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TENTAMEN: College Aantekeningen en Samenvattingen - Klinische Psychologie () - Klinische Psychologie, ISBN: 9781250222695 of ISBN: 9781847925664 €5,49
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  3. Universiteit Utrecht (UU)
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  5. Psychologie als Wetenschap (202000053)

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TENTAMEN: College Aantekeningen en Samenvattingen - Klinische Psychologie () - Klinische Psychologie, ISBN: 9781250222695 of ISBN: 9781847925664
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Dit document bevat beknopte samenvattingen van alle hoorcolleges, en samenvattingen van alle relevante hoofdstukken uit het boek Science Fictions voor het tentamen.

Voorbeeld 4 van de 292  pagina's

Document informatie

  • 3 juli 2023
  • 292
  • 2022/2023
  • Samenvatting

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Voorbeeld van de inhoud

Psychologie als Wetenschap –
Compilatiedocument
Inhoud
Voorwoord SF ......................................................................................................................................... 4
H1 SF – How Science Works .................................................................................................................... 9
Literatuur CP ......................................................................................................................................... 15
Preface .............................................................................................................................................. 15
Note .................................................................................................................................................. 15
The philosophy of science ................................................................................................................. 15
The classical method ......................................................................................................................... 16
Francis Bacon’s revolution ................................................................................................................ 18
Falsification ....................................................................................................................................... 20
Weaknesses ...................................................................................................................................... 22
Research programs ........................................................................................................................... 24
Kuhn’s paradigms .............................................................................................................................. 25
Anything goes ................................................................................................................................... 27
Concluding remarks .......................................................................................................................... 27
Werkgroep 1 – 25-4-2023 ..................................................................................................................... 29
Hoorcollege 1 – 26-4-2023.................................................................................................................... 31
Hoorcollege 2 – 26-4-2023.................................................................................................................... 40
Hoorcollege 3 – 26-4-2023.................................................................................................................... 59
Deel 1: replicatiecrisis ....................................................................................................................... 59
Samenvatting deel 1 ..................................................................................................................... 62
Deel 2-6: Geschiedenis...................................................................................................................... 62
Deel 2: mentalisme versus fyscalisme .......................................................................................... 62
Deel 3: Evolutieleer en Functionalisme ........................................................................................ 65
Deel 4: Gestaltisme ....................................................................................................................... 69
Deel 5: positivisme en behaviorisme ............................................................................................ 71
Deel 6: cognitieve revolutie .......................................................................................................... 73
Stromingen samengevat ............................................................................................................... 76
Deel 7: observatie versus introspectie experiment (extra) .............................................................. 77
Neurolytics .................................................................................................................................... 77
Take home message...................................................................................................................... 78


1

,H2 – The Replication Crisis .................................................................................................................... 79
H4 – Bias................................................................................................................................................ 89
Hoorcollege 4 – 3-5-2023.................................................................................................................... 110
Werkgroep 2 – 4-5-2023 ..................................................................................................................... 121
H5 - Negligence ................................................................................................................................... 122
Hoorcollege 5 – 10-5-2023.................................................................................................................. 133
Testbeoordeling door de COTAN ........................................................................................................ 141
Introductie Informatie testbeoordeling .......................................................................................... 141
Deel 1: Het COTAN-beoordelingssysteem ...................................................................................... 142
Inhoud van het COTAN-beoordelingssysteem ............................................................................ 142
Wanneer krijgt een criterium een onvoldoende, voldoende of goed? ...................................... 142
Deel 2: Uitleg beoordelingscriteria ................................................................................................. 143
Betrouwbaarheid ........................................................................................................................ 143
Validiteit .......................................................................................................................................... 145
Begripsvaliditeit (het hoofdcriterium) ........................................................................................ 145
Criteriumvaliditeit ....................................................................................................................... 146
Deel 3: De Children’s Depression Inventory (CDI) .......................................................................... 147
Assessment of depression using self-report ............................................................................... 147
The CDI ........................................................................................................................................ 147
Overview of the CDI .................................................................................................................... 147
Wat doet de COTAN? ...................................................................................................................... 148
Op welke 7 criteria worden tests door de COTAN beoordeeld? .................................................... 148
Naar welk soort (onderzoeks)gegevens wordt gekeken om (verschillende typen) betrouwbaarheid,
begripsvaliditeit en criteriumvaliditeit te beoordelen? Vul onderstaande tabel in. ...................... 149
Leg kort uit hoe je voor de drie hoofdcriteria: betrouwbaarheid, begripsvaliditeit en
criteriumvaliditeit bepaalt of de test een onvoldoende, voldoende of goed krijgt?...................... 149
Werkgroep 3 – 11-5-2023 ................................................................................................................... 151
H6 - Hype............................................................................................................................................. 153
Hoorcollege 6 – 12-5-2023.................................................................................................................. 167
H7 – perverse incentives ..................................................................................................................... 176
H8 – fixing science............................................................................................................................... 188
Hoorcollege 7 – 17-5-2023.................................................................................................................. 208
Morling: H5 Identifying Good Measurement...................................................................................... 218
Hoorcollege 8 – 24-5-2023.................................................................................................................. 219
Reader testtheorie: Hoofdstuk 3: factoranalyse................................................................................. 230
H18 Field ............................................................................................................................................. 231


