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Exam 1 - Informal and Formal Reasoning | PSYC 300, Exams of Psychology

Christopher Newport University (CNU)Psychology

Material Type: Exam; Class: Statistical Appl-Soc Sci Rsrch; Subject: Psychology; University: Christopher Newport University; Term: Intersession 2004;

Typology: Exams

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Department _Psychology

Course Number 300 AREAS OF INQUIRY

Course Name: Statistical Applications in

SocialScience Research

INFORMAL AND

FORMAL

REASONING

This form must be submitted to the Faculty Council on Liberal Learning and Academic Life as part of the

submission process.

Please attach a proposed syllabus for this course and the Undergraduate Curriculum Course Proposal Form.

DEADLINE FOR PROPOSALS: 17 December 2004

Please answer the following questions:

Check Only One:

 This course is an existing course (in the current curriculum) that we are now proposing

for this Area of Inquiry.

This is a new course that we are now proposing for this Area of Inquiry. 

1. 1. Name and contact information for the department chair administrating this course.Dr.

Timothy R. Marshall, Chair, Psychology Department, tmarshal@cnu.edu, 594-7994

2. 2. In any given semester, how many sections of this course is your department willing to

offer? Three sections.

3. 3. Why is this course being offered/what is it designed to achieve (Course

purpose/goal)?

PSYC 300: Statistical Applications in Social Science Research: Students who take this course will gain

the ability to analyze a research situation so that the proper statistical procedures can be selected and

applied to the data by understanding the basic theory that underlies those procedures. Students will also

gain the confidence and skill to perform the necessary statistical calculations to complete those

procedures, using both manual and computer techniques where appropriate. Finally, students will learn to

interpret the results of the calculations in terms of the data or problem at hand.

0 4. Check at least three objectives below that the course will address. 

Demonstrate competence in the evaluative strategies of inductive and/or deductive reasoning 

Distinguish between formal and informal methods of reasoning and apply each to solve a

problem  Compare various methodologies of proof Critique a fallacious argument 

Articulate the structure of, limitations of, and/or comparisons between languages (can include

artificial

Partial preview of the text

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Department _Psychology Course Number 300 (^) AREAS OF INQUIRY Course Name: Statistical Applications in SocialScience Research

INFORMAL AND

FORMAL

REASONING

This form must be submitted to the Faculty Council on Liberal Learning and Academic Life as part of the submission process. Please attach a proposed syllabus for this course and the Undergraduate Curriculum Course Proposal Form. DEADLINE FOR PROPOSALS: 17 December 2004 Please answer the following questions:

Check Only One:

 This course is an existing course (in the current curriculum) that we are now proposing

for this Area of Inquiry.

� This is a new course that we are now proposing for this Area of Inquiry. This is a new course that we are now proposing for this Area of Inquiry.

1. 1. Name and contact information for the department chair administrating this course.Dr.

Timothy R. Marshall, Chair, Psychology Department, tmarshal@cnu.edu, 594-

2. 2. In any given semester, how many sections of this course is your department willing to

offer? Three sections.

3. 3. Why is this course being offered/what is it designed to achieve (Course

purpose/goal)?

PSYC 300: Statistical Applications in Social Science Research: Students who take this course will gain the ability to analyze a research situation so that the proper statistical procedures can be selected and applied to the data by understanding the basic theory that underlies those procedures. Students will also gain the confidence and skill to perform the necessary statistical calculations to complete those procedures, using both manual and computer techniques where appropriate. Finally, students will learn to interpret the results of the calculations in terms of the data or problem at hand.

0 4. Check at least three objectives below that the course will address. 

