1.1 Course Information

1.2 People

\(\dagger\) UGTS = Undergraduate Teaching Scholar

2.1 Description

This course is the first of three courses in the Psychological & Brain Sciences major that explain how psychological science is carried out. Psychological science is an extraordinarily diverse, academic field, where researchers collect data ranging from reaction times, to brainwaves, to eye movements, to survey/polling data, to biochemical reactions, to the sheer counting of behaviors or even words on the internet (and more!).

To get a broad-based education in psychological science then, you need to get used to thinking critically about data. The main focus in this introductory course, therefore, is an overview of the general data-collection and data-analysis processes in the social sciences and psychology, but without emphasizing very much math, per se (though there will be a little bit of math).

As such, it may be one of the most useful general-purpose classes that you take at the university. This is because you are bombarded every day by data and simple statistics, be it on the news, in print media, or via social media. Much of this data is summarized or presented very poorly (often deliberately so), yet there is no time to analyze it mathematically; rather, you need to digest it quickly and critically.

Thus, the goal here is to advance your capabilities as critical consumers of data in this class, resulting in students ultimately who not only can “defend themselves” against quantitative chicanery, but also are ready to start analyzing data in a more formal way (via mathematics) in PSYC 301 (Elementary Statistics for Psychology), as well as its subsequent counterpart, PSYC 302 (Experimental Psychology).

2.2 Meetings (MWF)

2.3 Prerequisites

None

2.4 Course Catalog Description

If you are interested for some reason, the description from the Undergraduate Course Catalog is quoted below.

Introduction to Psychological Science Methods. (3-0). Credit 3. Basic elements of statistics and research methods in the psychological and brain sciences; topics include ethics in psychological research, measurement, research design and descriptive and inferential statistics.

2.5 Learning outcomes at the course-content level

The following fifteen learning outcomes reflect the knowledge that student will have by the end of the course. These outcomes will be measured on not only exams but also both pre- and post-class reading quizzes.

2.6 Learning outcomes at the university level

Texas A&M University has identified student learning outcomes that describe our institutional commitment to your educational goals. They are listed below (in shortened form), along with the dimension of that learning outcome that applies most closely to this class (in boldface italics), and an explanation of how this class meets that learning outcome.

Note however, that most of these six university outcomes are not directly measurable outcomes in this particular course. They are more like broad entailments.

3.1 Exams

There will be 4 exams. They increase in points as the semester progresses. Exam 1 is worth 120 points; Exam 2 is worth 120 points; Exam 3 is worth 130 points, and the Final Exam is worth 140 points. These sum to 510 points, or 51% of your total grade).

Exams will consist of multiple-choice questions, but sometimes calculations are necessary.

You get three attempts for each exam. But you have to be careful: There is a 12-hour waiting period between attempts. So if you want to be able to make all three attempts, you’d want to start your first attempt no later than about 28 hours before the final deadline for that exam (24 hours for the 2 waiting periods, and 3 hours 45 minutes for the attempts themselves [and this would be 30 hours for the final exam since each attempt can last up to 2 hours; see below]).

These exams will all be taken online through the Respondus Lockdown Browser.

The Respondus Lockdown Browser is a browser that shuts down all your other applications on that computer while you take exams. You need to download it. You will need to do the following during exams:

• verify your student ID\(^{\dagger\dagger}\)
  
• record the exam with your webcam

The first three exams will be due within 1 class meeting of the end of the respective unit. The final exam window spans the entire period set out for final exams by the university.

Unless you have an accommodation, the first three exams will have a 1-hour, 15-minute limit (like a TTh class), once started in the Lockdown Browser. The Final Exam will have a 2-hour limit.

\(\dagger\dagger\) If you do not have access to your student ID for whatever reason, you can log in to the Howdy Portal and click on the My Profile tile. In the top right corner, you will see you Aggie Card photo along with your full name and UIN. You can take a screenshot of this display with your smart phone or print it out in order to present for online classes and exams.

3.2 Learning Curve quizzes

There will be 22 Learning Curve quizzes.

The Learning Curves for the first 19 (Chapters 1-15 & 17-20)\(^{\dagger\dagger}\) are relatively easy, each being worth 10 points.

The last 3, however, are a bit harder conceptually and are worth 20 points.

