Download here: http://gg.gg/oguys
*Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Format
*Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Pdf
*Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Examples
Have you ever wondered whether the violence you see on television affects your behavior? Are you more likely to behave aggressively in real life after watching people behave violently in dramatic situations on the screen? Or, could seeing fictional violence actually get aggression out of your system, causing you to be more peaceful? How are children influenced by the media they are exposed to? A psychologist interested in the relationship between behavior and exposure to violent images might ask these very questions.
This preview shows page 1 - 7 out of 15 pages. WHS AP Psychology Unit 1: Science of Psychology Essential Task 1-4: Differentiate types of Research with regard to purpose, strengths and weaknesses -Descriptive Research: Case Studies, Naturalistic Observation and Surveys -Correlational Research -Experimental Research. Total Posts Total Posts 0 Posts Per Day 0 General Information Last Activity 2021.01.17 23:41 PM Join Date 2017.11.04 Referrals 0.
The topic of violence in the media today is contentious. Since ancient times, humans have been concerned about the effects of new technologies on our behaviors and thinking processes. The Greek philosopher Socrates, for example, worried that writing—a new technology at that time—would diminish people’s ability to remember because they could rely on written records rather than committing information to memory. In our world of quickly changing technologies, questions about the effects of media continue to emerge. Many of us find ourselves with a strong opinion on these issues, only to find the person next to us bristling with the opposite view.Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Format
How can we go about finding answers that are supported not by mere opinion, but by evidence that we can all agree on? The findings of psychological research can help us navigate issues like this.ReferencesUnit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Pdf
American Academy of Pediatrics, American Academy of Child & Adolescent Psychiatry, American Psychological Association, American Medical Association, American Academy of Family Physicians, American Psychiatric Association. (2000). Joint statement on the impact of entertainment violence on children. Retrieved from http://www2.aap.org/advocacy/releases/jstmtevc.htm.
American Cancer Society. (n.d.). History of the cancer prevention studies. Retrieved from http://www.cancer.org/research/researchtopreventcancer/history-cancer-prevention-study
American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association. (n.d.). Research with animals in psychology. Retrieved from https://www.apa.org/research/responsible/research-animals.pdf
Arnett, J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602–614.
Barton, B. A., Eldridge, A. L., Thompson, D., Affenito, S. G., Striegel-Moore, R. H., Franko, D. L., . . . Crockett, S. J. (2005). The relationship of breakfast and cereal consumption to nutrient intake and body mass index: The national heart, lung, and blood institute growth and health study. Journal of the American Dietetic Association, 105(9), 1383–1389. Retrieved from http://dx.doi.org/10.1016/j.jada.2005.06.003
Chwalisz, K., Diener, E., & Gallagher, D. (1988). Autonomic arousal feedback and emotional experience: Evidence from the spinal cord injured. Journal of Personality and Social Psychology, 54, 820–828.
Clayton, R. R., Cattarello, A. M., & Johnstone, B. M. (1996). The effectiveness of Drug Abuse Resistance Education (Project DARE): 5-year follow-up results. Preventive Medicine: An International Journal Devoted to Practice and Theory, 25(3), 307–318. doi:10.1006/pmed.1996.0061
D.A.R.E. (n.d.). D.A.R.E. is substance abuse prevention education and much more! [About page] Retrieved from http://www.dare.org/about-d-a-r-e/
Dominus, S. (2011, May 25). Could conjoined twins share a mind? New York Times Sunday Magazine. Retrieved from http://www.nytimes.com/2011/05/29/magazine/could-conjoined-twins-share-a-mind.html?_r=5&hp&
Ennett, S. T., Tobler, N. S., Ringwalt, C. L., & Flewelling, R. L. (1994). How effective is drug abuse resistance education? A meta-analysis of Project DARE outcome evaluations. American Journal of Public Health, 84(9), 1394–1401. doi:10.2105/AJPH.84.9.1394
Fanger, S. M., Frankel, L. A., & Hazen, N. (2012). Peer exclusion in preschool children’s play: Naturalistic observations in a playground setting. Merrill-Palmer Quarterly, 58, 224–254.
