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Lecture 6

Psychology Lecture 6.docx

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Department
Psychology
Course
PSYA01H3
Professor
Steve Joordens
Semester
Summer

Description
Psychology Lecture 6 (chapter 2, Slide 1-16) Slide 5: Correlational experiment helps you that there is a relationship between the shark and the cage, but not exactly how. Slide 7: Design experiment to answer question properly. Eye colour is a variable –blue, black green etc., but even among a colour there are various spectrums Value of a variable: the specific value that a variable can take. Ex. Age=variable. 20 years= value In an experiment, you want to have the cause present, but in another trial you take it away, so that you know that the cause is the actual cause of the event. Independent Variable: related to cause Dependent variable: related to effect. It depends on the value of the independent variable. Ex: the shark and the cage- it seems the metal produces an electrical field that attracts the shark that is so alien that they become aggressive towards the cage. Test- condition where electrical field is present, and in another it’s not. Independent- presence of electrical field Dependent- sharks aggression; if the electrical field is present, it’s aggressive. Slide 8: Control group- tries to measure/create a normal condition where the cause is not present (ie. The electrical field is not present, and you observe the shark in its normal state) Experimental group- where the e. field is present, and watch the shark behave. Slide 9:A very specific experiment to test this hypothesis: operationally defined variables. Ex: Students learn better if encouraged to participate. Not specific- what do you mean by encourage? Participate? How do you design an experiment? Control: class is not encouraged to participate: typical lecture Experiment: class is actively involved: get participation marks, ask students, threaten if they fail to participate, provide positive feedback, iclickers, upload powerpoint ahead of time for less note taking Manipulation check- someone who doesn’t know which is which to observe how actively the students participate But how do we know if they learned anything? Assessment devices (tests, assignments etc). But operational devices are difficult to assess because others can openly look at it and ask- how did you do that? Worry that operational devices are not effective Slide 12: validity- how well the definitions capture the experiment (ex. Manipulation checks- the observer does not know which one is the experimental class, but assess classroom involvement) Converging evidence- someone testing th
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