Back of the Classroom
Arleth G.
Jorge F.
Brenda D.
Mitchell B.
Alvin G.
Jose H.
Albert S.
Front of the Classroom
Alitia S.
Cindy G.
Alexis R.
Citlali S.
Juana G.
Jaime M.
David M.
Guillermo L.
Salvador D.
Bryan S.
Classroom Door
Juan P.
Armani P.
Back of the Classroom
Elijah M.
Joshua R.
Daniel A.
Livan E.
Duane W.
Leslie M.
Bianca R.
Alexys A.
Cesar Aranda.
David M.
Jorge P.
Gabrielle
Darien B.
Cesar Arroyo
Front of the Classroom
April A.
Denikko L.
Jairo L.
Jasmine R.
Ariel F.
Cristian R.
Daniela B.
Olivia T.
Richard A.
Classroom Door
9/18/2015
1) Write HW in your agenda!
-Ch 6 Notes due 9/22
-Prologue Worksheet Online
Goal(s):
 Understand types of psychological
research
Agenda:
1) Do Now
2) Unit 2 Teaching Groups

Presentations
3) Start your Online Worksheet

Get used to working on our Textbook
Website
HW: See Do Now
 Five Topics: Experiment, Correlational
Survey, Case Study
Study, Naturalistic Observation,
 Presentation includes:
1. Definition in your own words
2. Specific parts and elements of the type of research
3. TWO concrete, thought out examples
 Can be famous (look up examples) or made up
Presentation:
Work on google
slides (preferred)
or powerpoint!
Research online and/or your
book or books in the class!
 ALL parts of the type of research should be explained
-When you are finished, upload it to your google drive and share it with me at:
aprabhakar@raunercollegeprep.org
*Will start and finish presenting today. Everyone in your group must be sharing
something! Talk loud and clear – presenting clearly will be part of your grade.
 Numbered off the seating chart (A2):
Green Group: Jorge, Cindy, Jaime, Alitia
Blue Group: Brenda, Arleth, Armani, Bryan
Red Group: Salvador, Juana, David, Citlali
Orange Group: Mitchell, Jose, Guillermo
Purple Group: Alvin, Juan, Alexis, Albert
 Numbered off the seating chart (A5):
Green Group: Richard, April, Daniela, Jasmine, Duane
Blue Group: Arroyo, Joshua, Elijah, Christian
Red Group: Aranda, Ariel, Alexys, David, Jairo
Orange Group: Livan, Jorge, Gabrielle, Olivia
Purple Group: Leslie, Darien, Bianca, Denikko
9/22/2015
1) Pass HW to the front and have
Ch 6 Notes out, get out
Research Organizer
2) How was your weekend?
3) What perspective has to do
with unconscious thoughts
and feelings?
4) 5 minutes to prepare with
groups (1 chromebook)
Goal(s):
 Understand types of psychological
research
Agenda:
1) Do Now
2) Presentations (5 minutes to prepare)



Shared with me:
aprabhakar@raunercollegeprep.org
Everyone presents
Listen and take notes
3) Hand back Unit 1 Quiz
4) Start Unit 2 Notes Part 1
HW: Ch 3 Reading Notes due 10/6, Quiz
Corrections
Scientific Method Song…
Scientific Method Video…
Make observations, form theories, and then refine their theories in the
light of new observations.
Scientific theory: an explanation using an integrated set of principles
that organizes and predicts observations.
A good theory organizes the large amount of observations and
information into a short list of principles
It must produce testable predictions.
Variables Song
Only way to prove cause and effect
Terms:
Hypotheses: predictions of how two or more factors are likely to be
related.
The factor the researcher manipulates is the independent variable (IV).
The dependent variable (DV) is the behavior or mental process that is
being measured, the factor that may change as a result of manipulation
of the independent variable.
If the dependent variable changes when only the independent
variable is changed, the researcher can conclude that the change in
the IV caused the change in the DV.
Placebo Effect = a fake
treatment that in some
cases produce a real
response. A placebo is a
substance with no
known medical effects
(ex: sugar pill)
Experimental Group =
the sample that receives
the treatment
Controlled Group = the
sample that does not
receive the treatment
If we want to do an experiment to find out if
smoking causes cancer:
What are potential hypotheses?
