guías estudio doctoral industrial organizacional

Guía de Estudio

Examen de Calificación Doctoral

Programa: Psicología Industrial Organizacional

Áreas:

Ética

Adultez, trabajo y jubilación

Comportamiento organizacional

Interacción grupal y toma de decisiones

Psicología de personal

Técnicas de evaluación: temas y conceptos básicos

Fundamentos teoría y metodología del adiestramiento

Estadística: correlación regresión y análisis de varianza

Investigación científica y metodológica

Medición y evaluación de métodos transculturales

UNIVERSIDAD CARLOS ALBIZU

RECINTO DE SAN JUAN

GUIAS DE ESTUDIO EXAMEN COMPRENSIVOS

CALIFICATIVOS Y REVÁLIDA

PSY. D., PH.D. CLÍNICO Y PH.D. INDUSTRIAL

ÉTICA Y CONDUCTA PROFESIONAL


RECINTO DE SAN JUAN

GUÍA PARA EXAMENES COMPRENSIVOS EN EL ÁREA DE

ÉTICA Y CONDUCTA PROFESIONAL

Revisado por: Dra. Gladys Altieri y

Dr. Noel Quintero (Junio/2010)

CÓDICOS DE ÉTICA, COTROVERSIAS EN LA REGLAMENTACIÓN DE UNA PROFESIÓN

Conocer la legislación y jurisprudencia vigente en Puerto Rico que aplica a la profesión de la psicología especialmente en las áreas de:

a. la reglamentación de la profesión de la psicología.b. la reglamentación de la relación paciente-terapistac. legislación federal que aplica a poblaciones con necesidades especiales:

Ley 96 – Reglamentación de la profesión de la psicología del 4 de junio de 1983.

Ley 47 – Enmienda – regula áreas específicas del 13 de diciembre de 1990.

Ley A.D.A. – Legislación aplicada a personas con necesidades especiales.

Ley 408 – Código de Salud Mental de 2 de octubre de 2000. Ley 177 – Bienestar Integral de Menores Ley HIPPA- Conocer la nueva ley HIPPA

Conocer los códigos de ética vigente en Puerto Rico (APA, y APPR). Conocer el Código de Ética de la APA (2002). Conocer las funciones y metas de un código de ética. Conocer el funcionamiento de la Junta Examinadora de Psicólogos Conocer el proceso de toma de decisiones éticas Terminología relevante (definición, desarrollo histórico del concepto y aplicabilidad).

EL PROCESO DECISIONAL EN CONTROVERSIAS ETICAS:

FUNCIONAMIENTO DE COMITÉS DE ÉTICA

* Los tipos de conducta que son más frecuentemente sancionados por un comité de ética.* Los procedimientos que rigen eI proceso de formular una querella por

conducta no-ética. * Las sanciones que podrían ser utilizadas por el Comité de Ética de Ia Junta

Examinadora en Puerto Rico o por APA.

Terminología:

a. Explotaciónb. Insensibilidadc. Incompetenciad. Abandonoe. Irresponsabilidadf. Definición de una “Relación Profesional”

PRIVACIDAD, CONFIDENCIALIDAD Y CONSERVACIÓN DE EXPEDIENTES

* Los conceptos de privacidad, confidencialidad, comunicación privilegiada.

* Los límites de confidencialidad y cómo, a quién y cuándo se aplican.* Los casos de Tarasoff v. Regents of University of California (I y II).* Los conceptos y aplicabilidad de:

a. Duty to Warnb. Duty to Assessc. Duty to Protect*El proceso de obtener Consentimiento Cabal.d. definir los tres (3) aspectos del consentimiento cabal.* Los procedimientos legales relacionados a Ia obligación legal de

informar casos de maltrato y abuso.*Las normas profesionales que rigen el manejo y conservación de

expedientes.*Quién y bajo qué circunstancias tiene acceso a qué parte(s) del

expediente.*La aplicabilidad del concepto de confidencialidad en el caso de menores

y adolescentes (psicólogo-cliente-padres).*La aplicabilidad de la confidencialidad en casos de VIH/SIDA.

LAS EVALUACIONES PSICOLÓGICAS

*Las guías profesionales para Ia evaluación psicológica (APPR)

*Las controversias éticas relevantes a Ia evaluación de grupos especiales.

*Terminología relevante:

a. Test biasb. Confiabilidadc. Validezd. Seguridad de las pruebas

LA PSICOTERAPIA

*Conocer el concepto de Derecho a Tratamiento y el Derecho a Rehusar Tratamiento.

*Las obligaciones y responsabilidades del terapeuta.

* Las controversias éticas relevantes a un plan de tratamiento.

*Las controversias asociadas con técnicas especializadas de psicoterapia*Dificultades especiales con múltiples clientes (e.g. terapia de pareja, terapia de grupo).*Controversias e implicaciones éticas asociadas al establecimiento de relaciones íntimas con pasados clientes (pacientes).

*Terminología relevante:

d. Deber de referire. Triage

LA ÉTICA Y ASUNTOS FINANCIEROS

*Cómo se establece y se cobra honorarios profesionales.*Controversias existentes en Puerto Rico con el “managed care” o cuidado

dirigido. *Terminología relevante:

a. Pro-bonob. Retainer feesc. Fee-splittingd. Fraudee. Barteringf. “Creaming and dumping”

EL MERCADEO DE LA PSICOLOGÍA

*Conocer las limitaciones éticas aplicables a anuncios por servicios profesionales. *Terminología relevante:

*Falsa representación *Anuncios engañosos

*El uso correcto de Ia mención de otras credenciales, afiliaciones y endoso de productos.

LA ÉTICA Y LOS MEDIOS DE COMUNICACIÓN

*Controversias éticas asociadas con la participación de psicólogos en programas en los medios de comunicación masiva (radio y televisión).

*Controversias asociadas a reportajes de periódicos.*Aplicabilidad de los siguientes conceptos en Ia ética y los medios de comunicación:

a. Responsabilidad socialb. Competencia y bienestar del consumidorc. Roles dualesd. Privacidad, confidencialidad y consentimiento informadoe. Respeto a otros profesionalesf. Presentación y proyección profesional

*Controversia relacionada a las terapias experimentales (nuevas).

COMPETENCIA PROFESIONAL

*Competencia profesional y competencia personal.*Controversias asociadas con el rol de estudiante y bajo supervisión.*Controversias asociadas con profesionales incapacitados.*Controversias asociadas con evaluación de estudiantes.

*Estándares profesionales que aplican aI proceso de especialización y recertificación.

ROLES DUALES Y CONFLICTOS DE INTERESES

*Controversias asociadas con Ia práctica de Ia psicología en pueblos pequeños.*Conocer cómo definir una relación como tipo “dual” y qué medidas se puede tomar

para reducir el conflicto (ie: terapeuta-evaluador; supervisor-profesor).*Controversias asociadas con relaciones sexuales entre psicólogo y cliente.*Aceptación de favores y regalos

RELACIONES PROFESIONALES

*Controversias asociadas con Ia continuidad de servicios terapéuticos y eI deber de referir.

*Conocer las expectativas de Ia profesión relacionadas a Ia monitoría de Ia conducta profesional entre pares.

*Conocer las expectativas de Ia profesión relacionadas con las relaciones entre empleados, supervisores y estudiantes.

TEMA XII: CONTROVERSIAS ÉTICAS EN EL ESCENARIO DE EMPLEO

*La diferencia entre un referido iniciado por Ia gerencia y un referido iniciado por el cliente (determinación de quién es el cliente).

*Controversias asociadas con el rol de identificar y de señalar posibles violaciones éticas en el trabajo.

*Conocer las controversias cuando el psicólogo responde a múltiples presiones ocupacionales y lealtades conflictivas entre el patrono, los empleados y los clientes de Ia organización.

*Las controversias particulares en escenarios tales como:

a.psicólogos en Ia escuelab.psicólogos en el gobiernoc.psicólogos en instituciones correccionalesd.psicólogos en práctica privadae.psicólogos en clínicas de Ia comunidadf. psicólogos en organizaciones privadasg.psicólogos en el tribunal

TEMA XIII: CONTROVERSIAS ÉTICAS EN EL ESCENARIO ACADÉMICO

*Criterios a utilizarse en Ia definición del autor principal y co-autor.*Deberes y responsabilidades éticos del maestro en el salón, en el diseño y

ofrecimiento de los cursos.*Deberes y responsabilidades éticos de instituciones educativas*Controversias éticas relevante a Ia supervisión y los deberes éticos del

supervisor y el supervisado.*Roles y funciones de supervisor/supervisado; contratos de supervisión; la

evaluación en la supervisión;*Diversidad en la supervisión.

CONTROVERSIAS ÉTICAS EN LA INVESTIGACIÓN CIENTÍFICA

*Normas éticas que aplican a las investigaciones científicas con seres humanos y con animales.

*Conocer Ia posición de Ia profesión en cuanto al uso de engaño en el diseño de investigación.

*Controversias en el reportaje de resultados de Ia investigación*Identificar las poblaciones a riesgo en una investigación y las medidas que

éticamente hay que tomar para velar por su bienestar. *Controversias sobre Ia investigación y Ia privacidad y confidencialidad. *Guías federales recientes y ley HIPPA relacionadas con la investigación con

seres humanos.*Requisitos éticos en proyectos de investigación sometidos a los IRB

(Institutional Review Board/Comité de Ética Institucional).*Terminología relevante:

a. consentimiento subrogadob. placeboc. De-briefing

BIBLIOGRAFÍA PARA LAS GUÍAS DE ÉTICA

American Psychological Association (2007)). Record keeping guidelines. Washington, D.C.: American Psychological Association..

American Psychological Association. (2003). Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists. American Psychologist. 58, 377-402.

Anderson, J.R., & R.L., Barret (Eds.). (2001). Ethics in HIV-related psychotherapy: Clinical decision making in complex cases. Washington, DC: American Psychological Association.

APA's Task Force on Diversity Issues at the Pre-college and Undergraduate levels of Education in Psychology (1998, May). Tips for incorporating culture in class. APA Monitor. Retrieved April 28, 2003, from http://www.apa.org/monitor/mav98/culture.html.

Austin, W., Rankel,M., L., Bergum, V., & Lemermeyer,, G. (2005). To stay or to go, to speak or to stay silent, to act or not to act: Moral distress as experienced by psychologists. Ethics & Behavior, 15,197-212.

Baker, E.K. (2003). Caring for ourselves: A therapist’s guide to personal and profesional well-being. Washington, DC: American Psychologiacal Association.

Barnett, J.E., & Hillard, D. (2001). Psychologist distress and impairment: The availability, nature, and use of colleague assistance programs for psychologists. Professional Psychology, 32, 205-210.

Barnett, J.E.& Johnson, W.B. (2008). Ethics desk reference for psychologists. American Psychological Association.

http://www.apa.org/monitor/mav98/culture.html

Bennett, B.E., Bricklin, P.M. & VandeCreek, L. (1994). Response to Lazarus’s “How certain boundaries and ethics diminish therapeutic effectiveness:. Ethics & Behavior, 4, 263-266.

Caudill, B. (2002). Risk management for psychotherapists: Avoiding the pitfalls. In L.VandeCreek and T.L. Jackson (Eds.), Innovations in clinical practice: A source book (Vol. 20 pp.307-323. Sarasota, FL: Professional Resources Press.

Fisher, C.B. (2009). Decoding the ethics code: A practical guide for psychologists. Second Ed. Los Angeles, CA: Sage.

Koocher, G.P. & Keith-Spiegel, P. (2008). Ethics in psychology and the mental health professions: Standards and cases. Third ED. Oxford University Press.

O’Donohue, W. & Ferguson, K.E. (2003). Handbook of professional ethics for psychologists: Issues, questions and controversies. Thousand Oaks, CA: Sage Publishing.

GUÍA DE ESTUDIO

EXAMEN DE CALIFICACIÓN DOCTORAL

ÁREA: ADULTEZ, TRABAJO Y JUBILACIÓN

PROGRAMA: PSICOLOGÍA INDUSTRIAL/ ORGANIZACIONAL


RECINTO DE SAN JUAN

GUÍA DE ESTUDIO

EXAMEN DE CALIFICACION DOCTORAL

AREA: PSICOLOGIA INDUSTRIAL ORGANIZACIONAL

AREA: ADULTEZ, TRABAJO Y JUBILACIÓN

PREPARADO Y REVISADO POR DR. MIGUEL MARTINEZ LUGO (Septiembre 2010)

I. Definiciones básicas

1. Envejecimiento

2. Gerontología

3. Gerontología industrial

4. Geriatría

5. Senectud

6. Senilidad

7. Edadismo (“Ageism”)/Viejismo

8. Generación

II. Teorías de desarrollo

A. EM. Erikson

B. D. Levinson

C. R. Gould

D. Otros: Havighurst, Peck, Vaillant, Bühler, Arnett, Super

Ill. Etapas de desarrollo

A. Adultez temprana

1. Características

2. Adultez temprana y trabajo

B. Adultez media

1. Desarrollo físico

2. Desarrollo cognoscitivo

3. Desarrollo social

4. Adultez media y trabajo

a. ¿Qué buscan los empleados en adultez media en sus trabajos?

5. Crisis laborales en adultez media

C. Baby Boomers

1. Early Boomers

2. Segunda Ola

3. Late Boomers

4. Baby Boomers y trabajo

5. Baby Boomers y Generación X

6. Datos en Puerto Rico: Martínez, Rodríguez y Vargas; Sepúlveda

Nichols

D. Vejez

1. Teorías biológicas del envejecimiento: microbiológicas y

macrobiológicas

a. Uso y desgaste

b. Hormonal

c. Colágeno

d. Autoinmunidad

2. Desarrollo cognoscitivo

3. Funcionamiento psicológico

4. Datos demográficos

5. Categorías de viejos

a. Butler

b. Flores Nazario

6. Vejez en la literatura

7. Vejez en los medios de comunicación

8. Vejez en contexto social, cultural e histórico

a. Estereotipos

b. Representación social

9. Acercamientos teórico-sociales a la vejez

a. Separación o retraimiento

b. Modernización

c. Estratificación por edad

d. Ciclo vital

e. Actividad

f. Subcultura

g. Continuidad

h. Intercambio en la vejez

i. Medio social

10. Satisfacción con la vida

a. Neugarten

b. Estudios en Puerto Rico

11. Patrones de adaptación a la vejez

IV. Vejez y Trabajo

A. Definiciones de trabajador viejo

1. Acercamiento cronológico/legal

2. Acercamiento funcional

3. Acercamiento psicosocial

4. Acercamiento organizacional

5. Acercamiento de ciclo de vida

B. Características del trabajador viejo

1. Mitos

2. Realidades: Estudios en Puerto Rico

C. ¿Qué buscan los empleados viejos en sus trabajos?

D. Adiestramiento y desarrollo

E. Evaluación de desempeño

F. Discrimen por edad

V. Jubilación/Retiro

1. Definiciones

2. Tipos de jubilación

3. Legislación relacionada

4. Etapas del retiro

a. Modelos: Atchley y Moragas

5. Teorías sobre el efecto del retiro

a. Crisis

b. Continuidad

c. Actividad

d. Desvinculación

6. Actitudes hacia la jubilación

7. Expectativas hacia la jubilación: Midelo de Hornstein y Wapner

8. Ajuste a la jubilación

a. Modelo de Taylor-Carter y Cook

b. Estudios/investigaciones

c. Efecto del género sexual

9. Preparación para el retiro: socialización anticipatoria, programas pre-

retiro, socialización para el ocio

a. Aplicación del modelo de Taormina de socialización organizacional

b. Estudio de Donate (2009) y Galiano (2010

10.Alternativas organizacionales al retiro

11.Empleo de transición

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Pérez González, M.M. (1992). Solidaridad filial en la vejez. Tesis de maestría, Inédita. Río Piedras: Universidad de Puerto Rico.

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Sáez, N. y Vega, J.L. (1989). Acción socio-educativa en la tercera edad. Barcelona: Ediciones CEAC.

Sanchez Hidalgo, E. y Ayéndez, L. (1980). La psicología de la vejez. Universidad de Puerto Rico: Editorial Universitaria.

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GUÍA DE ESTUDIO


PSICOLOGÍA INDUSTRIAL ORGANIZACIONAL

ÁREA: COMPORTAMIENTO ORGANIZACIONAL


RECINTO DE SAN JUAN

GUÍA DE ESTUDIO


PSICOLOGÍA INDUSTRIAL ORGANIZACIONAL

ÁREA: COMPORTAMIENTO ORGANIZACIONAL

PREPARADO POR: DRA. GLORIA OLIVER

REVISADO POR: DR. MIGUEL MARTÍNEZ LUGO (Septiembre 2010)

Lista de conceptos básicos:

1. Definición comportamiento organizacional

2. Metas del comportamiento organizacional: descripción, explicación, control,

predicción

3. Técnicas de investigación del comportamiento organizacional

4. Características del campo del comportamiento organizacional

5. Enfoque conductual

6. Enfoque de contingencias

7. Diferencias individuales

8. Enfoque dirigido hacia la productividad

9. Percepción selectiva

10. Autoeficacia

11. Enfoque de sistemas lineales y no lineales

12. Teoría X y teoría Y

13. Enfoque histórico del desarrollo organizacional

14. Teoría del caos

15. Teoría de la construcción social de Ia realidad

16. Organizaciones postmodemas

17. Modelo de custodia

18. Modelo autocrático

19. Modelo colegial

20. Paradigmas

21. Premisas basadas en hechos

22. Premisas basadas en valores

23. Visión organizacional

24. Diversidad cultural

25. Choque cultural

26. Efectos funcionales y disfuncionales

27. Cultura organizacional

28. Clima organizacional

29. Contrato psicológico

30. Papeles

31. Ambigüedad de papeles

32. Cultura social

33. Equilibrio social

34. Responsabilidad social

35. Socialización

36. Posición social

37. Ansiedad ante la posición social

38. Símbolos de posición social

39. Ética de trabajo

40. Dimensiones internacionales de la conducta organizacional

41. Distanciamiento cultural

42. Empatía cultural

43. Etnocentrismo

44. Gerentes expatriados

45. Individualismo/colectivismo

46. Masculinidad/femineidad

47. Modelo de Hosftede

48. Multiculturalismo

49. Organizaciones multinacionales

50. Distanciamiento ante el poder

51. Choque cultural revertido

52. Teoría Z

53. Empleados transculturales

54. MacDonalización de la sociedad

55. Ambientes organizacionales turbulentos

56. Proceso de comunicación

57. Disonancia cognitiva

58. Control ecológico

59. Correo electrónico

60. Comunicación no-verbal

61. Comunicación patológica

62. Comunicación paradójica

63. Comunicación digital y analógica

64. Comunicación de contenido y de relación

65. Sintáctica

66. Semántica

67. Pragmática

68. Paradoja

69. Antinomia

70. Instituciones paradójicas

71. Modificación del comportamiento

72. Impulsos motivacionales

73. Modelo E-R-G de Alderfer

74. Extinción

75. Modelo de metas

76. Jerarquía de necesidades

77. Motivación extrinseca e intrinseca

78. Reforzamiento negativo

79. Retrocomunicación sobre desempeño

80. Reforzamiento positivo

81. Castigo

82. Tipos de programas de reforzamiento

83. Moldeamiento

84. Aprendizaje vicario

85. Teoría de atribución

86. Teoría equidad

87. Programas de retribución

88. “Gain sharing”

89. ‘Profit sharing”

90. Paga por destrezas adquiridas

91. Actitudes

92. Conductas intencionales

93. Preguntas cerradas

94. Nivel en que empleado se involucra en trabajo

95. Satisfacción laboral

96. Compromiso organizacional

97. Efecto del derrame (spillover effect)

98. Modelo patrón-metas (Path goal model)

99. Modelo toma de decisiones de del comportamiento organizacional Vroom

100. Super liderazgo

101. Apoderamiento

102. Involucrado con el ego

103. Proceso de participación

104. Factores de contingencia

105. Gerencia participatoria

106. Calidad total

107. Manejo de cambio

108. Efecto de Hawthorne

109. Resistencia al cambio

110. Curva de aprendizaje organizacional

111. Etapas de cambio: modelo de Lewin

112. Desarrollo organizacional

113. Teoría de sistemas

114. Consultoría de proceso

115. Grupos de encuentro

116. Formación de equipos de trabajo

117. Conflicto de grupos

118. División de trabajo

119. Delegación

120. Supervisor como punto de enlace

121. Teoría de aceptación de autoridad

122. Burocracia

123. Organizaciones matriciales

124. Calidad de vida en trabajo

125. Enriquecimiento en trabajo

126. Modelo de características del trabajo de Hackman y Oldham

127. Sistemas sociotécnicos

128. Horarios flexibles

129. Teoría de Ia conformidad

130. Desesperanza aprendida

131. Pruebas de droga y alcohol

132. Pruebas genéticas

133. Hostigamiento sexual

134. Comportamiento ético en empresas

135. Conflicto interpersonal

136. Conflicto intergrupal

137. Conducta afirmativa

138. Análisis transaccional

139. Poder y política organizacional

140. Dinámica de grupos

141. Reunión creativa (brainstorming)

142. Técnica dialéctica de toma de decisiones

143. Estrés individual

144. Estrés organizacional

145. Síndrome de quemarse por el trabajo (burnout)

146. Personalidad resistente

147. Inteligencia emocional

148. Modelo de demanda-control de Karasek

149. Estratégias de manejo del estrés

150. Consejería en el trabajo

151. Programas de ayuda al empleado

152. Reingeniería

153. Bienestar en el trabajo

154. Vinculación psicológica con el trabajo (engagement)

155. Resiliencia

156. Espiritualidad en el trabajo

157. Conductas de ciudadanía organizacional

158. Modelo demandas-recursos

GUÍA DE ESTUDIO


PROGRAMA: PSICOLOGIA INDUSTRIAL/ORGANIZACIONAL

ÁREA: INTERACCIÓN GRUPAL Y TOMA DE DECISIONES


RECINTO DE SAN JUAN

GUÍA DE ESTUDIO


PSICOLOGIA INDUSTRIAL/ORGANIZACIONAL

ÁREA: INTERACCIÓN GRUPAL Y TOMA DE DECISIONES

PREPARADA Y REVISADA POR: DR. MIGUEL MARTÍNEZ LUGO

(Septiembre 2010)

I. Introducción

A. Importancia de los gruposB. Diferencias entre grupo y agregado C. Definiciones de grupo

D. Criterios de los gruposE. Tipos de grupos

II. Evolución de los acercamientos teóricos al estudio de los grupos

A. Antecedentes: Aristóteles y PlatónB. La perspectiva colectivista

a. Orientación sociológicab. Perspectiva psicosocial

C. Perspectiva individualistaD. Perspectiva interaccionistaE. Perspectiva interindividualistaF. Pérdida de identidad de la investigación grupalG. Enfoque europeoH. Época actual: eclecticismo y enfoques multidisciplinares

III. El origen de los grupos

A. ¿Por qué la gente se une a los grupos?

B. Etapas en el desarrollo del grupo

1. Modelos lineales2. Modelos no lineales3. Modelos integradores

C. Criterios para evaluar madurez del grupoD. Escisión del grupoE. Tipos de membresía

IV. Estructura del grupo

A. Componentes de la estructuraB. Normas C. EstatusD. Diferenciación de papelesE. CulturaF. CohesiónG. Pensamiento de grupoH. Tamaño del grupo

V. El grupo en la organización

A. Evolución históricaB. Sistema C. Viejos y nuevos valores en el mundo del trabajoD. Contrato psicológicoE. Diversidad y los gruposF. Conductas de ciudadanía organizacionalG. Conductas de denunciaH. Conductas pro-socialesI. Cinismo organizacionalJ. Vinculación psicológica con el trabajo (engagement)K. Características de los grupos efectivos

VI. Atributos básicos de los grupos en las organizaciones

A. Tipos de grupos organizacionalesB. Funciones de los grupos

C. Utilidad de los grupos organizacionalesD. Grupos informalesE. El equipo en la organización

VII. Conflicto organizacional

A. Definiciones

B. Visiones del conflictoC. Puntos de vista al abordar el conflictoD. Enfoques para analizar los conflictosE. Aspectos positivos y negativos del conflictoF. Causas del conflictoG. Reacciones al conflictoH. Conflicto interpersonalI. Acoso psicológico en el trabajo (Mobbing)

VIII. Toma de decisiones

A. DefinicionesB. Tipos de decisiones

C. Principios en la toma de decisionesD. Estilos en la toma de decisionesE. Modelos decisionales

1. Racional2. Normativo3. Participativo4. Heller5. N. Maier

REFERENCIAS

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Arroyo Vargas, J. (2004). El acoso psicológico en el trabajo: Descripción del fenómeno en una muestra de empleados en Puerto Rico. Disertación inédita. Universidad Carlos Albizu, Recinto de San Juan.

