Psychology 3801F 001 FW23

Statistics for Psychology III

If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.



LONDON               CANADA 

Department of Psychology 

Fall 2023 


Psychology 3801    Section 1 

Statistics for Psychology III 





This course extends beyond traditional single-sample datasets. Students work with data on a larger scale by examining population data and implementing basic meta-analyses using a modern coding language. In addition, students extend their knowledge of statistical decision-making by learning to apply basic Bayesian models of statistical decision-making. Antirequisite(s): the former Psychology 3800F/G. Extra Information: 2 lecture hours and 2 laboratory hours. 


Antirequisite(s): the former Psychology 3800F/G.  


Antirequisites are courses that overlap sufficiently in content that only one can be taken for credit. If you take a course that is an antirequisite to a course previously taken, you will lose credit for the earlier course, regardless of the grade achieved in the most recent course. 


Prerequisite(s): At least 75% in Psychology 2802F/G and Psychology 2812A/B, plus registration in third or fourth year Honours Specialization in Psychology or Honours Specialization in Developmental Cognitive Neuroscience, or Honours Specialization in Animal Behaviour 



2 lecture hours and 2 laboratory hours. 





Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites. 





Instructor: J Bruce Morton  

Office and Phone Number: WIRB 5178  

Office Hours: By appointment  



Teaching Assistant:  


Office Hours:  



Time and Location of Classes: Available on Student Center

Delivery Method: In-person 


Students who are in emotional/mental distress should refer to Health and Wellness @Western for a complete list of options about how to obtain help. 


Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also contact Accessible Education at  or 519-661-2147. 


2.1 Online Learning Notice: 
Please note: For courses delivered in an online format, include an online component, or are required to pivot online, students must have a reliable internet connection and computer that are compatible with online learning system requirements. Some courses may also require the use of a remote proctoring platform to ensure assessments are taken fairly in accordance with Western’s policy on Scholastic Discipline for Undergraduate Students and Scholastic Discipline for Graduate Students. Please refer to the course syllabus for further information. 




There is no textbook for this course. Please see the Class Schedule for the list of assigned readings for each lecture. All required readings will be available in the Resources section of the OWL website.  




The primary goal of PSY3801 is to provide students with logical and statistical skills required to critically evaluate data and research literature. It will achieve this goal by providing students with an in-depth introduction to two advanced statistical procedures: Bayesian analysis and meta-analysis. Through lectures, tutorials, readings, and homework assignments, students will learn the underlying rationale for both procedures, work with sample data sets in R to acquire a basic mastery of core techniques, learn basic diagnostic procedures, and learn to report the results of their analyses in written text and basic tables. Upon completing the course, students will: understand the difference between null hypothesis significance testing (NHST) and Bayesian inference; be capable of critically evaluating research literature by identifying uncertainties surrounding prevailing psychological theories and detecting biases in the reporting of evidence; and be capable of interpreting and producing written reports of Bayesian and meta-analytical statistical analyses. These skills will help students recognize the limits of scientific knowledge. 




Learning Outcome  

Learning Activity  


Depth and Breadth of Knowledge.  

  • Understand the difference between null hypothesis significance testing and Bayesian inference 
  • Identify and evaluate discrepant findings in research literature  










Knowledge of Methodologies.  

  • Read and use R scripts for implementing basic Bayesian procedures 
  • Read and use R scripts for implementing basic meta-analytic procedures 




Coding and analysis assignments 






Application of Knowledge.  

  • Apply Bayesian analysis to sample data sets 
  • Apply meta-analysis to sample data sets 

Coding and analysis assignments 






Communication Skills.  

  • Read and write a report of a Bayesian analysis 
  • Read and write a report of a meta-analysis 


Coding and analysis assignments 






Awareness of Limits of Knowledge. 

  • Understand the Bayesian interpretation of probability as an index of credibility 
  • Recognize uncertainty surrounding prevailing psychological theories  









Autonomy and Professional Capacity. 

  • Apply knowledge responsibly  






The evaluation and testing formats for this course were created to assess the learning objectives as listed in section 4.0 and are considered necessary for meeting these learning objectives. 



Assignments: 4 x 1.25 = 5% of final mark 

Quizzes: 3 x 10 = 30% of final mark 

Midterm = 30% of final mark 

Final exam = 35% of final mark 





Assignments will be submitted through OWL and will only be evaluated for completeness. Content of the assignments will be taken up by TAs during the tutorials. Late assignments will ONLY be accepted with permission from the Academic Counselling Office.  


Quizzes will be completed in-person during tutorials. Students will write 4 quizzes altogether; the final mark will be based on the highest three quiz marks. Students who miss a quiz without permission of Academic Counselling will be given a 0. There will be no make-up quizzes.  


