Introduction to Research Methods

Transcription

1 Module Information including Reading Lists PLEASE NOTE, THIS INFORMATION IS FOR GUIDANCE ONLY AND IS THEREFORE SUBJECT TO CHANGE AT THE START OF EACH SEMESTER. UPON ENTRY ONTO THE COURSE YOU WILL RECEIVE SEPARATE UPDATED INDIVIDUAL HANDBOOKS FOR EACH MODULE. The three modules you will be studying are: Introduction to Research Methods Understanding the Person Cognitive and Biopsychological Perspectives Please select the module you wish to know more about. Introduction to Research Methods Aims The aim of this module is to convey a basic understanding of the principles of research in psychology. The course introduces different research methods and provides an introduction to the interpretation of data, nature and use of statistical analyses and reporting of research. Module Details The structure of the course has been designed to introduce topics during a lecture session which is usually followed by a workshop which gives the opportunity to look in more depth at the issues covered. The workshops will also be used to conduct research, introduce SPSS, a statistical software package and to work through examples of data analysis. The initial lecture is for all students enrolled for the occurrence of the module, but in subsequent weeks students are allocated to a particular workshop group. For most of the time, you will remain with the same workshop tutor and also with the same group of students, which gives you an opportunity to get to know at least a small group of students fairly well, and also your tutors. If unforeseeable circumstances arise which necessitate a change of groups, you must discuss this with the module tutor. Module Content Each lecture and workshop will normally have specific handouts related to the topics being covered. The practical elements of the course will introduce you to quantitative and qualitative research techniques which psychologists use to design studies and collect and analyse data. Each of these will be introduced and explored using a particular area of interest to psychologists, and you will collect data, analyse it in the appropriate manner and write up your findings in the form of a research report. The main key skills to be developed in this module are:

2 Numeracy through the statistics component of the course Written communication, whereby students learn the skill of producing a concise and focused written report of the research they have undertaken. Information technology, through the use of SPSS. Links with Other Modules This module is an introductory one; material covered here will be extended and built upon in subsequent methods modules. It is a necessary module for students who wish to take psychology as a large component of their degree, i.e. Single, Major or Joint Honours students. An understanding of the principles of psychological methods is relevant to all modules in the subject area. Assessments There are five assessments for this module that are broken down in to 3 parts: Part 1: 2 sets of multiple choice questions and 1 SPSS movie (all to be submitted via WebCT) Part 2: Quantitative research report Part 3: Qualitative analysis To satisfy the course requirements, you must achieve at least an average pass (40%) on each of the three assessments parts. Full details of these assessments will be given to you in the lectures and workshops. Reading List The module Introduction to Research Methods in Psychology has one set text (Dancey & Reidy, 2004) that tutors will use extensively. Other books we suggest are the Corston & Coleman, 2003 (a very useful book on SPSS, the software you will be taught to use throughout this course) and the Field and Hole book (a good introduction to writing up psychological experiments). but many others are available in the library and cover relevant material. It is important that you make use of the resources available to you in the library and via WebCT. It is extremely unlikely that you will do well in this module unless you do so. Quantitative Research Dancey, C. P., & Reidy, J. (2004). Statistics Without Maths for Psychology. Prentice Hall. Corston R. and Colman A. (2003) A Crash Course in SPSS for Windows. Blackwell publishing. Field, A. & Hole, G. (2006). How to Design and Report Experiments. Sage. There are also web-sites with useful materials, for example: This is the companion website of the set textbook. There are chapter overviews, questions on each chapter and links to relevant web sites. Qualitative Research

3 Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, Flick, U. (2002) An Introduction to qualitative Research. 2nd ed. London: Sage. Taylor, S.J. & Bogdan, R. (1998) Introduction to qualitative methods: a guidebook and resource. 3rd ed. New York: Wiley.