Fiedler, K. (2004). Illusory correlation. In R. F. Pohl (Ed.), Cognitive illusions: A handbook on fallacies and biases in thinking, judgment and memory (pp. 97–114). New York, NY: Psychology Press.Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Examples
Frantzen, L. B., Treviño, R. P., Echon, R. M., Garcia-Dominic, O., & DiMarco, N. (2013). Association between frequency of ready-to-eat cereal consumption, nutrient intakes, and body mass index in fourth- to sixth-grade low-income minority children. Journal of the Academy of Nutrition and Dietetics, 113(4), 511–519.
Harper, J. (2013, July 5). Ice cream and crime: Where cold cuisine and hot disputes intersect. The Times-Picaune. Retrieved from http://www.nola.com/crime/index.ssf/2013/07/ice_cream_and_crime_where_hot.html
Jenkins, W. J., Ruppel, S. E., Kizer, J. B., Yehl, J. L., & Griffin, J. L. (2012). An examination of post 9-11 attitudes towards Arab Americans. North American Journal of Psychology, 14, 77–84.
Jones, J. M. (2013, May 13). Same-sex marriage support solidifies above 50% in U.S. Gallup Politics. Retrieved from http://www.gallup.com/poll/162398/sex-marriage-support-solidifies-above.aspx
Kobrin, J. L., Patterson, B. F., Shaw, E. J., Mattern, K. D., & Barbuti, S. M. (2008). Validity of the SAT for predicting first-year college grade point average (Research Report No. 2008-5). Retrieved from https://research.collegeboard.org/sites/default/files/publications/2012/7/researchreport-2008-5-validity-sat-predicting-first-year-college-grade-point-average.pdf
Lewin, T. (2014, March 5). A new SAT aims to realign with schoolwork. New York Times. Retreived from http://www.nytimes.com/2014/03/06/education/major-changes-in-sat-announced-by-college-board.html.
Lowcock, E. C., Cotterchio, M., Anderson, L. N., Boucher, B. A., & El-Sohemy, A. (2013). High coffee intake, but not caffeine, is associated with reduced estrogen receptor negative and postmenopausal breast cancer risk with no effect modification by CYP1A2 genotype. Nutrition and Cancer, 65(3), 398–409. doi:10.1080/01635581.2013.768348
Lowry, M., Dean, K., & Manders, K. (2010). The link between sleep quantity and academic performance for the college student. Sentience: The University of Minnesota Undergraduate Journal of Psychology,3(Spring), 16–19. Retrieved from http://www.psych.umn.edu/sentience/files/SENTIENCE_Vol3.pdf
Lynam, D. R., Milich, R., Zimmerman, R., Novak, S. P., Logan, T. K., Martin, C., . . . Clayton, R. (1999). Project DARE: No effects at 10-year follow-up. Journal of Consulting and Clinical Psychology, 67(4), 590–593. doi:10.1037/0022-006X.67.4.590
McKie, R. (2010, June 26). Chimps with everything: Jane Goodall’s 50 years in the jungle. The Guardian. Retrieved from http://www.theguardian.com/science/2010/jun/27/jane-goodall-chimps-africa-interview
Offit, P. (2008). Autism’s false prophets: Bad science, risky medicine, and the search for a cure. New York: Columbia University Press.
Perkins, H. W., Haines, M. P., & Rice, R. (2005). Misperceiving the college drinking norm and related problems: A nationwide study of exposure to prevention information, perceived norms and student alcohol misuse. J. Stud. Alcohol, 66(4), 470–478.
Rimer, S. (2008, September 21). College panel calls for less focus on SATs. The New York Times. Retrieved from http://www.nytimes.com/2008/09/22/education/22admissions.html?_r=0
Ringwalt, C., Ennett, S. T., & Holt, K. D. (1991). An outcome evaluation of Project DARE (Drug Abuse Resistance Education). Health Education Research, 6(3), 327–337. doi:10.1093/her/6.3.327
Rothstein, J. M. (2004). College performance predictions and the SAT. Journal of Econometrics, 121, 297–317.
Rotton, J., & Kelly, I. W. (1985). Much ado about the full moon: A meta-analysis of lunar-lunacy research. Psychological Bulletin, 97(2), 286–306. doi:10.1037/0033-2909.97.2.286
Santelices, M. V., & Wilson, M. (2010). Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Education Review, 80, 106–134.
