Presentation on theme: "Experiment Basics: Variables Psych 231: Research Methods in Psychology."— Presentation transcript:
Experiment Basics: Variables Psych 231: Research Methods in Psychology
So you want to do an experiment? You’ve got your theory. –What is the behavior/cognitive process that you want to examine? –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 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 Constants: M&Ms are eaten Variables: Type of M&M: peanut vs plain Memory performance
Variables 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 Peanut candies Memory Operational Peanut M&Ms Memory test Underlying assumptions
Independent Variables The variables that are manipulated by the experimenter Each IV must have at least two levels –Remember the point of an experiment is comparison Combination of all the levels of all of the Ivs results in the different conditions in an experiment
Choosing your independent variable Methods of manipulation –Straightforward manipulations Stimulus manipulation - different conditions use different stimuli 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 1 IV: Candy type (3 levels) Peanut M&Ms Plain M&MsBottlecaps What about our candy experiment?
DependentVariables The variables that are measured by the experimenter 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 Conceptual level: Memory Operational level: Some kind of memory test 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 What about our candy experiment?
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 observation. On average, the extraneous variable is not confounded with our manipulated variable. What your participants ate before the experiment
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 unintentionally) 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 behave
Confound Variables Confound variables –Other variables, that haven’t been accounted for (manipulated, measured, randomized, controlled) that can impact changes in the dependent variable(s)
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