Adding technology to the classroom
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Transcript of Adding technology to the classroom
Adding technology to the classroomTeaching from your laptop
Some personal background Three courses
GER: Psy 111
Upper-division departmental requirement: Social psychology
Lower-division department requirement: Statistics for psychology
Evolution from low tech, to tentative tech, to higher tech teaching.
Low tech teaching
See Handouts
A first step into high tech teachingOld version of Psy 111
Behavior GeneticsThe nature and
nurture of individual
differences
Behavior Genetics
Aims to explain individual differences in traits/behaviors.
Examines the relative contributions of genetics and environment.
Some applications:– Intelligence– Temperament
Behavior Genetics
How do behavior geneticists separate the effects of genetics vs. environment?
By studying individuals who:– share the same environment but vary in
degree of genetic relatedness, and– share genes in varying degrees but
experience different environments
Behavior Genetics: Twin Studies
Identical Twins– come from a single
zygote that splits (monozygotic)
– two genetic replicas (clones)
Fraternal Twins – come from separate
zygotes (dizygotic)– genetically no more alike
than siblings, but shared fetal environment
Identicaltwins
Fraternaltwins
Samesex only
Same oropposite sex
Behavior Genetics: Twin Studies & the NatureNature of IQ
More genetically similar people have the more similar IQs
0.0
0.1
0.2
0.3
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0.5
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0.7
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1.0Similarity ofintelligence
scores(correlation)
Identicaltwinsreared together
Identicaltwinsreared apart
Fraternaltwinsreared together
Siblingsreared together
Unrelatedindividualsreared together
Sibs reared together are more similar in IQ than unrelated individuals reared together
A bolder step into high tech teachingOld version of Psy 111
Behavioral GeneticsBehavioral Genetics
The nature and nurture The nature and nurture of individual differencesof individual differences
Behavioral GeneticsBehavioral Genetics
Aims to explain individual individual differencesdifferences in traits/behaviors (like shyness, thrill-seeking)
Key applications: Intelligence Temperament
Examines the relative effects of genetics and environment.
Behavioral GeneticsBehavioral Genetics How do we separate the effects of genetics vs.
environment? By studying individuals who:
share the same environment but vary in degree of genetic relatedness, and
share genes in varying degrees but experience different environment
Behavioral GeneticsBehavioral Genetics Identical TwinsIdentical Twins
come from a single zygote that splits (monozygotic)
two genetic replicas (clones)
Fraternal TwinsFraternal Twins come from separate
zygotes (dizygotic) genetically no more
alike than non-twin sib’s, but shared fetal environment
Identicaltwins
Fraternaltwins
Samesex only
Same oropposite sex
Behavioral Genetics Behavioral Genetics
More genetically similar people have more similar IQs
Non-twins reared together are more similar than unrelated indiv’s together
Twin Studies: Nature Twin Studies: Nature ofof IQ IQ
00.10.20.30.40.50.60.70.80.9
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MZ
twin
sre
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toge
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MZ
twin
sre
ared
apar
t
DZ
twin
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geth
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Non-
twin
sibs
toge
ther
Unre
late
din
div'
sto
geth
erSim
ilari
ty o
f IQ
sco
res
(r's
)
Going really high-tech
The class I never thought could be done without a chalkboard
One- & Two-wayOne- & Two-way
Chi-Square Chi-Square TestsTests
One- & Two-wayOne- & Two-way
Chi-Square Chi-Square TestsTests
Chapter 27
OutlineOutline• Parametric vs. Non-parametric
Stats• Parametric statistics
•Review of Z-tests, t-tests & F-tests•Common features of Z’s, t’s and F’s•Limitation of parametric statistics
• Non-parametric statistics• One-way Chi-square (goodness of
fit) test• Two-way Chi-square test (of
association)
Parametric vs. Parametric vs. Non-Non-parametric parametric StatisticsStatistics
Parametric vs. Parametric vs. Non-Non-parametric parametric StatisticsStatistics
Parametric StatisticsParametric StatisticsZ-testZ-test Indep. t.Indep. t. Dep. t.Dep. t. Oneway FOneway F
Research Research QuestionQuestion
Does a lab in 260 help test scores?
