Study #1

Pierce, W. D., Cameron, J., Banko, K. M., & So, S. (2003). Positive effects of rewards and performance standards on intrinsic motivation. The Psychological Record, 53,561-579.

The present study examined how rewards affect people's intrinsic motivation when the rewards are tied to meeting increasingly demanding performance standards. The experiment included 2 levels of performance standard (constant, progressive) and 2 levels of reward (reward, no reward). Using a puzzle-solving task, 60 undergraduate university students were randomly assigned to the experimental conditions. In the constant conditions, participants were required to solve 3 puzzle problems on each of 3 trials; in the progressive conditions, participants were asked to solve 1, 3, and 5 problems over the trials. Half the participants were offered and given $1.00 for each correct solution; those in the no-reward condition were not offered pay. The major finding was that participants in the progressive reward condition spent more time on the task in a free-choice session than those in the other conditions.

1. What type of research design was used in this study? Diagram this design using the appropriate symbols discussed in class.

1. What was the dependent variable(s) for the study?

1. What variable(s) was manipulated?

1. State one of the possible null hypotheses for this study.

1. What might limit the external validity in this study (You do not need to provide a threat here, simply an example of how external validity might be limited)?

Study #2

Klugman, C., & Stump, B. (2006). The effect of ethics training upon individual choice. Journal of Further and Higher Education, 30,181-192.

Researchers identified two divergent theories concerning ethics education. The first states that ethics education increases an individual's ability to reason critically when confronted with decisions through the identification and analysis of problems and various outcomes. The second suggests that ethics training is about manipulating core values and beliefs. This article presents the results of data gathered in introductory ethics classes. Students completed a 43-statement pre- and post-course survey of core values and ethical issues as well as a journal-style self review of learning experiences. Following statistical analysis using a paired sample t-test, the data suggest that ethics training does not significantly change values and opinions but rather increases critical thinking skills and appreciation for opposing viewpoints in the tradition of liberal arts education.

1. What type of research design was used in this study? Diagram this design using the appropriate symbols discussed in class.

1. What was the dependent variable(s) for the study?

1. What variable(s), if any, were manipulated?

1. What might be one potential threat to internal validity in this study? Explain.

1. What might limit the external validity in this study (You do not need to provide a threat here, simply an example of how external validity might be limited)?

Study #3

D'Onofrio, C. N., Moskowitz, J. M., & Braverman, M. T. (2002). Curtailing tobacco use among youth: Evaluation of project 4-Health. Health Education & Behavior, 29,656-682.

This article reports the development and evaluation of Project4-Health, a theory-driven, research-based program to preventtobacco use among youth enrolled in 4-H clubs throughout California.Additional goals were to involve youth in discouraging others' tobaccouse and to develop youth leadership for tobacco control. Toassess program effectiveness, 72 clubs were selected, matched, and randomlyassigned to the program or control condition. Of 1,853 eligibleclub members, 88.6% completed the pretest. Of these, 79.5% completeda posttest 4 months after conclusion of program delivery, and77.6% completed a second posttest 2 years later. Short-termeffects were found on 7 of 24 outcome measures, indicating changesin knowledge, attitudes, and behavioral intention, but not insocial influence variables or behaviors. No long-term effectswere observed. Discussion considers how the challenges of designing,delivering, and evaluating the intervention influenced resultsand implications for preventing tobacco use through community-basedyouth groups.

1. What is the research problem presented in this abstract?

1. What type of research design was used in this study? Diagram this design using the appropriate symbols discussed in class.

1. What sampling method was used in this study? Explain.

1. What variable(s) were manipulated?

1. What might be one likely threat to internal validity in this study? Explain.

Study #4

Locicero, J. P. (2002). A comparison of non-certified and certified grief counselors in regard to education, experience, credentials, and supervision. Journal of Death & Dying, 46, 5-13.

This study explored the similarities and differences between non-certified and certified grief counselors in the areas of education, training, experience, credentials, and supervision. Respondents included 623 non-certified and certified grief counselors, all of whom were members of the Association for Death Education and Counseling (ADEC). The response rate was 63 percent. The findings of this study provide data on certified and non-certified grief counselors who are members of ADEC. Certified grief counselors report significantly more experience as counselors at the post-master's level, significantly more grief counseling experience, significantly more credentials, significantly higher mean composite scores on the 14 knowledge areas adapted from ADEC (1995) and the National Board for Certified Counselors (NBCC), and significantly higher scores on 12 of the 14 individual knowledge areas.

1. What might be one research hypothesis for this study?

1. What type of research design was used in this study?

1. What was the dependent variable(s) for the study?

1. What variable(s), if any, was manipulated?

1. What might be one potential threat to internal validity in this study? Explain.

Study #5

Worthington, E. L., Archer, C. R., Welsh, J. A. (1996). Computer-assisted instruction as a supplement to lectures in an introductory psychology class. Teaching of Psychology, 23, 175-181.

The educational benefits of computer-assisted instruction (CAI) were investigated. This study contrasted learning outcomes of students enrolled in an introductory psychology class that incorporated CAI exercises to students enrolled in a lecture-only introductory psychology class. A number of potential moderator or control variables were examined. Analysis of students' final examination scores indicated that students in the lecture-plus-CAI section obtained higher scores than students in the lecture-only section, and these higher scores were due to their better performance on concepts that were taught in both lecture and CAI exercises. These findings offer modest support for the use of CAI as a supplement to lecture in teaching psychology, particularly for domain-specific learning.

1. What type of research design was used in this study? Diagram this design using the appropriate symbols discussed in class.

1. What was the dependent variable(s) for the study?

1. What variable(s) was manipulated?

1. The authors indicate that several moderator or control variables were examined. What might be two possible moderator variables in this study?

1. What might be one potential threat to internal validity in this study? Explain.