Experimental Psychology Laboratory Fall, 2013 Professor T. Fikes Professor B. Smith Office: Winter Hall 338 Office: Winter Hall 334 Phone: 565-­‐6115 Phone: 565-­‐6113 Email: fikes@westmont.edu Email: bsmith@westmont.edu Office hours: Mondays& Fridays, 9:00 a.m. -­‐ 10:015 Office hours: Mondays, Tuesdays, 2:00 p.m. – a.m., Mondays 1:00 p.m. -­‐ 3:00 p.m., or by appt. 3:30 p.m.; Tuesdays, 8:30 – 10:30 a.m. OR by appointment Course web site: http://www.westmont.edu/_academics/departments/psychology/psy013.html OR www.westmont.edu>Academics>Psychology>Current Students (under Student Resources)> PSY 013 Required Readings: Texts: American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. (Make sure you have the 2nd printing.) http://www.westmont.edu/_academics/departments/psychology/documents/DescriptionofMethodsectionAPA5
thed_000.pdf Hinton, P. R., Brownlow, C., McMurray, I., & Cozens, B. (2004). SPSS explained. New York: Routledge. Kantowitz, B. H, Roediger, III, H. L., & Elmes, D. G. (2006). Experimental psychology (9th ed.). Belmont, CA: Wadsworth. Articles: Empirical articles and readings for each lab as assigned by the instructors Empirical articles for lab report introductions (minimum number as assigned by instructors) Course Requirements: Readings Read the appropriate sections of your texts and assigned articles before you come to lab, so that you are prepared to think and write about, and discuss the laboratory exercise with the rest of the class. In addition, if you have questions about a theory, concept, or lab procedure, you can then ask at the appropriate time (e.g., before beginning the procedure). Participation & Attendance are required for three reasons. First, the lab serves as a way to acquaint you with some of the methods used in psychological research, and introduce you to various areas of research in psychology. Second, the labs provide additional practice in thinking scientifically about behavior and practicing your statistical and experimental design skills. Third, we have a relatively small number of people in the lab. Ideally, we want to use your data from each lab exercise to illustrate results. If you miss lab, less data are available, so your participation is important for your classmates' learning as well as your own. Lab begins promptly at 1:15 or 3:15 p.m., depending on the section in which you are enrolled. In order to participate in the day's lab exercise, you must be in your seat and ready to work by that time. This means having a notebook and pen out ready to take notes, with computer on, but no applications open. Please plan to get to lab a few minutes early, so you are prepared to work when class begins. APA Template. This document will be the foundation of your lab reports in the course. Begin with the APA summary paper that you wrote in PSY 001. Re-­‐read the relevant portions of the APA manual. Using the MSWord instructions at the departmental web site (go to APA Template link at PSY 013 web site), either revise your paper or construct a new document using correct APA format and correct MSWord formatting. Submit this MSWord document via email to box.com. Name the document: lastname_template.docx (e.g., smith_template.docx). If you do not have MSWord, you must save the document as .rtf. Laboratory "Reports" will be written in APA style with a title page (including author note), abstract, one or two complete sections of a lab report as noted in the assignment schedule, a graph or table of the results (as assigned in lab), a list of references cited, and a short description for the remaining sections of the lab report (2-­‐3 sentences). Your grasp of the material and ability to communicate your understanding clearly and concisely, with the appropriate voice will comprise about 50% of the grade, and your knowledge of APA format will make up the remainder of the grade. All graphs and tables must be computer-­‐generated, formatted in APA style, and submitted as pdfs to box.com using email. Again, use the naming convention of lastname_labname.pdf (e.g., fikes_stroop.pdf). 2
You will need to find, read, and cite sources for the introductions of the lab reports. Depending on the lab assignment, you will find a number of related articles (number will be announced in lab) by searching the last 5-­‐40 years of PsycInfo. You may not be able to find appropriate research reports in our library, so do your research early and order your articles through interlibrary loan immediately. If you have a question about whether a research article is appropriate to use, please ask! Lab reports are usually due one week after the lab discussion. Three (3) points per day will be lost when they're turned in late. Digital Etiquette: Electronics Please turn off your cell phones and MP3 players and so on before lab. Texting or answering calls during lab is not acceptable. A ringing cell phone is distracting which can change task performance of yourself or others. Computers Computers are one of the primary tools we will be using in the lab, but the use of a computer during lab to do anything other than complete lab tasks, like check email, facebook, work on other assignments, surf the internet, and so on, is not acceptable. Please use your time well in lab to work on your PSY 13 assignments, whether they be discussion, data entry and analyses, library research, figure construction, or report writing. Academic Honesty: All computer and written assignments must be completed