Related to the question at hand, I remember doing a quick and dirty study _many_ years ago looking at the performance differences in participants' performance on memory tasks early vs late in the semester. I hypothesized that those early in ther term would be more motivated and less concerned about just "getting it out of the way" nearer to the end of the semester. Alas, there were no observed differences as perhaps the tasks for both groups weren't the same, etc. I did not pursue it farther, but maybe I should have.
>>> Steven Specht <[email protected]> 05/06/09 3:00 PM >>> I have the very same concern. I think it may be a serious and systemic problem that has the potential to influence what we are learning about psychology through empirical data collection in terms of making Type I and Type II errors. I recently conducted a study in which students read a statement via a powerpoint presentation which they controlled. I was able to measure approximate times that participants spent on any given slide. A couple of participants spent less that three seconds on a slide that would take even the fastest reader more than 10 secs. to finish. My hypothesis is that some students are participating simply to get "extra credit" or to fulfill some course requirement for research participation. They are neither intrinsically interested in the research nor concerned about "doing their best" (or doing the "real" task at all!). This certainly can impact the decisions we make based upon the data. I fear this issue is more prevalent than we care to "admit". I'm very happy that Blaine has raised the issue. I'm concerned that others might not raise it as it might bring their research into question. BUT... I personally think it is a serious question for all of us in the field. I'll be interested to her from other TIPSters. Thanks Blaine. -S On May 6, 2009, at 2:47 PM, Blaine Peden wrote: > > Our students and faculty conduct research with participants from > introductory psychology and other courses. Some participants seem to > do the studies in great haste and with little sincerity and thereby > raise concerns about the quality of their data. Have you > developed strategies or instructional materials that explain the > process and purpose of psychological research to future participants > and also promotes their involvement and integrity? I welcome any > comments, suggestions, or resources. > > thanks so much, blaine > > --- > To make changes to your subscription contact: > > Bill Southerly ([email protected]) > ======================================================== Steven M. Specht, Ph.D. Professor of Psychology Chair, Department of Psychology Utica College Utica, NY 13502 (315) 792-3171 "The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy." Martin Luther King Jr. --- To make changes to your subscription contact: Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected])