Demonstrate competence in the evaluative strategies of inductive and/or deductive reasoning 

Distinguish between formal and informal methods of reasoning and apply each to solve a

problem  Compare various methodologies of proof � This is a new course that we are now proposing for this Area of Inquiry. Critique a fallacious argument

Articulate the structure of, limitations of, and/or comparisons between languages (can include

artificial

1 languages, natural languages, or both)

� This is a new course that we are now proposing for this Area of Inquiry. Explore the structure of scientific reasoning and/or cognition

2. 5. Briefly explain how this class addresses the above objectives. A course may

cover more than three objectives.

a.) Demonstrate competence in the evaluative strategies of inductive and/or deductive

reasoning This course requires that students engage in deductive reasoning, in that they will

be required to analyze specific research situations and deduce the proper statistical

procedures for analyzing those data. Additionally, students must engage in inductive

reasoning, as they have to draw general conclusions by interpreting results that are based on

analyses of specific data.

b.) Distinguish between formal and informal methods of reasoning and apply each to solve a

problem. In completing this course, students must distinguish between informal and formal

reasoning about social behavior. Informal reasoning often leads to conclusions that are not

supported by data. Students will learn that statistical analyses are formal tools that can be

used to draw statistically reliable conclusions about social behavior.

c.) Compare various methodologies of proof. Students will be required to perform statistical

analyses in

multiple ways, both by hand calculations and with statistical software, in order that they

understand the

processes involved in each method, and the similarities and differences in these processes.

d.) Articulate the structure of, limitations of, and/or comparisons between languages (can

include artificial languages, natural languages, or both). Students will have to learn how to

extract pertinent information from statistical analyses and translate that quantitative

information into qualitative information that can be understood by those not familiar with

statistical procedures. Thus, this course will require students to understand the relations

between a formal, quantitative reasoning system and the qualitative conclusions that can be

drawn from the quantitative information.

6. Course Assessment: Identify how this course will accomplish the above objectives

(choose at least one).

Participating in class discussion and debate

 Engaging in teamwork and other collaborative exercises

� This is a new course that we are now proposing for this Area of Inquiry. Writing analytical or evaluative papers, perhaps incorporating original research

� This is a new course that we are now proposing for this Area of Inquiry. Making oral presentations

� This is a new course that we are now proposing for this Area of Inquiry. Creating an artistic product or a performance

� This is a new course that we are now proposing for this Area of Inquiry. Participating in fieldwork

 Other means – please identify: Completing examinations that require students to

determine the appropriate statistical analyses for a set of data, performing those

analyses correctly, and providing accurate interpretations of the results of those

calculations.

0 7. Attach a proposed syllabus, which includes a statement of purpose, course

Statistical Applications in Social Science Research PSY 300 (3 hrs) PREREQUISITES This course requires that the student has successfully completed either PSY 201 or 210,and the student has completed MATH 125 or an equivalent statistics course. I will assume that the student has a fundamental understanding of the language of Psychological science. There will be no preassessment of students= abilities. COURSE DESCRIPTION An introduction to elementary statistical usage including descriptive statistics, probability, inferential statistics, correlation and regression, and distribution-free techniques. STATEMENT ON ACADEMIC INTEGRITY Students at Christopher Newport University are expected to be scrupulously honest. Dishonesty such as cheating or plagiarism, or furnishing false information, including forgery, alteration or misuse of university documents, records or identification, will be regarded as a serious offense subject to severe penalty, including, but not limited to loss of credit and dismissal from the university. See the 2004- CNU Student Handbook for specific information regarding the academic Honor Code at Christopher Newport University. Copies of the Student Handbook are available in the Office of Student Life. This information is also available on the CNU web site. The reputation and credibility of an institution of higher education requires the commitment of every member of the community to uphold and to protect its academic and social integrity. As such, all members of the Christopher Newport University community agree to the following: "On my honor, I will maintain the highest possible standards of honesty, integrity and personal responsibility. That means I will not lie, cheat, or steal and as a member of this academic community, I am committed to creating an environment of respect and mutual trust." Under the Honor Code of Christopher Newport University, all members of the University community are expected to demonstrate honesty and integrity in their conduct. Intentional acts of lying, stealing or cheating are violations of the Code that will result in sanctioning. Each member of the University community is responsible for upholding and enforcing the Honor Code. The system cannot function unless each member of the University community takes actions when he or she believes that any person may have violated the Honor System Students are responsible for understanding the meaning of academic integrity and the Honor Code. Failure to meet this responsibility will in no way lessen any penalties earned by the dishonest student. COURSE TOPICS What=s in a number? The nature of the Scientific Enterprise Visual representations of data Central Tendency Variability The Normal Distribution Probability and randomness The theory behind inferential statistics Simple inference: The z -test and the One-sample t - test. Testing for a difference between the means Analysis of Variance: Single-Factor Between-Subjects ANOVA Analysis of Variance: Two-Factor Between-Subjects ANOVA Analysis of Variance: Single-Factor Within-Subjects ANOVA Correlation and coefficients of determination The predictive value of correlation: Regression Nonparametric Statistical Tests INSTRUCTIONAL METHODS AND MATERIALS