Bastons i Prat, M. (2000). La toma de decisiones en la organización. Barcelona: Editorial Ariel.

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Brown, J.A.C. (1998). La psicología social en la industria. México: Fondo de Cultura Económica.

Sáez, M.C. y García-Izquierdo, M. (2001). Violencia psicológica en el trabajo: El mobbing. En J. Buendía y F. Ramos. Empleo, estrés y salud. Madrid: Pirámide.

Candelario Cáliz, A.N. (2001). Teoría del conflicto: Hacia un entendimiento de las relaciones humanas. Revista del Colegio de Abogados de Puerto Rico, 62, 180-194.

Cannon-Bowers, J.A., Tannenbaum, S.I., Salas, E. y Volpe, C.E. (1995). Defining competencies and establishing team training requirements. En R.A. Guzzo, E. Salas & Associates (Eds.), Team effectiveness and decision making in organizations, (pp. 333-380). San Francisco: Jossey-Bass Publishers.

Canto Ortiz, J. (2000). Dinámica de grupos. Málaga: Ediciones Aljibe.

Fisher, K. (1994). Diagnostic issues for work teams. En A. Howard & Associates (Eds.), Diagnosis for organizational change: Methods and models (pp. 239-264). New York: The Guilford Press.

García, M.T. (1998). Conflicto y estrategias de negociación. En A. Rodríguez Fernández. Introducción a la psicología del trabajo y de las organizaciones. Madrid: Ediciones Pirámide.

Gil Rodríguez, F. y García Saiz, M. (1993). Grupos en las organizaciones. Madrid: Eudema.

Gil Rodríguez, F. y Alcover de la Hera, C.M. (1999). Introducción a la psicología de los grupos. Madrid: Ediciones Pirámide.

González Lugo, L. (2001). La mediación en el ámbito laboral y su impacto en la cultura corporativa. Revista del Colegio de Abogados de Puerto Rico, 62, 331-348.

Greiner, L. (1972). Evolution and revolution as organization grow. Harvard Business Review, July-August.

Harris, T.E. y Sherblom, J.C. (2002). Small group and team communication. Boston: Allyn and Bacon.

Hirigoyen, M.F. (2001). El acoso moral en el trabajo. Barcelona: Paidós.

Hollenbeck, J.R., LePine, J.A. e Ilgen, D.R. (1996). Adaptation to roles in decision-making teams. En K.R. Murphy (Ed.). Individual differences and behavior in organizations (pp. 330-333). San Francisco: Jossey-Bass Publishers.

Heller, R. (1998). La toma de decisiones. España: Grijalbo.

Huse, E.F. y Bowditch, J.L. (1976). El comportamiento humano en la organización. México: Fondo Educativo Interamericano.

Luft, J. (1984). Group processes. California: Mayfield Publishing Co.

Luthans, F. (1992). Organizational behavior. New York: McGraw-Hill.

Maier, N.R. (1980). Toma de decisiones en grupo. México: Trillas.

Maisonneuve, J. (1985). La dinámica de los grupos. Buenos Aires: Nueva Visión.

Martínez-Lugo, M.E., Arroyo Vargas, J., Rodríguez Colón, E.L., Seijo González, R., Sepúlveda Nichols, M. y Tirado Santos, M. (2005). El acoso psicológico en el contexto laboral puertorriqueño: Un estudio exploratorio. Ciencias de la Conducta, 20, 163-190.

Martínez, M.E., Guzmán, N., Martínez, M., Merle, J., Torres, W., Viera, I. y Rodríguez, M. (2006). El acoso psicológico en el trabajo en una muestra de empleados públicos en Puerto Rico. Revista Interamericana de Psicología Ocupacional, 25,16-28.

Martínez Lugo, M. (2006). El acoso psicológico en el trabajo: La experiencia en Puerto Rico. Aletheia, 24, 21-33.

Martínez Lugo, M.E. (2008). El acoso psicológico en el trabajo: La experiencia de la mujer en Puerto Rico. En J. R. Rodríguez Gómez (Ed.) Antología de investigaciones de los programas académicos de la Universidad Carlos Albizu. (p. 169-189). Puerto Rico: Publicaciones Puertorriqueñas.

McIntyre, R.M. y Salas, E. (1995). Measuring and managing for team performance: Emerging principles from complex environments. En R.A. Guzzo, E. Salas & Associates (Eds.), Team effectiveness and decision making in organizations, (pp. 333-380). San Francisco: Jossey-Bass Publishers.

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Mondríguez, C. (2004). El acoso moral en el trabajo. Revista del Colegio de Abogados de Puerto Rico, 65, 1-31.

Muchinsky, P. (2003). Psychology applied to work. California: Thomson.

Napier, R.N. y Gershenfeld, M.D. (1993). Grupos: Teoría y experiencia. México: Trillas.

Newstrom, J.W. & Davis, K. (1993). Organizational behavior: Human behavior at work. New York: McGraw Hill.

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Piñuel y Zabala, I. (2001). Mobbing: Cómo sobrevivir al acoso psicológico en el trabajo. Santander: Sal Terrae.

Rodríguez Fernández, A. (1998). Introducción a la psicología del trabajo y de las organizaciones. España: Pirámide.

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Vroom, V.H. & Jago, A.G. (1990). El nuevo liderazgo: Dirección de la participación en las organizaciones. Madrid: Ediciones Díaz de Santos, S.A.

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GUÍA DE ESTUDIO


ÁREA: PSICOLOGÍA DE PERSONAL

PROGRAMA: PSICOLOGIA INDUSTRIAL/ ORGANIZACIONAL


RECINTO DE SAN JUAN

GUÍA DE ESTUDIOEXAMEN DE CALIFICACIÓN DOCTORAL

PSICOLOGIA INDUSTRIAL ORGANIZACIONALÁREA: PSICOLOGÍA DE PERSONAL

PREPARADO Y REVISADO POR: DR. MIGUEL MARTÍNEZ LUGO(Septiembre 2010)

I. Introducción

A. Psicología industrial organizacional: Áreas de estudio y de desempeño

B. Psicología de personal y Administración de recursos humanosC. Enfoque virtual en recursos humanosD. Tipos de organizaciones: monolíticas, pluralistas, multiculturalesE. Diversidad en la fuerza laboral y su manejoF. La psicología de personal como sistemaG. Aspectos legales y éticos

II. Planificación del recurso humano

A. Definición

B. ComponentesC. Proceso estratégico de personal de Walker y Bechet

III. Análisis de puestos

A. Definición

B. Propósito

C. Usos

D. Componentes

E. Técnicas utilizadas

IV. Reclutamiento

A. Definición

B. Propósito

C. Importancia

D. Fuentes

1. Internas

2. Externas

V. Selección

A. Definición

B. Propósito

C. Criterios y predictores

D. Técnicas utilizadas

E. Evaluación psicológica

F. Centros de evaluación ("Assessment Centers")

VI. Socialización laboral

A. Definición

B. Suposiciones básicas

C. Modelos de socialización: Modelos de etapas y modelo de proceso continuo y de áreas múltiples (Taormina)

D. Dimensiones de la socialización

VII. Evaluación de desempeño

A. Definiciones

1. Desempeño

2. Evaluación

3. Medición

4. Niveles de desempeño

B. Propósito

C. Pasos al implantar programa

D. Técnicas utilizadas

VIII. Terminación de empleo

A. Reducción de fuerza laboral

B. Aspectos a considerarC. Guías para terminación de empleoD. Procesos organizacionales en terminaciónE. Proceso psicológicoF. Repercusión psicológicaG. Resultados de la terminación: sociedad, organización, individuoH. Entrevista de salidaI. Enfermedad del sobrevivienteJ. Codependencia organizacionalK. Modelo piramidal de intervenciónL. Programas para empleados desplazados (Outplacement)

IX. VIH/SIDA en el trabajo

A. Definiciones básicas

B. Psicología del afectado con VIH/SIDA

C. Estudios organizacionalesD. Programas organizacionales

1. Recomendaciones de la OMS

2. Requisitos

3. ContenidoE. Síndrome de Lázaro y reingreso a la fuerza laboral

X. Violencia de pareja

A. DefiniciónB. Manifestaciones en los contextos laboralesC. Manejo organizacional

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Andújar Rojas, C. (1996). Nuevas tendencias en la selección de recursos humanos en Puerto Rico. Ciencias de la Conducta, 11, 70-82.

Arauzo, S.; Blanck, J.G. y Bermúdez, G. (1992). SIDA: aportes conductuales para su prevención. Revista Latinoamericana de Psicología, 24, 169-176.

Ardila, R. (1991). Psicología del desempleado. Revista Latinoamericana de Psicología, 23, 207-227.

Armstrong, M. (1999). A handbook of human resource management practice. New Hampshire: Kogan Page (US) Limited.

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GUÍA DE ESTUDIO PARA EXÁMENES CALIFICATIVOS

TÉCNICAS DE EVALUACIÓN

PSICOLÓGICA INDUSTRIAL/ ORGANIZACIONAL

TEMAS Y CONCEPTOS BÁSICOS


RECINTO DE SAN JUAN

GUÍA DE ESTUDIO PARA EXÁMENES CALIFICATIVOS

TÉCNICAS DE EVALUACIÓN PSICOLÓGICA PARA LA INDUSTRIA

TEMAS Y CONCEPTOS BÁSICOS

REVISADO POR: DR. JOSÉ ARMANDO PÉREZ (JUNIO/2007)

1. Uso de pruebas.

a. Selección

b. Clasificación

c. Diagnóstico

d. Investigación

e. Ubicación

f. Ascensos

g. Despidos

h. Reubicación

i. Detectar necesidades

j. Evaluar ejecución

2. Tipos de pruebas.

a. Individuales

b. Grupales

c. Papel y lápiz

d. Instrumentales

e. Inventarios

f. Aptitud

3. Otras pruebas.

a. Perfección

b. Orales

c. Invención de respuestas

d. Reconocimiento

e. Rapidez

f. Potencia

g. Instrumento clínico

4. Clasificación de pruebas según A.P.A. (A,B,C).

5. Estandarización

6. Objetividad

7. Normas

8. Confiabilidad

a. Test-retest (prueba y re-prueba)

b. Formas alternas y equivalentes

c. División en mitades (split half)

9. Validez

a. Aparente

b. Relacionada con el criterio

c. Predictivo

d. Concurrente

e. Contenido

f. Constructo

g. Divergente

h. Convergente

10. Administración de las pruebas

a. Condiciones físicas

b. Características del examinador

c. Ansiedad ante los exámenes

11. Análisis de varianza

12. Fuentes de error

a. Aleatoria

b. Sistemática

13. Proporción de varianza de la prueba

14. Batería de pruebas

15. Análisis de regresión múltiple

16. Análisis de correlación múltiple

17. Análisis de correlación simple

18. Análisis de regresión simple

19. Escalas de medición

a. Nominal

b. Ordinal

c. Razón

d. Intervalo

20. Distribución de frecuencias

21. Rango percentil

22. Percentila

23. Puntuaciones tipificadas

24. Meta-análisis

25. Conocer toda la secuencia del proceso de implantación de evaluación

psicológica.

26. Conocer toda la secuencia del proceso de implantación de un centro de

evaluación de potencial gerencial.

27. Inventarios de Personalidad.

a. Inventario Multifásico de Minnessota (MMPI)

b. Inventario Psicológico de California (CPI) Revisado

c. Prueba de Apercepción Temática

d. La Prueba Proyectiva de Manchas de Tinta Rorschach

e. “Woodworth Personal Data Sheet”

f. Sixteen Personality Factor

g. Myers Briggs Type Indicator

28. Pruebas de inteligencia

a. Escala de Inteligencia de Wechler

b. Escala Binet Simon

c. Escala Stanford

d. Escala Raven de Matrices Progresivas

29. Diagrama de dispersión

30. Correlación positiva

31. Correlación negativa

32. Nivel de significancia

33. Tipos de variables

a. Continua

b. Dicótoma natural

c. Dicótoma Artificial

34. Correlación biserial

35. Correlación punto biserial

36. Correlación tetracórica

37. Teoría de respuesta al ítem

38. Análisis de reactivos

39. Edad mental

40. Modelo de Rasch

41. Pruebas Army Alfa y Beta

42. Diferencias individuales

43. Análisis de factores

44. Coeficiente de generalización

45. Estadísticas descriptivas

46. Estadísticas inferenciales

47. Población

48. Muestra

49. Juegos de negocio

50. Discusión de grupo sin líder

51. Entrevista

a. Estructurada

b. No-estructurada

c. Semi-estructurada

d. Selección acertada

e. Individual

f. Grupal

52. Centro de Evaluación de Potencial Gerencial

53. Aspectos legales

a. Ley de Derechos Civiles

b. Ley de Discriminación por Edad

c. ADA

d. Ley Núm. 100 del 30 de junio de 1959

e. Constitución de Puerto Rico, Artículo II

f. Ley HIPPA

54. Aspectos éticos

a. Competencia

b. Integridad

c. Responsabilidad profesional y científica

d. Respeto a la dignidad de otros

e. Preocupación por el bienestar de otros

f. Responsabilidad social

g. Confidencialidad

h. Consentimiento

i. Adecuacidad de la prueba

j. Administración de la prueba

k. Sesgo de la prueba

l. Puntuaciones obsoletas

m. Acceso a datos de las pruebas

55. Impacto adverso

56. Consideraciones en el diseño evaluativo ante personas con impedimentos.

57. In-basket

58. Grafología

59. Polígrafo

60. Pruebas proyectivas

61. Pruebas para detección de drogas

62. Biodatos

63. Selección por competencias

64. Selección para equipos de trabajo

65. Pareo persona-organización

66. Análisis de puesto

67. Diseño evaluativo a través de competencias

68. Componentes de una evaluación psicológica industrial

69. Pruebas de honestidad

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assessment center dimension and exercise constructs. Journal of Applied

Psychology, 77 (1), 32-41.

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evaluations of performance dimensions in an assessment centers. Journal of

Applied Psychologv, 77 (1), 42-54.

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131-1 39.

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characteristics and issues. Public Personnel Management, 26 (1), 77-87.

GUÍA DE ESTUDIO


ÁREA: FUNDAMENTOS, TEORÍA Y METODOLOGÍA DEL

ADIESTRAMIENTO

ÁREA: PH.D. PSICOLOGÍA INDUSTRIAL/ ORGANIZACIONAL Y

PH.D. GENERAL


RECINTO DE SAN JUAN

GUÍA DE ESTUDIO


ÁREA: FUNDAMENTOS, TEORÍA Y METODOLOGÍA DEL ADIESTRAMIENTO

PREPARADA Y REVISADA POR: DR. JOSÉ ARMANDO PÉREZ (JUNIO/2007)

I. Introducción al tema del adiestramiento

I. Aportación del adiestramiento en eI logro de Ia misión organizacional.

2. Definir qué es adiestramiento y sus conceptos básicos.

4. Describir diferentes tipos de adiestramiento y métodos generales de

implantación.

5. Describir las funciones y competencias del adiestrador.

6. Identificar las controversias en Ia diversidad que impactan el diseño, desarrollo

y ofrecimiento de un adiestramiento.

7. Utilizar un acercamiento sistemático al desarrollar programas de

adiestramiento.

II. Principios andragógicos y estilos de adiestrador

1. Examinar las características del aprendizaje en adultos.

2. Planificar actividades de aprendizaje a tono con éstas características.

3. Preferencias de aprendizaje y sus implicaciones al ofrecer adiestramiento.

4. Estilos de adiestrador.

5. Cualidades personales que pueden ayudar a ser adiestradores efectivos.

6. Cómo los adiestradores pueden utilizar el poder y la autoridad para lograr

efectos positivos en los adiestrados.

III. Identificar las necesidades de adiestramiento

1. Identificar las etapas que constituyen el proceso de evaluación de

necesidades.

2. Conocer y seleccionar los métodos apropiados para Ia recolección de datos.

3. Análisis de datos y retrocomunicación apropiada.

4. Diseño inicial del plan de adiestramiento.

IV. La redacción de objetivos instruccionales

1. Definir las metas y objetivos de un adiestramiento.

2. Describir los beneficios de establecer objetivos claros y compartirlos con los

adiestrados.

3. Escribir los objetivos de adiestramiento en un formato efectivo.

4. Utilizar los objetivos como base para el diseño y desarrollo del programa.

V. Diseño del plan instruccional

1. Elementos para desarrollar un diseño instruccional.

2. Conocimiento y selección de métodos apropiados de instrucción.

3. Determinar Ia secuencia del contenido y las actividades.

4. Seleccionar materiales apropiados para los participantes.

VI. Selección, diseño y desarrollo de métodos de adiestramiento

1. Conocer las principales actividades instruccionales que pueden utilizarse.

2. Identificar sus ventajas y desventajas.

3. Utilizar métodos activos de adiestramiento para aumentar la retención y

comprensión

4. Adaptar estas actividades a diversos contenidos de adiestramiento.

VII. Preparación del ambiente de adiestramiento y el aspecto de

transferencia

1. Conocer los diversos aspectos de planificación y preparación necesarios antes

de una actividad de adiestramiento.

2. Preparar un salón de adiestramiento para lograr una máxima efectividad de

aprendizaje.

3. Crear un ambiente físico y psicológico positivo que estimule el aprendizaje

4. Desarrollar estrategias que propicien la transferencia de lo aprendido en el

adiestramiento al lugar de trabajo.

VIII. Destrezas de presentación oral y el uso de recursos visuales

1. Conocer las destrezas necesarias para presentar un material de manera

efectiva.

2. Manejar situaciones y participantes difíciles.

3. Preguntar y contestar preguntas de la audiencia de forma efectiva

4. Conocer y describir las diversas ayudas visuales disponibles.

5. Utilizar el rotafolio, proyector vertical, entre otras ayudas, de forma efectiva.

6. Desarrollar una variedad de ayudas visuales para sus presentaciones

IX. La evaluación del adiestrarniento

1. Comprender los cuatro niveles básicos de evaluación.

2. Elementos a considerar en el diseño de un plan evaluativo.

3. Desarrollar instrumentos de evaluación.

4. Utilizar los datos para retrocomunicar el diseño de adiestramiento.

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GUÍAS ESTUDIO EXÁMEN CALIFICATIVOS

PH.D. GENERAL, PH.D. CLÍNICO Y PH.D. INDUSTRIAL

ESTADÍSTICA:

CORRELACIÓN, REGRESIÓN Y ANÁLISIS DE VARIANZA


RECINTO DE SAN JUAN

LISTA DE CONCEPTOS GUÍAS PARA ESTUDIOESTADÍSTICAS CALIFICATIVO

Preparado por: Emily Seilhammer, Ph.D. y Juan Nogueras, Ph.D.

