how to write an aim for psychology report

Lab Report Format: Step-by-Step Guide & Examples

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

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In psychology, a lab report outlines a study’s objectives, methods, results, discussion, and conclusions, ensuring clarity and adherence to APA (or relevant) formatting guidelines.

A typical lab report would include the following sections: title, abstract, introduction, method, results, and discussion.

The title page, abstract, references, and appendices are started on separate pages (subsections from the main body of the report are not). Use double-line spacing of text, font size 12, and include page numbers.

The report should have a thread of arguments linking the prediction in the introduction to the content of the discussion.

This must indicate what the study is about. It must include the variables under investigation. It should not be written as a question.

Title pages should be formatted in APA style .

The abstract provides a concise and comprehensive summary of a research report. Your style should be brief but not use note form. Look at examples in journal articles . It should aim to explain very briefly (about 150 words) the following:

• Start with a one/two sentence summary, providing the aim and rationale for the study.
• Describe participants and setting: who, when, where, how many, and what groups?
• Describe the method: what design, what experimental treatment, what questionnaires, surveys, or tests were used.
• Describe the major findings, including a mention of the statistics used and the significance levels, or simply one sentence summing up the outcome.
• The final sentence(s) outline the study’s “contribution to knowledge” within the literature. What does it all mean? Mention the implications of your findings if appropriate.

The abstract comes at the beginning of your report but is written at the end (as it summarises information from all the other sections of the report).

Introduction

The purpose of the introduction is to explain where your hypothesis comes from (i.e., it should provide a rationale for your research study).

Ideally, the introduction should have a funnel structure: Start broad and then become more specific. The aims should not appear out of thin air; the preceding review of psychological literature should lead logically into the aims and hypotheses.

• Start with general theory, briefly introducing the topic. Define the important key terms.
• Explain the theoretical framework.
• Summarise and synthesize previous studies – What was the purpose? Who were the participants? What did they do? What did they find? What do these results mean? How do the results relate to the theoretical framework?
• Rationale: How does the current study address a gap in the literature? Perhaps it overcomes a limitation of previous research.
• Aims and hypothesis. Write a paragraph explaining what you plan to investigate and make a clear and concise prediction regarding the results you expect to find.

There should be a logical progression of ideas that aids the flow of the report. This means the studies outlined should lead logically to your aims and hypotheses.

Do be concise and selective, and avoid the temptation to include anything in case it is relevant (i.e., don’t write a shopping list of studies).

USE THE FOLLOWING SUBHEADINGS:

Participants

• How many participants were recruited?
• Say how you obtained your sample (e.g., opportunity sample).
• Give relevant demographic details (e.g., gender, ethnicity, age range, mean age, and standard deviation).
• State the experimental design .
• What were the independent and dependent variables ? Make sure the independent variable is labeled and name the different conditions/levels.
• For example, if gender is the independent variable label, then male and female are the levels/conditions/groups.
• How were the IV and DV operationalized?
• Identify any controls used, e.g., counterbalancing and control of extraneous variables.
• List all the materials and measures (e.g., what was the title of the questionnaire? Was it adapted from a study?).
• You do not need to include wholesale replication of materials – instead, include a ‘sensible’ (illustrate) level of detail. For example, give examples of questionnaire items.
• Include the reliability (e.g., alpha values) for the measure(s).
• Describe the precise procedure you followed when conducting your research, i.e., exactly what you did.
• Describe in sufficient detail to allow for replication of findings.
• Be concise in your description and omit extraneous/trivial details, e.g., you don’t need to include details regarding instructions, debrief, record sheets, etc.
• Assume the reader has no knowledge of what you did and ensure that he/she can replicate (i.e., copy) your study exactly by what you write in this section.
• Write in the past tense.
• Don’t justify or explain in the Method (e.g., why you chose a particular sampling method); just report what you did.
• Only give enough detail for someone to replicate the experiment – be concise in your writing.
• The results section of a paper usually presents descriptive statistics followed by inferential statistics.
• Report the means, standard deviations, and 95% confidence intervals (CIs) for each IV level. If you have four to 20 numbers to present, a well-presented table is best, APA style.
• Name the statistical test being used.
• Report appropriate statistics (e.g., t-scores, p values ).
• Report the magnitude (e.g., are the results significant or not?) as well as the direction of the results (e.g., which group performed better?).
• It is optional to report the effect size (this does not appear on the SPSS output).
• Avoid interpreting the results (save this for the discussion).
• Make sure the results are presented clearly and concisely. A table can be used to display descriptive statistics if this makes the data easier to understand.
• DO NOT include any raw data.
• Follow APA style.

Use APA Style

• Numbers reported to 2 d.p. (incl. 0 before the decimal if 1.00, e.g., “0.51”). The exceptions to this rule: Numbers which can never exceed 1.0 (e.g., p -values, r-values): report to 3 d.p. and do not include 0 before the decimal place, e.g., “.001”.
• Percentages and degrees of freedom: report as whole numbers.
• Statistical symbols that are not Greek letters should be italicized (e.g., M , SD , t , X 2 , F , p , d ).
• Include spaces on either side of the equals sign.
• When reporting 95%, CIs (confidence intervals), upper and lower limits are given inside square brackets, e.g., “95% CI [73.37, 102.23]”
• Outline your findings in plain English (avoid statistical jargon) and relate your results to your hypothesis, e.g., is it supported or rejected?
• Compare your results to background materials from the introduction section. Are your results similar or different? Discuss why/why not.
• How confident can we be in the results? Acknowledge limitations, but only if they can explain the result obtained. If the study has found a reliable effect, be very careful suggesting limitations as you are doubting your results. Unless you can think of any c onfounding variable that can explain the results instead of the IV, it would be advisable to leave the section out.
• Suggest constructive ways to improve your study if appropriate.
• What are the implications of your findings? Say what your findings mean for how people behave in the real world.
• Suggest an idea for further research triggered by your study, something in the same area but not simply an improved version of yours. Perhaps you could base this on a limitation of your study.
• Concluding paragraph – Finish with a statement of your findings and the key points of the discussion (e.g., interpretation and implications) in no more than 3 or 4 sentences.

Reference Page

The reference section lists all the sources cited in the essay (alphabetically). It is not a bibliography (a list of the books you used).

In simple terms, every time you refer to a psychologist’s name (and date), you need to reference the original source of information.

If you have been using textbooks this is easy as the references are usually at the back of the book and you can just copy them down. If you have been using websites then you may have a problem as they might not provide a reference section for you to copy.

References need to be set out APA style :

Author, A. A. (year). Title of work . Location: Publisher.

Journal Articles

Author, A. A., Author, B. B., & Author, C. C. (year). Article title. Journal Title, volume number (issue number), page numbers

A simple way to write your reference section is to use Google scholar . Just type the name and date of the psychologist in the search box and click on the “cite” link.

Next, copy and paste the APA reference into the reference section of your essay.

Once again, remember that references need to be in alphabetical order according to surname.

Psychology Lab Report Example

Quantitative paper template.

Quantitative professional paper template: Adapted from “Fake News, Fast and Slow: Deliberation Reduces Belief in False (but Not True) News Headlines,” by B. Bago, D. G. Rand, and G. Pennycook, 2020,  Journal of Experimental Psychology: General ,  149 (8), pp. 1608–1613 ( https://doi.org/10.1037/xge0000729 ). Copyright 2020 by the American Psychological Association.

Qualitative paper template

Qualitative professional paper template: Adapted from “‘My Smartphone Is an Extension of Myself’: A Holistic Qualitative Exploration of the Impact of Using a Smartphone,” by L. J. Harkin and D. Kuss, 2020,  Psychology of Popular Media ,  10 (1), pp. 28–38 ( https://doi.org/10.1037/ppm0000278 ). Copyright 2020 by the American Psychological Association.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Chapter 11: Presenting Your Research

Writing a Research Report in American Psychological Association (APA) Style

Learning Objectives

• Identify the major sections of an APA-style research report and the basic contents of each section.
• Plan and write an effective APA-style research report.

