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Arden T. Miller, Ph.D

   

Psychology of Education

1. The Scientific Study of the Educational Psychology

 

   

Units

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Objectives in Pdf
Lecture Slides
in PDF
ZIP File with all unit lectures
To be successful, apply the plan for each unit described on blackboard in unit 1. Click on the objective to view the lecture, or download all lectures at once in a zip file.

Reading Assignment: Chapter 1

1. What is the purpose of theory? What makes a theory a good theory?

2. Identify the attributes that distinguish the formal theories that psychologists use; deterministic/free will, stagelike/continuous, genes/environment, and the use of constructs.

3. How are theories, hypotheses, and research studies related? What does it mean to say a theory is testable?

4. Discuss the role of understanding research in professional development of educators.

5. Explain the advantages and disadvantages of descriptive research, with emphasis on appropriate conclusions from descriptive data.

6. Recognize correlational research and identify alternate hypotheses to explain a relationship found in a correlational study*. You will be required to describe alternate hypotheses for a correlational finding. Identifying alternate hypotheses in correlational studies is one of the most missed test items and will cost you many points if you don't work on it. Use the tutorials and the discussions.

7. Interpret the meaning of values for correlation coefficients.

8. Consider the advantages and disadvantages of correlational research.

9. Use the concepts of independent variable and dependent variable in describing experimental research and designing simple studies. Identify operational definitions in studies and recognize the significance in how a variable is operationally defined. **
10. What are the advantages of independent variables (with random assignment to treatment/control) over quasi-independent variables.

11. Consider the advantages and disadvantages of experimental research.

12. Distinguish between longitudinal, cross-sectional, and cross-sequential designs (time-lag designs) in developmental research. Critically evaluate research with regard to alternate hypotheses associated with each design.

13. Critically evaluate examples of research with regard to flaws and alternate hypotheses associated with statistical significance, effect sizes, sampling, generalizability, demand characteristics, and bias.*
* means the objective may have more than one question on quizzes.