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Current models in psychological research

Current models in psychological research

Name: Current models in psychological research
Brand: Editura Universitară
SKU: 9786062818340
Price: 35.00 RON
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Publisher: Editura Universitară

Author: Ruxandra-Victoria Paraschiv

Edition: I

Pages: 300

Publisher year: 2024

ISBN: 978-606-28-1834-0

DOI: 10.5682/9786062818340

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The book Current models in psychological research makes a comprehensive analysis of the models used in contemporary psychological research: rational, empirical and data science. The paper explores research methods, from quantitative to qualitative ones, with an emphasis on the design and validity of the studies.
Structured to guide readers in psychological research, the book includes theoretical aspects, empirical, rational and data science models, as well as ethical considerations and presentation of results. Each chapter is completed by summaries, keywords and bibliography to facilitate understanding and deepening of the topics covered.

Current patterns in psychological research
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Dr. RUXANDRA-VICTORIA PARASCHIV is a psychologist since 2016, doctor in psychology since 2019, with 10 years of research and teaching experience. Author of 49 specialized papers, university lecturer at Titu Maiorescu University in Bucharest, she is recognized for her contributions in psychophysiology, experimental psychology and the development of psychological research methodologies. This work is a detailed and practical guide to the fascinating world of psychological research.

PREFACE / 15

CHAPTER 1
ELEMENTS OF METHODOLOGY AND MODELING

1.1 Introduction / 17
1.2 Quantitative and qualitative research / 18
1.3 Methods and models / 19
1.4 Research methods / 19
1.4.1 Basic research methods / 19
1.4.2 Physiological measurements / 19
1.4.3 Research projects / 20
1.5 Basic research projects / 20
1.5.1 Types of basic research projects / 20
1.5.2 Research projects: Variations / 22
1.5.3 Confidence in research results / 22
1.5.4 Reliability and validity / 22
1.6 Summary / 24
1.7 Keywords / 27
1.8 Questions / 29
1.9 Bibliography / 31

CHAPTER 2
RESEARCH IN PSYCHOLOGY

2.1 Methods of knowledge / 33
2.1.1 The intuition method / 33
2.1.2 The authority-based method / 33
2.1.3 The rational method / 34
2.1.4 The empirical method / 38
2.1.5 The scientific method / 38
2.1.6 Data-based method / 39
2.2 Basic concepts / 40
2.2.1 Variables / 40
2.2.2 Sampling and measurement / 41
2.2.3 Statistical relationships between variables / 42
2.2.4 Differences between groups / 42
2.2.5 Correlations between quantitative variables / 43
2.2.6 Correlation does not necessarily imply causation / 45
2.3 Generating good research questions / 47
2.3.1 Finding inspiration / 47
2.3.2 Evaluation of research questions / 48
2.4 Review of research literature / 49
2.4.1 Research literature / 49
2.4.2 Professional journals / 50
2.4.3 Scientific books / 50
2.4.4 Literature search strategies / 51
2.4.5 Use of other search techniques / 51
2.5 Scientific psychology: research methods and research design in psychology / 52
2.5.1 Preliminaries / 52
2.5.2 Quantitative and qualitative research / 53
2.5.3 Functionality questions / 54
2.5.4 Methods and models / 54
2.5.5 Research methods / 54
2.5.6 Auto reports / 54
2.6 Summary / 55
2.7 Keywords / 58
2.8 Questions / 61
2.9 Bibliography / 63

CHAPTER 3
EMPIRICAL, RATIONALE, AND DATA SCIENCE MODELS IN PSYCHOLOGY

3.1 Introduction / 64
3.1.1 Empirical models in psychology / 64
3.1.2 Rational models in psychology / 66
3.1.3 Models of data science (DS) in psychology / 67
3.2 Empirical models in psychology / 69
3.2.1 The main characteristics of empirical models in psychology / 69
3.2.2 The main methods of empirical models in psychology / 70
3.3 Rational models in psychology / 72
3.3.1 Characteristics of rational models / 72
3.3.2 Types of rational models / 73
3.4. Data Science Models in Psychology / 75
3.4.1 Main Features of Data Science Models in Psychology / 75
3.4.2 Main Methods of Data Science Models in Psychology / 76
3.4.3. Integrating Empirical, Rational, and Data Science Models / 77
3.5. Advantages and limitations of each model / 78
3.5.1. Advantages and disadvantages of empirical models / 78
3.5.2. Advantages and limitations of rational models in psychology / 79
3.5.3. Advantages and limitations of data science models / 79
3.6 Summary / 80
3.7 Keywords / 82
3.8 Questions / 84
3.9 Bibliography / 84

