Psychology Assignment
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Week6_Assignment4.pdf
Due Oct 5 by 10:59pm Points 50 Submitting a text entry box or a file upload Attempts 0 Allowed Attempts 2
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SINGLE-CASE, QUASI-EXPERIMENTAL, AND DEVELOPMENTAL RESEARCH
In basic experimental design, participants are randomly assigned to the condition with the independent variable, and a dependent variable is measured to determine whether the independent variable had an effect. Because all other variables are held constant, the resulting observed differences on the dependent variable are presumed to be due to the independent variable, therefore, indicating high internal validity in the research design.
In the social sciences, however, researchers often want to conduct studies in situations where they cannot control certain aspects of the study. It would be disappointing to give up on studying an important topic just because the researcher cannot exert control over all the variables in the study for logistical or ethical reasons. Chapter 11 focuses on three types of research designs that have been devised to address special research problems: single-case experiments, quasi-experimental designs, and developmental research designs. As with all research designs covered throughout this course, each of these three designs has its distinct advantages and limitations. In this Assignment, you will apply concepts related to these three designs and identify associated benefits and limitations.
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To prepare:
Read Chapter 11. Think of a desirable behavior you would like to increase for a young child or a pet or, conversely, a problematic behavior you would like to decrease for a child or pet. Design a single-case experimental reversal design for your selected behavior that consists of a baseline condition (A), treatment condition (B), and return to baseline (A). Consider how you would determine the effectiveness of the intervention.
RESOURCES Be sure to review the Learning Resources before completing this activity.
Review previous chapters if you need to.
Cozby, P. C., & Bates, S. C. (2024). Methods in behavioral research (15th ed.). McGraw Hill.
Chapter 11, “Single Case, Quasi-Experimental, and Developmental Research”
Avilla, R. (2015, January 3). Alternative methods: 5 – developmental research (https://www.youtube.com/watch? v=xbVXc5--NGA) [Video]. YouTube. https://www.youtube.com/watch? v=xbVXc5--NGA
Research Methods and Statistics. (2016, September 11). 3.9 quasi- experimental designs | quantitative methods | research designs | UvA (https://www.youtube.com/watch?v=3N-DKY09GM4) [Video]. YouTube. https://www.youtube.com/watch?v=3N-DKY09GM4
ABA Exam Review - Behavior Tech & Behavior Analyst. (2022, September 25). Single subject experimental design: Reversal, multiple baseline, multielement, changing criterion (https://www.youtube.com/watch?v=2SbRfU6Y6d8) [Video]. YouTube. https://www.youtube.com/watch?v=2SbRfU6Y6d8
Readings
Media
Select a quasi-experimental design that you would implement to compare the effectiveness of two different teaching methods on improving memory retention in college students. Plan how the design would be set up and carried out, and consider the strengths and limitations of using the selected design applied to the study and its variables of interest. Consider a contemporary topic or issue in developmental psychology that you could investigate with a cross-sectional design (e.g., the effects of social media usage on self- esteem across age groups) and how you would set up the design demonstrating at least three cross-sections (e.g., ages) of your population of interest. Assess the advantages and limitations of the cross-sectional design for investigating causal relationships for your topic/issue compared to other developmental research designs, such as longitudinal and/or true experiments.
Submit a 2- to 3-page paper that responds to the following:
With the “To Prepare” directions in mind, respond to the following prompts in essay format. The responses for the three numbered prompts below (including the sub-bullets under each number) are designed to be completed concisely within one to two thorough paragraphs for each numbered prompt.
1. Briefly explain the behavior of interest that you would like to either increase or decrease for a young child or a pet.
Describe the single-case experimental reversal design set up that you devised (i.e., the ABA conditions). Explain how you would determine the effectiveness of the intervention.
2. Describe the quasi-experimental design, set up, and implementation you would use in order to compare the effectiveness of two teaching methods on improving memory retention in college students. Also, include:
Your rationale for selecting the design (over the other quasi-experimental designs) One strength and one limitation of using the selected design applied to the study and variables of interest
3. Briefly present the contemporary topic or issue in developmental psychology that you could investigate with a cross-sectional Next:
Describe how you would set up and execute the design. Explain one possible benefit and one limitation of the cross-sectional design for investigating causal relationships related to your topic/issue compared to other developmental research designs, such as longitudinal and/or true experiments.
Note: Support your responses within your Assignment with evidence from the assigned Learning Resources. Provide a reference list for resources you used for this Assignment. Use APA style for in-text citations and references.
BY DAY 7
PSYC_3003_Week6_Assignment_Rubric
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
1. To submit your completed assignment, save your Assignment as WK6Assgn_LastName_FirstInitial
2. Then, click on Start Assignment near the top of the page. 3. Next, click on Upload File and select Submit Assignment for review.
SUBMISSION INFORMATION
Criteria Ratings Pts
Brief explanation of the behavior of interest to either increase or decrease for a young child or a pet
5 pts
Description of the single-case experimental reversal design set up and explanation of how to determine the effectiveness of the intervention
10 pts
5 pts A
Response is complete and accurate; contains sufficient details and/or explanation; includes supporting information from the Learning Resources.
