General methodology with the elements of psychology research methodology 1

elementary

K_W01

K_W06

K_U06

Yearly (60.hours) original lecture at the Institute of Psychology UKSW

KNOWLEDGE

To be able to distinguish between scientific and non-scientific knowledge – particularly in a field of psychology - a student graduating in Psychology must acquire general methodology of empirical science (which psychology is a part of), that includes: ability to formulate creating term definitions and awareness of possible mistakes there, knowledge on types of terms and on methods of constructing a theory. He or she should be able to distinguish specific rules applying to elements of a theory, i.e. ways of proving propositions (thesis). He or she should know what the functions of science are and should be aware of the features of a “good” scientific theory.

Modern psychologist should know the difference between scientific rationalism and scientific relativism, use with comprehension terms from the field of the theory of knowledge - such as: rationalism, empiricism, operationalization, positivism, logical positivism, modernism and postmodernism – and be able to point out similarities and differences in regard to how they understand the nature and process of science, as well as to name the leading exponents in that field. A graduate in psychology should understand – on a philosophical level – the specificity of the framework of psychological terms and difficulties related to creating psychological concepts based on such terms.

The content of the lecture aims to enable students to understand the process of research, to design their own research and to interpret the data using the most effective method(s) of statistical inference. Therefore they are expected to master basic as well as advanced knowledge on planning empirical research and on analysing empirical data gathered from both experimental and non-experimental (particularly correlational) research. At the same time, they should be aware of factors that may distort a validity of any observational research.

The basics of planning empirical research include knowledge on classic two-sample experiment with a random assignment and its variations (with experimental and control groups) as well as on a correlational two-factor model (based on statistical model of linear regression). The multi-sample experiments require mastering statistical models of one-factor and multi-factor analysis of variance (ANOVA) and tests of contrasts, complementary to them. When correlational research are considered, a psychologist should be able to use multiple regression model and to know how it is constructed. He or she should be aware of the possibility of a catalysis effect and know how to deal with it.

SKILLS

Students should be able to asses a research plan and credibility of conclusions in the literature (both domestic and international – as all terminology is introduced in Polish and English) which means having the ability of reading scholarly articles in psychology field with comprehension.

They should be able to plan their own research, taking into account the limitations of data analysis (dependent on the measurement scales and their probability distribution, the number of factors analysed, the number of factors controlled, and the research model type itself – experimental or non-experimental).

A graduate in psychology should be able to assess the size of the sample needed to observe an assumed experimental outcome (using the notion of the power of the test and statistical error), to design complex data analyses (using familiar statistical methods or those not such familiar – as not all of them can be talked about in detail for the time or complexity reasons), to formulate new research hypotheses which would broaden the topic, or – if the outcomes are impossible to interpret – to suggest some new areas for further research.

COMPETENCES

A psychologist should be able to write a research report using the language of methodology and statistics. He or she should be always critical towards his or her own research work and should be open to constructive criticism, not withdrawing from a substantive discussion.

KNOWLEDGE (After the first semester)

1. A student knows the difference between definitions and empirical generalizations.

2. A student knows the models of scientific knowledge and features of psychological knowledge.

3. A student is able to characterise research according to the hypothetic-deductive method.

4. A student understands both week and strong principles of rationality.

5. A student, drawing from the theory of knowledge, has an understanding of the meaning of scientific truth and the possible limits of knowledge.

6. A student knows specificity of the scientific research: intersubjective verifiability and communicability, repeatability, and the idealistic character of science.

SKILLS (After the first semester)

1. A student is able to asses a formal correctness of definition and scientific theories.

2. A student is able to distinguish between scientific and non-scientific knowledge.

3. A student is able to create an indicator of the construct in a correct way.

4. A student is able to create precise, inter-subjective, and empirically meaningful definitions of psychological terms.

COMPETENCES (After the first semester)

1. A student is able to take part in a discussion on a scientific value of particular empirical research.

2. A student is open to a constructive criticism and knows how to formulate his / her own criticism in a discussion.

ECTS:

Lectures - 30 hours

Practical classes - 30 hours

Students’ preparations for the lectures - 30 hours

Students’ preparations for the practical classes – 45 hours

Students’ preparation for the assessment test – 45 hours

TOTAL – 180 hours [180 : 30 = 6]

ECTS points = 6