P Psychology: Research Methods Po! During this unit, you are learning about a variety of research methods. This project will help you become more familar with the components of a case study, waturalistic observation, and survey. After completing all three parts of the project, you will submit Your work as a portfolio. Due: Friday, November 20, 2045 Part 1: Case Study You will find a case study to review. Respond to each of the following in a paragraph. Use specific examples and details to demonstrate your understanding of Case Studies. + Briefly summarize the case study. * Inyour opinion, was it ethical for researchers to conduct this case study? + What can be learned from this case study (why was/is it valuable research)? Part 2: Naturalistic Observation Select a naturally-occurring, public human behavior to observe. The behavior must occur in a setting that is clearly in the public domain (places such as a cafeteria, library, or commons areas are acceptable; restrooms and locker rooms are NOT acceptable because people assume some degree of privacy in these types of places). Your observation may NOT disrupt a class or otherwise interfere with learning and/or any school activities. Your observation must be a minimum of go minutes (preferably consecutive). Simply observe; do not try to intervene or manipulate and control the situation. Do no tell anyone what you are observing (this could alter their naturally occurring behavior.) Take notes during your observation. You will include your observation notes along with a 1 page summary of your observations and the conclusions you and your team reached based on your research in your portfolio. Use specific examples and details to demonstrate understanding. Part 3: Survey Conduct a survey to gather data. You should create your own survey being sure to interview a minimum of 40 participants. Be sure you vary your demographics. (Ex. Number of shoes males has versus the number females have.) You will create a chart of your data and write a one-page reflection that addresses each of the following prompts. How did you address the concepts of operational definition, wording effects, and random sampling in the context of your survey? + Reflect on any trends or outliers that were evident in your data. Overall, do you feel your sampling gives an accurate representation of the larger population? Explain. «Provide any additional thoughts or reflections on the survey and its results.Final Product: Research Methods Portfolio Cover Page- All group members names, date, class, and title Part 1: summary and reflection bservation notes and minimum 1-page summary ata Chart and minimum 1-page reflection * Citations of resources used *Should have a professional appearance and include pictures and color where useful.* Rubric Parts 1-3 ee oe 4 ~ 3 2 ao ~ Fulland complete | -A complete description | -A basic description and | -A vague or no description and and explanation is explanation is given for | description or explanation that given for all questions | most questions and explanation that thoroughly responds | and prompts. prompts. responds to questions toall questions and | - Clear details and - Examples are given _| and prompts. prompts given. examples are given. with few or no details. | - No examples are - Additional -Lacking clear -Noclear connections | provided. information is connections between | between assigned -No connections are provided from assigned methods and | methods and examples. | made to additional research conducted | examples. research. on examples of | assigned methods. -or- = There are multiple examples given and Missing explained in detail and clearly related to the associated method. Portfolio - _ 4 [3 2 ao | ~ Coverage page “Coverage page most | -Coverage page is ~Missing all of most of includes a title, information. missing significant the pieces of the group members’ - Table of contents is information. portfolio. names, class, date, provided but - Table of contents is -No cover page. and some sort of inaccurate. inaccurate. -No citations. picture. - Only a few sources are | - Sources are not in -Included documents - Table of contents cited in APA format. | APA format. are disorganized and - FullAPAcitations | -Some documents are | -Documentsare hand _ | hand written. for each source typed and labeled. written. | - All documents are typed , double spaced and clearly labeled with part and title *Itis not enough to simply meet the expectations of the rubric....you must go beyond to deepen your understanding of these methods of research through your own learning and observation.Final Product: Research Methods Portfolio Part 1: summary and reflection Cover Page- All group members names, date, class, and title Part 2: Observation notes and minimum 1-page summary Part 3: Data Chart and minimum 1-page reflection Citations of resources used *Should have a professional appearance and include pictures and color where useful.