4 Understanding the Person Module Aim: To introduce key theories, approaches and concepts in personality, developmental and social psychology, and to examine the use of empirical evidence in evaluating theories and conceptual conflicts. Expected Student Learning Outcomes: On completion of this module students will be able to: 1. Demonstrate knowledge of the main characteristics of key theoretical approaches in developmental, social and personality psychology. 2. Appreciate the importance of research findings and use such findings to evaluate theories, issues and controversy. 3. Identify the strengths and weaknesses of key theoretical approaches in developmental, social and personality psychology. Key Skills: In addition to the above learning outcomes, this module will also provide students with a number of skills that are useful for their future work. These include; communication skills (verbal and written), teamwork skills, time management skills and evaluation skills. These skills will enhance through seminar group exercises and discussions, the meeting of deadlines and via assessment. Teaching and Learning Methods: This is a standard 14 week module. This module introduces students to key concepts in developmental, personality and social psychology. Teaching and learning will run over 12 (3 hour) sessions, these sessions will typically be based around a lecture (2 hours per week) focusing on theoretical approaches or concepts. The lectures will be accompanied by a variety of other activities including watching video material and inclass discussion. Further support for the module will be provided through computer based learning. Class contact = hours Time limited assessment = 2 hours Private study = 161 hours (to include recommended reading, independent study and revision) TOTAL = 200 hours Assessment Details: 1. Multiple-Choice Questions (MCQ) (40%) Learning outcomes 1 & 2 are assessed through three Multiple-Choice Question in-class assignments (one personality, one developmental, and one social) presented by Web-CT (see appendix 1 for who to access Web-CT). The three MCQ s will form 40% of the final mark and to pass this element students need to achieve a minimum average pass mark of

5 40% on the three aspects. Students will have one attempt on each one of the three MCQ s. Examples of an MCQ Test; Q. Stereotypes like "fat people are jolly and sociable" and "muscular people are assertive" were confirmed by the theory of personality proposed by a. Allport s traits theory b. Eysenck s biological theory c. Sheldon s somatotype theory d. Hippocrates humours theory A. The stereotypes mentioned relate to body shape and only Sheldon s theory deals with this so the answer is C. Q. Infants learn new words a. Mainly between the ages of six and twelve months. b. At different rates in different phases. c. At a steady rate all through development. A. Babies do not begin to learn new words (in the sense of using them) until after 2 years of answer B. Q. Aggression is a form of a. altruism b. pro-social behaviour c. anti-social behaviour d. behaviour which is always undesirable A. Aggression is defined as a type of anti-social behaviour by everyone but Kelly. It is not always undesirable (self defense or war?) Thus the answer is C. 2. Time Limited Assessment (TLA) (60%) Learning outcomes 3 and 4 are assessed through a two-hour seen examination (released one week before the exam week) assessing theoretical and conceptual understanding of the three aspects of this module (personality, developmental, and social psychology). The TLA will form other 60% of the final mark and to pass this element students need to achieve a minimum pass mark of 40%. For past exam papers visit Reading List Main Readings: Allen, B. (2003). Personality Theories: Development, Growth, and Diversity (4thed). Allyn & Bacon ALL *Gross, R. (2005). Psychology: The Science of Mind and Behaviour (5thed). Holdder Arnold. Hogg, M. A. & Vaughan, G. M. (2005). Social Psychology (4thed.). London: Prentice Hall Shaffer, D. (2002). Developmental Psychology: Childhood and Adolescence (6thed). CA: Brooks/Cole SHA

6 Further Readings: Developmental Psychology: Boden, M.A. (1994). Piaget (2nded). London: Fontana BOD Cole, M. & Cole, S. (2001). The Development of Children (4thed). Worth Publishers COL Donaldson, M. (1984). Children s Minds. London: Fontana DON Smith, P., Cowie, H. & Blades, M. (2003). Understanding Children s Development (4thed). Oxford: Blackwell SMI Personality Psychology: Carver, C. & Scheier, M. (2004). Perspectives on Personality (5thed). London: Allyn & Bacon. Cervone, D. & Pervin, L. (2008). Personality Theory and Research (10thed). John Wiley & Sons. Ewen, Robert (2003). An Introduction to Personality (6thed). Lawrence Erlbaum Associates. (Electronic Resource) Fadiman, J. & Frager, R. (2002). Personality and Personal Growth (5thed). London: Prentice Hall FAD Mischel, W., Shoda, Y. & Smith, R. (2004). Introduction to Personality Towards an Integration (7thed). John Wiley & Sons, Inc. Social Psychology: Aronson, E., Wilson, T. & Akert, R. (2005). Social Psychology. (5thed). London: Prentice Hall. Augoustinos, M. & Donaghue, N. (2006). Social Cognition: An integrated introduction (2nded). London: Sage Hewstone, M., Stroebe, W., (Eds). (2001). Introduction to Social Psychology: A European Perspective (3rded). Oxford: Blackwell Publishers. Brock, T. & Green, M. (2005). Persuasion: psychological insights and perspectives. London: Sage. * Key Text

