Doctoral training in statistics, measurement, and methodology in psychology - Replication and extension of Aiken, West, Sechrest, and Reno's (1990) survey of PhD programs in North America
Doctoral training in statistics, measurement, and methodology in psychology - Replication and extension of Aiken, West, Sechrest, and Reno's (1990) survey of PhD programs in North America
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DOI：
10.1037/0003-066x.63.1.32
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发表时间：
2008-01-01
影响因子：
16.4
通讯作者：
Millsap, Roger E.
中科院分区：
文献类型：
--
作者：
Aiken, Leona S.;West, Stephen G.;Millsap, Roger E.
在对美国和加拿大所有心理学博士课程的调查中，作者记录了定量方法论课程（统计，测量和研究设计），以检查定量方法论的创新在多大程度上扩散到心理学博士的培训中。总共有201个心理学博士课程（86%）参加。这次调查重复和扩展了以前的调查（L。S. Aiken，S. G.韦斯特湖，澳-地B。Sechrest，& R. R.里诺，1990年），允许对课程开发进行审查。大多数培训支持实验室研究，而不是实地研究。1.6年的统计和计量培训中位数主要用于为期1年的入门统计课程，几乎没有留下进一步学习的空间。在统计方面注意到课程的改进，在测量方面注意到轻微的改进。需要增加基本和创新的定量方法。研究设计课程在很大程度上停滞不前，引起了极大的关注。精英计划在定量培训方面没有表现出整体优势。描述了支持课程创新的力量。人力资本的挑战，定量培训，包括招聘和支持年轻，定量教师，进行了讨论。必须采取措施，将定量方法的创新纳入心理学博士课程。
In a survey of all PhD programs in psychology in the United States and Canada, the authors documented the quantitative methodology curriculum (statistics, measurement, and research design) to examine the extent to which innovations in quantitative methodology have diffused into the training of PhDs in psychology. In all, 201 psychology PhD programs (86%) participated. This survey replicated and extended a previous survey (L. S. Aiken, S. G. West, L. B. Sechrest, & R. R. Reno, 1990), permitting examination of curriculum development. Most training supported laboratory and not field research. The median of 1.6 years of training in statistics and measurement was mainly devoted to the modally 1-year introductory statistics course, leaving little room for advanced study. Curricular enhancements were noted in statistics and to a minor degree in measurement. Additional coverage of both fundamental and innovative quantitative methodology is needed. The research design curriculum has largely stagnated, a cause for great concern. Elite programs showed no overall advantage in quantitative training. Forces that support curricular innovation are characterized. Human capital challenges to quantitative training, including recruiting and supporting young,quantitative faculty, are discussed. Steps must be taken to bring innovations in quantitative methodology into the curriculum of PhD programs in psychology.