What Is A Psychological Research Methods Class Like

[JackD]

I finally am going for a the psychological research methods course this semester and i got the book today. It looks painful. Just dry and tedious. I get the feeling i am going to further solidify my total lack of interest in being a researcher. Don't get me wrong, i can get through it just fine but i don't know i will enjoy it.

Anyway, how bad is that course?

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[Marissa4usa]

I assume that you are an undergrad, right?
As long as you have taken an introductory stats class and did well in it, you should be in good shape.
At my school, technically the only new thing I learned was ANOVA and if you understood all the t-test, z-test and the like there shouldn't be a problem. Yeah, it's dry and tedious but in my opinion those books always make it look worse than it is (maybe that's why I always go to class to take notes 😀)
Plus, I don't know if it's a requirement at your school, but if you get to do your own research project (have real participant, write up a paper, present a poster- and BTW almost for sure won't find any significant results😀) this class can actually be fun. The lab part ended up to be one of my favorite classes. And if you write a paper you will have something that you can really be proud because of because even though your findings most likely wont be significant this is something you will be putting a lot of sweat, tears and blood in.

 

[thewesternsky]

I finally am going for a the psychological research methods course this semester and i got the book today. It looks painful. Just dry and tedious. I get the feeling i am going to further solidify my total lack of interest in being a researcher. Don't get me wrong, i can get through it just fine but i don't know i will enjoy it.

Anyway, how bad is that course?

This was actually one of my favourite courses... Which textbook are you using?

If you're looking for a really interesting perspective on research methods, I highly recommend Keith Stanovich's "How to Think Straight About Psychology". It's mostly introductory stuff, but it has some amusing anecdotes and he uses a great style of writing.

 

[JockNerd]

I loved my methods course. I actually didn't know how much I loved research until I took my first stats course.

Expect to do some really basic-level stats (nothing that should frighten you). If your class is run well you'll do what Mar said and make a fake research project, make up data, do an analysis, and present it in a faux poster session.

There's been some interesting research done showing that instructor enthusiasm for teaching research methods is a strong predictor of future interest in research by students. Instructors can really make or break this course, much moreso than for other courses, I think, so hopefully you get a good one.

 

[JackD]

I took statistics two years ago, at least the class required for this course. Even though i did well in it, i didn't know i wanted to go into psychology, so i largely forgot about the stuff in the course.

I went to rate my professors and got the highest rated one for the class. The only complaints were "that its really hard" but then again that is what is said about ever class (even the teachers i have received an A+ with no effort, at all, are said to be difficult by most students). The syllabus is posted online and it looks like there are three tests and one group research project that isn't worth all that much. That seems counterintuitive but what do i know?

As for the book, it is called "Research Methods Explained" by Mitchell. I am a little nervous about the book, since i usually buy international edition, so i spend a small fortune on books. There is an ominous sticker on it that says "Not for Sale in the United States. Contents May Be Different Than U.S. Editions." I have never had one those warnings but i guess i will found out eventually if there really is a problem.

Really i am glad to finally get into this class, which is difficult since they are very small and there aren't that many sections offered each semester (which is bull **** since it is a required class). After this i can finally get into the psychology lab courses. I'm not sure what they are but it sounds interesting.

 

[Marissa4usa]

Expect to do some really basic-level stats (nothing that should frighten you). If your class is run well you'll do what Mar said and make a fake research project, make up data, do an analysis, and present it in a faux poster session.

I'm not sure what you mean by "fake", I just wanted to mention that it actually was a real research project. We didn't make any data, but actually had students from the psych intro classes be our participants ( they get class credit for it) and then we analyzed it using SPSS and then had to write a paper.

As for the book, it is called "Research Methods Explained" by Mitchell. I am a little nervous about the book, since i usually buy international edition, so i spend a small fortune on books. There is an ominous sticker on it that says "Not for Sale in the United States. Contents May Be Different Than U.S. Editions." I have never had one those warnings but i guess i will found out eventually if there really is a problem.

Usually the content is the same, just different page numbering. And it might also that the excercises don't match with those in the hardcover.

 

[JockNerd]

I'm not sure what you mean by "fake", I just wanted to mention that it actually was a real research project. We didn't make any data, but actually had students from the psych intro classes be our participants ( they get class credit for it) and then we analyzed it using SPSS and then had to write a paper.

We made up a data set. Some other classes gave stuff to other people in the class.

Didn't you have to go through your IRB for that, then? Maybe your uni's IRB is super-efficient; at my UG there was no way a protocol would go through fast enough for that to work with lit review and measure selection before (so you'd know what you're sending to the IRB), and data collection afterwards.