Sears, D. O. (1986). College sophomores in the laboratory: Influences of a narrow data base on social psychology’s view of human nature. Journal of Personality and Social Psychology, 51, 515–530.
Tuskegee University. (n.d.). About the USPHS Syphilis Study. Retrieved from http://www.tuskegee.edu/about_us/centers_of_excellence/bioethics_center/about_the_usphs_syphilis_study.aspx.
Shortly after the terrorist attacks in New York City and Washington, DC, in September of 2001, researcher Jennifer Lerner and her colleagues conducted an Internet-based survey of nearly 2,000 American teens and adults ranging in age from 13 to 88 (Lerner, Gonzalez, Small, & Fischhoff, 2003)[1]. They asked participants about their reactions to the attacks and for their judgments of various terrorism-related and other risks. Among the results were that the participants tended to overestimate most risks, that females did so more than males, and that there were no differences between teens and adults. The most interesting result, however, had to do with the fact that some participants were “primed” to feel anger by asking them what made them angry about the attacks and by presenting them with a photograph and audio clip intended to evoke anger. Others were primed to feel fear by asking them what made them fearful about the attacks and by presenting them with a photograph and audio clip intended to evoke fear. As the researchers hypothesized, the participants who were primed to feel anger perceived less risk than the participants who had been primed to feel fear—showing how risk perceptions are strongly tied to specific emotions.
The study by Lerner and her colleagues is an example of survey research in psychology—the topic of this chapter. We begin with an overview of survey research, including its definition, some history, and a bit about who conducts it and why. We then look at survey responding as a psychological process and the implications of this for constructing good survey questionnaires. Finally, we consider some issues related to actually conducting survey research, including sampling the participants and collecting the data.
*Lerner, J. S., Gonzalez, R. M., Small, D. A., & Fischhoff, B. (2003). Effects of fear and anger on perceived risks of terrorism: A national field experiment. Psychological Science, 14, 144–150. ↵
Download here: http://gg.gg/oguys
https://diarynote-jp.indered.space
*Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Format
*Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Pdf
*Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Examples
Have you ever wondered whether the violence you see on television affects your behavior? Are you more likely to behave aggressively in real life after watching people behave violently in dramatic situations on the screen? Or, could seeing fictional violence actually get aggression out of your system, causing you to be more peaceful? How are children influenced by the media they are exposed to? A psychologist interested in the relationship between behavior and exposure to violent images might ask these very questions.
This preview shows page 1 - 7 out of 15 pages. WHS AP Psychology Unit 1: Science of Psychology Essential Task 1-4: Differentiate types of Research with regard to purpose, strengths and weaknesses -Descriptive Research: Case Studies, Naturalistic Observation and Surveys -Correlational Research -Experimental Research. Total Posts Total Posts 0 Posts Per Day 0 General Information Last Activity 2021.01.17 23:41 PM Join Date 2017.11.04 Referrals 0.
The topic of violence in the media today is contentious. Since ancient times, humans have been concerned about the effects of new technologies on our behaviors and thinking processes. The Greek philosopher Socrates, for example, worried that writing—a new technology at that time—would diminish people’s ability to remember because they could rely on written records rather than committing information to memory. In our world of quickly changing technologies, questions about the effects of media continue to emerge. Many of us find ourselves with a strong opinion on these issues, only to find the person next to us bristling with the opposite view.Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Format
How can we go about finding answers that are supported not by mere opinion, but by evidence that we can all agree on? The findings of psychological research can help us navigate issues like this.ReferencesUnit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Pdf
American Academy of Pediatrics, American Academy of Child & Adolescent Psychiatry, American Psychological Association, American Medical Association, American Academy of Family Physicians, American Psychiatric Association. (2000). Joint statement on the impact of entertainment violence on children. Retrieved from http://www2.aap.org/advocacy/releases/jstmtevc.htm.
American Cancer Society. (n.d.). History of the cancer prevention studies. Retrieved from http://www.cancer.org/research/researchtopreventcancer/history-cancer-prevention-study
American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association. (n.d.). Research with animals in psychology. Retrieved from https://www.apa.org/research/responsible/research-animals.pdf
Arnett, J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602–614.