In this section, we look at how to write an APA-style empirical research report , an article that presents the results of one or more new studies. Recall that the standard sections of an empirical research report provide a kind of outline. Here we consider each of these sections in detail, including what information it contains, how that information is formatted and organized, and tips for writing each section. At the end of this section is a sample APA-style research report that illustrates many of these principles.

Sections of a Research Report

Title page and abstract.

An APA-style research report begins with a  title page . The title is centred in the upper half of the page, with each important word capitalized. The title should clearly and concisely (in about 12 words or fewer) communicate the primary variables and research questions. This sometimes requires a main title followed by a subtitle that elaborates on the main title, in which case the main title and subtitle are separated by a colon. Here are some titles from recent issues of professional journals published by the American Psychological Association.

• Sex Differences in Coping Styles and Implications for Depressed Mood
• Effects of Aging and Divided Attention on Memory for Items and Their Contexts
• Computer-Assisted Cognitive Behavioural Therapy for Child Anxiety: Results of a Randomized Clinical Trial
• Virtual Driving and Risk Taking: Do Racing Games Increase Risk-Taking Cognitions, Affect, and Behaviour?

Below the title are the authors’ names and, on the next line, their institutional affiliation—the university or other institution where the authors worked when they conducted the research. As we have already seen, the authors are listed in an order that reflects their contribution to the research. When multiple authors have made equal contributions to the research, they often list their names alphabetically or in a randomly determined order.

In some areas of psychology, the titles of many empirical research reports are informal in a way that is perhaps best described as “cute.” They usually take the form of a play on words or a well-known expression that relates to the topic under study. Here are some examples from recent issues of the Journal Psychological Science .

• “Smells Like Clean Spirit: Nonconscious Effects of Scent on Cognition and Behavior”
• “Time Crawls: The Temporal Resolution of Infants’ Visual Attention”
• “Scent of a Woman: Men’s Testosterone Responses to Olfactory Ovulation Cues”
• “Apocalypse Soon?: Dire Messages Reduce Belief in Global Warming by Contradicting Just-World Beliefs”
• “Serial vs. Parallel Processing: Sometimes They Look Like Tweedledum and Tweedledee but They Can (and Should) Be Distinguished”
• “How Do I Love Thee? Let Me Count the Words: The Social Effects of Expressive Writing”

Individual researchers differ quite a bit in their preference for such titles. Some use them regularly, while others never use them. What might be some of the pros and cons of using cute article titles?

For articles that are being submitted for publication, the title page also includes an author note that lists the authors’ full institutional affiliations, any acknowledgments the authors wish to make to agencies that funded the research or to colleagues who commented on it, and contact information for the authors. For student papers that are not being submitted for publication—including theses—author notes are generally not necessary.

The  abstract  is a summary of the study. It is the second page of the manuscript and is headed with the word  Abstract . The first line is not indented. The abstract presents the research question, a summary of the method, the basic results, and the most important conclusions. Because the abstract is usually limited to about 200 words, it can be a challenge to write a good one.

Introduction

The  introduction  begins on the third page of the manuscript. The heading at the top of this page is the full title of the manuscript, with each important word capitalized as on the title page. The introduction includes three distinct subsections, although these are typically not identified by separate headings. The opening introduces the research question and explains why it is interesting, the literature review discusses relevant previous research, and the closing restates the research question and comments on the method used to answer it.

The Opening

The  opening , which is usually a paragraph or two in length, introduces the research question and explains why it is interesting. To capture the reader’s attention, researcher Daryl Bem recommends starting with general observations about the topic under study, expressed in ordinary language (not technical jargon)—observations that are about people and their behaviour (not about researchers or their research; Bem, 2003 [1] ). Concrete examples are often very useful here. According to Bem, this would be a poor way to begin a research report:

Festinger’s theory of cognitive dissonance received a great deal of attention during the latter part of the 20th century (p. 191)

The following would be much better:

The individual who holds two beliefs that are inconsistent with one another may feel uncomfortable. For example, the person who knows that he or she enjoys smoking but believes it to be unhealthy may experience discomfort arising from the inconsistency or disharmony between these two thoughts or cognitions. This feeling of discomfort was called cognitive dissonance by social psychologist Leon Festinger (1957), who suggested that individuals will be motivated to remove this dissonance in whatever way they can (p. 191).

After capturing the reader’s attention, the opening should go on to introduce the research question and explain why it is interesting. Will the answer fill a gap in the literature? Will it provide a test of an important theory? Does it have practical implications? Giving readers a clear sense of what the research is about and why they should care about it will motivate them to continue reading the literature review—and will help them make sense of it.

Breaking the Rules

Researcher Larry Jacoby reported several studies showing that a word that people see or hear repeatedly can seem more familiar even when they do not recall the repetitions—and that this tendency is especially pronounced among older adults. He opened his article with the following humourous anecdote:

A friend whose mother is suffering symptoms of Alzheimer’s disease (AD) tells the story of taking her mother to visit a nursing home, preliminary to her mother’s moving there. During an orientation meeting at the nursing home, the rules and regulations were explained, one of which regarded the dining room. The dining room was described as similar to a fine restaurant except that tipping was not required. The absence of tipping was a central theme in the orientation lecture, mentioned frequently to emphasize the quality of care along with the advantages of having paid in advance. At the end of the meeting, the friend’s mother was asked whether she had any questions. She replied that she only had one question: “Should I tip?” (Jacoby, 1999, p. 3)

Although both humour and personal anecdotes are generally discouraged in APA-style writing, this example is a highly effective way to start because it both engages the reader and provides an excellent real-world example of the topic under study.

The Literature Review

Immediately after the opening comes the  literature review , which describes relevant previous research on the topic and can be anywhere from several paragraphs to several pages in length. However, the literature review is not simply a list of past studies. Instead, it constitutes a kind of argument for why the research question is worth addressing. By the end of the literature review, readers should be convinced that the research question makes sense and that the present study is a logical next step in the ongoing research process.

Like any effective argument, the literature review must have some kind of structure. For example, it might begin by describing a phenomenon in a general way along with several studies that demonstrate it, then describing two or more competing theories of the phenomenon, and finally presenting a hypothesis to test one or more of the theories. Or it might describe one phenomenon, then describe another phenomenon that seems inconsistent with the first one, then propose a theory that resolves the inconsistency, and finally present a hypothesis to test that theory. In applied research, it might describe a phenomenon or theory, then describe how that phenomenon or theory applies to some important real-world situation, and finally suggest a way to test whether it does, in fact, apply to that situation.

Looking at the literature review in this way emphasizes a few things. First, it is extremely important to start with an outline of the main points that you want to make, organized in the order that you want to make them. The basic structure of your argument, then, should be apparent from the outline itself. Second, it is important to emphasize the structure of your argument in your writing. One way to do this is to begin the literature review by summarizing your argument even before you begin to make it. “In this article, I will describe two apparently contradictory phenomena, present a new theory that has the potential to resolve the apparent contradiction, and finally present a novel hypothesis to test the theory.” Another way is to open each paragraph with a sentence that summarizes the main point of the paragraph and links it to the preceding points. These opening sentences provide the “transitions” that many beginning researchers have difficulty with. Instead of beginning a paragraph by launching into a description of a previous study, such as “Williams (2004) found that…,” it is better to start by indicating something about why you are describing this particular study. Here are some simple examples:

Another example of this phenomenon comes from the work of Williams (2004).

Williams (2004) offers one explanation of this phenomenon.

An alternative perspective has been provided by Williams (2004).

We used a method based on the one used by Williams (2004).