Do retirees & non-retirees differ?
Do others affect
problem-solving?
Does SE differ by level of school?
Independ. Independ. VariableVariable
Lab v. No Lab
Retirees v.Non-retirees
Alone v. Not alone
Elem. v. Mid. v. High.
Dependent Dependent VariableVariable
Test scores (0-50)
LSI (1-15)# problems
solvedSelf-esteem
(1-10)
Null Hypo.Null Hypo. lab = 35 R= NR D=0.0 E=M=H
FormulaFormula
Z obs = t obs = t obs= F obs =
n
X H
0n
X H
0
XXS
XX
21
XXS
XX
21
D
D
nSD
D
D
nSD
within
betw
MS
MS
within
betw
MS
MS
Parametric StatisticsParametric StatisticsZ-testZ-test Indep. t.Indep. t. Dep. t.Dep. t. Oneway FOneway F
Dependent Dependent VariableVariable
Test scores (0-50)
LSI (1-15)# problems
solvedSelf-esteem
(1-10)
Null Hypo.Null Hypo. lab = 35 R= NR D=0.0 E=M=H
FormulaFormula
Z obs = t obs = t obs= F obs =
n
X H
0n
X H
0
XXS
XX
21
XXS
XX
21
D
D
nSD
D
D
nSD
within
betw
MS
MS
within
betw
MS
MS
• Common FeaturesCommon Features• Level of measurement (DV’s are always interval or
ratio)
• Requires a normal distribution (e.g., if distrib. is skewed…)
• Parametric hypotheses
Parametric StatisticsParametric Statistics• Definition of parametric stats…Definition of parametric stats…
• A category of inferential statistics used to test hypotheses about the values of population parameters
• Common parametric techniques…Common parametric techniques…• Z-tests, one-sample t-tests, independent samples
t-tests, dependent-samples t-tests, tests of population correlations, one-way ANOVA, and two-way ANOVA
• Parametric stats should be Parametric stats should be avoided…avoided…• …when the distribution is not normal• …when the DV is nominal or ordinal
Non-Non-Parametric Parametric StatisticsStatistics• Definition of Definition of non-non-parametric parametric
stats…stats…• A category of inferential statistics used to test
hypotheses that are notnot about the values of population parameters
• Two widely used Two widely used non-non-parametric parametric techniques…techniques…• One-way Chi-square (a.k.a., 2 Goodness of Fit
test)
• Two-way Chi-square (a.k.a., 2 Test of Association)
Two-way Two-way 22
(Test of (Test of Association)Association)
Two-way Two-way 22
(Test of (Test of Association)Association)
Logic of 2-way Logic of 2-way 22
• GoalGoal• To see if there is a relationship between two
nominal variables, e.g.,• Is there a relationship between sex (i.e., male
vs. female) and voting preferences (i.e., Republican, Democrat, Independent)?
• Is there a relationship between political orientation (i.e., liberal vs. conservative) and the importance of various political issues (e.g., economy, terrorism, education, etc.)?
Logic of 2-way Logic of 2-way 22
• StrategyStrategy• Collect paired observations on two nominal
variable; e.g.,• For 200 voters, code…
• Their most important issue (e.g., economy, terrorism…)• The political orientation (e.g., liberal or conservative)
• Cross-tabulate the findings, getting the…• frequency of each type issue for liberals; &• frequency of each type of issue for conservatives• See next slide
Logic of 2-way Logic of 2-way 22
• Strategy (continued)Strategy (continued)• Cross-tabs
Econ.Econ. Terror.Terror. Educ.Educ. OtheOtherr
LiberalLiberal 20 5 35 35
ConserConserv.v.
20 45 10 30• Conduct analyses to see if …
• …the fofo’s for lib’s are significantly diff from the fofo’s for conserv’s
• …as determined by differences from the “expected freq’s” (fefe’s),
• OrOr the differences likely due to chance
ffoo’s’s
Steps inSteps in
2-way 2-way 22 •Hypotheses:Hypotheses:
• The Hoo claims…………• …no signif. diff. betw.
fo’s for libs & fo’s for cons.