Revisado por: Emily Seilhammer, Ph.D., Juan Nogueras, Ph.D., José Martínez, Ph.D. y Sean K. Sayers Montalvo, Ph.D. (Junio 2005)

Sean K. Sayers Montalvo, Ph.D. (Junio 2006, Julio 2008, Diciembre 2009)

ÁREA DE ESTADÍSTICA

TÓPICOS IMPORTANTES

I. Correlación y regresión múltipleA. Coeficientes de correlación para datos/escalas nominales

i. Tabla 2 x 2 (i.e. Phi, Lambda)ii. Tablas mayores de 2 x 2 (i.e. V de Cramér, Lambda)

B. Coeficiente de correlación para escalas ordinales (i.e. Gamma, Spearman)C. Coeficientes de correlación para escalas de intervalo/razón (i.e. Producto

Momento Pearson)D. Coeficientes de correlación para escalas nominal e intervalo/razón (i.e. Punto

Biserial, Eta2)E. Correlación Punto Biserial (rpb)F. Regresión múltipleG. Correlación curvilíneaH. Regresión logística

II. Análisis de VarianzaA. Requisitos para uso de la razón FB. Ventajas del ANOVA sobre la prueba t de StudentC. ANOVA simple para muestras independientesD. Comparaciones múltiples: HSD Tukey y SchefféE. ANOVA simple para muestras correlacionadasF. Análisis de Covarianza (ANCOVA)G. ANOVA de dos o más factoresH. MANOVA

REFERENCIAS

American Psychological Association (1982). Ethical principles in the conduct of research with human participants. Washington, DC: Author.

American Psychological Association, Committee for the Protection of Human Participants in Research (1982). Ethical principles in the conduct of research with human participants. Washington, DC: Author.

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Cohen, J. & Cohen, P. (1983). Applied multiple regression/correlation analysis for behavioral sciences. New Jersey: Lawrence Erlbaum.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence Erlbaum.

Cone, J.D. & Foster, S.L. (1983). Dissertations and theses: From start to finish. Washington, DC: American Psychological Association.

Cook, T.D. & Campbell, D.T. (1979). Quasi-experimentation design & analysis issues for field settings. Boston, MA: Hougton Mifflin. (clasificación: BF – 76.5 – C771).

Coolidge, F.L. (2000). Statistics: A gentle introduction. London: Sage Publications.

Cozby, P.C. (2004). Methods in behavioral research (8th ed.). Boston, MA: McGraw-Hill Higher Education.

Hersen, M. & Barlow, D.H. (1978). Single – case experimental designs. New York: Pergamon Press.

Kazdin, A.E. (1992). Methodological issues & strategies in clinical research. Washington, DC: American Psychological Association.

Kerlinger, F.N. & Lee, H.B. (2002). Investigación del comportamiento: Métodos de investigación en las ciencias sociales (4ta ed.). México: McGraw-Hill.

McGuigan, F.J. (1990). Psicología experimental. México: Editorial Trillas. (Clasificación: BF – 181 – M171 – 1990).

Norusis, M.J. (1994). SPSS/PC+: SPSS for the IBM PC/XT/AAT. Chicago: SPSS, Inc.Portney, L.G. & Watkins, M.P. (1993). Foundations for clinical research: Applications

to practice. Connecticut: Appleton & Lange.Rosenthal, R. & Rosnow, R. (1991). Essential of behavioral research: Methods and

data analysis. New York: McGraw Hill.Rosnow, R.L. & Rosenthal, R. (1989). Statistical procedures and the justification

knowledge in psychological science. American Psychologist, 44 (10), 1276-1284.

Sánchez-Viera, J.A. (2004). Fundamentos del razonamiento estadístico (3era ed. revisada). San Juan: Universidad Carlos Albizu.

Winer, B.J., Brown, D.R. & Michels, K.M. (1991). Statistical principles in experimental design (3rd ed.). New York: McGraw Hill.

GUÍA GENERAL PARA REPASO



ÁREA DE INVESTIGACIÓN CIENTÍFICA Y METODOLOGÍA


RECINTO DE SAN JUAN

GUÍA GENERAL PARA REPASO EN EL ÁREA DE INVESTIGACIÓN CIENTÍFICA Y METODOLOGÍA


Preparado por: Dra. Emily Seilhamer y Dr. Juan Nogueras

Revisado por: Dra. Emily Seilhamer, Dr. José Martínez y Dr. Sean K. Sayers Montalvo (Junio 2005)

Dr. Sean K. Sayers Montalvo (Junio 2006, Julio 2008, Diciembre 2009)

Esta es una guía general en el área de investigación científica para los exámenes calificativos. En la misma se incluyen los tópicos principales y una lista de conceptos. Es importante que el/la estudiante pueda demostrar dominio en la aplicación de los conceptos. La mera definición de los mismos no constituirá una preparación adecuada para la aprobación de esta parte del examen. Sin embargo, te permitirá repasar la aplicación de los conceptos más relevantes en el área de investigación y metodología. Para lecturas específicas por sección, favor de referirse a los prontuarios maestros de los cursos de metodología (RMIC 725, RMIC 823 y RMIC 855).

LISTADO DE TÉRMINOS BÁSICOS

1. Asociación o correlación (relación) versus causalidad (causa y efecto)2. Control Experimental3. Técnicas

a. Contrabalanceob. Reducción del error de varianza a través del muestreoc. Análisis de covarianzad. Eliminacióne. Constanciaf. Balanceo

4. Investigación Experimental5. Diseño6. Grupo Control7. Grupo Experimental8. Interacción9. Diseños factoriales10. Diseños cuasi experimentales11. Investigación no-experimental12. Observación natural13. Hipótesis14. Hipótesis nula15. Hipótesis alterna16. Muestra17. Muestra aleatoria o probabilística (aleatorización)18. Muestra no aleatoria o no-probabilística

19. Población20. Distribución de muestreo21. Distribución de probabilidad22. Poder de la prueba (potencia)23. Variable24. Definición operacional25. Variable dependiente26. Variable independiente27. Validez28. Validez interna29. Amenazas a la validez interna

a. Historiab. Maduraciónc. Efecto de pruebad. Instrumentacióne. Regresión estadísticaf. Seleccióng. Mortalidadh. Situación (localización)j. Interacción con participante (actitud) k. Ambigüedad sobre la dirección de la influencia de causalidadl. Implementación (el/la administrador/a)m. Difusión o imitación de los tratamientosn. Igualación compensatoria de tratamientoso. Rivalidad compensatoria de participantes que recibenp. Resentimiento de participantes que reciben tratamientos menos deseables

30. Validez externa: Amenaza a la validez externaa. Interacción entre Selección y Tratamientob. Interacción entre ambiente y tratamientoc. Interacción entre historia y tratamientod. Muestrae. Investigaciones en laboratoriosf. Investigaciones en ambiente natural

31. Validez estadística: Amenazas a la validez estadística:a. Poder estadístico bajob. Violación de lo asumido en pruebas estadísticasc. Problema de la razón de error (“error rate”)d. Confiabilidad de las medidase. Confiabilidad de la implementación del tratamientof. Irrelevancias al azar en el ambiente experimentalg. Heterogeneidad al azar de los participantes

TÓPICOS PRINCIPALES

I. Las Fases de un Proceso de Investigación

A. Fase I: Identificar la pregunta de Investigación1. Formulación del Problema2. Revisión de la Literatura3. Identificar las Variables4. Establecer la Hipótesis

a. Definición conceptualb. Hipótesis científicac. Hipótesis estadística

i. Hipótesis nulaii. Hipótesis alterna

1. Unilateral2. Bilateral

d. Funciones de las hipótesis

B. Fase II: Diseño del Estudio1. Método para seleccionar los participantes2. Selección de los instrumentos de medición3. Procedimientos

C. Fase III: Implantar el Plan de Investigación1. Recoger los datos

2. Organizar los datos3. Hacer los análisis estadísticos

D. Fase IV: Análisis de los datos1. Analizar los resultados2. Interpretar los resultados3. Redacción del Informe

E. Fase V: Comunicación1. Presentar los resultados encontrados a la comunidad científica

II. El Problema de Investigación

A. Fases del Problema1. Identificación2. Elaboración

3. Formulación

III. Hipótesis

A. Definición Conceptual

B. Hipótesis Científica

C. Hipótesis Estadística1. Hipótesis Nula2. Hipótesis Alterna

D. Funciones de las Hipótesis

IV. La Naturaleza de la Medición

A. Definición del Concepto Medición

B. Niveles de Medición1. Nominal2. Ordinal3. Intervalo / razón

V. Las Variables en la Investigación Psicológica

A. Conceptos y Constructos

B. Definición del Concepto Variable

C. Clasificación de Variablesa. Variables respuestab. Variables estímuloc. Variables organísmicasd. Variables cualitativase. Variables cuantitativasf. Variables continuasg. Variables dicotómicash. Variables discretasi. Variable independientej. Variable dependientek. Variables contaminadoras / extrañasl. Variables activasm. Variables atribuidasn. Variable estimuloo. Variable respuestap. Variable intermediaria

D. Las Variables Relevantes en la Investigación1. Variable Independiente

a. Tipos de variable independienteb. Niveles de Manipulaciónc. Investigaciones con más de una variable independiente

2. Variable Dependientea. Selección de la Variable dependienteb. Investigaciones con más de una variable dependiente

3. Variables Contaminadoras / extrañas

E. Definición Operacional de las variables en la investigación

VI. El Control Experimental

A. Definición Conceptual1. Control2. Control Experimental

B. Varianza1. El Concepto Varianza2. División de la Varianzaa. Varianza totalb. Varianza primariac. Varianza secundariad. Varianza error

C. Fuentes de Variables Contaminadoras1. Clasificacióna. Variables situacionalesb. Variables del participantec. Variables que proceden de la secuencia y administración de los

tratamientos experimentales

2. Variables Contaminadorasa. El investigadorb. El participantec. Los procedimientosd. Los instrumentos o aparatose. Error progresivo

D. Validez1. Definición Conceptual2. Validez estadística3. Validez interna4. Validez externa

E. La constancia en la Investigación

1. Constancia ideal o absoluta2. Constancia práctica

F. Técnicas y procedimientos para variables, las variables contaminadoras / extrañas

1. Definición conceptual de técnicas de control2. Técnicas y procedimientos

a. Eliminaciónb. Constanciac. Balanceo / pareod. Contrabalanceo o Equiponderacióne. Selección al azarf. Procedimiento de control estadístico (ANCOVA)g. Seleccionar la variable secundaria como variable independienteh. El grupo controlI. “Blinding”

1. “double-blind study”2. “single-blind study”

j. Consolidaciónk. Series cronológicas

VII. Muestreo

A. Definiciones Conceptuales1. Población a universo2. Parámetro3. Muestra4. Estadística a estadígrafo5. Universo cautivo6. Aleatoriedad7. Técnica de muestreo

B. Muestras sesgadas y no sesgadas

C. Métodos de Muestreo1. Muestras Aleatorias o Probabilísticas

a. Muestreo de reemplazob. Muestreo sin reemplazoc. Muestreo aleatorio simpled. Muestreo sistemáticoe. Muestreo probabilístico por estrato proporcionalf. Muestra aleatoria por conglomerado

2. Muestras no Aleatorias o no Probabilísticas

a. Muestra por disponibilidadb. Muestreo por cuotac. Muestreo intencionald. Muestreo “snowball”e. Muestreo sistemático

D. Error de Muestreo1. Tipos

a. Sistemáticosb. Por azar a accidentales

2. Aspectos necesarios a considerar para reducir error de muestreo

E. Cualidades de una Buena Muestra

VIII. El Diseño de Investigación

A. Definición y concepto de diseño1. Representación simbólica de los diseños

B. Propósito del Diseño

C. Clasificación de los diseños1. Validez interna y externa

2. Número de Variables Independientes3. Situación experimental

a. Diseños intergruposb. Diseños intragruposc. Diseños mixtos

4. Según se forman los grupos experimentales

a. Aleatorios

b. De bloqueos

c. Pareados

D. Aspectos a considerar al seleccionar un diseño (i.e. uso de instrumentos)

E. Técnicas de Control y Variables contaminadoras en los diseños clasificados por tipo de situación experimental.

1. Diseños intra—grupo

2. Diseños entre—grupos

3. Diseños mixtos

IX. Métodos de Investigación No Experimental

A. Diseños descriptivos - correlacionales

1. Determinantes de la investigación correlacional

2. Ejemplo de diseños de investigación

3. Procedimientos de análisis estadísticos más frecuentes

X. Diseños Experimentales

A. Diseños Intragrupo1. Diseños de un solo caso (diseños con N pequeña)

a. Diferencias en relación al modelo tradicional

b. Tipos de diseños

1. El diseño A-B

2. El diseño A-B-A

3. El diseño A-B-A-B

4. El diseño A-B-C-B

2. Diseño Intragrupo con medidas repetidas

3. Pruebas estadísticas usadas

B. Diseños pre-experimentales1. Diseño de grupo único con una medida postratamiento

2. Diseño de grupo único con una medida Pretratamiento y postratamiento

3. Diseño estático utilizando dos grupos

C. Diseños cuasi-experimentales1. Diseño con medidas pretratamiento con grupo control

no equivalente2. Diseño con medidas pretratamiento y postratamiento con grupo control no

equivalente3. Diseño de series temporales interrumpidas con grupo de control no

equivalente ó diseño de series cronológicas o de tiempo de serie con grupo de control no equivalente

D. Diseños experimentales1. Diseño de dos grupos aleatorios sólo con medidas postratamiento2. Diseño de dos grupos aleatorios con medidas pretratamiento y

postratamiento3. Diseños multigrupos (grupos aleatorios)

a. Diseño de cuatro grupos de Solomonb. Diseño multigrupos sólo con medidas postratamientoc. Diseño multigrupo con medidas pretratamiento y postratamiento

XI. Diseños FactorialesA. Características de los diseños factoriales

1. Ventajas y desventajas

B. Conceptos1. Definición de factor y clasificación de los factores2. Niveles de factores (2X2)3. Concepto de interacción, de primer y Segundo orden4. Efecto principal (“main effect”)

C. Diseños factoriales mixtos

XII. Diseños de EncuestaA. Tipos de encuestas

1. Cross-seccionales2. Longitudinales

B. Pasos a llevarse a cabo en las investigaciones de encuesta

C. Formas de recolección de datos1. Administración directa2. Teléfono3. Correo4. Entrevista

XIII. Investigación Cualitativa: Definición Conceptual y UsosA. Observación y entrevistasB. Análisis de contenidoC. Estudios etnográficosD. Investigación histórica

XIV. Diseños Utilizando Metodología Mixta (“Mixed methods approaches”)

A. Mencionar las características de los diseños mixtos

B. Conocer las diferentes estrategias que se pueden utilizar1. Secuencial explicatorio2. Secuencial exploratorio3. Secuencial transformativo4. Triangulación concurrente5. Concurrente implantado (“nested”)6. Concurrente transformativa

C. Identificar los pasos a seguirse en el proceso de recolección de datos

XV. Métodos de evaluación en psicología clínica

A. Investigación en psicoterapiaB. Investigación en psicopatología

XVI. Métodos de investigación en psicología industrial / organizacionalA. Productividad y ambiente organizacionalB. Satisfacción en el trabajoC. Estrés en el área laboral

XVII. Consideraciones éticas al conducir una investigación

A. Describa los conceptos de consentimiento informado, formas de consentimiento (padres de menores) y competencia en el consentimiento cabal.

B. Principios de confidencialidad y anonimato

C. Voluntariedad en la participación en la investigación

D. Protección de los/as participantes en la investigación

1. Grupos independientes y medidas repetidas2. Pruebas estadísticas utilizadas

E. Diseño de grupos apareados1. Comparación entre el diseño de dos grupos seleccionados

aleatoriamente.2. Análisis de resultados de un diseño de grupos apareados

F. Con medidas repetidas

REFERENCIAS

American Educational Research Association, American Psychological Association & National Council on Measurement in Education. (2000). Standards for educational and psychological testing (revised). Washington, DC: American Psychological Association.

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed). Washington, DC: Author.

Bordens, K. S., & Abbott, B. B. (2008). Research design and methods: A process approach (7th ed.). San Francisco, CA: McGraw Hill.

Creswell, J.W. (2003). Research design: Qualitative and quantitative approaches (2nd ed.). London: Sage Publications.

Daniel, W.W. (2006). Bioestadística: Base para el análisis de las ciencias de la salud. México: Limusa Wiley.

DeVellis, R.F. (2003). Scale development: Theory and application (2nd ed.). London: Sage Publications.

Diekhoff, G.M. (1996). Basic statistics for the social and behavioral sciences. New Jersey: Prentice Hall.

Field, A. (2005). Discovering statistics using SPSS for Windows (2nd ed.). London: SAGE Publications.

Fraenkel, J.R. & Wallen, N.E. (2005). How to design and evaluate research in education (6th ed.). New York: McGraw Hill Publishing Company.

Goodwin, C.J. (1998). Research in psychology: Methods and designs (2nd ed.). New York: John Wiley and Sons, Inc.

Heaton, J. (1998). Secondary analysis of qualitative data. Social Research Update, 22. Retrieved May 14, 2003, from htttp://www.soc.surrey.ac.uk/ sru/SRU22.html.

Heiman, O.W. (1999). Research methods in psychology (2nd ed.). Boston, MA: Houghton Mifflin Company.

Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2006). Metodología de la investigación (4ta ed.). México: McGraw-Hill.

Hunter, J.E., & Schmidt, F. L. (1990). Methods of meta-analysis. Newbury Park, CA: Sage.

Isaac, S. & Michael, W.B. (1995). Handbook in research and evaluation (3rd ed.). San Diego, CA: Educational and Industrial Testing Services.

Koocher, G.P. & Keith-Spiegel, P. (2008). Ethics in psychology and the mental health professions: Standards and cases (3rd ed.). New York: Oxford University Press.

Kerlinger, F.N. & Lee, H.B. (2002). Investigación del comportamiento: Métodos de investigación en ciencias sociales (4ta ed.). Méjico: McGraw Hill.

Kline, P. (2000). The handbook of psychological testing (2nd ed.). New York: Routledge.

Lipsey, M.W. & Wilson, D.B. (2000). Practical meta-analysis. Applied Social Method Research Series, 49. Thousand Oaks, CA: Sage Publications.

Locke, L.F., Spirduso, W.W. & Silverman, S.J. (1993). Proposals that work: A guide for planning dissertations and grant proposals (3rd ed.). Thousand Oaks, CA: Sage Publications.

Meléndez, J. (2006). Evaluating Autism interventions: A meta-analysis study. Unpublished doctoral dissertation, Carlos Albizu University, San Juan, PR.

Mertens, D.M. (2005). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (2nd ed.). Thousand Oaks, CA: Sage.

Roberts, M.C. & Ilardi, S.S. (Eds.) (2005). Handbook of research methods in clinical psychology. Malden, MA: Blackwell Publishing.

Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers (2nd ed.). Oxford, UK: Blackwell Publishing.

Rogelberg, S.G. (Ed.) (2002). Handbook of research methods in industrial organizational psychology. Malden, MA: Blackwell Publishing.

Rosenthal, R. & Rosnow, R.L. (1991). Essentials of behavioral research: Methods and data analysis (2nd ed.). New York: McGraw-Hill.

Rosnow, R.L. & Rosenthal, R. (1989). Statistical procedures and the justification of knowledge in psychological science. American Psychologist, 44, 1276-1284.

Sánchez-Viera, J.A. (2004). Fundamentos del razonamiento estadístico (3era ed. revisada). San Juan, PR: Universidad Carlos Albizu.

Villeneuve-Román, M.I. (2001). Manual de investigación práctica: Desarrollo de destrezas básicas. Disertación doctoral inédita, Universidad Carlos Albizu, San Juan, PR.

GUÍAS ESTUDIO EXAMEN CALIFICATIVO


RM630: SEMINARIO AVANZADO

DE MEDICIÓN Y EVALUACIÓN

DE MÉTODOS TRANSCULTURALES

LISTA DE CONCEPTOS GUÍAS PARA ESTUDIO

SEMINARIO DE MEDICIÓN Y EVALUACIÓN DE MÉTODOS


RECINTO DE SAN JUAN

TRANSCULTURALES

Preparado Por:

Revisado por: Juan Nogueras, Ph.D. (Junio/2009)

El curso de Seminario de Medición y Evaluación de Métodos Transculturales tiene un

enfoque de medición a un nivel Transcultural. Pretende desarrollar destrezas en el/la

estudiante para construir pruebas en otra cultura; adaptar pruebas de una cultura a

otra; traducir pruebas y entrar en contacto con estrategias de medición propias de las

investigaciones multiculturales. Además, se incluyen aspectos técnicos de medición

como: confiabilidad y validez; validez interna y validez externa.

Bosquejo de Contenido

A. Técnicas y estrategias de la investigación multicultural

1. Factores a considerarse en la preparación de una investigación (medición) en

otra cultura.

2. Procedimientos de muestreo en diferentes culturas

a. Niveles

i. Culturas

ii. Comunidades

iii. Individuos

iv. Conductas

3. Encuestas

a. Énfasis en la adaptación de la técnica de la entrevista en el desarrollo de

encuestas multiculturales.

B. Evaluación (Assessment) de rasgos de personalidad y sicopatología

1. Definiciones operacionales e términos como:

a. Depresión

b. Esquizofrenia

c. Ansiedad

d. Agresividad

e. Liderato

2. Precauciones en la utilización de técnicas proyectivas en las diferentes culturas

C. Evaluación (Assessment) de la conducta social y el proceso de aculturación

1. Adaptación de técnicas y estrategias de recoger información tales como:

a. Encuestas

b. Cuestionarios

c. Entrevistas

2. Identificación del marco teórico del proceso de aculturación:

a. Integración

b. Asimilación

c. Marginalización

d. Separación

D. Traducción científica de instrumentos de medición

1. Enfoque en el proceso de traducción revertida (back translation) de Richard

Brislin

a. Guía para la construcción y modificación de reactivos (ítemes)

b. Importancia de utilizar profesionales bilingües y biculturales en el proceso

de traducción

c. Ventajas de utilizar sujetos monolingües en el proceso

E. Teoría y práctica del proceso de medición

1. Desarrollo histórico de las pruebas de medición

2. desarrollo de técnicas de observación y recolección de datos

a. participación intrusiva

b. participación no intrusiva

c. técnicas de muestreo en investigaciones de campo

d. uso de confederados

e. precauciones de tomarse cuando se comparan diferentes culturas en un

mismo estudio.

