PSYC102: The Building Blocks of Psychological Research

Introduction to Psychological Research

  • Course Name: PSYC102 - The Building Blocks of Psychological Research

Session Overview

  • By the end of this session, students should understand:

    • The research process

    • How to devise research questions and hypotheses

    • Considerations when choosing a research design

    • Requirements for module assessment

    • Available support for the module assessment

Goals of Research

  • Through research, we aim to:

    • Increase our knowledge (what, how)

    • Enhance our understanding (why, how)

    • Improve practices, treatments, and societal functioning

    • Foster innovation, building on existing knowledge

  • Note: Progress in research is gradual, composed of small advancements rather than significant leaps.

Thinking Like a Psychologist

  • Definition: Thinking like a psychologist or scientist involves asking questions, finding answers, and avoiding flaws and biases in our reasoning.

  • Scientific Method:

    • A collection of general steps that enables systematic answering of questions, fostering confidence in the knowledge created.

    • Quote: "Asking questions is a good way to find things out" – Big Bird, Sesame Street.

    • Clarification: The scientific method is not limited to one specific approach.

Research Designs in Psychology

  • Types of Research:

    • Qualitative Research:

      • Answers the question why?

      • Provides insights into people, experiences, and problems.

    • Quantitative Research:

      • Answers questions such as what, where, when, and how.

      • Involves collection and analysis of numerical data, identifying patterns, differences, and making predictions.

Differences Between Research Types

  • Qualitative Designs:

    • Data: Non-numerical (e.g., pictures, interviews, texts).

    • Methods: Focus groups, interviews, digital content.

    • Analysis: Thematic analysis, discourse analysis, etc.

  • Quantitative Designs:

    • Data: Numerical (e.g., reaction times, test scores).

    • Methods: Experiments, correlation studies, quasi-experimental designs.

    • Analysis: Descriptive and inferential statistics, tests of difference or correlations.

Hypothetico-Deductive Model

  • Predominantly relies on deduction.

  • Definition: A cyclical process without a definitive end, emphasizing replication in research.

Research Questions (RQs)

  • Origin: RQs stem from everyday observations of human behavior and our desire to better understand ourselves or others.

  • Characteristics of a Good RQ:

    • Interest or passion from the researcher.

    • Empirical nature – able to be tested through observations or experiences.

Observations in Psychology

  • Direct observation of mental processes is often impossible; assessments must be indirect.

  • Example of an RQ:

    • "Does listening to Mozart increase intelligence?"

    • Intelligence is a recognized psychological concept, requiring inferences from observable behaviors.

Science vs. Non-Science in Research Questions

  • Non-scientific Questions:

    • Are humans inherently good or evil?

    • What is the meaning of life?

  • Scientific Questions:

    • Do we donate more to charity when alone versus in a group?

Building on Previous Knowledge

  • Expanding knowledge involves identifying gaps between what is known and unknown, often achieved through literature reviews.

Peer Review Process

  • Purpose: Ensure quality of research articles.

  • Process: Experts review papers, usually in a double-blind format, minimizing bias.

    • Assessments include methodology, data quality, findings, and contributions to knowledge.

  • Review Decisions: Options include reject, minor revisions, major revisions, or accept.

    • Not all papers submitted are actualized into published works.

Conducting Literature Searches

  • Where to Look:

    • Reference lists of existing papers, databases like Library Search, Google Scholar, PubMed, PsycArticles.

  • Search Strategies: Balance between specificity and generality; consider synonyms and alternative spellings.

  • Types of Papers:

    • Research articles, literature reviews, systematic reviews, and meta-analyses.

Refining Research Questions and Hypotheses

  • An initial RQ guides the research project.

  • For quantitative RQs, hypotheses should be constructed, reflecting predictions informed by theory/literature.

  • A hypothesis, when validated, may evolve into:

    • Scientific Law:

      • A repeated observation that describes aspects of the world without asserting reasons for trends.

    • Scientific Theory:

      • A well-supported explanatory framework confirmed through extensive observations.

