Professor Eric VANMAN
Course overview
- Study period
- Semester 1, 2026 (23/02/2026 - 20/06/2026)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Psychology School
The School of Psychology recommends only two of the three first year courses is undertaken in the first semester of study.
Psychology is founded on the scientific method. This course introduces students to the theory and practice of research and report writing in psychology. Lectures will cover topics such as: science and the scientific method; research methodologies, techniques and designs; the practice and problems of measurement in psychology; exploring, displaying, describing and analysing research data; and report writing. Weekly workshops/tutorials will involve: experimental design; ethical concerns; collecting, handling, describing, analysing and reporting data; report writing; and exercises and questions relating to the entire course content.
INTRODUCTION
Psychology is the scientific study of behaviour and its physiological, cognitive (mental processes), and social bases. There are three introductory and complementary first-year psychology courses, each worth 2 units: NEUR1020 (Brain and Behavioural Sciences), PSYC1030 (Developmental, Social & Clinical Psychology), and PSYC1040 (Psychological Research Methodology 1). A central theme running through all three courses is that psychology is a research-based, scientific discipline grounded in empirical evidence.
PSYC1040 focuses on how psychological knowledge is generated, evaluated, and communicated. The course introduces students to the theory and practice of research in psychology, including the logic of the scientific method, research design, measurement, data analysis, and scientific report writing. Rather than treating these elements as isolated techniques, the course emphasises understanding how research methods support psychological inference and responsible interpretation of evidence.
In Semester 1 2026 the course is structured around short pre-class learning materials and extended, interactive workshops. Pre-class videos introduce core concepts and common misconceptions, preparing students for active engagement. Weekly two-hour workshops are the primary learning environment and focus on applying concepts through practical activities involving research design, ethical considerations, data handling, analysis, and scientific communication. This structure allows in-person time to be used for discussion, problem-solving, and sense-making rather than content delivery.
PSYC1040 is a prerequisite for all Level 2 psychology courses. However, students who have not completed PSYC1040 in their first year may take it concurrently with Level 2 psychology courses.
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to introduce students to the fundamental principles of experimental research in psychology and the scientific method in general. Our goal is that students develop a set of skills that will enable them to critically assess psychological literature, formulate hypotheses, conceive of and conduct a research study, organize and concisely present experimental data, perform appropriate statistical tests on that data, and report experimental designs, procedures, results, and conclusions in a scientific report.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand and appreciate the scientific and research base of psychology.
LO2.
Understand and appreciate basic research designs and their applications.
LO3.
Understand and appreciate measurement in psychology research.
LO4.
Understand and appreciate the ways and means of exploring, displaying, describing and analysing research data.
LO5.
Design and conduct a simple research study.
LO6.
Understand and appreciate scientific report writing in psychology.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Tutorial/ Problem Set | Workshop Problem Sets | 10% |
23/02/2026 - 25/05/2026
Workshop Problem Sets are completed during the scheduled workshop or as directed by the instructor. Each Problem Set is marked on a complete / incomplete / did not attend basis. Only Problem Sets completed in the relevant workshop week will count toward the final grade. |
| Quiz |
In Class In-Semester Exam
|
25% 40 multiple choice questions |
13/04/2026 - 17/04/2026
In-class in-semester exam will be held during the Week 7 workshops |
| Paper/ Report/ Annotation | Epistemic Governance Task (Take-Home) | 15% |
29/05/2026 1:00 pm |
| Examination | Final Exam | 45% |
End of Semester Exam Period 6/06/2026 - 20/06/2026 |
| Quiz | Weekly Quizzes | 5% |
23/02/2026 - 29/05/2026
Following the scheduled lecture each week. |
Assessment details
Workshop Problem Sets
- Mode
- Written
- Category
- Tutorial/ Problem Set
- Weight
- 10%
- Due date
23/02/2026 - 25/05/2026
Workshop Problem Sets are completed during the scheduled workshop or as directed by the instructor. Each Problem Set is marked on a complete / incomplete / did not attend basis. Only Problem Sets completed in the relevant workshop week will count toward the final grade.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Each workshop includes a short Problem Set that you will complete during the session, working individually or in small groups as directed. These Problem Sets focus on applying the week’s concepts to practical examples, interpreting research scenarios, and practising careful scientific reasoning rather than calculation or technical detail. The emphasis is on engaging with the task and attempting the reasoning, not on producing a perfect or “correct” answer. Problem Sets are marked on a complete / incomplete / did not attend basis and together contribute 10% of the course grade. Their purpose is to support active participation in workshops and to help you develop confidence in applying course ideas in a low-stakes environment.
