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Researchers in psychology often use experimental designs to learn about behavior and other topics in the field. Experiments offer important benefits, such as control over extraneous variables, allowing researchers to determine how experimental factors affect behavior. There is a variety of experimental designs, and this assignment will help you to understand their features and limitations.
For this Assignment, you will write a 3–5 page paper on experimental research designs. Using the PG Library, you will also find and summarize a research article about a study employing an experimental design.
Be sure to address the following in your paper:
Part 1. Describe Experimental Designs
- Describe major features and the role of error in between-subjects designs, including the following designs:
Single-factor randomized group designs
Randomized multi-group designs
Matched-group designs - Describe major features of and the role of error in within-subjects design.
- Explain when it would be appropriate to use a within-subjects design.
- Describe major features of and the role of error in single-subject designs.
Part 2. Summarize a Research Article Employing an Experimental Design
Using the PG Library, identify a research article in a peer-reviewed journal. Summarize the article, focusing on the design. Be sure to address the following:
- Summarize the research topic and question.
- Identify the specific experimental design the researchers applied.
- Summarize the methodology, including participants, measures, and basic procedures.
- Summarize the major findings of the study.
The Assignment should:
- Utilize a minimum of three peer-reviewed sources outside of your textbook to support your paper.
- Follow Assignment directions (review grading rubric for best results).
- Use correct APA formatting per the current APA Publication Manual.
- Demonstrate college-level communication through the composition of original materials in Standard English.
- Be written in Standard English and be clear, specific, and error-free.
Your paper should include:
- Title Page
- Main Body of the paper
- Reference Page
- 3-5 Pages in length
Submitting your Assignment
Put your Assignment in a Word document. Save it in a location that you will remember and with your full name along with the class number. When you are ready to submit it to the unit Dropbox. You should revisit the Dropbox to view any helpful feedback your instructor has left for you
College of Social and Behavioral Sciences
Arts and Sciences
Assignment Rubrics
Course: PS504 Advanced Research Methods
A description of all assignments/projects to be completed can be found under each of the units in the course. Rubrics for all assignments/projects can be found below.
Unit 2 Assignment Rubric
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% – Points |
Points Earned |
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Student clearly summarizes the goals of psychology. |
0-10 |
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Student clearly explains how research contributes to the aims of psychology. |
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Student provides a detailed description of the characteristics of scientific explanations. |
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Student clearly distinguishes between the scientific method, the method of authority, and the rationale method. |
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Student clearly explains the role of theory in relation to understanding and researching behavior. |
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Student cites a minimum of the textbook and three peer-reviewed journal articles. |
0-6 |
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Writing |
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Structure: Add a design theme to your presentation to establish the style and color scheme for bullets, charts, SmartArt, and text, as well as the position of the content placeholders. Use visuals such as charts, images, and clipart to illustrate your content. However, do not add clipart simply to fill a slide or make it more colorful. |
0-7 |
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Mechanics: Cite your research after the bullet point(s) that have the quoted, paraphrased, or summarized text. Use a consistent and plain font throughout such as Arial, Times, Verdana, or Calibri. The content is 10-12 slides in length and incorporates speaker notes (not including the cover slide or reference slide). |
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Total |
0-70 |
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An explanation of the points earned, as well as where the Assignment could be strengthened, will be included with your grade. |
Unit 4 Assignment Rubric
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Student thoroughly differentiates between psychological measures with evidence of high validity and reliability versus low validity and reliability. |
0-5 |
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Student thoroughly examines test-retest reliability, parallel-forms reliability, and split-half reliability. Student identifies strengths and limitations of these approaches. |
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Student thorough analyzing what it means for scores on a psychological measure to be accurate. Student examines each of the following forms of validity: face, content, criterion-related, and construct validity. Student discusses at least three ethical considerations that relate to choosing a psychological measure. |
0-15 |
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Student describes a psychological measure that researchers use in your specialization area. This description includes the construct associated with the measure and the format of the measure. Student thoroughly examines strengths and limitations of the measure, given the qualitative and quantitative evidence available. Explore one way you could use this measure in a research setting. |
0-20 |
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Structure: Clear thesis statement and summary paragraph, complete paragraphs, clear and logical organization throughout, and moves fluidly between sections. Primarily student’s own words with quotes used very sparingly; includes several references to support conclusions. |
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Mechanics: Uses correct grammar, spelling, punctuation, and APA style with proper in-text citations, as well as a formal title and reference page. Free of typographical errors, double-spaced, and 4-6 pages in length (not including the cover page or reference page). |
Unit 6 Assignment Rubric
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Student clearly differentiates between quantitative and qualitative data collection approaches. Student explains in detail what each approach entails. |
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Student analyzes the major differences between quantitative and qualitative data collection approaches. Student describes two benefits and two limitations of each approach. |
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Student develops a research question that they could address using a qualitative approach. Student clearly explains what they would expect to learn about the topic using this approach. Student discusses two limitations to this approach in relation to understanding the research topic. |
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Student develops a research question that they could address using a quantitative approach. Student clearly explains what they would expect to learn about the topic using this approach. Student discusses two limitations to this approach in relation to understanding the research topic. |
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Mechanics: Uses correct grammar, spelling, punctuation, and APA style with proper in-text citations, as well as a formal title and reference page. Free of typographical errors, double-spaced, and 3-5 pages in length (not including the cover page or reference page). |
Unit 8 Assignment Rubric
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Student describes the major features of and the role of error in between-subjects designs, including single-factor randomized group designs, randomized multi-group designs, and matched-group designs. |
0-13 |
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Student describes major features of and the role of error in within-subjects design. Student explains when it would be appropriate to use a within-subjects design. |
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Student describes the major features of and the role of error in single-subject designs. |
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Student thoroughly summarizes the research topic and research question, methodology, including participants, measures, basic procedures, and major findings of the research study of their chosen journal article. |
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Student identifies the specific experimental design the researchers applied in the research study of their chosen journal article. |
Updated 3/3/2020