Titles and Running Heads in APA

I double-checked the APA 6th Edition regarding Running Heads and Short Titles because

1. Your papers had a tremendous amount of variation
2. I am so used to APA 5th that I realized I could be wrong

I found that APA 6th Edition is different – and many of your papers were partly correct.  Here’s the correct information on Running Heads and Short titles:

• On the Title Page, the words “Running Head:” are included in the running head; they are lower case while the Head itself is in all caps.
• On subsequent pages, just the text of the running head, in all caps, is part of the header.
• The “Short Title” that was so beloved (not!) in APA 5th Edition has gone.
  To those whom I may have confused by mentioning it in the comments: I apologize!

Here’s a link to the Sample Paper from the APA Tutorial

Submitting the Final Research Proposal

After all this work, your Research Proposal deserves to come into full existence as a paper document.

Here’s how it should be submitted at our Elevator Speech celebration on Wednesday:

• Printed on white paper  in APA format (including double-spaced References)
• Two-sided printing is acceptable to save a few trees
• Stapled in the upper left hand corner

We will have a celebration of the completion of the Proposals on Wednesday.

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APA Format tutorial

I moved up this earlier post, to help you locate the APA format tutorial information:

The next work on your Research Proposals will require you to submit drafts that include portions of the paper in proper APA format.  Some of you did not use that format for your first submission.

The American Psychological Association has a 20-minute tutorial that provides an excellent overview – and has examples of what each section should look like. I encourage you to view it now if you did not view it earlier.

Office visits during Finals Week

Image by Nic’s events via Flickr

I have heard from several students who want to see me.  During Finals Week, faculty do not usually hold Office Hours.  This is because we have to grade papers and exams in all of our courses at once, and under a very short time frame for final grades.

You may have heard that two of our Benedictine sisters passed away on Friday.  This is a hard time for our community;  we will be having funerals on Tuesday and on Friday.  Like a death in any family, it is important for me to be part of ritual surrounding the passing o fthese two wonderful women whose faith was an inspiration to many people.

Scheduling a time to meet

I will post a list, by 8:00 a.m. on Monday morning, of times that I can be available for a 15 minute appointment.

• You can come by to sign up whether I’m there or not
• I won’t be arranging appointments by email

What to bring with you when you come

• A list of specific questions
• If there is anything you want me to look at, have it printed out on paper. This works much more reliably than bringing your laptop or flash drive, and lets us look at your work together.

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Do Scientists Cheat? – Film from class

Image by Edith OSB via Flickr

I discovered that the NOVA video Do Scientists Cheat? is available on YouTube in 7 parts; the first part is posted below. We watched about 75% of the film in class on Wednesday.

This is an important part of research ethics in science, with some questions on the exam.

The video will probably be better than class notes for those who were not able to see the film in class.  After watching Part I, you can locate the other parts by searching.

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Learning Objectives Chapter 12

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On completion of this chapter, students will:

Factorial Designs

1. Be able to define factorial design and understand the concepts of main effects and interactions
2. Understand that behavior is usually determined by multiple influences that interact
3. Be able to read and understand factorial data in a matrix of cells and in a graph and understand factorial design notation
4. Will understand how to use ANOVA to analyze factorial designs

Variations on Basic Factorial Design

5. Understand how to use a repeated-measures factorial design
6. Understand the concept of mixed factorial designs and how they affect the analysis, the interpretation of results, or both

ANOVA: A Postscript

7. Understand how ANOVA procedures can be extended into analysis of covariance and multivariate analysis of variance

Ethical Principles

8. Understand that when participants are children or youth their informed consent cannot be obtained
9. Know that the informed consent of a responsible surrogate is required
10. Know that the child’s agreement or assent to participate must be obtained
11. Understand that in clinical treatment studies, a no-treatment control group deprives those participants of the intervention; a delayed-treatment control group can be used

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Chapter 11 Learning Objectives

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On completion of this chapter, students will:

Within-Subjects Design

1. Understand how correlated-group designs assure initial group equivalence
2. Be able to define correlated-groups designs, matched-subjects designs, and within-subjects designs
3. Understand the problem of confounding in correlated-groups designs
4. Know what sequence effects are and how they are controlled
5. Understand why a repeated-measures ANOVA is used to analyze within-subjects andmatched-subjects designs
6. Understand the strengths and weaknesses of using within-subjects designs
7. Understand practice and carry-over effects and how they are controlled
8. Understand why within-subjects designs should not be used if strong carryover effects areexpected
9. Be able to define randomizing within blocks and understand how it can control sequence effects

Matched-Subjects Design

10. Know the characteristics of matched-subjects designs and when to use them
11. Know how to match participants and how to decide what variables to match on
12. Understand the strengths and weaknesses of matched-subjects designs

Single-Subject Experimental Designs

13. Understand how single-subject designs are extensions of within-subject designs
14. Know when to use single-subject designs and how they protect internal validity
15. Know how single-subject designs differ from case studies
16. Understand the basis for making causal inferences in single-subject experimental designs
17. Understand how the major single-subject designs work
• ABA Reversal Design
• Multiple-Baseline Design
• Single-Subject, Randomized Time-Series Design
18. Understand the differences between direct, systematic, and clinical replication in single-subject designs

Ethical Principles

19. Understand that research in clinical settings poses special ethical issues

Make-Up Exams

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If you need to take a make-up exam, NOW is the time to schedule the make-up exam, which will take place during Finals Week.

Please send me an e-mail with the following information if you need to make-up an exam:

1. Your name and the fact that this is PSY 3330
2. Which exam you need to make up (1, 2, or 3)
3. Your schedule of final exams

I will send back to you one or more options for times to make up the exam, with the goal that no student has three exams on the same day if that’s at all possible.

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WebCT Problems; Monday Office Hours

WebCT was refusing to accept files on Friday night. The assignment will continue to accept them through Monday. If yours would not upload, try again. The Help Desk can let you know if the problem is solved (x5911)

Office Hours on Monday 3 May will be 9:15-10:15 due to a meeting at 2:30.

Marshmallow Experiment