Finally, remember that your goal is to construct an argument for why your research question is interesting and worth addressing—not necessarily why your favourite answer to it is correct. In other words, your literature review must be balanced. If you want to emphasize the generality of a phenomenon, then of course you should discuss various studies that have demonstrated it. However, if there are other studies that have failed to demonstrate it, you should discuss them too. Or if you are proposing a new theory, then of course you should discuss findings that are consistent with that theory. However, if there are other findings that are inconsistent with it, again, you should discuss them too. It is acceptable to argue that the  balance  of the research supports the existence of a phenomenon or is consistent with a theory (and that is usually the best that researchers in psychology can hope for), but it is not acceptable to  ignore contradictory evidence. Besides, a large part of what makes a research question interesting is uncertainty about its answer.

The Closing

The  closing  of the introduction—typically the final paragraph or two—usually includes two important elements. The first is a clear statement of the main research question or hypothesis. This statement tends to be more formal and precise than in the opening and is often expressed in terms of operational definitions of the key variables. The second is a brief overview of the method and some comment on its appropriateness. Here, for example, is how Darley and Latané (1968) [2] concluded the introduction to their classic article on the bystander effect:

These considerations lead to the hypothesis that the more bystanders to an emergency, the less likely, or the more slowly, any one bystander will intervene to provide aid. To test this proposition it would be necessary to create a situation in which a realistic “emergency” could plausibly occur. Each subject should also be blocked from communicating with others to prevent his getting information about their behaviour during the emergency. Finally, the experimental situation should allow for the assessment of the speed and frequency of the subjects’ reaction to the emergency. The experiment reported below attempted to fulfill these conditions. (p. 378)

Thus the introduction leads smoothly into the next major section of the article—the method section.

The  method section  is where you describe how you conducted your study. An important principle for writing a method section is that it should be clear and detailed enough that other researchers could replicate the study by following your “recipe.” This means that it must describe all the important elements of the study—basic demographic characteristics of the participants, how they were recruited, whether they were randomly assigned, how the variables were manipulated or measured, how counterbalancing was accomplished, and so on. At the same time, it should avoid irrelevant details such as the fact that the study was conducted in Classroom 37B of the Industrial Technology Building or that the questionnaire was double-sided and completed using pencils.

The method section begins immediately after the introduction ends with the heading “Method” (not “Methods”) centred on the page. Immediately after this is the subheading “Participants,” left justified and in italics. The participants subsection indicates how many participants there were, the number of women and men, some indication of their age, other demographics that may be relevant to the study, and how they were recruited, including any incentives given for participation.

After the participants section, the structure can vary a bit. Figure 11.1 shows three common approaches. In the first, the participants section is followed by a design and procedure subsection, which describes the rest of the method. This works well for methods that are relatively simple and can be described adequately in a few paragraphs. In the second approach, the participants section is followed by separate design and procedure subsections. This works well when both the design and the procedure are relatively complicated and each requires multiple paragraphs.

What is the difference between design and procedure? The design of a study is its overall structure. What were the independent and dependent variables? Was the independent variable manipulated, and if so, was it manipulated between or within subjects? How were the variables operationally defined? The procedure is how the study was carried out. It often works well to describe the procedure in terms of what the participants did rather than what the researchers did. For example, the participants gave their informed consent, read a set of instructions, completed a block of four practice trials, completed a block of 20 test trials, completed two questionnaires, and were debriefed and excused.

In the third basic way to organize a method section, the participants subsection is followed by a materials subsection before the design and procedure subsections. This works well when there are complicated materials to describe. This might mean multiple questionnaires, written vignettes that participants read and respond to, perceptual stimuli, and so on. The heading of this subsection can be modified to reflect its content. Instead of “Materials,” it can be “Questionnaires,” “Stimuli,” and so on.

The  results section  is where you present the main results of the study, including the results of the statistical analyses. Although it does not include the raw data—individual participants’ responses or scores—researchers should save their raw data and make them available to other researchers who request them. Several journals now encourage the open sharing of raw data online.

Although there are no standard subsections, it is still important for the results section to be logically organized. Typically it begins with certain preliminary issues. One is whether any participants or responses were excluded from the analyses and why. The rationale for excluding data should be described clearly so that other researchers can decide whether it is appropriate. A second preliminary issue is how multiple responses were combined to produce the primary variables in the analyses. For example, if participants rated the attractiveness of 20 stimulus people, you might have to explain that you began by computing the mean attractiveness rating for each participant. Or if they recalled as many items as they could from study list of 20 words, did you count the number correctly recalled, compute the percentage correctly recalled, or perhaps compute the number correct minus the number incorrect? A third preliminary issue is the reliability of the measures. This is where you would present test-retest correlations, Cronbach’s α, or other statistics to show that the measures are consistent across time and across items. A final preliminary issue is whether the manipulation was successful. This is where you would report the results of any manipulation checks.

The results section should then tackle the primary research questions, one at a time. Again, there should be a clear organization. One approach would be to answer the most general questions and then proceed to answer more specific ones. Another would be to answer the main question first and then to answer secondary ones. Regardless, Bem (2003) [3] suggests the following basic structure for discussing each new result:

• Remind the reader of the research question.
• Give the answer to the research question in words.
• Present the relevant statistics.
• Qualify the answer if necessary.
• Summarize the result.

Notice that only Step 3 necessarily involves numbers. The rest of the steps involve presenting the research question and the answer to it in words. In fact, the basic results should be clear even to a reader who skips over the numbers.

The  discussion  is the last major section of the research report. Discussions usually consist of some combination of the following elements:

• Summary of the research
• Theoretical implications
• Practical implications
• Limitations
• Suggestions for future research

The discussion typically begins with a summary of the study that provides a clear answer to the research question. In a short report with a single study, this might require no more than a sentence. In a longer report with multiple studies, it might require a paragraph or even two. The summary is often followed by a discussion of the theoretical implications of the research. Do the results provide support for any existing theories? If not, how  can  they be explained? Although you do not have to provide a definitive explanation or detailed theory for your results, you at least need to outline one or more possible explanations. In applied research—and often in basic research—there is also some discussion of the practical implications of the research. How can the results be used, and by whom, to accomplish some real-world goal?

The theoretical and practical implications are often followed by a discussion of the study’s limitations. Perhaps there are problems with its internal or external validity. Perhaps the manipulation was not very effective or the measures not very reliable. Perhaps there is some evidence that participants did not fully understand their task or that they were suspicious of the intent of the researchers. Now is the time to discuss these issues and how they might have affected the results. But do not overdo it. All studies have limitations, and most readers will understand that a different sample or different measures might have produced different results. Unless there is good reason to think they  would have, however, there is no reason to mention these routine issues. Instead, pick two or three limitations that seem like they could have influenced the results, explain how they could have influenced the results, and suggest ways to deal with them.

Most discussions end with some suggestions for future research. If the study did not satisfactorily answer the original research question, what will it take to do so? What  new  research questions has the study raised? This part of the discussion, however, is not just a list of new questions. It is a discussion of two or three of the most important unresolved issues. This means identifying and clarifying each question, suggesting some alternative answers, and even suggesting ways they could be studied.

Finally, some researchers are quite good at ending their articles with a sweeping or thought-provoking conclusion. Darley and Latané (1968) [4] , for example, ended their article on the bystander effect by discussing the idea that whether people help others may depend more on the situation than on their personalities. Their final sentence is, “If people understand the situational forces that can make them hesitate to intervene, they may better overcome them” (p. 383). However, this kind of ending can be difficult to pull off. It can sound overreaching or just banal and end up detracting from the overall impact of the article. It is often better simply to end when you have made your final point (although you should avoid ending on a limitation).

The references section begins on a new page with the heading “References” centred at the top of the page. All references cited in the text are then listed in the format presented earlier. They are listed alphabetically by the last name of the first author. If two sources have the same first author, they are listed alphabetically by the last name of the second author. If all the authors are the same, then they are listed chronologically by the year of publication. Everything in the reference list is double-spaced both within and between references.