Submission guidelines
Problem Sets are to be submitted in person to your tutor during the workshop.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
We strongly encourage students experiencing significant interruptions or chronic illnesses of greater than two weeks to contact UQ Student Services to seek information and/or assistance: http://www.uq.edu.au/student-services/
Late submission
No Late Submissions will be allowed.
In Class In-Semester Exam
- Identity Verified
- In-person
- Mode
- Written
- Category
- Quiz
- Weight
- 25% 40 multiple choice questions
- Due date
13/04/2026 - 17/04/2026
In-class in-semester exam will be held during the Week 7 workshops
- Other conditions
- Time limited.
- Learning outcomes
- L01, L02, L03, L04
Task description
The in-semester exam will be 40 MCQs on paper and cover the content from Weeks 1-6.
Submission guidelines
Deferral or extension
You may be able to defer this exam.
For full details please review the School of Psychology Student Guidelines - Extensions and Deferred quiz/exam (the web link can be found on the Policies and Procedures tab).
Epistemic Governance Task (Take-Home)
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 15%
- Due date
29/05/2026 1:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
In this task, you will identify a real research finding (for example, from a journal article or reputable media report) and evaluate what claims the evidence does and does not support. You will be asked to make explicit decisions about which claims could be responsibly communicated, which claims should not be communicated, and what conditions or caveats would be required for responsible interpretation. The emphasis is on careful reasoning, appropriate limits, and accountability for interpretive decisions under uncertainty, rather than on technical detail or writing style. You may use any resources to help you think through the task, but you are expected to understand and stand behind the decisions you submit.
Submission guidelines
This report should be submitted via Turnitin on the course Blackboard site. Please keep a copy of your submission receipt.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
For full details please review the School of Psychology Student Guidelines - Extensions and Deferred quiz/exam (the web link can be found on the Policies and Procedures tab).
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Final Exam
- Mode
- Written
- Category
- Examination
- Weight
- 45%
- Due date
End of Semester Exam Period
6/06/2026 - 20/06/2026
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
The final examination is a closed-book, invigilated exam with two parts. Part A focuses on the Epistemic Governance Task you completed earlier in the semester and asks you to explain and reflect on the reasoning behind the decisions you made, including the assumptions and limits you considered. You will not have access to your original submission during the exam, so success depends on understanding and being able to justify your reasoning rather than recalling specific wording. Part A will consist of short-answers. Part B assesses your understanding of the broader course content through new scenarios and questions covering research design, statistics, ethics, and interpretation. Across both parts, the exam emphasises careful reasoning and appropriate scientific judgment rather than calculation or memorisation. Part B will consist of Multiple-Choice questions. This structure reflects the course’s emphasis on epistemic responsibility--the ability to justify and defend research-based claims under constraint.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | (In person) Casio FX82 series only or UQ approved and labelled calculator |
| Open/closed book | Closed book examination - specified written materials permitted |
| Materials | Bilingual dictionary |
| Exam platform | Inspera |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Weekly Quizzes
- Mode
- Written
- Category
- Quiz
- Weight
- 5%
- Due date
23/02/2026 - 29/05/2026
Following the scheduled lecture each week.
- Learning outcomes
- L01, L02, L03, L04
Task description
Weekly quizzes are short, multiple-choice quizzes available on Blackboard and linked to each week’s lecture material and readings. Their purpose is to help you check your understanding and keep up with the course on a regular basis. Each quiz can be completed at any time within two weeks of the relevant week’s material being released. Quizzes are marked on a complete / incomplete basis rather than accuracy, and are intended as a low-pressure way to support learning and exam preparation rather than as a test of performance.
Submission guidelines
Quiz will be administered via Blackboard
Deferral or extension
You cannot defer or apply for an extension for this assessment.