The MIDTERM exam will be written in class. Students who are unable to write the MIDTERM exam must have permission for their absence from the Academic Counselling Office. Students who miss the MIDTERM exam and have permission of the Academic Counselling Office will be given an opportunity to write a make-up MIDTERM exam WITHIN ONE WEEK OF THE SCHEDULED IN CLASS MIDTERM. Students who do not write the MIDTERM in class and who do not write a MAKE-UP exam will be given a 0 on the MIDTERM exam component of their final grade.   


The FINAL exam will be scheduled by the Registrar’s Office. Students who are unable to write the FINAL exam must have permission for their absence from the Academic Counselling Office. Students who miss the FINAL exam and have permission of the Academic Counselling Office will be given an opportunity to write a make-up FINAL exam on the FIRST THURSDAY OF THE FOLLOWING TERM. Students who do not write the FINAL exam and who do not write a MAKE-UP exam will be given a 0 on the FINAL exam component of their final grade.   


This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty. 


The expectation for course grades within the Psychology Department is that they will be distributed around the following averages: 


70% 1000-level to 2099-level courses 

72% 2100-2999-level courses 

75% 3000-level courses 

80% 4000-level courses 


The Psychology Department follows Western’s grading guidelines, which are as follows (see: 


A+ 90-100 One could scarcely expect better from a student at this level 

A 80-89 Superior work that is clearly above average 

B 70-79 Good work, meeting all requirements, and eminently satisfactory 

C 60-69 Competent work, meeting requirements 

D 50-59 Fair work, minimally acceptable 

F below 50 Fail 


Note that in the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components. 


Policy on Grade Rounding: Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered. To maximize your grade, do your best on each and every assessment within the course. 




Assignment due dates: September 27; October 11; November 8; November 22 


Quizzes: During tutorials in the weeks of September 27; October 11; November 8; November 22 


MIDTERM exam: October 25 


FINAL: to be scheduled by the Registrar’s Office 










L1: Week of Sept 13 




L2: Week of Sept 20 

Introduction to Bayes 

ASSIGNMENT 1 assigned 


Navarro, D. J. (2018). Learning statistics with R: A tutorial for psychology students and other beginners. Ch 17.5  



McClave & Sincich, Ch3 

L3: Week of Sept 27 

Bayes Theorem 



QUIZ 1 (during tutorial 

McClave & Sincich, Ch 4.4 


Coghlan, A. (2017) “A little book of R…” 

L4: Week of Oct 4 

Bayesian estimation 

ASSIGNMENT 2 assigned 

Meredith & Kruschke (2021). Bayesian analysis supersedes the t-test. 


Kruschke (2013). Bayesian estimation supersedes the t-test. JEP 

L5: Week of Oct 11 

Bayesian model comparison I 





Navarro, D. J. (2018). Learning statistics with R: A tutorial for psychology students and other beginners. Ch 17.2; 17.7 


L6: Week of Oct 18 

Bayesian model comparison II 


Navarro, D. J. (2018). Learning statistics with R: A tutorial for psychology students and other beginners. Ch 17.8 


L7: Week of Oct 25 




Week of Nov 1 




L8: Week of Nov 8 

Meta-analysis: Intro 


Lowe et al., (2021). The bilingual advantage in children’s executive functioning is not related to language status. Psych Sci 

L9: Week of Nov 15 

Meta-analysis: modelling effect sizes 

ASSIGNMENT 3 assigned 


L10: Week of Nov 22 

Meta-analysis: effect size heterogeneity and moderation analysis 





L11: Week of Nov 29 

Meta-analysis: publication bias 

ASSIGNMENT 4 assigned 


L12: Week of Dec 6 















We acknowledge that Western University is located on the traditional lands of the Anishinaabek, Haudenosaunee, Lūnaapéewak and Attawandaron peoples, on lands connected with the London Township and Sombra Treaties of 1796 and the Dish with One Spoon Covenant Wampum. 


With this, we respect the longstanding relationships that Indigenous Nations have to this land, as they are the original caretakers. We acknowledge historical and ongoing injustices that Indigenous Peoples (e.g. First Nations, Métis and Inuit) endure in Canada, and we accept responsibility as a public institution to contribute toward revealing and correcting miseducation, as well as renewing respectful relationships with Indigenous communities through our teaching, research and community service. 





Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offences. Plagiarism and cheating are considered very serious offences because they undermine the integrity of research and education. Actions constituting a scholastic offence are described at the following link: 


As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offences. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and ( 


Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating. 