Appendices, Tables, and Figures

Appendices, tables, and figures come after the references. An  appendix  is appropriate for supplemental material that would interrupt the flow of the research report if it were presented within any of the major sections. An appendix could be used to present lists of stimulus words, questionnaire items, detailed descriptions of special equipment or unusual statistical analyses, or references to the studies that are included in a meta-analysis. Each appendix begins on a new page. If there is only one, the heading is “Appendix,” centred at the top of the page. If there is more than one, the headings are “Appendix A,” “Appendix B,” and so on, and they appear in the order they were first mentioned in the text of the report.

After any appendices come tables and then figures. Tables and figures are both used to present results. Figures can also be used to illustrate theories (e.g., in the form of a flowchart), display stimuli, outline procedures, and present many other kinds of information. Each table and figure appears on its own page. Tables are numbered in the order that they are first mentioned in the text (“Table 1,” “Table 2,” and so on). Figures are numbered the same way (“Figure 1,” “Figure 2,” and so on). A brief explanatory title, with the important words capitalized, appears above each table. Each figure is given a brief explanatory caption, where (aside from proper nouns or names) only the first word of each sentence is capitalized. More details on preparing APA-style tables and figures are presented later in the book.

Sample APA-Style Research Report

Figures 11.2, 11.3, 11.4, and 11.5 show some sample pages from an APA-style empirical research report originally written by undergraduate student Tomoe Suyama at California State University, Fresno. The main purpose of these figures is to illustrate the basic organization and formatting of an APA-style empirical research report, although many high-level and low-level style conventions can be seen here too.

Key Takeaways

• An APA-style empirical research report consists of several standard sections. The main ones are the abstract, introduction, method, results, discussion, and references.
• The introduction consists of an opening that presents the research question, a literature review that describes previous research on the topic, and a closing that restates the research question and comments on the method. The literature review constitutes an argument for why the current study is worth doing.
• The method section describes the method in enough detail that another researcher could replicate the study. At a minimum, it consists of a participants subsection and a design and procedure subsection.
• The results section describes the results in an organized fashion. Each primary result is presented in terms of statistical results but also explained in words.
• The discussion typically summarizes the study, discusses theoretical and practical implications and limitations of the study, and offers suggestions for further research.
• Practice: Look through an issue of a general interest professional journal (e.g.,  Psychological Science ). Read the opening of the first five articles and rate the effectiveness of each one from 1 ( very ineffective ) to 5 ( very effective ). Write a sentence or two explaining each rating.
• Practice: Find a recent article in a professional journal and identify where the opening, literature review, and closing of the introduction begin and end.
• Practice: Find a recent article in a professional journal and highlight in a different colour each of the following elements in the discussion: summary, theoretical implications, practical implications, limitations, and suggestions for future research.

Long Descriptions

Figure 11.1 long description: Table showing three ways of organizing an APA-style method section.

In the simple method, there are two subheadings: “Participants” (which might begin “The participants were…”) and “Design and procedure” (which might begin “There were three conditions…”).

In the typical method, there are three subheadings: “Participants” (“The participants were…”), “Design” (“There were three conditions…”), and “Procedure” (“Participants viewed each stimulus on the computer screen…”).

In the complex method, there are four subheadings: “Participants” (“The participants were…”), “Materials” (“The stimuli were…”), “Design” (“There were three conditions…”), and “Procedure” (“Participants viewed each stimulus on the computer screen…”). [Return to Figure 11.1]

• Bem, D. J. (2003). Writing the empirical journal article. In J. M. Darley, M. P. Zanna, & H. R. Roediger III (Eds.),  The compleat academic: A practical guide for the beginning social scientist  (2nd ed.). Washington, DC: American Psychological Association. ↵
• Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility.  Journal of Personality and Social Psychology, 4 , 377–383. ↵

A type of research article which describes one or more new empirical studies conducted by the authors.

The page at the beginning of an APA-style research report containing the title of the article, the authors’ names, and their institutional affiliation.

A summary of a research study.

The third page of a manuscript containing the research question, the literature review, and comments about how to answer the research question.

An introduction to the research question and explanation for why this question is interesting.

A description of relevant previous research on the topic being discusses and an argument for why the research is worth addressing.

The end of the introduction, where the research question is reiterated and the method is commented upon.

The section of a research report where the method used to conduct the study is described.

The main results of the study, including the results from statistical analyses, are presented in a research article.

Section of a research report that summarizes the study's results and interprets them by referring back to the study's theoretical background.

Part of a research report which contains supplemental material.

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How to Write a Psychology Lab Report

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

 James Lacy, MLS, is a fact-checker and researcher.

Introduction

Appendices and supplemental materials.

A psychology lab report is a paper that describes an experiment. A lab report is organized and written according to the format used in professional journal articles.

In your lab report, you will provide an overview of your findings, a background of the topic, your methods, and results. You'll also discuss your findings and your interpretations of the results.

At a Glance

A psychology lab report is structured in the same format as a professional journal article. It should include a:

• Method section
• Results section
• Discussion section
• Reference section
• Appendix and supplementary materials (if needed)

Title Page of a Psychology Lab Report

This will be the first page of your lab report. It should include important information such as the name of your paper, your name, and your academic affiliation.

Your title should be relatively brief and provide a good idea about what your paper is about. Avoid titles that are too general and don't provide a clear description of what your lab report contains.

For example, instead of something general like "An experiment on memory," your title should be more clear and focused, such as, "The effects of sleep deprivation on short-term memory in college students."

Page two of your lab report will be an  abstract . The abstract is a brief description of what you set out to find in your research, how you went about it, and a general statement describing your findings.

Think of the abstract of your psychology lab report as a succinct summary of your experiment. It should explain your study's objectives, how you conducted the experiments, and what you discovered.

According to the American Psychological Association (APA) style guide, for most lab reports, the abstract should be kept to 250 words. However, the specific word count and format of abstract could vary depending on your instructor or the academic journal in which you plan to publish.

Your paper should begin with an introduction that describes previous findings regarding your topic of interest, explains the goals of your current research, and describes your hypothesis —what you expect to discover as a result of your research.

In this section, you essentially explain to your reader why you chose to do your experiment. If should give a good background on the topic, so that readers can get an idea about why your study will help fill a gap in our current understanding.

Your introduction will likely be several pages long to provide a thorough and sufficient overview of past research. You don't need to cover all of the research on the topic, but you should give readers a good overview of past research and findings.

The introduction of your psychology lab report should summarize the research and help readers understand why you are choosing to address new questions in your research. Be sure to cite all sources using proper APA format.

The next section of your lab report will be the method section . In this portion of your report, you will describe the procedures you used in your research. You'll include specific information such as the number of participants in your study, the background of each individual, your independent and dependent variables , and the type of experimental design you used.

The method section of a psychology lab report should be broken down into several different sub-sections:

• Design : Describe the type of experimental design that you used
• Participants : Describe the participants in your study, including their age, sex, and other characteristics
• Apparatus : Describe any tools or resources that you used while conducting your experiment, such as equipment or questionnaires
• Procedure : Provide the exact procedures that you used while carrying out your experiment

In the  results section  of your lab report, you'll describe the statistical data you gathered from your research. This section will likely be quite short; you don't need to include any interpretation of your results.

The goal of this part of your psychology lab report is to provide your results without trying to interpret what they might mean.

You should also include tables and figures to display statistical data and results. Be sure to only include tables and figures that you will talk about in the text.

The results section will likely be one of the shortest sections of your lab report. However, this might vary depending on how complex your experiment was and the type of statistical analyses you used.

Next, your lab report should include a discussion section. Here you'll interpret the results of your experiment and state whether your findings support your hypothesis.

You should start this section by once again stating your main results and whether or not they support the hypothesis you stated in your introduction.

You can also discuss how the results of your experiment relate to previous findings. You also should offer possible explanations for your findings and what they might mean in terms of future research on the topic.

