Experience Psychology! A Laboratory Guide to Psychological Science: Lafayette College
Edition: 3
Copyright: 2019
Pages: 316
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$53.49
New Edition Now Available!
Experience Psychology! A Laboratory Guide to Psychological Science provides a hands-on experience with the science of psychology—and the psychology of science. Students will learn how ideas in psychology are developed, scientifically tested, supported or refuted, and communicated; that is, how psychologists think.
As students read about and discuss research, and then design and do research, they will learn the basics in the art and practice of psychological science. Moreover, psychology is not unique among sciences, so they will also learn about the art and practice of science, in general.
Introduction
An Open Letter to Students
About This Book and This Course: Things You Should Know
What Should You Expect To Learn In Lab?
Important Notice about You’re… (Grades)
Participation
Problem Solving
Writing
How to Get the Best Possible Grade (I.E, How to Learn the Most)
The Biggest Challenges in This Lab
CHAPTER 1 THE PHILOSOPHY AND PRACTICE OF PSYCHOLOGICAL SCIENCE
Concepts
Chart 1 – Concept Learning Objectives
Scientific Attitude and the Scientific Method
Three Myths about the Scientific Method
The Philosophy and Practice of Science
Types of Research
Application
Chart 1A – Application Learning Objectives
Study 1A: Recognizing Types of Research
Lab Record for Study 1A: Recognizing Types of Research
Glossary of Terms and Examples
CHAPTER 2 DESCRIPTIVE RESEARCH
Concepts
Chart 2 – Concept Learning Objectives
Descriptive Research: More Science without the Scientific Method
Usefulness and Examples of Descriptive Research
Conceptual Variables and Operational Definitions
Good Operational Definitions Are both Valid and Reliable
Applications
Chart 2A – Application Learning Objectives
Study 2A: Naturalistic Observation of College Students
Advice for Choosing a Conceptual Variable and Operationally Defining It
Procedure 2A
Sample Data Sheets
Lab Record for Study 2A/B
Chart 2B – Application Learning Objectives
Study 2B: Applying and Refining Operational Definitions
Procedure 2B
Lab Record for Study 2A/B
Chart 2C – Application Learning Objectives
Study 2C: Introduction to Self-Report Data
Procedure 2C
Glossary of Terms and Examples
CHAPTER 3 SUMMARIZING DATA AND GENERATING HYPOTHESES
Concepts
Chart 3 – Concept Learning Objectives
From Raw Data to Meaningful Summaries
The Best Summary Depends on the Type of Data
Summarizing Interval Data
Summarizing Data with Excel
Box 3.1 – Entering, Selecting, and Sorting Data in MS Excel
Box 3.2 – Summarizing Data: Calculations in MS Excel
Generating and Testing Hypotheses
More than Just an Educated Guess: Types of Hypotheses
Application
Chart 3A – Application Learning Objectives
Study 3A: Summarizing Data with MS Excel and Generating Hypotheses
Lab Record for Study 3A
Glossary of Terms and Examples
CHAPTER 4 CORRELATIONAL RESEARCH: TESTING RELATIONSHIPS
Concepts
Chart 4 – Concept Learning Objectives
Correlational Research
Box 4.1 – Creating Scatterplots in MS Excel
Objective Decision Making: “What Are The Odds…?”
Making A Decision Based On Probability: Is Your Research Hypothesis Supported?
Box 4.2 – Probabilistic Reasoning
Correlation Does Not Imply Causation
Hypothesis vs. Prediction: A Critical Distinction
Evidence Is Not “Proof”
Applications
Chart 4A – Application Learning Objectives
Study 4A: Anxiety Sensitivity And Handedness: Is There a Relationship
Studying the Brain without Seeing It
Applying Research Terminology
Procedure 4A
Lab Record for Study 4A
Chart 4B – Application Learning Objectives
Study 4B: Generating and Testing a Correlational Hypothesis
Box 4.3 – Still More Reasons We Don’t Say “Prove”
Study 4B Data Sheet
Lab Record for Study 4B
Glossary of Terms and Examples
CHAPTER 5 EXPERIMENTAL RESEARCH I: TESTING CAUSAL RELATIONSHIPS
Concepts
Chart 5 - Concept Learning Objectives
The Anatomy of Experimentation
Manipulation and Control (Mwah–ha–ha–ha–ha)
Make Your Own Experiment (Concept Check)
Objective (Odds-Based) Decision Making In Experimental Research
Why Can’t We Just Compare The Averages?
Where Does Variability Come From, And Can’t We Get Rid Of It?
How Does Variability Affect Objective Decision Making?
Box 5.1 – What Makes Two Sets Of Numbers Different?
Do We Have A Significant Difference?