• Ho: Issue preference & political orientation are independent
(unrelated)
• Ho: Issue preference & political orientation are independent
(unrelated)
• H1: HO is false• H1: HO is false
fofo‘s Econ.Econ. TerrorTerror..
Educ.Educ. OtherOther
LiberLiber..
20 5 35 35
ConsCons..
20 45 10 30
• The H11 claims…………• …there is a signif.
diff. betw. fo’s for libs & fo’s for conservatives;
• …variables ARE related
Steps inSteps in
2-way 2-way 22
fofo‘s Econ.Econ. TerrorTerror..
Educ.Educ. OtherOther
LiberLiber..
20 5 35 35
ConsCons..
20 45 10 30• Decision Criteria:Decision Criteria:• Select : .05 or .01?• Draw regions
• Always upper-tailed because 2 can only be positive
• Critical value: Table D (p. 539)
=0.5• df = (#CColumns – 1)(#RRows – 1) = (CC-1)(RR-1) = (4-1)(2-1) = 3
7.817.81
• If If 22obsobs < 7.81, Retain Ho. < 7.81, Retain Ho. (No (No
rel.)rel.)
• IfIf 22obsobs >> 7.81, Reject Ho. 7.81, Reject Ho. (Rel.)(Rel.)
• If If 22obsobs < 7.81, Retain Ho. < 7.81, Retain Ho. (No (No
rel.)rel.)
• IfIf 22obsobs >> 7.81, Reject Ho. 7.81, Reject Ho. (Rel.)(Rel.)
• Decision rules…
Steps inSteps in
2-way 2-way 22 • Collect DataCollect Data
• Descriptive Descriptive StatsStats• fo’s (observed
frequencies) fofo‘s
EconEcon..
TerroTerrorr
Educ.Educ. OtherOther
RowTot’
s
LiberLiber..
20 5 35 35 95
ConsCons..
20 45 10 30 105
fofo‘sEconEcon
..TerroTerro
rrEduc.Educ. OtherOther
RowTot’
s
LiberLiber..
20 5 35 35 95
ConsCons..
20 45 10 30 105
Col. Col. Tot’sTot’s 4040 5050 4545 6565 200
fofo‘sEconEcon
..TerroTerro
rrEduc.Educ. OtherOther
RowTot’
s
LiberLiber..
20 5 35 35 95
ConsCons..
20 45 10 30 105
Col. Col. Tot’sTot’s 4040 5050 4545 6565
fofo‘sEconEcon
..TerroTerro
rrEduc.Educ. OtherOther
RowTot’
s
LiberLiber..
20 5 35 35 95
ConsCons..
20 45 10 30 105
Col. Col. Tot’sTot’s 4040 5050 4545 6565 200
• Column Column totalstotals• Row Row totalstotals• Overall Overall totaltotal
Steps inSteps in
2-way 2-way 22
• Inferential StatsInferential Stats• ffee’s (expected
frequencies)•
ffee’s Econ.Econ. Terror.Terror. Educ.Educ. OtherOther Row Row Tot.Tot.
Liber.Liber. 95
Cons.Cons. 105
Col.ToCol.Tott
4040 5050 4545 6565 200
alOverallTot
RowTotTotColfe
...
200
9540ef
19ef
200
10540ef
21ef
200
9550ef
75.23ef
200
10550ef
25.26ef
200
9545ef
375.21ef
200
10545ef
625.23ef
200
9565ef
875.30ef
200
10565ef
125.34ef
Steps inSteps in
2-way 2-way 22
• Inferential StatsInferential Stats• Compute 22
obsobs • (this and next two slide).
Econ.Econ. Terror.Terror. Educ.Educ. OtherOther
Liber.Liber.
Cons.Cons.
19ef
21ef
75.23ef
25.26ef
375.21ef
625.23ef
875.30ef
125.34ef
20of
20of
5of
45of
35of
10of
35of
30of
Steps inSteps in
2-way 2-way 22
• Inferential StatsInferential Stats•
Econ.Econ. Terror.Terror. Educ.Educ. OtherOther
Liber.Liber.
Cons.Cons.
