Psychology Research Methods

The paradox of time and the future of W&O-psychology research The paradox of time and the future of W&O-psychology research Robert A. Roe, Gedrag & Organisatie, Volume 17, October 2004, nr. 5, pp. 342-350 Although the behavioral phenomena studied by W&O-psychology are essentially time-based, research almost completely ignores the time factor. This paradox is the focus of the present article. The consequences of neglecting the time aspect are discussed. Using a ficticious dataset that includes 2 variables, 10 respondents and 10 moments of measurement, and which is analyzed in six different ways, it is demonstrated that neglect of the time factor can lead to distorted results and wrong conclusions about the relationships between the variables. A plea is made for careful reporting on the ways in which the factor time is represented in studies. This is considered to be a first step towards an approach of theory and research that centers on temporal aspects of behavioral phenomena. It is expected that such an approach, which requires entirely new conceptualizations and alternative research methods, will lead to a W&O-psychology that offers a deeper understanding of human behavior in organizations than current insights.

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Attachment Parenting: A Media Activity for Developmental Psychology Research Methods

Psychology Learning & Teaching ◽

10.2304/plat.2004.4.2.112 ◽

2005 ◽

Vol 4 (2) ◽

pp. 112-116 ◽

Cited By ~ 1

Author(s):

Susan Sy ◽

Edna Brown ◽

Jennifer Amsterlaw ◽

Jennifer Myers

Keyword(s):

Research Methods ◽

Qualitative Data ◽

Research Study ◽

Developmental Psychology ◽

Methods Course ◽

Psychology Research ◽

News Magazine ◽

Tv News ◽

Attachment Parenting ◽

General Topic

The purpose of the activity described here is help students apply course concepts to a ‘real-world’ issue, understand how to develop a specific research study from a general topic, and become more critical consumers of information. The activity required students to critically analyse claims about a new method of parenting presented in a TV news magazine show. Quantitative and qualitative data gathered from students indicate that they found the exercises interesting and useful in helping them both understand and apply concepts they learned in their developmental psychology research methods course.

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Integrating Quantitative and Qualitative Approaches in Psychology Research Methods Teaching: The Example of a Classroom Debate

Psychology Learning & Teaching ◽

10.2304/plat.2004.4.2.90 ◽

2005 ◽

Vol 4 (2) ◽

pp. 90-94 ◽

Cited By ~ 3

Author(s):

Sally Wiggins ◽

Sarah Forrest

Keyword(s):

Research Methods ◽

Psychological Research ◽

Learning Activity ◽

Psychology Research ◽

Qualitative And Quantitative ◽

Qualitative Approaches ◽

Relative Success ◽

Methodological Approaches ◽

Student Centred Learning

Research methods teaching in psychology is predominantly divided into quantitative and qualitative modules, often with an emphasis on the former. In this article we argue that by explicitly addressing the integration of methodological approaches we may help to improve students' understanding of psychological research methods overall. The example of a final year module is provided, outlining the use of a student-led classroom debate on the compatibility of qualitative and quantitative methodologies in psychology. This type of learning activity was introduced to encourage a deeper understanding of the module content and to move toward student-centred learning. It is concluded that the relative success of the debate depended largely on the size of the class and the willingness of the students to partake in a non-assessed, planned activity. Suggestions are provided for how the debate could have been better managed, alongside alternative ways in which the whole module may be redesigned.

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