Barton, B. A., Eldridge, A. L., Thompson, D., Affenito, S. G., Striegel-Moore, R. H., Franko, D. L., . . . Crockett, S. J. (2005). The relationship of breakfast and cereal consumption to nutrient intake and body mass index: The national heart, lung, and blood institute growth and health study. Journal of the American Dietetic Association, 105(9), 1383–1389. Retrieved from http://dx.doi.org/10.1016/j.jada.2005.06.003
Chwalisz, K., Diener, E., & Gallagher, D. (1988). Autonomic arousal feedback and emotional experience: Evidence from the spinal cord injured. Journal of Personality and Social Psychology, 54, 820–828.
Clayton, R. R., Cattarello, A. M., & Johnstone, B. M. (1996). The effectiveness of Drug Abuse Resistance Education (Project DARE): 5-year follow-up results. Preventive Medicine: An International Journal Devoted to Practice and Theory, 25(3), 307–318. doi:10.1006/pmed.1996.0061
D.A.R.E. (n.d.). D.A.R.E. is substance abuse prevention education and much more! [About page] Retrieved from http://www.dare.org/about-d-a-r-e/
Dominus, S. (2011, May 25). Could conjoined twins share a mind? New York Times Sunday Magazine. Retrieved from http://www.nytimes.com/2011/05/29/magazine/could-conjoined-twins-share-a-mind.html?_r=5&hp&
Ennett, S. T., Tobler, N. S., Ringwalt, C. L., & Flewelling, R. L. (1994). How effective is drug abuse resistance education? A meta-analysis of Project DARE outcome evaluations. American Journal of Public Health, 84(9), 1394–1401. doi:10.2105/AJPH.84.9.1394
Fanger, S. M., Frankel, L. A., & Hazen, N. (2012). Peer exclusion in preschool children’s play: Naturalistic observations in a playground setting. Merrill-Palmer Quarterly, 58, 224–254.
Fiedler, K. (2004). Illusory correlation. In R. F. Pohl (Ed.), Cognitive illusions: A handbook on fallacies and biases in thinking, judgment and memory (pp. 97–114). New York, NY: Psychology Press.Unit 1 Intro Psych Research Methodsmr Volkmar’s Course Pages Examples
Frantzen, L. B., Treviño, R. P., Echon, R. M., Garcia-Dominic, O., & DiMarco, N. (2013). Association between frequency of ready-to-eat cereal consumption, nutrient intakes, and body mass index in fourth- to sixth-grade low-income minority children. Journal of the Academy of Nutrition and Dietetics, 113(4), 511–519.
Harper, J. (2013, July 5). Ice cream and crime: Where cold cuisine and hot disputes intersect. The Times-Picaune. Retrieved from http://www.nola.com/crime/index.ssf/2013/07/ice_cream_and_crime_where_hot.html
Jenkins, W. J., Ruppel, S. E., Kizer, J. B., Yehl, J. L., & Griffin, J. L. (2012). An examination of post 9-11 attitudes towards Arab Americans. North American Journal of Psychology, 14, 77–84.
Jones, J. M. (2013, May 13). Same-sex marriage support solidifies above 50% in U.S. Gallup Politics. Retrieved from http://www.gallup.com/poll/162398/sex-marriage-support-solidifies-above.aspx
Kobrin, J. L., Patterson, B. F., Shaw, E. J., Mattern, K. D., & Barbuti, S. M. (2008). Validity of the SAT for predicting first-year college grade point average (Research Report No. 2008-5). Retrieved from https://research.collegeboard.org/sites/default/files/publications/2012/7/researchreport-2008-5-validity-sat-predicting-first-year-college-grade-point-average.pdf
Lewin, T. (2014, March 5). A new SAT aims to realign with schoolwork. New York Times. Retreived from http://www.nytimes.com/2014/03/06/education/major-changes-in-sat-announced-by-college-board.html.
