Class 10 Instructions

Study 3 (Kingston et al., 2007) To explore the effectiveness of a Mindfulness-based cognitive therapy (MBCT) for treating depressive symptoms and rumination, researchers compared the implementation a MBCT program versus a “treatments as usual” (TAU) program where no change was made to participants’ treatment plans. This study consisted of 8 participants who completed the MBCT treatment and 11 who completed the TAU. Each participant completed both the Beck Depression Inventory, and the Nolen- Hoeksema rumination scale questionnaires pre-treatment and at a one-month post treatment follow- up. The researcher had hoped to randomly assign patients, but insufficient numbers of participants had been referred before the start of the study. Instead, each patient was assigned to treatments based on study sign up dates, with the first 8 participants assigned to the MBCT group and the next 11 participants assigned to the TAU group. Study 4 (Horstmann et al., 2018) Inspired by the media equation theory, which states people can apply social norms when interacting with various media like computers and robots, researchers conducted a study to observe human interactions with a robot under different circumstances. More specifically, the team tested the prediction that individuals would take longer to shut off the robot’s power when their preceding interaction with it was social rather than functional, even after been giving the prompt they could shut off the robot. Second, researchers also tested the assumption that people would take longer to shut off the robot if the robot objected to being turned off. Undergraduate student participants (N=85) had both a social exchange (i.e., engaged in collaborative game) with the study robot and a functional exchange with the robot (i.e., asked it to look up information); the order was counterbalanced across participants. Half the participants were further randomly assigned to the objection group, in which the robot objected to being turned off following each interaction; the remaining half of participants formed the no objection group, in which the robot made no objection to being turned off following the interaction. All participants were allowed 15 minutes to interact with the robot and then were given the option to turn off the robot’s power at the end of the session. The time between being given the option to shut off the robot and actually turning off the robot was measured in seconds. References Horstmann, A., Bock, N., Linhuber, E., Szczuka, J., Straßmann, C., & Krämer, N. (2018). Do a robot’s social skills and its objection discourage interactants from switching the robot off? PloS One , 13 (7), e0201581 – e0201581. https://doi.org/10.1371/journal.pone.0201581 Kingston, T., Dooley, B., Bates, A., Lawlor, E., & Malone, K. (2007). Mindfulness-based cognitive therapy for residual depressive symptoms. Psychology and Psychotherapy, 80 (2), 193 – 203. https://doi.org/10.1348/147608306x116016 López‐Íñiguez, G., & Pozo, J. (2014). The influence of teachers’ conceptions on their students’ learning: Children’s understanding of sheet music. British Journal of Educational Psychology, 84 (2), 311 – 328. https://doi.org/10.1111/bjep.12026 Martin, J., Kerr, C., Quintieri, G., & Malizia, K. (2023). Evaluating the effectiveness of a flipped classroom design for research methods in psychology. Manuscript in preparation.