F. Utilización de las siguientes pruebas para

Investigaciones Transculturales

1. T.A.T

2. C.A.T.

3. TEMAS

G. Medición de Identificación Cultural

CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS

MASTER SYLLABUS

RMIC-823: Experimental Design in Psychology

CREDITS: 3 CONTACT HOURS: 45

COURSE DESCRIPTION

This course presents the basic principles and methods of scientific research in psychology. Hypothesis testing, experimental design options, sample selection, control groups strategies, and criteria measures, data analysis and interpretation will be discussed. The course prepares the students to design research by applying rigorous scientific methodology.

PRE-REQUISITES

RMIC-725: Introduction to Research, RMIC-822: Analysis of Variance and RMIC-824: Correlation and Regression

COURSE OBJECTIVES

To lean the principles and methods of experimental research in psychology. These include: generalization, explanation and prediction in experimentation, logical bases of experimental inferences, experimental control, experimental designs and their application to statistical interpretation. The student will learn to develop research projects. Also, be highlighted are the values of scientific research from a social, professional, and ethical perspective. The students will understand the importance of selecting an adequate research design to obtain significant results.

REQUIRED TEXT BOOKS

McBurney, D. H. & White, T. L. (2004). Research methods. Vermont, California: Thmson Wadsworth. ISBN: 0-534-52418-4

Cook, D.T. & Campbell, D. (1979). Quasi experimentation design and analysis

issues for setting. Boston: Houghton Mifflin Company. ISBN: 0-395-

307902

Fraenkel, J. R. & Wallen, N. E. (2003). How to Design and Evaluate Research in

Education (5th Edition). Boston: McGraw Hill. ISBN: 0-07-253184-3

ITINERARY OF CLASS UNITS

Unit 1: Formulating Questions: The Decision-Making Process

Unit 2: The Nature of Measurement

Unit 3: Validity

Unit 4: Generalizing

Unit 5: The Sample Survey

Unit 6: Single-Case Research

Unit 7: Mid-term examination

Unit 8: Experimental Research Designs

Unit 9: Continue Experimental Research Designs

Unit 10: Multifactorial Intragroup Designs

Unit 11: Multigroup and Factorial. Designs

Unit 12: Multigroup and Factorial. Designs (Continue)

Unit 13: Ethical Considerations in the Conduct of Research \

Unit 14: Final examination

COURSE CONTACT HOURS

Professors who teach the course must divide the contact hours the following way:

1. Face-to-face time in the classroom must not be less than 40 hours (14 units, 2.5 hours each unit. 16 sessions).

2. For the remaining hours (= 5 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to application of experimental designs to different settings.

METHODOLOGY

The professor who offers the course will select the specific methodologies. These methodologies could include but would not be limited to: conferences by the professor, conferences by invited speakers, group discussion of assigned readings, class research projects, student presentations, individual meetings with students and working sub-groups in the classroom.

EDUCATIONAL TECHNIQUES

The professor who offers the course will select the educational techniques. These techniques could include but would not be limited to: debates, practical demonstrations, films/videos, simulations, slide shows and forums.

EVALUATION

The professor who offers the course will select the specific evaluation criteria. These methodologies could include but would not be limited to: scholarly papers, class projects, literature reviews, exams and class presentations.

RESEARCH COMPETENCIES

Research competencies for Ph.D. students

1. Analysis of the different types of designs and their use in the research process.

2. Demonstrate skills to design and carry out at least one research project.

3. Demonstrate effective communication in the oral and written presentation of the justification, methodology, results and implications of a research work.

4. Capable of maintaining ethical and legal standards which promote professional responsibility and integrity in research.

ATTENDANCE POLICY

Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class.

AMERICANS WITH DISABILITIES ACT (ADA)

Students that need special accommodations should request them directly to the professor during the first week of class.

COURSE UNITS

UNIT 1: FORMULATING QUESTIONS: THE DECISION-MAKING PROCESS

Upon successful completion of this unit students will gain an overview of research designs and an understanding of the importance of asking useful and manageable questions.

LEARNING OBJECTIVES:

Upon successful completion of this unit students will be able to:

1. Determine the basic criteria to be considered in determining whether a research question is useful and manageable.

2. Formulate research questions.3. Explain the sources of research ideas giving examples.4. Explore literature retrieval system such as Psychological Abstract, and the

Science Citation Index.5. Explain the three criteria that determine choice of a particular research

design.6. Distinguish between internal validity and external validity.7. Summarize the main characteristics of each major type of research design.8. Compare and contrast the five basic research designs on the dimensions

of internal validity and external validity.9. Define confounded variable: triangulation of methods: hybrid methods.

ASSIGNED READINGS:

Kerlinger, F.N. & Lee, H. 13. (2002)

Chapter 2- Problems and Hypothesis (Problemas e hipótesis)

Kazdin, A.E. (2001)

Chapter4 – Selection of the problem and design (Selección del problema de investigación y del diseño)

UNIT 2: THE NATURE OF MEASUREMENT

Upon successful completion of this unit students will be aware that observation and measurement are fundamental to the empirical sciences. Students will understand know how to develop clear measurement rules, concepts of reliability and validity, scales of measurement, techniques of observation and measurement and the problem of reactivity.



1. Define observation and measurement.2. Recognize an ambiguous measurement rule and how it could be made unambiguous.

1. Discuss the concepts of reliability and validity to measure error.2. Relate the concepts of reliability and validity to measurement error.3. Summarize two methods of assessing reliability and two methods of validating

a measure.4. Know the steps to follow to maximize the reliability of measurement.5. Compare and contrast nominal, ordinal, interval and ratio scales.6. Discuss examples of the following techniques of observation and measurement:

qualitative recording, response counting, time measures, intensity measures, ratings, and self-observation and self research.

7. Define observational reactivity and discuss why it is considered a problem in psychological research.

8. Summarize the methods of minimizing observational reactivity.

ASSIGNED READINGS:

Kerlinger, F.N. & Lee, H. B. (2002)

Chapter3 – Constructs, variables and definitions

Chapter 26 – Fundamentals of measurement

Chapter 27 – Reliability

Chapter 28 - Validity

UNIT 3: VALIDITY

Upon successful completion of this unit students will an understand confounding and the internal validity problem, common threats to internal validity, controlling confounding and the social psychology of psychology experiments.



1. Define internal validity and confounding, and describe the relationship between the concepts.

2. Know what sources of confounding are more prevalent in single-measurement situations and in repeated measurement studies.

3. Give examples of the types of confounding: subject selection bias, testing effects, statistical regression, history, subject maturation and subject mortality.

4. Understand how statistical regression might account for the end-of-season success often shown by successful dark-horse sports teams.

5. Explain the logic behind randomization and why it is the preferred approach to the control of confounding.

6. Compare and contrast within-subjects and between-subjects research designs and the advantages and disadvantages of each.

7. Discuss why counterbalancing is ineffective in controlling for carry-over effects.8. Describe a means of minimizing each of the following sources of data

contamination: instrumentation changes, regression effects, history, subject maturation and subject mortality.

9. Discuss the experimenter-expectancy effect and the four techniques that may be used to minimize it.

ASSIGNED READINGS:

Cook, T.D. & Campbell, D.T. (1979)

Chapter 2 - Validity

Kazdin, A.E. (2001)

Chapter 1 - Introduction

Chapter 2 – Formulating valid inferences I: Internal and external validity

Chapter 3 – Formulating valid inferences II: Construct validity and by statistical conclusion

UNIT 4: GENERALIZATION OF THE RESEARCH FINDINGS

Upon successful completion of this unit students will understand the problems of generalizing the results of psychological research, the process of establishing the range and limits of a study's external validity, spatial and temporal generalization and the problem of demand characteristics.



1. Distinguish among the concepts of sample, target population.2. Discuss the four main dimensions of generalization and in what sense are three

of these dimensions "spatial" and the other one "temporal".3. Summarize the evidence suggesting that physical setting, researcher attributes, and

researcher expectancies may interact with the independent variable to restrict validity.

4. Discuss some of the characteristics of laboratory experiments that are thought to make generalizing strategies to deal with these problems.

5. Define and contrast probability sampling with convenience sampling, indicating the difficulties associated with probability sampling.

6. Describe the typical subject, and the typical volunteer subject, in psychology experiments.

7. Describe obtrusiveness of measurement, pretesting effects, multi-treatment carry over effects, demand characteristics, and subject attrition.

8. Discuss the rationale underlying conceptual replication findings.9. Discuss the procedure used to reveal assess the effects of demand characteristics.

1. Summarize the logic of statistical significance testing.2. Discuss reasons for testing the null hypothesis rather that alternative

hypothesis.

1. Distinguish between types I and type II decision errors stating how statistical probability of each type of error might be reduced.

2. Discuss and critique the statistical logic behind the practice of replication.3. Summarize considerations in determining the quality of a replication study.

ASSIGNED READINGS:

Fraenkel, J. R. & Wallen, N. E. (2003)

Chapter: 6 – Sampling

UNIT 5: THE SAMPLE SURVEY

Upon successful completion of this unit students will understand the scientific sampling procedures and immediate generalization from "sample" to "population".



1. Discuss the concepts of parameter, parameter estimation, target population,

sampled population, sample unit and sampling frame.

2. Create examples of research problems in which parameter sampling.

3. Distinguish between probability sampling and nonprobability sampling.

4. Discuss the circumstances in which simple random sampling, cluster sampling and multi-stage area sampling should be used.

5. Define and evaluate these sampling techniques: convenience sampling, haphazard sampling, representative sampling and quota sampling.

6. Summarize the three principal techniques used to gather survey data, and describe the advantages and disadvantages of each approach.

7. Discuss ways to minimize biased items, confusing items, reluctant respondents, and absent respondents in survey research.

8. Discuss the value of significance in constructing a questionnaire.

9. Give examples of possible survey items in the open-ended format.

10. Discuss the advantages and disadvantages of open ended vs. fixed alternative survey items.

11. Define: the sampling distribution of the proportion, standard error of proportions, error of estimation, confidence interval, and confidence level.

12. Discuss the general relationship between sample size and the size of the standard error of the proportion.

13. Discuss the general relationship, the sample size and the width of the confidence interval.

14. Describe why random sampling is necessary for the successful construction of a confidence interval.

ASSIGNED READINGS:

Weathers, P.L., Furlons, M.J. & Solorzano, D. (1993) Journal of Counseling Psychology, 40(2), 238-244.

Kerlinger, F.N. & Lee, H. B. (2002).

Chapter 23 – Non experimental research (Investigación no experimental)

Chapter 25 - Survey research (Investigación por encuestas)

UNIT 6: SINGLE-CASE RESEARCH

Upon successful completion of this unit students will understand the case study and the single-case experiment, and will describe uses of each method.


1. Upon successful completion of this unit students will be able to:

2. Discuss the similarities and differences between the case study and the single-case experiment.

3. Determine the ethical and practical considerations that might encourage a scientist-practitioner to use single-case methods of research instead of conventional group designs.

4. Discuss some of the typical arguments for and against single-case methods.

5. Describe the general uses of the case study discussing why they are more valid or Iegitimate than others.

6. Discuss each of the following considerations when conducting a case study: deciding on purpose, variables and behaviors, selecting a target population, deciding on sources and types of data, recording data, and using the method of internal consistency.

7. Summarize the major criticisms of the case study as a method of research giving particular attention to the criteria of internal validity and external validity.

8. State the general rationale behind single-case experiments.

9. Give an example of the A-B-AB reversal, multiple-baseline and random time-series.

10. Discuss the concept of "baseline" and its function in single-case experimentation.

11. Discuss some shortcomings and. pitfalls of single-case experiments.

ASSIGNED READINGS:

Kazdin, A.E. (2001).

Chapter 9 – One case studies and research with unique cases

UNIT 7: MID-TERM EXAMINATION

UNIT 8: EXPERIMENTAL RESEARCH DESIGNS

Upon successful completion of this unit students will know the basic elements of experimentation and experimental research designs. They will also learn to test the results for statistical significance in an experiment using the analysis of variance.



1. Discuss the basic rationale underlying the experimental method.

2. Describe three ways in which an independent variable may be manipulated.

3. Determine what important functions are served by a pilot study.

4. Distinguish between pseudo-experiments and true experiments.

5. Evaluate the following designs giving special attention to their vulnerability to confounding: single-group post-test design, single-group pre-test post-test design, and static-group comparison design.

6. Discuss the specific steps to plan and set-up a randomized control-group design.

7. Discuss the specific steps to plan and set-up a randomized-blocks experiment.

8. Describe the concepts of: between-subjects, manipulation, block randomization, independent group designs, correlated-group designs, and power of an experiment on non-parametric statistics.

9. Summarize the advantages and drawbacks of repeated-measures designs determining under what circumstances these designs should not be used.

10. Compare the theory behind analysis of variance with the rationale of the experimental method.

ASSIGNED READINGS:


Chapter: 13 – Experimental Research


Chapter 18 – Research design: Purpose and principles (Diseños de investigación: Propósito y principio)

Chapter 19 – Inadequate designs and design criteria (Diseños inadecuados y criterios para el diseño

Chapter 20 – General designs for research (Diseños generales de investigación)


Chapter 5 – Experimental research: Group designs (Investigación experimental: Diseños de grupos

Chapter 6 – Control and Comparison groups (Grupos control y de comparación)

Chapter 7 – Evaluation of the impact of experimental manipulation (Evaluación del impacto de la manipulación experimental)

UNIT 9: CONTINUE EXPERIMENTAL RESEARCH DESIGNS



1. Discuss the basic rationale underlying the experimental method.

2. Describe three ways in which an independent variable may be manipulated.

3. Determine what important functions are served by a pilot study.

4. Distinguish between pseudo-experiments and true experiments.

5. Evaluate the following designs giving special attention to their vulnerability to confounding: single-group post-test design, single-group pre-test post-test design, and static-group comparison design.

6. Discuss the specific steps to plan and set-up a randomized control-group design.

7. Discuss the specific steps to plan and set-up a randomized-blocks experiment.

8. Describe the concepts of: between-subjects, manipulation, block randomization, independent group designs, correlated-group designs, and power of an experiment on non-parametric statistics.

9. Summarize the advantages and drawbacks of repeated-measures designs determining under what circumstances these designs should not be used.

10. Compare the theory behind analysis of variance with the rationale of the experimental method.

ASSIGNED READINGS:

No new readings

UNIT 10: MULTIFACTORIAL INTRAGROUP DESIGNS

Upon successful completion of this unit students will know the basic elements of Intragroup Designs. They will also be able to test the results for statistical significance in these designs using the covariance correlation, F and t test 1.



1. Define and after an example of an intragroup design.

2. Discuss the advantages and disadvantages of Intragroup Designs.

3. Describe and after one example of each kind of intragroup design.

4. Compare the advantages and disadvantages between intragroup and intergroup designs.

5. Discuss how to control "progressive error" in a repeated-measure design.

ASSIGNED READINGS:

Cook, T.D. & Campbell, D.T. (1979)

Chapter 5 – Quasi-Experiments: Interrupted Time Series Designs




Chapter 22 – Quasi-Experimental designs and with n = 1 (Diseños cuasi experimentales y con n = 1)

UNIT 11: MULTIGROUP AND FACTORIAL DESIGNS

Upon successful completion of this unit students will understand complicated experimental models in which two or more independent variables are considered. Students will become familiar with the set up to accommodate different classes of variables and will learn how to perform tests of statistical significance on data from factorial experiments.



1. Define and offer an example of a randomized factorial experiment.

2. Discuss the advantages of factorial experiments relative to single-variable experiments.

3. Define the concepts of: main effect, interaction, Solomon Four Group design, statistical main effect, and pairwise comparisons.

4. Describe and make up one example of each kind of "mixed factorials".

5. Discuss how to control "progressive error" in a repeated-measures factorial.

6. Create line graphs representing different outcomes in experiments.

7. Discuss the component parts in a factorial ANOVA.

8. Discuss in what sense the ANOVA performed on the data from a single-variable correlated-groups experiment is the same as a factorial ANOVA.

9. Discuss why it is necessary to conduct pairwise comparisons subsequent to obtaining a significant F ratio.

ASSIGNED READINGS:



UNIT 12: CONTINUE UNIT 11



1. Define and offer an example of a randomized factorial experiment.

2. Discuss the advantages of factorial experiments relative to single-variable experiments.

3. Define the concepts of: main effect, interaction, Solomon Four Group design, statistical main effect, and pairwise comparisons.

4. Describe and make up one example of each kind of "mixed factorials".

5. Discuss how to control "progressive error" in a repeated-measures factorial.

6. Create line graphs representing different outcomes in experiments.

7. Discuss the component parts in a factorial ANOVA.

8. Discuss in what sense the ANOVA performed on the data from a single-variable correlated-groups experiment is the same as a factorial ANOVA.

9. Discuss why it is necessary to conduct pairwise comparisons subsequent to obtaining a significant F ratio.

ASSIGNED READINGS:

No new readings.

UNIT 13:ETHICAL CONSIDERATIONS IN THE CONDUCT OF RESEARCH

Upon successful completion of this unit students will understand the various ethical issues and dilemmas that arise in psychological research projects.



1. Discuss the universal contract that emerges when people enter into interpersonal relationships.

2. Describe the value conflicts that give rise to ethical dilemmas in psychological research.

3. Appreciate the ethical responsibilities of investigators.

4. Discuss the principle of harm avoidance.

5. Explain the concepts of "debriefing sessions", "dehoaxing", and "desensitizing" the subjects.

6. Describe the concepts of informed consent, consent forms, and consent competence.

7. Explain the rationale for using deception in psychological research and the alternatives to deception.

7. 8. Describe the principles of curtailment of personal freedom and confidentiality.

ASSIGNED READINGS:


Chapter 16 – Ethical problems and guidelines for research (Problemas éticos y guías para la investigación)

UNIT 14: FINAL EXAMINATION

REFERENCES

Andrews-Necnn, F. (2000). El efecto del método de aprendizaje cooperativo con computadora(MACC) en la adquisición de destrezas de español, auto percepción y comportamiento social para estudiantes del tercer grado. Disertación doctoral no publicada, Universidad Carlos Albizu, San Juan, Puerto Rico.

Asociación Americana de Psicología. (2002). Manual de estilo de publicaciones. (Chavez, M., Padilla, G. & Inzunza, M. Trads.) México: Editorial El Manual Moderno. (Trabajo original publicado en 2001).

Ardila, R. (1986). Significado y necesidad de la psicología comparada. Revista latinoamericana de psicología, 18, 157-169.

Campbell, D.T. & Stanley, J.C. (1966). Experimental and quasi-experimental design, for research. Chicago: McNally College Publishing Co.

Cook, T.D. & Campbell, D. (1979). Quasi-experimentation: Design and analysis issues for field settings. Boston: Houghton Mifflin Company.

Cook, D.T. & Campbell, D. (1976). The design and conduct of quasi-experiments and true experiments in field setting in M.D. Dinnette (Ed.), Handbook of indutrial and organizational psychology. (p. 223-326). Chicago: Rand McNally College Publishing Co.

Crabtree, B. & Miller, W. (1992) Doing qualitative research. California: Sage Publications.

Creswell, J.W. (2002). Research Design: Qualitative and Quantitative Approaches. California: Sage Publications.

Cuevas, S.M. (1996). Diseno e implantación de un modelo e intervención psicológica:

programa de técnicas de relajación y patrones de frecuencias de sonidos musicales para el manejo de la ansiedad. Disertación doctoral no publicada, Universidad Carlos Albizu, San Juan, Puerto Rico.

Edwards, A.L. (1972). Experimental design in psychological research. New York: Holt, Rinehart and Winston, inc.

Edwards, A.L. (I985). Multiple regression and the analysis of variance and covariance.New York: W.H. Freeman and Company.

Ferran, M. (2001). SPSS para windows: análisis estadístico. México: McGraw Hill.

García, J.A. (1999). Effects of group therapy with individuals diagnosed with schizotypal personality functioning. Disertación doctoral no publicada, Universidad Carlos Albizu, San Juan, Puerto Rico.

Heiman, G. W. (1999). Research methods in psychology. New York: Houghton Mifflin Company.

Henry, G.T. (1990). Practical sampling. California: Sage Publications.

Hernández, R., Fernández, C. & Baptista, P. (2002). Metodología de la investigación. México: McGraw-Hill.

Isaac, S. & Michael. W.B. (1995). Handbook in research and evaluation. California: Edits Publishers.

Kazdin, A.E. (2001). Métodos de investigación en psicología clínica. (Gutiérrez, M.G. Trads.) México: Pearson Educación. (Trabajo original publicado en 1998).

Kappel, C. (1991). Design and analysis: A researcher's handbook (3rd Edition) New Jersey: Prentice Hall, Inc.

Kcrlinger, F.N. & Lee, H. B. (2002). Investigación del comportamiento: Métodos de investigación en ciencias sociales. (Pineda, L.E., Mora, I., Diez, C.B. & Vadillo, G. Trads.) México: McGraw Hill. (Trabajo original publicado en 1986).

Leedy, P.D. (1989). Practical research: Planning and design. New York: McMillan Publishing Company.

León, O.G. & Montero, I. (1993). Diseño de investigaciones. Esparza: McGraw-Hill.

Matheson. D.W., Bruce, R.L. & Beauchamp, K.L. (1978). Experimental psychology: Research designs and analysis (3rd ed.) New York: Holt, Rinehart and Winston.

Miles, M. & Michael-Huberman, A. (1994). Qualitative data analysis. California: Sage Publications.

Morgan, D.L. (1993). Successful focus groups. California: Sage Publications.

Mullen, B.. (1989). Advanced basic meta-analysis. New Jersey: Lawrence Erlbaum Associates.

Patton, M.Q. (1990). Qualitative evaluation and research methods. California: Sage Publications.

Pérez, V.P. (1997). Diseño e implantación de un adiestramiento a maestros/as para identificar y prevenir el abuso sexual en niños/as. Disertación doctoral no publicada, Universidad Carlos Albizu, San Juan, Puerto Rico.

Rodríguez-Irlanda, D. (2001). Medición "assessment " y evaluación. Puerto Rico: Publicaciones Puertorriqueñas Editores.

Runyon, R. P., Coleman, K.A. & Pittenger, D.J. (2000). Fundamentals of behavior statistics. New York: McGraw Hill.

Shaughnessy, J.J., Zechmeister, E.B. & Zechmeister, J.S. (2000). Research methods in psychology. New York McGraw Hill.

