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Attendance was low. I suggested several possible reasons to the students:1)    They do not think that research design is important (they do see it as important).2)    They see research design as important, but do not think they will learn much of it in this course (limited agreement, for reasons below). Students told me that they had the Meltzoff &amp; Cooper before, in another course (which I was not aware of because we still don’t have a mechanism for tracking pensum across courses about 15 years after I asked for it, and Lars Morten had not mentioned this repetition either), but at a more superficial level, and felt they still learned something from a second and more thorough reading.3)    They see research design as important, but knowing they would be graded on a preregistration, they judged that the Meltzoff &amp; Cooper book would have little relevance to what they get graded on (limited agreement).4)    Other. The students said starting with Ioannidis and Simmons et al. gave the impression of a course heavy on mathematics, which they found discouraging. Not all understood Bayes’ theorem, and it would only do what I intended (let them understand the importance of the ratio of true positives over false positives) if they really got to grips with Bayes’ theorem. They suggested more practical exercises. Solving such problems could be one option for the obligatory activity.

More general issues:1)    I did not distinguish between a lecture day and a seminar day because I thought it would be easier to have the student discuss relevant points when they came up. However, the students would prefer to have one day of lecture and one day of discussion per week, the way Lars Morten did it before, so I will return to that from 2024.2)    The students’ projects vary drastically in complexity. Grading them consistently will be difficult. Preregistration could become the obligatory activity instead, or else solving Bayes’ theorem problems, or both. I think both.3)    For the exam, I should find flawed papers or preregistrations, or edit papers or preregistrations to introduce flaws, then ask the students to critique them. Summary:1)    Return to separate days with lecture and practical exercises.2)    Make sure everyone understands Bayes’ theorem and that the unifying theme is to increase the ratio of true positives over false positives, and that the aim of research design is to reduce non-statistical sources of false positives.3)    Make a preregistration an obligatory activity (questions to be handled during the seminar days). I want to retain that because it is a practical application of the content of the Meltzoff &amp; Cooper book.4)    Make the exam a critique of a paper or preregistration that I edit to have flaws that are in the book.

NTNU:TIA:REST

Department of Psychology

Institutt for psykologi

Norsk

Mer om vurdering

Oppmøte og deltakelse. Et godkjent dokument med forhåndsregistrering for et forskningsprosjekt. 

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Forkunnskapskrav

Bachelor i psykologi, eller metodologisk tilsvarende 

Faglig innhold

Emnet er et teoretisk og praktisk kurs i psykologisk forskningsprosjektutvikling. Emnet fokuserer på kritisk refleksjon samt forsvarlige og ansvarlige forskningsvalg, for et konkret forskningsprosjekt så vel som for det bredere forskningsmiljøet. 

Læringsutbytte

Kunnskaper: Etter fullført emne skal studenten ha tilegnet seg kunnskap om, og rasjonelle for, prinsipper for å utvikle og omsette et forskningsdesign til et forskningsprosjekt. Dette inkluderer kritisk vurdering av forskning fra andre og selvkritikk i utviklingen av et forskningsprosjekt. Ferdigheter: Studenten har tilegnet seg en evne til å planlegge et forskningsprosjekt basert på refleksjon og forsvarlige valg innen psykologisk forskning (f.eks. forhåndsregistrerin, etiske hensyn). Generell kompetanse: Studenten vil ha etablert et grunnlag for selvstendig analytisk tenkning og kritisk refleksjon for forskning innen psykologi, anvendelig både for å forstå og produsere forskning med psykologisk forankring.

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Forelesninger/seminarer, gruppearbeid, veiledning. 

80 % oppmøte

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Forskning og prosjektutvikling 

Psykologi

Psykologi - masterstudium

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Forskning og prosjektutvikling - PSY3121