Strategies for Generating Good Hypotheses

  • Introspection: Self-observation; consider personal thoughts and feelings.

  • Identifying Exceptions: Re-evaluate existing findings that focus on one outcome.

  • Degree Variation: Assess variables for intensity or volume rather than solely qualitative differences.

  • Reverse Directionality: Challenge existing assumptions about causal relationships.

Example Case: Video Games and Behavior

  • Hypothesis: "Violent interactive video games increase aggressive behavior."

  • Alternative Perspectives: Explore positive impacts like improved mood or happiness; vary the duration and type of gameplay to assess differing effects.

Characteristics of a Good Hypothesis

  • Corresponds to reality, informed by existing literature.

  • Clarity and simplicity are crucial; hypotheses should be specific and able to be falsified.

  • Types of Hypotheses:

    • Directional Hypotheses: Predict specific outcomes (e.g. playing nonviolent video games will lead to greater happiness).

    • Non-Directional Hypotheses: Indicate general difference without specifying direction (e.g. there will be a difference in happiness levels).

Importance of Method Selection

  • Choosing the Right Method: The research question and hypothesis dictate the appropriate research design.

  • No single hierarchy exists among research methods; strengths and weaknesses vary by design.

Research Variables

  • Variables Definition: Factors expected to change or have varying values.

  • Constants Definition: Factors remaining unchanged, ensuring consistency throughout research.

  • Identifying Key Variables: Essential to the hypothesis to prevent confounding variables in study design.

Conceptual vs. Operational Definitions

  • Conceptual Definition: What the variable represents in the study's context (e.g., happiness).

  • Operational Definition: How the variable will be put into practice in the study (expressing happiness through measurable outcomes).

Research Design Types

  • Correlational Designs: Investigate relationships between pre-existing variables.

  • Experimental Designs: Aim to establish cause-and-effect relationship through controlled manipulation of independent variables.

  • Quasi-Experimental Designs: Investigate existing variables that cannot be manipulated (ethical constraints must be assessed).

Qualitative Research Methods

  • Interviews and Focus Groups: Collect verbal responses and deeper understanding of participant reasoning.

  • Surveys and Diaries: Capture diverse text-based information based on designs.

  • Documentary Materials: Utilize pre-existing texts and audiovisual resources for qualitative insights.

Assessment Overview

  • Research Portfolio:

    • Weighting: 100%

    • Length: ~2000 words (guidance only)

    • Submission Deadline: 23:59 Friday, 12 December 2025

  • Portfolio Purpose: Evaluate published research and propose alternative research designs.

  • Components of the Portfolio:

    1. Evaluation of research methodology for a quantitative paper.

    2. Proposal for an alternative qualitative study based on the quantitative paper.

    3. Evaluation of research methodology for a qualitative paper.

    4. Proposal for an alternative quantitative study based on the qualitative paper.

Assigned Papers for Evaluation

  • Quantitative Paper Options:

    • Quasi-experimental, correlation, or experimental designs, with specific examples provided for selection.

  • Qualitative Paper Options:

    • Designed through interviews, focus groups, or diaries, with selected references shared.

Learning Outcomes

  • Explaining how research paradigms influence the research process.

  • Recognizing ethical legal conduct in psychological research.

  • Designing psychological research using both qualitative and quantitative methods/tools.

  • Evaluating and improving upon published research methodologies.

  • Note: All learning outcomes must be met for successful portfolio completion.

Assignments Support

  • Module Workshops: Workshops designed to help comprehend methodologies and complete assignments. They will include peer feedback on research papers evaluated and guidance on the assignment process.

  • Critical Evaluation: Higher marks awarded for papers presenting thorough evaluations supported by peer-reviewed literature.

  • Reminder: Review PowerPoints, complete assignments on Canvas, and refer to additional guidance materials for thorough preparation.

Conclusion and Next Steps

  • Suggested tasks:

    • Review today's PowerPoints.

    • Explore upcoming assignment guidelines and select research papers for evaluation.

    • Prepare for forthcoming class activities and reading sessions on research methodology.

    • Address any questions or concerns regarding coursework materials.