2.1.1 Description

Statistics is the art of stating in precise terms that which one does not know. – William Kruskal

Statistics is a body of methods for making wise decisions in the face of uncertainty. – Wallis & Roberts (1956)

Statistics is the math of estimation, prediction, and uncertainty. The course will teach you to use a broad set of statistical methods to analyze data and interpret hypothesis tests. We will emphasize statistical reasoning and its interpretation rather than memorization of formulas. You will be trained to be critical consumers of research findings described in both the scientific literature and popular media. You will not have to perform calculations during exams; they are done as homework assignments. But these require nothing more than basic algebra. The emphasis of this class is on understanding the logic of the statistical methods. If you can use a simple four-function calculator, you can do statistics.

This class also includes a lab component where you will learn how to use statistical software, specifically the free, open software platform jamovi, and write up results of your own research, which you conduct in group projects.

2.1.2 Meetings

Meetings for the main class are remote and synchronous.

2.1.3 Special Designation

Writing Intensive (W)

This course is a university designated “W” course. Although statistics may not seem like the most obvious class to be writing-intensive, effective communication about statistical analyses and the interpretation of results is a crucial part of psychological science. Writing well is a set of skills that can be developed with deliberate practice. You will have the chance to develop such skills in this course.

Accordingly, since it is a 4-unit W course, at least 25% of your grade must be based on writing. In this class, there are both rough and final drafts. Together, they comprise 34% of your total grade, or 339 points out of 1000.

Additionally, as per the rules of the Department of Psychological and Brain Sciences, you must pass the writing portion of the course with at least 60% of the points on the writing assignments (59.5% in this class rounds up to 60%). For this class, this means that your total summed score across all FINAL drafts of papers must reach at least 130 out of 219 points.

Failure to obtain 130 points for the four final drafts will result in a failure to pass PSYC 301 altogether, irrespective of your cumulative score out of 1000 for the entire class (main class + lab).

Two additional rules:

• You must turn in eight writing products total in order to pass the class. These comprise the rough and final drafts for all four writing assignments.
  
• The final draft of each writing assignment must also show changes based on the feedback on the respective rough draft.

Failure to turn in all eight of these products with significant changes between each rough-final draft pair will result in failure of the entire PSYC 301 course.

2.1.4 Prerequisites

Grade of C or better in PSYC 107; MATH 140 or MATH 150 with a grade of C or better, MATH 168, MATH 142, MATH 166, MATH 151, MATH 171, MATH 131, or MATH 147; major in psychology.

2.1.5 Course Catalog Description

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

PSYC 301 Elementary Statistics for Psychology
Credits 4. 3 Lecture Hours. 2 Lab Hours.
Practical knowledge of statistics up through analysis of variance. Practice sessions devoted to numerical problems. Will not satisfy mathematics requirement in College of Liberal Arts curricula.

2.2.1 Description

This lab is designed to complement the lecture portion of PSYC 301. In the main class, you will learn the logic behind various statistical tests, how they are computed, and how to interpret them.

In the lab, you will apply this knowledge and learn both to run statistical tests (using software) and to write about the results for professional reports. This is similar to what psychological researchers do every day (in part, anyway).

The central focus of the lab is the Research Project, which is carried out in small groups, and comprises the following components, not all in chronological order:

• Designing a survey
  
• Collecting data
  
• Organizing the data for analysis
  
• Analyses
  • a t-test
    
  • a oneway ANOVA
    
  • a correlation
    
  • a simple regression
    
• Writing
  • Rough drafts
    
  • Final drafts

Again, these will be carried out in groups of about 4-5 students. We normally organize students into groups based on mutual research interests. However, in the Covid era, we need to do this by masking preferences. Students who prefer to wear masks will be put into groups together, as much as is possible. The same is true for students who prefer not to wear masks.

With these groups, you will also engage in further activities that will help you achieve a deeper understanding of the topics covered in lecture.

Video watchings, support tasks, writing assignments, and research-group lab tasks are worth just under 54% of your total grade(or 544/1000).

Thus, actively participating in lab is important for success in this course.

There is much more information about these assignments and tasks under the heading Tasks (section 4), as well as Grades (section 5).

2.2.2 Meetings

Meetings for the all the labs are weekly and face-to-face. If students need to quarantine, we have Zoom on all the computers in Milner 202 so that groups can still meet. All labs will have a Zoom option, and they will be recorded for asynchronous viewing.

3.3.1 Knowledge Required for the Degree

As the field of Psychology in the modern era requires significant quantitative skills, you will learn to use statistical techniques to summarize sample data (descriptive statistics) and how to use that sample data make inferences about population parameters (inferential statistics). You will learn how to distinguish claims of statistical significance (null-hypothesis significance testing, confidence intervals, etc.) from claims about substantive or practical significance (effect size).

3.3.2 Critical Thinking

You will learn how to critically evaluate statistical results and quantitative information reported in psychological research.