2

,Hoorcollege 9 – 26-5-2023.................................................................................................................. 232
Hoorcollege 10 – 31-5-2023................................................................................................................ 249
Rationele subjectiviteit in de diagnostiek ........................................................................................... 261
Signal detection theory ....................................................................................................................... 262
Hoorcollege 11 – 7-6-2023.................................................................................................................. 263
Werkgroep 4 – 8-6-2023 ..................................................................................................................... 276
Hoorcollege 12 – 14-6-2023................................................................................................................ 277
Werkgroep 5 – 15-6-2023 ................................................................................................................... 291
Werkgroep 6 – 30-6-2023 ................................................................................................................... 292




3

, Voorwoord SF
It is the peculiar and perpetual error of the human understanding to be more moved and excited by
affirmatives than by negatives. – Francis Bacon, Novum Organum (1620)

In January 2011, the world found out that undergraduate students have psychic powers.

A new scientific paper had hit the headlines: a set of laboratory experiments on over 1,000 people
had found evidence for psychic precognition - the ability to see into the future using extrasensory
perception. This wasn't the work of some unknown crackpot: the paper was written by a top
psychology professor, Daryl Bem, from the Ivy League's Cornell University. And it didn't appear in an
obscure outlet - it was published in one of the most highly regarded, mainstream, peer-reviewed
psychology journals. Science seemed to have given its official approval to a phenomenon that
hitherto had been considered completely impossible.

At the time, I was a PhD student, studying psychology at the University of Edinburgh. I dutifully read
Bem's paper. Here's how one of the experiments worked. Undergraduate students looked at a
computer screen, where two images of curtains would appear. They were told that there was
another picture behind one of the curtains, and that they had to click whichever they thought it was.
Since they had no other information, they could only guess. After they'd chosen, the curtain
disappeared and they saw whether they'd been correct. This was repeated thirty-six times, then the
experiment was over. The results were quietly stunning. When a picture of some neutral, boring
object like a chair was behind one of the curtains, the outcome was almost perfectly random: the
students chose correctly 49.8 per cent of the time, essentially fifty-fifty. However - and here's where
it gets strange when one of the pictures was pornographic, the students tended to choose it slightly
more often than chance: 53.1 per cent of the time, to be exact. This met the threshold for "statistical
significance?. In his paper, Bem suggested that some unconscious, evolved, psychic sexual desire had
ever-so-slightly nudged the students towards the erotic picture even before it had appeared on
screen.

Some of Bem's other experiments were less explicit, but no less puzzling. In one of them, a list of
forty unrelated words appeared on the screen, one at a time. Afterwards came a surprise memory
test, where the students had to type in as many of the words as they could remember. At that point,
the computer randomly selected twenty of the words and showed them to the students again. Then
the experiment ended. Bem reported that, during the memory test, the students were more likely to
remember the twenty words they were about to see again, even though they couldn't have known -
except by psychic intuition - which ones they were going to be shown. This would be a bit like
studying for an exam, sitting the exam, then studying again afterwards, and that post-exam study
somehow winding its way back in time to improve your grade. Unless the laws of physics had
suddenly been repealed, time is supposed to run in only one direction; causes are supposed to come
before, not after, their effects. But with the publication of Bem's paper, these bizarre results were
now a part of scientific literature.

Crucially, Bem's experiments were extremely simple, requiring nothing more complicated than a
desktop computer. If Bem was right, any researcher could produce evidence for the paranormal just
by following his experimental instructions - even a PhD student with next to no resources. That is
what I was, so that is exactly what I did. I got in touch with two other psychologists who were also
sceptical of the results, Richard Wiseman of the University of Hertfordshire and Chris French of
Goldsmiths, University of London. We agreed to re-run Bem's word-list experiment three times,
once at each of our respective universities. After a few weeks of recruiting participants, waiting for
them to complete the memory test and then dealing with their looks of bewilderment as we

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