|
Type A
|
Code |
Competences Specific | | | A5 |
Descriure i mesurar variables psicològiques (personalitat, intel•ligència, aptituds,…), processos cognitius, emocionals, psicobiològics i conductuals. |
| | A9 |
Conèixer els diferents dissenys d'investigació i els procediments de formulació i contrast d'hipòtesis. |
| | A10 |
Analitzar i interpretar les dades qualitatives i quantitatives procedents de les investigacions, informes i treballs en Psicologia per poder definir problemes, dissenyar recerca elemental, executar-la i analitzar-la utilitzant les fonts documentals rellevants en Psicologia valorant les aportacions científiques al coneixement i la pràctica professional. |
|
Type B
|
Code |
Competences Transversal | | | B2 |
Resoldre problemes complexos de forma efectiva en el camp de la Psicologia. |
| | B5 |
Teamwork, collaboration and sharing of responsibility |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A5 |
Apendre el disseny bàsic d'una investigació i aprendre a formular i contrastar hipòtesis.
| | | A9 |
Conèixer les tècniques estadístiques inferencials bàsiques més habituals en la investigació i la pràctica psicològica.
Apendre a interpretar de forma crítica els resultats d'un investigació.
| | | A10 |
Potenciar la capacitat de raonament abstracte.
Conèixer les tècniques estadístiques inferencials bàsiques més habituals en l'investigació i en la pràctica psicològica.
|
|
Type B
|
Code |
Learning outcomes |
| | B2 |
Identify problems and take decisions to solve them.
Collect the information they need so that they can solve problems using data and not subjective opinion, and subjecting the information at their disposal to logical analysis.
Find appropriate solutions.
| | | B5 |
Participate actively and share information, knowledge and experience.
Take active part in planning the work of the team, and in distributing the tasks and the deadlines.
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
1.Experimental methodology
|
|
2. Experimental control
|
2.1.How to maximize the primary variance.
2.2.How toe control de secondary variance. 2.3.How to minimize the error. |
| 3.The problem of validity in experimental designs. |
3.1.Statistical conclusion validity
3.2.Internal validiy.
3.3.External validity.
3.4.Construct validity |
4. Pre-experimentals designs.
|
|
5.Quasi-experimental designs.
|
5.1.N=1 designs
5.2. Cohorts designs.
5.3 Non-equivalent groups designs. |
6.Experimental designs
|
|
| Randomization-based designs I: multi-group designs |
|
8 Randomization-based designs II: factorial designs.
|
|
| 9. Repited measures designs |
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
2 |
0 |
2 |
| Lecture |
|
32 |
60 |
92 |
| Laboratory practicals |
|
24 |
10 |
34 |
| Assignments |
|
2 |
15 |
17 |
| Problem solving, exercises in the classroom |
|
2 |
0 |
2 |
| Personal attention |
|
2 |
0 |
2 |
| |
| Short-answer objective tests |
|
1 |
0 |
1 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Presentation of the subject |
| Lecture |
Theoretical face to face expositions on the syllabus supported by numerical exercises. |
| Laboratory practicals |
Development of an experiment and analysis of the data generated by it. Preparation of a group report simulating a scientific article following the APA regulations analyzing the data collected in the experiment. |
| Assignments |
Specific reports analyzing and writing the results of experiments. |
| Problem solving, exercises in the classroom |
Realization of objective exercises type test |
| Personal attention |
Individual tutorials face-to-face or by Meet |
|
Description |
|
Individual face-to-face tutorials or by Teams to solve doubts about the subject |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Laboratory practicals |
|
Attendance to the xperiment during practice hours. It will be mandatory to do both experiments to be able to present the practical work
This activity is single assessment and cannot be recovered. |
Obligatori per poder presentar el treball de pràctiques |
| Assignments |
|
Preparation of a group APA report (maximum three people) analyzing the data of the experiments that are developed in the practices.
This activity is single assessment and cannot be recovered. |
20% |
| Problem solving, exercises in the classroom |
|
Problem solving in the Classroom |
0% |
| Short-answer objective tests |
|
Objective test of the contents of the subject. This activity will have a second call for recovery |
70% |
| Others |
|
Resolution of a theoretical-practical case
This activity is single assessment and cannot be recovered. |
10% |
| |
|
Other comments and second exam session |
|
In accordance with current regulations, the teacher may establish those measures that she considers appropriate for the proper development of the evaluation activities. The measures may include limitations regarding the use or possession of communication devices and data transmission during the performance of the tests and will be mandatory by students. |
| Basic |
Balluerka, N., y Vergara, A.I. , Diseños de investigación experimental en Psicología. , (2002) , Madrid. Prentice Hall.
Vallejo, G., i Ato,M. , Diseños experimentales en Psicología. , (2007), Madrid. Piràmide.
Pascual, J; Frías, D; y Garcia, F. , El diseño y la investigación experimental en Psicología. , (1995) , Valencia. Cristobal Serrano
, Guia SPSS: http://psico.fcep.urv.cat/spss/, ,
|
|
| Complementary |
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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