Need a 10 page essay to be done on psychology

OCT 18 – W8 : D1 Writing and APA-style

Announcements & Today’s Agenda • Discuss proposal changes and reasons why

• Writing guides and tips

• APA style

• Full example of an Introduction/Literature Review

Changes to Proposal paper • You have figured out a topic area, research question, and hypothesis you are

interested in

• Instead of a full research proposal, we’ll switch to: • A literature review that ends with a hypothesis for a new study to address issue you bring

up. • The literature review and hypothesis will be the 8-10 page paper • Methods/Results/Implications/Discussion sections are no longer necessary

• Can include if you would like to get feedback, but grade (and page requirement) will be based on the literature review

Changes to Proposal paper Cont’d • Title page is still needed (with running head and page numbers) • Abstract is still needed (though will be shorter now).

• Still don’t need to add to paper until draft 2

• Draft 1 will still focus on big picture stuff • Writing; organization; structure of content

• Draft 2 will still focus on organization, tone, and APA format • Draft 3 will still focus on polishing • 2-minute presentation still happening

• You will have two minutes to share relevant background, issues or holes in the literature, what you would test, and your specific hypothesis

• Presentations still need to be made without a script or notes

Changes to Proposal paper Cont’d • Draft 1 is now due on OCT 25

• Turn in electronically (via Moodle) • Feedback from me back by NOV 1

• Feedback in form of audio via Moodle

• Draft 2 is now due on NOV 10 • Turn in electronically (via Moodle) • Feedback from peer review back by NOV 13

• Feedback in form of comments/edits from peers

• Draft 3 is now optional. If taking opportunity, due NOV 20

• Final draft is still due on DEC 6.

What Determines a Properly Written Paper? • Content is the most important aspect of a well-written paper. This includes:

• Clarity • Conciseness • Logical Progression of Ideas • Accuracy • Completeness of Ideas

Clarity • Clarity includes using proper sentence structure and grammar. The paper

should be easy to read and understand.

• A. “The participants included both male and female students who were on average 22 or 23 years old there was 15 male and seventeen female.”

• B. “Participants included both male students (N=15) with a mean age of 22 years and female students (N=17) with a mean age of 23 years.”

Conciseness • Be concise and precise. Keep your word choices simple and avoid flowery

phrases or padding. Use the least amount of words necessary to get your point across.

• A. “After giving the rats an unexpected shock, they appeared terrified and shrunk away from the once loved toy.”

• B. “After administration of the shock, the rats showed an avoidance response to the toy.”

Logical Progression of Ideas • Present information in each section in a logical manner that is easy to

follow. This is especially important in the Introduction and Discussion sections.

• Within each section, ideas should flow smoothly from one to another, without jumping back and forth.

Accuracy • Present your results as well as the results of other researchers in an

accurate manner.

• Correct: Smith et. al (2010) found that three year old boys with ADHD respond best to a combination of drug therapy and family counseling.

• Incorrect: Smith et. al (2010) found that three year old children with ADHD respond best to combination therapy.

Completeness of Ideas • Fully explore an idea before moving on to the next. • Especially important in both the Introduction and Discussion sections. Do not

inflate your Reference section by using brief statements that just touch on an idea.

Style • Style is the second most important part of a properly written paper. • This is the technical aspect of the paper including how reference citations

are handled, different sections of the paper, proper margins and font, etc.

General Stylistic Guidelines • Papers must be typed • The entire paper must be double-spaced • Use 1 inch margins on all sides • Text is left-aligned with right edges ragged, not justified.

Stylistic Guidelines Cont’d • Do not hyphenate words at the end of a line • Use only Times New Roman 12 pt. font • Single space after sentence terminators • Indent 1/2 inch (5-7 spaces) except for: abstract, titles, headings, and

subheadings, table titles, notes, and figure captions

Introduction • Provides rationale for study and how it fits with previous research • Support the investigation of the hypothesis • Think “funnel-shaped”

Introduction Cont’d • Intro consists of:

• Introduction of the problem • Why is it important?

• Relevant literature • Major findings, methodological issues, and major conclusions

• Hypotheses and how they connect to the literature

Introduction Format • Intro starts on new page after abstract • Put the paper title centered at top • Follow with the text (indent) • Place page # and running head on all pages

• Put in header

Introduction Guidelines • First 1-2 paragraphs – Broad Intro

• Develop the background for the hypothesis • Inform the reader about the field of research addressed

• Body of Intro • Present relevant literature • Summarize articles in a few sentence • One paragraph per idea

Intro Guidelines Cont’d • Purpose & Hypothesis

• Present purpose • Present research issue • Explain why it is necessary • Then, specify hypothesis

Citations in Text • When you use another person’s words or ideas in your paper you must

acknowledge them with a proper citation.

1. Embedded • Statistics is fun (Smith, 2005).

2. In-text • Smith (2005) noted that statistics is fun.

3. In-text • In 2005, Smith noted that statistics is fun.

- Following the first in-text citation of an author, it is not necessary to give the year again, within the same paragraph.