independently-­‐-­‐no collaborating; that is, no "working together." You may discuss what should be included in a particular section of a lab report before any writing, data entry or analysis is done, but the final product must obviously and clearly be the work of one person. Each person must create his or her own computer data files, charts (graphs) and tables, word processing files, and print out and turn in his or her own creations. Students who are involved in "working together," who receive "help" from other sources when it is not appropriate, or who plagiarize, can earn penalties that range from an F on the assignment to an F in the course, at the instructors' discretion. Additional penalties may include suspension or expulsion from the college. Plagiarism To plagiarize is to present someone else's work—his or her words, line of thought, or organizational structure—as your own work. Another person's "work" can take many forms: printed or electronic copies of computer programs, musical compositions, drawings, paintings, oral presentations, papers, essays, articles or chapters, statistical data, tables or figures, etc. In short, if any information that can be considered the intellectual property of another is used without acknowledging the original source properly, this is plagiarism. Please familiarize yourself with the entire Westmont College Plagiarism Policy. This document defines different levels of plagiarism and the penalties for each. It also contains very helpful information on strategies for avoiding plagiarism. It cannot be overemphasized that plagiarism is an insidious and disruptive form of academic dishonesty. It violates relationships with known classmates and professors, and it violates the legal rights of people you may never meet. First and second instances of minimal plagiarism (in a student's career at Westmont) will result in Fs on the assignments until they are redone satisfactorily. The maximum grade on the first rewritten assignment is one letter grade lower (e.g., B+ to C+) than it otherwise would have earned. The maximum grade on the second rewritten assignment is two letter grades lower (e.g., B+ to D+) than it otherwise would have been. The third instance of minimal plagiarism will be considered substantial plagiarism and the consequences for substantial plagiarism, as described in the Westmont College Plagiarism Policy, will be applied. In all cases of plagiarism, a report will be submitted to the Provost's Office documenting the incident. Grades will be based on the following point breakdown: Task Points Per Item Points Possible APA Template 10 10 Lab Reports (which includes 25 150 participation in exercise & discussion) Other possible assignments TBD TBD Total: ~160+ These scores will comprise 35% of the grade in the course. 3
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Learning Goals and Outcomes for PSY-­‐013L The College and the Department each maintain separate but overlapping list of goals and outcomes for our students. Each psychology course is designed not only to develop the skills and knowledge appropriate to that course, but also to help students develop toward these goals. Although most of our courses are designed to contribute to all of our goals, some courses focus more particularly on one or a few. PSY-­‐013 focuses on the specific departmental goals checked in the list below:  Knowledge Base. Our students will be able to articulate both (a) the structure of the academic discipline of psychology and (b) the key elements of content within a wide variety of areas within psychology, integrating them with each other. Students will also be familiar with career/vocation options in psychology and psychology-­‐related fields.  Scientific Research Methods and Skills. Our students will be able to recognize, describe, and implement a variety of research methods and skills common to the psychological sciences.   Written and Oral Communication. Our students will be able to write and speak in genres appropriate to the academic discipline of psychology. Values and Character. Our students will value, appreciate, and welcome, through understanding and demonstrative action, a. scientific methods. Students will see empirical, evidence-­‐based methods as essential and as complementary to other methods of knowing. b. ethics. Students will be committed to high ethical standards, including professional, discipline-­‐specific domains and their own personal lives. c. faith. Students will be able to articulate the interactions between psychology and faith. d. openness to experience. Students will understand the importance and desirability of a diversity of experiences, perspectives, and backgrounds (including ethnic, sociocultural, and gender diversity). They will embrace ambiguity, being comfortable without closure or black-­‐and-­‐white answers, and valuing questions as much as answers. Applications. Our students will apply psychological principles, knowledge, and skills to their own lives and to the transformation of their worlds. Domains to which these are applied include: a. personal (personal development, relationships, personal experience, etc.) b. community and societal/global concerns and issues c. integration with other academic disciplines PSY-­‐013 thus focuses on developing a knowledge base in the experimental methods of psychology; on honing critical thinking through the application of scientific skills and methods; on further developing