* Rubric Parts 1-3 4 3 2 4/0 | - Fullandcomplete | -A complete description | -A basic description and | -A vague or no description and and explanation is explanation is given for | description or explanation that, given for all questions | most questions and explanation that thoroughly responds | and prompts. | prompts. responds to questions to all questions and_| - Clear details and -Examples are given _| and prompts. prompts given. examples are given. | with few or no details. | - No examples are - Additional -Lacking clear -No clear connections _| provided. information is connections between | between assigned -No connections are provided from assigned methods and | methods and examples. | made to additional research conducted | examples. research. on examples of assigned methods. -or- - There are multiple examples given and Missing explained in detail and clearly related | tothe associated method. _ Portfolio — = _ ~ 4 3 2 _ vo - Coverage page “Coverage page most | -Coverage page is -Missing all of most of includes a title, information. missing significant _| the pieces of the group members’ | -Tableofcontentsis | information. portfolio. names, class, date, | provided but -Table of contentsis _| -No cover page. and some sort of inaccurate. inaccurate. -No citations. picture. - Only a few sources are | - Sources are not in -Included documents - Table of contents citedin APA format. | APA format. are disorganized and - Full APA citations ~Some documents are | - Documents are hand | hand written. for each source typed and labeled. written. - All documents are typed , double spaced and clearly labeled with part and title “tis not enough to simply meet the expectations of the rubric....you must go beyond to deepen your understanding of these methods of research through your own learning and observation.Research Methods Portfolio on Dangerous Driving Behavior ‘AP Psychology (1B) November 20, 2015 "ll = Dancrfous DRIVING HABITS =~‘Table of Contents Part 1: Case Study Summary and Reflectior soceeteeD. 35Part 1: Case Study Summary and Reflection * Briefly summarize the case study. In “Aggressive Driving Case Studies and Mitigations in India,” Neelima Chakrabarty, Reetesh Riku, and their research team, comprised of police personnel and scientists from the Central Road Research Institute, investigated aggressive and illegal driving behaviors in Delhi, India using data from 1997 to 2013. They aimed to provide evidence of various factors which contribute to road rage and resulting traffic accidents. The research team conducted a S-hour field observation and recording of aggressive driving and road rage incidents on the NH-8 (Ahram-Badarpur) Road Stretch. They recorded the number of red light jumping cases, tailgating cases, aggressive horn honking cases, and wrong side overtaking cases committed by different categories of motor vehicles: cars/jeeps, two-wheelers, three-wheelers, and heavy motor vehicles. Other field studies, located at numerous Delhi roads, examined various factors that may affect road rage such as weather conditions, types of vehicles, and types of traffic offenses involved in observed road rage cases. The Propensity of Aggressive Driving Scale (PADS), was used to assess the tendency of randomly seleoted Delhi drivers from different age groups, professional groups, gender groups, and driving exposures “to become angry while driving and subsequently engage in hostile driving behaviors or acts of ‘road rage.”” PADS was developed in 1999 by Jason P. De Pasquale, E. Scott Geller, Steven W. Clarke and Lawrence C. Littleton and has sufficient validity and test-retest reliability (0.91). Furthermore, the case studies suggest mitigation measures to reduce traffic accidents in India based on the research. They included the statistics of mortality rates resulting from aggressive driving as well as field data from aggressive and illegal activities that were observed. The researchers concluded that more research and datamay be necessary to understand the correlations between groups and behaviors as well as understand a distinct “cause” of the behavior. Also, they attributed some of the aggression to Intermittent Explosive Disorder (IED), which is a common medical issue that causes an individual to act erratic and not be able to recognize the severity of their actions. In your opinion, was it ethical for researchers to conduct this case study? This case study was ethical for the the researchers to conduct. First of all, the researchers conducted the study completely in public domain, Roads are shared property so all people may use them and do not have an expectation of high privacy as in places such as bathrooms and locker rooms. Behaviors on the road, including aggressive and illegal behaviors, are therefore open to observation, Although the article addressed mortality rates, the surveys and observations that Chakrabarty and Riku conducted were themselves safe for all parties. Because rampant dangerous driving in India prompted the need for a case study, aggressive driving and traffic accidents were going to occur whether or not the researchers were present to observe, The case study was not responsible for any damage. The researchers did not facilitate the violence that they were studying but merely reported their observations. Also, the researchers could not have prevented the accidents on-site due to the nature of the observed behavior. Attempting to intervene and prevent the dangerous behavior or traffic accidents would not have been effective and would very likely have only harmed the researchers. Law enforcement would be the most effective on-site intervention of illegal driving because police officers are given that authority. = What can be learned from this case study (why was/is it valuable research)? ‘This case study is valuable research which can inform policymakers in India and other countries on how to formulate public policy that most effectively mitigates