Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | FB | 1 | 2 |
Erratum (p. 5):
Evidence EE1: Weighting is 30% as it appears in the table (not in the text); it does no include A4, therefore it evaluates the contents of the first part of block A (A1-A3) and block B.
Evidence EE2b: Weighting is 20% as it appears in the table (not in the text); it does include A4, therefore it evaluates the contents of the second part of block A (A4-A7).
There is no prerequisite regarding mathematical content, except for the basics of data analysis already included in the different syllabuses of the University Access Course and/or Secondary Education. Basic computer skills are essential.
Methods, Designs and Research Techniques is the first methodological subject of the Psychology syllabus, and it belongs to the area of Statistics. It is scheduled for the second semester of the first year of the syllabus, in order to facilitate transfer of the methodological competences to the other subjects. Likewise, it should provide the essential basis for correctly applying the content of the remaining methodological subjects.
The main objectives of the subject are to do the following.
It is expected that at the end of the course the student will be able to do the following.
The subject is organized into three blocks:
Block A. Methodological foundations and introduction to research designs
A1. Principles of research methodology
A2. Experiments and quasi-experiments
A3. Single-case designs
A4. Ex post facto designs
A5. Survey methodology
A6. Observational methodology
A7. Qualitative methodology and mixed methods
Block B. Documentation and literature search
B1. Literature search: PsycINFO, Medline and ISI-WoK.
B2. Reference management with Mendeley
Block C. Data analysis: descriptive statistics
C1. Description of quantitative data
C2. Description of categorical data
C3. Basic concepts of probability and description of screening/diagnostic assessment tools
In this course we propose different activities based on active, student-centred learning methodologies. A mixed approach is adopted in which we combine traditional didactic techniques with other resources aimed at encouraging significant learning.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Practice season in group 1/2 | 18 | 0.72 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 22, 3, 1 |
Practice season in small group (1/4) | 4 | 0.16 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 22, 3, 1 |
Theoretical season in group 1/1 | 55.5 | 2.22 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 13, 17, 20, 15, 3, 1 |
Type: Supervised | |||
Face-to-face tutorials | 5 | 0.2 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 3, 1 |
Review of integrated problems | 4 | 0.16 | 22 |
Type: Autonomous | |||
Application of statistical descriptive procedures and interpretation of the results of data analysis systems | 12 | 0.48 | 5, 4, 7, 6, 16, 10, 19, 20, 3, 1 |
Critical reading activities | 30 | 1.2 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 3, 1 |
Execution of tutorials for documentation | 26 | 1.04 | 5, 4, 16, 8, 18, 9, 12, 13, 17, 20, 15, 22, 3 |
Reading of documents for practical seasons | 30 | 1.2 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 3, 1 |
Study and creation (individual or groups) of summaries, schemes and conceptual maps | 37.5 | 1.5 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 3, 1 |
The evaluation process is based on the active student-centred learning model, through a flexible continuous evaluation system that helps students to achieve maximum performance. Three activity types are available, with types 2 and 3 allowing combinations in different assessment itineraries. The evidence of learning is distributed as follows.
Activity Type 1: written, individual, theoretical-practical examinations.
These examinations are mandatory and they include the following.
- Evidence 1 (EE1). First assessment period
It counts for up to 4 of the 10 marks available overall.
It evaluates the contents of the first part of Block A (A1-A4) and Block B.
- Evidence 2 (EE2). Second assessment period
It is divided into two individual parts/tests:
- EE2a evaluates the contents of Block C, and counts for up to 3 of the 10 marks available overall.
- EE2b evaluates the contents of the second part of Block A (A5-A7) and counts for up to 1 of the 10 marks available overall.
Exceptionally, students who do not attend one of these examinations (EE1 or EE2) due to compelling circumstances may be allowed to provide the missing evidence during the reassessment week. They must provide documentary proof of the circumstances that justify their absence, and the decision on whether they are allowed to resit the examination will be taken by the teaching team.
Activity Type 2: virtual practical exercises.
These are optional activities which include the following evidences.
- Evidence 3 (EE3). It corresponds to the contents of Block A. It counts for up to 1 of the 10 marks available overall. Delivery will be, approximately, the week 10.
- Evidence 4 (EE4). It evaluates the contents of Block C. It counts for up to 1 of the 10 marks available overall. Delivery will be, approximately, the week 15.
Activity Type 3: face-to-face classroom participation.
This is an optional activity and includes the following evidence.
- Evidence 5 (EE5). The quality of the students’ participation during the practical sessions of Block A counts for up to 1 of the 10 marks available overall.