CHAPTER 4
THEORY IN PSYCHOLOGY

4.1 Phenomena and theories / 86
4.1.1 Phenomena / 86
4.1.2 Theories / 87
4.2 The use of theories in psychological research / 89
4.2.1 Theory testing and revision / 89
4.2.2 Incorporating theory into research / 89
4.3. The diversity of theories in psychology / 89
4.3.1 Formality / 89
4.3.2 Scope / 90
4.3.3 Theoretical approach / 90
4.4 The use of theories in psychological research / 91
4.4.1 Testing and revising theories / 92
4.4.2 Incorporating theory into research / 92
4.5 Summary / 92
4.6 Keywords / 94
4.7 Bibliography / 94

CHAPTER 5
QUANTITATIVE SCIENCE. MEASUREMENT IN PSYCHOLOGY

5.1 Theories of measurement / 96
5.1.1 Introduction / 96
5.1.2 Representational theory / 96
5.1.3 Information theory / 97
5.1.4 Measurement in science / 97
5.2. The concept of scientific measurement / 98
5.2.1 The centrality of the quantity concept / 98
5.2.2 The concept of quantity involves measuring / 100
5.2.3 The empirical commitments of the quantity concept / 100
5.2.4 The two quantification tasks: scientific and instrumental / 100
5.2.5 Measurement in psychology / 101
5.3 Definition of measurement in psychology / 101
5.3.1 Definition of measurements Stevens / 101
5.3.2 Widespread acceptance in psychology / 102
5.3.3 Its relationship with the concept of quantity and the scientific task of quantification / 102
5.4 The measurement tradition in psychology and the scientific task of quantification / 103
5.4.1 Fechner, Pythagoreanism and the scientific task of quantification / 103
5.4.2 Fechner's psychophysics as a model of psychological measurement / 105
5.4.3 Spearman: The quantitative imperative and practicalism / 105
5.4.4 Applied psychology, practicalism and the instrumental task / 106
5.4.5 Psychological measurement as a scientific anomaly / 106
5.4.6 Ferguson Committee / 106
5.4.7 Stevens' attempt at rational reconstruction of psychological measurement / 107
5.4.8 Implications for the scientific task of quantification / 107
5.5 Psychological measurement and methodical thought disorder / 108
5.5.1 The concept of thought disorder / 108
5.5.2 The systemic character of methodological thinking disorder in psychological measurement / 109
5.5.3 Measurement paradigms / 110
5.5.4 The logic of science and the category of quantity / 110
5.6 A new definition of measurement / 111
5.7 The evolution of measurement theories / 112
5.8 Object-oriented measurement model (OMMO) and conclusions / 115
5.9 Summary / 116
5.10 Keywords / 119
5.11 Bibliography / 122

CHAPTER 6
EXPERIMENTAL RESEARCH

6.1 Main reservations / 124
6.1.1 Learning objectives / 126
6.1.2 Experiments between subjects / 126
6.1.3 Treatment and control conditions / 126
6.1.4 The powerful placebo / 127
6.1.5 Experiments within subjects / 127
6.1.6 Between subjects or within subjects? / 127
6.2 Carrying out experiments / 127
6.2.1 Recruitment of participants / 128
6.2.2 Standardization of the procedure / 128
6.2.3 Keeping records / 129
6.2.4 Pilot testing / 129
6.3 Summary / 130
6.4 Keywords / 132
6.5 Bibliography / 133

CHAPTER 7
NONEXPERIMENTAL RESEARCH

7.1 General presentation of non-experimental research / 135
7.1.1 Definition of non-experimental research / 135
7.1.2 When non-experimental research is used / 136
7.1.3 Types of non-experimental research / 136
7.1.4 Internal validity revised / 137
7.2 Quasi-experimental research / 137
7.2.1 Designing non-equivalent groups / 138
7.2.2 Pretest Posttest Design / 138
7.2.3 Interrupted time series design / 138
7.2.4 Combined projects / 139
7.3 Qualitative research / 140
7.3.1 What is qualitative research? / 140
7.3.2 The purpose of qualitative research / 140
7.3.3 Data collection and analysis in qualitative research / 141
7.3.4 Quantitative qualitative "debate" / 141
7.4 Summary / 142
7.5 Keywords / 144
7.6 Bibliography / 147