Conclude this section of your psychology lab report by summarizing the main conclusions that you have drawn from your study.

After your discussion section, your lab report should include a list of the references you used in your experiment and lab report. Some key points to remember include:

• All references cited in the text must be listed in the references section and vice versa
• All references should be in APA format
• Use a hanging indentation by indenting all lines of a reference after the first line by one-half inch
• Provide author names by last names first, followed by their initials
• Italicize journal and book titles
• Alphabetize your reference section by author's last name

Example of Basic APA Format

Author, F. I. (Year). Title of the journal article. Title of the Journal in Italics, with the volume number (and issue number) , page numbers. https://doi.org/doinumber

Any tables or figures used to display your results should be included in the appendix of your lab report. For more detailed descriptions and examples of tables and figures, consult the Publication Manual of the American Psychological Association.

What This Means For You

If you are a psychology student, you may need to write a psychology lab report at some point in your academic career. It can be a great way to get a better idea of how a professional journal article would be structured if you were to submit your work for publication. Knowing how to format a lab report can also help provide you with a better understanding of how psychology research is conducted and what these findings mean.

American Psychological Association. Publication manual of the American Psychological Association (7th ed.). 2020. doi:10.1037/0000165-000

Bavdekar SB, Chandak S.  Results: Unraveling the findings .  J Assoc Physicians India . 2015 Sep;63(9):44-6. PMID:27608866.

American Psychological Association.  Publication Manual of the American Psychological Association  (7th ed.). The American Psychological Association, 2019.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Aims And Hypotheses, Directional And Non-Directional

March 7, 2021 - paper 2 psychology in context | research methods.

• Back to Paper 2 - Research Methods

In Psychology, hypotheses are predictions made by the researcher about the outcome of a study. The research can chose to make a specific prediction about what they feel will happen in their research (a directional hypothesis) or they can make a ‘general,’ ‘less specific’ prediction about the outcome of their research (a non-directional hypothesis). The type of prediction that a researcher makes is usually dependent on whether or not any previous research has also investigated their research aim.

Variables Recap:

The  independent variable  (IV)  is the variable that psychologists  manipulate/change  to see if changing this variable has an effect on the  depen dent variable  (DV).

The  dependent variable (DV)  is the variable that the psychologists  measures  (to see if the IV has had an effect).

It is important that the only variable that is changed in research is the  independent variable (IV),   all other variables have to be kept constant across the control condition and the experimental conditions. Only then will researchers be able to observe the true effects of  just  the independent variable (IV) on the dependent variable (DV).

Research/Experimental Aim(S):

An aim is a clear and precise statement of the purpose of the study. It is a statement of why a research study is taking place. This should include what is being studied and what the study is trying to achieve. (e.g. “This study aims to investigate the effects of alcohol on reaction times”.

It is important that aims created in research are realistic and ethical.

Hypotheses:

This is a testable statement that predicts what the researcher expects to happen in their research. The research study itself is therefore a means of testing whether or not the hypothesis is supported by the findings. If the findings do support the hypothesis then the hypothesis can be retained (i.e., accepted), but if not, then it must be rejected.

Three Different Hypotheses:

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Stating an Aim Clearly

Travis Dixon October 24, 2016 Assessment (IB)

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How is the aim of an experiment stated?

Being able to clearly state the aim of an experiment, or any study, is important for when you want to clearly describe a study. It is also a key part of the internal assessment.

Since the purpose (or aim ) of conducting a “true” laboratory experiment is to investigate a cause and effect relationship between two variables, this should be reflected in the aim.

The “aim” of a research study simply refers to what it intends to find out. In experiments, this usually involves investigating the cause and effect relationship between two variables. These two variables we call in an experiment the independent variable (IV) and the dependent variable (DV).

So the statement of an aim should show the relationship between the two variables. The verbs “investigate” and “determine” are common when stating an aim.

Here are some examples:

• To investigate the effects of acetylcholine depletion on visuo-spatial memory of rats (Martinez and Kesner)
• To see if the observation of an aggressive model results in copying of the observed behaviour (Bandura)
• To investigate the effects of environmental stimulation on brain development (Rosenzweig and Bennett). 

Travis Dixon is an IB Psychology teacher, author, workshop leader, examiner and IA moderator.

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Writing a Research Report in American Psychological Association (APA) Style

Learning objectives.

• Identify the major sections of an APA-style research report and the basic contents of each section.
• Plan and write an effective APA-style research report.

In this section, we look at how to write an APA-style empirical research report , an article that presents the results of one or more new studies. Recall that the standard sections of an empirical research report provide a kind of outline. Here we consider each of these sections in detail, including what information it contains, how that information is formatted and organized, and tips for writing each section. At the end of this section is a sample APA-style research report that illustrates many of these principles.

Sections of a Research Report

Title page and abstract.

An APA-style research report begins with a  title page . The title is centred in the upper half of the page, with each important word capitalized. The title should clearly and concisely (in about 12 words or fewer) communicate the primary variables and research questions. This sometimes requires a main title followed by a subtitle that elaborates on the main title, in which case the main title and subtitle are separated by a colon. Here are some titles from recent issues of professional journals published by the American Psychological Association.

• Sex Differences in Coping Styles and Implications for Depressed Mood
• Effects of Aging and Divided Attention on Memory for Items and Their Contexts
• Computer-Assisted Cognitive Behavioural Therapy for Child Anxiety: Results of a Randomized Clinical Trial
• Virtual Driving and Risk Taking: Do Racing Games Increase Risk-Taking Cognitions, Affect, and Behaviour?

Below the title are the authors’ names and, on the next line, their institutional affiliation—the university or other institution where the authors worked when they conducted the research. As we have already seen, the authors are listed in an order that reflects their contribution to the research. When multiple authors have made equal contributions to the research, they often list their names alphabetically or in a randomly determined order.

It’s  Soooo  Cute!  How Informal Should an Article Title Be?

In some areas of psychology, the titles of many empirical research reports are informal in a way that is perhaps best described as “cute.” They usually take the form of a play on words or a well-known expression that relates to the topic under study. Here are some examples from recent issues of the Journal Psychological Science .

• “Smells Like Clean Spirit: Nonconscious Effects of Scent on Cognition and Behavior”
• “Time Crawls: The Temporal Resolution of Infants’ Visual Attention”
• “Scent of a Woman: Men’s Testosterone Responses to Olfactory Ovulation Cues”
• “Apocalypse Soon?: Dire Messages Reduce Belief in Global Warming by Contradicting Just-World Beliefs”
• “Serial vs. Parallel Processing: Sometimes They Look Like Tweedledum and Tweedledee but They Can (and Should) Be Distinguished”
• “How Do I Love Thee? Let Me Count the Words: The Social Effects of Expressive Writing”

Individual researchers differ quite a bit in their preference for such titles. Some use them regularly, while others never use them. What might be some of the pros and cons of using cute article titles?

For articles that are being submitted for publication, the title page also includes an author note that lists the authors’ full institutional affiliations, any acknowledgments the authors wish to make to agencies that funded the research or to colleagues who commented on it, and contact information for the authors. For student papers that are not being submitted for publication—including theses—author notes are generally not necessary.

The  abstract  is a summary of the study. It is the second page of the manuscript and is headed with the word  Abstract . The first line is not indented. The abstract presents the research question, a summary of the method, the basic results, and the most important conclusions. Because the abstract is usually limited to about 200 words, it can be a challenge to write a good one.

Introduction

The  introduction  begins on the third page of the manuscript. The heading at the top of this page is the full title of the manuscript, with each important word capitalized as on the title page. The introduction includes three distinct subsections, although these are typically not identified by separate headings. The opening introduces the research question and explains why it is interesting, the literature review discusses relevant previous research, and the closing restates the research question and comments on the method used to answer it.

