Hi Mari,
Do we use the same heading format that we used in our results section for our discussion? A lot of the articles I've read have only used a heading for "Limitations" and "Suggestions for Future Research," but I was wondering whether we should have a heading for each of our research questions. It seems to me that this would be more clear, but the example in the book (p. 331) does not do this.
Thanks!
Chloe :)
Tuesday, June 3, 2008
Tuesday, May 27, 2008
Results or Proposed Analyses
Proposed Analyses Assignment
1. This is not a results section (unless that’s easier for you).
2. It is like the formulation section of your Formulation and Examination Sections, tailored around your specific hypotheses laid out in your intro.
Results Pragmatics
1 . Results sections need an overview paragraph, laying out what the analyses done and what hypotheses they were done to test. The hypotheses should also be stated in words. Don’t expect your reader to refer back to your intro to know what hypothesis 1 was.
2. Remember to cite statistics to appropriate decimal places.
A. Probability levels should be reported in the following manner:
1. Nonsignificant findings (i.e., p > .05) to two decimal points--.06, .14, etc.
2. Significant findings (i.e., p < .05) to first nonzero decimal place, using appropriate rounding strategies--.00029 = .0003, .043 = .04, .000 = .001, etc.--or as < .05 or < .01.
3. All findings. If you are reporting actual significance levels taken from the printout (.09, .003, etc.), use p =, not p <.
B. Correlations, regression coefficients, β, t-tests, etc. to two decimals, again following appropriate rounding procedures--r(68) = .219 = .22, R2 = .203 = .20, β = .230 = .23, t(68) = 2.146 = 2.15
C. For your Method section, the same will hold true for reporting α--.799 = .80.
3. Move from more general to more specific--in other words, report overall multiple regression statistics (e.g., R, R2, F, p) before moving onto individual relationships (e.g., β, B, and their p).
4. Don’t confuse level of significance with magnitude of effect. Either something is significant or it is not--you do not want to grade significance. Do NOT use terms like "moderate significance" or “great significance.” If the relationship was not as strong as suggested by previous research or as you expected, say that, NOT that it wasn’t as significant as you expected. The probability level depends on BOTH the magnitude of effect and the N--with 500,000 participants, trivially tiny correlations would be significant.
A. On a related point, the N alone of your study is not necessarily a weakness. The necessary N for a study is a function of effect size and pragmatics. More participants may be better, but they aren’t always necessary.
B. Also, N does not equal representativeness.
5. ONLY use “our” to refer to authorS in a multiply authored paper. If you must use first person (which you should generally avoid), you must use singular first person (my, I, mine).
6. Watch your reference cites. If you cited a 3+ author study in the introduction or method sections, you should be using et al. for that study in the latter sections. By the way, it is et al.--not et. al or et al or et. al. or etal or et.al.
7. When you give the results, you should also explain them in words. What does a correlation of .30 mean?
8. Means and standard deviations should be reported as (M = 0.79, SD = 1.63). Also, when you report a mean, you should also report a standard deviation!
9 . Tables come after references.
10. Use the same level of heading for Results that you did for Method.
11. Having many correlations is not a multiple correlation.
12. If you must abbreviate in a table, you must also have a table note defining your abbreviations. Also, provide, via subscripts or a separate column, p values for statistics in tables.
13. All tables must be in APA style. Watch lines, double space throughout, watch indenting/spacing/alignment of decimals, etc.
14. When you report a multiple regression, you must report all of the variables included in it, not just the ones with significant βs.
1. This is not a results section (unless that’s easier for you).
2. It is like the formulation section of your Formulation and Examination Sections, tailored around your specific hypotheses laid out in your intro.
Results Pragmatics
1 . Results sections need an overview paragraph, laying out what the analyses done and what hypotheses they were done to test. The hypotheses should also be stated in words. Don’t expect your reader to refer back to your intro to know what hypothesis 1 was.
2. Remember to cite statistics to appropriate decimal places.
A. Probability levels should be reported in the following manner:
1. Nonsignificant findings (i.e., p > .05) to two decimal points--.06, .14, etc.
2. Significant findings (i.e., p < .05) to first nonzero decimal place, using appropriate rounding strategies--.00029 = .0003, .043 = .04, .000 = .001, etc.--or as < .05 or < .01.
3. All findings. If you are reporting actual significance levels taken from the printout (.09, .003, etc.), use p =, not p <.
