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Psychology AU Amsterdam: Assortmentpointer for summaries and study assistance with the Bachelor and Masters

Psychology AU Amsterdam: Assortmentpointer for summaries and study assistance with the Bachelor and Masters

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Bachelor 1:

  • Introductory Psychology; Brain and Cognition; Research Methods and Statistics; Developmental Psychology; Work and Organisational Psychology; Social Psychology; Clinical Psychology; Neuropsychology; First year thesis

Bachelor 2 Shared Program:

  • Scientific and Statistical Reasoning; Practical training: Psychological Communication; Practical training: Psychological Research; Fundamentals of Psychology

Specialisations:

  • various courses, a.o.: Current Topics: Introduction to Cultural Psychology; Youth Interventions: Theory, Research and Practice; Clinical Skills: Developmental Psychology; Adolescence: Developmental, Clinical and School Psychology; KNP Diagnostiek; Psychotherapy and Therapeutic Skills; Teams in Organisations; Emotion

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Assortment per course with Psychology Bachelor 1 University of Amsterdam
Assortment per course with Psychology Bachelor 2: Shared Programme University of Amsterdam
Assortment per course with Psychology Specialisations University of Amsterdam
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Moore (2016). Pre-register if you want to.” - Article summary

Selective reporting refers to not publishing and reporting all research results and this is a problem for psychological research. Many scientists do not preregister their studies because they fear it would constrain their creativity (1), it brings added scrutiny to their research reporting (2) and it is another requirement in a field which already has a lot of requirements (3).

Preregistering makes testing a theory more difficult because sometimes scientists think of the best way to test a theory after data collection. However, exploratory studies can be used for this. Preregistering is not as laborious as researchers might think.

Preregistering clarifies the distinction between confirmatory and exploratory tests. Conducting more tests and reporting fewer inflates the type-I error rate. Preregistration helps to obtain the truth. Preregistration contributes to the confidence in a published result. It makes p-values useful for their intended purposes. The risk

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Halpern, Karlawish, & Berlin (2002). The continuing unethical conduct of underpowered clinical trials.” - Article summary

Randomized controlled trials without sufficient statistical power may not adequately test the underlying hypotheses. This makes it useless and, thus, unethical. However, underpowered research continues to be conducted.

Arguments in favour of using underpowered research are that meta-analyses may save the small studies by providing a means of combining the results with those of similar studies (1) and that confidence intervals could be used to estimate treatment effects (2).

However, underpowered trials can only be properly used in interventions of rare diseases (1) and in the early-phase of the development of drugs and devices (2). The interventions for rare diseases need to specify that they are planning to use their results in a meta-analysis of similar interventions. However, in both cases, the participants must be informed that their participation may only indirectly contribute to future health care benefits.

The number of participants (1), the

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Funder et al. (2014). Improving the dependability of research in personality and social psychology: Recommendations for research and educational practice.” - Article summary

There appears to be a high rate of false positives in science. The p-value refers to the conditional probability that the present data or more extreme will be observed in a random sample given that the null hypothesis is true. Critique of using the p-value includes not interpreting the p-value properly (1) and the fact that the p-value varies with a varying sample size (2).

The effect size refers to the magnitude of the found statistical relationship. Unstandardized effect sizes are preferred when there is a clear consensus regarding that the measurement unit is in the interval level (e.g. seconds; blood pressure).When this is not the case (e.g. in psychology), standardized effect sizes should be used. The effect size can be easily interpreted if the sample sizes are equal and the total sample size is moderate to large. However, this becomes more complex if the sample

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Kazdin (2008). New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care.” - Article summary

It is unclear which treatment is the most effective in particular cases and it is not clear which treatments have sufficient evidence to be used, as there are no guidelines for this. Evidence-based treatment (i.e. EBT) refers to interventions or techniques that have therapeutic changes in controlled trials. Evidence-based practice (EBP) refers to clinical practice informed by evidence about interventions, clinical expertise and patient needs, values and preferences. Evidence-based practice is not what researchers have studied and might lack evidence.

One critique of evidence-based treatment is that key conditions and characteristics of treatment research (e.g. context) is different from clinical practice. This makes the results difficult to generalize. Another critique is that the research tends to focus on the symptoms, rather than the patients as a whole. There are also three points of criticism regarding the methods of treatment research:

  1. Criteria
    There are
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Kraemer et al. (2003). Measures of clinical significance.” - Article summary

There are three important questions when assessing the relationship between variables:

  1. Statistical significance
  2. Effect size
  3. Practical significance

The practical significance (i.e. clinical significance) can be assessed by considering factors such as clinical benefit (1), cost (2) and side effects (3). In order to assess the practical significance, the strength of the association (i.e. ‘r’) (1), magnitude of the difference between the difference between treatment and comparison (i.e. ‘d’) (2) and measures of risk potency (3) can be used.  Risk potency can be assessed using the odds ratio (1), risk ratio (2), relative risk reduction (3), risk difference (4) and number needed to treat (5).

The p-value refers to the probability that the found outcome or more extreme is found, given that the null hypothesis is true. It is possible to have statistical significance by chance and outcomes with lower p-values

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Dennis et al. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.” – Article summary

Neurodevelopmental disorders are different from adult acquired disorders involving traumatic brain injury because they involve no period of normal development. Any IQ score in a neurodevelopmental disorder is confounded with the condition. The IQ score can never be separated from the effects of the condition.