The Opening

The  opening , which is usually a paragraph or two in length, introduces the research question and explains why it is interesting. To capture the reader’s attention, researcher Daryl Bem recommends starting with general observations about the topic under study, expressed in ordinary language (not technical jargon)—observations that are about people and their behaviour (not about researchers or their research; Bem, 2003 [1] ). Concrete examples are often very useful here. According to Bem, this would be a poor way to begin a research report:

Festinger’s theory of cognitive dissonance received a great deal of attention during the latter part of the 20th century (p. 191)

The following would be much better:

The individual who holds two beliefs that are inconsistent with one another may feel uncomfortable. For example, the person who knows that he or she enjoys smoking but believes it to be unhealthy may experience discomfort arising from the inconsistency or disharmony between these two thoughts or cognitions. This feeling of discomfort was called cognitive dissonance by social psychologist Leon Festinger (1957), who suggested that individuals will be motivated to remove this dissonance in whatever way they can (p. 191).

After capturing the reader’s attention, the opening should go on to introduce the research question and explain why it is interesting. Will the answer fill a gap in the literature? Will it provide a test of an important theory? Does it have practical implications? Giving readers a clear sense of what the research is about and why they should care about it will motivate them to continue reading the literature review—and will help them make sense of it.

Breaking the Rules

Researcher Larry Jacoby reported several studies showing that a word that people see or hear repeatedly can seem more familiar even when they do not recall the repetitions—and that this tendency is especially pronounced among older adults. He opened his article with the following humourous anecdote:

A friend whose mother is suffering symptoms of Alzheimer’s disease (AD) tells the story of taking her mother to visit a nursing home, preliminary to her mother’s moving there. During an orientation meeting at the nursing home, the rules and regulations were explained, one of which regarded the dining room. The dining room was described as similar to a fine restaurant except that tipping was not required. The absence of tipping was a central theme in the orientation lecture, mentioned frequently to emphasize the quality of care along with the advantages of having paid in advance. At the end of the meeting, the friend’s mother was asked whether she had any questions. She replied that she only had one question: “Should I tip?” (Jacoby, 1999, p. 3)

Although both humour and personal anecdotes are generally discouraged in APA-style writing, this example is a highly effective way to start because it both engages the reader and provides an excellent real-world example of the topic under study.

The Literature Review

Immediately after the opening comes the  literature review , which describes relevant previous research on the topic and can be anywhere from several paragraphs to several pages in length. However, the literature review is not simply a list of past studies. Instead, it constitutes a kind of argument for why the research question is worth addressing. By the end of the literature review, readers should be convinced that the research question makes sense and that the present study is a logical next step in the ongoing research process.

Like any effective argument, the literature review must have some kind of structure. For example, it might begin by describing a phenomenon in a general way along with several studies that demonstrate it, then describing two or more competing theories of the phenomenon, and finally presenting a hypothesis to test one or more of the theories. Or it might describe one phenomenon, then describe another phenomenon that seems inconsistent with the first one, then propose a theory that resolves the inconsistency, and finally present a hypothesis to test that theory. In applied research, it might describe a phenomenon or theory, then describe how that phenomenon or theory applies to some important real-world situation, and finally suggest a way to test whether it does, in fact, apply to that situation.

Looking at the literature review in this way emphasizes a few things. First, it is extremely important to start with an outline of the main points that you want to make, organized in the order that you want to make them. The basic structure of your argument, then, should be apparent from the outline itself. Second, it is important to emphasize the structure of your argument in your writing. One way to do this is to begin the literature review by summarizing your argument even before you begin to make it. “In this article, I will describe two apparently contradictory phenomena, present a new theory that has the potential to resolve the apparent contradiction, and finally present a novel hypothesis to test the theory.” Another way is to open each paragraph with a sentence that summarizes the main point of the paragraph and links it to the preceding points. These opening sentences provide the “transitions” that many beginning researchers have difficulty with. Instead of beginning a paragraph by launching into a description of a previous study, such as “Williams (2004) found that…,” it is better to start by indicating something about why you are describing this particular study. Here are some simple examples:

Another example of this phenomenon comes from the work of Williams (2004).

Williams (2004) offers one explanation of this phenomenon.

An alternative perspective has been provided by Williams (2004).

We used a method based on the one used by Williams (2004).

Finally, remember that your goal is to construct an argument for why your research question is interesting and worth addressing—not necessarily why your favourite answer to it is correct. In other words, your literature review must be balanced. If you want to emphasize the generality of a phenomenon, then of course you should discuss various studies that have demonstrated it. However, if there are other studies that have failed to demonstrate it, you should discuss them too. Or if you are proposing a new theory, then of course you should discuss findings that are consistent with that theory. However, if there are other findings that are inconsistent with it, again, you should discuss them too. It is acceptable to argue that the  balance  of the research supports the existence of a phenomenon or is consistent with a theory (and that is usually the best that researchers in psychology can hope for), but it is not acceptable to  ignore contradictory evidence. Besides, a large part of what makes a research question interesting is uncertainty about its answer.

The Closing

The  closing  of the introduction—typically the final paragraph or two—usually includes two important elements. The first is a clear statement of the main research question or hypothesis. This statement tends to be more formal and precise than in the opening and is often expressed in terms of operational definitions of the key variables. The second is a brief overview of the method and some comment on its appropriateness. Here, for example, is how Darley and Latané (1968) [2] concluded the introduction to their classic article on the bystander effect:

These considerations lead to the hypothesis that the more bystanders to an emergency, the less likely, or the more slowly, any one bystander will intervene to provide aid. To test this proposition it would be necessary to create a situation in which a realistic “emergency” could plausibly occur. Each subject should also be blocked from communicating with others to prevent his getting information about their behaviour during the emergency. Finally, the experimental situation should allow for the assessment of the speed and frequency of the subjects’ reaction to the emergency. The experiment reported below attempted to fulfill these conditions. (p. 378)

Thus the introduction leads smoothly into the next major section of the article—the method section.

The  method section  is where you describe how you conducted your study. An important principle for writing a method section is that it should be clear and detailed enough that other researchers could replicate the study by following your “recipe.” This means that it must describe all the important elements of the study—basic demographic characteristics of the participants, how they were recruited, whether they were randomly assigned, how the variables were manipulated or measured, how counterbalancing was accomplished, and so on. At the same time, it should avoid irrelevant details such as the fact that the study was conducted in Classroom 37B of the Industrial Technology Building or that the questionnaire was double-sided and completed using pencils.

The method section begins immediately after the introduction ends with the heading “Method” (not “Methods”) centred on the page. Immediately after this is the subheading “Participants,” left justified and in italics. The participants subsection indicates how many participants there were, the number of women and men, some indication of their age, other demographics that may be relevant to the study, and how they were recruited, including any incentives given for participation.

After the participants section, the structure can vary a bit. Figure 11.1 shows three common approaches. In the first, the participants section is followed by a design and procedure subsection, which describes the rest of the method. This works well for methods that are relatively simple and can be described adequately in a few paragraphs. In the second approach, the participants section is followed by separate design and procedure subsections. This works well when both the design and the procedure are relatively complicated and each requires multiple paragraphs.

What is the difference between design and procedure? The design of a study is its overall structure. What were the independent and dependent variables? Was the independent variable manipulated, and if so, was it manipulated between or within subjects? How were the variables operationally defined? The procedure is how the study was carried out. It often works well to describe the procedure in terms of what the participants did rather than what the researchers did. For example, the participants gave their informed consent, read a set of instructions, completed a block of four practice trials, completed a block of 20 test trials, completed two questionnaires, and were debriefed and excused.

In the third basic way to organize a method section, the participants subsection is followed by a materials subsection before the design and procedure subsections. This works well when there are complicated materials to describe. This might mean multiple questionnaires, written vignettes that participants read and respond to, perceptual stimuli, and so on. The heading of this subsection can be modified to reflect its content. Instead of “Materials,” it can be “Questionnaires,” “Stimuli,” and so on.

