Recall What was Required
in the Rationale Assignment?
1. What is the phenomenon?
2. How is it different & similar to another
phenomenon?
3. When/where/how is it exhibited? Why?
4. When is it not? Why?
5. What common process explains its
occurrence vs. non occurrence?
6. Why might your hypothesis not be supported
given you will use valid measures and a large
enough sample size?
What is the phenomenon
•
Possible hypotheses & appropriate
counters
•
•
•
•
There is vs. is not a relationship
There is a strong vs. a weak relationship
There is a positive vs. a negative relationship
Describing relevant evidence for and
against the hypothesis
•
Some described evidence that did not counter
the hypothesis
Students present to each other for 1 min
• What is your hypothesis
• What are your two variables
• What is your counter hypothesis
How is it different & similar to another phenomenon?
•
Definitions of variables
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•
Most defined & sourced definitions well
Some did not explain variables are different
& similar to other variables
•
•
Did not do at all / chose trivial comparisons
This did not help them figure out why the
variables in their hypothesis are not related in the
counter evidence study
•
•
Trivial comparison= job satisfaction to marital
satisfaction;
Better comparison job satisfaction to organizational
commitment
Tips on how to write definitions
•
Save space & avoid repetition by using
definitions proposed by the sources used
for empirical evidence for & against the
hypothesis
Rationalize why some types of variables
qualify as your dependent variable
•
•
•
e.g., justify that course choice is an
appropriate measure of career choice
Use definitions to evaluate whether
evidence you found is relevant or not
Students “define” to each other for 5 min
• How do you define both your variables
– Are the sources for your definitions from the
studies you used for pro vs. counter
evidence?
• If not, are they defining things similarly?
• Are you explaining similarities &
differences appropriately?
– What are good counter concepts for each of
the two variables in your hypothesis
Students work on goals to improve
definitional skills for 1 min
• What should you do to improve the
definitions in your final paper?
– Define both variables?
– Get better counter concepts?
– Align the sources for your definitions with
the sources for your evidence?
Whats next....
√
√
•
•
•
•
What is the phenomenon?
How is it different & similar to another
phenomenon?
When/where/how is it exhibited? Why?
When is it not? Why?
What common process explains its
occurrence vs. non occurrence?
Why might your hypothesis not be supported
given you will use valid measures and a large
enough sample size?
Evidence & explanation for hypothesis
•
When, where & how is it exhibited? Why?
•
Describing concrete evidence that is relevant
to the hypothesis
•
•
•
•
Lots of Irrelevant details (or details whose relevance
was not clear) presented by most of you...
Specific, concrete details were not given by some of
you
Some need to write in own words to demonstrate
understanding
Explaining why variables in hypothesis are
related
•
•
Should be “front & centre” (few did this)
Back up explanations with sources (not all did this)
Example good description of a meta-analysis
Student draft, Spring 2006
• Found a positive relationship [.37]
between attractiveness and measured
outcomes in 55 of the 62 effect size
estimates.
Example good description of HOW results
support hypothesis
Student draft, Spring 2006
• The 95% confidence interval around the
mean weighted effect size estimate of 0.37
extended from 0.32 to 0.41 implying that
the positive correlation between
attractiveness and various job-related
outcomes did not occur by accident.
Example of Explicitly Establishing Relevance
Student draft, Spring 2006
• To ensure the maximum degree of
precision, reliability, and validity in their
analysis, the authors carefully examined
all sources (e.g., 85 studies with 762
relevant correlations). The studies were
also corrected for any sampling errors or
unreliability in the predictor and criterion
measures. Given all the cautions
exercised, it is safe to assume this
test …and its results may now be
analyzed with minimal fear for its
inaccuracy.
Describing Evidence For Hypothesis
What we covered so far….
• Relevant & specific features
– Describe results/methods in terms of your
hypothesis not source’s hypothesis
– Establish relevance of detail while providing it
Students describe to each other for 5 min
• 2 empirical studies that support your
hypothesis
– Be relevant & specific
• Describe results/methods in terms of your
hypothesis not source’s hypothesis
• Establish relevance of details while describing
• Description vs. explanation
– Description: how your hypothesis is
supported in the particular empirical study\
– Explanation: Answer why your hypothesis is
true
Students work on goals to improve
descriptive skills for 1 min
• What should you do to improve how you
describe the evidence for your hypothesis
– Should you be more specific & concrete?
– How will you establish relevance of details?
– What are irrelevant details to remove?
– Are the studies reliable &/or valid?
Why is the hypothesis not true?
• What is the counter hypothesis?
– no relation
– strong vs. weak relation
– positive vs. negative relation
• When, where & how is hypothesis not
supported? Why?
– next....
Evidence & explanation for counter hypothesis
•
Some have counter evidence but do not
recognize it
Again, some do not give relevant,
concrete details
•
•
•
E.g., How do the study measures compare
to yours-- justify
Most do not explain why variables in
your hypothesis are not related
•
Do it even if you didn’t describe an
empirical study countering your hypothesis
Students explain to each other for 5 min
• Explain why your hypothesis may not be
true
• E.g., why may your variables not be related
independent of the specific study you described
– Identify source you can use to back up your
explanation
• Explain why your hypothesis is true
– Identify source you can use to back up your
explanation
Students set goals to improve
explanatory skills for 1 min
• Do you have good explanations for
– Why your hypothesis is true?
– Why your hypothesis is not true?
• Are your explanations sourced?
– for why your hypothesis is true?
– for why your hypothesis is not true?
What’s next....
√
√
√
√
•
•
What is the phenomenon?
How is it different & similar to another
phenomenon?
When/where/how is it exhibited? Why?
When is it not? Why?
What common process explains its
occurrence vs. non occurrence?
Why might your hypothesis not be supported
given you will use valid measures and a large
enough sample size?
Reconciliation
Why do some studies find support for
your hypothesis whereas others do not?
•
•
Some did not answer this question at all or
did not answer it fully
•
•
•
Is there a some difference in conditions (e.g., a
third variable)
Is there some difference in definition or
measurement of variables?
Even if you didn’t find counter evidence…
•
Why might some not find support for your
hypothesis whereas others did?
•
Are there no conditions under which your hypothesis is
not true?
Anticipation
•
Why might your hypothesis not be
supported given you will use valid
measures and a large enough sample
size?
•
To be truly prepared for results of your data
analyses you need to anticipate both kinds
of results and be ready to explain them
Students explain to each other for 5 min
• Explain why your hypothesis may be true
in some studies but not in others
• Explain why your hypothesis may not be
supported in your study
Students set goals to improve
explanatory skills for 1 min
• Do you have good explanations for
– Why your hypothesis is supported in some
studies but not in others?
• Is it sourced properly?
– Why your empirical study may not support
your hypothesis given that you use a large
enough sample and valid measures?
What was Required in the Rationale
Assignment?
Descriptive Skills
•
What is the phenomenon?
Definitional skills
•
How is it different & similar to another phenomenon?
Argumentative Skills
•
When/where/how is it exhibited? Why?
•
When is the phenomenon not exhibited? Why?
•
What common process explains its occurrence vs.
non occurrence?
Analytical Skills
•
Why might your hypothesis not be supported given
you will use valid measures and a large enough
sample size?