Early on in intelligence testing, IQ was seen as a latent variable. Intelligence, as measured by ‘g’ was believed to have a causal power. It was believed to be independent of test conditions and other methodological issues. However, ‘g’ or intelligence varies among time and place.

ANCOVA was devised to minimize pre-existing group differences (e.g. differences in SES). However, it is not possible to treat IQ as a covariate in neurocognitive research  since it is an attribute of the disorders (e.g. ADHD). A covariate should be used when the assignment to the independent variable is done randomly (1), the

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Evidence-based Clinical Practice – Article overview (UNIVERSITY OF AMSTERDAM)

This bundle contains an overview of all the articles used in the course "Evidence-based Clinical Practice." given at the University of Amsterdam. It contains the following articles:

  • “Dennis et al. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.” – Article summary
  • “Kazdin (2008). New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care.” - Article summary
......Read more
Dennis et al. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.” – Article summary
Kazdin (2008). New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care.” - Article summary
Kraemer et al. (2003). Measures of clinical significance.” - Article summary
Funder et al. (2014). Improving the dependability of research in personality and social psychology: Recommendations for research and educational practice.” - Article summary
Halpern, Karlawish, & Berlin (2002). The continuing unethical conduct of underpowered clinical trials.” - Article summary
Moore (2016). Pre-register if you want to.” - Article summary
Chambless & Hollon (1998). Defining empirically supported therapies.” - Article summary
Gelman & Geurts (2017). The statistical crisis in science: how is it relevant to clinical neuropsychology?” - Article summary
Kazdin & Weisz (1998). Identifying and developing empirically supported child and adolescent treatments.” - Article summary
Kahn (2011). Multilevel modelling: Overview and applications to research in counselling psychology.” - Article summary
Robinaugh, Hoekstra, Toner, & Borsboom (2020). The network approach to psychopathology: A review of the literature 2008-2018 and an agenda for future research.” - Article summary
De Vent et al. (2016). Advanced neuropsychological diagnostics infrastructure (ANDI): A normative database created from control datasets.” - Article summary
Maric et al. (2015). Evaluating statistical and clinical significance of intervention effects in single-case experimental designs: An SPSS method to analyze univariate data.” - Article summary
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Evidence-based Clinical Practice – Lecture summary (UNIVERSITY OF AMSTERDAM)

This bundle contains a summary of all the lectures provided in the course "Evidence-based Clinical Practice" given at the University of Amsterdam. It contains the following lectures:

Lecture 1
Kazdin (2008)

Lecture 2
(Kraemer et al. (

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Evidence-based Clinical Practice – Lecture 1 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 2 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 3 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 4 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 5 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 6 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 7 (UNIVERSITY OF AMSTERDAM)
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Evidence-based Clinical Practice – Full course summary (UNIVERSITY OF AMSTERDAM)

This bundle gives a full overview of the course "Evidence-based Clinical Practice" given at the University of Amsterdam. It contains both the articles and the lectures. The following is included:

  • “Dennis et al. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.” – Article summary
  • “Kazdin (2008). New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care.” - Article summary
  • “Kraemer et al. (2003). Measures of clinical significance.” - Article summary
......Read more
Dennis et al. (2009). Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.” – Article summary
Kazdin (2008). New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care.” - Article summary
Kraemer et al. (2003). Measures of clinical significance.” - Article summary
Funder et al. (2014). Improving the dependability of research in personality and social psychology: Recommendations for research and educational practice.” - Article summary
Halpern, Karlawish, & Berlin (2002). The continuing unethical conduct of underpowered clinical trials.” - Article summary
Moore (2016). Pre-register if you want to.” - Article summary
Gelman & Geurts (2017). The statistical crisis in science: how is it relevant to clinical neuropsychology?” - Article summary
Kazdin & Weisz (1998). Identifying and developing empirically supported child and adolescent treatments.” - Article summary
Kahn (2011). Multilevel modelling: Overview and applications to research in counselling psychology.” - Article summary
Robinaugh, Hoekstra, Toner, & Borsboom (2020). The network approach to psychopathology: A review of the literature 2008-2018 and an agenda for future research.” - Article summary
De Vent et al. (2016). Advanced neuropsychological diagnostics infrastructure (ANDI): A normative database created from control datasets.” - Article summary
Maric et al. (2015). Evaluating statistical and clinical significance of intervention effects in single-case experimental designs: An SPSS method to analyze univariate data.” - Article summary
Evidence-based Clinical Practice – Lecture 1 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 2 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 3 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 4 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 5 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 6 (UNIVERSITY OF AMSTERDAM)
Evidence-based Clinical Practice – Lecture 7 (UNIVERSITY OF AMSTERDAM)
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“Watkins et al. (2018). Treating PTSD: A review of evidence-based psychotherapy interventions.” – Article summary

Trauma-focused interventions refer to interventions that directly address memories of the traumatic event or thoughts and feelings related to the traumatic event (e.g. EMDR). Non-trauma focused interventions refer to interventions that do not directly address memories of the traumatic event or thoughts and feelings related to the traumatic event (e.g. stress inoculation training).

A combination of medication and psychotherapy is not recommended for the treatment of PTSD. Treatment of PTSD needs to focus on the focus of reexperiencing symptoms. This is the index trauma. Treatment drop-out appears to be lower in present-centred treatments than in trauma-specific treatments.

There are several strongly recommended treatments for PTSD:

  1. Prolonged exposure (PE)
    This treatment suggests that traumatic events are not processed emotionally at the time of the event. It attempts to alter the fear structures. Treatment typically consists of 8-15 sessions and includes psychoeducation about PTSD
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