Citations • Basics:

• Include the author and the date • Quotations:

• Include the page number (p. #) or paragraph (para. #) • Paraphrasing:

• Just include author and date – page number *can* be included but is not necessary

Citations Cont’d • Two authors:

• List both in same order as listed in article. • Use both names for all references. • Use “and” when part of text, and “&” when in parenthetical citations

• Smith and Doe (2007) found that… • However, one study found null results…(Smith & Doe, 2007).

Citations Cont’d • Three to five authors:

• List all author in order for the first time the citation appears. • After, use just the first author and “et al.”

• Weal, Smith, Tougas, and Scott (2002)… • This theory was supported by a later study…(Weal, Smith, Tougas, & Scott, 2002) • However, the study did not support the second hypothesis (Weal et al., 2002) • NOTE: Do not reorganize the names within a given article. They are in that order for a reason.

Citations Cont’d • Six or more authors:

• Use only the first author’s name followed by “et al.” • Harrison et al. (2004) contradicted these findings…

Citations Cont’d • Secondary source citations must be distinguished:

• Statistics is fun (Stark, as cited in Crawford, 2003) • NOTE: Only the Crawford paper will appear in the reference section.

Citations Cont’d • Two or more works in the same citation:

• List the works alphabetically, separated by a semi-colon. • …this is supported my multiple studies (Adams, 2005; Wesson, 1996).

• Two or more works by same author in citation: • Arrange by year of publication

• Past research (Gogel, 1984, 1990)… • Two authors with the same last name:

• Use the author’s initials to distinguish the two • A. M. Smith (1987) and B. D. Smith (1992)…

RQ Running example • RQ = How do women and men differ in their perceptions of sexual

harassment?

• Hypothesis = Women will be more likely than men to perceive incidents of sexual harassment as sexual harassment. In addition, women will be more likely to perceive incidents of sexual harassment when the victim is a woman than a man.

Check point • Hypothesis = Women will be more likely than men to perceive incidents of

sexual harassment as sexual harassment. In addition, women will be more likely to perceive incidents of sexual harassment when the victim is a woman than a man.

• IVs: • A: P gender + sexual harassment or not • B: Victim gender + number of incidents • C: Perceptions of sexual harassment + P gender • D: P gender + Victim gender

Check point • Hypothesis = Women will be more likely than men to perceive incidents of

sexual harassment as sexual harassment. In addition, women will be more likely to perceive incidents of sexual harassment when the victim is a woman than a man.

• DV: • A: # of perceived incidents • B: negative perception toward sexual harassment • C: perceiving sexual harassment • D: manipulation of victim gender

Introduction • Sexual harassment is a widespread phenomenon.

• What is sexual harassment? • Weird kid examples

• “Nutt checking” à yet, “No homo” • Grabbing rear • Pinching breast

• Research à factors accounting for occurrence of sexual harassment, and factors influencing perceptions about sexual harassment.

Intro Cont’d • Research has shown:

• More women, over men, have reported being sexually harassed • Women are more likely to label sexual harassment as such, and to react to instances of

sexual harassment • White women are more likely than women of color to acknowledge that they have been

harassed • Studies conducted only in U.S. • Studies (for the most part) only include instances of sexual harassment between a man and a

woman

Intro Cont’d • Most frequently occurring forms of sexual harassment for both men and women are:

• Sexual jokes • http://www.youtube.com/watch?v=Ly84CagzobU • http://www.youtube.com/watch?v=gHvLCY48krI

• Sexual looks • http://movies.netflix.com/WiPlayer?movieid=70126120&trkid=3325854 • (Jackie Jormp Jormp, 12:50)

• Sexual gestures • 7:04

• Harassment occurs more frequently between two co-workers than between a supervisor and his or her employee • HOWEVER, the latter usually consists of the most severe forms

• Sexual assault • Rape

Intro Cont’d • Sexually harassing behaviors are viewed to be most unacceptable in female-dominated

work settings • Physical incidents are viewed more negatively than non-physical incidents • Male perpetrators are generally perceived as more harassing than female perpetrators • Students are less likely to label scenarios as sexual harassment than actual workers

Intro Cont’d • Cuing individuals for sexual harassment increases the chances that they will label it as such • As scenarios depicting sexual harassment become more severe, so does the tendency for

people to rate them as sexually harassing

Intro Cont’d • People are MORE likely to identify a scenario as sexually harassing when individuals have:

• More liberal attitudes toward women • Low levels of religiosity • An internal locus of control

Intro Cont’d • People are LESS likely to judge something as sexual harassment:

• If the “complainer” permitted the harassment • When the accused is an average (versus above-average) performer

• Normal, not threatening • Amount of cosmetics used by the victim can result in an attractiveness bias and affect people’s

perceptions regarding sexual harassment

Purpose of Current Study • Research has focused on male-to-female sexual harassment • What about different gender pairings?

• MF • MM

• What about those judging the harassment?

Hypotheses!! • Below are the hypotheses.

• H1: Main effect for participants’ sex. Females will report higher scores on the DVs than males.

• H2: Main effect for victims’ sex. The DVs scores will be higher when the victim is female than when the victim is male.

• H3: There will be an interaction between P’s sex and victim’s sex. There will be an effect on the DVs as a function of IV-1 depending on IV-2.