The  results section  is where you present the main results of the study, including the results of the statistical analyses. Although it does not include the raw data—individual participants’ responses or scores—researchers should save their raw data and make them available to other researchers who request them. Several journals now encourage the open sharing of raw data online.

Although there are no standard subsections, it is still important for the results section to be logically organized. Typically it begins with certain preliminary issues. One is whether any participants or responses were excluded from the analyses and why. The rationale for excluding data should be described clearly so that other researchers can decide whether it is appropriate. A second preliminary issue is how multiple responses were combined to produce the primary variables in the analyses. For example, if participants rated the attractiveness of 20 stimulus people, you might have to explain that you began by computing the mean attractiveness rating for each participant. Or if they recalled as many items as they could from study list of 20 words, did you count the number correctly recalled, compute the percentage correctly recalled, or perhaps compute the number correct minus the number incorrect? A third preliminary issue is the reliability of the measures. This is where you would present test-retest correlations, Cronbach’s α, or other statistics to show that the measures are consistent across time and across items. A final preliminary issue is whether the manipulation was successful. This is where you would report the results of any manipulation checks.

The results section should then tackle the primary research questions, one at a time. Again, there should be a clear organization. One approach would be to answer the most general questions and then proceed to answer more specific ones. Another would be to answer the main question first and then to answer secondary ones. Regardless, Bem (2003) [3] suggests the following basic structure for discussing each new result:

• Remind the reader of the research question.
• Give the answer to the research question in words.
• Present the relevant statistics.
• Qualify the answer if necessary.
• Summarize the result.

Notice that only Step 3 necessarily involves numbers. The rest of the steps involve presenting the research question and the answer to it in words. In fact, the basic results should be clear even to a reader who skips over the numbers.

The  discussion  is the last major section of the research report. Discussions usually consist of some combination of the following elements:

• Summary of the research
• Theoretical implications
• Practical implications
• Limitations
• Suggestions for future research

The discussion typically begins with a summary of the study that provides a clear answer to the research question. In a short report with a single study, this might require no more than a sentence. In a longer report with multiple studies, it might require a paragraph or even two. The summary is often followed by a discussion of the theoretical implications of the research. Do the results provide support for any existing theories? If not, how  can  they be explained? Although you do not have to provide a definitive explanation or detailed theory for your results, you at least need to outline one or more possible explanations. In applied research—and often in basic research—there is also some discussion of the practical implications of the research. How can the results be used, and by whom, to accomplish some real-world goal?

The theoretical and practical implications are often followed by a discussion of the study’s limitations. Perhaps there are problems with its internal or external validity. Perhaps the manipulation was not very effective or the measures not very reliable. Perhaps there is some evidence that participants did not fully understand their task or that they were suspicious of the intent of the researchers. Now is the time to discuss these issues and how they might have affected the results. But do not overdo it. All studies have limitations, and most readers will understand that a different sample or different measures might have produced different results. Unless there is good reason to think they  would have, however, there is no reason to mention these routine issues. Instead, pick two or three limitations that seem like they could have influenced the results, explain how they could have influenced the results, and suggest ways to deal with them.

Most discussions end with some suggestions for future research. If the study did not satisfactorily answer the original research question, what will it take to do so? What  new  research questions has the study raised? This part of the discussion, however, is not just a list of new questions. It is a discussion of two or three of the most important unresolved issues. This means identifying and clarifying each question, suggesting some alternative answers, and even suggesting ways they could be studied.

Finally, some researchers are quite good at ending their articles with a sweeping or thought-provoking conclusion. Darley and Latané (1968) [4] , for example, ended their article on the bystander effect by discussing the idea that whether people help others may depend more on the situation than on their personalities. Their final sentence is, “If people understand the situational forces that can make them hesitate to intervene, they may better overcome them” (p. 383). However, this kind of ending can be difficult to pull off. It can sound overreaching or just banal and end up detracting from the overall impact of the article. It is often better simply to end when you have made your final point (although you should avoid ending on a limitation).

The references section begins on a new page with the heading “References” centred at the top of the page. All references cited in the text are then listed in the format presented earlier. They are listed alphabetically by the last name of the first author. If two sources have the same first author, they are listed alphabetically by the last name of the second author. If all the authors are the same, then they are listed chronologically by the year of publication. Everything in the reference list is double-spaced both within and between references.

Appendices, Tables, and Figures

Appendices, tables, and figures come after the references. An  appendix  is appropriate for supplemental material that would interrupt the flow of the research report if it were presented within any of the major sections. An appendix could be used to present lists of stimulus words, questionnaire items, detailed descriptions of special equipment or unusual statistical analyses, or references to the studies that are included in a meta-analysis. Each appendix begins on a new page. If there is only one, the heading is “Appendix,” centred at the top of the page. If there is more than one, the headings are “Appendix A,” “Appendix B,” and so on, and they appear in the order they were first mentioned in the text of the report.

After any appendices come tables and then figures. Tables and figures are both used to present results. Figures can also be used to illustrate theories (e.g., in the form of a flowchart), display stimuli, outline procedures, and present many other kinds of information. Each table and figure appears on its own page. Tables are numbered in the order that they are first mentioned in the text (“Table 1,” “Table 2,” and so on). Figures are numbered the same way (“Figure 1,” “Figure 2,” and so on). A brief explanatory title, with the important words capitalized, appears above each table. Each figure is given a brief explanatory caption, where (aside from proper nouns or names) only the first word of each sentence is capitalized. More details on preparing APA-style tables and figures are presented later in the book.

Sample APA-Style Research Report

Figures 11.2, 11.3, 11.4, and 11.5 show some sample pages from an APA-style empirical research report originally written by undergraduate student Tomoe Suyama at California State University, Fresno. The main purpose of these figures is to illustrate the basic organization and formatting of an APA-style empirical research report, although many high-level and low-level style conventions can be seen here too.

Key Takeaways

• An APA-style empirical research report consists of several standard sections. The main ones are the abstract, introduction, method, results, discussion, and references.
• The introduction consists of an opening that presents the research question, a literature review that describes previous research on the topic, and a closing that restates the research question and comments on the method. The literature review constitutes an argument for why the current study is worth doing.
• The method section describes the method in enough detail that another researcher could replicate the study. At a minimum, it consists of a participants subsection and a design and procedure subsection.
• The results section describes the results in an organized fashion. Each primary result is presented in terms of statistical results but also explained in words.
• The discussion typically summarizes the study, discusses theoretical and practical implications and limitations of the study, and offers suggestions for further research.
• Practice: Look through an issue of a general interest professional journal (e.g.,  Psychological Science ). Read the opening of the first five articles and rate the effectiveness of each one from 1 ( very ineffective ) to 5 ( very effective ). Write a sentence or two explaining each rating.
• Practice: Find a recent article in a professional journal and identify where the opening, literature review, and closing of the introduction begin and end.
• Practice: Find a recent article in a professional journal and highlight in a different colour each of the following elements in the discussion: summary, theoretical implications, practical implications, limitations, and suggestions for future research.
• Bem, D. J. (2003). Writing the empirical journal article. In J. M. Darley, M. P. Zanna, & H. R. Roediger III (Eds.),  The compleat academic: A practical guide for the beginning social scientist  (2nd ed.). Washington, DC: American Psychological Association. ↵
• Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility.  Journal of Personality and Social Psychology, 4 , 377–383. ↵

Research Methods in Psychology Copyright © 2015 by Paul C. Price, Rajiv Jhangiani, & I-Chant A. Chiang is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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In this section of Psychology laboratory report writing are examples of reports that have been written by students in the School of Psychology at the University of New South Wales. The laboratory reports have been included in this site, with the students’ permission.

We have used a particular format for the inclusion of these reports. The special formatting enables us to include the students’ annotations. In other words, the authors of the laboratory reports have worked their way through Psychology laboratory report writing (PLRW) and have annotated their reports to illustrate how, in writing their reports, they have applied the major principles identified in Psychology laboratory report writing. Those annotations provide a very explicit guide when you are preparing a psychology laboratory report.