Smoking causes cancer, etc.
What is our IV?
Smoking or not smoking.
What is our DV?
Tests to see if you have
cancer.
Smoke Filled Room Video
What is a possible hypothesis?
What is our IV?
What is our DV?
Population: all of the individuals in the
group that the experiment applies to.
Ex: If I am researching how much pop
people in the United States drink, who is
my population?
It’s difficult to study a whole population, so
researchers use samples.
Sample: a subgroup of the population
Samples save money and time. If you want
to find out something about men, you can’t
interview every single man on earth.
population
sample
Representative of the population (ex: if I want to study the
effect of eating candy on men, would women be a good sample?)
Large - the bigger the sample, the more likely it is to
represent the population
Random - everyone in the population has an equal
chance of being chosen (random selection)
When our samples involve people, they are
called participants, or less commonly, subjects.
The sample is then randomly assigned into one
of two groups:
Experimental Group
Control Group
Between-subjects design: participants in the
experimental and control groups are different individuals.
Within-subjects design: a research design that uses each
participant as his or her own control (same individuals are
exposed to both)
What type of design?
In a study of how playing an instrument effects learning, one
group plays an instrument and one does not.
To see if tutoring improves test scores, a group of students is
not tutored for the first semester and then tutored for the
second.
Operational Definition
Video
Operational definition: describes the specific
procedure used to define the research variable (how
variables will be measured)
Specific and observable way to define variables, helps
determine presence of variable.
Operational definitions make replication possible!
Replication: repeating the essence of a research study,
usually with different participants in different
situations, to see whether the basic finding extends to
other participants and circumstances.
Operational definitions are observable.
For example, an operational definition for surprise
could be:
-With the people around you
in pairs or groups of three (3
minutes), come up with an
operational definition of an
emotion.
-Do not let people around you
know the emotion you choose.
-Some emotions: sadness,
anger, contempt, disgust, fear
To eliminate bias and control confounding variables.
Confounding variables: differences between the
experimental and control groups NOT caused by the
independent variable.
You do an experiment to find out if drinking orange juice
in morning helps students stay awake.
Half your students drink juice and half do not, and then
you count the sleeping students in 1st period.
The half that drinks the juice stays awake.
What are some confounding variables?
Confounding variables
Eating breakfast
Amount of sleep
Work schedules
Health
Gender
Students’ academic ability
etc.
When we have a lot of control, we can determine cause and
effect.
EXPERIMENTS ARE THE ONLY WAY TO DETERMINE
CAUSE AND EFFECT!!!
1) If we want to do an experiment to see what the
effect of drinking caffeine on one’s math ability:
What is one potential hypotheses?
What is our IV?
What is our DV?
2) The whole group from which samples may be drawn is called a(n)
a. control condition.
b. population.
c. case study.
d. independent variable.
3) What is the difference between experimental and
control group?
9/24/2015
1) What type of design (between-
subject or within-subject)
would be used in the following:
Goal(s):
 Understand types of psychological
research
 Understand types of biases
-A researcher wanted to find out if
color of a drink affects a person’s
perception on how sweet the drink Agenda:
is. The researcher gave the
participants a “light” looking orange 1) Do Now
2) Unit 2 Notes Part 2
juice and then a “darker” looking
orange juice. He then had the
3) Naturalistic Observation Research
participants rate on a scale of 1-10
Groups
on sweetness of beverage.
2) Label the IV and DV in problem
#1
4) Work Time
5) Exit Ticket
HW: Ch 3 Reading Notes due 10/6, N.O. Data,
Experimental Design WS
I need two volunteers: one male and one female
(first two to read this and raise his and her hand)
Female student must wait outside with someone else.
During this experiment, you (everybody) must NOT
be talking/saying anything or asking questions!!
Remain silent unless asked something.
My hypothesis: women have a faster reaction time than
men.
Male student will participate first
Experimenter bias (experimenter expectancy effect): a
phenomenon that occurs when a researcher’s expectations or
preferences about the outcome of a study influence the
results obtained.