All together, these sum to 250 points, or 25% of your total grade).

Learning Curve quizzes must be completed before the relevant class starts. See the schedule in Canvas for details.

Learning Curve quizzes are scored in an interesting way. If you provide incorrect answers, Achieve just makes you answer more questions, so it takes longer. But once you get to the target, you get full credit. If you don’t reach the full target, you get no credit. It’s low-stakes, but it’s all or nothing.

There is no time limit to completing these other than the deadline.

\(\dagger\dagger\) We are not covering Chapter 16 (which concerns the Consumer Price Index because it is too unrelated psychological and brain sciences). We also cover Chapter 7 at the end of the semester.

3.3 Post-Class quizzes

There will be 21 Post-Class quizzes.

Almost exactly parallel to the Learning Curve quizzes, the first 18 (Chapters 1-15 & 17-20)\(^{\dagger\dagger}\) are relatively easy, each being worth 10 points.

The last 3 (Chapters 21-23),\(^{\dagger\dagger\dagger}\) however, are conceptually a bit harder and are worth 20. Together, these sum to 240 points, or 24% of your total grade).

Post-Class quizzes quizzes must be completed within one week of the end of the relevant class. See the schedule inCanvas for details.

The post-class quizzes are pretty different from the Learning Curve quizzes. Specifically, they are not “all or nothing.” You can get answers wrong. However, you get up to 5 attempts at each quiz (within the 1-week window it’s available), and we take your highest score of your attempts. On most of the post-class quizzes, there are around 10-15 questions.

There is no time limit to completing each attempt other than the deadline.

\(\dagger\dagger\) We are not covering Chapter 16 (which concerns the Consumer Price Index because it is too far afield from psychological and brain sciences) \(\dagger\dagger\dagger\) Due to time constraints (the last week of the semester), there is no post-class quiz for Chapter 7, which is presented last for pedagogical reasons.

3.4 Final word on quizzes

IMPORTANT!!!

This class is set up so that getting high scores on the quizzes (both Learning Curve and Post-class) is fairly easy. In the case of the former, you just keep at it until you get full credit. In the case of the latter, you just repeat it (up to 5 times) until you get your maximum score.

But you must keep on top of them by doing them on time!!!

This is the key to doing well in this class. The reason is that the exams can be fairly difficult, so the quizzes act as an anchor to passing the class.

This is the pattern I have noticed having been the main instructor for the class since its inception in Fall, 2020.

You’ve been apprised. And it won’t be the last time I apprise you.

4.1 Breakdown by Assignment

Final grades will be assigned at the end of the semester on the basis of the total number of points earned out of a possible 1000 points, based on the following components:

4.2 Final Letter Grades

Below, \(y\) represents any particular student’s total percentage/points for the course. Letter grades (with strict cutoffs) will be assigned as follows:

6.1 Textbook

• Moore, D. S., & Notz, W. I. (2020). Statistics: Concepts and controversies, 10\(^{th}\) ed. Austin, TX: Macmillan Learning.

Purchase this directly through Canvas if at all possible. The only good reason to purchase the code from the bookstore is that, apparently, some people have to purchase from the bookstore in order to satisfy scholarship and financial-aid requirements.

6.2 Hardware

6.3 Software

7.1 Classroom Policies

8.1 Vaccines and Face-coverings

To help protect Aggieland and stop the spread of COVID-19, Texas A&M University urges students to be vaccinated and to wear masks in classrooms and all other academic facilities on campus, including labs. Doing so exemplifies the Aggie Core Values of respect, leadership, integrity, and selfless service by putting community concerns above individual preferences. COVID-19 vaccines and masking — regardless of vaccination status — have been shown to be safe and effective at reducing spread to others, infection, hospitalization, and death.

8.2 Attendance Policy

The university views class attendance and participation as an individual student responsibility. Students are expected to attend class and to complete all assignments.

Please refer to Student Rule 7 in its entirety for information about excused absences, including definitions, and related documentation and timelines.

8.3 Makeup Work Policy

Students will be excused from attending class on the day of a graded activity or when attendance contributes to a student’s grade, for the reasons stated in Student Rule 7, or other reason deemed appropriate by the instructor.

Please refer to Student Rule 7 in its entirety for information about makeup work, including definitions, and related documentation and timelines.