We strongly encourage students experiencing significant interruptions or chronic illnesses of greater than two weeks to contact UQ Student Services to seek information and/or assistance: http://www.uq.edu.au/student-services/
Late submission
Each quiz will be open for two weeks. No late submissions will be accepted.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24.99 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 25 - 46.99 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 47 - 49.99 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 69.49 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 69.50 - 79.49 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 79.50 - 89.49 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 89.5 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Calculators
Calculators are permitted but not required. No assessment item requires manual numerical calculation; calculators may be used only to support interpretation where numerical values are presented.
Appealing Assessment Marks
If you are unhappy with a mark you have received for an assessment item and would like clarification or feedback, you should first consult the marking criteria and feedback provided. For assessments marked by tutors (e.g., the Epistemic Governance Task), you should then contact the tutor responsible for marking the task to discuss your concerns.
If, after this discussion, you believe there has been an error in marking, you may apply for a formal remark in accordance with the UQ Assessment Procedure. Information on how to apply for a remark is available via myUQ (Policy and Procedures Library). Please note that remark applications must be submitted within the timeframe specified in the policy, and that the outcome of a remark may result in the mark being increased or decreased.
Difficulties Submitting Assessment
If you experience difficulties submitting an assessment item, you should retain evidence of the issue (for example, a screenshot of the submission portal or error message) and email py-undergrad@psy.uq.edu.au as soon as possible, preferably before the assessment deadline. Evidence should clearly show the nature of the problem encountered. Technical difficulties will be considered in line with University policy.
AI Policy
Some assessments permit the use of generative AI tools, while examinations do not. Students are always responsible for understanding and defending any work they submit.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
PSYC1040 Blackboard Site
You should access the PSYC1040 Blackboard site regularly throughout the semester. Blackboard is the central platform for the course and provides access to essential information and materials, including lecture recordings, required readings (via Talis), weekly quizzes, workshop materials, announcements, and assessment-related information. Your marks and feedback for assessment items will also be available through Blackboard. To access the site, sign in to my.UQ and follow the link to eLearning, or go directly to https://learn.uq.edu.au/.
Required Readings
Each week of PSYC1040 includes required readings, accessed through the course’s Talis reading list. These readings are selected to support the lecture material and to prepare you for the workshop activities. You are expected to complete the required readings before attending the workshop, as workshops assume familiarity with the key ideas, examples, and terminology introduced in both the lectures and readings. Readings are assessable and may be drawn on in quizzes, workshops, and examinations.
Workshop Materials
Materials used in workshops, including Problem Sets and supporting resources, are provided through the PSYC1040 Blackboard site. Workshops are designed to build on the week’s lectures and required readings, focusing on applying ideas to research examples, interpreting evidence, and practising scientific reasoning. To make effective use of workshop time, students should watch the lecture recordings and complete the required readings in advance.
Discussion Forum
The PSYC1040 Blackboard site includes a discussion forum where students are encouraged to ask questions, respond to others, and engage constructively with course content, including lectures and readings. The forum is monitored by PSYC1040 tutors. Questions should relate directly to PSYC1040 material. The forum should not be used to share answers to quizzes, Problem Sets, or other assessment items, but it may be used to ask general questions about concepts, readings, or where to find relevant information. Off-topic or inappropriate posts will be removed in accordance with University guidelines.
Study Program and Study Advice
PSYC1040 is not a course that can be reliably completed by leaving most of the work until the end of the semester. The course is designed to be approached progressively, with understanding built up week by week.
As a 2-unit course, PSYC1040 assumes an average commitment of approximately 10 hours per week, made up of
- recorded lectures,
- required readings,
- a weekly workshop,
- and independent study.
To succeed in the course, students are strongly advised to:
- watch the lecture recordings and complete the required readings before attending each workshop,
- use the weekly quizzes to check understanding and identify gaps,
- attend workshops and actively engage with the Problem Sets,
- and revisit readings and examples when concepts are unclear.
