Instructor:  Hui-Chin Hsu
Office: Family Science 1, 2nd Floor
Office Hours: By appointment
Phone:  542-2636
e-mail: hchin@fcs.uga.edu

Prerequisites:
 A graduate level course on research methods and/or statistics is required.

Course Objectives:
    CHFD8950 is a graduate course intended to present an overview of data management and analysis through the application a selected statistical package --SPSS for Windows. The focus of the course is to provide students with hands-on experience to learn basic skills in data management as well as commonly used statistical techniques.  Theoretical underpinnings and statistical/mathematical computations are NOT the focus of this class.  This course is designed to achieve the following objectives:
    (1) Familiarizing with SPSS for the Windows environment,
    (2) Learning how to create, manipulate, and manage data files,
    (3) Gaining a beginner level of command of SPSS programming (drop-down menu and syntax),
    (4) Understanding the basic concepts and principles of different statistical techniques,
    (5) Learning how to select appropriate statistical strategies for data analysis,
    (6) Learning how to generate, identify, and interpret statistical outputs,
    (7) Gaining knowledge in formulating tables according to APA guidelines, and
    (8) Beginning to develop skills in writing reports for research findings.

Class Format:
     Each class will be a combination of lecture, demonstration, discussion, and hands-on experience with SPSS.  Mini-lectures will be given as needed to introduce, clarify, and summarize the reading material or topic of discussion. You are expected to participate actively in the class discussion and computer application exercises.  You should read all the assigned readings before coming to class.  However, you are not required to memorize everything included in the reading materials. In addition, you will be required to present and lead one class discussion on a selected article/chapter (see Course Requirement below).

Required Textbooks:
1. Green, S. B., & Salkind, N. J.  (2002).  Using SPSS for Windows and Macintosh: Analyzing and understanding data.  NJ: Prentice Hall.
2. Grimm, L. G., & Yarnold, P. R. (1995).  Reading and understanding multivariate statistics. Washington D.C.: APA.
3. Nicol, A. A. M., & Pexman, P. M. (1999). Presenting your findings: A practical guide for creating tables.  Washington  D.C.: APA.

Recommended Textbook (reserved at the Science Library):
1. Tabachnick, B. G., & Fidell, L. S. (1996).  Using multivariate statistics (3rd Ed.).  NY: HarpterCollins. (Call # QA278.T3   1996)
2. Grimm, L. G., & Yarnold, P. R. (2000).  Reading and understanding more multivariate statistics.  Washington D.C.: APA.

Additional Required Readings:
     A list of research articles that will be used to supplement the textbook is attached.  Copies of these articles are available on-line at http://gil.uga.edu.  Click on Course Reserves, select CHFD8950, and find the article.

Course Requirements:
 Your grade will be assigned on the basis of your performance in the following four areas: (1) class participation and discussion, (2) student presentation, (3) in-class exercises, and (4) take-home assignments.

    (1) Class participation and discussion (10%). You are expected to be present, thoroughly prepared, and an active participant of the class discussion as well as exercises.  Read the assigned chapters and methodological articles before come to the class and bring questions to class for discussion.  With regard to the assigned empirical journal articles, the focus will be on the research questions, strategies for data analysis, table/graphic presentation of findings, and write-up of statistical findings.

    (2) Student Presentation (20%).  Each student in class will be required to choose one of the articles from the reading assignment marked by * or **.   Articles marked with a ‘*’ are required readings, whereas papers marked with a ‘**’ are non-required additional readings.  An empirical article of your choice would also be possible.  However, you are responsible for providing a copy of the article to everyone in class at least one week before the scheduled date for presentation (e.g., send a PDF file via eamil attachment, or provide web address for access to the article).  You are expected to organize a 20-minute presentation and are responsible to prepare an abstract (1 to 2 pages of summary) that summarizes the key points in the article, to identify information that has implications for research design and data analysis, and to lead a class discussion on that topic.  Most importantly, you presentation must include critiques regarding statistical strategies used in the article as well as presentations of the graphs and/or tables, and suggestions for alternative and/or additional analysis strategies.  Assignments for presentation will be made during the first class meeting.

