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Announcements
Exam 1: on Monday Mixture of multiple choice and short answer
University college writing help: http://www.ucollege.ilstu.edu/tutoring/writing/
Online CITI ethics training due week 5 http://psychology.illinoisstate.edu/jccutti/psych231/f13/fall2013ethics.html
APA style: Parts of a research report
• Abstract• Body
• Introduction• Methods
• Participants• Materials/Apparatus• Design• Procedure
• Results• Discussion
• References• The rest
• Authors Notes, Footnotes, Tables, Figures & Captions
Body
Discussion (interpreting the results) Relationship between purpose and results Theoretical (or methodological) contribution Implications Future directions (optional)
Reading checklist• Does YOUR interpretation or the authors' interpretation best
represent the data?
• Do you or the author draw the most sensible implications and conclusions?
• Writing checklist• Have you stated your most convincing argument?
• Do the conclusions follow straightforwardly from the results?
The references
References Author’s name Year Title of work Publication information
• Journal• Issue• Pages
Adolescent Depression 29 References
Barnett, P. A., & Gotlib, I. H. (1988). Psychosocial functioning and depression: Distinguishing among antecedents, concomitants, and consequences. Psychological Bulletin, 104. Beck, A. T. (1978). Beck Depression Inventory. San Antonio, TX: Psychological Corporation. Benoit, D., Vidovic, D., & Roman, J. (1991, April). Transmission of attachment across three generations. Paper presented at the Biennial Meeting of the Society for Research in Child Development. Benoit, D., Zeanah, C. H., & Barton, M. L. (1989). Maternal attachment disturbances in failure to thrive. Infant Mental Health Journal, 3, 185-202. Benoit, D., Zeanah, C. H., Boucher, C., & Minde, K. (1989). Sleep disorders in early childhood: Association with insecure maternal attachment. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 86-93.
When something odd comes up, don’t guess. Look it up!
The rest
Authors Notes Footnotes Tables Figures and captions
These are used to supplement the text. To make a point clearer for the reader. Typically used for:
• The design• Examples of stimuli• Patterns of results
Ethical Responsibilities in Research
Two basic categories of ethical concerns: Need to consider the rights of our participants in our
research Need to behave ethically as scientists and
practitioners
Ethical Responsibilities in Research
Two basic categories of ethical concerns: Need to consider the rights of our participants in our
research Need to behave ethically as scientists and
practitioners
Using humans in research
For the most part the researcher has the power• You know what is going to be
done to the participants• Participants may feel like
they have to do it• Consider the Milgram (1963) study
• demonstrated how far people may go to obey authorities
• This study itself exemplifies the need for strict rules of ethics
Consider ethics at each step Does the topic/idea for the research have some ethical issues
surrounding it? How are participants selected? What methods may be used on the participant population? What measurement techniques will be used? What design is appropriate? How are the data analyzed? How are the results reported?
Ethical Responsibilities in Research
Respect for persons – “All individual human beings are presumed to be free and responsible persons and should be treated as such in proportion to their ability in the circumstances.” Basic courtesy Informed consent Debriefing Avoid deception
Beneficence - ”Do good and avoid harm"
Protection from harm Cost/Benefits analysis Confidentiality
Justice – “Everyone is entitled to equal access to basic care necessary for living in a human way. “ Freedom from coercion Equal chances of participation
Belmont Report & APA’s code of ethics
http://www.apa.org/ethics/code/index.aspx
Informed consent
Information to allow a person to decide if they want to participate (sample in lab manual pgs 26-27) Basic purpose of the study Participation is voluntary Risks involved Benefits involved Rights to refuse or terminate participation
Assent - guardians if participants are not competent• e.g., children, developmentally disabled people
Using deception in research
Types Passive deception
• Withholding information about the study Active deception
• Deliberately misleading participants
Avoid it when possible Consider alternatives to deception
• Role-playing
When not possible to avoid Make sure that you are up front with all possible risks Potential results must be worth it Must debrief participants as soon as possible (either right after
participation or as soon as project is over)
Costs/Benefits analysis
Costs: all potential risks to the participants Physical harm Psychological harm Loss of confidentiality
Benefits: the “good” outcomes Direct benefits to participants Benefits to knowledge base Benefits to world at large
Institutional Review Board IRB Criteria
• Minimize risk• Benefits > Risks• Equal opportunity sampling• Informed consent• Documentation of consent• Data monitoring• Privacy & Confidentiality
Monitoring of ethics
On-line Ethics Training
CITI ethics training https://www.citiprogram.org/
Can take short “courses” on ethics Starting Jan. 2011 most 290, 390s (and probably some
PSY 331 classes) will require it (lasts for 3 years) Social/Behavioral Research Course, Basic Course Students conducting no more than minimal risk research
Starting 2 years ago, this is now a 231 assignment See the syllabus page for a link to the instructions for how
to sign on and take this training
Scientific Integrity
Fraud prevention Replication – repeat a research study to validate results Peer Review – critical analysis of research by peers in the
same area Plagiarism – taking credit for another’s work or ideas
• Avoided by citing the ideas or words of others
Two basic categories of ethical concerns: Need to consider the rights of our participants in our
research Need to behave ethically as scientists and
practitioners (Integrity, Fidelity & Responsibility)