Document Sample
Theories Powered By Docstoc
					Experiment Basics: Variables

Psych 231: Research Methods in
So you want to do an experiment?
   You’ve got your theory.
    – What is the behavior/cognitive process that you want to
    – What do you think affects that behavior/cognitive process?
   Next you need to derive predictions from the theory.
    – These should be stated as hypotheses.
    – In terms of conceptual variables or constructs
   Now you need to design the experiment.
    – Now you need to operationalize your variables in terms of
      how they will be controlled, manipulated, and measured in
      the experiment
        • Be aware of the underlying assumptions connecting your
          constructs to your operational variables
An example
    Quic kT ime™ and a T IF F (LZW) dec ompres sor are needed t o s ee t his pic t ure.
                                                                                                                   F                                              o
                                                                                          Q uic kT ime ™ a n d a T I F (L Z W) de c om p re s so r ar e ne e de d t s ee this pic tu re .

 Hypothesis: Eating candy with peanuts
  improve memory performance
 How might we test this with an experiment?
Constants vs. Variables
   Characteristics of the psychological situations
    – Constants: have the same value for all individuals
      in the situation
    – Variables: have potentially different values for
      each individual in the situation

                    • M&Ms are eaten
                    • Type of M&M: peanut vs plain
                    • Memory performance
   Conceptual vs. Operational
    – Conceptual variables (constructs) are abstract
      theoretical entities
    – Operational variables are defined in terms within
      the experiment. They are concrete so that they
      can be measured or manipulated
              Conceptual               Operational

              Peanut candies           Peanut M&Ms
              Memory                   Memory test

 Independent variables (explanatory)
 Dependent variables (response)
 Extraneous variables
    – Control variables
    – Random variables
   Confound variables
Independent Variables
 The variables that are manipulated by the
 Each IV must have at least two levels
    – Remember the point of an experiment is
   Combination of all the levels of all of the Ivs
    results in the different conditions in an
Choosing your independent variable
   Methods of manipulation
    – Straightforward manipulations
       • Stimulus manipulation - different conditions use different
       • Instructional manipulation – different groups are given
         different instructions
    – Staged manipulations
       • Event manipulation – manipulate characteristics of the
         stimuli, context, etc.
    – Subject manipulations – there are (pre-existing mostly)
      differences between the subjects in the different conditions
Choosing your independent variable
• What about our candy experiment?
        1 IV: Candy type (3 levels)
 Peanut M&Ms   Plain M&Ms       Bottlecaps

 The variables that are measured by the
 They are “dependent” on the independent
  variables (if there is a relationship between
  the IV and DV as the hypothesis predicts).
Choosing your dependent variable
   How to measure your your construct:
    – Can the participant provide self-report?
        • Introspection – specially trained observers of their own thought
          processes, method fell out of favor in early 1900’s
        • Rating scales – strongly agree-agree-undecided-disagree-
          strongly disagree
    – Is the dependent variable directly observable?
        • Choice/decision (sometimes timed)
    – Is the dependent variable indirectly observable?
        • Physiological measures (e.g. GSR, heart rate)
        • Behavioral measures (e.g. speed, accuracy)
Choosing your dependent variable
• What about our candy experiment?
   Conceptual level: Memory

               Operational level: Some kind of memory
                      Memorize a list of words while
                     eating the candy
                      Then 1 hour after study time,
                     recall the list of words
                      Measure the accuracy of recall
Extraneous Variables

   Control variables
    – Holding things constant - Controls for excessive
      random variability

                     •Number of M&Ms consumed
                     •Time of day test taken
Extraneous Variables
   Random variables – may freely vary, to spread
    variability equally across all experimental conditions
    – Randomization
        • A procedures that assure that each level of an extraneous
          variable has an equal chance of occurring in all conditions of
        • On average, the extraneous variable is not confounded with our
          manipulated variable.

                    •What your participants ate before the
Control your extraneous variable(s)
   Can you keep them constant?
   Should you make them random variables?
   Two things to watch out for:
    – Experimenter bias (expectancy effects)
        • the experimenter may influence the results (intentionally and
        • E.g., Clever Hans
        • One solution is to keep the experimenter “blind” as to what
          conditions are being tested
    – Demand characteristics – cues that allow the participants to
      figure out what the experiment is about, influencing how they
Confound Variables

   Confound variables
    – Other variables, that haven’t been accounted for
      (manipulated, measured, randomized, controlled)
      that can impact changes in the dependent
Next time
 Read chapters 4 & 5.
 Bring your textbook and/or APA Publication
  Manual to lab (if you’ve got one)
 Don’t forget your first journal summary is due
  this week in lab
 Exam Average = 81.9

QuickTime™ an d a TIFF (LZW) decompressor are n eeded to see this picture.