Instruction for this course will consist of classroom discussion and group activities and independent research. We will use A/V materials, the required text, and selected handouts. Software will include SPSS provided in the computer labs. Students will participate in group and individual assignments and participate in explaining and discussing the analyses for various sets of data. Kiess, H. O. (2002). Statistical Concepts for the Behavioral Sciences (3rd ed.). Boston: Allyn & Bacon. Evaluation The student=s grade in PSY 300 will be determined by performance on daily quizzes, work on problem sets, and tests. NOTE: Tests will be cumulative such that the final test will serve as a comprehensive final exam. Course Grading

1. Daily Quizzes 100 points Each quiz will be worth 10 points; I will count the top 10 scores
1. Group and individual Problem sets (2)100 points Each problem set will include SPSS problems and reporting results in the APA style. Each set will be worth 50 points.
Tests 400 points 4 tests will be given worth 100 points each TOTAL= 600 Points Course Grading Scale

A 555 - 600 points (92.5% - 100%) C 435 - 458 points (72.5% - 76.3%)

A-537 - 554 points (89.5% - 92.3%) C-417 - 434 points (69.5% - 72.3%)

B+ 519 - 536 points (86.5% - 89.3%) D+ 399 - 416 points (66.5% - 69.3%)

B 495 - 518 points (82.5% - 86.3%) D 375 - 398 points (62.5% - 66.3%)

B-477 - 494 points (79.5% - 82.3 %) D-357 - 374 points (59.5% - 62.3%)

C+ 459 - 476 points (76.5% - 79.3%) F 0 - 356 points (0.00% - 59.4%)

OTHER COURSE INFORMATION

A) CONTACTING THE INSTRUCTOR:

Students wishing to contact me in regards to this course or any other matter may do so in a variety of ways: � This is a new course that we are now proposing for this Area of Inquiry. Office: 206 Wingfield Hall , office hours M-Th 2:00 - 3:00 PM (other times are available by appointment). � This is a new course that we are now proposing for this Area of Inquiry. Phone: 594-7927, or a message may be left with the Psychology Office at 594-7094.In case of an academic emergency, please call my home line at 591-2401. � This is a new course that we are now proposing for this Area of Inquiry. e-mail:avelkey@cnu.edu. Please include APSY 300" in your subject line. B) NOTE ON ACCOMMODATIONS: ANY STUDENT WHO NEEDS AN ACCOMMODATION BASED ON A DISABILITY SHOULD MAKE AN APPOINTMENT TO DISCUSS SPECIFIC NEEDS. IN ORDER TO RECEIVE ACCOMMODATION, YOUR DISABILITY MUST BE ON RECORD IN THE OFFICE OF ACADEMIC ADVISING (Room 125 in the Administration Building, phone number: 594-7047) D) CLASSROOM BEHAVIOR: Class is on Monday, Tuesday, Wednesday, & Thursday mornings from 8:00 AM to 10:15 AM. Students should arrive at class on time and prepared for discussion at the beginning of the period. Any student arriving after 8:00 AM will be considered tardy. I find tardiness to be extremely disruptive to the learning process and disrespectful to the community of scholars. To provide a disincentive for tardiness, I will deduct 25 POINTS for any episode of unexcused tardiness. Furthermore,