 

[Marissa4usa]

We made up a data set. Some other classes gave stuff to other people in the class.

Didn't you have to go through your IRB for that, then? Maybe your uni's IRB is super-efficient; at my UG there was no way a protocol would go through fast enough for that to work with lit review and measure selection before (so you'd know what you're sending to the IRB), and data collection afterwards.

Yeah, we had to do everything. Write a proposal and fill out an IRB form (incl. lit review and methods). The whole thing was done in a lab so the lab instructor made sure beforehand that everything was ok before it got handed (i.e. no experiments that can be harming, etc). We had about six weeks for everything until the data collection nights (proposals, IRB, getting materials together). What sucks about this project is that if you work with some real buttheads in a group you are pretty much screwed because even though you get the chance to rate them (which goes into their grade) the work still has to be done and this can be quite time consuming if you are the only one who has to do it.

 

[JockNerd]

Yeah, we had to do everything. Write a proposal and fill out an IRB form (incl. lit review and methods). The whole thing was done in a lab so the lab instructor made sure beforehand that everything was ok before it got handed (i.e. no experiments that can be harming, etc). We had about six weeks for everything until the data collection nights (proposals, IRB, getting materials together). What sucks about this project is that if you work with some real buttheads in a group you are pretty much screwed because even though you get the chance to rate them (which goes into their grade) the work still has to be done and this can be quite time consuming if you are the only one who has to do it.

Oh, you did it in groups. We did ours individually. I think this was a bit better, since you don't have to deal with slackers and you can be involved in the entire process. Also, I was envisioning 60 protocols flooding the IRB at once; in groups I see how that would work.

 

[JackD]

So i have gone through the first two weeks or so of this class and i have finally got around to reading some of the book. It is actually far more interesting than i though it would be. I thought it would be like reading a statistics book but there is actually a lot of intriguing information in it. It sort of reminds me of a psychology book mixed with a philosophy book. I suppose all of the warnings about the class being unbearable were unfounded.

 

[joshie6891]

Oh, you did it in groups. We did ours individually. I think this was a bit better, since you don't have to deal with slackers and you can be involved in the entire process. Also, I was envisioning 60 protocols flooding the IRB at once; in groups I see how that would work.

You got me thinking about my research methods class. We did the lit review and designed the study and all that, and each person in my class even ran participants themselves and entered and analyzed all the data for the paper.

But suddenly, I realized that we never were required to submit anything to the IRB. I had to go over the design with my professor and she had to okay it, but the IRB wasn't involved. Strange.

 

[Thrak]

As an undergrad, no "psychological research methods" course was offered. You got your biggest dose of it in Experimental Psych.

That course was a bear. Four projects in one semester where you went out and collected data, including one you designed yourself. I didn't actually like the course that much, but it was the nature of the class rather than the subject matter. I think I wound up taking every version of experimental psych/research methods my college offered, undergrad and grad, and pretty much loved them all (save that first one).

I can't speak to PhD-level courses, but I will say if you can take grad-level experimental/research methods classes, take them. They're much more interesting than the undergrad variety. That was my experience with all of my courses, actually, but most true in Experimental, Stats, and Social/Personality psych.

 

[GreyJect]

This was actually one of my favourite courses... Which textbook are you using?

If you're looking for a really interesting perspective on research methods, I highly recommend Keith Stanovich's "How to Think Straight About Psychology". It's mostly introductory stuff, but it has some amusing anecdotes and he uses a great style of writing.

Hi. I'm a Grade 11 student interested in psychology. I was looking for early insight into research methods of psychology. I found Stanovich's book that you recommended and it looks promising. Is there any other book or textbook that you would recommend with respect to research methods in psychology?

 

[mewtoo]

Hi. I'm a Grade 11 student interested in psychology. I was looking for early insight into research methods of psychology. I found Stanovich's book that you recommended and it looks promising. Is there any other book or textbook that you would recommend with respect to research methods in psychology?

Do you mean grade 11 in high school? If so you really shouldn't worry about this. At my school this is a junior level class and you have to take 3 classes before you even get to research methods (and 4 before you can run your experiment) and these classes are pivotal to understanding how to complete the research process. Plus it will be 3 to 4 years before you get to take this class. You'll forget it all by then so you aren't doing yourself any favors. Its also very technical and you won't have anyone to explain it to you in more detail. If you are really trying to figure out whether or not you want to pursue psychology and you insist on getting a textbook, just get an intro book or look do research on the internet. Otherwise wait until you start college and take an intro class your first semester.

 

[paramour]

I'd second mewtoo's advice here. You really don't want to overload yourself too much on a particular subject too early, especially when it is very likely that you have little technical understanding or grasp of the subject matter anyway. It could run someone running for the hills before they even get started.