Lowcock, E. C., Cotterchio, M., Anderson, L. N., Boucher, B. A., & El-Sohemy, A. (2013). High coffee intake, but not caffeine, is associated with reduced estrogen receptor negative and postmenopausal breast cancer risk with no effect modification by CYP1A2 genotype. Nutrition and Cancer, 65(3), 398–409. doi:10.1080/01635581.2013.768348
Lowry, M., Dean, K., & Manders, K. (2010). The link between sleep quantity and academic performance for the college student. Sentience: The University of Minnesota Undergraduate Journal of Psychology,3(Spring), 16–19. Retrieved from http://www.psych.umn.edu/sentience/files/SENTIENCE_Vol3.pdf
Lynam, D. R., Milich, R., Zimmerman, R., Novak, S. P., Logan, T. K., Martin, C., . . . Clayton, R. (1999). Project DARE: No effects at 10-year follow-up. Journal of Consulting and Clinical Psychology, 67(4), 590–593. doi:10.1037/0022-006X.67.4.590
McKie, R. (2010, June 26). Chimps with everything: Jane Goodall’s 50 years in the jungle. The Guardian. Retrieved from http://www.theguardian.com/science/2010/jun/27/jane-goodall-chimps-africa-interview
Offit, P. (2008). Autism’s false prophets: Bad science, risky medicine, and the search for a cure. New York: Columbia University Press.
Perkins, H. W., Haines, M. P., & Rice, R. (2005). Misperceiving the college drinking norm and related problems: A nationwide study of exposure to prevention information, perceived norms and student alcohol misuse. J. Stud. Alcohol, 66(4), 470–478.
Rimer, S. (2008, September 21). College panel calls for less focus on SATs. The New York Times. Retrieved from http://www.nytimes.com/2008/09/22/education/22admissions.html?_r=0
Ringwalt, C., Ennett, S. T., & Holt, K. D. (1991). An outcome evaluation of Project DARE (Drug Abuse Resistance Education). Health Education Research, 6(3), 327–337. doi:10.1093/her/6.3.327
Rothstein, J. M. (2004). College performance predictions and the SAT. Journal of Econometrics, 121, 297–317.
Rotton, J., & Kelly, I. W. (1985). Much ado about the full moon: A meta-analysis of lunar-lunacy research. Psychological Bulletin, 97(2), 286–306. doi:10.1037/0033-2909.97.2.286
Santelices, M. V., & Wilson, M. (2010). Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Education Review, 80, 106–134.
Sears, D. O. (1986). College sophomores in the laboratory: Influences of a narrow data base on social psychology’s view of human nature. Journal of Personality and Social Psychology, 51, 515–530.
Tuskegee University. (n.d.). About the USPHS Syphilis Study. Retrieved from http://www.tuskegee.edu/about_us/centers_of_excellence/bioethics_center/about_the_usphs_syphilis_study.aspx.
Shortly after the terrorist attacks in New York City and Washington, DC, in September of 2001, researcher Jennifer Lerner and her colleagues conducted an Internet-based survey of nearly 2,000 American teens and adults ranging in age from 13 to 88 (Lerner, Gonzalez, Small, & Fischhoff, 2003)[1]. They asked participants about their reactions to the attacks and for their judgments of various terrorism-related and other risks. Among the results were that the participants tended to overestimate most risks, that females did so more than males, and that there were no differences between teens and adults. The most interesting result, however, had to do with the fact that some participants were “primed” to feel anger by asking them what made them angry about the attacks and by presenting them with a photograph and audio clip intended to evoke anger. Others were primed to feel fear by asking them what made them fearful about the attacks and by presenting them with a photograph and audio clip intended to evoke fear. As the researchers hypothesized, the participants who were primed to feel anger perceived less risk than the participants who had been primed to feel fear—showing how risk perceptions are strongly tied to specific emotions.
The study by Lerner and her colleagues is an example of survey research in psychology—the topic of this chapter. We begin with an overview of survey research, including its definition, some history, and a bit about who conducts it and why. We then look at survey responding as a psychological process and the implications of this for constructing good survey questionnaires. Finally, we consider some issues related to actually conducting survey research, including sampling the participants and collecting the data.
*Lerner, J. S., Gonzalez, R. M., Small, D. A., & Fischhoff, B. (2003). Effects of fear and anger on perceived risks of terrorism: A national field experiment. Psychological Science, 14, 144–150. ↵
Download here: http://gg.gg/oguys
https://diarynote-jp.indered.space
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