B. Correlations, regression coefficients, β, t-tests, etc. to two decimals, again following appropriate rounding procedures--r(68) = .219 = .22, R2 = .203 = .20, β = .230 = .23, t(68) = 2.146 = 2.15
C. For your Method section, the same will hold true for reporting α--.799 = .80.
3. Move from more general to more specific--in other words, report overall multiple regression statistics (e.g., R, R2, F, p) before moving onto individual relationships (e.g., β, B, and their p).
4. Don’t confuse level of significance with magnitude of effect. Either something is significant or it is not--you do not want to grade significance. Do NOT use terms like "moderate significance" or “great significance.” If the relationship was not as strong as suggested by previous research or as you expected, say that, NOT that it wasn’t as significant as you expected. The probability level depends on BOTH the magnitude of effect and the N--with 500,000 participants, trivially tiny correlations would be significant.
A. On a related point, the N alone of your study is not necessarily a weakness. The necessary N for a study is a function of effect size and pragmatics. More participants may be better, but they aren’t always necessary.
B. Also, N does not equal representativeness.
5. ONLY use “our” to refer to authorS in a multiply authored paper. If you must use first person (which you should generally avoid), you must use singular first person (my, I, mine).
6. Watch your reference cites. If you cited a 3+ author study in the introduction or method sections, you should be using et al. for that study in the latter sections. By the way, it is et al.--not et. al or et al or et. al. or etal or et.al.
7. When you give the results, you should also explain them in words. What does a correlation of .30 mean?
8. Means and standard deviations should be reported as (M = 0.79, SD = 1.63). Also, when you report a mean, you should also report a standard deviation!
9 . Tables come after references.
10. Use the same level of heading for Results that you did for Method.
11. Having many correlations is not a multiple correlation.
12. If you must abbreviate in a table, you must also have a table note defining your abbreviations. Also, provide, via subscripts or a separate column, p values for statistics in tables.
13. All tables must be in APA style. Watch lines, double space throughout, watch indenting/spacing/alignment of decimals, etc.
14. When you report a multiple regression, you must report all of the variables included in it, not just the ones with significant βs.
Monday, May 12, 2008
HSRC Q&A Sessions
Please be reminded that the HSRC Q&A sessions and snack are scheduled for the coming Monday, May 12 and Tuesday, May 13 - between 9am and 12pm. If you plan on submitting a research project for review or simply have questions/concerns about the HSRC procedures, we are offering you this opportunity to come and talk to us one-on-one. The sessions will be in the SOP Student Lounge and we will have lots of treats for you.
If you would have any questions or concerns please feel free to contact me directly at (626) 584-5544.
Thank you.
Marta Cenac-Mehedinti
Research Manager, Travis Research Institute
Tuesday, May 6, 2008
Writing Workshops
The Writing Center will be holding two writing workshops this quarter, which may be of interest to students who have difficulties with academic writing. Please feel free to encourage any or all students to attend. The schedule is as follows:
May 9: COMPOSITION WORKSHOP
Learn how to articulate your thesis, develop your arguments, and use evidence to support your ideas.
May 16: NEW ADVANCED COMPOSITION WORKSHOP
Move your writing from B+ to A quality by mastering the nuances of writing.
Both workshops will be held in Payton 102 from 1-3 pm. They are free to attend, and workshop packets will be available for $5 each.
If you have any questions, please email the Writing Center at cal-writing@fuller.edu
May 9: COMPOSITION WORKSHOP
Learn how to articulate your thesis, develop your arguments, and use evidence to support your ideas.
May 16: NEW ADVANCED COMPOSITION WORKSHOP
Move your writing from B+ to A quality by mastering the nuances of writing.
Both workshops will be held in Payton 102 from 1-3 pm. They are free to attend, and workshop packets will be available for $5 each.
If you have any questions, please email the Writing Center at cal-writing@fuller.edu
Friday, April 25, 2008
Need data?
If your data are not yet available to you, and you need data to complete the Research Question Examination due next week, send me an email listing the following information:
1. How many predictor variables you have.
2. How many outcome variables you have.
3. Whether your predictor variable is categorical or continuous (and if categorical, with how many levels).
4. Whether your outcome variable is categorical or continuous (and if categorical, with how many levels).
(I am assuming that if you have no predictor or outcome variables per se [i.e., you know you are running a correlation] that you will be able to indicate this.)
1. How many predictor variables you have.
2. How many outcome variables you have.
3. Whether your predictor variable is categorical or continuous (and if categorical, with how many levels).
4. Whether your outcome variable is categorical or continuous (and if categorical, with how many levels).
(I am assuming that if you have no predictor or outcome variables per se [i.e., you know you are running a correlation] that you will be able to indicate this.)