Santiago, E.F. (2001). Desarrollo e implantación de un modelo de intervención psico-músico-Terapéutico para pacientes con problemas de hipertensión en una clínica de cardiología. Disertación doctoral no publicada, Universidad Carlos Albizu, San Juan, Puerto Rico.

Schmidt, N.B. & Woolaway-Bickel, K. (2000). The effects of treatment compliance on outcome in cognitive-behavioral therapy for panic disorder: Quality versus quantity. Journal of Consulting and Clinical Psychology, (68), 1, 13-18.

Stewart, D.W. & Shamdasani, P. (1990). Focus groups: Theory and practice. California: Sage Publications.

Viera, S. (1998). Fundamentos del Razonamiento Estadístico. Puerto Rico: Universidad Carlos Albizu.

Weathers, P.L., Furlons, M.J. & Solorzano, D. (1993). Mail Survey Research in Counseling Psychology: Current Practice and Suggested Guidelines. Journal of counseling Psychology, 40 (2), 238-244.

Yin, R. K. (1994). Case study research: Design and Methods. California: Sage

Publications.

Revised by: Juan A. Nogueras, Ph.D. (August, 2008)

MASTER SYLLABUSRMIC- 822: ANALYSIS OF VARIANCE


COURSE DESCRIPTION

This course explores the principles and applications of Analysis of Variance for the treatment of research data in psychology. One, two and three factors Analysis of Variance; Multiple Comparisons (planned versus post hoc comparisons); Analysis of Covariance; Random, Mixed and Fixed Models Analysis of Variance; Analysis of Variance for proportional and non proportional samples, and Analysis of Variance for ordinal scaled variables are among the topics included.

PREREQUISITES

PSYF-568 Inferential Statistics

COURSE OBJECTIVES

The course pretends to empower the student with relevant statistical methods of analysis of variance as it applies to behavioral research; It also will enable the student to differentiate among the statistical procedures for analysis of variance suitable for different research situations, to evaluate the advantages and disadvantages of analysis of variance, to properly apply analysis of variance's procedures to actual research data, and to read and properly interpret analysis of variance's results.

REQUIRED TEXT BOOKS

Gravetter, F.J., & Wallnau, L.B. (2009). Statistics for the behavioral sciences (8th ed.) Belmont, CA: Cengage Learning (ISBN-13: 978-0-495-60220-0).

Shavelson, R. (1996). Statistical reasoning for the behavioral sciences. (3rd ed). Mass.:

Allyn and Bacon (ISBN 0-205-18460-X).


Unit 1: Introduction

Unit 2: Analysis of Variance: One factor-fixed effect model.

Unit 3: Analysis of Variance: One factor-randomized effect model.

Unit 4: Multiple comparisons: Tukey and HSD.

Unit 5: Multiple comparisons: Scheffé

Unit 6: MID TERM EXAM.

Unit 7: Analysis of Variance: Repeated measures design (One factor).

Unit 8: Analysis of Variance: (Two factors-fixed model).

Unit 9: Analysis of Variance: (Two factors-fixed model).

Unit 10: Fixed model, randomized model and mixed effect model.

Unit 11: Multiple comparisons (Turkey, and HSD)

Unit 12: Multiple comparisons (Scheffé)

Unit 13: Analysis of Covariance

Unit 14: FINAL EXAM



1. Face-to-face time in the classroom must not be less than 40.0 hours (16 classes, 2.5 hours each class).

2. For the remaining hours (≥ 5 hours), students will conduct statistics written assignments or homework outside the classroom. These assignments or homework will include, but are not limited to: statistics homework assignments, some using statistical software.

METHODOLOGY

Weekly conferences by the professor, discussion of assigned readings, small group discussions, as well as practical assignments and applications of statistical procedures, are among the methodologies to be considered during the course.


The specific educational techniques will be selected by the professor who offers the course. These techniques should include, but not limited to: debates, practical demonstrations, films/videos, simulations, slide shows and forums.

EVALUATION

The specific methodology will be selected by the professor who offers the course. These methodologies could include, but are not limited to: class participation, literature reviews, exams, class presentations and practical applications of statistical procedures.

RESEARCH COMPETENCIES:

1. Develop an overview and understanding of the statistical procedures for analysis of variance and the critical thinking necessary to analyze research data.

2. Develop knowledge in ANOVA statistical techniques used in answering research questions within the field of clinical psychology.

3. Develop competence on how ANOVA simple and complex research designs are important for addressing decision-oriented problems in applied research.

4. Develop competence in applying analysis of variance/covariance models that focuses on acquiring new knowledge.

5. Develop competence in identifying which procedures of analysis of variance and post hoc procedures are the most relevant to the substantive area in which a student intend to conduct research.

6. Develop knowledge of the principles and statistical assumptions underpinning ANOVA factorial designs to analyze complex data sets.

7. Develops a general understanding using SPSS software package for testing hypotheses in ANOVA & ANCOVA research designs.

ATTENDANCE POLICY




COURSE UNITS

UNIT 1: INTRODUCTION

Upon successful completion of this unit, students should gain understanding of the

relationship of the analysis of variance and statistical tests, as well as of the logic behind this particular methodology.


Upon successful completion of this unit students should be able to:

1. Discuss the role of analysis of variance in inferential statistical.2. Discuss the fundamental concepts of analysis of variance.3. Identify the limitations of analysis of variance in behavioral research.4. Discuss the logic behind the analysis of variance.5. Analyze the consequences of violating the assumptions underlying the

analysis of variance.

ASSIGNED READINGS:

Gravetter, F. J. & Wallnau, L. B. (2009)

Chapter 1- 3Introduction to Analysis of Variance

Shavelson, R. (1996)

Chapter 13- One-way Analysis of variance

UNIT 2: ANALYSIS OF VARIANCE: ONE FACTOR-FIXED EFFECT MODEL

Upon successful completion of this unit, students should gain understanding of the statistical procedures for one factor analysis of variance (fixed effect model), and its relation to the Student test.



1. Identify the relationship between the F test and the t test (one factor-fixed model-two levels).

2. Identify the differences between the fixed effect model and the randomized effect model.

3. Discuss the concepts of variability between groups and within groups.4. Explain how variability between groups and within groups represents the

variance of the population, when the null hypothesis is true.5. Explain the concept of variability within groups as a measurement of error.6. Explain the process of variability between groups as a measurement of error.7. Discuss the concept of the Proportion of F as the result of the division

between the variability between groups with the variability within groups.8. Explain the concept of total variance as the result of the sum of variability

within and variability between groups.

ASSIGNED READINGS:


Chapter 13- Introduction to Analysis of Variance


Chapter 13-One-way Analysis of variance

UNIT 3: ANALYSIS OF VARIANCE: ONE FACTOR-RANDOMIZED EFFECT MODEL

Upon successful completion of this unit, students should gain understanding of

the statistical procedures for one factor analysis of variance-randomized effect model, and of the logical theory behind this particular model.



1. Discuss the logic and theory behind one factor analysis of variance-randomized effect model.

2. Identify the differences between the fixed effect model and the randomized effect model.

3. Explain the computational procedures for calculating an analysis of variance with randomized effect model and fixed effect model with one factor.

4. Analyze the defining formulas for the sum of squares total in one factor-analysis of variance: randomized effect model and fixed effect model.

5. Recognize the formulas for calculating sum of squares between groups and sum of squares within groups for one factor analysis, randomized effect model and fixed effect model.

ASSIGNED READINGS:


Chapter 13– Introduction to Analysis of Variance



UNIT 4: MULTIPLE COMPARISONS: TUKEY AND HSD

Upon successful completion of this unit, students should again an understanding of the statistical procedures behind the analysis of variance, and how to perform and interpret results obtained from multiple comparisons procedures.



1. Discuss the concepts of degrees of freedom for Sum of Squares Total, Sum of Squares Between Groups, and Sum of Squares Within Groups.

2. Discuss the concepts of mean squares. Total, between groups and within groups.

3. Compute the F ratio.4. Use an F table to determine the critical value of the F statistic.5. Present results from an analysis of variance in a Summative Table.6. Explain when it is necessary to compute multiple comparisons.7. Mention the uses and limitations of Tukey and HSD.8. Perform multiple comparisons: Tukey and HSD.9. Use the studentized table to obtain the critical value.10. Interpret results from multiple comparison analysis.

ASSIGNED READINGS:





UNIT 5: MULTIPLE COMPARISONS: SCHEFFÉ

Upon successful completion of this unit, students should gain an understanding of the statistical procedures for multiple comparison: Scheffé.



1. Compare the different procedures for multiple comparisons (Scheffé and Tukey), including their advantages and limitations.

2. Perform multiple comparisons using the Scheffé method.3. Identify the procedure to determine the critical value for the Scheffé test.4. Perform complex comparisons using Scheffé: comparing two means with

three means.5. Interpret results from multiple comparison analysis.

ASSIGNED READINGS:



Shavelson, R (1996)

Chapter 13- One-way Analysis of variance

UNIT 6: MID TERM EXAM

UNIT 7: ANALYSIS OF VARIANCES: REPEATED MEASURES DESIGN (ONE

FACTOR)

Upon successful completion of this unit students should gain understanding

of the statistical procedures for analysis of variance: repeated measures design.



1. Identify the differences between repeated measures designs and independent sample designs.

2. Analyze the basic steps to calculate the Sum of Squares Total, Sum of Squares Between Subjects, Factor and Residual.

3. Analyze the basic steps to calculate the Mean Squares Total, Between Subjects, Factor and Residual.

4. Perform an analysis of variance for a repeated measures design.5. Perform multiple comparisons, using Tukey, HSD or Scheffé with a repeated

measures design.

ASSIGNED READINGS:


Chapter 14- Repeated-Measures ANOVA


Chapter 15- Randomized-Blocks Analysis of Variance

UNIT 8: ANALYSIS OF VARIANCE (TWO FACTORS-FIXED MODEL)

Upon successful completion of this unit students should gain understanding of the statistical procedures for two factors analysis of variance, the F ratio for Factor A, B and the interaction effect (AB).



1. Discuss the advantages of the two factors analysis of variance.2. Discuss the assumptions underlying the two factors analysis of variance.3. Discuss the concept of interaction and its implication for theory.4. Discuss the concepts of factors, levels of the factors, main effects and

interaction effects.5. Analyze examples of interaction and lack of interaction.6. Construct and interpret graphs for interaction effects.7. Analyze and interpret examples of interactions between two variables.

ASSIGNED READINGS:


Chapter 15-Two-Factor ANOVA


Chapter 14-Factorial Analysis of Variance

UNIT 9: ANALYSIS OF VARIANCE (TWO FACTORS-FIXED MODEL)

Upon successful completion of this unit, students will gain understanding of the statistical procedures for two factors analysis of variance, the F ratio for Factor A, B and the interaction effect.



1. Analyze the basic steps to reach the Sum of Squares for Factor A, Factor B and for interaction (AB), and for within groups.

2. Determine and calculate the degrees of freedom for each factor (A and B) and for within groups.

3. Analyze the basic steps to determine the Mean Squares for Factor A, Factor B, and within groups.

4. Perform an analysis of variance (two factors).5. Analyze and interpret examples of interactions between two variables.

ASSIGNED READINGS:





UNIT 10: FIXED MODEL, RANDOMIZED MODEL AND MIXED EFFECT MODEL

Upon a successful completion for this unit, students should gain understanding of the statistical procedures for two factors analysis of variance when both are random factors, as well as when one factor is fixed and the other is random. Besides, the students should gain an understanding of the underlying theory.


Upon successful completion of this unit student should be able to:

1. Discuss the theory underlying the two factors analysis of variance when both are random factors and, when one is fixed and the other random.

2. Identify the proper statistical procedures for estimating mean squares for two factors analysis of variance, when both are random factors and when one is fixed and the other random.

3. Discuss the conclusions that can be derived from the two factors analysis of variance when both are random factors and, when one is fixed and the other random.

4. Familiarize with reading and interpreting, results from two factors analysis of variance when both are random factors and, when one is fixed and the other is random.

ASSIGNED READINGS:





UNIT 11: MULTIPLE COMPARISONS (TUKEY, AND HSD)

Upon successful completion of this unit, students will gain an understanding of the

statistical procedures for multiple comparisons; Tukey and HSD, for two factors analysis of variance.



1. Perform multiple comparisons using Tukey and HSD to determine significance of treatments or main effects.

2. Analyze and interpret examples of interactions between two variables.

ASSIGNED READINGS:





UNIT 12: MULTIPLE COMPARISONS (SHEFFÉ)

Upon successful completion of this units, students will gain an understanding of the

statistical procedures for multiple comparisons; Scheffé, for two factors analysis of variance.



1. Perform multiple comparisons using Scheffé to determine significance of treatments of main effects.

2. Analyze and interpret examples of interactions between two variables.3. Use multiple comparisons methods to identify differences within cells.

ASSIGNED READINGS:





UNIT 13: ANALYSIS OF COVARIANCE

Upon successful completion of this unit, students should gain an understanding of

the statistical procedures for the analysis of Covariance, as well as of the purpose and underlying logic.



1. Discuss the purpose and underlying logic of the analysis of Covariance. 2. Interpret readings and results from the analysis of Covariance.

ASSIGNED READINGS:


Chapter 17-Analysis of Covariance

UNIT 14: FINAL EXAM

REFERENCES

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Buser, K.P. (1995, April). Dangers in using ANCOVA to evaluate special education

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Capraro, M. M. (2005). An introduction to confidence intervals for both statistical estimates

and effect sizes. Research in the Schools, 12(2), 22–32.

Chambers, J., Cleveland, W. , Kleiner, B. , & Tukey, P. (1983). Graphical methods for data analysis. Monterey, CA: Wadsworth.

Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.

Cohen, J. (1994). The earth is round (p < .05). American Psychologist, 49, 997– 1003.

Coladarci, T., Cobb, C. D., Minium, E. W., & Clarke, R. C. (2004). Fundamentals of

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Cole, D.A., Maxwell, S.E., Arvey, R. & Salas, E. (1994). How the power of MANOVA can

both increase and decrease as a function of the intercorrelations among the dependent variables. Psychological Bulletin, 115(3), 465-474.

Cortina, J. M. & Nouri, H. (2000). Effect size for ANOVA designs. Series: Quantitative Applications in the Social Sciences, 129. Sage Publications, Inc.

Cronbach, L. J. & Shavelson, R. J. (2004). My current thoughts on coefficient alpha and

successor. Procedures in Educational and Psychological Measurement. 64(3), 391-418.

González, R. (2008). Data analysis for experimental design. Guilford Press.

Glass, G. V. & Hophins, K. D. (1996). Statistical methods for education and psychology

(3rd ed). Mass.: Allyn and Bacon.

Gravetter, F. J. & Wallnau, L. B. (2009). Statistics for the behavioral sciences (8th ed.).

Belmont, CA: Wadsworth Publishing,

Green, S.B., & Salkind, N.J. (2005). Using SPSS for Windows and Macintosh: Analyzing

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Greenhouse, S.W. (1976). Within-subjects designs: To use or not to use. Psychological

Bulletin, 83, 314-320.

Haase, T., & Thompson, B. (1992, January). The homogeneity of variance assumption in

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the Southwest Educational Research Association.

Hinkle, D. E., Wiersma, W. & Jurs, S.G. (1988). Applied statistics for the behavioral

sciences (2nd ed.) Boston: Houghton Miffing.

Howell, D. C. (2007). Fundamental statistics for the behavioral sciences (6th ed.). Belmont,

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Huynh, H. (1979). Validity conditions in repeated measures designs. Psychological

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approach (2nd ed.). New York: Harper & Row.

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Revised by: José V. Martínez, Ph.D. (August, 2008)


MASTER SYLLABUS

PSYF-588: THEORY OF TESTS AND TEST CONSTRUCTION


COURSE DESCRIPTION

The goal of this course is to present the major principles of test construction in psychological measurement. Methods for determining validity and reliability will be examined by performing class exercises. The content also includes the study of scaling methods such as Guttman, Thurstone, and Likert scales. Moreover, students will apply knowledge from the course to construct their own assessment instruments.

PRE-REQUISITES

PSYF-568 Applied Inferential Statistics

COURSE OBJECTIVES

This course provides graduate students in psychology basic knowledge in measurement and test development. Students will be able to make responsible and professional decisions in selecting or developing instruments.

REQUIRED TEXT BOOKS

DeVellis, R.F. (2003). Scale development: Theory and application (2nd ed.). London: Sage Publications. ISBN-10: 0761926054; ISBN-13: 978-0761926054

Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks, CA: Sage Publications. ISBN-10: 1412905443; ISBN-13: 978-1412905442

Kline, P. (2000). Handbook of psychological testing (2nd ed.). New York: Routledge. ISBN-10: 0415211581; ISBN-13: 978-0415211581

Tornimbeni, S., Pérez, E., Olaz, F., & Fernández, A. (2004). Introducción a los test psicológicos (3era ed. rev.). Argentina: Editorial Brujas. ISBN-10: 9871142242


UNIT 1: Basic concepts, historical background, and measurement models

UNIT 2: General steps of the test construction process

UNIT 3: Item construction: Sensitivity to cultural and individual variablesUNIT 4: ValidityUNIT 5: Item analysisUNIT 6: Reliability

UNIT 7: Development of the test manual and the test administration processUNIT 8: Review of statistical conceptsUNIT 9: Norms and standard scores

UNIT 10: Discriminatory power of the testUNIT 11: Ethical principles and their role in the test construction process




4. For the remaining hours (≥ 5.0 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to, literature review, field work (i.e. experts evaluation of item content validity, instrument administration), statistical analysis with SPSS, and writing the test manual.

METHODOLOGY

The specific methodology will be selected by the professor who offers the course. These methodologies could include, but would not be limited to, conferences by the professor, group discussions of assigned readings, class research projects, student presentations, individual meetings with students and sub-groups in the classroom.


The specific educational techniques will be selected by the professor who offers the course. These techniques could include, but are not limited to, group or individual projects, debates, practical demonstrations, films/videos, simulations, slide shows and forums.

EVALUATION

The specific evaluation criteria will be selected by the professor who offers the course. These methodologies could include, but would not be limited to, term papers, projects, literature reviews, exams and class presentations. Three partial exams are recommended to examine the material discussed.

The development of a scale or test in an area of interest for the student is highly recommended. The student should identify a psychological construct of his/her interest, develop items to measure it, administer these items to a sample, and analyze its psychometric properties (item discrimination index, validity, reliability, norms).


1. Compare/contrast the principles of several theories pertaining to test use2. Evaluate and select research instruments that are appropriate for a particular research

project3. Design, develop, and validate research instruments4. Select statistical tests that are appropriate for data analysis5. Interpret the results of statistical data analysis, including descriptive and inferential statistics6. Perform a literature research of the formulate research problem7. Evaluate and analyze critically quantitative research that is presented in the literature

ATTENDANCE POLICY




COURSE UNITS

UNIT 1: BASIC CONCEPTS, HISTORICAL BACKGROUND, AND MEASUREMENT MODELS

Upon successful completion of this unit, students will understand basic concepts commonly used in test theory, test historical background, and models of measurement.


Upon successful completion of this unit, students will be able to:

1. Define the concept of test, measurement, and assessment2. Identify different types of tests3. Identify the purposes of tests4. Review the historic development of test theory and test development 5. Identify cultural sensitive problems most commonly encountered in test development in

Puerto Rico6. Identify the differences between classic test theory and modern test theory7. Discuss the concept of individual differences and its impact in assessment

ASSIGNED READINGS:

1. Kline (2005) Chapter 1 – The Assessment of Individuals: The Critical Role and Fundamentals of

Measurement Chapter 5 – Classic Test Theory: Assumptions, Equations, Limitations, and Item

Analyses Chapter 6 – Modern Test Theory: Assumptions, Equations, Limitations, and Item

Analyses

2. DeVellis (2003) Chapter 7 – An Overview of Item Response Theory

3. Tornimbeni et al. (2004)

Chapter 1 – Fundamentos de la Medición Psicológica

Chapter 2 – Evolución Histórica de los Tests Chapter 3 – Paradigmas de la Psicometría

4. Cirino, G., Herrans, L.L. & Rodríguez, J.M. (1988). El futuro de la medición psicológica en Puerto Rico: Predicciones y recomendaciones. En Memorias Primer Simposio de Medición Psicológica en Puerto Rico. Asociación de Psicología de Puerto Rico.

UNIT 2: GENERAL STEPS OF THE TEST CONSTRUCTION PROCESS

Upon successful completion of this unit, students will learn how to construct a test.



1. List the steps in test construction2. Explain the procedures for preparing test specifications3. Discuss the importance of test specifications4. Examine the process followed in the preliminary item tryouts5. Discuss the importance of the test sensitivity review

ASSIGNED READINGS:

1. DeVellis (2003) Chapter 5 – Guidelines in Scale Development


Chapter 8 – Construcción de Pruebas Chapter 9 – Adaptación de Tests a Diversas Culturas

3. Cirino, G. (1992). Introducción al desarrollo de pruebas escritas. Río Piedras, PR: Editorial Bohío.

Chapter 3 – Planificación de una Prueba Educativa Chapter 4 – Planificación de una Prueba de Selección de Personal

4. Murphy, K.R. & Davidshofer, C.O. (2001). Psychological testing: Principles and applications. New Jersey: Prentice Hall.

Chapter 11 – The Process of Test Development

UNIT 3: ITEM CONSTRUCTION: SENSITIVITY TO CULTURAL AND INDIVIDUAL VARIABLES

Upon successful completion of this unit, students will understand how to construct a list of items.



1. Explain the procedures followed in the construction of test items:a. essay test itemsb. two-option alternate-response test items (true or false)c. multiple choice test itemsd. matching test itemse. completion or fill-in itemsf. interest and personality inventories itemsg. attitude scales itemsh. projective techniques items

2. Discuss the important aspects of item reviews

ASSIGNED READINGS:

1. Kline (2005)

Chapter 2 – Designing and Writing Items Chapter 3 – Designing and Scoring Responses

2. Kline (2000)

Chapter 5 – Rasch Scaling and Other Scales Chapter 6 – Computerized and Tailored Testing Chapter 11 – Other Methods of Test Construction

3. DeVellis (2003)

Chapter 5 – Guidelines in the Scale Development


Chapter 5 – Formulación de Preguntas de Múltiples Alternativas

UNIT 4: VALIDITY

Upon successful completion of this unit, students will understand the concept of validity.