Defining and Interpreting the p-Value
Applications
Chart 5A – Application Learning Objectives
Study 5A: Location of Perceptual Motor Aftereffects
Perceptual Adaptation and Aftereffects
The Experimental Design: Our Hypothesis, Conceptual Variables, Operational Definitions, and Prediction
Procedure 5A
Bonus Info: More Amazing Animal Sensory Systems You Wish You Had
Lab Record for Study 5A
Chart 5B – Application Learning Objectives
Study 5B: Language and Thought
Linguistic Determinism and the Stroop Effect
The Experimental Design: Our Hypothesis, Conceptual Variables, Operational Definitions, and Prediction
Procedure 5B
Lab Record for Study 5B
Glossary of Terms and Examples
CHAPTER 6 EXPERIMENTAL RESEARCH II: MATCHED SAMPLES & WITHIN-PARTICIPANTS RESEARCH
Concepts
Chart 6 – Concept Learning Objectives
A Review of Experimental Terminology and Logic
Designing Experiments to Test Hypotheses
Strengthen the Signal, Minimize the Noise
Matching Samples Reduces Noise
Within-Participants Designs: Less Noise, More Data!
Applications
Chart 6A – Application Learning Objectives
Study 6A: Effect of Encouragement on Grip Strength
Are We Stronger Than We Realize?
Important Notes on Procedure 6A
Lab Record for Study 6A
Chart 6B – Application Learning Objectives
Study 6B: Effects of Conversation on Reaction Time
Research on Phone Use While Driving
Procedure 6B-1
6B Data Sheet for Use with Procedure 1
Procedure 6B-2
6B Data Sheet for Use with Procedure 2
Lab Record for Study 6B
Glossary of Terms and Examples
CHAPTER 7 QUASI-EXPERIMENTAL RESEARCH
Concepts
Chart 7 - Concept Learning Objectives
Quasi-Experiments vs True Experiments
How Does a Lack of Control Make Quasi-Experiments Different?
Reasons for Choosing Quasi-Experiments: Ethics and Practicality
Box 7.1 – Types of Single-Group Quasi-Experiments
Thinking Critically About Quasi-Experimental Research
Applications
Chart 7A – Application Learning Objectives
Study 7A: Sleep Deprivation and Cognition
Procedure 7B with Data Sheet
Lab Record for Study 7A/B/C
Chart 7B – Application Learning Objectives
Study 7B: Blood Sugar, Cognition, and Behavior
Is There Such a Thing as a Sugar High?
Procedure 7B with Data Sheet
Lab Record for Study 7A/B/C
Chart 7C – Application Learning Objectives
Study 7C: Self-Help and Social Support Networks
How Much Does Self-Help Help?
Important Caveats to This Research
Procedure 7C
Data Sheet for Study 7C
Lab Record for Study 7A/B/C
Glossary of Terms and Examples
CHAPTER 8 ADVANCED TOPICS AND ANIMAL RESEARCH
Concepts
Chart 8 – Concept Learning Objectives
More Complex Experiments
Adding Predictions Impacts Objective Decision Making
Increasing the Number of IVs
“The Problem With Research In Psychology Is...”
The “Common Sense” Problem
The “Artificiality” Problem
The “I Am Not A Rat” Problem
Reading & Writing Scientific Reports: Connectivity, Replicability, Integrity & Convergence
Applications
Chart 8A – Application Learning Objectives
Study 8A: Social and Biological Effects On Crayfish Aggression
Why Fight?
Crayfish Fighting Etiquette
Research on Crayfish Aggression by Lafayette College Students
How to Safely Handle a Crayfish
Procedure 8A
Lab Record for Study 8A, Part 1 (Part 2 in Lab)
Chart 8B – Application Learning Objectives
Study 8B: Your Own Research
Psycinfo: Fishing For Information in a Sea Of Knowledge
IRB Approval
Procedure 8B
Glossary of Terms and Examples
Appendix A –Information & APA Style Guide
For The Math-Minded: The Probability of Wrongly Rejecting the Null Hypothesis for Multiple Comparisons
APA-Light Style Guide
General Rules
Introduction
Method Section
Results
Discussion
Citations in Text
References
Figures and Captions
Appendix B – Answers To Review Questions
Answers by Page Numbers
References
Acknowledgments
Carolyn Buckley holds a PhD in Integrative Biology (Behavioral Neuroscience) and a B.S. degree in Psychology and Education. She has taught lab and lecture courses in both statistics and comparative psychology (animal behavior), and has over 15 years of combined experience teaching introductory psychology labs and lectures. Of the two, she prefers labs, due to an almost excessive enthusiasm for teaching critical thinking and scientific reasoning through practical experience. She dreams of a future where all college graduates will have a real and lasting appreciation for scientific thinking, and will know the joy of doing real science, regardless of their majors.
