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Lecture 2

PSY 492 Lecture 2: Health Psychology notes 9-1

4 Pages
63 Views
Fall 2016

Department
Psychology
Course Code
PSY 492
Professor
Vincent Miles
Lecture
2

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Research in Health Psychology
Critical Thinking
"Unscientific" thinking = dangerous
o Belief bias
o
We go into a situation with some kind of pre-obtained
understanding/thinking of how it works, and we need to distance ourselves
from that
Science nowadays fights against this
o Inaccurate assumptions
o
E.g. swine flu- connecting that term to the disease hurt the pork industry
o Deception
o
People presenting research may not have the best purpose in mind
Human nature requires that we will fall for things if they're pitched in the
right way
Research methods
o Descriptive
o
Researchers observe and record participants' behaviors, often forming
hypotheses that are later tested more systematically
A good starting point when trying to understand a phenomenon and first
start building a hypothesis
Case studies
E.g. Little Albert
Can be intensive and costly
Limited generalizability
Observational
Unstructured (naturalistic observation)
Structured (lab observation)
Surveys
Self-report measures
Open vs. closed-ended questions
Likert scale
Answer 1-7; still closed-ended, but there is more
room for diversity within responses
Low cost
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Description
find more resources at oneclass.com Research in Health Psychology  Critical Thinking  "Unscientific" thinking = dangerous  o Belief bias o  We go into a situation with some kind of pre-obtained understanding/thinking of how it works, and we need to distance ourselves from that  Science nowadays fights against this o Inaccurate assumptions o  E.g. swine flu- connecting that term to the disease hurt the pork industry o Deception o  People presenting research may not have the best purpose in mind  Human nature requires that we will fall for things if they're pitched in the right way  Research methods  o Descriptive o  Researchers observe and record participants' behaviors, often forming hypotheses that are later tested more systematically  A good starting point when trying to understand a phenomenon and first start building a hypothesis  Case studies   E.g. Little Albert  Can be intensive and costly  Limited generalizability  Observational   Unstructured (naturalistic observation)  Structured (lab observation)  Surveys   Self-report measures   Open vs. closed-ended questions  Likert scale   Answer 1-7; still closed-ended, but there is more room for diversity within responses  Low cost find more resources at oneclass.com find more resources at oneclass.com  Limited data  Bias can exist in responses   We have to take these answers with a grain of salt  Reveal information about 2 or more variables that may be related   To determine the extent of the relationship, the correlation is calculated  Correlation (r-value) ranges from +1.00 to -1.00  Can be positively or negatively correlated o Experimental o  Studies in which a treatment, procedure, or program is introduced and a result/outcome is observed  Variables   Independent   Introduced to see the effects it produces; manipulates  Dependent   The measurement of those effects  Confounding   "Other factors"; other things going on that might be changing or affecting the result  E.g. sleep study on melatonin where everyone is receiving the exact same treatment- but for half of the subjects the
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