7 Cognitive and Biopsychological Perspectives Description and Purpose of Module 1. To introduce and explore key issues in cognitive psychology and biopsychology, 2. To provide a broad base of knowledge of cognitive and biopsychological theories and research upon which other modules will build. Indicative Syllabus Content COGNITIVE PERSPECTIVES Introduction to cognitive psychology. Language and reading. Imagery- the experimental study of; the idea that visual imagery may have cognitive validity. Attention and its application to everyday mental processes. Memory traditional and everyday Perception BIOPSYCHOLOGICAL PERSPECTIVES Structure & functioning of neuron Functioning of neuron: synaptic activity Neurotransmitters Drugs and mental illness Functional neuroanatomy Sensory/motor systems Learning, Teaching and Assessment This is a standard 14 week module consisting of 12 weeks of teaching, a study/ revision week followed by an end of module exam in week 14. The course is designed to introduce students to some of the main topics in the areas of cognitive psychology and biopsychology and to provide a basis for greater in-depth consideration of these areas in year 2. Class contact consists of 3 hours per week in which a basic framework is provided through use of lectures which students can expand through their independent reading. In-class demonstrations are also typically included within the contact time and used to clarify information and enhance understanding of basic principles. The learning outcomes will be assessed by means of two separate MCQ assessments via Web-CT, relating to the cognitive and biopsychological content respectively. Module time allocations are: Class contact = 36 hours Time limited assessment = 2 hours Private study = 162 hours (to include recommended reading, independent study, preparation of coursework, and revision) TOTAL = 200 hours

8 Learning Outcomes and Assessment Criteria Learning Outcomes when you have successfully completed this module you will: Assessment Criteria to demonstrate that you have achieved the learning outcome you will: 1. demonstrate an understanding of basic cognitive and biopsychological concepts and approaches. outline at least one theory of cognition (e.g. attention, memory, perception). Identify and describe brain structures and their foundations; neural features and functioning. 2. demonstrate an awareness of the different methodologies used in cognitive and biopsychological research. outline, compare, and contrast the different methods and approaches used in the study of cognitive psychology and biopsychology. 3. demonstrate an understanding of research findings in key areas within cognitive psychology and biopsychology. discuss the main research findings appropriate to some of the major issues in cognitive psychology and biopsychology. Assessment Your achievement of the learning outcomes for this module will be tested as follows: Type MCQs 50% Cognitive content 50% Biopsychological content Learning Outcomes 1,2,3 Prerequisite Module(s) There are no prerequisites for this module. Barred Combinations No restrictions apply. Indicative Reading Baddeley, A. (1997). Human memory: Theory and practice (2nd ed.). Hove: Psychology Press. Best, J. (1999). Cognitive psychology (5th ed). London: Brooks/cole. Carlson, N. (2003). Physiology of behaviour (8th ed.). London: Allyn & Bacon. Ellis, A. (1994). Reading, writing and dyslexia: A cognitive analysis. Open University Press. * Eysenck, M. & Keane, M. (2000). Cognitive psychology: A student s handbook (4th ed.). Hove: LEA. Gregory, R. & Colman, A. (eds)(1995). Sensation and perception. London: Longman. * Kalat, J. (2000). Biological psychology (7th ed.). London: Wadsworth Matlin, M. (2002). Cognition (5thed.). London: Thomson Learning. Pinel, J.P. (2000). Biopsychology (4th ed.). London: Prentice Hall. Richardson, J. (1999). Imagery. Hove: Psychology Press. * Key texts