ReCentering Psych Stats: Topics in Research Methods
by Lynette H Bikos, PhD, ABPP
BOOK COVER
PREFACE
Copyright with Open Access
ACKNOWLEDGEMENTS
1
Introduction
1.1
What to expect in each chapter
1.2
Strategies for Accessing and Using this OER
1.3
If You are New to R
1.3.1
Base R
1.3.2
R Studio
1.3.3
R Hygiene
1.3.3.1
Everything is documented in the .rmd file
1.3.3.2
File organization
1.3.3.3
Chunks
1.3.3.4
Packages
1.3.3.5
Knitting
1.3.4
tRoubleshooting in R maRkdown
1.3.5
stRategies for success
1.3.6
Resources for getting staRted
2
Training Models in Professional Psychology
2.1
Navigating this Lesson
2.1.1
Learning Objectives
2.1.2
Readings & Resources
2.2
The Push and Pull of Science and Practice
2.3
Training Models & Accreditation
2.3.1
Scientist~Practitioner (SP) Model
2.3.2
Scholar-Practitioner (SCH-P) Model
2.3.3
Clinical Scientist Model
2.3.4
Local Clinical Scientist Model (LCS)
2.3.5
And What Does It Mean?
2.3.6
What Lies Ahead?
2.4
Suggestions for Practice
3
Epistemology and Philosophy of Science
3.1
Navigating this Lesson
3.1.1
Learning Objectives
3.1.2
Readings & Resources
3.2
Core Themes in Research Methodology
3.2.1
Ways of Knowing
3.2.2
A Faith-Based Model
3.2.3
Race-Based Epistemologies
3.3
Defining Research and (Some of) Its Key Concepts
3.4
Philosophy of Science as it Relates to Research Methodology
3.4.1
Paradigmatic Impact on Onology, Epistemology, Axiology, Rhetorical Structure, and Methodology
3.4.2
Things I’m Thinking About
4
Experimental Design
4.1
Navigating this Lesson
4.1.1
Learning Objectives
4.1.2
Readings & Resources
4.2
In the Beginning There Was…
4.3
Quasi-Experimental Designs
4.3.1
One-group posttest only design:
4.3.2
One-group pretest-posttest design:
4.4
Threats to Internal Validity
4.4.1
Defining Internal Validity
4.4.2
Threats to Internal Validity as a Function of One-Sample Designs
4.5
Experimental Designs
4.5.1
Between-Subject Experiments
4.5.2
Within-Subject Experiments
4.6
The Validity Family
4.6.1
Defining “Internal Validity”
4.6.1.1
Threats to Internal Validity
4.6.2
A Bit about the Remedies
4.6.3
Strategies or Equating Non-Equivalent Groups
4.7
Defining External Validity
4.7.1
Threats to External Validty
4.7.1.1
Re-Enter Parsimony and Plausibility
4.8
Balancing Internal and External Validity
4.8.1
The Bubble Hypothesis
4.9
Defining Construct Validity
4.9.1
Threats to Construct Validity
4.10
Statistical Conclusion Validity
4.10.1
Threats to Statistical Conclusion Validity
4.11
Answer Key
5
The Case Study and Single Case Design
5.1
Navigating this Lesson
5.1.1
Learning Objectives
5.1.2
Readings & Resources
5.2
The Anecdotal and Uncontrolled Case Study
5.2.1
Why Bother with the Anecdotal/Uncontrolled Case Study?
5.2.2
Limitations of the (uncontrolled, anecdotal) Case Study
5.3
Single Case Designs
5.4
Experimental Design Strategies
5.4.1
ABAB Designs
5.4.2
Multiple Baseline Designs
5.4.3
Changing-Criteria Designs
5.5
The Big Debate: Evaluating Data in Single-Case Designs
5.5.1
Evaluating Single Case Study Designs
5.6
Case-Based Time-Series Analysis
5.6.1
The Trouble with Interpreting
N
= 1
5.7
Incorporating Systematic Evaluation into Clinical Practice
5.7.1
Kazdin’s
(
2017
)
Gloria Case
5.8
From the Perspective of Philosophy of Science
6
Quick Qualitative Introduction
6.1
Navigating this Lesson
6.1.1
Learning Objectives
6.1.2
Readings & Resources
6.2
The Qual v Quant Contrast
6.3
From Whence we Came
6.4
Critical Qualitative Foundation
6.4.1
The Qulitative Orientation
6.4.2
Methods of Observation: Role of the observer
6.4.3
Gathering and Analyzing Data
6.4.4
Data Collection
6.4.5
Data Analysis
6.5
Establishing the Credibility of a Qualitaive Study: Trustworthiness
6.6
EXAMPLE: Adjustment of the Female, Expatriate Spouse – A longitudinal investigation
(Bikos, Çiftçi, Güneri, Demir, Sümer, Danielson, DeVries, et al.,
2007
)
6.6.1
Beginnings of the Project
6.7
Naturalistic Inquiry Methods
6.8
Establishing Trustworthiness
6.8.1
Interviews
6.8.2
Data Analysis and Interpretation
6.8.3
Reflexive Journal Entry
6.8.4
Interviewing Example: Unitizing
6.8.5
The Case Study
6.8.6
Evaluating Bikos et al.