3.3.3 Communication

You will learn how to communicate statistical results to other researchers in Psychology. You will learn how to interpret statistical information presented in scientific reports.

3.3.4 Personal and Social Responsibility

You will consider how data should be collected, presented, and interpreted in an ethical manner. You will learn about the importance of transparency in conducting and reporting statistical analyses.

3.3.5 Collaboration

You will work in teams to design a study and collect data. Almost all research projects in the field of Psychology are collaborative in the modern era.

4.1.1 Readings

The readings for the main class are done through Perusall. Perusall is a social-reading platform that allows you to see your classmates’ comments. These are kept anonymous in this class.

Each of these 14 readings over the course of the semester is worth 4 points, or 56 points total. This amounts to 6% of the total final grade.

The assignments are graded automatically by Perusall using a highly complex algorithm. This algorithm is designed to detect legitimate engagement with the material. In short, as long as you are reading the material deeply, and providing thoughtful comments and replies to comments, Perusall will reward you with high scores.

Except for the first reading assignment (which is due on the Friday of the first week), these assignments are always due before class begins on the first instructional day during the week in which the Perusall assignment is considered due. That is, if you have a MWF class, it’ll be due before class begins on Monday, and if you have a TTh class, it will be due before class begins on Tuesday.

4.1.2 Exams

4.1.3 Homework Problems

The homework problems assigned in the main class involve calculations. In the table below, you can see when will appear online, and when they are due. These are all Fridays, and the time that they are due is always 11:59 pm. These are also listed on the course schedule (section 6.1). Note that they can be quite involved, and will probably take you between 1/2 hour and an hour to complete (especially the more difficult ones).

If you are not satisfied with your score on any given attempt, you just make a request in the associated Request to re-do HW… (a Google Form that you fill out). The undergraduate Teaching Scholar for the class will update the assignment so that you can re-take it the following day. But note that on any re-take, you will get a different data set.

You can re-attempt any given homework up to once per day throughout the time window when that particular homework assignment is available.

There are thirteen of them. See below.

4.1.4 Extra credit

There is only one kind of extra credit in this course. In addition to the four reviews you are required to do, you are also allowed (but not required) to do up to 4 extra peer reviews during the peer-review period in Peerceptiv. Your extra credit, however, is not reflected in a separate grade column in Canvas Rather, it is reflected directly in your grade for the particular assignment in Peerceptiv. That is, Peerceptiv takes care of your extra-credit points, not us.

Otherwise, there is no extra credit in this course (though the formative exams and homework problems might be considered an indirect way of doing this).

So please do not ask us at the end of the semester about extra-credit opportunities. The answer is always “No.”

4.2.1 Attendance

(65 points [5 points \(\times\) 13 physical attendances], or 6% of the total grade)

Lab attendance is important for mastering material.

Each lab session will also be available in Zoom, and live attendance in Zoom is acceptable. Although each lab will be recorded as well for later viewing, just watching the lab asynchronously will not be considered as having attended.

4.2.2 Watching how-to videos

There are how-to videos that you need to watch as homework for the lab. Like the reading assignments in the main class, you watch these videos through Perusall. Again, Perusall is a social-reading (in this case -watching) platform that allows you to see your classmates’ comments. These are kept anonymous in this class.

Each of these 11 “watchings” over the course of the semester is worth 4 points, or 44 points total. This amounts to 4% of the total final grade.

Again, each assignment is graded automatically by Perusall using a highly complex algorithm. This algorithm is designed to detect legitimate engagement with the material. In short, as long as you are watching the videos carefully, and providing thoughtful comments and replies to comments, Perusall will reward you with high scores.

They are always due at 9 am on the day of your lab (irrespective of when your lab actually starts) during the week in which the Perusall assignment is considered due.

4.2.3 Research Project

You will be carrying out a small research project in groups of about four students. This project is broken down into various parts.

• There will be 8 Support Tasks that you turn in as a group, each worth 12 for a total of 96 points. The support tasks revolve around research design, data collection, preparation, and analysis.
  
• You will also write somewhat simplified version of an APA primary-research manuscript. This will come in the form of four writing assignments, each of which in turn comprises a rough and a final draft.
  • The 4 rough drafts are each worth 30 points (120 total), and are peer-reviewed (by your classmates) through Peerceptiv.
    
  • The final drafts have varying point values. See below.

5.2.1 Total Points in Class

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

5.2.2 Condition 1: The 60% requirement

As noted above in section 4.2.3.3.1, this is a W Course. This means that you must get 60% of the point total for the final drafts in the lab; otherwise, you fail the entire PSYC 301 course. Below, \(k\) represents any particular student’s total percentage/points on the final-draft assignments (they are collectively worth 219 points.)