In classes that involve the use of a personal response system (PRS), data collected using the PRS will only be used in a manner consistent to that described in this outline. It is the instructor’s responsibility to make every effort to ensure that data remain confidential. However, students should be aware that as with all forms of electronic communication, privacy is not guaranteed. Your PRS login credentials are for your sole use only. Students attempting to use another student’s credentials to submit data through the PRS may be subject to academic misconduct proceedings.  


Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University. 



Tests and examinations for online courses will be conducted using a remote proctoring service. By taking this course, you are consenting to the use of this software and acknowledge that you will be required to provide personal information (including some biometric data) and the session will be recorded.  Completion of this course will require you to have a reliable internet connection and a device that meets the technical requirements for this service. More information about this remote proctoring service, including technical requirements, is available on Western’s Remote Proctoring website at: 

In the event that in-person exams are unexpectedly canceled, you may only be given notice of the use of a proctoring service a short time in advance. 






Western’s policy on Accommodation for Medical Illness can be found at: 


If you experience an extenuating circumstance (e.g., illness, injury) sufficiently significant to temporarily make you unable to meet academic requirements, you may request accommodation through the following routes:  

  1. For medical absences, submitting a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner in order to be eligible for Academic Consideration;  
  1. For non-medical absences, submitting appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in their Faculty of registration in order to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate. 


Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation. 


Students seeking academic consideration: 

  • are advised to consider carefully the implications of postponing tests or midterm exams or delaying handing in work;   
  • must communicate with their instructors no later than 24 hours after the end of the period covered SMC, or immediately upon their return following a documented absence 


Students seeking accommodation for religious purposes are advised to contact Academic Counselling at least three weeks prior to the religious event and as soon as possible after the start of the term. 




In the event of a COVID-19 resurgence or any other event that necessitates the course delivery moving away from face-to-face interaction, all remaining course content will be delivered entirely online, either synchronously (i.e., at the times indicated in the timetable) or asynchronously (e.g., posted on OWL for students to view at their convenience). The grading scheme will not change. Any remaining assessments will also be conducted online, as determined by the course instructor. 




In courses involving online interactions, the Psychology Department expects students to honour the following rules of etiquette: 

  • please “arrive” to class on time 
  • please use your computer and/or laptop if possible (as opposed to a cell phone or tablet) 
  • please ensure that you are in a private location to protect the confidentiality of discussions in the event that a class discussion deals with sensitive or personal material 
  • to minimize background noise, kindly mute your microphone for the entire class until you are invited to speak, unless directed otherwise 
  • In classes larger than 30 participants please turn off your video camera for the entire class unless you are invited to speak 
  • In classes of 30 students or fewer, where video chat procedures are being used, please be prepared to turn your video camera off at the instructor’s request if the internet connection becomes unstable 
  • Unless invited by your instructor, do not share your screen in the meeting 


The course instructor will act as moderator for the class and will deal with any questions from participants. To participate please consider the following: 

  • If you wish to speak, use the “raise hand” function and wait for the instructor to acknowledge you before beginning your comment or question. 
  • Please remember to unmute your microphone and turn on your video camera before speaking. 
  • Self-identify when speaking. 
  • Please remember to mute your mic and turn off your video camera after speaking (unless directed otherwise). 


General considerations of “netiquette”: 

  • Keep in mind the different cultural and linguistic backgrounds of the students in the course. 
  • Be courteous toward the instructor, your colleagues, and authors whose work you are discussing. 
  • Be respectful of the diversity of viewpoints that you will encounter in the class and in your readings. The exchange of diverse ideas and opinions is part of the scholarly environment. “Flaming” is never appropriate. 
  • Be professional and scholarly in all online postings. Use proper grammar and spelling. Cite the ideas of others appropriately. 


Note that disruptive behaviour of any type during online classes, including inappropriate use of the chat function, is unacceptable. Students found guilty of Zoom-bombing a class or of other serious online offenses may be subject to disciplinary measures under the Code of Student Conduct. 




Office of the Registrar:   


Student Development Services:  


Psychology Undergraduate Program: 


If you wish to appeal a grade, please read the policy documentation at: 

Please first contact the course instructor. If your issue is not resolved, you may make your appeal to the Undergraduate Chair in Psychology ( 


Copyright Statement: Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent. 


Policy on the Recording of Synchronous Sessions: Some or all of the remote learning sessions for this course (if scheduled) may be recorded. The data captured during these recordings may include your image, voice recordings, chat logs and personal identifiers (name displayed on the screen). The recordings will be used for educational purposes related to this course, including evaluations. The recordings may be disclosed to other individuals participating in the course for their private or group study purposes. Please contact the instructor if you have any concerns related to session recordings. Participants in this course are not permitted to privately record the sessions, except where recording is an approved accommodation, or the student has the prior written permission of the instructor.