Psychology of Learning

Module 02: Research Methods

Summary

Scientific Foundations

Learning psychology is studied through the scientific method, which emphasizes empiricism (observation & data) & rationalism (logical reasoning). Science is self‑correcting, revising conclusions when new evidence emerges. The goals of scientific psychology are description, explanation, prediction, & control. Research rests on assumptions of determinism (behavior is orderly), discoverability (relationships can be found), & parsimony (prefer simpler explanations). Theories organize knowledge, generate testable hypotheses, & remain provisional until disconfirmed.

Classic Research Equipment

• Classical conditioning apparatus: Pavlov’s dog experiments measured salivation to neutral stimuli paired with food.
• Thorndike’s puzzle boxes: Cats learned escape behaviors through trial & error, leading to the Law of Effect.
• Mazes: T‑mazes, Y‑mazes, radial arm mazes, & Morris water mazes studied spatial learning & memory.
• Skinner box: Automated operant chambers allowed precise study of reinforcement schedules.
• Additional tools include Lashley’s jumping stand (discrimination learning), motor skills apparatus (mirror tracing, pursuit rotor), & verbal learning equipment (Ebbinghaus’s nonsense syllables, memory drum).

Research Variables & Control

• Independent variable (IV): manipulated factor (e.g., caffeine dosage).
• Dependent variable (DV): measured outcome (e.g., learning rate).
• Operational definitions ensure clarity & replication.
• Extraneous variables must be controlled; confounds destroy causal inference.
• Random assignment distributes differences evenly across groups.
• Designs use experimental groups (treatment) & control groups (baseline).
• Validity: internal validity ensures causal inference; external validity ensures generalization.

Experimental Designs & Analysis

• Two‑group designs: independent groups (random assignment) or related groups (repeated measures, matched pairs). Analyzed with t‑tests.
• Multiple‑group designs: compare three or more conditions; analyzed with one‑way ANOVA & post hoc tests.
• Factorial designs: manipulate multiple IVs simultaneously, revealing main effects & interactions (e.g., caffeine × trials).
• Between‑subjects, within‑subjects, & mixed designs classify how participants experience IV levels.
• Factorial ANOVA analyzes complex designs.
• Measurement quality requires reliability (consistency) & validity (accuracy).
• Researchers balance internal vs. external validity when generalizing findings beyond the lab.

Conclusion

Module 02 shows how psychology of learning is advanced through rigorous scientific methods, careful control of variables, specialized equipment, & appropriate statistical analysis. These foundations allow researchers to isolate causal relationships, evaluate theories, & apply findings to both laboratory & real‑world contexts.