    (3) In-Class Exercises  (30%).  You are expected to carry out in-class exercises using datasets provided by the textbook. You need to prepare the data, compose and/or run the program, and present the statistical results.  Attach the SPSS syntax program (if any) with the printouts, and answer questions by marking and/or writing short answers on your printouts.  Written reports of statistical findings are NOT required for in-class exercises.  To reduce the number of revisions, you are strongly encouraged to exchange your printouts with your fellow students to correct possible errors before submitting your final printouts to me.  You need to turn in at least 10 out of the 11 in-class assignments (and possible revisions) on or before the following Thursday in order to get full credits.

    (4) Take-Home Assignments (40%).  A total of three problem sets will be assigned.  Data file(s), codebook(s), and research questions will be provided for each assignment. (If you prefer to use your own dataset, please let me know ahead of time.)   Each problem set involves data manipulation and application of statistical techniques to answer the research questions by using SPSS for Windows.  In addition, you will be asked to write up and turn in a brief report of findings with graphics and/or tables following APA guidelines. You will be given an opportunity to revise and re-submit your take-home assignments.  Corrections are due one week after the homework is returned.

Important Notice:
    (1) No food or drink is allowed in the computer lab.  Surveillance camera is installed and used to monitor classroom activities by the computer services.
    (2) No emailing or web surfing is permitted during class period.
    (3) During lecture, please discontinue talking, printing, and/or working on the computer.
    4) All lecture notes will be available as Word files.
 
 

Week 1:  Introduction & Preparing for data analysis
(1) Green & Salkind (2002)  Unit 1 (Lesson 1-4): Getting started with SPSS
    Unit 2 (Lesson 5-10): Creating and working with data files
    Unit 3 (Lesson 11-14): Working with data
    Unit 4 (Lesson 15-17): Working with SPSS charts and output
(2) Nicol & Pexman (1999)  Chapter 10 Frequency and demographic data (pp. 81-85)
                                               Chapter 13 Means (pp. 95-100)
(3) Tabachnick, B. G., & Fidell, L. S. (1996).  Chapter 4. Cleaning up your act: Screening data prior to analysis.  In Using multivariate statistics (3rd Ed.) (pp.57-87).  NY: HaperCollins.
· In-Class Exercise 1: Data Entry

Week 2: Reliability Tests
(1) Green & Salkind (2002)   Unit 9 (Lesson 36-37): Internal consistency estimates of reliability
                                                                                         Item analysis using the reliability procedure
(2) Watson, M., & Greer, S. (1983).  Development of a questionnaire measure of emotional control.  Journal of Psychosomatic Research, 27, 299-305.
(3) Robson, C. (1993).  Ch. 11. The analysis of quantitative data.  In Real world research: A resource for social scientists and practitioner-researchers (pp.309-369).  Oxford, UK: Blackwell.
· In-Class Exercise 2: Lesson 18 (exercises 1-8), 19 (exercises 1-3), 20 (exercises 1, 6-8), & 37 (exercises 1-3 & 5-7)

Week 3: Binomial Tests & Chi-Square Tests
(1) Green & Salkind (2002)  Unit 10 (Lesson 38-40): The Binomial test
                  One-sample Chi-square test
                Two-way consistency table analysis using Crosstabs
(2) Nicol & Pexman (1999), Chapter 5 Chi-square (pp. 43-45)
*(3) Rosen, K. S., & Burke, P. B. (1999). Multiple attachment relationships within families: Mothers and fathers with two young children.  Developmental Psychology, 35, 436-444.
*(4) Asher, S. R., & Dodge, K. A. (1986).  Identifying children who are rejected by their peers.  Developmental Psychology, 22, 444-449.
· In-Class Exercise 3: Lesson 38 (exercises 1-2, 5), 39 (exercises 1-3), & 40 (exercises 1-2, 4-5)