New Edition Now Available!
Experience Psychology! A Laboratory Guide to Psychological Science provides a hands-on experience with the science of psychology—and the psychology of science. Students will learn how ideas in psychology are developed, scientifically tested, supported or refuted, and communicated; that is, how psychologists think.
As students read about and discuss research, and then design and do research, they will learn the basics in the art and practice of psychological science. Moreover, psychology is not unique among sciences, so they will also learn about the art and practice of science, in general.
Introduction
An Open Letter to Students
About This Book and This Course: Things You Should Know
What Should You Expect To Learn In Lab?
Important Notice about You’re… (Grades)
Participation
Problem Solving
Writing
How to Get the Best Possible Grade (I.E, How to Learn the Most)
The Biggest Challenges in This Lab
CHAPTER 1 THE PHILOSOPHY AND PRACTICE OF PSYCHOLOGICAL SCIENCE
Concepts
Chart 1 – Concept Learning Objectives
Scientific Attitude and the Scientific Method
Three Myths about the Scientific Method
The Philosophy and Practice of Science
Types of Research
Application
Chart 1A – Application Learning Objectives
Study 1A: Recognizing Types of Research
Lab Record for Study 1A: Recognizing Types of Research
Glossary of Terms and Examples
CHAPTER 2 DESCRIPTIVE RESEARCH
Concepts
Chart 2 – Concept Learning Objectives
Descriptive Research: More Science without the Scientific Method
Usefulness and Examples of Descriptive Research
Conceptual Variables and Operational Definitions
Good Operational Definitions Are both Valid and Reliable
Applications
Chart 2A – Application Learning Objectives
Study 2A: Naturalistic Observation of College Students
Advice for Choosing a Conceptual Variable and Operationally Defining It
Procedure 2A
Sample Data Sheets
Lab Record for Study 2A/B
Chart 2B – Application Learning Objectives
Study 2B: Applying and Refining Operational Definitions
Procedure 2B
Lab Record for Study 2A/B
Chart 2C – Application Learning Objectives
Study 2C: Introduction to Self-Report Data
Procedure 2C
Glossary of Terms and Examples
CHAPTER 3 SUMMARIZING DATA AND GENERATING HYPOTHESES
Concepts
Chart 3 – Concept Learning Objectives
From Raw Data to Meaningful Summaries
The Best Summary Depends on the Type of Data
Summarizing Interval Data
Summarizing Data with Excel
Box 3.1 – Entering, Selecting, and Sorting Data in MS Excel
Box 3.2 – Summarizing Data: Calculations in MS Excel
Generating and Testing Hypotheses
More than Just an Educated Guess: Types of Hypotheses
Application
Chart 3A – Application Learning Objectives
Study 3A: Summarizing Data with MS Excel and Generating Hypotheses
Lab Record for Study 3A
Glossary of Terms and Examples
CHAPTER 4 CORRELATIONAL RESEARCH: TESTING RELATIONSHIPS
Concepts
Chart 4 – Concept Learning Objectives
Correlational Research
Box 4.1 – Creating Scatterplots in MS Excel
Objective Decision Making: “What Are The Odds…?”
Making A Decision Based On Probability: Is Your Research Hypothesis Supported?
Box 4.2 – Probabilistic Reasoning
Correlation Does Not Imply Causation
Hypothesis vs. Prediction: A Critical Distinction
Evidence Is Not “Proof”
Applications
Chart 4A – Application Learning Objectives
Study 4A: Anxiety Sensitivity And Handedness: Is There a Relationship
Studying the Brain without Seeing It
Applying Research Terminology
Procedure 4A
Lab Record for Study 4A
Chart 4B – Application Learning Objectives
Study 4B: Generating and Testing a Correlational Hypothesis
Box 4.3 – Still More Reasons We Don’t Say “Prove”
Study 4B Data Sheet
Lab Record for Study 4B
Glossary of Terms and Examples
CHAPTER 5 EXPERIMENTAL RESEARCH I: TESTING CAUSAL RELATIONSHIPS
Concepts
Chart 5 - Concept Learning Objectives
The Anatomy of Experimentation
Manipulation and Control (Mwah–ha–ha–ha–ha)
Make Your Own Experiment (Concept Check)
Objective (Odds-Based) Decision Making In Experimental Research
Why Can’t We Just Compare The Averages?
Where Does Variability Come From, And Can’t We Get Rid Of It?
How Does Variability Affect Objective Decision Making?
Box 5.1 – What Makes Two Sets Of Numbers Different?
Do We Have A Significant Difference?