Ex: If you think that the drug in your study works really well, you
might ask participants who took the drug, “You feel better, don’t
you?”
Demand characteristics clues participants discover
about the purpose of the study, including rumors they hear
about how they should respond.
Ex: if you have two groups coming in to do a study, and the first
group tells the second everything that’s going to happen.
Single-blind procedure: a research design in which the
participants don’t know which treatment group –
experimental or control – they are in.
Double-blind procedure: a research design in which neither
the experimenter nor the participants know who is in the
experimental group and who is in the control group.
 This is done by: assigning numbers, having a 2nd experimenter
Counterbalancing: a type of experimental design in which
all possible orders of presenting the variables are included.
Divide the participants in two groups. Half of the
participants get one treatment first and the other half gets
the other treatment first
This way you can measure the effects in all possible
situations
Similar to controlled experiments, but participants are
not randomly assigned.
Ex: Male vs Female, Young vs. Old
Because of confounding variables, quasi-experiments
do NOT determine cause and effect
Correlational methods look
at the relationship between
two variables without
establishing a cause and
effect relationship.
The goal is to determine to
what extent one variable
predicts the other.
Why correlational
research? Experiments cost
time, money, and are not
very generalizable.
Important to note: Correlation is a measure of the
relationship, does not imply causation (cause & effect)
Correlation means association
Example: Ice Cream & Polio
Correlation vs Causation
observing and recording behavior in naturally
occurring situations without trying to manipulate and
control the situation
Strengths/Benefits
• Very generalizable – it can
be compared to the real
world because it IS the real
world
• Good for generating
ideas for future
research
Weaknesses/Drawbacks
• No experimenter control
• Does not
prove
cause and
effect
With a group of total 4 or less – brainstorm some topics you
can naturally observe at school.
You will pick one topic to look at.
Next, define your variables (operational definitions).
Remember that a good definition will allow a new researcher
to replicate your study.
Create a plan for collecting data (e.g. when are you
observing? Where?)
You will share out your findings to the class (be ready to
present by Oct. 6th
(TURN ME IN)
1) What type of study is both the participant and the
experimenter are unaware of who received the placebo?
2) What type of correlation is when as one variable increases,
the other variable decreases? Positive or Negative?
3) Which of the following research methods prove cause &
effect:
a. Correlation Studies
b. Naturalistic Observations
c. Controlled Experiments
d. Quasi Experiments
e. All of the above
9/28/2015
1) How was your weekend?
2) What type of correlation does US
highway fatalities and lemons have?
Goal(s):
 Understand types of psychological
research
 Understand errors in thinking
Agenda:
1) Do Now (get out Experimental WS)
2) How to do quiz corrections
3) Questions on HW? (Go over first one?)
4) Unit 2 Notes Part 3
5) Work time on N.O. Study or Worksheet
3) If we import more lemons from
Mexico would that lead to less
highway fatalaties?
HW: Experiment vs. Correlation WS
You do an experiment to find out if drinking orange juice in morning
helps students stay awake.
Half your students drink juice and half do not, and then you count
the sleeping students in 1st period.
The half that drinks the juice stays awake.
What are some confounding variables?
Confounding variables
Eating breakfast
Amount of sleep
Work schedules
Health
Gender
Students’ academic ability
etc.
Calvin wishes to collect data from two sets of subjects in a study on the
effects of exercise on personal happiness. He plans on having on group
of subjects run/walk 6 miles per week and lift weights three times a
week. He plans to have the other group simply maintain their normal
daily routines, which does not include any exercise whatsoever. Help
Calvin design his study.
Hypothesis?
IV? DV?
Experimental? Control?
Potential Confounding Variables?
Confounding Variables?
 a method of gathering information about many people’s
thoughts or behaviors through self-report rather than
observation.
 Used to draw conclusions about a population
 Participants should be representative of the population and
random!