1. Define the concept of validity2. Define the three major approaches to test validation3. Explain the steps to be followed in content validation4. Explain the steps to be followed in criterion related validation5. Explain the construct validation process6. Apply the formulas for computing each type of validity7. Explain the results obtained from a validation process8. Describe and analyze the practical consideration in each type of validation process9. Establish the relationship between validity and reliability

ASSIGNED READINGS:

1. Kline (2005)

Chapter 9 – Assessing Validity Using Content and Criterion Methods Chapter 10 – Assessing Validity via Item Internal Structure

2. Kline (2000)

Chapter 2 – The Validity of Psychological Tests

3. DeVellis (2003)

Chapter 4 – Validity


Chapter 6 – Validez

5. Lawshe, C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563-575.

6. Rungtunsanatham, M. (1998, July). Let’s not overlook content validity. Decision Line, 10-13.

UNIT 5: ITEM ANALYSIS

Upon successful completion of this unit, students will understand the item analysis process. In addition, students will be able to understand the role of SPSS in the item analysis process.



1. Define item analysis2. Discuss the concepts of item difficulty (i.e. P and Delta) and item discrimination (i.e. D and

rbis)

3. Describe the steps followed in item analysis4. Apply the formulae for computing item difficulty and discrimination5. Interpret the results obtained from an item analysis6. Use SPSS to perform item analysis

ASSIGNED READINGS:

1. Kline (2005)

Chapter 5 – Classic Test Theory: Assumptions, Equations, Limitations, and Item Analyses

2. Kline (2000)

Chapter 10 – Test Construction – Factor Analytic and Item Analytic Methods

3. DeVellis (2003)

Chapter 7 – An Overview of Item Response Theory


Chapter 8 – Construcción de Pruebas


Chapter 9 – Análisis de Ítems

6. Sayers, S., & Vélez, M. (2006, noviembre). Using SPSS for the final project of the PSYF-588 course. Unpublished manuscript, Carlos Albizu University, San Juan Campus, PR.

7. Field, A. (2005). Discovering statistics using SPSS for Windows (2nd ed.). London: SAGE Publications. Chapter 2 – The SPSS Environment Chapter 15.7 – Reliability Analysis

UNIT 6: RELIABILITY

Upon successful completion of this unit, students will understand the concept of reliability and develop skills in the statistical procedures for its estimation. In addition, students will be able to understand the role of SPSS in the reliability analysis process



1. Define the concept of reliability2. Explain the procedures for estimating reliability: test-retest, equivalent forms, internal

consistency (i.e. split half, Cronbach's alpha), and scorer reliability3. Apply the formulas for computing the different types of reliability4. Explain the results of a reliability coefficient5. Identify the sources of unreliability6. Use SPSS to perform reliability analysis

ASSIGNED READINGS:

1. Kline (2005) Chapter 7 – Reliability of Test Scores and Test Items Chapter 8 – Reliability of Raters

2. Kline (2000) Chapter 1 – Reliability of Tests: Practical Tests

3. DeVellis (2003) Chapter 3 – Reliability

4. Tornimbeni et al. (2004) Chapter 5 – Confiabilidad

5. Field, A. (2005). Discovering statistics using SPSS for Windows (2nd ed.). London: SAGE Publications. Chapter 15.7 – Reliability Analysis

UNIT 7: DEVELOPMENT OF THE TEST MANUAL AND THE TEST ADMINISTRATION PROCESS

Upon successful completion of this unit, students will understand how a test manual is prepared. Also, they will understand the process involved in developing the test administration process.



1. Identify the information that should be part of a test manual2. Discuss the importance of standardization of procedures in test administration3. Define the concept of test anxiety4. Explain how motivation affects test performance5. Discuss the importance of preparation of the examiner and supervision in test administration

ASSIGNED READINGS:

1. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.

Chapter 3 – Test Development and Revision Chapter 5 – Test Administration, Scoring, and Reporting Chapter 7 – Fairness in Testing and Test Use Chapter 8 – The Rights and Responsibilities of Test Takers Chapter 9 – Testing Individuals of Diverse Linguistic Backgrounds Chapter 10 – Testing Individuals with Disabilities

UNIT 8: REVIEW OF STATISTICAL CONCEPTS

Upon successful completion of this unit, students will know the statistical concepts most commonly used in measurement.



1. Recapitulate previously learned statistical concepts: scales of measurement, sampling, frequency distribution, measures of central tendency, variability, and correlation

2. Differentiate among methods of sampling3. Apply the formula for obtaining a sample from a known population and interpret the results4. Apply the formula for stratified sampling and interpret the results

5. Apply the guessing correction formula and interpret the results

ASSIGNED READINGS:

1. Kline (2005) Chapter 1 – The Assessment of Individuals: The Critical Role and Fundamentals of

Measurement Chapter 4 – Collecting Data: Sampling and Screening


Chapter 4 – Basic Concepts in Measurement and Statistics

3. Daniel, W.W. (2006). Bioestadística: Base para el análisis de las ciencias de la salud (4ta ed.). México: Limusa Wiley.

Chapter 1 – Introducción a la Bioestadística Chapter 2 – Estadística Descriptiva Chapter 9 – Regresión y Correlación Lineal Simple

UNIT 9: DEVELOPMENT OF NORMS AND STANDARDIZED SCORES

Upon successful completion of this unit, students will understand how to develop test norms. In addition, students will learn the importance of using standardized scores. Finally, students will be able to explain how the standard error measurement is used to establish confidence levels for standard scores.



1. Discuss the basic steps in the development of test norms2. Assess the importance of describing the norms development process in the test manual3. Describe common standard scores: z score, T score, stanines, percentiles, and percentile

rank4. Apply the formulae for the different standard scores and interpret the results5. Define the concept of standard error of measurement6. Apply the formula for computing the standard error of measurement7. Explain the results of the standard error of measurement8. Use SPSS to calculate standardized scores and the standard error of measurement

ASSIGNED READINGS:

1. Kline (2000) Chapter 3 – The Classical Model of Test Error Chapter 4 – Standardizing the Test


Chapter 5 – Interpretación de las Puntuaciones: Tests Referidos a Normas y Criterios


Chapter 5 – Scales, Transformations, and Norms


Chapter 4 – Scales, Norms, and Score Comparability

UNIT 10: DISCRIMINATORY POWER OF THE TEST

Upon successful completion of this unit, students will learn how to compute the discriminatory power of a test and interpret its results.



1. Apply Ferguson's Delta formula and interpret the results2. Understand the difference between the discriminatory power of a test and the

discrimination index of an item

ASSIGNED READINGS:

1. Kline (2000)

Chapter 2 – The Validity of Psychological Tests

UNIT 11: ETHICAL PRINCIPLES AND CONSIDERATIONS

Upon successful completion of this unit, students will understand the ethical principles involved in test development.



1. Identify the ethical and professional principles involved in test development.

2. Examine the impact of the violation of these principles.

ASSIGNED READINGS:

1. Kline (2005)

Chapter 11 – Ethics and Professional Issues in Testing


Chapter 11 – The Responsibilities of the Test Users Chapter 12 – Psychological Testing and Assessment Chapter 13 – Educational Testing and Assessment Chapter 14 – Testing in Employment and Credentialing

REFERENCES

Álvaro Page, M. (1993). Elementos de psicometría. Madrid: EUDEMA Universidad.

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.

American Psychological Association. (1992). Ethical principles of psychologists and code of conduct. American Psychologist, 47, 1597-1611.

Anastasi, A. (1982). Psychological testing. New York: MacMillan.

Anstey, E. (1976). Los tests psicológicos. Madrid: Morova.

Burisch, M. (1984). Approaches to personality inventory construction. American Psychologist, 39, 214-227.

Camilli, G. y Shepard, L.S. (1994). Methods for identifying biased test items. California: SAGE Publications.

Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 284-290.

Cirino, G. (1992). Introducción al desarrollo de pruebas escritas. Río Piedras, PR: Editorial Bohío.

Cirino, G., Herrans, L.L. & Rodríguez, J.M. (1988). El futuro de la medición psicológica en Puerto Rico: Predicciones y recomendaciones. En Memorias Primer Simposio de Medición Psicológica en Puerto Rico. Asociación de Psicólogos de Puerto Rico.

Clark, L.A. y Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309-319.

Cortada de Kohan, N. (1999). Teorías psicométricas y construcción de tests. Argentina: Lugar Editorial.

Cortada de Kohan, N. (2004). Teoría y métodos para la construcción de escalas de actitudes. Argentina: Lugar.

Cronbach, L.J. (1990). Essentials of psychological testing (5th ed.). New York: Harper and Row.

Daniel, W.W. (2006). Bioestadística: Base para el análisis de las ciencias de la salud (4ta ed.). México: Limusa Wiley.

Dahlstrom, W.G. (1993). Tests: Small samples, large consequences. American Psychologist, 48, 393-399.

Denova, C.C. (1979). Test construction for training evaluation. New York: Van Nostrand Reinhold.

DeVellis, R.F. (2003). Scale development: Theory and application (2nd ed.). London: Sage Publications.

Endler, N.S. y Parker, J.D.A. (1994). Assessment of multidimensional coping: Task, emotion, and avoidance strategies. Psychological Assessment, 6, 50-60.

Fan, C.T. (1952). Item analysis table. New Jersey: Educational Testing Service.

Field, A. (2005). Discovering statistics using SPSS for Windows (2nd ed.). London: SAGE

Publications.

Frederiksen, N. (1984). The real test bias. American Psychologist, 39, 193-202.

Geisinger, K.F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6, 304-312.

Haladyna, T. (1999). Developing and validating multiple-choice test items. New Jersey: Lawrence Erlbaum Associates.

Hambleton, R.K., Swaminathan, H. & Rogers, H.J. (1991). Fundamentals of item response theory. London: SAGE.

Haynes, S.N., Richard, D.C.S. y Kubany, E.S. (1995). Content validity in psychological assessment: A functional approach to concepts and methods. Psychological Assessment, 7, 238-247.

Herrans, L.L. (2000). Psicología y medición. México: McGraw Hill.

Huebner, E.S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149-158.

Junta Examinadora de Psicólogos de Puerto Rico (1988). Código de ética. Revista Puertorriqueña de Psicología, 5, 71-82.

Kaplan, R.M. y Saccuzzo, D.P. (1993). Psychological testing. California: Brooks/Cole Publishing Company.

Kehoe, J.F. y Tenopyr, M.L. (1994). Adjustment in assessment scores and their usage: A taxonomy and evaluation of methods. Psychological Assessment, 6, 291-303.


Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks, CA: Sage Publications.

Lara-Cantu, M.A., Verduzco, M.A., Acevedo, M.C. y Cortes, J. (1993). Validez y confiabilidad del Inventario de Autoestima de Coopersmith para adultos, en población mexicana. Revista Latinoamericana de Psicología, 25, 247-255.

Lawshe, C.H. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563-575.

Likert, R. (1967). The method of constructing an attitude scale. In M. Fishbein (Ed.), Readings in attitude theory and measurement. New York: John Wiley & Sons, Inc.

López, N.J. y Domínguez, R. (1993). Medición de la autoestima en la mujer universitaria. Revista Latinoamericana de Psicología, 25, 257-273.

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Murphy, K.R. & Davidshofer, C.O. (2001). Psychological testing: Principles and applications. New Jersey: Prentice Hall.

Nunnally, J.C. (1978). Psychometric theory. New York: McGraw Hill.

Ramos-Lira, L. y Andrade-Palos, P. (1991). La victimización: miedo, riesgo percibido y gravedad percibida. Construcción y validación de escalas de medición. Revista Latinoamericana de Psicología, 23, 229-246.

Rodríguez-Irlanda, D. (1998). Medición, “assessment” y evaluación. San Juan, PR: Publicaciones Puertorriqueñas.

Rungtunsanatham, M. (1998, July). Let’s not overlook content validity. Decision Line, 10-13

Sánchez-Viera, J.A. (2004). Fundamentos del razonamiento estadístico (3era ed. revisada). San Juan, PR: Universidad Carlos Albizu.

Sayers, S., & Vélez, M. (2006, noviembre). Utilizando SPSS para el trabajo final de PSYF-588. Manuscrito inédito, Universidad Carlos Albizu, Recinto de San Juan, PR.

Silva, F. (1993). Psychometric foundations and behavioral assessment. California: SAGE Publications.

Thorndike, R.L. (1982). Applied psychometrics. Boston, MA: Houghton Mifflin Co.

Thurstone, L.L. (1967). Attitudes can be measured. En Fishbein, M. Readings in attitude theory and measurement. New York: John Wiley & Sons, Inc.

Tornimbeni, S., Pérez, E., Olaz, F., & Fernández, A. (2004). Introducción a los test psicológicos (3era ed. rev.). Argentina: Editorial Brujas.

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Rev. /2004

Revised by: Sean K. Sayers Montalvo, Ph.D. (August, 2008; December 2009)

.

Carlos Albizu University

San Juan, Puerto Rico

Master Syllabus

RMIC-725

(Thursday, 5:00-7:30 p.m.)

Dr. Lymaries Padilla Cotto

(787) 725-6500 Ext. 1123

[email protected]

Office: Research Training Program (Third floor), CAU

Fall, 2009

mailto:[email protected]


MASTER SYLLABUS

RMIC-725: INTRODUCTION TO SCIENTIFIC RESEARCH


COURSE DESCRIPTION

The course offers an introduction to scientific research pertinent to the field of psychology within the quantitative and qualitative perspectives and traditions. The main methodological approaches to experimental, quasi-experimental, correlational and descriptive/exploratory research are presented. The course requires the formulation of appropriate research problems relevant to the psychologist’s work in his/her social context, and the integration of such problems and hypotheses, when applicable, with an adequate research design. Basic concepts, such as the formulation of research questions, problems and hypotheses, variables, operational definitions, types of research and research designs are covered. Topics such as hypothesis testing, research design, sampling, analyzing and interpreting quantitative and qualitative data and statistical power analysis are included.

PRE-REQUISITES

PSYF-568 Inferential Statistics

COURSE OBJECTIVES

Upon completion of the course students are expected to compare/contrast the epistemologies underlying the quantitative and qualitative research traditions in the social sciences. They should master the basic research concepts and research designs, including both mixed methods and action research designs. Students will be able to develop a research plan, considering issues such as the research problem, variables and operational definitions,

formulation and testing of hypotheses, research design, sampling of subjects, threats to internal and external validity and statistical analysis.

Upon completion of the course, the student is expected to:

1. Compare and contrast the epistemological bases underlying research as they apply to the quantitative and qualitative perspectives.

2. Demonstrate comprehension of the scientific method and of research methods most common in the social sciences.

3. Master basic concepts such as research problem, hypothesis, dependent and independent variables, operational definitions, research design, internal and external validity, sampling, and statistical power, among others.

4. Present the steps in a research plan, as they apply to problems in the field of psychology.

5. Formulate a research problem, review the relevant literature and design an adequate research plan for its study.

6. Critically analyze research reports presented in professional journals.7. Write a research proposal that includes a review of current literature, as well as a research

plan appropriate to the problem and approach used.

REQUIRED TEXT BOOKS

Creswell J.W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.

ISBN 978-1-4129-6556-9

ISBN 978-1-4129-6557-6

Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2006). Metodología de la investigación (4ta ed.). México: McGraw-Hill.

ISBN-13: 978-970-10-5753-7ISBN-10: 970-10-5753-8

Kerlinger, F. & Lee, H. B. (2002). Investigación del comportamiento: Métodos de investigación en Ciencias Sociales. (4ª ed.). México: McGraw-Hill.ISBN-13: 978-970-103070-7ISBN-10: 970-103070-2

(ISBN 968-422-463-X-Tercera Edición)

McBurney, D. H., & White, T. L. (2007). Research Methods (7th ed.). Belmont, CA: Wadsworth/Thomson Learning.

ISBN: 0495092088

ISBN-13: 9780495092087, 978-0495092087


Unit 1: Introduction to scientific research and research methods

Unit 2: Stages in a scientific research plan: Identifying a research problem, reviewing the literature and specifying a research problem or hypothesis

Unit 3: Stages in a scientific research plan: Collecting, analyzing, interpreting, reporting and evaluating research data

Unit 4: Non-experimental, pre-experimental, quasi- and experimental

approaches to research

Unit 5: Research designs - Experimental and correlational research

Unit 6: Research designs – Single case study, observational, quasi-experimental and survey research

Unit 7: Midterm Exam

Unit 8: Sampling

Unit 9: Validity and reliability

Unit 10: Data collection

Unit 11: Statistical analysis

Unit 12: Writing a research proposal / report

Unit 13: Ethical standards and issues in research

Unit 14: Final Exam




6. For the remaining hours (≥ 5 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to: review of empirical articles from professional journals (e.g. Psychological Bulletin, Clinical Psychology Review or Clinical Psychology: Science and Practice) and written critiques of research reports published in scholarly journals.

METHODOLOGY

Teaching methodology for this course can include, among others: conferences by the professor, group discussions, class research projects, student presentations and assigned problems and exercises involving real or hypothetical research situations.


The techniques could include: PowerPoint presentations and discussion

EVALUATION

1. Class attendance and punctuality are required to approved the course 2. Submitting of required tasks and research proposal (4 group paper of 25 points

each)3. Two tests of 100 percent (mid-term) must be approved 4. Active participation in class5. The professor could required quizzes for reading check


1. Compare/contrast the quantitative/qualitative perspectives in terms of their assumptions, research approaches and methodology used.

2. Develop skills to understand the main stages in a research plan 3. Develop skills to understand scientific literature and evaluate how the findings contribute to

the existing knowledge base.4. Formulate a research problem and a general research plan with well formulated ethical

procedures within the two research traditions.5. Develop hypothesis that can be evaluated by research studies 6. Compare/contrast experimental and non-experimental designs in research7. Describe different sampling procedures and how they are applied in quantitative research8. Describe data collection methods in the quantitative and qualitative approaches.9. Develop a research proposal within one of the research traditions: quantitative or qualitative.10. Develop skills to judge the overall significance of a study and how it contributes to the

existing knowledge base.

ATTENDANCE POLICY




COURSE UNITS

UNIT 1: INTRODUCTION TO THE COURSE

Upon completion of this unit, students should understand the importance of research for theory development and how both research traditions --quantitative and qualitative—contribute to knowledge construction. They should understand the role and importance of the scientific method in relation to psychological research, as well as comprehend basic concepts in both the quantitative and qualitative research perspectives and traditions.


Upon successful completion of this unit, students should be able to:

1. Identify, compare and contrast the epistemological bases of the quantitative and qualitative approaches to research.

2. Describe the general characteristics of science and the scientific method3. Describe the functions/roles of theory for scientific explanation and prediction 4. Define “scientific research” within the main research perspectives5. Understand the scientific approach and apply it to issues in their area of study6. Understand the language of experimentation7. Describe basic and applied research8. Define concepts such as: epistemological perspectives, paradigm, research problem,

hypothesis, variable, operational and conceptual definitions

ASSIGNED READINGS:

1. Hernández, R., Fernández, C., & Baptista, L. (2006)

Chapter 1 – Research process and the qualitative-quantitative methodology: Toward an integrative model

Chapter 2 – The idea in research: A new research project is born

2. Kerlinger, F. & Lee, H.B. (2002)

Chapter 1 – Science and the scientific approach Chapter 2 – Problems and hypothesis Chapter 3 – Constructs, variables and definitions

UNIT 2: STAGES IN A SCIENTIFIC RESEARCH – IDENTIFYING A RESEARCH PROBLEM, REVIEWING THE LITERATURE AND SPECIFYING RESEARCH PROBLEM OR HYPOTHESIS

Upon completion of this unit, students should understand the stages involved in the development of a research plan, and be able to apply this knowledge to a research problem in an area of interest within the field of psychology using either the qualitative or the quantitative approach.



1. Develop a research topic2. Formulate research problems applied to quantitative/qualitative research3. Translate a research problem into research hypotheses for each research

perspective, when applicable4. Understand the importance of research problems and hypotheses5. Understand the role of the literature review in research, and be able to complete

such a review6. Formulate operational definitions of concepts and constructs7. Understand the role of variables in research and be able to define the variables in a

study8. Describe different types of variables9. Understand the proper use of psychological instruments in research

ASSIGNED READINGS:


Chapter 2 – The idea in research: A new research project is born Chapter 3 – Planning process: Formulation of selected problem, scope,

objectives, major research questions and significance of the study Chapter 5 – General typology of research designs: exploratory, descriptive,

correlational and casual-comparative.


Chapter 2 – Problems and hypothesis Chapter 3 – Constructs, variables and definitions

3. Creswell, J.W. (2008)

Chapter 1 – Selection of a research design Chapter 2 – Review of the literature Chapter 3 – The Use of theory

4. McBurney, D.H, & White, T.L. (2004)

Chapter 2 – Developing a research question Chapter 5 –Variables

UNIT 3: STAGES IN A SCIENTIFIC RESEARCH - COLLECTING, ANALYZING, INTERPRETING, REPORTING AND EVALUATING RESEARCH DATA

Upon completion of this unit, students should understand the steps involved in the development of a research plan, and be able to apply this knowledge to a research problem in an area of interest within the field of psychology.



1. Explain and apply the procedures involved in the development of a research plan for either the quantitative or the qualitative approach.

2. Understand the steps involved in the process of sampling and data collection.3. Understand the role of statistical analysis in its relation to the research design.4. Prepare the presentation of research results in a research plan / report5. Describe the conclusions as part of the preparation of a research report

ASSIGNED READINGS:


Chapter 18 – Research design: purpose and principles Chapter 19 – Inadequate designs and design criteria


Chapter 5 – The introduction Chapter 6 – The purpose statement Chapter 7 – Research questions and hypotheses

UNIT 4: NON-EXPERIMENTAL, PRE_EXPERIMENTAL, QUASI

EXPERIMENTAL AND EXPERIMENTAL APPROACHES

TO RESEARCH

Upon completion of this unit, students should understand different approaches to research, including non-experimental, pre-experimental, quasi- and experimental approaches. They should understand the differences between such approaches, as well as the applications, advantages, and limitations of these designs.



