Welcome to Psychology 15A

Psych 15A– Faculty Mentored Independent Research in Psychology Ticket 67300 Location B116 (for first meeting) Units 2 Welcome to Psychology 15A

Course Description - This course provides hands-on experience for conducting independent psychological research while under the guidance of a mentor. Students learn to access psychology's research databases, collaborate effectively on a research team, design and conduct a study in compliance with appropriate ethical guidelines, perform data analyses, and present their research findings in a research conference setting. Prerequisite: This course requires successful completion of Psychology 1. Advisory: Completion of Psychology 10 and/or Psychology 2.

In this special section of Psych15A. Students will conduct research on the effectiveness of several psychological interventions. Each intervention will be in the form of a peer-taught classroom presentation. Participants will be recruited from IVC psychology classes. The primary independent variable for each intervention will be exposure to the presentation, but some presentations will include additional independent variables which will be manipulated.

Each intervention presentation will follow an 8-part sequence and will be based on current psychological research. Each presentation will be “highly interactive” and include short video clips, mini-lectures, and small group discussions. As a student research team member, your job will be to read the relevant psychological research literature for each intervention, and work with your research team members to accomplish the following:

 Design the interventions, measures, and evaluation plans  Practice, then help your team present the intervention to participants  Analyze the data  Prepare and present a capstone presentation (PowerPoint, Prezi, poster, or paper) summarizing your study

Your professors are confident that your team’s research and capstone presentations will be of very high quality and appropriate for presenting at local, regional, and national research conferences. While your professors’ standards are very high, we feel the students in this class will, with strong individual effort, meet our standards. COURSE LEARNING OBJECTIVES Upon completion of this course, the student will be able to: 1. Select research articles from Psychology's research databases relevant to the student's research project. 2. Select a testable hypothesis relevant to the research project. 3. Evaluate and apply satisfactory operational definitions of the variables to be included in a research project. 4. Recognize and evaluate the components of the research project that must comply with the institution's IRB procedures. 5. Design and conduct a research study in accordance with the standards of psychological research. 6. Prepare and present an oral and written research report meeting the standards of psychological research.

1 Class Meeting Schedule – Class meetings begin promptly at 12:30 or 2:15 PM Time Class Intervention Presentation Day Meets / Room Mini-Lecture Topic Schedule (Approximate) Course overview. Research 12:30 August 25 conference opportunities. B311 Generating research ideas. Searching the literature. Basic September 2:15 research approaches. Research 1 B304 project preparation. 12:30 Ethics, IRB, informed consent, 8 B311 debriefing. Data collection. 2:15 Helpful research tools. Variables 1. Mindset & Academic Self- 15 B304 and measures. Regulation 12:30 Data analyses. 22 B311 Structure of APA journal articles. 2:15 APA formatting for articles, 29 B304 tables, and figures. Report and poster preparation. Communicating your findings - 12:30 Oct 6 oral and poster presentation B311 guidelines and protocol. 2:15 Shyness Management 13 2. B304 12:30 20 B311 2:15 27 B304 12:30 Nov 3 B311 10 Holiday, No Class 12:30 Expert Learning 17 3. B311 24 Holiday, No Class

2:15 Dec1 B304 12:30 8 B311 12:30 Final Class Meeting 15 B311

Evaluation of the student will be based upon the following outcomes: 1. The research project's written assignments - the annotated bibliographic synthesis of the extant literature, IRB proposals, informed consent forms, scripts, and the written component of the final report. All must comply with the accepted standards of psychological science. 10% 2. A series of “low stakes” quizzes - on the assigned readings and lectures. The quizzes will provide students with feedback about how well they are grasping key course content. 5% 3. A comprehensive final exam 10%

2 4. Effective and collaborative participation on the research team. Instructors will use a scoring rubric to evaluate the quality of each student’s collaboration with the team. 25% 5. Oral presentations of two types: a. Team presentations to student audiences. Instructors will use a scoring rubric to assess each student’s oral presentation competence. 25% b. End-of-term presentations that describe the research project's hypothesis, measures, design, primary findings, and conclusions - all presented in compliance with the accepted standards of science. 25% ______

CONFERENCE DATES FOR 2017-18 ***Nov. 4 – IVC/SC Student Research Symposium ***Nov. 18 – SCCUR – Undergraduate Research Symposium @ Cal Poly Pomona ***April 8, 2018 – Honors Transfer Council of CA (HTCC) Conference at UCI ***April 26-29, 2018 – WPA Convention in Portland, OR ______