 Pros: Generates ideas for future research and can gather lots
of data
 Cons: People may lie to make themselves seem better (social
desirability bias) and does not prove cause and effect
V
I
D
E
O
 Examining one person (or specific group) in depth
 Typically includes observations, interviews and test scores
 Pros: ethical way to research and good for generating future
research ideas
 Cons: not generalizable and does not prove cause and effect
 Example: Phineas Gage
 Example: Genie
 Must be reliable and valid
 Reliability: consistency or repeatability
 A person should be able to get the same results
 Example: Taking a personality test now and again in the spring
should give the same results
 Validity: measures what it’s supposed to
 Algebra questions would not be valid to see what you learned
in U.S. History
Absence makes the heart grow fonder
Out of sight, out of
mind
You can’t teach an old dog new tricks
You’re never too old to
Good fences make good neighbors
learn
No [wo]man is an
Birds of a feather flock together
island
Opposites attract
Seek and ye shall find
Curiosity killed the cat THESE
SAYINGS
ALL
But
then
why
do
SEEMthese
TO MAKE
other
SENSE,
IN
HINDSIGHT,
phrases
also
seem
AFTER
WE
READ
to make sense?
THEM.
Look before you leap
S/He who hesitates is
lost
The pen is mightier than the sword
Actions speak louder than
words
The grass is always greener on the other side of the fence
There’s no place like home
Classic example:
after watching a
competition
(sports,
When cooking),
you see
if you
don’t
make
a
most
results
of
Youthis
were
ahead
Iprediction
knew
would
psychological
accepted
into
this
of research,
time,
you
might
happen…
you
college/university
make
might
say,a“that
“postdiction”:
“I
was obvious…”
figured that
team/person
would win
because…”
Hindsight bias is like a crystal
ball that we use to predict… the
past.
1) Hindsight Bias - the
mind builds its current
wisdom around what we
have already been told.
We are “biased” in favor
of old information.
Example: We may stay
in a bad relationship
because it has lasted this
far and thus was “meant
to be.”
2) Perceiving order in random events – we search for
patterns in an attempt to make sense of the world around
us.
Danger: making predictions from a random series
Don’t react to coincidence as if it has meaning!!
Example: The coin tosses that look wrong because it’s
been 5 heads in a row.
3) Overconfidence
Performance: we are much too certain in our judgments;
overestimate our performance and skills
Example: Just finish this one thing on the computer before I get
to work
Accuracy: overestimate our accuracy of knowledge
Example: if you feel confident about a concept, try explaining it
to someone else
Problem in eye witness testimonies
WHEN OUR NATURAL THINKING STYLE FAILS:
Hindsight
bias:
“I knew it all
along.”
Overconfide
nce error:
“I am sure I
am correct.”
The coincidence error, or
mistakenly perceiving
order in random events:
“The dice must be fixed
because you rolled three
sixes in a row.”
Correlation coefficient: a statistical measure of the degree
of relatedness or association between two sets of data, X and
Y.
Varies from -1 to +1.
-1: perfect negative correlation (inverse: as one variable
increases, the other decreases).
+1: perfect positive correlation (direct: as one variable
increases/decreases, the other also increases/decreases).
0: No relationship
Scatterplots: visually indicates the strength and direction of
correlations
Strength of the relationship: as it gets closer to +1 or -1, the
stronger the correlation and close the dots are on the
scatterplot
Guess the Correlation Coefficients

Perfect
positive
correlation
+ 1.00
Perfect
negative
correlation
- 1.00
No
relationship,
no correlation
0.00
Explain each of the following
correlations:
There is a correlation of –0.85 between
number of hours spent watching TV and
GPA.
There is a correlation of –0.01 between
shirt color worn and scores on the ACT.
There is a correlation of +0.95 between
smoking cigarettes and instances of lung
cancer.
 An incorrect perception that two variables are related or an
overestimation about the strength of the relationship
 Stereotypes are good examples of illusory correlations.
Example: On a vacation, a person travels to a city that she or he had not
visited before and a few people there are rude to the person. The
person concludes that the people in this city are generally ruder than
people in many other cities.
Example: A woman has her purse stolen by a person of a specific
demographic. In the future, she hugs her close purse each time she
sees a person of that demographic.
 Researchers may use a null hypothesis
for a controlled experiment
 It is a prediction that the IV will have no
effect on the DV

Or that the results are just due to chance and
not the IV

Example: Listening to music while taking an
exam will not improve test scores (and any
improvement is due to chance, not the music).