4.25 pts B
Response is complete and mostly accurate; contains some details and/or explanation; includes supporting information from the Learning Resources.
3.75 pts C
Response is somewhat complete and/or is somewhat accurate; and/or does not contain sufficient details and/or explanation; includes some supporting information from the Learning Resources.
3.25 pts D
Response is incomplete or is mostly inaccurate; lacks sufficient details and/or explanation; does not include supporting information from the Learning Resources.
0 pts F
Response is incomplete or not provided; answers are inaccurate and/or not explained; does not include supporting information from the Learning Resources.
10 pts A
Response is complete and accurate; contains sufficient details and/or explanation; includes supporting information from the Learning Resources.
8.5 pts B
Response is complete and mostly accurate; contains some details and/or explanation; includes supporting information from the Learning Resources.
7.5 pts C
Response is somewhat complete and/or is somewhat accurate; and/or does not contain sufficient details and/or explanation; includes some supporting information from the Learning Resources.
6.5 pts D
Response is incomplete or is mostly inaccurate; lacks sufficient details and/or explanation; does not include supporting information from the Learning Resources.
0 pts F
Response is incomplete or not provided; answers are inaccurate and/or not explained; does not include supporting information from the Learning Resources.
Criteria Ratings Pts
Description of the quasi- experimental design, set up, and implementation, including the rationale for selecting the design
5 pts
Description of one strength and one limitation of using the design in this instance
10 pts
5 pts A
Response is complete and accurate; contains sufficient details and/or explanation; includes supporting information from the Learning Resources.
4.25 pts B
Response is complete and mostly accurate; contains some details and/or explanation; includes supporting information from the Learning Resources.
3.75 pts C
Response is somewhat complete and/or is somewhat accurate; and/or does not contain sufficient details and/or explanation; includes some supporting information from the Learning Resources.
3.25 pts D
Response is incomplete or is mostly inaccurate; lacks sufficient details and/or explanation; does not include supporting information from the Learning Resources.
0 pts F
Response is incomplete or not provided; answers are inaccurate and/or not explained; does not include supporting information from the Learning Resources.
10 pts A
Response is complete and accurate; contains sufficient details and/or explanation; includes supporting information from the Learning Resources.
8.5 pts B
Response is complete and mostly accurate; contains some details and/or explanation; includes supporting information from the Learning Resources.
7.5 pts C
Response is somewhat complete and/or is somewhat accurate; and/or does not contain sufficient details and/or explanation; includes some supporting information from the Learning Resources.
6.5 pts D
Response is incomplete or is mostly inaccurate; lacks sufficient details and/or explanation; does not include supporting information from the Learning Resources.
0 pts F
Response is incomplete or not provided; answers are inaccurate and/or not explained; does not include supporting information from the Learning Resources.
Criteria Ratings Pts
Brief overview of the contemporary developmental psychology topic that could be investigated with a cross- sectional design, including a description of the set up and execution of the design as well as an explanation of one benefit and one limitation of using cross- sectional design for investigating causal relationships compared to longitudinal and/or true experiments
10 pts
Quality of Writing
10 pts
10 pts A
Response is complete and accurate; contains sufficient details and/or explanation; includes supporting information from the Learning Resources.
8.5 pts B
Response is complete and mostly accurate; contains some details and/or explanation; includes supporting information from the Learning Resources.
7.5 pts C
Response is somewhat complete and/or is somewhat accurate; and/or does not contain sufficient details and/or explanation; includes some supporting information from the Learning Resources.
6.5 pts D
Response is incomplete or is mostly inaccurate; lacks sufficient details and/or explanation; does not include supporting information from the Learning Resources.
0 pts F
Response is incomplete or not provided; answers are inaccurate and/or not explained; does not include supporting information from the Learning Resources.
10 pts A
Writing is clear and organized with few or no errors in mechanics, usage, grammar, or spelling
8.5 pts B
Writing is mostly clear and organized with few MUGS errors. Writing is original (i.e., use of own
7.5 pts C
Writing is somewhat clear and organized with some MUGS errors. Most writing is mostly
6.5 pts D
Writing is mostly unclear and disorganized and/or contains many MUGS errors. There
0 pts F
Writing is mostly unclear and/or mostly disorganized and/or contains many MUGS
Criteria Ratings Pts
Total Points: 50
(MUGS). There is a preponderance of original writing (i.e., use of own words and proper paraphrasing). Information from the Learning Resources is fully provided and correctly documented with citation(s) and reference(s) in correct APA style.
words and proper paraphrasing). Information from the Learning Resources is mostly provided and correctly documented with citation(s) and reference(s) in correct APA style.
original (i.e., use of own words and proper paraphrasing) but may rely on the use of some direct quotations. Information from the Learning Resources is partially provided and/or incorrectly documented with citation(s) and/or reference(s), and/or citations(s) and reference(s) do not follow correct APA style.
is an overuse of direct quotations and/or ineffective paraphrasing. Information from the Learning Resources is significantly lacking and/or is incorrectly documented and/or citation(s) and reference(s) do not follow correct APA style.
errors. There is an underuse of original writing and an overuse of directly quoted content. Information from the Learning Resources is absent and/or is not cited or referenced in any way.