Absences related to Title IX of the Education Amendments of 1972 may necessitate a period of more than 30 days for make-up work, and the time frame for make-up work should be agreed upon by the student and instructor” (Student Rule 7, Section 7.4.1).

“The instructor is under no obligation to provide an opportunity for the student to make up work missed because of an unexcused absence” (Student Rule 7, Section 7.4.2).

Students who request an excused absence are expected to uphold the Aggie Honor Code and Student Conduct Code. (See Student Rule 24.)

8.4 Academic Integrity Statement and Policy

An Aggie does not lie, cheat or steal, or tolerate those who do.

“Texas A&M University students are responsible for authenticating all work submitted to an instructor. If asked, students must be able to produce proof that the item submitted is indeed the work of that student. Students must keep appropriate records at all times. The inability to authenticate one’s work, should the instructor request it, may be sufficient grounds to initiate an academic misconduct case” (Section 20.1.2.3, Student Rule 20).

You can learn more about the Aggie Honor System Office Rules and Procedures, academic integrity, and your rights and responsibilities at aggiehonor.tamu.edu.

8.5 Americans with Disabilities Act (ADA) Policy

Texas A&M University is committed to providing equitable access to learning opportunities for all students. If you experience barriers to your education due to a disability or think you may have a disability, please contact Disability Resources in the Student Services Building or at (979) 845-1637 or visit disability.tamu.edu. Disabilities may include, but are not limited to attentional, learning, mental health, sensory, physical, or chronic health conditions. All students are encouraged to discuss their disability related needs with Disability Resources and their instructors as soon as possible.

8.6 Title IX and Statement on Limits to Confidentiality

Texas A&M University is committed to fostering a learning environment that is safe and productive for all. University policies and federal and state laws prohibit gender-based discrimination and sexual harassment, including sexual assault, sexual exploitation, domestic violence, dating violence, and stalking.

With the exception of some medical and mental health providers, all university employees (including full and part-time faculty, staff, paid graduate assistants, student workers, etc.) are Mandatory Reporters and must report to the Title IX Office if the employee experiences, observes, or becomes aware of an incident that meets the following conditions (see University Rule 08.01.01.M1):

• The incident is reasonably believed to be discrimination or harassment
  
• The incident is alleged to have been committed by or against a person who, at the time of the incident, was (1) a student enrolled at the University or (2) an employee of the University

Mandatory Reporters must file a report regardless of how the information comes to their attention – including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post. Although Mandatory Reporters must file a report, in most instances, you will be able to control how the report is handled, including whether or not to pursue a formal investigation. The University’s goal is to make sure you are aware of the range of options available to you and to ensure access to the resources you need.

Students wishing to discuss concerns in a confidential setting are encouraged to make an appointment with Counseling and Psychological Services (CAPS).

Students can learn more about filing a report, accessing supportive resources, and navigating the Title IX investigation and resolution process on the University’s Title IX webpage.

NOTE: Faculty associated with the main campus in College Station should use this Title IX and Statement on Limits of Liability. Faculty not on the main campus should use the appropriate language and location at their site.

8.7 Statement on Mental Health and Wellness

Texas A&M University recognizes that mental health and wellness are critical factors that influence a student’s academic success and overall well-being. Students are encouraged to engage in proper self-care by utilizing the resources and services available from Counseling & Psychological Services (CAPS). Students who need someone to talk to can call the TAMU Helpline (979-845-2700) from 4:00 p.m. to 8:00 a.m. weekdays and 24 hours on weekends. 24-hour emergency help is also available through the National Suicide Prevention Hotline (800-273-8255) or at suicidepreventionlifeline.org.

9.1 Respect for Diversity

To make this environment comfortable for everyone, please remember that there are many students with different experiences and needs in one room. This class does not tolerate remarks that are sexist, racist, homophobic, or otherwise ridicule people.

Respectful environment: There are a number of topics during the semester that can make some people uncomfortable. To make this environment comfortable for everyone, please remember that there are many students with different experiences and needs in one room and these diverse experiences and backgrounds are not always obvious to the casual observer. Whereas it is 100% OK to disagree with someone, you must state your disagreements about the issue (and not the other person) and in a way that is respectful (i.e., does not belittle people or groups). This class does not tolerate remarks that are sexist, racist, homophobic, or otherwise ridicule people.