RE: Purpose of Experimental Psychology

[Rick Froman]

Title: Re: Purpose of Experimental Psychology

I think the Zeigarnik effect might suggest a hypothesis just the opposite of the one put forward by your colleague. Of course, the Zeigarnik effect has more to do with memory of a task than it does motivation to complete it but I find that, whatever you want to call it, an initial flawed attempt at research seems, for most students, more of a motivator for further research than a hindrance to it. According to Reber's (1985) Penguin Dictionary of Psychology, "Zeigarnik's original characterization [of the effect] contained an important factor that often goes unmentioned in contemporary usage; specifically, that fulfillment is defined in terms of the individual's own sense of satisfaction; it is not simply completion of a task but satisfactory completion of it in terms of the goals of the person working on it." (p. 836)

 

This seems quite descriptive of what my students experience. When given a chance in our higher level Advanced Research Seminar to do another project, many seem very interested in doing better than last time. They seem to have this feeling of incompletion left over from the methodological problems of the last project that actually motivates them and makes them look forward to doing better on the next project. So, I don't suggest requiring just a proposal. I have not found that one less than perfect research experience is likely to lead to one-trial learned helplessness with regard to performing research.

 

Rick

Dr. Richard L. Froman
Psychology Department
John Brown University
Siloam Springs, AR 72761
e-mail: [EMAIL PROTECTED]
phone and voice mail: (479)524-7295
http://www.jbu.edu/sbs/rfroman.html

-----Original Message-----
From: Tim Gaines [mailto:[EMAIL PROTECTED]]
Sent: Friday, October 11, 2002 9:45 AM
To: Teaching in the Psychological Sciences
Subject: Re: Purpose of Experimental Psychology

This thread has been interesting.  Can I ask a question about just

how you think the goals of the course should be met?  I have long

taught this course with a lab, and I emphasize actual data

collection experiences and APA reports.  I begin the term with

experiments and observational studies that I select to illustrate

lecture topics on methodology, ethics, control, interactions,

etc.  However, after midterm students must present a proposal for

a team project (usually two per team), and then they have four

weeks to actually carry out the project.  They present an oral

report with a poster, they get formal feedback from the class

and from me on the poster, and then two weeks later, at term's

end, they must submit a full APA report of their project.  This

project counts for slightly more that half of their lab grade.

Sometimes the studies are a bit silly despite my efforts to

encourage tests of theories.  Sometimes the results are

inconclusive because of small sample sizes or methodological

flaws that they discover in the process of doing the project.

I don't fault them too much for such flaws if they address them

in their discussion sections.  I see all of this as valuable,

whether the projects are of high quality or low.  During the

four weeks in which they are conducting their studies I normally

hold fairly short labs where they do some exercises to illustrate

counterbalancing, subject matching, and similar topics, but they

do not have to write any reports.  I spend time helping some of

the teams set up for their studies when special equipment or

computer programs are needed.

I have recently had my notions of the importance of data

collection experiences challenged, especially when it comes to

the project.  It has been suggested that students at this level

have negative reactions to the difficulties involved in achieving

"good" or meaningful results and that such reactions could

discourage them from pursuing more meaningful research opportunities

later on.  I am under no pressure from my department or our

administration to change the way I do things.  This challenge comes

from conversations with another person whose philosophy differs

from mine.  It has got me thinking, though.  I have not seen any

evidence of discouragement on the part of students.  And I wonder

what the lack of experience on a personal project might do to

their desire to pursue later research.  And when I think about all

of the things that must be dealt with in actual data collection,

I can't help but think that it is important to experience those

things early on.  But I suppose I could be wrong.

As a result, I am wondering what you TIPS folks think about

the possibility of requiring only a proposal without the actual

data collection aspects of a project.  How do you do these

things at your schools, and what are your conclusions?  Thanks

for any advice you can give me.

Tim

   

--

****************************************************************
 Tim Gaines                          [EMAIL PROTECTED]
 Professor of Psychology                phone:  864-833-8349
 Presbyterian College                       fax:  864-833-8481
 Clinton, SC  29325
****************************************************************

---
You are currently subscribed to tips as: [EMAIL PROTECTED]
To unsubscribe send a blank email to [EMAIL PROTECTED]

---
You are currently subscribed to tips as: [EMAIL PROTECTED]
To unsubscribe send a blank email to [EMAIL PROTECTED]