(
2007
)
6.9
How Would I Select a Qualitative Method for my Dissertation?
7
Psychometrics Crash Course: A quick and dirty review of the primary elements of reliability and validity
7.1
Navigating this Lesson
7.1.1
Learning Objectives
7.1.2
Readings & Resources
7.1.3
Planning for Practice
7.2
Classical Test Theory
7.3
Traditional Estimates of Reliability
7.3.1
Test Retest Reliability
7.3.2
Internal Consistency
7.3.2.1
Alternate (Equivalent)-Form Reliability
7.3.2.2
Split-Half Method
7.3.2.3
Internal consistency
7.3.2.4
Interrater Reliabiliy
7.3.2.5
On Reliability
7.4
Defining Validity
7.4.1
Traditional Estimates of Validty
7.4.1.1
Face Validty: The Un-Validty
7.4.1.2
Content Validity
7.4.1.3
Construct Validty
7.4.1.4
Criterion Related Validity
7.4.1.5
Convergent and Discriminant Validity
7.4.1.6
“Structural” Validity
7.5
Locating and Interpreting Reliability and Validity in Publications
7.5.1
From Tran and Lee (2014)
7.5.2
From Lui (2020)
7.5.3
Exerpt from Nadal (2011)
7.6
Practice Problem
7.7
Answer Key
8
A JEDI Lecture: Promoting Justice, Equity, Diversity, and Inclusion in Research
8.1
Navigating this Lesson
8.1.1
Learning Objectives
8.1.2
Readings & Resources
8.2
Some Context
8.3
Race and Ethnicity Guidelines in Psychology: Promoting Responsiveness and Equity (2019)
8.4
Specific Guidelines for Research in Related Guidelines
9
Orientation to Open Science
9.1
Navigating this Lesson
9.1.1
Learning Objectives
9.1.2
Readings & Resources
9.2
The Crises
9.2.1
The Replicability Crisis
9.2.2
The Reproducibility Crisis
9.3
Open Science: What & Why
9.3.1
Research Transparency
9.3.2
Who owns the data?
9.4
Open Science: Where
9.4.1
Data Repositories:
9.4.2
Journals: Supplemental files
9.5
Open Science: Who are the Stakeholders?
9.5.1
Groups
9.5.2
Individual Research participants
9.5.3
The Common Rule
9.5.3.1
Data creators
9.6
Open Science: How
9.6.1
Regarding research transparency
9.6.2
Regarding data ownership
9.6.3
Regarding Data Sharing
9.6.4
More Resources:
9.7
And also, Preregistration
9.8
I’m a Graduate Student – What does it mean to me?
WRITING EMPIRICAL MANUSCRIPTS
10
The APA Style Manuscript
10.1
Navigating this Lesson
10.1.1
Learning Objectives
10.1.2
Readings & Resources
10.2
APA Style as Epistemology (or Worse)
10.3
As We Dive into the Specifics
10.4
The JARS: The Core of APA Style
10.4.1
Title, Authorship, Author Note (APA 2.3)
10.4.1.1
Title (APA 2.4)
10.4.1.2
Authorship/Byline (APA 2.5) & Affiliation (APA 2.6)
10.4.1.3
Author Note (APA 2.7)
10.4.1.4
Running Head (APA 2.8)
10.4.1.5
Manuscript Page Headers/Page Numbers (APA 8.03)
10.4.2
Abstract (APA 2.8, 3.3)
10.4.2.1
Recipe for an Abstract
10.4.2.2
Keywords
10.4.3
Introduction (APA 2.11)
10.4.3.1
The Brief Introduction
10.4.3.2
Bikos’ Developmental Perspective on Learning to Write the Empirical Manuscript
10.4.3.3
Perennial Notes from Research-Project Faculty Graders
10.4.4
Method (APA 2.06; Chapter 3)
10.4.5
Results & Discussion (Chapter 3)
10.4.6
Headings (APA 2.7)
10.4.7
Reference List
10.4.8
Stylistic Issues (APA Chapter 4 on
Writing Style and Grammar
)
10.4.9
Reducing Bias (APA Chapter 5)
10.4.10
Closing Thoughts
11
Reference Management with Zotero
11.1
Navigating this Lessonette
11.1.1
Learning Objectives
11.2
Go Get It!
11.3
Your Library
11.4
Grabbing & Storing Pubs
11.5
Inserting Citations
11.6
Creating the Reference List
11.7
Other Reasons I Love it So Much
12
Table Magic
12.1
Navigating this Lessonette
12.1.1
Learning Objectives
12.2
Magic Happens When You…
12.2.1
Starting the Table
12.2.2
A Few Handy Tools
12.2.3
Decimal Magic
12.2.4
More Help from Table Properties
13
Writing in Excel
13.1
Navigating this Lessonette
13.1.1
Learning Objectives
13.2
Where to Start
13.2.1
Bottom Up
13.2.2
Top Down
13.2.3
Mostly I Start in the Middle
13.3
In Any Case, I Use Excel
13.3.1
The Structure of my Spreadsheet
13.4
Let’s Tour
13.5
FAQs
14
References
#
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ReCentering Psych Stats: Topics in Research Methods
WRITING EMPIRICAL MANUSCRIPTS