing preprogrammed!! Please bring Scantron 882-E (Green) to
each test.
Note: cell phones will not be allowed in lieu of calculators, so please don't forget to bring your calculator for
the tests. You will not be permitted to exchange/share calculators during the exam.
3)
Lab Homeworks. The TA’s will be assigning and grading homework corresponding to the lecture.
Other Coursework Notes
Makeup assignments: Makeup assignments are given in very rare circumstances. If you know you will miss an
assignment due to official university business or a religious holiday, please contact me as far in advance as possible (at
least 2 weeks) to make arrangements. If you are sick or if there is a family emergency, I will require documentation in
order to allow you to make up work.
Safety
To be prepared for emergencies, each student is responsible for becoming familiar with the evacuation plan specific to
each classroom. The evacuation plan is posted within each classroom and should be examined on the first day of class.
Grading
65% will be accorded for the three exams (195 total points) and 35% (adjusted to 105 points) for the Lab assignments.
The breakdown is as follows with total possible points = 300.
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% of grade Points
test1
20
60
test2
20
60
test3
25
75
lab
35
105
100
300
Test Breakdown:
Test 1 & 2
12 MC-24 pts
2 calcs-essay/1 output-36 pts
Test 3
15 MC-30 pts
2 calcs-essay/1 output-45 pts
Grading will be commensurate with school policy and is defined below (though contingent on the obtained distribution
of scores, there may be some modification to the grading structure). In the event of an emergency situation, make-up
of tests will be granted but only when notification is provided prior to test administration. Extra credit will not be
provided in this course!
90% - 100% = A
86% – 89% = A82% - 85% = B+
77 - 81% = B
74% - 76% = B71% - 73% = C+
67% -70% = C
63% - 66% = C59% - 62% = D+
55% - 58% = D
51% - 54% = D0% -5 0% = F
Course Materials
Textbook:
- Gravetter, F.J, & Wallnau, L.B. (2013). Statistics for the Behavioral Sciences (9th Edition).
The text can be purchased as a bundled product at the bookstore or alternatively it can also be purchased with
Aplia online (i.e., as online text). For those interested in buying online, a note will be appended on
Blackboard with purchasing instructions.
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Course Website on Blackboard:
- Look for PSY270-CX-Spring2015: Combined sections, not individual section links
- Class lectures will not be available on the web. Handouts (e.g., statistical tables and in-class
problems/examples (from t-test on)) and lab assignments will be posted.
Calculator: You will need a scientific calculator. A basic version with a square and square root function is sufficient.
Cost will not be prohibitive (e.g., at Staples can purchase TI-30XA (Texas instruments) for < $12.00).
Day
Date
Lecture Topic*
Skip in Book
RESEARCH METHODS & DESCRIPTIVE STATISTICS
Th
1/22 Ch 1. Introduction to Statistics
Real limits (throughout book)
Ch. 1 (con't); Ch 2. Frequency
Tu
1/27 Distributions
Stem-and-leaf plots
Th
1/29 Ch 3. Central Tendency
Median for continuous variables
Tu
2/3
Ch. 3 (con't); Ch 4. Variability
"Computational" formulas
"
"
Th
2/5
(throughout book)
LOGIC BEHIND INFERENTIAL STATISTICS
2/10 Ch 5. Z-scores: Location of Scores and
Standardized Distributions
Tu
(Read all)
Th
2/12 Ch. 5 (con't); Ch 6. Probability
(Read all)
Ch 7. Probability and Samples: The
Tu
2/17 Distribution of Sample Means
(Read all)
INFERENTIAL STATISTICS FOR TO TEST ONE OR TWO MEANS
Th
2/19
Ch. 7 (con't); Exam Review
Exam I (Chapters 1-7) Bring Scantron #
Tu 2/24 882-E (green)
INFERENTIAL STATISTICS FOR TO TEST ONE OR TWO MEANS
Ch 8. Introduction to Hypothesis Testing
Directional 1-tail hypotheses
(throughout book—though will
Th
2/26
discuss briefly in class)
Ch. 8 Introduction to Hypothesis Testing
Tu
3/3
(con't)
Ch. 8 Introduction to Hypothesis Testing
1-tail tests
Th
3/5
(con't); Ch 9. Introduction to the t-Statistic
Ch. 9 Introduction to the t-Statistic (con't)
(Read all)
Tu
3/10 + Confidence Intervals
Ch. 9 (con't) ; Ch 10. The t-Test for Two
(Read all)
Th
3/12 Independent Samples
Ch 10. The t-Test for Two Independent
Tu
3/17 Samples + Confidence Intervals
Ch 10. The t-Test for Two Independent
(Read all)
Th
3/19 Samples + Confidence Intervals.
Tu
3/24 Ch 11. The t-Test for Related Samples.
(Read all)
Th
3/26 Ch 11. The t-Test for Related Samples +
(Read all)
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exam review
3/30 4/3
Spring Break--No Class!!
Exam 2 (chapters 8-11) Bring Scantron #
4/7
Tu
882-E (green)
INFERENTIAL STATISTICS FOR DIFFERENCE BETWEEN SEVERAL MEANS
Ch 12. Introduction to Analysis of
Ignore formulas using T or G,
Th
4/9
Variance (ANOVA)
skip Scheffe/Tukey post hoc
tests
Tu
4/14
"
"
Th
4/16
"
"
Read for content, skip specific
Tu
4/21 Ch 14. Two-Factor Analysis of Variance
formulas/notation.
Ch 14. Two-Factor Analysis of Variance
Th
4/23 (con't)
Tu
4/28 Ch 15. Correlation
INFERENTIAL TESTS FOR PREDICTION
Th
4/30 Integration of:
Ch 15: r as Z section
thru thru Ch 15. Correlation (con't)
Ch 16: standard error of
Th
5/7
Ch 16. Introduction to Regression
estimate; multiple regression
Exam Review
and anything after
Final Exam (chapters 12, 14-16) Bring
Scantron # 882-E (green) –1300-1500
(1:00 – 3:00 pm)
Tu
5/12
* Though ordering of topics will be as listed above, contingent on progress there may be some overlap of
topics across subsequent dates.
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