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Think As Scientists Think—Empirical Research Skills

Learning to think as scientists think is empowering and drives this process and “Hard” and “soft” research skills combine well with Biopac Student Lab Lessons.

(Photo © 2016 Knowledge Growers, Inc.)

By Howard Iver Thorsheim, Ph.D., St. Olaf College

“Hard” and “soft” research skills combine well with Biopac Student Lab Lessons; for example:

Working as members of cooperative-learning teams;
Learning about basic psychophysiological measures;
Organizing supplies;
Following a protocol to greet a participant;
Explaining proposed procedure, and obtaining written informed consent using a form they draft;
Preparing participant, placing electrodes, and manipulating independent variables;
Debriefing participant;
Analyzing and graphing results;
Writing up research results in APA format.

Since the goal is learning skills for thinking, many of the usual requirements for rigorous research headed for publication can be relaxed for beginning students. This can motivate students for advanced student research honors projects or faculty/student research. Some examples of requirements that can be relaxed include naive participants (team members can serve as experimental participants in each other’s explorations—availability samples), sample sizes large enough to attain statistical power (instead two or three can be sufficient), and random assignment to conditions.

Learning to think as scientists think is empowering and drives this process, and some examples include students thinking about:

Articles of interest students find in data base searches that lead to their own research questions to explore;
Which psychophysiological measures they have practiced would provide information to help them learn more about their research question;
What they want their participants to do;
Key issues of experimental and statistical control, and
Any other equipment or supplies they might need to arrange for in addition to what is available within the limitations of available apparatus and facilities.

Before they may proceed, beginning students present their thinking on such issues to me as their consultant.

I provide a rubric with many tips, such as noting what they observed during the experiment that could have unintentionally influenced the results, describing strengths and limitations of their conclusions based on their findings, and answering the “So what?” question to extend their findings into their own life and think about the implications such findings might have for them.

See following for more ideas for teaching empirical research skills to help students think as scientists think, with research support:

Thorsheim, H. I. (2015). Experimental psychology. In D. S. Dunn (Ed.), The Oxford Handbook of Undergraduate Psychology Education. New York: Oxford University Press, 387-401. (Focus is.)

Learn more about BIOPAC’s education solutions, including complete teaching systems for psychophysiology and the life sciences. BIOPAC also provides a wide range of research systems for recording, displaying, classifying, and analyzing psychophysiological measurements.

BIOPAC Systems, Inc. provides life science researchers and educators with data acquisition and analysis systems that inspire people and enable greater discovery about life. Visit us at www.biopac.com.

Professor Thorsheim is a licensed Psychologist, educator, and author. He has published or presented over 125 papers, journal articles, books, book chapters or monographs, and received a patent in 1985 as a co-inventor for an educational book design with interactive elements. His work has been funded by marquee foundations across the globe. His most recent work is Doing Psychophysiology: Getting Started, available from Knowledge Growers, Inc., available as an iBook download in 51 countries.

Start the First Class with EDA and Emotional Responses!

By Howard Iver Thorsheim, Ph.D., St. Olaf College. I wanted to start the first day of my class with an activity that would engage students’ curiosity and enthusiasm, to set the stage for introducing the course and going over the syllabus!

By Howard Iver Thorsheim, Ph.D., St. Olaf College

Howard Iver Thorsheim is Professor of Psychology and Neuroscience at St. Olaf College, Northfield, Minnesota, USA. In these blogs he offers his first-person insights into effective teaching techniques gleaned from a combination of scholarly research and over 40 years in the classroom.

I find Electrodermal Activity (EDA) to be a great way to demonstrate psychophysiology measurement at the beginning of a course: students easily understand it. It takes little time to set up and record because it only involves two sensors on the finger tip pads. It works every time as a “window” to emotions with clear responses to a variety of stimuli (e.g., visual, auditory, gustatory, olfactory).

I show students a picture of a rock climber climbing a cliff, then ask them to jot down some notes of what they might feel when climbing like the woman pictured, and then buzz with a person sitting next to them about what they wrote. I ask for a show of hands of who has mentioned the bag hanging from the climber’s belt. Depending on the amount of time I choose to devote to the activity, I lead the entire class through a number of probing questions; for example:

“Who knows what the bag is for?” (Chalk for fingers.)

“Why does the climber use chalk?” (Reduce slipperiness from sweat.)