Regular engagement with lectures and readings will make workshops more productive and assessments more manageable, and will reduce the need for last-minute revision.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
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Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (23 Feb - 01 Mar) |
Lecture |
Week #1 Course Overview and Principles of Research This week introduces psychology as a scientific discipline and explains why statistics and research methods are necessary safeguards against human bias. Through the lecture videos and readings, students examine common reasoning errors, the limits of intuition, and the role of openness and falsifiability in science. The workshop focuses on identifying biased reasoning in everyday claims and setting expectations for how evidence will be evaluated throughout the course. Before coming to the workshop, read Nickerson (1998) and Nosek et al. (2012). Watch Online Lectures 1-A and 1-B. Learning outcomes: L01 |
Workshop |
Week #1 Workshop Orientation to course expectations; bias demonstrations; interpreting everyday claims Learning outcomes: L01, L02 |
|
Week 2 (02 Mar - 08 Mar) |
Lecture |
Week #2 Causal Inference and Research Logic This week focuses on what it means to make causal claims in psychological research. Students learn how research design constrains the conclusions that can be drawn from data, particularly the distinction between correlation and causation. In the workshop, students practise evaluating causal claims based on study design and consider what evidence would be required to justify stronger conclusions. Before coming to the workshop, read the excerpts from Shadish, Cook & Campbell (2002). Watch Online Lectures 2-A and 2-B. Learning outcomes: L03 |
Workshop |
Week #2 Workshop Evaluating causal claims from correlational studies Learning outcomes: L01, L02 |
|
Week 3 (09 Mar - 15 Mar) |
Lecture |
Week #3 Measurement and Construct Validity This week examines how abstract psychological concepts are translated into measurable variables. The lectures and readings explore constructs, operational definitions, reliability, and validity, emphasising that measurement is a theoretical and interpretive act. The workshop involves critiquing real examples of psychological measures and considering the consequences of weak or ambiguous operationalisation. Before coming to the workshop, read Flake et al (2017). Watch Online Lectures 3-A and 3-B. Learning outcomes: L03 |
Workshop |
Week #3 Workshop Critiquing operational definitions; measuring abstract constructs Learning outcomes: L02, L03, L04 |
|
Week 4 (16 Mar - 22 Mar) |
Lecture |
Week #4 Observation, Experimentation & Evidence This week contrasts observational evidence with experimental evidence, using the UQ Pitch Drop demonstration as a motivating example. Students consider what kinds of questions can be answered without experimentation and what limitations this imposes on inference. The workshop encourages discussion about what counts as evidence, why some questions are difficult to study experimentally, and how to reason carefully from observational data. Before coming to the workshop, read the PitchDrop paper. Watch Online Lectures 4-A and 4-B. Learning outcomes: L03, L04 |
Workshop |
Week #4 Workshop Pitch Drop activity; observation vs experiment; what counts as evidence Learning outcomes: L03, L04 |
|
Week 5 (23 Mar - 29 Mar) |
Lecture |
Week #5 Ethics & Governance in Research This week introduces ethical reasoning as a core component of research practice rather than a bureaucratic requirement. Students engage with key principles from the National Statement on Ethical Conduct in Human Research and consider how ethical constraints shape study design and interpretation. In the workshop, students evaluate research scenarios and practise making defensible ethical judgments. Before coming to the workshop, read the NHMRC National Statement (2025). Watch Online Lectures 5-A and 5-B. Learning outcomes: L01, L03 |
Workshop |
Week #5 Workshop Ethical evaluation of real research scenarios Learning outcomes: L02, L03 |
|
Week 6 (30 Mar - 05 Apr) |
Lecture |
Week #6 Describing Data and Visualising Evidence This week marks the transition to statistical analysis, beginning with how data are described and visualised. Students learn to recognise distributions, variability, and appropriate graphical displays, and are introduced to Jamovi as a tool for exploring data. The workshop focuses on importing datasets, generating descriptive statistics, and critically evaluating common data visualisations. Before coming to the workshop, read Navarro & Foxcroft (2025), Chapters 1-2 and Weissgerber et al. (2015). Watch Online Lectures 6-A and 6-B. Learning outcomes: L03, L04 |
Workshop |
Week #6 Workshop Introduction to Jamovi; exploring datasets; descriptive statistics Learning outcomes: L03, L04 |
|
Mid-sem break (06 Apr - 12 Apr) |
No student involvement (Breaks, information) |
MID-SEMESTER BREAK |
Week 7 (13 Apr - 19 Apr) |
Lecture |
