Research Methods in Clinical Psychology CCPX 5533 Isaac Galatzer-Levy, Ph.D. firstname.lastname@example.org This course will introduce students to design and quantitative methodologies that are used to conduct research in clinical psychology. Students will be introduced to the theory and practices of study design, data collection, and data analysis. The class will be structured around common areas of study in psychology including cognition, emotion, memory, psychopathology, and treatment. Grading: 15% Class participation: Students will be expected to attend class regularly and to stay current on readings. Students can expect to be called on with specific questions about the reading. Attendance is mandatory. Accommodations due to excused absences will be made on a case by case basis. 25% Midterm Exam: The midterm will consist of specific questions on experimental and quasi experimental design covered in Campbell & Stanley. 35% Weekly assignment: Weekly assignments will consist of either a) a weekly response to an assigned article for the week or b) completion of a weekly statistics assignment (in the second half of the semester). If more than one article is assigned, students must write a response that integrates both articles. All weekly assignments are due at the beginning of class. Each late or missed assignment will result in a 5% reduction in the final grade up to -35%. 25% Final Paper: Students will be asked to identify and refine a unique research interest. The final paper should be a detailed research proposal including 1) key hypotheses; 2) specific aims of the research students intend to conduct; 3) design of data collection; 4) basic data analytic plan. Student’s research proposal should be realistic using a method and budget that is reasonable for student research. Student’s do not have to execute the research project, just design it. However, the project should be one that is within reach for the student to execute. Reading Assignments: 1. The Mismeasure of Man- Stephen Jay Gould 2. Experimental and Quasi-Experimental Designs for Research – Donald Campbell & Julian Stanley 3. Students can expect to read 2-3 empirical articles per week. Students should focus on the methodology employed by the investigators. Week 1: Reading: Introduction to Research Methods in Clinical Psychology/ How to read a research article. Week 2: Reading: The Mismeasure of Man, Chapter 3-4 Galatzer-Levy, I.R., Bryant, R.A. (2013) 636,120 Ways to Have Posttraumatic Stress Disorder. Perspectives in Psychological Science 8(6), 651-662. Week 3: Reading: The Mismeasure of Man, Chapter 5-6 Campbell & Stanley: Problems and Background, (pp. 1-6) Week 4: Reading: Campbell & Stanley: Three Pre-Experimental Designs, (pp. 6-12) Loran, N.F., McDonnell, M.H.M., Loewenstein, G.(2011). What constitutes torture? Psychological impediments to an objective evaluation of enhanced interrogation tactics. Psychological Science, 22 (5), 689-694. http://pss.sagepub.com/content/22/5/689.short Week 5: Reading: Campbell & Stanley: Three True Experimental Designs, (pp. 13-23) Payne, J.D., Kensinger, E.A. (2010). Sleep’s role in the consolidation of emotional episodic memories. Current Directions in Psychological Science, 19, 290-295. http://cdp.sagepub.com/content/19/5/290.short Loftus, E.F., Hoffman, H.G. (1989). Misinformation and memory, The creation of new memories. Journal of experimental psychology: General, 118, (1), 100-104. http://psycnet.apa.org/psycinfo/1989-24881-001 Week 6: Reading: Reading: Campbell & Stanley: Three True Experimental Designs, (pp. 24-33) LeDoux, J.E. (2012) Rethinking the Emotional Brain. Neron Week 7: Reading: Reading: Campbell & Stanley: Quasi Experimental Designs, (pp. 33-49) Lieberman, D., Pillsworth, E.G., Haselton, M.G. (2011). Kin affiliation across the ovulatory cycle: Females avoid fathers when fertile. Psychological Science, 22 (1), 13-18. http://pss.sagepub.com/content/22/1/13.short Week 8: Review of Experimental and Quasi-Experimental Design. Week 9: Midterm Exam Week 10: Beginning of Statistical Methods Reading: Things I have learned (so far). J Cohen - American Psychologist; American Psychologist, 1990 Week 11: Reading: The earth is round (p<. 05). J Cohen - American psychologist, 1994 Assignment: Generate histograms and report Mean, Median, Mode, Skewness, Kurtosis, minimum, and maximum for each continuous variable. Provide pie charts and frequencies for each categorical variable. Data Source: http://www.ats.ucla.edu/stat/spss/faq/scatter.htm Week 12: Reading: Belief in the law of small numbers. A Tversky, D Kahneman - Psychological Bulletin; Psychological …, 1971 Assignment: 1. Generate scatter plot with regression line and Pearson’s bivariate correlation and r2 for all combinations of two continuous measures of academic performance. Instructive Video’s: Scatter Plot: https://www.youtube.com/watch?v=blfflA-34pQ Pearson Correlation: https://www.youtube.com/watch?v=VOI5IlHfZVE 2. Generate frequencies of all categorical variables along with pie charts. Data Source: http://www.ats.ucla.edu/stat/spss/faq/scatter.htm Week 13: Reading: The file drawer problem and tolerance for null results. R Rosenthal - Psychological bulletin, 1979 Assignment: 1. Conduct independent samples t-test comparing all continuous measures of academic performance by gender. Report overall significance of the test. Include descriptive statistics with an explanation. 2. Conduct χ2 analysis comparing gender by type of school. Data Source: http://www.ats.ucla.edu/stat/spss/faq/scatter.htm Week 14: Reading: Feeling the future: experimental evidence for anomalous retroactive influences on cognition and affect. DJ Bem - Journal of personality and social psychology, 2011 Assignment: Conduct One-Way ANOVA comparing type of program by all continuous measures of academic performance. Conduct post-hoc LSD. Report overall significance of the test and mean differences for post-hoc test. Include descriptive statistics with an explanation. Data Source: http://www.ats.ucla.edu/stat/spss/faq/scatter.htm Week 15: Paper Due; Research Methods for pursuing a PhD Office Hours upon Request Statements: The College will make reasonable accommodations for persons with documented disabilities. Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall). Services are available only to students who are registered and submit appropriate documentation. As your professor, I am happy to discuss specific needs with you as well. Incompletes: The grade of incomplete is to be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the professor, the granting of a final grade has been postponed because certain course requirements are outstanding. If the outstanding assignments are completed within one calendar year from the date of the close of the term in which the grade of incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date that the grade of Incomplete was replaced by a final grade. If the outstanding work is not completed within one calendar year from the date of the close of the term in which the grade of Incomplete was received, the grade will remain as a permanent Incomplete on the transcript. In such instances, if the course is a required course or part of an approved program of study, students will be required to re-enroll in the course including repayment of all tuition and fee charges for the new registration and satisfactorily complete all course requirements. If the required course is not offered in subsequent terms, the student should speak with the faculty advisor or Program Coordinator about their options for fulfilling the degree requirement. Doctoral students with six or more credits with grades of Incomplete included on their program of study will not be allowed to sit for the certification exam. Columbia Email: Teachers College students have the responsibility for activating the Columbia University Network ID (UNI), which includes a free Columbia email account. As official communications from the College – e.g., information on graduation, announcements of closing due to severe storm, flu epidemic, transportation disruption, etc.—will be sent to the student’s Columbia email account, students are responsible for either reading email there, or, for utilizing the mail forwarding option to forward mail from their Columbia account to an email address which they will monitor. Academic Dishonesty: Academic dishonesty is defined as cheating, fabrication, and facilitation of academic dishonesty and/or plagiarism. Students who engage in academic dishonesty in this course will be subject to Departmental and College censure and may fail the course.