In tune with the notion of student-centered learning, we propose a type of assessment that makes the way in which the highest score can be achieved more flexible. Thus, type 2 and 3 activities allow combinations in different evaluation itineraries.
Definition of “evaluable student”
A student is considered evaluable when he/she has submitted learning evidence with a weight equal to or greater than 4 marks (range 0-10).
Requirements for a passing grade
A student has passed the subject when he/she simultaneously meets the following two criteria:
a) Achieving at least 5 marks (range 0-10) in the continuous evaluation system.
b) Achieving at least 3 marks (range 0-10) in all of Activity Type 1 (EE1, EE2a, EE2b).
Not meeting these criteria means that a maximum grade of 4.9 marks (range 0-10) can be recorded on the student’s academic transcript.
Right to reassessment
Learning Evidences EE1, EE2a and EE2b may be re-submitted on the date set by the Faculty by means of an individual written theoretical-practical test.
To be eligible for reassessment, the following two requirements must be met.
a) Not passing the subject, but achieving a final grade of at least 3.5 marks (range 0-10).
b) Submitted learning evidence with a weight equal to or greater than 2/3 of the total grade.
The grade achieved in reassessment replaces the grade previously obtained in examinations EE1/EE2a/EE2b, with the limitation of a maximum score of 7 marks (range 0-10).
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Evidence 1. Written examination | 30% | 1 | 0.04 | 14, 2, 5, 4, 7, 6, 16, 18, 9, 11, 12, 13, 21, 17, 20, 15, 22, 3, 1 |
Evidence 2a. Written examination. | 30% | 1.5 | 0.06 | 5, 16, 8, 9, 10, 19, 21, 17, 20, 3 |
Evidence 2b. Written examination. | 20% | 0.5 | 0.02 | 14, 2, 5, 4, 7, 6, 16, 8, 18, 9, 10, 11, 19, 12, 13, 21, 17, 20, 15, 22, 3, 1 |
Evidence 3. Practical exercices for research designs | 10% | 0 | 0 | 5, 4, 6, 16, 8, 18, 9, 12, 13, 20, 15, 22, 3, 1 |
Evidence 4. Practical exercices for management and data analysis | 10% | 0 | 0 | 8, 18, 10, 19, 17, 20, 1 |
Evidence 5. Face-to-face classroom participation | 10% | 0 | 0 | 5, 4, 6, 16, 18, 20, 15, 3, 1 |
Basic Bibliography:
Gambara, H. (2002). Métodos de investigación en Psicología y Educación. Cuaderno de prácticas (3ª Ed.). Madrid: McGraw Hill.
León, O. i Montero, I. (2015). Métodos de investigación en psicología y educación: las tradiciones cuantitativa y cualitativa (4ª ed.). Madrid: McGrawHill.
Pardo, A., Ruiz, M.A., i San Martín, R. (2009). Análisis de datos (I) en ciencias sociales y de la salud. (2ª ed.). Madrid: Editorial Síntesis.
Peña, D. (2001). Fundamentos de estadística. Madrid: Alianza Editorial.
Portell, M. i Vives, J. (2019). Investigación en psicología y logopedia: introducción a los diseños experimentales, cuasi-experimentales y ex post facto. Barcelona: UAB. Servei de publicacions.
Solanas, A., Salafranca, Ll., Fauquet, J. i Nuñez, M.I. (2005). Estadística Descriptiva en Ciencias del Comportamiento. Madrid: Thomson.
Complementari Bibliography:
Babbie, E. (2000). Fundamentos de la investigación social. México: Thomson.
Cumming, G. i Calin-Jageman, R. (2016). Introduction to the new statistics. New York: Routledge-Taylor & Francis.
Delgado, A.R. i Prieto, G. (1997). Introducción a los métodos de investigación de la psicología. Madrid: Pirámide.
Grissom, R.J. i Kim, J.J. (2005). Effect sizes for Research: a broad practical approach. London: Lawrence Erlbaum Associates, Publishers.
Kline, R.B. (2009). Becoming a behavioral science researcher. London: The Guilford Press.
Kline, R.B. (2013). Beyond Significance Testing: Statistics Reform in the Behavioral Sciences. Washington, DC: American Psychological Association.
Moreno, R., Martínez, R.J. i Chacón, S. (2000). Fundamentos metodológicos en psicología y ciencias afines. Madrid: Pirámide.
Sahughnessy, J.J, Zechmeister, E.B i ZechMesiter, J.S (2007). Métodos de investigación en Psicología (7ª Ed.). Madrid: McGraw Hill.