Monday, April 14, 2008
pseudonym list
Intro Outline color, sport, tree
Intro Draft author, book, magazine
Question 1 Formulation number, mathematical function, letter
Intro Comments toy, card game, board game
Question 1 Examination game show, sitcom, drama
Method Draft candy bar, soft drink, fruit
Method Comments baked good, grilled item, blender drink
HSRC Proposal exercise, snack, drink
Question 2 Form/Exam fruit, vegetable, mineral
Intro Revision flower, tree, plant
Question 3 Form/Exam fictional character, movie star, politician
Method Revision sports team, hobby, store
Question 4 Form/Exam cookie, candy, ice cream
Results book of the Bible, bank, government office
Discussion holiday, vacation spot, summer job
Reflection 1 book, magazine, newspaper
Reflection 2 cereal, afternoon snack, midnight munchie
Reflection 3 flooring, architectural style, roofing material
Reflection 4 medicine, spice, beverage
Reflection 5 circus act, zoo animal, pet
Reflection 6 musical instrument, cheese, appetizer
Reflection 7 gemstone, metal, country
Reflection 8 rock, animal, jewelry
Reflection 9 poet, singer, musician
Reflection 10 star, amusement park, grocery store
Reflection 11 footwear, head covering, comfort food
Reflection 12 shape, story, texture
Reflection 13 flavor, hue, duration
Reflection 14 computer, web browser, email program
Intro Draft author, book, magazine
Question 1 Formulation number, mathematical function, letter
Intro Comments toy, card game, board game
Question 1 Examination game show, sitcom, drama
Method Draft candy bar, soft drink, fruit
Method Comments baked good, grilled item, blender drink
HSRC Proposal exercise, snack, drink
Question 2 Form/Exam fruit, vegetable, mineral
Intro Revision flower, tree, plant
Question 3 Form/Exam fictional character, movie star, politician
Method Revision sports team, hobby, store
Question 4 Form/Exam cookie, candy, ice cream
Results book of the Bible, bank, government office
Discussion holiday, vacation spot, summer job
Reflection 1 book, magazine, newspaper
Reflection 2 cereal, afternoon snack, midnight munchie
Reflection 3 flooring, architectural style, roofing material
Reflection 4 medicine, spice, beverage
Reflection 5 circus act, zoo animal, pet
Reflection 6 musical instrument, cheese, appetizer
Reflection 7 gemstone, metal, country
Reflection 8 rock, animal, jewelry
Reflection 9 poet, singer, musician
Reflection 10 star, amusement park, grocery store
Reflection 11 footwear, head covering, comfort food
Reflection 12 shape, story, texture
Reflection 13 flavor, hue, duration
Reflection 14 computer, web browser, email program
Tuesday, April 1, 2008
organization tip
I just wanted to share an organization tip from when I wrote my undergraduate thesis. I made an index card file for all my sources, from websites to articles (of course!) and books. On one side, I had the citation in APA format for ease of transferring them into my reference list and on the other side, I had the abstract to know what the article/book was about. I also color-coded the cards (just by using different color pencils for dots) depending on the topic of the article. I also had a file box for sources that I had printed/xeroxed that used the same colors so that it'd be easy to find the index card and then locate the article. It took me a while to continually update my box of cards, but in the end, I had a much easier time finding the sources to what I had read over the course of the lit review. I hope that helps!
Monday, March 31, 2008
APA Formatting Link
There are a number of helpful resources to help you with APA formatting. First among these, of course, is the current APA Publication Manual. However, there are some useful pointers for you at the following links:
School of Psychology Masters and Dissertations Site
Table Pointers (but note some specific deviations from APA style)
I'll be happy to add other helpful links, so if you find a useful one, send me the url.
School of Psychology Masters and Dissertations Site
Table Pointers (but note some specific deviations from APA style)
I'll be happy to add other helpful links, so if you find a useful one, send me the url.
Welcome to Advanced Research Methods!
Congratulations! You have found the class blog. This blog is intended as a useful resource for you as you are completing your work in PG851: Advanced Research Methods.
I will check it most reliably on Tuesdays and Thursdays, so if you need an answer from me for an assignment due on Monday or Wednesday, please try to plan ahead. However, you may also get helpful pointers from your colleagues, so don't hesitate to post at other times as well.
I will check it most reliably on Tuesdays and Thursdays, so if you need an answer from me for an assignment due on Monday or Wednesday, please try to plan ahead. However, you may also get helpful pointers from your colleagues, so don't hesitate to post at other times as well.
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