scientific writing through multiple APA-­‐style empirical research reports on the experiments conducted in lab; and on developing values, character and questions of the Christian faith as we explore the ways in which we can responsibly and effectively study behavior in living organisms. The psychology department has identified specific, assessable learning outcomes for each of the departmental goals (in parentheses below), and has associated each outcome with a college-­‐wide goal (identified in bold below). Learning outcomes most pertinent to PSY-­‐124 are checked in the list below:  Knowledge Base: Demonstrate the ability to identify, recognize, or otherwise articulate key elements of content (e.g., core concepts, theories, and individuals) within a wide variety of areas in psychology. (Goal: Knowledge Base)  Competence in Written and Oral Communication: Write efficiently, creatively, and competently using APA style in both theoretical/review and research report genres. (Goal: Written and Oral Communication) 5
    Christian Understanding/Practices/Affections: Demonstrate ability to identify important contemporary areas of overlap between psychology and Christian theology and spirituality, and are both affectively positively disposed towards them and inclined towards practicing them. (Goal: Values and Character) Critical and Interdisciplinary Thinking: Demonstrate ability to recognize good vs. bad experimental designs, theories, and arguments in psychology, and also reasoning linking psychology to other disciplines. (Goal: Scientific Thinking, Methods, & Skills) Research and Information Literacy: Use disciplinary and general-­‐purpose databases and search engines effectively and efficiently to refine research questions in psychology and identify extant answers within the literature; and they recognize and apply appropriate disciplinary methods to further address these questions. (Goal: Scientific Thinking, Methods, & Skills) Diversity and Global Awareness: Engage as active global citizens with an awareness of cultural diversity, one’s own culture/s, and the responsibility of self towards others. (Goal: Values and Character) Active Societal/ Intellectual/ Engagement: Engage as active agents in their local communities, bringing their intellectual and academic abilities and interests to bear on improving the lives of those around them. (Goal: Applications) Creative Expression: Recognize the creative aspects of theory construction, experimental design, application and collaborative work in psychology, and demonstrate such creativity in their own disciplinary work. (Goal: Scientific Thinking, Methods, & Skills) We encourage students to visit the departmental web page and talk with their academic advisors for more information about learning outcomes and goals, and about the structure of our curriculum. 5
Laboratory Readings and Assignment Due Dates Week # Date Readings & Other Preparation for Lab 1 Aug 29 For next week's assignment (APA template): Read APAPM, pp. 23-­‐59 EP, Ch. 5 2 Sep 5 Stroop (1935), 2nd Expt. [PsycInfo]; EP, Ch. 7, pp. 190-­‐198; Ch. 8, pp. 208-­‐219 SE, Ch. 1, 2, 3, 7 (pp. 114-­‐122) 3 12 Empirical articles as assigned (see lab handout) EP, Ch. 6, 15 (pp. 295-­‐311) APAPM, Review Introduction & Method requirements; Bring Qs to class or office hours 4 19 SE, Ch. 15; Review Ch. 7 5 26 Take Personality Inventories 6 Oct 3 Take Personality Inventories Empirical articles as assigned (see lab handout) EP, Ch. 12 APAPM, Review Results & Discussion requirements 7 10 SE, Ch. 15, 16 8 9 10 11 12 13 14 15 17 Empirical articles as assigned (see lab handout) EP, Ch. 9, Appendix B (pp. 477-­‐485) APAPM, Review Introduction & Discussion requirements 24 Empirical articles as assigned (see lab handout) EP, Review Ch. 9 31 SE, Ch. 9, especially pp. 137-­‐149; 151-­‐155 Nov 7 Empirical articles as assigned (see lab #6 handout) APAPM, Review Results requirements 14 EP, Ch. 4, 13 21 EP, Review Ch. 13 SE, Review Ch. 7, 11, 15 28 APAPM, Review Abstract & Figure requirements Dec 5 Lab Activities Assignment that’s Due Introduction to Laboratory Procedures; Discuss template for APA papers Lab #1: Perception & Attention: Stroop Effect Lab #1: Analysis & Interpretation of Results APA template in .doc format Lab #2: Psychophysics: Lexical Decision & Signal Detection Theory Lab #2: Analysis & Interpretation of Results for Lexical Decision task Lab #2: Analysis & Interpretation of Results for Lexical Decision task Lab #3: Personality Characteristics Report on Lab #1: Stroop Effect in .pdf format; Focus on Intro & Method Lab #3: Analysis & Interpretation of Results for Personality Characteristics Lab #4: Animal Learning: Fear Conditioning Report on Lab #2: Lexical Decision in .pdf format; Focus on Results & Discussion Lab #5: Human Learning: Fear Conditioning Labs #4 & 5: Analysis & Interpretation of Results for Fear Conditioning Discuss creation of posters for Labs #4 & 5: Animal & Human Fear Conditioning Lab #6: Social Psychology; IAT Logic Lab #6: Social Psychology; IAT (Take IAT & Train as Experimenters) Report on Lab #3: Personality in .pdf format; Focus on Intro & Discussion Lab #6: Analysis & Interpretation of Results for IAT THANKSGIVING Synthesis and summary of semester Poster on Labs #4 & 5: Fear Conditioning in .pdf format; Focus on Results section Report on Lab #6: Social Psychology in .pdf format; Focus on Abstract & Figure 6
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