In order to retake it:
Quiz Corrections! On a separate sheet of paper (staple it to your
original quiz), 3 parts:
 Write your new answer. Explain why this is the new correct answer, and
the book page number (or a note sheet: label the title and side) you got
the answer from.
 Explanations are not just because it’s the answer. Connect the answer with the
question!
We will do an example with a question from our reading quiz:
Functionalism is to structuralism as ________ is to Edward Titchener.
(A) John Locke (B) B. F. Skinner (C) William James (D) John B. Watson
OVERVIEW
Comparing Research Methods
Research
Basic Purpose
Method
Descriptive
To observe and
record behavior
Correlational
To detect naturally
occurring
relationships; to
assess how well
one variable
predicts another
Experimental To explore causeeffect
How
Conducted
Perform case
studies,
surveys, or
naturalistic
observations
Compute
statistical
association,
sometimes
among survey
responses
What is
Manipulate
d
Nothing
Nothing
Manipulate
The
one or more
independent
factors;
variable(s)
randomly
assign some to
control group
Weaknesses
No control of
variables; single
cases may be
misleading
Does not specify
cause-effect; one
variable predicts
another but this
does not mean one
causes the other
Sometimes not
possible for
practical or ethical
reasons; results
may not generalize
to other contexts
9/30/2015
Goal(s):
1) What type of correlation does the
following graph show?
 Understand types of psychological
research from a statistics point of view
Agenda:
1) Do Now (get out C or E WS)
2) HW Check: Correlation or
Experiment?
3) Unit 2 Notes Part 4
4) Statistics Worksheet
5) Exit Ticket
2) Thoughts on: Weak or strong
correlation?
HW: N.O. Data, Ch 3 Notes Due 10/6
4. Researchers used a randomly selected sample of 1000
sixth graders and found based on survey data that the more
hours of television that the children watched, the lower their
grades were on annual standardized tests.
Correlation or Experiment?
5. First time mothers who focused mindfully on the
emotional and physical changes brought on by pregnancy
had healthier newborns than mothers who did not practice
such mindfulness. In a random sample of pregnant women
chosen by Harvard University, future…
Correlation or Experiment?
We’ve done our research and
gathered data.
Now what?
We can use statistics, which are
tools for organizing, presenting,
analyzing, and interpreting data.
 Statistics: a field that involves the
analysis of numerical data about
representative samples of populations.
 Quantitative and qualitative data can be
turned into numbers to be analyzed.
 There are four scales data can be separated on:
1) Nominal: numbers
meaning.
used to name something; they have no intrinsic
 e.x. Gender; girls = 1, boys = 0; colors
cereal
of eyes; yes or no, and favorite breakfast
2) Ordinal: order in measurement
 Winners in a race can be ranked 1st, 2nd, 3rd, etc.
 Low, Medium, High; Top 10 cities
3) Interval: there is a meaningful difference between each of the numbers.
 e.g. temperature
4) Ratio: when a meaningful ratio can be made with two numbers; has an absolute
0.
 e.g. weight, volume, distance, money
Video Help
Least Meaningful to Most
What scale are the following data on?
GPA
Grade level (9th, 10th, 11th, 12th)
Degrees in Celsius
Race represented by # (e.g. Black = 1; Latino = 2, etc.)
A clock
Descriptive statistics: numbers that summarize a
set of research data obtained from a sample.
In general, descriptive statistics describe sets of
interval or ratio data.
Frequency distribution: an
orderly arrangement of scores
indicating the frequency of
each score or group of scores.
Commonly represented by a
histogram, better known as a bar
graph.
Frequency polygon: a line
graph
that replaces the bars with single
points and connects the points with
a line (a line graph).
The bar graph is one simple display
method but even this tool can be
manipulated.
Our brand of
truck is better!
Our brand of
truck is not
so different…
Why is there a difference in the apparent result?
Are you looking for just ONE NUMBER to describe
a population’s income, height, or age?
Options:
Video Help
Mode
• the most
common
level/number/
score
Mean
(arithmetic
“average”)
• the sum of the
scores, divided
by the number
of scores
central tendency:
description of the average
or most typical scores for a
set of research data or
distribution.