ageressive driving.Road rage is a common phenomenon in increasingly faster and more entitled modern cultures. In America, driver training courses are filled with warnings against road rage, and one can simply observe the dangerous driving that occurs on roads, especially those with medium to extremely heavy traffic. Road rage is a significant contributor to road traffic accidents which cause injuries and fatalities and costs millions of dollars each year according to the World Health Organization's 2004 report, Therefore, any research about aggressive driving and measures that can be taken to reduce it is valuable to many societies with road rage issues. At the time of the case study, Chakrabarty and Riku stated that there were many theories about the causes of road rage and not much quantifiable data about it. They assert that “the inability to target causes for the phenomenon presents major challenges to resolving it.” The research in this case study is the first published work on risky driving, road rage incidence, and related mitigation measures in India and the first objective driving record regarding road traffic accidents in India. By using a systematic approach with measurable variables, the case study examines the aggressive driving behaviors which are shown to lead to road rage and accidents. For example, the case study found that 38% of the Delhi road rage cases were triggered by high speeding coupled with wrong side overtaking, and 25% were due to tailgating by either the victim or aggressor. Those were the two leading factors resulting in road rage in the study. Understanding the causes of road rage and related traffic accidents can help prevent them because authorities can target education and law enforcement on those factors which most significantly provoke road rage. The research may help societies learn how to control dangerous driving behaviors; form public health interventions such as policies on road safety measures, education, and health; and devise other methods to minimize and lessen the impact of road rage-related traffic accidents.Obser 1 + Minivan and Jeep SUV speeding on Lake Murray dam- 3:45PM + Speeding, no turn signals when lane changing, and tailgating Ford Fusion on Lake Murray dam- 3:46PM + Chrysler Sebring at Columbiana mall blocked intersection (mid 30s male, had beard)- 4:27PM + Date: Sunday, November 15, 2015 + Time: 3:30-4:30PM Observation 2: + Location: 4-way intersection (with stop lights and one stop sign) of Sunset Boulevard and Mallard Lakes Drive + Date: Saturday, November 14, 2015 + Time: 2:45 p.m-3:17 pm. + Relative amount of traffic: steady/heavy Red light jumping " Stop sign jumping ‘Aggressive horn honking ‘Wrong side overtaking Sw Noticeable speeding 1 Cutting in front of other vehicles None Tailgating None Physical assault NoneIn intersection out of turn “ Unvestrained child 1 Distracted Angry gestures Texting while driving ‘Swerving None Not using turn signal when needed 93 Screeching tres/starting too quick No turn on red” violation +Other Notes: + Tobserved one car being pulled over by the police. + No traffic accidents occurred at this location and time. + Most drivers treated the stop sign like a yield sign and did not completely stop. «+ Since the intersection had four sides, I could not see all dangerous behaviors from my point of ‘view at one comer of the intersection across from Publix. For example, I could only see that cars on the far two sides of the intersection were not blinking when needed, so the total number of cars that did not blink when needed is most likely higher than 93. Therefore, I most likely missed many dangerous driving behaviors and do not have a comprehensive total of vehicles that participated in each dangerous behavior at this time and location. + Plus, the traffic was relatively heavy and moving relatively fast which also contributed to missing many dangerous driving bebaviors.Observation 3: + Date: Saturday, November 14, 2015 + Time:7:00am-9:30pm + Location: various places around Columbia + 8:00am: Black sedan cuts across 2 lanes of traffic. 8:15am: Black Silverado changes lane without tum signal. + 9:15am Tan Durango illegally parked on the shoulder of the road. + 10:15am Black sedan pulled over but cop. + 10:30am White F-150 parked on railroad tracks. 4:15pm White sedan cuts off a car without using tum signal to get ahead in traffic. + 6:00pm line of cars do not stop at stop sign. 7:30pm 20 cars park in a no parking zone. + 9:15pm car runs red light. Observation 4: + Date: Monday, November 16, 2015 + Time: 2:40-7:00 pm + Location: various places around Lexington .59 pm: Old woman changing lanes and leaving school without using blinker «3:52 pm: Several cars leaving the student parking lot onto the main road, not coming to complete stops at the stop sign + 3:58 pm: Truck tailgating me leaving River Bluff+ 4:56 pm: Sports car obviously speeding near River Bluff + 5:13 pm: Car speeding in Publix parking lot + 5:25 pm: Camry changing lanes without using blinker Observation Summary and Conclusions: All four observations found common dangerous driving behaviors such as speeding, failing to use tum signals, and disregarding stop signs and stoplights. As shown by the chart from Observation 2, we did not observe all the behaviors we expected, and we had to add other behaviors that we had not previously brainstormed. While on the way to the Carolina game on Saturday November 14, we observed a