5.2.3 Condition 2: All 8 drafts submitted

As mentioned above in Tasks (section 4.2.3.3.2), you MUST turn in all 8 drafts of the writing assignments (4 rough drafts; 4 final drafts); otherwise, you fail the entire course. The grade breakdown is simple, but as follows, where \(j\) is the number of drafts any given student turns in:

7.2.1 Main Class

• Navarro, D. J., & Foxcroft, D. R. (2019). Learning statistics with jamovi: A tutorial for psychology students and other beginners. Retrieved from https://www.learnstatswithjamovi.com.

7.2.2 Lab

• Bolger, P. (2020). A lab guide for PSYC 301: Elementary statistics for psychology. https://patrickabolger.github.io/ElemStatsLabManual/ CC-BY-SA 2.0 license.

7.3.1 Main Class

The university now requires you to possess the following:

• a computer with access to the internet (click here to see A&M’s computer requirements)

Oddly, the university does not seem to explicitly require a microphone or speakers. I have to assume it must be implicit with the “integrated webcam.”

Anyway, I’ll include them below

• a microphone
  
• speakers (or headphones/earbuds, etc.)

Technically, no other hardware is required for the main class.

7.4.1 Main Class

7.4.2 Lab

• jamovi (freeware available for Windows, Mac, Linux, and Chromebook)
  • Install the following modules from within jamovi:
    • lsj-data - learning statistics with jamovi
    • scatr

7.5.1 Main Class

• LinkedIn Learning Tutorials

We have set up a “collection” of LinkedIn Learning tutorials available to you for free from within the Howdy! portal. They correspond pretty well with much of the course material. Links will be provided in the Course Schedule below as well, but more usefully, in Canvas under the relevant sections.

7.5.2 Lab

8.1.1 Classroom Behavior

PSYC 301 is a learning community where civility and mutual respect are crucial for success. we will be be prepared to teach the material in an animated, but professional manner. We will treat you like mature members of a learning community. Likewise, we expect that you will attend the labs, work with your research group on completing tasks in the lab, and be prepared to both learn and contribute to the course in a thoughtful manner. Let’s be nice to each other and have a great semester!

8.1.2 Grade Disputes

If you wish to dispute a grade on an assignment or exam, you must submit a written rationale (email is fine) to justify the change within 1 week of receiving your score in Canvas for exams, written papers, or lab activities. Submit the rationale to the head instructor if it’s an exam score. Otherwise, submit the rationale to your TA.

8.1.3 Cheating

Cheating in the main class will almost certainly be restricted to taking online exams.

Since the exams are formative now, it makes sense to use every precaution to make sure that cheating does not occur. To this end, you will take exams through either the Respondus Lockdown Browser, which you will need to download (for free) through Texas A&M’s Software Center, or the Honorlock system, which is an extension to the Chrome Browser. You will also need a webcam

For exams, there will two steps you need to follow before and during the exams to ensure integrity.

• Show your photo ID
  
• Record your exam with a webcam

The lockdown browser and Honorlock both have settings that can require these from you so that you don’t forget.

What we really want to make sure of is that you are you and that now one else is there helping you.

More details are below.

8.1.4 Cheating in the main class

(adapted from wording provided by Drs. Duane and Tilly McVay)

8.2.1 Cheating

Cheating in the lab usually takes the form of plagiarism. Plagiarism consists of taking the ideas, words, style, or images (i.e., intellectual products) of another person and passing them off as your own. You are committing plagiarism if you copy the work of another person and turn it in as your own, even if you have their permission. Plagiarism is one of the worst academic crimes because it undermines trust and inhibits the proper allocation of credit for intellectual products. It is the intellectual equivalent of theft.

Suspected violations will be reported to the Aggie Honor System Office. Students who plagiarize material on written assignments will at the very least receive 0 points for that assignment, but the severity of the transgression could result in penalties even more detrimental to one’s course grade, up to and including outright failure of the class altogether.

See section 8.1.4.2 above for more information on the procedures we take once cheating (plagiarism) has been identified.

8.4.1 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.

8.4.2 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.)

8.4.3 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.

NOTE: Faculty associated with the main campus in College Station should use this Academic Integrity Statement and Policy. Faculty not on the main campus should use the appropriate language and location at their site.

8.4.4 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.

8.4.5 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.

8.4.6 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.

8.5.1 Limits to Confidentiality

Texas A&M University and the Department of Psychological and Brain Sciences are committed to fostering a learning environment that is safe and productive for all. University policies and federal and state laws provide guidance for achieving such an environment. Although class materials are generally considered confidential pursuant to student record policies and laws, University employees—including instructors—cannot maintain confidentiality when it conflicts with their responsibility to report certain issues that jeopardize the health and safety of our community. As the instructor, we must report the following information to other University offices if you share it with me, even if you do not want the disclosed information to be shared:

• Allegations of sexual assault, sexual discrimination, or sexual harassment when they involve TAMU students, faculty, or staff
  
• Credible threats of harm to oneself, to others, or to university property

These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In many cases, it will be your decision whether or not you wish to speak with that individual.

If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the Student Counseling Service Students can report concerning, non-emergency behavior at Tell Somebody.

8.5.2 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.