Using Scholarly Journals in Undergraduate Experimental Methodology Courses

Many students, particularly underprepared students, struggle to identify the essential information in empirical articles. We describe a set of assignments for instructing general psychology students to dissect the structure of such articles. Students in General Psychology I read empirical articles and answered a set of general, factual questions applicable to nearly any empirical article. Students in General Psychology II read empirical articles and wrote two-page summaries based on the question set from General Psychology I. In both courses, student competence on the assignment and confidence in their ability to complete the assignment improved, suggesting that these assignments aid students in learning to dissect empirical articles.

mentioning

confidence: 99%

Learning to Read Empirical Articles in General Psychology

Sego

Stuart

2015

“…There is essentially no information on which classic works introductory students find readable, interesting, or valuable. Published studies about the effective use of classic works have inevitably been concerned with advanced students (e.g., Henderson, 1995;Suter & Frank, 1986). Johnson and Carton (2006), however, did report successful use of Milgram's (1974) classic book on obedience in their introductory course.…”

Section: Resultsmentioning

confidence: 99%

Classic Articles as Primary Source Reading in Introductory Psychology

Griggs

Jackson

2007

Given the frequent use of primary source readings by introductory psychology teachers, especially at liberal arts colleges, we compiled the citation frequencies of classic articles in introductory textbooks to help teachers select readings for their courses. Using a random sample of 24 of the most recent introductory texts (copyright dates 2004–2006), we checked for citation of the 40 classic studies that Gorenflo and McConnell (1991) identified as cited in a simple majority of textbooks in the late 1980s. We found that 22 of these articles still met this citation criterion. We discuss the general content of these articles and ways to supplement them to comprise a sufficiently diverse set of possible readings for the introductory course.

“…Our classroom activity explores differences between active and passive touch. This project joins a set of research methods exercises that replicate classic studies (e.g., Suter & Frank, 1986;Ware & Johnson, 1996). We find this project to be appealing, because the basic findings are easy to produce in a classroom setting, data collection proceeds quickly, and the existing literature is small and highly accessible.…”

Section: Indiana University Northwestmentioning

confidence: 99%

Active and Passive Touch: A Research Methodology Project

O'Dell

Hoyert

2002

We describe a perceptual experiment that we have successfully used in Research Methods classes. Students attempt to identify a series of simple cookie cutter shapes using only the fingers and hands (haptic perception). Students read archival studies that have used this procedure, identify confounds, generate and test alternative hypotheses, and present the results. Students described the project as quite enjoyable. They also showed a deeper understanding of research design and were able to present their data clearly. This exercise is an effective project for exploring and practicing critical analysis of existing research, experimental design, and data analysis, as well as data and theory presentation.