lot of interesting behaviors while driving. There were a lot of people driving and a lot of people drinking and this is never a good mix. Most people ‘wanted to just get where they were going and did not care how they would get there. We saw people cutting people off and almost hitting them in order to get in front, and we noticed people going off the road hoping it was a short cut. We observed people breaking simple laws such as not using tum signals, driving through stop signs, and disregarding the right of way. Also, we saw people parking in places you would not normally park, such as on train tracks and on the side of the road. No one was really speeding due to the traffic, but there were a lot of close parking jobs, drunk drivers, and overall reckless driving. At the 4-way intersection of Sunset Boulevard and Mallard Lakes Drive, a lot of dangerous driving habits occurred. This intersection is a place where there are a lot of cars, increasing the likelihood for dangerous driving to occur. The other two observations recorded similar results as the other two observations. By observing10 driving habits in several different places and times, we were able to get a more comprehensive view of dangerous driving behaviors in our area. ‘At the Sunset Boulevard and Mallard Lakes Drive intersection, there were 182 dangerous driving incidents, and law enforcement only stopped one driver at this location and time. Because the chances of getting pulled over appears low, many people drive dangerously, participating in behaviors that we listed above without worrying about law enforcement. This carelessness probably contributes to the high amount of dangerous driving incidents. ‘We observed that a lot of civilians are more comfortable not using their turn signal than participating in any other dangerous driving behavior. The reason for this observation may be that many drivers are careless or simply not paying much attention as they coast through their daily routines on autopilot. Another frequent dangerous behavior was speeding. This observation is likely because individuals are trying to travel to their destination quickly in a faster-paced ‘modem society. We observed that civilians tend to drive more aggressively in heavily trafficked areas such as sporting events like the Carolina football game. Since people tend to get excited and celebratory at these type of events, they often mix drinking and driving. Other common dangerous driving observations included not stopping at red lights or stop signs, speeding, and being distracted while driving such as texting. For certain dangerous behaviors such as speeding, not blinking, stop sign jumping, and red light jumping, dangerous drivers tended to participate in ‘groups. If one person was participating in a dangerous driving behavior, others were likely to follow and be risky as well. ‘The trend in our observations that certain dangerous driving behaviors tended to occur in ‘groups relates back to what we have learned about conformity and obedience. In Milgram'sve obedience experiments (1973), he concluded that “[t]he rebellious actions of others severely undermines authority.” According to Asch’s conformity experiments (1955), “[tJhe presence of a supporting partner deplete{s] the majority of much of its power” over a dissenting individual. In other words, the urge to conform is lessened when an individual acts with even just one other person, which can be positive or negative depending on the situation. In this ease, disobedience to driving laws and nonconformity to safe driving procedures puts property at risk of damage and all involved drivers and passengers at risk of injury or death. When one person disobeys the law or does not conform to safe driving habits, other drivers who notice that disobedience or nonconformity are more likely to follow, When no examples for disobedience or nonconformity are present, drivers are less likely to participate in lawbreaking and disregarding driving norms. Even though they are risking their lives, the lives of their passengers, and the lives of other road travelers, a frightening majority of the observed people participated in at least one dangerous driving behavior. Many people do not make the smartest or safest decisions when driving, so interventions like driving education is necessary.Part 3: Survey Data Charts and Reflection a What is your age? ae What grade are you in?13, 33 What is your gender? Answer 10 Shope: O% 10% 20% 50% MOH «SOOT OK BEN 0% Which of the following best describes you? newer 109. Shp: rower hot esporses enone nom 2& “4 Do you drive? If so do you have a permit or license? you have a car, how much money is it ‘worth? een [IT vs ff15 or Have you ever gotten a speeding ticketitraffic violation? os Do you speed? If yes, which of the following best describes your speed? poswe Osos espero ‘sro ove tpt seo, o se ove epee nt pws Ey en ove eee tt so s eng ove speed nt 00% :16 as How frequently do you run a red light? semen, wont : _ en ever | oh 10h mh WR WO SOK TOL HOH LK “poawer Chices . Responses - aye oe 7 ‘Sometines hen mina hry noe 0 ovr 100% ey - 10 ato Have you ever been under the influence of alcohol or other drugs while driving? If so, do you do this regularly? soon | ; a ee ee rower os Responses ves onan oes 7 Ne, never nso, & Twat 117 Reflection: Our survey was conducted in River Bluff High School and asked questions about aggressive and illegal driving. We addressed