Week 4: Correlations, Simple Regressions, and Simultaneous Multiple Regressions
(1) Green & Salkind (2002)  Unit 8 (Lesson 30-32): The Pearson product-moment correlation coefficient
                                                                                        Partial correlations
                                                                                        Bivariate linear regression
                                                                                        Multiple linear regression
(2) Nicol & Pexman (1999), Chapter 7. Correlation (pp. 53-59)
                                               Chapter 15, Multiple regression (pp. 111-116)
(3) Licht, M. H. (1995). Multiple regression and correlation.  In L. G. Grimm, & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics (pp. 19-57).  Washington D. C.: APA.
*(4) Kuczynski, L., Kochanska, G., Radke-Yarrow, M., & Girnius-Brown, O. (1987). A developmental interpretation of young children’s noncompliance. Developmental Psychology, 23, 799-806.
**(5) Radin, N., & Harold-Goldsmith, R. (1989).  The involvement of selected unemployed and employed men with their children.  Child Development, 60, 454-459.
· In-Class Exercise 4: Lesson 30 (exercises 1, 2, & 4), 31 (exercises 5-7), 32 (exercises 1-3), 33 (exercise 2)

Week 5: Hierarchical &Stepwise Multiple Regressions
*(1) Dubow, E. F., Huesmann, L. R. & Eron,  L. D. (1987).  Childhood correlates of adult ego development. Child Development, 58, 859-869.
*(2) Laible, D., & Thompson, R. (2000).  Mother-child discourse, attachment security, shared positive affect, and early concience development. Child Development, 71, 1424-1440.
**(3) Clark, L. A. Kochanska, G., & Ready, R. (2000).  Mothers’ personality and its interaction with child temperament and predictors of parenting behavior. Journal of Personality and Social Psychology, 79, 274-285.
(4) In-Class Exercise 5: Lesson 33 (exercises 6-9)

Week 6: Polynomial Regression
*(1) Roberts, W. L. (1986).  Nonlinear models of development: An example from the socialization of competence. Child Development, 57, 1166-1178.
*(2) Mason, C. A., Cauce, A. M., Gonzales, N., Hiraga, Y. (1996).  Neither too sweet nor too sour: Problem peers, maternal control, and problem behavior in African American Adolescents.  Child Development, 67, 2115-2130.
*(3) Larson, R. W. (1997).  The emergence of solitude as a constructive domain of experience in early adolescence.  Child Development, 68, 80-93.
· In-Class Exercises on Page 7

Week 7: Path analysis (Take-Home Assignment 1 Due)
(1) Klem, L. (1995). Path analysis.  In L. G. Grimm, & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics (pp. 245-273).  Washington D. C.: APA.
*(2) Youngblade, L. M., & Belsky, J. (1992).  Parent-child antecedents of 5-year-olds' close friendships: A longitudinal analysis.  Developmental Psychology, 28, 700-721.
**(3) McGowan, R. J., & Johnson, D. L. (1984).  The mother-child relationship and other antecedents of childhood intelligence: A causal analysis. Child Development, 55, 810-820.
· In-Class Exercise on Page 7

Week 8: Moderator vs. Mediator
(1) Baron, R., & Kenny, D. A. (1986).  The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.  Journal of Personality and Social Psychology, 51, 1173-1182.
*(2) Frosch, C. A., & Mangelsdorf, S. C. (2001).  Marital behavior, parenting behavior, and multiple reports of preschoolers' behavior problems: Mediation or moderation? Developmental Psychology, 37, 502-519.
 **(3) Mize, J., & Pettit, G. S. (1997).  Mothers' social coaching, mother-child relationship style, and children's peer competence: Is the medium the message? Child Development, 68, 312-332.
· In-Class Exercise on Page 7

Week 10:  T-Tests & ANOVAs
 (1) Green & Salkind (2002)  Unit 6 (Lesson 21-23): T-test procedures
                                                 Unit 7 (lesson 24-25): One-way analysis of variance
                                                                                       Two-way analysis of variance
(2) Nicol & Pexman (1999), Chapter 3 Analysis of variance (pp. 15-37)
                                               Chapter 18 Post Hoc and A priori tests of means (pp. 125-127)
                                               Chapter 20 t test of means (pp.145-147)
*(3) Wilson, B. J. (1999). Entry behavior and emotion regulation abilities of developmentally delayed boys. Developmental Psychology, 35, 214-222.
*(4) Parpal, m., & Maccoby, E. E. (1985).  Maternal responsiveness and subsequent child compliance.  Child Development, 56, 1326-1334.
· In-Class Exercise 6: Lesson 21 (exercises 1-3), 22 (exercises 1-4), & 23 (exercises 1, 2,3& 5)
             Lesson 24 (exercises 1-3), 25 (exercises 1, 2, & 4)

