Course title: Experimental Psychology

Bsc. Applied Psychology Major

Credit hours 3

Instructor: Abeeha Shaloom

Course Overview
This course serves as a general introduction to the field of experimental psychology. In the most
general terms, experimental psychology is the scientific study of mental processes, of how the
mind works (and fails to work). We'll spend much of our time discussing information and how it
is transformed. This is an undergraduate psychology course designed to provide students with
knowledge about and hands-on practice with experimental research methods in psychology.
Students will learn how to plan, conduct, and analyze their own experimental research, and how
to communicate the results of their research to others. Students will develop the knowledge and
skills to apply and critique the scientific method in future courses.

COURSE OBJECTIVES

1. Describe the components and rationale for the experimental methodologies used to
acquire psychological knowledge.
2. Describe the difficulties inherent in psychological research and conduct thoughtful
critiques of select studies.
3. Design and conduct studies of psychological topics and present the outcomes in a clear,
logical fashion.
4. Understand the rationale, strengths and limitations of the experimental method of gaining
knowledge about mental and behavioral processes.
5. Learn how to design experimental and non-experimental studies.
6. Know how to use the various methods used in experimental psychology, including those
for humans, both instrument and non-instrument based.
7. Know how to apply APA ethical guidelines in research with humans and animals. 6.
Learn to apply statistical techniques.
Course outcomes:

After completing this course, student should be able to:  

1. Explain why the scientific thinking used in psychological research is better than common
sense as a means of acquiring knowledge about behavior.
2. Explain the logic of the psychology experiment and describe the features of experimental
methodology intended to satisfy that logic.
3. Compare and contrast predictive and causal relations between variables.
4. Compare and contrast manipulated and non-manipulated variables.
5. Explain the problem of confounding in psychological experiments and describe methods
used to minimize the problem.
6. Describe factors that limit the generalizing of experimental findings in psychology.
 7. Describe the analysis required to determine whether experimental findings are accidental.
8. Describe the format for reporting research findings.

Course outline

1. Introduction to experimental psychology

a. Development of experimental psychology
2. Ethics, Experimental Design Research.
3. Experimental Research
4. Validity
5. Threats to validity
6. Reliability
7. Experimental Designs
a. Problem statement
b. Hypothesis building
c. Variables
i. Independent variables
ii. Dependent variables
iii. Confounding variables
e. Experimental designs
f. Within group
g. Between group
h. Qusai experimental Designs
i. Field Experiments
j. Laboratory Experiments
k. Pretest-Posttest Design
l. Matched Subjects Design
m. Double-Blind Experiment
n. Randomized Controlled Trials
o. Counterbalanced Measures Design
8. Designing an Experiment
9. Psychophysics
a. Importance of psychophysics
b. Psycho physical methods
c. Absolute threshold
d. Differential threshold
e. Method of average error.
10. Theory of signal detection

Division of marks
Students will have to take two quiz and assignments before midterm and two in final term.

Exams (mid 25% and final 35%) 60%

Project 10%

Tests 20%

Assignments 10%

Performance Indicators
Introduction (1 mark)
Concept Clarity (2 mark)
Conclusion (1 mark)
Presentation (1 mark)

100%

Assessment Criteria
Following is the assessment criteria for quiz.

Criteria Standards

A B C D F

10 –9 8.9 –7.5 7.4 – 6 5.9 –5 Less than 5

Test marking Logic, Slightly less Descriptive Could not Inadequate

(10 Marks) critical and logical and detail of make it logic
analytical analytical topic with proper
coverage of but giving satisfactory
topic sense content

Grading criteria for assignments:

1. Students should use their own language for language proficiency.
 2. Own examples from their daily lives are encouraged instead of bookish examples.
3. The length of the assignments should be limited to 5-6 pages.
4. Creative and original ideas are scored higher.
5. Organization of the material is important criteria.
6. No copy paste material from internet and books will be accepted.
7. Each assignment / project booklet will be uploaded on turn it in to get a plagiarism report.
Presentations: Depending on the size of the class, presentation topics will be assigned to each
particular group.

1. Team Debate Work (Presentations ): We will be using our class time to review some of the
classicdebates and current controversies in the field of clinical psychology. This activity is
designed to give student the chance to apply students critical thinking skills to some of the most
important and interesting topics in this field. Student will be assigned to a team, topic, and
position. There are no right or wrong answers, and student will not be graded on the position
student take. Student will be graded on the quality of scientific thinking that student evidence in
the arguments student make and the way student critique opposing arguments. Each group will
be provided with some basic materials to begin preparing student’s arguments. It is important
that everyone be present for the preparation and presentation of student’s team’s position.
2. Quizzes: There will be4 quizzes over the course of the semester. These quizzes have several
purposes, including keeping student ontrack with student’s reading, identifying areas that
student might not understand prior to taking student’s midterms and finals, and providing
student with the opportunity to get comfortable with my testing style before the exams. Each
quiz will have 45 multiple choice questions and along with it we will have some critical
thinking questions. The quizzes will generally be at the start of class, so please be on time.
Makeup quizzes cannot be given. If student miss a quiz, student will receive a score of 0 for that
quiz.

3. Exams: There will be twoexams throughout the semester. Each will covermaterials from the
textbook, lecture, class exercises, and supplemental readings. Exams will include both multiple
choice and shortanswer questions. This is student’s chance to show what student know! There
will no use of texts, notes, or electronic devices during examinations. Please bring student’s
own pencils with erasers, scales ballpoints markers no sharing will be allowed during exams.
Make up exams will be given only in the event of medical emergency. Student will also be
required to present appropriate documentation (e.g., documentation of a hospital stay).
Students who miss an exam without previously informing me and/or who cannot provide
documentation will receive a zero for that exam. Be sure to plan ahead because I cannot allow
makeups for events like exam scheduling problems or early trips home.

5. Participation is crucial. Please ask questions, offer observations, and suggest

alternativeperspectives during class. There will be plenty of opportunity for discussion as a
class and in small groups. Student’s participation should demonstrate that student are
assessing student’s own understanding (i.e. asking questions about things student don’t
understand), that student are applying a psychological lens to student’s daily experiences, and
that student are actively processing the material presented in class.
Student cannot participate effectively in class if student are chatting, texting, playing
Words with Friends, or updating student’s Facebook status. Phones and any nonessential
electronic devices are to be kept inside of a bag or backpack at all times during class. If
student have a family or healthrelated emergency that requires that student maintain
access to student’s phone, please notify me at the start of class.

Text books

1. Postman, L and Egan.J. P.(1964 ). Experimental Psychology. Harper & Brothers. 

2.  Shaughnessy, J. Zechmeister, E. and Zechmeister,J.(2015). Research Methods in
Psychology(10 t h   ed).McGraw-Hill Education.

3. Martin, D. W. (2008). Doing psychology experiments. Belmont, CA: Thomson-

Wadsworth.

4. McBride, D, M. (2013). The Process of Research in Psychology (2nd ed.). Thousand

Oaks, CA: Sage.
5. Morling, B. (2015). Research Methods in Psychology: Evaluating a World of
Information (3rdedition). New York: W. W. Norton & Company.
6. Dunn, D. (2011). A Short Guide to Writing About Psychology (3rd ed). Boston:
Longman.
7. Morling, B. (2017). Research Methods in Psychology: Evaluating a World of
Information (3rded). New York: W. W. Norton & Company.