the concept of operational definitions by making our answer choices specific. For example, one question asked, "Do you speed? If yes, which of, ‘the following best describes your speed?" This question was accompanied by answer choices like "5 mph over speed limit" and "15 mph over speed limit." These choices described the concept of speeding with specific measures so that the definition of “speeding” was kept consistent for all survey participants. Many of our other questions also had answer choices with specific measures. Psychologists use operational definitions when reporting their studies. In Myers” textbook, a study about sleep deprivation defines "sleep deprived” as "X hours less” than the person's normal amount of sleep. The phrase "sleep deprived” is specified further as the measure of hours less than the natural amount of sleep. Because different people may interpret the same question in different ways, we tried to specify our survey questions as clearly and concisely as possible. Since wording can affect people's perceptions of the questions in a survey, we framed our ‘questions in a conservative way. Instead of "which best describes your race?" we asked "which of the following best describes you?" because of some people's sensitivity towards the word 'race.” An example of the effects of phrasing is a survey conducted in 2009 that asked Americans’ approval of giving a "choice" over the type of insurance they want. Another survey asked their approval of “creating a public health care plan administered by the federal government that would compete directly with private health insurance companies.” Most Americans were in favor of the first survey because of the wording effect and the use of the word "choice" which has a positive connotation.18 Instead of using random sampling, we sent the survey out to the whole school and gave students the choice of participating in the survey. However, conscientious students were more likely to reply and complete the survey so this method did not accurately represent the whole school population, The conscientious students who filled out our survey were probably more likely to drive safely. Although we had 100 responses, all the demographics of the sampling did not correspond with those of the entire school. For example, 66% of the survey participants were female, but the male and female populations are about equal at our school. If we were to conduct our survey again, we might number the names of the whole student population and use a random name generator to pick our participants. Then every person would have an equal chance of participating, and the sample would more accurately represent the total student population. An example of a survey that uses random sampling is political polls in national election surveys. ‘They sample 1500 random people from all over the country, giving them an accurate summary of the nation’s opinions. ‘Some trends evident in our data were that most students either do not have a car or use their parent's car but have their license or permit. A surprising result was that 6% of students said they drive without a permit or license. At least 50% of students admitted to going at least S mph over the speed limit. 88% of students said they never run a red light or are never intoxicated while driving, but an alarming 4% said they are often under the influence of drugs or alcohol while driving. Overall, our data represented the teenage population in Lexington relatively well but not the teen population in America since we did not survey outside of our school. It was not surprising that the majority of students only admitted to going only 5 miles per hour over the speed limit. However, we had expected more shocking results because of the stated anonymity of19 the survey. It was a little surprising that about 22% of students have never gone over the speed limit, but that gives us hope for society, assuming all participants gave honest answers as we asked, We were alarmed to realize that some students admitted to driving without a permit or license, to frequently running a red light, and to frequently being under the influence while driving. However, these students may not have taken the survey seriously. Overall, we think our survey provided mostly accurate and valid results, and we were very satisfied with the large umber of students that responded.20 References Asch, S. E. (1955, November 1). Opinions and Social Pressure. Scientific American, 193, 31-35. hitp://www.lucs.lu.se/wp-content/uploads/2015/02/Asch-1955-Opinions-and-Social- Pressure.pdf Chakrabarty, N., & Riku, R. (2013). Aggressive driving case studies and mitigations in India. International Journal of Scientific and Research Publications, 3(2), 1-10. Retrieved November 11, 2015, from http://www:ijsrp.org/research-paper-0213/ijsrp-p1425.pdf Milgram, S. (1973, December 1). The perils of obedience, Harper's Magazine. http:// wwwphysics.utah.edw/~detar/phys49 1 O/readings/ethics/PerilsofObedience.html Myers, D. (2014). Research methods: Thinking critically with psychological science. In Myers’ Psychology for AP (2nd ed., pp. 29-74). New York, New York: Worth. Myers, D. (2014). Social psychology. In Myers’ Psychology for AP (2nd ed., pp. 753-820). New ‘York, New York: Worth. ‘World report on road traffic injury prevention. (2004). Retrieved November 19, 2015, from http:/www.who.int/violence_injury_prevention/publications/road_traffic/world_report/ en!