Median
(middle person’s
score, or 50th
percentile)
• the
number/level
that half of
people scored
above and half
of them below
• if there are 2
middle scores
 take the
halfway point!
What is the mean, median, mode and range for the following data on
soccer goals scored over several games:
3, 5, 1, 3, 0, 7, 2
range: the difference
between the highest and
lowest scores in a
distribution
normal distribution: a symmetric,
bell-shaped curve that represents
data about how many human
characteristics are dispersed in the
population.
 In a normal bell curve, median, mode,
mean are all the same.
Skewed distribution: distributions
where most of the scores are
squeezed into one end.
In very skewed distributions, the
median is a better measure than the
mean.
Here is the mode, median, and mean of a
family income distribution. Note that this is a
skewed distribution; a few families greatly
raise the mean score.
What do these gaps
indicate?
A different view, showing why the
seesaw balances:
The income is so high for some families on the
right that just a few families can balance the
income of all the families to the left of the
mean.
Variability: describes the spread or dispersion of
scores for a set of research data or distribution.
Standard Deviation: a
calculation of the
average distance of
scores from the mean
If SD approaches half
the value of the range,
scores vary greatly
from the mean (larger
the SD - more spread
out)
SD Explained
Video
For example: What
was our mean of
our soccer goal
problem again?
68% 95% 99%
If our SD for the
soccer goals in our
previous problem
is 2.48.
Then 68% of our
soccer goals are
within the
mean +/- 1 SD
Use rules to evaluate the probability that a
correlation or a difference between groups reflects
a real relationship and not just the operation of
chance factors on the particular sample that was
chosen for study.
Statistical significance (p): is a measure of the
likelihood that the difference between groups
results from a real difference between the two
groups rather than from chance alone.
Better chance for statistically significant results?
large population, small SD
The lower the p-value, the less likely the
results were due to chance (more significant)
P value video
p < .05 is the usual benchmark for most
psychological studies (meaning there is less
than a 5% chance that the results are due to
random variation)
Some researchers prefer to use
p < .01.
Example:
If I have a p value <.01, are my results
statistically significant?
If I have a p value <.5, are my results
statistically significant?
Meta-analysis: a statistical way to combine the
results of individual research studies to reach an
overall conclusion.
First 8 minutes:
Complete Problems 1 and 2
1e. – we have not gone over yet with ethical
issues, see if you can find the ethical issue in it!
Second 8 minutes:
Complete Problems 3 and onwards!
1) Correlation. 1st variable: exposure to secondhand smoke,
2nd variable: nicotine cell activation. Positive correlation.
2) Experiment. IV: shirt smell, DV: Rating Big Five personality traits.
Control group = Those who smelled unworn shirts.
Experimental group = those who smelled the worn shirts
Random assignments: arbitrarily placed into 1 of 2 conditions.
3) Correlation. 1st variable: Knowledge of Natural Resources (1-10)
2nd variable: Cognition Scale. Positive correlation.
1) Rank your top five favorite songs or artists
2) What type of scale is your data from #1? (nominal, ordinal, interval,
ratio)
3) What type of research was done just now? (a case study, an
experiment, a survey, naturalistic observation, correlation)
Video
10/2/2015
Read: Dr. Debrah wants to know which
gender is affected by caffeine the most.
She divides her participants randomly
into two groups including both men
and women. Group A drinks
caffeinated coffee while Group B drinks
decaf. She then has each participant
juggle and times how long they can
keep 3 balls in the air. The times in
seconds for several participants can be
found below.
 What kind of research is this? (case
study, survey, experiment, correlation, etc.)
 What kind of data is gender? What
about time? (Nominal, Ordinal, Interval
or ratio?)
 What is the mean, median and mode
of the data set (in seconds)?
10, 5, 3, 7, 5
Goal(s):
 Understand ethical issues of
psychology
Agenda:
1) Do Now (10 mins)
2) Milgram Video (12 mins)
3) Reflection
4) Ethics Scenario – What’s wrong
with the study
5) Check-in with teacher on study
and Work time (see below)
HW: N.O. Presentations must be
ready to go Tuesday before class.
Must submit presentation on Google
Classroom.