Week 11: Factorial ANOVAs & Repeated-measures ANOVAs (Take-Home Assignment 2 Due)
(1) Green & Salkind (2002)  Unit 7 (lesson 28-29): One-way repeated-measures analysis of variance
                                                                                       Two-way repeated-measures analysis of variance
(2) Nicol & Pexman (1999), Chapter 2. Analysis of covariance (pp. 9-13)
*(3) Axia, G., Bonichini, S., & Benini, F. (1999).  Attention and reaction to distress in infancy: A longitudinal study. Developmental Psychology, 35, 500-504.
*(4) Crohan, S. E. (1996).  Marital quality and conflict across the transition to parenthood in African American and White couples.  Journal of Marriage and the Family, 58, 933-944.
· In-Class Exercise 7: Lesson 28 (exercises 1, 2, & 4) & 29 (exercises 1, 2, 3, & 5)

Week 12: MANOVAs
(1) Green & Salkind (2002)  Unit 7 (Lesson 27): One-way multivariate analysis of variance
(2) Nicol & Pexman (1999), Chapter 16. Multivariate analysis of covariance (pp. 117-118)
                                               Chapter 17. Multivariate analysis of variance (pp. 119-124)
(3) Weinfurt, K. P. (1995).  Multivariate analysis of variance.  In L. G. Grimm, & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics (pp. 245-273).  Washington D. C.: APA.
*(4) Pickens, J., & Field, T. (1993).  Facial expressivity in infants of depressed mothers.  Developmental Psychology, 29, 986-988.
*(5) Kropp, J. P., & Haynes, O. M. (1987).  Abusive and nonabusive mothers’ ability to identify general and specific emotion signals of infants. Child Development, 58, 187-190.
· In-Class Exercise 8: Lesson 27 (exercises 1, 2, & 4)

Week 13: ANCOA's & MANCOVAs*
(1) Green & Salkind (2002)  Unit 7 (lesson 26): One-way analysis of covariance
*(2) Quiggle, N. L., Garber, J., Panak, W. F., & Dodge, K. A. (1992).  Social information processing in aggressive and depressed children. Child Development, 63, 1305-1320.
*(3) Welch-Ross, M. K. (1997).  Mother-child participation in conversation about the past: Relationships to preschoolers' theory of mind.  Developmental Psychology, 33, 618-629.
· In-Class Exercise 9: Lesson 26 (exercises 1-4)

Week 14:  Discriminant Analysis
(1) Green & Salkind (2002)  Unit 8 (Lesson 34): Discriminant analysis
(2) Nicol & Pexman (1999), Chapter 2. Discriminant function analysis (pp. 61-66)
(3) Silva, A. P. D., & Stam, A. (1995).  Discriminant analysis.  In L. G. Grimm, & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics (pp. 277-313).  Washington D. C.: APA.
*(4) Scher, A., & Mayseless, O. (2000).  Mothers of anxious/ambivalent infants: Maternal characteristics and child-care context.  Child Development, 71, 1629-1639.
· In-Class Exercise 10: Lesson 34 (exercises 1-4)

Week 15: Principal-Components analysis & Exploratory Factor Analysis (Take-Home Assignment 2 Due)
(1) Green & Salkind (2002)  Unit 9 (Lesson 35): Factor analysis
(2) Nicol & Pexman (1999), Chapter 9. Factor analysis (pp. 67-80)
(3) Bryant, F. B., & Yarnold, P. R. (1995).  Principal-components analysis and exploratory and confirmatory factor analysis.  In L. G. Grimm, & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics (pp. 99-109).  Washington D. C.: APA.
*(4) McGroder, S. M. (2000).  Parenting among low-income, African American single mothers with preschool-age children.  Patterns, predictors, and developmental correlates.  Child Development, 7, 752-771.
**(5) Crick, N. R., Casas, J. F., & Mosher, M. (1997).  Relational and overt aggression in preschool.  Developmental Psychology, 33, 579-588.
. In-Class Exercise 11: Lesson 35 (exercises 1-3 & 6)