CHAPTER 8
COMPLEX RESEARCH PROJECTS

8.1 Multiple dependent variables / 149
8.1.1 Measures of different constructs / 150
8.1.2 Handling checks / 150
8.1.3 Measures of the same construction / 150
8.2 Multiple independent variables / 151
8.3 Complex correlation projects / 153
8.3.1 Correlational studies with factorial models / 154
8.3.2 Evaluation of relationships between multiple variables / 154
8.3.3 Exploring causal relationships / 155
8.4 Summary / 156
8.5 Keywords / 159
8.6 Bibliography / 161

CHAPTER 9
RESEARCH THROUGH SURVEY

9.1 Emotional reactions to tragic events and investigative research / 162
9.1.1 Introduction to survey research / 162
9.1.2 History and uses of survey research / 163
9.1.3 Fundamental aspects of survey research / 163
9.2 Construction of survey questionnaires / 164
9.2.1 Survey response as a psychological process / 164
9.2.2 Writing survey questionnaires / 165
9.2.3 Questionnaire formatting / 166
9.3 Conducting surveys. Learning objectives / 167
9.3.1 Sampling / 167
9.3.2 Sampling bias / 168
9.3.3 Data collection methods / 168
9.4 Summary / 169
9.5 Keywords / 170
9.6 Bibliography / 172

CHAPTER 10
RESEARCH WITH A SINGLE OBJECTIVE

10.1 Overview of single-subject research / 175
10.1.1 What is single-subject research? / 175
10.1.2 Hypotheses of single-subject research / 175
10.1.3 Who uses single-subject research? / 175
10.2 Single-subject research projects / 176
10.2.1 General characteristics of projects with a single subject / 177
10.2.2 Reversal models / 177
10.2.3 Projects with multiple baselines / 177
10.2.4 Data analysis in single-subject research / 178
10.3 The "debate" of the single subject versus the group / 179
10.3.1 Data analysis / 179
10.3.2 External validity / 180
10.3.3 Individual and group research as complementary methods / 180
10.4 Summary / 181
10.5 Keywords / 184
10.6 Bibliography / 186

CHAPTER 11
PRESENTATION OF RESEARCH RESULTS

11.1 Style of the American Psychological Association (APA) / 188
11.1.1 What is APA style? / 188
11.1.2 Levels of APA style / 189
11.1.3 References and citations in APA style / 190
11.2 Learning objectives / 191
11.2.1 Sections of a research report / 191
11.3 Other presentation formats / 194
11.3.1 Other types of manuscripts / 195
11.3.2 Conference presentations / 195
11.3.3 Oral presentations / 195
11.3.4 Posters / 195
11.4 Summary / 196
11.5 Keywords / 198
11.6 Bibliography / 200

CHAPTER 12
DESCRIPTIVE STATISTICS

12.1 Introduction to descriptive statistics / 201
12.1.1 Definition and importance of descriptive statistics. Definition of descriptive statistics / 201
12.1.2 The difference between descriptive statistics and inferential statistics / 202
12.2 Indicators of descriptive statistics / 204
12.2.1 The role of statistics as an investigative tool in psychology / 212
12.2.2 The use of statistics in psychology / 213
12.2.3 Stages of statistical analysis in psychology / 213
12.2.4 Types of statistics used in psychology / 214
12.3 Methods and indicators of descriptive statistics / 218
12.4 Applications of descriptive statistics / 225
12.4.1 Application 1 / 225
12.4.2 Application 2 / 229
12.4.3 Application 3 / 230
12.5 Summary / 234
12.6 Keywords / 236
12.7 Questions / 238
12.8 Bibliography / 239

CHAPTER 13
INFERENTIAL STATISTICS

13.1 Introduction to inferential statistics / 241
13.1.1 Definition and importance of inferential statistics. Definition of inferential statistics / 241
13.1.2 History and evolution of inferential statistics. The origins of inferential statistics / 242
13.1.3 Applications of inferential statistics in various fields / 244
13.2 Inferential statistics / 246
13.2.1 Basic concepts of inferential statistics / 247
13.2.2 Sample selection methods / 248
13.3 Normal law / 249
13.3.1 The centered and reduced normal law / 249
13.4 Description and Inference / 250
13.4.1 Types of samples / 251
13.4.2 Estimation theory / 252
13.5 The principle of statistical tests / 254
13.6 Parametric tests and non-parametric tests / 255
13.6.1 Parametric tests / 256
13.6.2 Non-parametric tests / 257
13.6.3 Tests for nominal data / 258
13.7 Applications of statistical tests / 259
13.8 Summary / 277
13.9 Keywords / 281
13.10 Questions / 284
13.11 Bibliography / 285