1. Describe the characteristics of non-experimental, pre-experimental, quasi- and experimental research and their applications

2. Discuss the differences between non-experimental, pre-experimental, quasi- and experimental approaches to research.

3. Explain the rationale and process of hypothesis-testing in the context of each approach.

ASSIGNED READINGS:


Chapter 4 – The conceptual framework: Literature review and the construction of a theoretical perspective

Chapter 6 – Formulation and Statement of a Research Hypothesis


Chapter 20 – Conceptual foundation of research design

UNIT 5: RESEARCH DESIGNS – EXPERIMENTAL AND CORRELATIONAL RESEARCH

Upon completion of this unit, students should demonstrate knowledge of specific research designs within the different approaches to research, including experimental and correlational research designs. They should understand the applications of the basic designs within each approach, as well as their effectiveness in relation to threats to internal validity. They should be able to apply the specific designs to problems in their area of study.



1. Understand experimental and correlational research and be able to apply some of the most important designs of this type

2. Understand advantages and limitations of specific experimental and correlational designs

ASSIGNED READINGS:


Chapter 7 – Research designs


Chapter 21 – Research design applications: Randomized groups and correlated groups

3. McBurney, D.H. & White, T.L. (2004)

Chapter 12 –True experiments, Part 2: Factorial designs

4. Campbell, D. & Stanley, J. (1973)

Chapter 12 – The separate-sample pretest-posttest design Chapter 13 – The separate-sample pretest-posttest control group design Chapter 14 – The multiple time-series design


Chapter 8 – Quantitative methods

UNIT 6: RESEARCH DESIGNS – SINGLE CASE STUDY, OBSERVATIONAL, QUASI-EXPERIMENTAL AND SURVEY RESEARCH

Upon completion of this unit, students should demonstrate knowledge of specific research designs within the different approaches to research, including non-experimental, pre-experimental and quasi experimental research designs. They should understand the applications of the basic designs within each approach, as well as their effectiveness in relation to threats to internal validity. They should be able to apply the specific designs to problems in their area of study.



1. Understand cuasi-experimental research and be able to apply some of the most important designs of this type

2. Understand advantages and limitations of specific cuasi-experimental designs

ASSIGNED READINGS:


Chapter 7 – Research designs


Chapter 22 – Quasi-experimental and N=1 designs of research Chapter 23 – Non-experimental research

3. Cook, T.D. & Campbell, D.T. (1979)

Chapter 3 – Quasi-experiment: Nonequivalent control group designs

4. McBurney, D.H, & White T.L. (2004)

Chapter 10 – Non experimental research, Part 2: Survey research Chapter 13 – Single-participant experiments Chapter 14 – Quasi experiments


Chapter 10 – Mixed methods procedures

6. Campbell, D. & Stanley, J. (1973)

Chapter 10 – The nonequivalent control group design

UNIT 7: MID TERM EXAM

UNIT 8: SAMPLING

Upon completion of this unit, students should gain an understanding of the different types of samples used in research, as well as different procedures used for sampling and their applications.



1. Describe the different types of samples used in research 2. Describe specific sampling procedures3. Describe the use of informants in qualitative research and how it differs from

sampling4. Comprehend the importance of the relation between sampling and statistical power5. Comprehend the relation between sampling and external validity in research.6. Understand the concept of randomization and its application to psychological

research7. Describe the functions accomplished by random assignment8. Describe power analysis

9. Be able to identify the size of the effect and the meaning of this concept10. Use power tables

ASSIGNED READINGS:


Chapter 8 – Sample selection


Chapter 8 – Sampling and randomness

UNIT 9: VALIDITY AND RELIABILITY

Upon completion of this unit, students should understand the concepts of internal validity, external validity and reliability. They should demonstrate knowledge of threats to internal validity and methods for their control. They should be able to apply this knowledge to the critical analysis of published research, as well as the design of their own research plan.



1. Explain the concept of internal validity and discuss threats to internal validity and techniques for their control.

2. Explain different types of validity.3. Describe the problem of “validity” in qualitative research4. Explain the concept of external validity and understand its relation to sampling5. Identify different threats to validity, and explain and apply different techniques to

control them.6. Identify extraneous variables.7. Understand control techniques and their application in the development of a research

plan8. Discuss the importance of the minimization of error variance9. Explain the concepts of reliability and replicability in terms of scientific research

ASSIGNED READINGS:


Chapter 26 – Foundations of measurement Chapter 27 – Reliability Chapter 28 – Validity


Chapter 7 – Validity Chapter 8 – Control

3. Rogelberg, S.G. (2002)

Chapter 3 – Validity and reliability Chapter 4 – The relative validity and usefulness of various empirical research

designs

4. Roberts, M.C. & Ilardi, S.S. (2005)

Chapter 2 – Addressing validity concerns in clinical psychology research

UNIT 10: DATA COLLECTION

Upon completion of this unit, students should become familiar with the steps and concepts involved in data collection procedures in a research plan. They should understand the uses and applications of various measures for the observation of variables. They should describe the strengths and limitations of different measures, and be able to apply them to research problems in their particular area of interest.



1. Describe and apply several measures of behavior, including interviews, behavior rating scales, questionnaires and checklists, objective tests and scales, among others

2. Discuss and apply several measures of behavior for the study of specific research problems

3. Identify problems in the observation and measurement of behavior4. Describe the role of the researcher in qualitative research5. Understand the applications of tests, questionnaires, electronic methods and

checklists6. Understand the applications of interviews and self-report measures 7. Describe the combine use of quantitative and qualitative data in research

ASSIGNED READINGS:


Chapter 9 – Data collection


Chapter 29 – Interview and interview schedules Chapter 30 – Objective tests and scales


Chapter 8 – Qualitative data collection and analysis


Chapter 9 – Qualitative procedures

UNIT 11: STATISTICAL ANALYSIS

Upon completion of this unit, students should comprehend the different methods for statistical analysis and their relation to research design and the testing of different types of hypotheses. They should become familiar with several statistical tests as they apply to research designs. They should understand the concepts related to making inferences, including Type I and II Error, statistical power and significance level.



1. Describe different methods available for statistical analysis, and their relation to research design

2. Select statistical analysis procedures appropriate for a specific research design and problem

3. Understand the two types of error in probabilistic decision-making, and the relation between the two

4. Explain and apply the concept of statistical power, and describe the process and purposes of statistical power analysis

ASSIGNED READINGS:


Chapter 10 – Data analysis


Chapter 9 – Principles of analysis and interpretation Chapter 10 – The analysis of frequencies Chapter 11 – Statistics: Purpose, approach and method Chapter 12 – Testing hypothesis and the standard error


Chapter 6 – Tabular and graphical description of data Appendix A – Review of statistics

UNIT 12: WRITING A RESEARCH PROPOSAL/REPORT

Upon completion of this unit, students should demonstrate the skills necessary for the preparation of a research proposal or report in accordance with the style presented in the Publication Manual of the American Psychological Association.



1. Describe the sections that comprise a research plan and apply this knowledge to the preparation of a research proposal on a topic of their choice

2. Prepare a research proposal on a topic of their choice that includes the following sections: abstract, introduction (including background and justification), methods (subjects, instruments and procedure), results, discussion and reference list

3. Describe the process and style of qualitative report writingASSIGNED READINGS:


Chapter 11 – Writing the research report


Chapter 4 – The written report


Chapter 22 – Writing research articles: Update on the Article Review Checklist


Chapter 3 – The scientific process and publishing research


Chapter 4 – Writing strategies and ethical considerations

UNIT 13: ETHICAL STANDARDS AND ISSUES IN RESEARCH

Upon completion of this unit, students should demonstrate knowledge of the ethical standards, principles and issues that pertain to the conduct of scientific research. They should be able to apply this knowledge to real and simulated research situations.



1. Explain and apply ethical principles included in the principal ethical standards and codes of conduct relevant to the conduct of psychological research

2. Evidence knowledge of concepts pertaining to the rights and protection of human subjects in research, including informed consent, confidentiality, and other issues

ASSIGNED READINGS:

1. American Psychological Association (2002). Ethical principles of psychologists and code of conduct.


Chapter 17 – Ethical considerations in conducting behavioral science research


Chapter 3 – Ethics in research

4. Kimmel, A. J. (2007)

Chapter 1 – Introduction to research ethics Chapter 5 –Ethical issues in the conduct of field research Chapter 8 – Recruitment and selection of research subjects Chapter 10 – Ethical review and the communications of results


Chapter 4 – Ethical considerations in clinical psychology research

UNIT 14: FINAL EXAM

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MASTER SYLLABUS

RMIC-824: TECHNIQUES OF CORRELATION AND MULTIPLE REGRESSION


COURSE DESCRIPTION

The main objective of this course is to familiarize the student with the correlation and regression techniques available for the treatment of research data. Topics included are: use and misuse of correlational analysis, correlation for nominal, ordinal and interval scales, multiple and partial correlation, statistical inference for correlation coefficients, simple and multiple regression analysis, stepwise regression, explained and residual variance and standard error of measurement.

PRE-REQUISITES

PSYF-568 – Inferential Statistics

COURSE OBJECTIVES

Enable the student to master the logic and interpretation of correlation coefficients in behavioral research, to master the logic and interpretation of regression analysis, to evaluate the advantages and disadvantages of correlation and regression analysis, to apply correlation and regression's procedures to research data, to apply inferential statistical procedures to correlation and regression coefficients, as well as to interpret results from such tests.

REQUIRED TEXT BOOKS

Gravetter, F.J., & Wallnau, L.B. (2008). Statistics for the behavioral sciences (8th ed.). Belmont, CA: Cengage Learning. ISBN-10: 0495602205; ISBN-13: 978-0495602200

GIass, G. V. & Hopkins, K. D. (2008). Statistical methods in education and psychology (3rd ed.). Englewood-Cliffs, NJ: Prentice-Hall. ISBN-10: 0205673538; ISBN-13: 978-0205673537

Sánchez-Viera, J. (2004). Fundamentos del razonamiento estadístico (3rd ed.) República Dominicana: Universidad Carlos Albizu. ISBN-10: 1881724581


Unit 1: IntroductionUnit 2: Behavioral research, correlation and regressionUnit 3: Measures of correlation for nominally scaled variables and their significance

Unit 4: Measures of correlation for ordinally scaled variables and their significance

Unit 5: Measures of correlation for interval/ratio scaled variables and their significance. Unit 6: Analysis of non-linear correlation.

Unit 7: Special cases for the correlation coefficient and their significance

Unit 8: Simple regression analysisUnit 9: Regression analysis: Two predictors.Unit 10: Regression analysis: Two predictors (continue)Unit 11: Regression analysis: More than two predictorsUnit 12: Correlation and Covariance analysis



7. Face-to-face time in the classroom must not be less than 40.0 hours (14 units, 2.5 hours per unit, 16 sessions).

8. For the remaining hours (≥ 10.0 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to application of different statistical formulas and interpretation of results.

METHODOLOGY

The professor who offers the course will select the specific methodology. These methodologies could include, but would no be limited to: conferences by the professor, group discussions of assigned readings, class research projects, student presentations, individual meetings with students and sub-groups in the classroom.


The professor who offers the course will select the specific educational techniques. These techniques could include, but would not limit to: debates, practical demonstrations, films/videos, simulations, slide shows and forums.

EVALUATION

The professor who offers the course will select the specific evaluation criteria. These methodologies could include, but are not limited to: terms papers, projects, literature reviews, exams, class presentations.


1. Application of different statistical formulas2. Interpretation of results.3. Testing hypothesis

ATTENDANCE POLICY




COURSE UNITS

UNIT I: INTRODUCTION

Upon successful completion of this unit, students will understand the relationship among the concepts commonly used in correlation and regression analysis, as well as the advantages and disadvantage of correlational studies in behavioral research.



1. Discuss the fundamental concepts of correlation and regression analysis.2. Identify the limitations of correlation and regression analysis.3. Discuss the logic behind correlation and regression analysis.4. Discuss the consequences of violating the assumptions underlying the correlation

and regression analysis.

ASSIGNED READINGS:

Sanchez, J. A. (2004)

Chapter 9 - Correlation and Simple lineal regression (Correlación y regression simple lineal).

UNIT 2: ANALYSIS OF VARIANCE: ONE FACTOR-FIXED EFFECT MODEL

Upon successful completion of this unit, students will understand the relative importance of correlation and regression techniques in behavioral research.



1. Discuss the role of correlational and regressional analysis in behavioral research.2. Identify the differences between correlational and experimental studies.

3. Discuss the difference between correlation and causation.4. Offer research examples of correlation and regression analysis.

ASSIGNED READINGS:

Sánchez, J.A. (2004) Chapter 9 - Correlation and Simple lineal regression (Correlación y regression

simple lineal).Gravetter, F. J. & Wallnau, L. B. (2008)

Chapter 16: Correlation and Regression

UNIT 3: MEASURES OF CORRELATION FOR NOMINAL SCALED VARIABLES AND

THEIR SIGNIFICANCE

Upon successful completion of this unit, students will understand the commonly usedCoefficients of correlation for normally scaled variables, as well as of the statisticalprocedures for testing their significance.



1. Identify the most frequently employed coefficients of correlation for nominally scaled variables.

2. Discuss the assumptions underlying nominally scaled variables coefficients of correlation.

3. Calculate coefficients of correlation for nominal data (Tables 2x2).4. Calculate coefficients of correlation for nominal data (Tables greater than

2x2).5. Know how to interpret coefficients of correlation for nominally scaled

variables.6. Identify and apply tests of significance for nominally scaled variables

correlation coefficients.7. Know how to interpret results of tests significance.

ASSIGNED READINGS:

Sánchez, J.A. (2004)

Chapter 9- Correlation and Simple lineal regression (Correlación y regression

simple lineal). Chapter 16-Hypothesis testing for Correlation coefficients (Pruebas de hipótesis

para coeficientes de correlación


Chapter 8: Introduction to Hypothesis testing

UNIT 4: MEASURES OF CORRELATION FOR ORDINALLY SCALED VARIABLES

Upon successful completion of this unit, students will understand the commonly used coefficients of correlation for ordinally scaled variables, as well as the statistical procedures for testing their significance.



1. Identify the most frequently used coefficients of correlation for ordinally scaled variables.

2. Discuss the assumptions underlying ordinally scaled variables coefficients of correlation.

3. Calculate coefficients of correlation for ordinally scaled variables.4. Know how to interpret coefficients of correlation for ordinally scaled variables5. Know how to interpret results of tests of significance for ordinally scaled variables.6. Know how to interpret results from tests of significance.

ASSIGNED READINGS:


Chapter 9- Correlation and Simple lineal regression (Correlación y regression simple lineal).


Chapter 8: Introduction to Hypothesis testing Chapter 16: Correlation and Regression

UNIT 5: MEASURES OF CORRELATION FOR INTERVAL/RATIO SCALED

VARIABLES

Upon successful completion of this unit, students will understand the Pearson's product moment correlation coefficient, as well as of the statistical procedures for testing its significance.



1. Discuss the assumption underlying the Pearson's product-moment coefficient of correlation.

2. Calculate the Pearson's product-moment coefficient of correlation.3. Know how to interpret Pearson's product-moment coefficient of correlation.4. Identify and apply tests of significance to Pearson's product-moment coefficient

of correlation.5. Know how to interpret results from tests of significance. Assigned Readings:

ASSIGNED READINGS:


Chapter 11- The Normal curve: Theory and applications (La curva normal: Teoría y aplicaciones).

Gravetter, F. J. & Wallnau, L. B. (2008) Chapter 16: Correlation and Regression

UNIT 6: ANALYSIS OF NON-LINEAR CORRELATION

Upon successful completion of this unit, students will understand

the correlation coefficient Eta as well as the statistical procedures for testing its significance.



1. Discuss the assumptions underlying the coefficient Eta. 2. Calculate Eta for given sets of data.3. Calculate the F test for the significance of Eta. 4. Know how to interpret Eta coefficients and F ratios

ASSIGNED READINGS:

Glass, G.V. and Hopkins, K. D. (2008).

Chapter 8: Linear and Multiple Regression: Inferences among correlation coefficients.

UNIT 7: SPECIAL CASES FOR THE CORRELATION COEFFICIENT AND THEIR

SIGNIFICANCE

Upon successful completion of this unit students will understand special cases of the correlation coefficient, as well as the statistical procedures for testing their significance.



1. Identify special cases of the correlation coefficient as apply to behavioral research.

2. Discuss the assumptions underlying special cases of the coefficient of correlation.

3. Calculate special cases to the coefficient of correlation.4. Identify and apply tests of significance for special cases of the coefficient of

correlation.5. Familiarize with reading and interpreting results from special cases of the coefficient

of correlation and from tests of significance.

ASSIGNED READINGS:

Glass, G.V. and Hopkins, K. D. (2008)


UNIT 8: SIMPLE REGRESSION ANALYSIS

Upon successful completion of this unit, students will understand the logic and underlying assumptions behind one predictor regression analysis, as well as the statistical procedures for estimating Y from X.



1. Discuss the purpose, logic and underlying assumptions of one predictor regression analysis.

2. Identify the computational formulas for one predictor regression analysis.3. Conduct one predictor regression analysis for given data.4. Know how to interpret results from one predictor regression analysis (regression

coefficients; regression line; error of estimate; etcetera).

ASSIGNED READINGS:


Chapter 9- Correlation and Simple lineal regression (Correlación y regression simple lineal).

UNIT 9 & 10: REGRESSION ANALYSIS: TWO PREDICTORS

Upon a successful completion of this unit, students will understand the logic and underlying assumptions behind two predictor's regression analysis, as well as of the statistical procedures involved.



1. Discuss the purpose, logic and underlying assumptions behind two predictor's regression analysis.

2. Identify the computational formulas for two predictor regression analysis.3. Conduct two predictors regression analysis for given data.4. Know how to interpret results from two predictors of regression analysis (b, B

coefficients, partial and multiple correlation: etcetera).

ASSIGNED READINGS:



UNIT 11: CORRELATION ANALYSIS: MORE THAN TWO PREDICTORS

Upon successful completion of this unit, students will understand the multiple regression analysis with three or more predictors; logic and underlying assumptions of stepwise regression analysis; statistical procedures for tests of significance for regression coefficients; etc.



I. Discuss the purpose, logic and underlying assumptions behind multiple

regression analysis with three or more predictors.

2. Discuss the stepwise regression procedure for multiple regression analysis.3. Conduct multiple regression analysis with three predictors.4. Conduct tests of significance for regression coefficients.5. Know how to interpret results from three or more predictors regression analysis (b,

B, error of estimate, partial and multiple correlation, explained variance; etcetera)

ASSIGNED READINGS:



UNIT 12: CORRELATION AND COVARIANCE ANALYSIS

Upon successful completion of this unit, students will understand correlation and covariance analysis in behavioral research; purpose, logic and underlying assumptions.



1. Discuss the purpose, logic and underlying assumptions of covariance analysis.2. Identify the computational formulas for covariance analysis.3. Conduct covariance analysis for give data.4. Know how to interpret results from covariance analysis. Assigned Readings:

ASSIGNED READINGS:


Chapter 20: An Introduction to the Analysis of Covariance

REFERENCES

Champion, D. J. (1981). Basic statistics for social research (2nd ed.) New York: McMillan.

Edwards, L.A. (1984). An introduction to liner regression and correlation (2nd ed.). New York: Freeman.

Fraenkel, J.R. & WalIen, N.E. (2003). How to design and evaluate research in education (5th ed.). New York: McGraw Hill.

GIass, G. V. & Hopkins, K. D. (2008). Statistical methods in education and psychology (3rd ed.). Englewood-Cliffs, NJ: Prentice-Hall.

Gravetter, F.J., & Wallnau, L.B. (2008). Statistics for the behavioral sciences (8th ed.). Belmont, CA: Cengage Learning.

Hernández-Sampieri, R., Fernández-Collado, C. & Baptista-Lucio, P. (2006). Metodología de la investigación (4th Ed.). México: McGraw Hill.

Kerlinger, F.N. & Lee, H. B. (2002). Investigación del comportamiento: Métodos de investigación en ciencias sociales. (Pineda, L.E., Mora, I., Diez, C.B. & Vadillo, G. Trads.) México: McGraw Hill. (Trabajo original publicado en 1986).

Mertens, D.M. (1998). Research methods in education and psychology: Integrating diversity with quantitative & qualitative approaches. Thousand Oaks, CA: Sage Publications, Inc.

Sánchez-Viera, J. (2004). Fundamentos del razonamiento estadístico (3rd ed.) República Dominicana: Universidad Carlos Albizu.

Revised by: Juan A. Nogueras, Ph.D. (August, 2008)

Sean K. Sayers Montalvo, Ph.D. (March, 2010)


RECINTO DE SAN JUAN

PRONTUARIO

CURSO: RPIC-875, Practicum de Investigación II

CRÉDITOS: 45 horas contacto

PROFESOR: María C. Vélez Pastrana, Ph.D.

SESIÓN: Primavera 2012

DÍAS Y HORAS: Sección 1 – Miércoles, 5:00 – 7:30 PM

Sección 2 – Lunes, 5:00 – 7:30 PM

OFICINA: 301- H

TELÉFONO: 787 725-6500 ext. 1135

E-MAIL: [email protected]

DESCRIPCIÓN DEL CURSO:

Este segundo módulo de práctica es uno de los requisitos del segundo semestre de Práctica de Investigación. Dominar las destrezas que se cubren en el mismo constituye uno de los criterios para la aprobación de la práctica. El módulo pretende continuar el desarrollo de las destrezas de uso y manejo del programa estadístico SPSS. En el mismo se discute la aplicación de procedimientos más avanzados del programa. Debido a la limitación de tiempo, no se cubrirán todas las opciones, sino aquellas mínimamente necesarias para que el participante pueda familiarizarse con los procedimientos y continuar refinando sus destrezas en el manejo de estos. Se utilizará la versión más reciente de SPSS para Windows.