19ef
21ef
75.23ef
25.26ef
375.21ef
625.23ef
875.30ef
125.34ef
20of
20of
5of
45of
35of
10of
35of
30of
e
eoobs
f
ff 22
e
eoobs
f
ff 22
19
1
19
1920 22
19
1.053.053.053.053
21
1
21
2120 22
21
1.048.048.048.048
75.23
75.18
75.23
75.235 22
14.80214.80214.80214.802
25.26
75.18
25.26
25.2645 22
13.39313.39313.39313.393
375.21
375.2135 2
8.6858.6858.6858.685
625.23
625.2310 2
7.8587.8587.8587.858
875.30
875.3035 2
.551.551.551.551
125.34
125.3430 2
.499.499.499.499
Steps inSteps in
2-way 2-way 22
• Inferential StatsInferential Stats•
EconEcon..
Terror.Terror. Educ.Educ. OtherOther
Liber.Liber.
Cons.Cons.
e
eoobs
f
ff 22
e
eoobs
f
ff 22
.053.053.053.053
.048.048.048.048
14.80214.80214.80214.802
13.39313.39313.39313.393
8.6858.6858.6858.685
7.8587.8587.8587.858
.551.551.551.551
.499.499.499.499
90.452 obs 90.452 obs
Steps inSteps in
2-way 2-way 22
fofo‘s LegaLegall
ReligRelig..
EmpiEmpir.r.
OtherOther
LiberLiber..
20 5 35 35
ConsCons..
20 45 10 30• DecisionDecision• Reject or Retain Ho?• p <.05 or ns?• Is there…
• …a significant difference between the types of reasoning used by liberals and the types used by conserv’s?
• …a relationship between political orientation and type of reasoning?
• Statistical copy…………………
7.817.81
90.452 obs 90.452 obs
2 2 (3) = 45.90, (3) = 45.90, p<.05p<.05
Problem 22: Two-way 2
Finally, our researcher got tired of research on DWIs, and switched to research on childrearing. She hypothesized that parenting styles change when parents have more than one child. To find out, she recruited 180 families, and did the following.• First, she divided them into…
– those who had only one child and – those who had more than one child.
• Second, she observed them at home and placed them in different categories.– Permissive parents
• Where kids have many adult-like privileges but few responsibilities– Authoritarian parents
• Where kids have many adult-like responsibilities but very few privileges– Authoritative parents
• Where privileges and responsibilities are age-appropriate and negotiated.
• Then she cross-classified parents based on (A) number of kids, and (B) parenting styles to see if parenting style is related to the number of kids.
Continued on next slide
Problem 22: Two-way 2
Parenting Style
Number of Kids
Only One More
Permissive 31 39
Authoritarian 43 17
Authoritative 26 24
1. Establish the hypotheses.
2. Use =.05 and identify the critical value(s) & decision rules.
3. Compute 22 obs
4. Write out the statistical copy.
5. Make your decision:• Reject or Retain Ho?
• Did the findings suggest that parenting style was related to the number of kids?
• If so, what patterns do you see in the data?
Based on the above description and the following table…
How to do it
Adding still images, audio, and video
Still Images You can supplement any text with
images It is easy to do.
How? Find images with internet “image”
search Insert into presentation
Insert (on toolbar) Pictures
From file Animate
Slide Show (on toolbar) Custom animation Click on object to animate Click on “add effect”
Audio Text can be easily
supplemented with audio To add music clips
Add from hard-drive Insert
Movies and sounds Sounds from file
Insert link to CD drive Insert
Movies and sounds Play CD audio
Video Images Text can be
supplemented with video on the hard-drive
Insert Movies and sounds
From clip organizer …or… From file
Getting started
Your first class with a laptop
Getting started Put the lectures together
CAFÉ has classes Call A/V
Reserve the projector or unlock cabinets Tutortial for the room
Turn on projector and laptop Connect the RBG cables to laptop and outlet Toggle (Shift F7?) until image is on laptop and
wall
Things to note Although the projector presents your
visuals, it doesn’t present your audio For big classrooms, run the audio
separately Internet connection
?? Death by Powerpoint