“Why do fingers get slippery?” (Emotion.)

“What other people encounter emotion daily?”

I then set the stage for EDA: changes in skin conductivity are due to the amount of sweat in sweat glands of the skin, which are produced by the sympathetic branch of the autonomic nervous system responding to emotion.

I explain to the class that I will be the first volunteer, and guarantee that no shock is involved using BIOPAC equipment. I connect electrodes on the volar pads of my index and middle fingers, and take a deep breath, which will generate EDA. Then I tell the class I will think of emotion-producing situations, and ask them if they can see any EDA detected by the equipment. There will be a few good chuckles because in anticipation of doing so, my response will already appear. Two of several easy classroom measurements of EDA include latency (about 1 to 3 seconds between a stimulus and beginning of the electrodermal response), and peak amplitude (the maximum size of the response). My eBook Doing Psychophysiology–Getting Started on the Apple iBooks Store has a graphic narrative and a one-minute video explanations about EDA, as well as other psychophysiology measures you can show your students. The Biopac Student Lab system also includes two lessons in which students can engage in interactive learning activities while measuring EDA; a lesson on the principles of biofeedback and one on the standard physiological measures of a polygraph.

An excellent summary of Electrodermal Activity is provided in the following chapter:

Dawson, M. E., Schell, A. M. & Fillion, D. L. (2007). The electrodermal system. In J. T. Cacioppo, L. G. Tassinary, & G. G. Berntson (Eds.). Handbook of psychophysiology (3^rd ed. pp. 159-181). New York: Cambridge University Press.

Forming Cooperative Learning Groups: The Solution

By Howard Iver Thorsheim, Ph.D., St. Olaf College. Students think psychophysiology is cool…. It generates all kinds of buzz, interest, excitement, questions–even from other faculty and administrators–and psychophysiology appeals to many students in related disciplines,

By Howard Iver Thorsheim, Ph.D., St. Olaf College

Howard Iver Thorsheim is Professor of Psychology and Neuroscience at St. Olaf College, Northfield, Minnesota, USA. In these blogs he offers his first-person insights into effective teaching techniques gleaned from a combination of scholarly research and over 40 years in the classroom.

Extensive research* documents the validity and benefits of constructivist learning and peer mentoring. The challenge is how to introduce students to psychophysiology so that they have the opportunity to be engaged.

Psychophysiology is inherently engaging to students because it links with most course topics, as well as whatever are their interests. “Students think psychophysiology is cool…It generates all kinds of buzz, interest, excitement, questions—even from other faculty and administrators–and psychophysiology appeals to many students in related disciplines, creating opportunities for cross-disciplinary collaboration among faculty and student.” (Thorsheim, LaCost & Narum, 2010, p. 27-28).

In what I call The Appetizer Process, the assignment for the next class meeting is for students to search the Internet on a combination of three topics: (1) Their interests (whatever they have a passion for), (2) The word “Psychophysiology,” and (3) The topic for the day in the course I am teaching.

They are to see what pops up, look for a link that strikes them as intriguing, click on it, and print out one first page from that link to bring to the next class meeting. I tell them they will be asked to share what they have found and why it’s intriguing to them, and turn the sheet in so I can learn more about their interests.

Next class, I ask students to form pairs, and tell their partner what their sheet is about and something about why it interests them. While pairs are talking, I identify two or three pairs that seem to be particularly engaged in conversation and ask them if they would be willing to share about 15 seconds worth of what they talked about when we regroup.

I tell the large group that the reason for asking the pairs to share what they talked about is to demonstrate the richly diverse connections that people construct.

I remind the class to make sure their names are on their sheets when they turn them in so I can connect them and their interests. (Another option is to compile all the names and links to share back to the class).

Whatever the plan is for the rest of class, after pairs share and hear from the two or three pairs, I find students are engaged because they have actively constructed connections with their interests, psychophysiology, and the topic for the day.

*Galindo, J. H. (2011). Authentic learning (Simulations, Lab, Field). Download it here.

Mayo, J. A. (2010). Constructing undergraduate psychology curricula: Promoting authentic learning and assessment in the teaching of psychology. Washington, DC: American Psychological Association.

Thorsheim, H., LaCost, H., & Narum, J. L. (2010). Peer mentoring of undergraduate research in community colleges: A “transplantable” model for workshops. Council on Undergraduate Research Quarterly, 31(2), 26-32. View it here.

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