-Ch 3 Notes due Tuesday as well.
Milgram Experiment
Milgram Experiment
Expanded
Take 5 minutes (silently) to answer the
four questions.
And if you finish early skim over the
bottom section.
Get into your naturalistic observation
groups
Everyone share question 1
One person shares at a time
Other silently listen
Discuss questions 2, 3, 4
Read through ethical questions and
ethical guidelines
Find what is unethical in the following
three studies (if anything at all)
The other handout has excel commands on
finding the mean (average), mode, median
and correlation coefficient
Get your data and rubric out (calculate your
data)
I will be stopping by each group and let me
know your progress.
Presentations must be completed before
class on Tuesday.
Presentations must be submitted to google
classroom in order to be considered on time
1) a. playing an instrument b. GPA c. nominal d. ratio
2) a. Experimenter bias: smiling b. one group may overall be
smarter than the other group before the cupcakes.
c. Placebo effect: a student thinks it’s the bagel that is the
experimental condition, so they study harder
3) a. Observation
b. 2, 5, 5
4) a. 11 c. positively skewed d. This tells us that the values are 68%
within 5.3 and 9.9
(the mean 38/5 = 7.6 +/- 2.3)
5) a. population = high school students
b. Rauner student. No not a good sample
c. How related the variables are. Positively correlated = more sleep,
the higher the GPA
d. P value tells us are our results significant? Yes! (p<0.05)
10/6/2015
1) How was your weekend?
2) What type of research is the
following (observation, case study,
etc):
While surfing the web Orlando
notices a pop up which asks him to
answer a series of questions about the
best rock bands of all time and he
chooses to participate.
3) Calculate the median and mode of
the following data points:
6, 12, 3, 2, 9, 2, 7
 Goal(s):
 Present naturalistic observation presentations
 Review research methods
Agenda:
1) Do Now (8 mins)

Show me Ch 3 Notes
Pass back HW sheets (answer keys in the PPT
on the website– make sure you understand
informed consent and debriefing!)
3) Uniform Obedience now video
4) Naturalistic Observation Presentations

Turn in your data and rubric to me!
2)

5)
6)
7)
Naturalistic Observation Peer Review Sheets
How to Calculate a SD!
Psychology Crash Course: Research Video
Exit Ticket
HW: Study Guide
Have five minutes to review with your group
When it is your groups turn into me:
 Your Rubric
 Data/Tally Sheets
When other groups are presenting – make sure you are paying
attention and staying silent
 It will affect your grade!
 Hold onto questions for the end of the presentations
 Then you may ask any questions on it
 During transition phases: you can read over how to calculate the SD (third
side of Every Study Can Be Pretty Dirty Packet)
 Set of Test Scores:
10, 8, 10, 8, 8, and 4
(a) – Find the Mean
(b) – Find Variance:
1. Subtract the mean from
each individual score
2. Square each value
3. Add them up and divide
by the total number of
scores
(c) – Take the square root of
your variance 
STANDARD DEVIATION
1) The following values data was collected:
2, 7, 9, 7, 11, 0
(a) Find the mean of the data
(b) – help Find variance:
1. Subtract the mean from
each individual score
2. Square each value
3. Add them up and
divide by the total
number of scores
(b) Find the variance (look at how to find the SD packet to see
how to find the variance!)
(c) Find the SD
 Read and list all the errors:
 Dr. Jones is doing a study to find out if his new drug makes people smarter. His population is all people in
the USA. He picks 10 students from Uplift and puts boys in his experimental group and girls in his control
group. Before the study starts, he tell the patients that they will be taking a vitamin everyday to increase
their health (secretly the drug). After taking the drug every day for a week, Dr. Jones has her participants
finger paint a picture, which she then uses to score their intelligence. When the study is done, she gives
each participant a cookie as a good-bye gift.
10/8/2015
 Read: Professor White does a
Goal(s):
 Practice research methods in free
research project on whether or not
response format
eating hot chips affects the
intelligence of US high school
 Review research methods
students. She randomly selects 50
Uplift students and randomly assigns
them to either eat chips once a day Agenda:
before school or abstain from eating
1) Do Now (8 mins)
them all together. After a week of
2) Free Response Question Practice
this diet, she gives them an
intelligence test. Professor White
3) Finish any other presentations
finds that there is a –0.97 correlation 4) Top 10 Interesting Facts about the
and a p < 0.45.