PRE-REQUISITOS:


Conocimiento del sistema operativo Windows, versión mas reciente; conocimiento de técnicas estadísticas descriptivas e inferenciales; conocimientos básicos de metodología de investigación. Haber aprobado los cursos RPIC 874, RMIC 822 y RMIC 823.

OBJETIVOS:

Al finalizar el semestre, se espera que el estudiante pueda utilizar de forma independiente los procedimientos estadísticos apropiados, aplicados a conjuntos de datos de varios tipos. Se espera que el estudiante pueda realizar análisis estadísticos utilizando SPSS de modo que logre obtener, entender, interpretar y explicar resultados en forma apropiada para cada problema o situación presentada.

TEXTOS DE REFERENCIA:

Field, A. (2009). Discovering Statistics Using SPSS (3rd ed.). Thousand Oaks, CA: Sage Publications. ISBN 978-1-84787-907-3 **TEXTO REQUERIDO**

Kachigan, S. K. (1991). Multivariate Statistical Analysis: A conceptual Introduction (2nd ed.). New York: Radius Press. ISBN 0-942154-00-2

SPSS, I. (1999). SPSS Base 10.0 Applications Guide. Chicago: Author.

METODOLOGÍA Y MATERIALES:

Los métodos de enseñanza utilizados incluirán: conferencias dictadas por la profesora, demostración de los ejercicios correspondientes a cada conferencia y ejecución de los ejercicios por parte del estudiante en el salón de clase. Se espera que el estudiante dedique un mínimo de 2.5 horas al repaso del material y la práctica de los ejercicios cubiertos en cada sesión de clase. Además, se pondrá material en Blackboard para que los estudiantes realicen ejercicios de práctica fuera del salón de clases.

Cada estudiante deberá traer un “memory stick” o un disco a todas las sesiones de clase para guardar su trabajo a lo largo del semestre. Cada estudiante deberá tener su cuenta de

“Blackboard” activada y disponible en todo momento para acceder a material del curso de la profesora.

REQUISITOS DEL CURSO:

1. Asistencia y participación en clase.

2. Lectura de temas asignados, comprobable mediante pruebas cortas (sin previo aviso).

3. Realización de ejercicios prácticos.

4. El curso requiere completar 36 horas de clase en salón. Adicionalmente, los/as estudiantes completarán 9 horas realizando ejercicios de práctica en SPSS con bases de datos, de acuerdo al tema y destreza que se esté cubriendo.

MÉTODOS DE EVALUACIÓN:

Habrá dos criterios de evaluación:

1) Examen parcial I (50%)2) Examen final (50%)

NOTAS:

La nota global de pase para el curso será de 80%; una nota de “No pase” (NP) en este curso conllevará un “No Pase” en el módulo de investigación.

La asistencia a clase es requerida. A aquel estudiante que se ausente por más de 2 ocasiones sin justificación médica se le dará de baja administrativamente.

Los exámenes se ofrecerán a la hora y el día en que se ofrece el curso.

Por política institucional se prohíbe el uso de teléfonos celulares y localizadores (beepers) dentro del salón de clase.

La literatura, textos, ejercicios o trabajos para este curso podrán ser requeridos en inglés. Esto es así, ya que todos los estudiantes admitidos llenan el requisito de ser bilingües según dicta la política institucional de Admisión.

En conformidad con la Ley ADA, cualquier estudiante que necesite acomodo razonable deberá informarlo y presentar evidencia al profesor la primera semana de clases para poder hacer los arreglos correspondientes a dicho acomodo.

El cometer un acto de plagio en este o cualquier otro curso equivale a una falta ética. El estudiante obtendrá automáticamente una nota de “F” en el curso y será referido a un comité de ética.

BOSQUEJO DEL CONTENIDO DEL CURSO

UNIDAD 1: Introducción al curso: Análisis multivariados

Lecturas requeridas:

Kachigan (1991) cap. 1 : Fundamental Concepts

Actividades:

Repaso: Repasar creación y manipulaciones base de datos,

análisis cubiertos en RPIC 874

Archivos de datos libro de Field: www.sagepub.co.uk/field3e

UNIDAD 2: Correlación bivariada y multivariada


Kachigan (1991) cap. 3: Correlation Analysis

http://www.sagepub.co.uk/field3e

Field (2009) chap. 6 Correlation

Actividades:

Practicar análisis de datos – correlación


http://opl.apa.org/Instructors/DownloadData.aspx

UNIDAD 3: Regresión simple y regresión múltiple


Field (2009) cap. 7 Regression

Kachigan (1991) cap. 4 Regression Analysis

Actividades:

Practicar análisis de datos – regresión simple



Practicar análisis de datos – regresión múltiple



UNIDAD 4: Análisis de Regresión logística








Field (2009) chap. 8 Logistic Regression

Actividades:

Practicar análisis de datos – regresión logística http://opl.apa.org/Instructors/DownloadData.aspx; archivos de datos Field www.sagepub.co.uk/field3e

UNIDAD 5: Análisis discriminante


Kachigan (1991) cap. 6 Discriminanr Analysis

Field (2009) cap. 16 Multivariate analysis of variance (MANOVA) – sección sobre “discriminant analysis”

SPSS, Inc. (1999) cap. 14 Discriminat Analysis

Actividades:

Practicar análisis de datos – análisis discriminante http://opl.apa.org/Instructors/DownloadData.aspx; archivos de datos Field www.sagepub.co.uk/field3e

UNIDAD 5: Análisis discriminante (continuación) y repaso examen I


Kachigan (1991) cap. 6 Discriminanr Analysis





Field (2009) cap. 16 Multivariate analysis of variance (MANOVA) – sección sobre “discriminant analysis”

SPSS, Inc. (1999) cap. 14 Discriminanr Analysis

Actividades:

Practicar análisis de datos – análisis discriminante http://opl.apa.org/Instructors/DownloadData.aspx; archivos de datos Field www.sagepub.co.uk/field3e

UNIDAD 6: EXAMEN PARCIAL (cubre unidades 1 a la 5)

UNIDAD 7: Diseños factoriales (ANOVA de 2 ó 3 factores)


Kachigan (1991) cap. 5 Analysis of Variance

Field (2009) cap. 12 Factorial ANOVA (GLM 3)

Actividades:

Practicar análisis de datos – ANOVA

http://opl.apa.org/Instructors/DownloadData.aspx; archivos de datos Field www.sagepub.co.uk/field3e

UNIDAD 8: Diseños de Medidas Repetidas







Field (2009) cap. 13 Repeated-measures designs: (GLM 4)

Actividades:

Practicar análisis de datos – ANOVA medidas repetidas


UNIDAD 9: Análisis de covarianza (ANCOVA)



Field (2009) cap. 11 Analysis of covariance, ANCOVA (GLM 2)

Actividades:

Practicar análisis de datos - ANCOVA


UNIDAD 10 Análisis de varianza múltiple (MANOVA)



Field (2009) cap. 16 Multivariate analysis of variance (MANOVA)





Actividades:

Practicar análisis de datos - MANOVA


UNIDAD 11 Repaso examen final

UNIDAD 12 EXAMEN FINAL (UNIDADES 1 A LA 11)

REFERENCIAS Y RECURSOS ADICIONALES

Bases de datos públicas y del libro de texto Field:


http://www.socialpsychology.org/methods.htm

http://www.socialpsychology.org/methods.htm




RPIC-875 ITINERARIO DE FECHAS APROXIMADAS – LUNES

FECHAS

2012

UNIDADES

9 enero *FERIADO* Se sustituye el 31 enero (martes)

16 enero *FERIADO* Se sustituye el 8 febrero (miércoles)

20 febrero *FERIADO* Se sustituye el 24 febrero (viernes)

16 abril *FERIADO* NO se sustituye

1 23 enero UNIDAD 1 Introducción al curso: análisis multivariados

2 30 enero UNIDAD 2 Correlación bivariada y multivariada

3 *31 enero* UNIDAD 3 Regresión simple y Regresión múltiple

4 6 febrero UNIDAD 4 Análisis de regresión logística

5 *8 febrero* UNIDAD 5 Análisis discriminante

6 13 febrero UNIDAD 5 Análisis discriminante (cont.) y repaso examen I

7 *24 febrero* UNIDAD 6 EXAMEN PARCIAL

8 27 febrero UNIDAD 7 Diseños factoriales

9 5 marzo UNIDAD 8 Diseños de medidas repetidas

10 12 marzo UNIDAD 8 Diseños de medidas repetidas

11 19 marzo UNIDAD 9 Análisis de covarianza (ANCOVA)

12 26 marzo UNIDAD 9 Análisis de covarianza (ANCOVA)

2 abril RECESO ACADÉMICO SEMANA SANTA – NO CLASES

13 9 abril UNIDAD 10 Análisis de varianza múltiple (MANOVA)

14 23 abril UNIDAD 10 Análisis de varianza múltiple (MANOVA)

15 30 abril UNIDAD 12 EXAMEN FINAL (UNIDADES 1 A LA 11)

MASTER SYLLABUS

RPIC-874: RESEARCH PRACTICUM MODULE V

CURSO: RPIC-874, Practicum de Investigación Módulo 5

CRÉDITOS: 45 horas contacto

PROFESOR: María C. Vélez Pastrana, Ph.D.

SESIÓN: Otoño 2011

DÍAS Y HORAS: Sección 2 – Miércoles, 5:00 – 7:30 PM

OFICINA: 301- H

TELÉFONO: 787 725-6500 ext. 1135

E-MAIL: [email protected]


COURSE DESCRIPTION

The goal of this practicum is to provide opportunities for Ph.D. students to work in research projects sponsored by the Research Training Program or other research initiated jointly between the student and a faculty member. During this first part of the practicum, the student will develop skills in managing and manipulating data before making any type of statistical analysis. Students are expected to enroll in RPIC-874 for one session. The student has to complete a minimum of 128 hours during one session to approve the research practicum. The practicum includes direct research experience as a research assistant under the supervision of a research


supervisor and successful completion of a SPSS module. In the module, the statistical program to be utilized is the Statistical Package for the Social Sciences (SPSS) for Windows.

PRE-REQUISITES

Research practicum students must comply with the following requisites prior to enrolling in the practicum:

1. Approval of the following seminars and workshops:

a. SEMM 527 – Introduction to Computers b. SEMM 538 – Introduction to Word Processingc. SEMM 531 – APA Writing Style Seminard. RMIC 741 – SPSS Ie. RMIC 742 – SPSS II

2. Approval of the 56 credits that include the foundation and concentration courses contained in Areas I and II of the curricular sequence

3. Approval of Modules I through IV of the clinical or industrial-organization and research practice

COURSE OBJECTIVES

The practicum intents to provide Ph.D. students with the knowledge and skills in managing, and manipulating data before making any type of statistical analysis. One of the main objectives is to permit students to apply theory and practice based on data obtained from real scientific research. Students will develop knowledge, skill, and attitudes about scientific research that will enable them to act ethically with human participants while conducting scientific research.

Specific objectives are:

1. To examine the philosophical foundations of scientific reasoning emphasizing the development of psychology as a science

2. To distinguish problems or situations with heuristic value that arise from the theory or practice of clinical psychology

3. To know and apply descriptive/correlation, experimental and quasi-experimental methods to respond to different types of social research problems and to problems pertinent to the discipline

4. To value behavior that is consonant with the ethical standards adopted by professional associations and national and international organizations responsible for the protection of the rights of participants, whether humans or animals

5. To demonstrate responsibility and commitment to direct research efforts and focus his or her clinical and research abilities on those problems affecting the community or society

6. Develop a research proposal to be submitted to the Internal Review Board.

REQUIRED TEXT BOOKS

Field, A. (2009). Discovering statistics using SPSS for Windows (3rd ed.). London: SAGE Publications. ISBN-10: 1847879071; ISBN-13: 978-1847879073

Kinnear, P.R. & Gray, C.D. (2009). SPSS 16 made simple. New York: Psychology Press. ISBN-10: 184169729X; ISBN-13: 978-1841697291

CLASS UNITS FOR SPSS

Unit 1: Introduction: Data Processing in the Research Process

Unit 2: SPSS for Windows: Working with a Data Matrix

Unit 3: Techniques for the Processing of Data Files

Unit 4: Descriptive Analyses of Data

Unit 5: Cross-Tabulation Analyses of Data

Unit 6: Review of Material Included in the Partial Exam

Unit 7: Non-Parametric Tests

Unit 8: Inferential Analyses of Data: Student t Tests

Unit 9: Inferential Analyses of Data: Analysis of Variance (ANOVA)

Unit 10: Factor Analysis

Unit 11: Review of Material Included in the Final Exam


Professors who mentor the research practice must divide the contact hours the following way:

1. Supervised time in research projects must not be less than 128 hours during the academic session.

METHODOLOGY

Students will be assigned to a research project with a research supervisor. He or she will be required to perform research assistance in the project for 5.5 weekly hours, including supervision. In addition, they will be required to attend advanced SPSS course once weekly for 2.5 hours during the semester. The specific methodology of the course will be selected by the professor who offers the module. This methodology could include, but would not be limited to: conferences by the professor, group discussions of assigned readings, research projects, student presentations, individual meetings with students and sub-groups in the computer laboratory.


The specific educational techniques will be selected by the professor who offers supervises the research practicum or the SPSS course. These techniques could include, but are not limited to: data entry, administration of research measures, scoring of measures, data analyses, practical demonstrations, films, videos, simulations, slide shows and forums.

EVALUATION

The specific evaluation criteria will be selected by the professor who offers or supervises the research practicum or the SPSS course. These methodologies could include, but would not be limited to: research proposals, projects, literature reviews, and practical exams (at least a partial and final exam for the SPSS course).

Students will be evaluated according to the following criteria:

1. Performance in the research project. The supervisor will complete an evaluation sheet.

2. Presentation of a descriptive report of activities carried out.3. Satisfactory performance in the SPSS course. The supervisor will grant a PASS (P) or NO

PASS (NP) according to the student’s performance in the course. This will be graded on:a. Midterm exam (50%)b. Final exam (50%)

4. Summaries of the presentations attended.5. Compliance with administrative norms and procedures:

a. record of hours dedicated to research b. evidence of work conductedc. attendance to supervision meetings

6. Ethical behavior according to the Code of Ethics of the Puerto Rico Psychology Association.


1. Understand the role of social responsibility in the formulation of research problems and projects.

2. Explain ethical dilemmas that arise while using different research methodologies.3. Perform advanced literature review; 4. Perform advanced identification of research problems.5. Perform advanced formulation of research hypothesis.6. Demonstrate mastery of graphic design skills using SPSS.7. Design a research plan.8. Select research method appropriate for the research design.9. Apply experimental controls.10. Develop a research proposal according to IRB standards.11. Develop a research proposal within one of the research traditions: quantitative or qualitative.12. Write a research proposal according to APA writing style criteria.13. Responsibility for identifying the risks and benefits of a particular research design upon the

participants.14. Sensitivity of how behavior is influenced by cultural patterns, religious convictions and life

styles.15. Sensibility towards social and cultural dilemmas affecting the instruments selected.

ATTENDANCE POLICY

Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class. When a student misses a class, he/she is responsible for the material presented in class.



COURSE UNITS FOR SPSS

UNIT 1: INTRODUCTION: DATA PROCESSING IN THE RESEARCH

PROCESS

Upon successful completion of this unit, students should gain an understanding of the role of data processing in the research process.



1. Identify the basic elements of research.2. Describe the importance of carrying out the correct procedures in the data gathering

process.3. Data gathering, formatting and its processing with SPSS.

ASSIGNED READINGS:

1. Field (2009)

Chapter 1 – Why is my evil lecturer forcing me to learn statistics? Chapter 2 – Everything you wanted to know about statistics

2. Kinnear & Gray (2009)

Chapter 1 – Introduction

UNIT 2: SPSS FOR WINDOWS: WORKING WITH A DATA MATRIX

Upon successful completion of this unit, students should gain an understanding of the elements of a data matrix, the procedures used to create a data matrix, and some problems that can be run into while doing it. In addition, students should gain an understanding of the basic elements of SPSS for Windows and the basic procedures to navigate within the program.



1. Understand how cases and variables join together to form a data matrix.2. Identify the stages from the data gathering phase to the creation of a data matrix.3. Describe the problems that can be encountered while creating a data matrix and how to

prevent some of them.4. Create a data matrix using SPSS.5. Navigate in an SPSS for Windows session, its windows and menus.6. Recognize and work with the different windows in SPSS: the data window, output window,

syntax window and charts window.

ASSIGNED READINGS:

1. Field (2009)

Chapter 3 – The SPSS Environment


Chapter 2 – Getting started with SPSS 16

UNIT 3: TECHNIQUES FOR THE PROCESSING OF DATA FILES

Upon successful completion of this unit, students should gain an understanding of the most common procedures used to access data in different file formats, selecting specific cases and transforming variables.



1. Import into SPSS data from files in other formats such as Excel, etc.2. Select specific cases or groups of cases.3. Perform data sampling.4. Transform variables into the same or different variables.

ASSIGNED READINGS:


Chapter 3 – Editing and manipulating files

UNIT 4: DESCRIPTIVE ANALYSES OF DATA

Upon successful completion of this unit students should gain an understanding of some of the basic types of descriptive analyses of data that can be performed with SPSS.



1. Perform frequency distribution analyses.2. Obtain descriptive statistics for a variable.3. Obtain descriptive statistics for different levels of a variable. 4. Present descriptive data using graphs

ASSIGNED READINGS:

1. Field (2005)

Chapter 3 – Exploring Data With Graphs


Chapter 4 – Exploring your data Chapter 5 – Graphs and charts

UNIT 5: CROSS-TABULATION ANALYSES OF DATA

Upon successful completion of this unit students should gain an understanding of some of the basic types of correlation analyses of data that can be performed with SPSS.



1. Perform crosstabs analyses with SPSS.2. Perform correlation analyses with SPSS.

ASSIGNED READINGS:


Chapter 4 – Exploring your data

UNIT 6: REVIEW OF MATERIAL INCLUDED IN THE PARTIAL EXAM

Upon successful completion of this unit, students should have cleared any doubts about the material covered in the first five units of the course.



1. Discuss all the topics and perform all the procedures covered in the first five units of the course.

ASSIGNED READINGS: Readings assigned for the first five units of the course

UNIT 7: NON PARAMETRIC TESTS

Upon successful completion of this unit students should gain an understanding of some of the basic types of non parametric tests that can be performed with SPSS.



1. Perform non parametric tests (i.e. Chi square, Wilcoxon, Mann-Whitney, Kruskal-Wallis) with SPSS.

2. Understand the results of non parametric tests with SPSS

ASSIGNED READINGS:

1. Field (2009)

Chapter 15 – Non-Parametric Tests Chapter 18 – Categorical Data


Chapter 6 – Comparing averages and frequencies: Two sample and one sample tests

UNIT 8: INFERENTIAL ANALYSES OF DATA: STUDENTS T TESTS

Upon successful completion of this unit students should gain an understanding of some of the basic types of inferential analyses of data that can be performed with SPSS.



1. Perform one-sample, independent-samples and paired-samples t-tests with SPSS.

ASSIGNED READINGS:

1. Field (2009)

Chapter 9 – Comparing Two Means


Chapter 6 – Comparing averages and frequencies: Two sample and one sample tests

UNIT 9: INFERENTIAL ANALYSES OF DATA: ANOVA

Upon successful completion of this unit, students should gain an understanding of ANOVA, its main elements, and how to execute it in SPSS.



1. Perform analysis of variance statistics with SPSS using the One-Way ANOVA and General Linear Model (GLM) methods.

2. Analyze the results of an ANOVA in SPSS.3. Understand the significance of an ANOVA in SPSS.

ASSIGNED READINGS:

1. Field (2009)

Chapter 10 – Comparing Several Means: ANOVA (GLM 1)


Chapter 7 – The one-way ANOVA

UNIT 10: FACTOR ANALYSIS

Upon successful completion of this unit, students should gain an understanding of the basic concepts of factor analysis, its main elements and how to execute it in SPSS.



1. Perform a factor analysis in SPSS.

2. Analyze the results of a factor analysis in SPSS.3. Understand the significance of a factor analysis in SPSS.

ASSIGNED READINGS:

1. Field (2009)

Chapter 17 – Exploratory Factor Analysis


Chapter 15 – Latent variables: Exploratory factor analysis & canonical correlation

UNIT 11: REVIEW OF MATERIAL INCLUDED IN THE FINAL EXAM

Upon successful completion of this unit students should have cleared any doubts they may have had about the material covered in the last four units of the course.



1. Discuss all the topics and perform all the procedures covered in the last three units of the course.

ASSIGNED READINGS: Readings assigned for the last four units of the course

REFERENCES

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Field, A. (2009). Discovering statistics using SPSS for Windows (3rd ed.). London: SAGE Publications.

Kachigan, S.K. (1991). Multivariate statistical analysis: A conceptual introduction (2nd ed.). New York: Radius Press.

Kinnear, P.R. & Gray, C.D. (2009). SPSS 16 made simple. New York: Psychology Press.


SPSS, Inc (2007). SPSS Base 16.0, User’s Guide and Applications Guide. Chicago, IL: Author.

ITINERARY OF CLASS UNITS AND APPROXIMATE DATES

DATES

FALL

2011

UNITS

8/24 Unit 1: Introduction: data processing in the research process

31/8 Unit 2: SPSS for windows: working with a data matrix

9/7 Unit 3: Techniques for the processing of data files

9/14 Unit 4: Descriptive analyses of data

9/21 Unit 5: Cross-tabulation analyses of data

9/28 Unit 6: Practice and review of material included in the partial exam

10/5 Unit 7: Midterm exam

10/12 Feriado, UCA cerrada

10/19 Unit 8: Non-parametric tests

10/26 Unit 9: Inferential analyses of data: student t tests

11/2 Unit 10: Inferential analyses of data: analysis of variance (ANOVA)

11/9 Unit 10: Inferential analyses of data: analysis of variance (ANOVA) (cont.)

11/16 Unit 11: Factor analysis

11/23 Unit 11: Factor analysis (cont.)

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