I've seen something similar with very excited pre-med students when they go grab MCAT study books before they've even covered the material reviewed within it. I'm expected to do what?! This **** is boring. There's no way in hell I can do this! And off they go never to return.

Stick with the basics or intro stuff and move along at the pace where you should be at this point. 👍 If you want something advanced for your grade, find an appropriate instructor at your school and ask them for additional guidance.

 

[wigflip]

I'd second mewtoo's advice here. You really don't want to overload yourself too much on a particular subject too early, especially when it is very likely that you have little technical understanding or grasp of the subject matter anyway.

I don't know; I read GreyJect's post and thought to myself: this high school poster writes more competently than some with completed PhDs on the doctoral forum. If s/he's interested in reading ahead, I say, "go for it!" There are plenty of young, unfocused posters here to whom I wouldn't give that advice, but it sounds like GreyJect's in a different league.

 

[paramour]

I don't know; I read GreyJect's post and thought to myself: this high school poster writes more competently than some with completed PhDs on the doctoral forum. If s/he's interested in reading ahead, I say, "go for it!" There are plenty of young, unfocused posters here to whom I wouldn't give that advice, but it sounds like GreyJect's in a different league.

I run into entirely too many people who have "self-taught" themselves "advanced" subjects ... incorrectly. And then won't listen to anyone when someone attempts to correct their information. They're usually pompous asses. 👍

 

[mewtoo]

I don't know; I read GreyJect's post and thought to myself: this high school poster writes more competently than some with completed PhDs on the doctoral forum. If s/he's interested in reading ahead, I say, "go for it!" There are plenty of young, unfocused posters here to whom I wouldn't give that advice, but it sounds like GreyJect's in a different league.

You don't have much faith in people, do you? I can't say I have much more, though. I just mostly thought it would be a waste of time for GreyJect because of the likelihood that almost all of it would be forgotten or in the case it may scare them away because it looks hard if you aren't familiar with some of the foundation concepts. I'd suggest for them to try to get as many AP classes in and test out of them, take intro's at a community college, or do like I did and graduate a year early with all that extra time they apparently have. 😛

 

[wigflip]

I run into entirely too many people who have "self-taught" themselves "advanced" subjects ... incorrectly. And then won't listen to anyone when someone attempts to correct their information. They're usually pompous asses. 👍

Wow--I wish my students cared enough about learning to try to teach themselves. I guess I don't see that kind of initiative very often. I also don't recall my UG psych textbooks being very difficult to understand or requiring much supplementary explanation to figure out. But it's been a little while too...

 

[paramour]

Wow--I wish my students cared enough about learning to try to teach themselves. I guess I don't see that kind of initiative very often. I also don't recall my UG psych textbooks being very difficult to understand or requiring much supplementary explanation to figure out. But it's been a little while too...

I used a pretty deliberately dumbed down intro textbook once, and students still didn't get it. Alas, some folks be *****s.

 

[mewtoo]

I used a pretty deliberately dumbed down intro textbook once, and students still didn't get it. Alas, some folks be *****s.

In my research design class during the first week of class we were going over independent and dependent variables and half the class didn't get it and dropped out. Independent and dependent variables! How much easier/simpler can you get! Especially when a good chunk of intro and a even bigger chunk of our scientific literacy class went over these concepts (and then even in stats!). All I did was wonder how they could pass stats if they couldn't get that.

Also, what is there not to "get" in an intro book? -cue my mother's infamous speech "not everyone is as smart as you, quit being an a-hole"-

 

[wigflip]

In my research design class during the first week of class we were going over independent and dependent variables and half the class didn't get it and dropped out.

In my social work research methods class (masters level), a good chunk of the class didn't get independent and dependent variables. The problem is, they didn't drop out. When I left the program at the end of the third week of the term, they were still raising their hands and scratching their heads.

That's why I think that a bright, motivated high schooler could handle that material. It has nothing to do with age, just smarts.

 

[mewtoo]

In my social work research methods class (masters level), a good chunk of the class didn't get independent and dependent variables. The problem is, they didn't drop out. When I left the program at the end of the third week of the term, they were still raising their hands and scratching their heads.

That's why I think that a bright, motivated high schooler could handle that material. It has nothing to do with age, just smarts.

To be fair, I believe these individuals transferred to other professors in hopes of it being "easier" or "put it off" another semester (although I don't know what the point of that was because all it does is delay graduation). Quit frankly I think my 9 year old sister (who is scary smart at times) could figure out independent and dependent variables and these classmates I had (who were often a year or two older than me) couldn't. I totally agree with you, age=/=smartness.