Main Menu for Chapter 7 of Research Design Explained (6th Ed.)

• Outline
• Powerpoint lecture/Chapter outline
• Key Terms and Issues

• Lecture 7.1: Interpreting Descriptive Data
• Lecture 7.2: Descriptive Methods
• Powerpoint lecture/Chapter outline
• Bonus powerpoint lecture (password is the first word on page 3 of the Instructor's Manual)

Chapter 7 section of the student website

Handouts

• Handout 7.1: Different kinds of correlation coefficients
• Handout 7.2: Scales of measurement and analysis
• Handout 7.3: Interpreting Null Results
• Handout comparing different designs in terms of their ability to make cause-effect conclusions
• Detailed Learning Objectives for Chapter 7
• Crossword puzzle
  • Completed crossword puzzle (password is the first nonhyphenated word on page 3 of the Instructor's Manual)

• Have students read one or more of the following interesting correlational articles (article summaries and reading tips handouts provided)
• Have student conduct descriptive research  (ideas for both observational and archival research)
• Address questions about descriptive research
  • Why describe?
  • Why do we need science to describe?
  •  What are the strengths and weaknesses of descriptive research?
• Correlation and causality
  • Using humor to illustrate that correlation does not establish causality
  • Subject variables
  • Advanced issues in correlation and causality
• Discuss links between experimental and correlational research
• Discuss statistical issues
  • Understanding correlation coefficients
    •     Make sure students understand (a) the difference between positive and negative correlation coefficients and (b) that the absolute value of the correlation  coefficient corresponds to its size.
    •      If you want them to have use a computer program to calculate Pearson r, click here.
    • Assign this interactive Excel spreadsheet if you want to help students understand how different Pearson rs correspond to different effect sizes.
  • If you wish to have students understand the standard error of the mean, you may want to use Robert Ryan's 30 minute demonstration. Start by putting five slips with the numbers 0, 0, 0, 3, 6 in one bag and five slips with the numbers: 0, 3, 6,6,6 in a second bag. Then, create at least 3 sets of these bags (the bigger your class, the more sets you will want). Students then take samples of 3 slips (with replacement) to test the hypothesis that the null hypothesis is 1.8. To simplify things, Ryan has them reject the null hypothesis if the sample mean is 4 or greater. In the next class meeting, Ryan uses the data to illustrate the concepts of sampling distributions, Type 1 errors, power, and the Central Limit Theorem. For more, see Ryan, R. S. (2006). A hands-on exercise improves understanding of the standard error of the mean. Teaching of Psychology, 33, 180-183
  • Understanding and computing Chi-square
    •     Have students go through a Chi-square tutorial.
    •     Have students use a computer program on the web to calculate chi squares to help them better understand the concept of correlation.
  • Statistical significance
  • Different ways of analyzing correlational data