Defining and Interpreting the p-Value
Applications
Chart 5A – Application Learning Objectives
Study 5A: Location of Perceptual Motor Aftereffects
Perceptual Adaptation and Aftereffects
The Experimental Design: Our Hypothesis, Conceptual Variables, Operational Definitions, and Prediction
Procedure 5A
Bonus Info: More Amazing Animal Sensory Systems You Wish You Had
Lab Record for Study 5A
Chart 5B – Application Learning Objectives
Study 5B: Language and Thought
Linguistic Determinism and the Stroop Effect
The Experimental Design: Our Hypothesis, Conceptual Variables, Operational Definitions, and Prediction
Procedure 5B
Lab Record for Study 5B
Glossary of Terms and Examples
CHAPTER 6 EXPERIMENTAL RESEARCH II: MATCHED SAMPLES & WITHIN-PARTICIPANTS RESEARCH
Concepts
Chart 6 – Concept Learning Objectives
A Review of Experimental Terminology and Logic
Designing Experiments to Test Hypotheses
Strengthen the Signal, Minimize the Noise
Matching Samples Reduces Noise
Within-Participants Designs: Less Noise, More Data!
Applications
Chart 6A – Application Learning Objectives
Study 6A: Effect of Encouragement on Grip Strength
Are We Stronger Than We Realize?
Important Notes on Procedure 6A
Lab Record for Study 6A
Chart 6B – Application Learning Objectives
Study 6B: Effects of Conversation on Reaction Time
Research on Phone Use While Driving
Procedure 6B-1
6B Data Sheet for Use with Procedure 1
Procedure 6B-2
6B Data Sheet for Use with Procedure 2
Lab Record for Study 6B
Glossary of Terms and Examples
CHAPTER 7 QUASI-EXPERIMENTAL RESEARCH
Concepts
Chart 7 - Concept Learning Objectives
Quasi-Experiments vs True Experiments
How Does a Lack of Control Make Quasi-Experiments Different?
Reasons for Choosing Quasi-Experiments: Ethics and Practicality
Box 7.1 – Types of Single-Group Quasi-Experiments
Thinking Critically About Quasi-Experimental Research
Applications
Chart 7A – Application Learning Objectives
Study 7A: Sleep Deprivation and Cognition
Procedure 7B with Data Sheet
Lab Record for Study 7A/B/C
Chart 7B – Application Learning Objectives
Study 7B: Blood Sugar, Cognition, and Behavior
Is There Such a Thing as a Sugar High?
Procedure 7B with Data Sheet
Lab Record for Study 7A/B/C
Chart 7C – Application Learning Objectives
Study 7C: Self-Help and Social Support Networks
How Much Does Self-Help Help?
Important Caveats to This Research
Procedure 7C
Data Sheet for Study 7C
Lab Record for Study 7A/B/C
Glossary of Terms and Examples
CHAPTER 8 ADVANCED TOPICS AND ANIMAL RESEARCH
Concepts
Chart 8 – Concept Learning Objectives
More Complex Experiments
Adding Predictions Impacts Objective Decision Making
Increasing the Number of IVs
“The Problem With Research In Psychology Is...”
The “Common Sense” Problem
The “Artificiality” Problem
The “I Am Not A Rat” Problem
Reading & Writing Scientific Reports: Connectivity, Replicability, Integrity & Convergence
Applications
Chart 8A – Application Learning Objectives
Study 8A: Social and Biological Effects On Crayfish Aggression
Why Fight?
Crayfish Fighting Etiquette
Research on Crayfish Aggression by Lafayette College Students
How to Safely Handle a Crayfish
Procedure 8A
Lab Record for Study 8A, Part 1 (Part 2 in Lab)
Chart 8B – Application Learning Objectives
Study 8B: Your Own Research
Psycinfo: Fishing For Information in a Sea Of Knowledge
IRB Approval
Procedure 8B
Glossary of Terms and Examples
Appendix A –Information & APA Style Guide
For The Math-Minded: The Probability of Wrongly Rejecting the Null Hypothesis for Multiple Comparisons
APA-Light Style Guide
General Rules
Introduction
Method Section
Results
Discussion
Citations in Text
References
Figures and Captions
Appendix B – Answers To Review Questions
Answers by Page Numbers
References
Acknowledgments
Carolyn Buckley holds a PhD in Integrative Biology (Behavioral Neuroscience) and a B.S. degree in Psychology and Education. She has taught lab and lecture courses in both statistics and comparative psychology (animal behavior), and has over 15 years of combined experience teaching introductory psychology labs and lectures. Of the two, she prefers labs, due to an almost excessive enthusiasm for teaching critical thinking and scientific reasoning through practical experience. She dreams of a future where all college graduates will have a real and lasting appreciation for scientific thinking, and will know the joy of doing real science, regardless of their majors.