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APS Interest Group on Psychology Education
Resource Material Submission – Front Page
Title of Material Journal Article Analysis Exercise for First Year
Author(s) Sue Morris & Jacquelyn Cranney
Description/Aim This exercise is designed to help students critically read a research report in psychological science. The questions they need to answer focus on the key aspects of the study, including hypotheses, types of variables, results and how they are interpreted.
Benefits of Resource Provides a template for critical analysis for research articles, which can lead into a research project and/or a research report. That is, it illustrates the process of research.
Issues for Consideration
Mention is made of some resources that may not be available to everyone, e.g. ILS and IAT, however the exercise in general can be adapted to a different context with a different article.
Approximate Duration
Intermittent individual and group work over 2 weeks or more.
Primary Content/ Process Topic
Research/Critical analysis
Other Categories NA
Intended student level (e.g. Secondary, Undergraduate Introductory, Undergraduate 4th Yr/ Honours, Post-graduate)
Undergraduate – Introductory
Type of Material (e.g. classroom materials, assessment, lectures, teaching tips, articles, syllabi, simulated learning environments.)
Classroom Practical/Tutorial
Format of Material Pdf file
Further Information Contact (email only)
[email protected]
Review Requested (Nb: A ‘Yes’ response to this category indicates that you would like feedback/comments on the materials via email.)
Yes
Evaluative Data Included (E.g. Student evaluation, comments etc.)
No
Description : This exercise is designed to help students critically read a research report in psychological science. The questions they need to answer focus on the key aspects of the study, including hypotheses, types of variables, results and how they are interpreted. The capacity to undertake such an analysis is a key skill required for literature reviews. Literature reviews are an essential ingredient to writing reports or essays, or to undertaking an independent piece of research. The exercise described is linked both to the Information Literacy modules that are designed specifically for psychology students, and the later research report that the students will need to individually write. By undertaking this first exercise as a group, there is the opportunity for collaborative learning to take place, and for group pressure to bear on completing the information literacy modules. The research processes of literature search, critically reading articles, and writing a research report are thus scaffolded, and students can see the links between these components of undertaking research. Nevertheless, this exercise could be adapted to different situations; for example, the article analysis could be undertaken in a tutorial situation, with teams competing against each other to come up with the best answers—for marks (= a more interesting way to digest information).
Scholarship/Evaluation of Student learning/Continuous Improvement: This activity takes some preparation each year with a new article and a new marking criterion sheet for tutors. The marking criterion sheet nevertheless makes marking of the five pieces of work per tutorial relatively efficient. Students see this as a worthwhile exercise (they also value the information literacy modules). These activities tap into the UNSW/ALTC Guidelines for Learning, “ 1. Effective learning is supported when students are actively engaged in the learning process”, and “ 14. Learning cooperatively with peers
- rather than in an individualistic or competitive way - may help students to develop interpersonal, professional, and cognitive skills to a higher level” (see http://www.guidelinesonlearning.unsw.edu.au).
b) (2 marks). As a group you must complete a PsycINFO database search to find one full citation plus abstract for an article or book chapter on the topic below. The measurement of racial prejudice by the Implicit Association Test.
Your article/book chapter should meet the following criteria: English language Published between 1960 and 2006 Available in the UNSW Library
You should attach the original printouts from PsycINFO, including: The keywords used to perform your search The first 10 results (i.e. the 1st^ page of results) generated from your keyword search Article or Book author and title Journal title, volume and page numbers Year of publication Abstract Whether the article is available electronically
You will be assessed as to the RELEVANCE of the article, its UNIQUENESS (i.e. try to find references that other people DON’T have) as well as their CURRENCY.
Note: Each group should submit ONE set of answers, representing the group consensus, in no more than 500 words together with the required psycINFO printouts. All group members will receive the same mark for this section ( marks = 7%)
Plagiarism is a serious offence. Please ensure that this is entirely your own group’s work. See Manual pg 10.
Group Information Literacy Skills and Journal Article Exercise – Marking Criteria for Tutors
Task a & b) give all groups 1 mark.
Task c) 1. Aim 1: “to examine the extent to which it [the IAT] relates to intergroup
behavior and to explicit measures of racial attitudes”.
OR Aim 2: to “ examine[d] whether the IAT relates to explicit measures of prejudice ”
either of these or some variant on this is worth 1.5 marks.
Hypothesis: “it was our belief that the likelihood of observing significant relations
between explicit measures of prejudice and other outcomes (i.e. IAT behaviour) would
be improved under conditions in which participants felt minimal presentational
concerns” ( worth 1.5 marks).
OR these essential aspects a) this group of subjects would show implicit racist
attitudes as measured by the IAT (½ mark).
b) IAT will predict the racist attitude score observed from explicit measures (
mark)..
2. Authors: Greenwald, McGhee & Schwartz, 1998 ( 1/2 mark) NB - do not give
anything for “Greenwald et al.”
What they did: Investigate the correlation between the (black white) IAT (1/2 mark)
and explicit measures of prejudice (the feeling thermometer (1/2 mark) and semantic
differential scales (1/2 mark) ).
What they found/ concluded: “No correlation between the IAT and explicit measures
of prejudice” OR no consistent relationship between IAT and explicit measures of
prejudice (1 mark).
What remains: To see if a relationship between implicit and explicit measures of
prejudice could be found (1 mark for implicit and explicit ) if self-presentation was
minimized (1 mark for self-presentation ).
3. What kind of study: Correlational (1/2 mark) they can also say “experimental”
and/or “descriptive” [given the nature of what they undertook—quite complex], but
must include “correlational”.
Independent/Predictor variable: implicit measure - IAT (1/2 mark).