CHAPTER 14
RESEARCH ETHICS

14.1 The moral bases of ethical research / 287
14.1.1 A framework for thinking about research ethics / 287
14.1.2 Moral principles / 288
14.1.3 Unavoidable ethical conflict / 290
14.2 From moral principles to ethical codes / 290
14.2.1 Historical presentation / 290
14.2.2 APA Code of Ethics / 291
14.3 Application of ethics in research / 292
14.3.1 Knowledge and acceptance of ethical responsibilities / 292
14.3.2 Identification and minimization of risks / 293
14.3.3 Identifying and Minimizing Cheating / 293
14.3.4 Weighing risks against benefits / 294
14.3.5 Creation of consent and information procedures / 294
14.3.6 Obtaining Approval / 294
14.3.7 Monitoring and compliance with ethical standards / 294
14.4 Summary / 294
14.5 Keywords / 297
14.6 Bibliography / 298

The activity of psychologists has significantly diversified with the integration of cybernetics, computer science, information technology (IT&C) and data science (Data Science) into the conceptual and methodological arsenal of psychology. Like other fields in the humanities, such as law, sociology, philosophy, marketing or economics, digitization - which began in 2016 as the fourth industrial revolution - fundamentally transforms sciences, methodologies and the way of thinking and research.
Deep specialization within the same science has been accelerated by technology, which helps us understand human behaviors from physiological, emotional, and cognitive perspectives, thereby narrowing the field of investigation. Maintaining a common platform of communication and understanding between all specialties in psychology is achieved through research methods, including:
- standardization of concepts;
- unification of research methods and analysis of research results.
Consider that a psychologist specializing in interculturality and one in cognitive neuroscience attending a scientific conference may not be familiar with the phenomena and theories relevant to each other's work. However, psychology majors, regardless of their field of specialization, know fundamental concepts such as the experiment, correlational study, independent and dependent variables, the importance of reliability and validity in psychological measurement, and the need for replication in psychological research.
Thus, experimental psychology and methodology unify the perspectives of different specialties of psychology on human behavior. Research methods are essential in psychology and are common to all branches of specialization.
Most undergraduate psychology students do not go on to master's degrees in clinical, human resources, communication, or therapy, and of those who do, only a small fraction become cross-cultural psychologists, cognitive neurologists, or researchers.
Most graduates pursue careers in clinical practice, social services and other fields seemingly unrelated to classical psychology, such as: neuromarketing, psychophysiology, neuroimaging, cognitive robots, emotional robots, BCI (Brain Computer Interface), data science in psychology. For these students, the study of research methods and designs is important, preparing them to be effective consumers of psychological research and developing logical thinking skills and attitudes applicable to all psychology specialties and many areas of life. From this perspective, the university is a school of thought education; one way to educate the research psychologist is also to learn a programming software. SPSS, R, and PYTHON are suitable for psychologists both from the perspective of processing tools and for modeling scientific thinking in psychology.
This work presents the concepts, methodologies, and skills shared by psychology researchers in a way that is accessible to undergraduates, masters, and doctoral students in all psychology majors. To achieve this goal, I tried to give the work the following characteristics:
- Simple writing: the principle of parsimony is applied throughout the book;
- Limited references: instead of including hundreds of references, I have focused on methodology and modeling classics and exemplary research sources;
- Minimal digressions: I minimized technical and philosophical digressions to avoid distracting students from the main issues;
- Various examples: I used a variety of examples from different branches of psychology;
- Traditional structure: We have maintained the general structure of the textbook, typical of introductory research, to make it easy for experienced instructors to use.
This book has evolved over 10 years of work in the field of psychophysiology, measurement in the field of experimental psychology, during which I aimed for graduates to know the research methodology that would lead them to valid results in research activity, be it academic or practical.
The aim is to instill the genuine scientific spirit as a way of thinking, experimenting and interpreting results.
In the last twenty years, psychology has become an engineering science, both in content and methodology, thus responding to the requirements of quantitative research that transforms the psychologist into a logical practitioner and an operational statistician.

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