While research methodology courses in the undergraduate psychology curriculum emphasize experimental design issues over observational techniques, technological advances now make it possible to better incorporate this aspect of the scientific method into our portrayal of the discipline. The advantages of exposing students to observational methods have long been recognized [1]. Among other things, students may gain an appreciation for: studying dynamic behavior; making reliable observations (and assessing that reliability); operationally defining and categorizing behavior; and performing simultaneous micro/macro level analyses. Because teaching observational research takes advantage of technological innovations for data recording (e.g. cameras), manipulation (e.g. recorders, editors, transcribers, titlers), analysis and presentation (e.g. software and hardware), students also benefit from exposure to important hands-on experiences with such technology.

A model for incorporating observational research methods into the psychology curriculum, and for overcoming possible technological hurdles, is presented. The special features of the course, Seminar in Observational Research Methods, are detailed and explained. These features include: (1) the potential to adapt the course to a variety of topical areas in psychology (e.g. comparative psychology, behavior analysis and the study of interpersonal communication); (2) the ‘capstone’ (i.e. upper-level, advanced, individualized) aspects of the course activities; and (3) the emphasis on real-world applications (participating in Institutional Review Board procedures, publicly disseminating research findings, etc.). Special emphasis is given to detailing the minimum technological requirements for meeting course goals. Cost-effective technology alternatives (e.g. adapting older analog equipment to digital formats) are also explored.

The first offering of this course at the College of Charleston in South Carolina is described. The topical focus of this class was interpersonal communication, and the primary course project involved the analysis of professors' gestures during class lectures. Available taxonomies of hand movements and gestures were adapted to this context by the students. Methodological issues of sampling, unitizing behavior, controlling observer bias and making ethical decisions about observing and recording public behavior were among those considered. The existing literature on the relationship between gestures and cognitive processes, as well as gestures and social processes, provided the basis for generating and testing several hypotheses regarding the functions of these pervasive non-verbal behaviors. Moreover, an analysis of verbal/vocal communicative channels was attempted by relating gestural behavior to certain types of speech disfluency. Students presented their findings in the public forum of a presentation to the college community. Available technology was employed to capture and represent the dynamic aspects of their data via digitized video clips. Finally, a formal evaluation of their efforts was undertaken by surveying the reactions of students and faculty audience members to the formal presentation. Suggestions for future offerings of this course are included.

References

1. Krehbiel, D.; Lewis, P.T. (1994). An Observational Emphasis in Under-graduate Psychology Laboratories. Teaching of Psychology, 21(1), 45-48.

Paper presented at Measuring Behavior 2002 , 4^th International Conference on Methods and Techniques in Behavioral Research, 27-30 August 2002, Amsterdam, The Netherlands

© 2002 Noldus Information Technology bv