Placebo Effect Video
 What is the population? The
5) Review Questions
sample?
 What the correlation coefficient
 Study Guide Questions
mean?
 What does the p-value tell us?
HW: Study Guide, Ch 10 Reading Notes due
10/28, Quiz Monday
 This is what the graders see..
 We are going to grade this to see the rubric that they see and check
out how we did!!
-Who: With the partner next to you, in pairs or
groups of 3
-What: There are two samples of the FRQ read
sample A and sample C.
-As a group decide which sample would you
give a higher score to?
Placebo Effect Video
-Get into groups of a total of 4 or less people
-Grab a markerboard, marker and paper towel
-Similar to jeopardy game! Write the answer on your
markerboard, you have 45 seconds with each question!
-Everybody is answering!!
The more selections from Mozart a baby listens to, the higher
the child’s intelligence scores. This would be a:
a) Positive correlation
b) Negative correlation
c) No correlation
Choose the legitimate correlation coefficient:
a) +3.5
b) -0.5
c) -2
d) +1.5
e) all of the above
Psychologists generally prefer the experimental method to
other research methods because
a) experiments are more likely to support their hypothesis
b) experiments can show cause-effect relationships
c) easier to obtain a random sample for an experiment
d) double blind designs are unnecessary in an experiment
e) experiments are more likely to result in statistically
significant findings
Calculate the range of the following quiz scores:
5, 6, 3, 9, 87, 12, 11
Calculate the mean and median of the following quiz scores:
5, 6, 3, 9, 87, 12, 11
What is the best measure for this set of data?
a) Median b) Mean
5, 6, 3, 9, 87, 12, 11
Calculate the variance for the following scores:
9, 3, 8, 12, 11, 6, 7
Help on finding variance:
1. Subtract the mean from
each individual score
2. Square each value
3. Add them up and
divide by the total
number of scores
Find the standard deviation of this data (it’s the same data set
as we did in the previous problem)
9, 3, 8, 12, 11, 6, 7
Help on finding SD:
1. Take Square root of
variance
Find the standard deviation of this data (it’s the same data set
as we did in the previous problem)
9, 3, 8, 12, 11, 6, 7
Help on finding SD:
1. Take Square root of
variance
Vince conducts an experiment to see whether fear makes
mice run through mazes faster. He assigned his sample of 60
mice to a control group and an experimental group. Which
cannot be a confounding variable?
a) How fast the mice are at the start
b) When the mice run the maze
c) The population from which the mice were selected
d) How frightened the mice are before the experiment
e) Where the mice run the maze
Sketch a positively skewed and a negatively
skewed graph (label which is which!)
Megan was certain that she would never live far away from
her famil.y However, in order to further her career, she
decided to move. Megan’s experience best illustrates:
a) the hindsight bias
b) illusory correlation
c) random assignment
d) the false consensus effect
e) overconfidence
If the correlation between the physical weight and reading
ability of children is +0.85, this would indicate that:
a) there is very little statistical relationship between weight
and reading ability among children.
b) low body weight has a negative effect on the reading
abilities of children.
c) better reading ability is associated with greater physical
weight among children.
d) body weight has no causal influence on the reading
abilities of children.
e) weight is a causal variable dependent on reading ability.
During the past month, Zara and Ivan each
read 2 books, but George read 9, Ali read 12,
and Marsha read 25. The median number of
books read by these individuals was
a) 2.
b) 5.
c) 8.
d) 9.
e) 10.
A p – value of <.05 indicates that there is a
a) 50% chance that the results are due to
random variation.
b) 5% chance that the results are due to
random variation.
c) 5% chance that the results are not due to
random variation.
d) 50% chance that the results are not due to
random variation.
e) correlation of < 5.
Jamal scored 145 on an IQ test with a mean of 100 and a
standard deviation of 15. What is his z-score?
a) -3
b) -1.5
c) +0.67
d) 1.5
e) 3