Fall 2020 - PSYC 301 D100
Intermediate Research Methods and Data Analysis (4)
Class Number: 3160
Delivery Method: In Person
Course Times + Location:
Fr 12:30 PM – 2:20 PM
REMOTE LEARNING, Burnaby
Exam Times + Location:
Dec 16, 2020
7:00 PM – 9:00 PM
REMOTE LEARNING, Burnaby
1 778 782-5685
Prerequisites:PSYC 201 and 210 and a minimum CGPA of 2.67.
A continuation of PSYC 201 and 210. Provides extensions of the basic theory and methods of research design and data analysis. Includes discussions of the analysis of substantive problems, the choice of appropriate research designs, and special problems that arise in the analysis of psychological data. Quantitative.
Provisional Structuring of Substantive Areas Psyc 301 is the second in a sequence of four courses-the first being psyc210, the third and fourth, psyc410 and psyc411- on statistics and data analysis which SFU psychology undergraduate students may take as part of their program of studies. It is, also, a requirement for enrollment in the psychology undergraduate honours program. In addition to a thorough coverage of quantitative concepts underlying of psychological research in general, focus, in psyc301, is on a number of key quantitative scenarios, each involving manifold components, among these, research design (under which the data that bears on a problem is generated), data analysis, assumption checking, error control, hypothesis testing, and magnitude of effect estimation. Scenarios involving each of observational and formal experimental designs are encountered. The commitment of psyc301 is emphatically to scholarship. It is a course wherein thinking about quantitatives is the leitmotif. Although time is spent on computational/computer-related practice, this is not a “button-pressing” course.
Psyc301 will be comprised of two parts:
• Data analysis and logic of statistical inference
• Concept of relationship
ii. Selected quantitative scenarios (provisional list)• 1-way between subject design:
- ANOVA (general relationship question)
- simultaneous inference (set of specific hypotheses)
• analysis of relationship between 2 quasi-continuous variates (linear
regression and related matters)
• p-way between subject design and analysis
COURSE-LEVEL EDUCATIONAL GOALS:
Finally, there will be made available to you, in the first week, as a reading, a properly executed assignment from the past. You will see, in particular, that this assignment is properly structured as follows:
i. Introduction; ii. data analysis; iii. statement of statistical hypothesis to be tested; iv. error analysis (power computations and choice of type I error rate); v. assumption checking; vi. outcome of hypothesis test; vii. (wherein necessary) magnitude of effect estimate.
Recapitulation of implications of the university’s response to Covid: The course will be, in the main, offered in a virtual and asynchronous format. There is, of course, the necessity, in a statistics course, of discussing lecture and reading material, and, accordingly, of scheduling some synchronous class time. The synchronous class time that will take place this semester is a weekly, optional (but highly recommended), office hours (see schedule, below), to be held using the Zoom web conferencing app. The following is a compact recapitulation of the implications for each component of the course:
- 4 assignments each worth 10% 40%
- 1 midterm: 30%
- 1 final: 30%
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN FALL 2020
Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112).