Week #7 Estimation, Uncertainty, and Confidence Intervals This week emphasises statistical thinking in terms of estimation and uncertainty rather than dichotomous decisions. Through lectures, readings, and Jamovi activities, students learn how confidence intervals communicate uncertainty about effects. The workshop focuses on interpreting confidence intervals and reasoning about variability across samples. Before coming to the workshop, read Navarro & Foxcroft (2025), Chapters 3-4, and Cumming (2014). Watch Online Lectures 7-A and 7-B. Learning outcomes: L03, L04 |
Workshop |
Week #7 Workshop & in-semester exam The in-semester exam will be held in the week 7 workshop. Interpreting confidence intervals; uncertainty-based reasoning Learning outcomes: L03, L04 |
|
Week 8 (20 Apr - 26 Apr) |
Lecture |
Week #8 Probability, Randomness, and Sampling Error This week explores why human intuition often fails when reasoning about probability and randomness. Students learn how sampling variability arises and why small samples can be misleading. The workshop uses demonstrations and examples to reinforce how chance variation can produce seemingly meaningful patterns in data. Before coming to the workshop, read Tversky & Kahneman (1971). Watch Online Lectures 8-A and 8-B. Learning outcomes: L01, L03 |
Workshop |
Week #8 Workshop Demonstrations of sampling variability; intuition failures Learning outcomes: L01, L03, L04 |
|
Week 9 (27 Apr - 03 May) |
Lecture |
Week #9 Hypothesis Testing and the t-test This week introduces the logic of hypothesis testing and the role of the t-test in evaluating evidence. Students learn what p-values represent, what they do not mean, and how hypothesis testing fits into broader scientific decision-making. In the workshop, students conduct one-sample and paired t-tests in Jamovi and practise interpreting statistical output responsibly. Before coming to the workshop, read Navarro & Foxcroft (2025), Chapter 11, and Wasserstein & Lazar (2016). Watch Online Lectures 9-A and 9-B. Learning outcomes: L02, L04 |
Workshop |
Week #9 Workshop One-sample and paired t-tests in Jamovi; interpreting output Learning outcomes: L04, L05, L06 |
|
Week 10 (04 May - 10 May) |
Lecture |
Week #10 Comparing groups: t-tests and effect sizes This week extends hypothesis testing to comparisons between independent groups and introduces effect sizes as measures of practical importance. Students learn why statistical significance alone is insufficient for interpretation. The workshop focuses on independent-samples t-tests in Jamovi and on interpreting effect sizes alongside confidence intervals. Before coming to the workshop, read Navarro & Foxcroft (2025), Chapters 12-13, and Lakens (2013). Watch Online Lectures 10-A and 10-B. Learning outcomes: L03, L05 |
Workshop |
Week #10 Workshop Independent-samples t-tests; effect size interpretation Learning outcomes: L01, L06 |
|
Week 11 (11 May - 17 May) |
Lecture |
Week #11 ANOVA and design logic This week introduces analysis of variance (ANOVA) as a method for comparing more than two groups and revisits research design principles. Students learn why ANOVA is needed and how design choices affect interpretation. The workshop links statistical results back to threats to validity, reinforcing that statistical techniques cannot compensate for poor design. Before coming to the workshop, read the excerpts from Campbell & Stanley (1963). Watch Online Lectures 11-A and 11-B. Learning outcomes: L03, L04 |
Workshop |
Week #11 Workshop One-way ANOVA; revisiting threats to validity Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 12 (18 May - 24 May) |
Lecture |
Week #12 Correlation, Regression, and Models This week focuses on relationships between variables and the use of statistical models for prediction. Students learn how correlation and regression are used and commonly misinterpreted, and why statistical models are not the same as causal explanations. The workshop involves interpreting correlation and regression output in Jamovi and discussing the limits of modelling. Before coming to the workshop, read Freedman (1991). Watch Online Lectures 12-A and 12-B. Learning outcomes: L01, L03, L04 |
Workshop |
Week #12 Workshop Correlation and regression in Jamovi; model interpretation Learning outcomes: L01, L03 |
|
Week 13 (25 May - 31 May) |
Lecture |
Week #13 Replication and Responsible Inference The final week brings together themes from across the course, focusing on replication, reliability, and scientific reform. Students examine evidence from large-scale replication efforts and reflect on what responsible statistical inference requires. The workshop emphasises integration and prepares students to apply epistemic judgment across topics in the final exam. Before coming to the workshop, read the Open Science Collaboration (2015) article. Watch Online Lectures 13-A and 13-B. Learning outcomes: L01, L03 |
Workshop |
Week #13 Workshop Integrative review; exam preparation; interpreting full studies Learning outcomes: L01, L02, L03, L04, L05, L06 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
- AI for Assessment Guide
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: