Undergraduate Course: Psychology Methodology 2 (PSYL10035)
|School||School of Philosophy, Psychology and Language Sciences
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Available to all students
|Summary||This course focuses on a range of approaches to the design of experiments and the analysis of data. The examination consists of two sections; students must answer questions from each section. One section of the exam covers the qualitative methods section of the course. There is less emphasis on practical work than in Methodology 1 but some practical work is included in the course where appropriate, and question content may require students to comment on practical design/analysis issues.
Entry Requirements (not applicable to Visiting Students)
|| Students MUST have passed:
Psychology Methodology 1 (PSYL10034)
||Other requirements|| None
Information for Visiting Students
|Pre-requisites||Visiting students should have at least 3 Psychology courses at grade B or above (or be predicted to obtain this) and a basic background in statistics. We will only consider University/College level courses.
|High Demand Course?
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Understand the rationale underlying qualitative methodologies, and know about various means of collecting qualitative data, and related conceptual issues
- Have a basic practical understanding of how to do discursive psychology
- Understand the underlying rationale and process of interpretative phenomenological analysis (IPA)
- Understand experimental design issues in psychological research
- Be able to evaluate the qualitative and quantitative research methods covered in this course
Lamont, P. (2015). Doing student projects in conceptual and historical issues: the potential for discourse analysis. History and Philosophy of Psychology, 16, 53-60.
Willig, C. (2008). Introducing Qualitative Research in Psychology: Adventures in theory and method. 2nd Edition. Buckingham: Open University Press.
Barbour, R. (2014). Introducing Qualitative Research: A Student's Guide (2nd edition). London: Sage.
Braun, V. and Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage.
Saldana, J. (2014). The Coding Manual for Qualitative Researchers (2nd edition). London: Sage.
Langdridge, D. (2007). Phenomenological Psychology: Theory, Research and Method. Pearson. See chapters 2, 5, and 7.
Crocker, L., & Algina, A. (1986). Introduction to Classical and Modern Test Theory. Austin, TX: Holt, Rinehart, & Winston.
Teti, D.M. (ed.) (2006). Handbook of Research Methods in Developmental Science. Oxford: Wiley-Blackwell. See chapters 1 (Robinson, Schmidt & Teti) and 3 (Lavelli et al.)
Huettel, S.A., Song, A.W. & McCarthy, G. (2009). Functional Magnetic Resonance Imaging, 2nd edition. Sunderland, MA.: Sinauer Associates (Chapter 1 up to page 15)
Luck, S.J. (2005). An Introduction to the Event-Related Potential Technique. Cambridge, MA.: MIT Press (Chapter 1 up to page 34)
Crawford, J.R., Garthwaite, P.H. & Gray, C.D. (2003). Wanted: fully operational definitions of dissociations in single-case studies. Cortex 39: 357-370. (See also other papers in this issue).
Additional references will be given during the course.
|Graduate Attributes and Skills
|Course organiser||Dr Morag Donaldson
Tel: (0131 6)50 3437
|Course secretary||Miss Susan Richards
Tel: (0131 6)51 3733