Background Topics to be Reviewed in Professors’ Weekly Mini-Lectures Overview of Research in Psychology Historical foundations of psychological research Empiricism Goals of psychology The research, publication, review/replication cycle Searching Psychology's Research Literature Most preferred scholarly publications Peer review process Psychology's databases Securing digital copies of articles Structure of APA Formatted Articles The sections of a research article APA "style" basics Ethical Safeguards and Research IRB Informed consent Debriefing IRB process at Irvine Valley College Variables and Measures Types of variables Measurement Criteria for quality measures (reliability, validity) Generating Ideas for Possible Research Studies Everyday observations Discussion sections of published articles Full or partial replication of prior studies Other 3 Basic Research Designs/Approaches in Psychology Survey, questionnaire, interview Case study Naturalistic observation Experiment Quasi-experiment Small N designs Helpful Research Tools Statistical Package for the Social Sciences (SPSS) Google forms Excel Other Communicating Your Research Findings Conference posters Oral presentations (symposia, invited speaker, etc.) Research Conference Opportunities Southern California Conference on Undergraduate Research (SCCUR) IVC/Saddleback local conference Honors Transfer Council Conference (HTCC) at UC Irvine Western Psychological Association (WPA) conference Research Project Preparation Conduct a literature search Synthesize the relevant literature Choose the design Create participant recruitment and debrief scripts Create the informed consent form Data Collection Phase Prepare the data gathering instrument(s) Pilot test and revise, as needed, the procedure and instruments Gather data Data Analysis Export data into Excel and/or SPSS Examine and scrub data Conduct appropriate analyses Prepare a Report Build results tables and figures as needed Prepare one or more of the following reports APA format paper APA format poster PowerPoint or Prezi Present a Research Report - in a classroom or conference setting ______

4 BACKGROUND READING ORGANIZED BY INTERVENTION TOPIC

I. Shyness Management Carducci, B. J. (1999). The pocket guide to making successful small talk: How to talk to anyone anytime anywhere about anything. New Albany, IN: Pocket Guide Publishing. Carducci, B. J., Stubbins, Q. L., & Bryant, M. R. (2008, August). Still shy after all these years. Poster session presented at meeting of the American Psychological Association, Boston, MA. Carducci, B. J. (1996). Fighting shyness with shyness: An exercise in survey methodology and awareness. Teaching of Psychology, 23, 241-243. Carducci, B. J. (2005). The shyness workbook: Thirty days to dealing effectively with shyness. Champaign, IL: Research Press.

II. Mindset and Self-Regulation Cozolino, L. & Sprokay, S. (2006) Neuroscience and adult learning. New Directions for Adult and Continuing Education, 110, 11-19. **Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine Books. Mischel, W. (2014). The marshmallow test: mastering self-control. New York: Little, Brown and Company. **Oettingen, G. (2014). Rethinking positive thinking: Inside the new science of motivation. New York: Penguin Random House.

III. Science of Learning

Brown, P. C., Roediger, H. L., & McDaniel, M. A. Make it stick: The science of successful learning. Cambridge, Massachusetts: The Belnap Press of Harvard University Press. De Vivo, L., Bellesi, M., Marshall, W., Bushong, E.A., Ellisman, M.H., Tunoni, G., & Cirelli, C. (2017). Ultrastructural evidence for synaptic scaling across the wake/sleep cycle. Science, 355, 507-510. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directors

5 from cognitive and educational psychology. Psychological Science in the Public Interest, 14(3), 4-58. Karpicke, J. D. & Roediger, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162. Mazza, S., Gerbier, E., Gustin, M., Kasikci, Z., Koenig, O., Toppino, T.C., & Magnin, M. (2016). Relearn faster and retain longer: Along with practice, sleep makes perfect. Psychological Science, 27, 1321-1330. Roediger, H. L. & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210. Smith, M., Robinson, L., & Segal, R. (2016, June). How much sleep do you need? Retrieved from http://www.helpguide.org/articles/sleep/how-much-sleep-do-you- need.htm

IV. Understanding Prejudice

To be added. ______

Resource Websites

 Expert Learning (learning strategies backed by research) - http://www.learningscientists.org/

 Mindset (Carol Dweck’s helpful perspective on success and failure) - https://mindsetonline.com/index.html

 WOOP (Oettingen’s self-regulation strategy) - https://characterlab.org/goal-setting

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Key Fall Semester Dates First Day of Class Friday, August 25, 2017 Last Day to Add with APC: Monday, September 4, 2017 Drop with Refund by: Sunday, September 3, 2017 Elect Pass/No Pass by: Monday, September 25, 2017 Drop without 'W' Grade by: Monday, September 4, 2017 Drop with 'W' Grade by: Friday, November 3, 2017 Last Week of Class Ends: Wednesday, December 20, 2017