Aiken Leona S, West Stephen G, Millsap Roger E
Department of Psychology, Arizona State University, Tempe, AZ 85287-1104, USA.
Am Psychol. 2008 Jan;63(1):32-50. doi: 10.1037/0003-066X.63.1.32.
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.
在美国和加拿大所有心理学博士项目的一项调查中，作者记录了定量方法课程（统计学、测量学和研究设计），以考察定量方法的创新在多大程度上已融入心理学博士培训中。总共有201个心理学博士项目（86%）参与了调查。这项调查重复并扩展了之前的一项调查（L.S.艾肯、S.G.韦斯特、L.B.塞克雷斯特和R.R.雷诺，1990年），从而能够对课程发展进行考察。大多数培训支持实验室研究而非实地研究。统计学和测量学1.6年培训时间的中位数主要用于通常为期1年的统计学入门课程，几乎没有高级学习的空间。在统计学方面注意到了课程的增强，在测量学方面程度较小。需要对基础和创新的定量方法进行更多覆盖。研究设计课程在很大程度上停滞不前，这令人极为担忧。精英项目在定量培训方面没有总体优势。对支持课程创新的因素进行了描述。讨论了定量培训面临的人力资本挑战，包括招聘和支持年轻的定量方法教员。必须采取措施将定量方法的创新纳入心理学博士项目的课程中。