NOTE: You will need Acrobat Reader to view these files. Acrobat Reader 5 will allow you to view the files and annotations, but the best results will be seen by using Acrobat Reader 6. Download Acrobat Reader 6

• Link to an example of a lab report by a first-year student

How to Write Psychology Reports: A Step-By-Step Guide

Writing psychology reports can be intimidating to those who aren’t accustomed to it, especially because of how the writing has to follow the academic research process .

However, with the right approach and by following some simple steps, you can write reports that are polished and well-written – even if you have never written one before.

This step-by-step guide on how to write psychology reports will give you everything you need to know in order to produce high-quality results.

Step 1: Research Psychology Report Topics

The first step is to research the topic of your psychology report . Make sure to consult reliable sources such as academic journals and books.

If you are writing a psychology report for a school assignment, it is important to make sure that your research meets the standards set by your professor or school.

For example, many schools have specific guidelines when it comes to APA style citation so make sure that you check this out beforehand. Researching topics will also help you narrow down your focus. Once you have done enough research, choose an area of psychology which interests you and write about it from your perspective.

As long as you adhere to the rules put forth by your institution (e.g., using APA citations) then there are no limits to what topics can be covered in a psychology report.

Step 2: Write the Introduction

The introduction of a psychology report serves to inform the reader of the main points of your paper.

You should start off by introducing the topic of your report, as well as its scope and purpose. You should also include any relevant background information that is necessary for readers to understand the context of your report. Make sure to introduce any terms or concepts that are important for readers to understand.

Avoid being too technical. In the introduction, you should also mention any limitations to your study that could affect its validity. Here is an example of how an introductory paragraph might look:

In recent years, there has been increased interest in understanding people’s lives through their online content.  More specifically, people are interested in knowing what people post on social media websites like Facebook and Instagram says about their personality traits and mental health. There has been increasing interest among researchers to assess individuals’ personalities through their online content. The aim of my research was twofold; firstly, I sought to explore whether or not people with certain personality traits exhibit them more often than others through their Facebook posts; secondly, I wanted to find out whether posts exhibiting these personality traits differed depending on gender.

Step 3: Write The Method Used in the Psychology Report

Before you move on to the results section, it is important to give an overview of the methodology you used.

Describe in detail how the research was conducted, and explain any instruments used, such as surveys or questionnaires.

Be sure to also include how participants were selected and recruited, and how the data was analyzed. This section will allow readers to evaluate whether or not your methodology was sound, and give them the confidence that your results are reliable.

Be sure to cite any sources used in this section. Sources can typically be found in APA style via the references page at the end of the paper. If using direct quotes from other scholars, it is best practice to properly reference those quotes in footnotes so they do not appear simply as quoted material throughout the report.

For instance, (Fitzgerald et al., 2006) indicate which author wrote which quote referenced by a footnote at the bottom of your page.

Once completed, this section should provide detailed information about who did what, when and why during your research project.

Step 4: The Results Section

Once you have provided an overview of how your study was carried out and explained how data was collected and analyzed, you can finally delve into analyzing results from your study!

You may have already seen this coming, but be sure to write up statistics and findings with plenty of charts and graphs if applicable. What questions were you trying to answer? How many people participated in your study?

How old are the participants? Who responded more often than others? What conclusions can we draw from this data?

Does introversion affect the types of statuses posted online? Do people post different types of statuses based on gender?

Are there differences between extroverts and introverts when looking at specific types of statuses?

All these questions should be answered in the results section of your psychology report.

Of course, you will need to show tables and/or graphs for all tables here. There’s no way around it! In addition to providing quantitative statistical information such as means, standard deviations, correlations, chi-square values, t-tests, ANOVAs etc.,

Step 5: Discuss the Results of the Psychology Report

It’s finally time to talk about the juicy stuff.

You conducted your study and now you’ve got numbers galore – just how good were they? Well, that depends on what type of test statistic is being used. And so begins one of the most difficult sections of a psychology report: discussing statistical significance. It’s not impossible though; just follow these steps below and be sure to remember that this is where technical details come in handy!

The discussion must also include significant limitations of the study (e.g., small sample size, design issues) and propose some future research directions that could improve upon this preliminary work.

Note: If there are any major implications or controversies arising from the study, make sure to mention them in this concluding paragraph as well.

Step 6: Write the Conclusion section

Finally, you will want to summarize all of your findings in the conclusion. It is here that you will need to provide an overview of the main points discussed in the previous sections and tie them all together.

Be sure to include implications for the future of research in this area as well.

Sum up any takeaways that you can glean from this research and leave your readers with a final thought or insight into what they have just read. It’s important to end your psychology report on a strong note!

Step 7: Finish the Psychology Report with References

The first step in writing a references section is to determine which style of formatting you need to use. The most popular style used by psychology researchers is the American Psychological Association (APA) style.

However, other styles such as the Modern Language Association (MLA) style or the Harvard referencing system may also be used. It’s important to check with your professor or instructor to determine which style you should use for your report.

Once you’ve determined the correct style, you can begin to format your references.

This process typically involves listing the author’s last name followed by their initial, the year of publication, and the title of the work. It’s also important to include any URLs or other information needed to locate the source.

Additionally, if you’re citing an online source, you should include the date that you accessed the information. When it comes to organizing the references section, you should list them in alphabetical order according to the last name of the author.

You should also include all of the sources that you cited in your paper, even if they aren’t directly related to your research topic. This ensures that your reader can easily locate the sources that you used in your paper.

Finally, it’s important to proofread your references section before submitting your report. This will help you catch any typos or mistakes that may have been made while writing and formatting your references.

By taking these steps, you can ensure that your references section is accurate and up to date.

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Knowing How to Write a Psychology Lab Report Is an Important Skill – Here’s How You Can Develop It

When studying towards an undergraduate psychology degree, one of the important skills that students will learn is how to write a lab report .

A psychology lab report is a piece of structured writing, sometimes known as a ‘paper’, and this piece of writing provides details about how an experiment is carried out. One of the reasons why psychology students are asked to write lab reports as part of first and second year assessments is that this can prepare students for writing up their final year dissertations as dissertations. Dissertations can often be viewed as special types of lab reports as they are formal pieces of academic writing. Unlike other assessments, dissertations are more independent and do require students to develop and write-up their own investigations.

Lab reports are academic pieces of work and the audience or reason for writing the report will indicate the format that is presented. In psychology, American Psychological Association format is typically required (also known as APA 7 ) – which requires writers to use different sections to explain an experiment. For example, students could be asked to write an Introduction to provide details of a theoretical and literature background; a method section to give an overview of the sample and any tasks completed by participants, a results section which gives details of what was found and finally, a discussion section which provides a discussion of the results and directions for future work. Alongside these sections, an overall summary is added and this summary is called an abstract.

One of the questions that can be asked is whether developing lab report writing skills is really important? The simple answer is yes. When students first write lab reports, say within their first or second year of studying, they may be given lots of guidance on what to write and how to phrase different sections. When a student then progresses to writing up their own dissertation project, the support from supervisors in terms of the write-up can be limited as it is often assumed that the writing skills have been developed throughout the degree. If a student does not learn these key writing skills in the first or second year of their degree then they don’t have time to practise their writing skills and will have limited feedback from lecturers and tutors in preparation for that final dissertation report. 

When I was completing my own psychology degree, it was not expected that we successfully wrote up a full lab report in the first year of studying. As students, we were given tasks of writing each section and getting feedback on each section first, before being asked to write a full lab report in the second year. I believe that this key thing helped me to develop my own writing skills and understand each section of the lab report in detail before moving onto the next. I was also given the opportunity to work as a group so we could collaborate on a written project….again collaboration is a key part of psychology research.

Developing the skills to write a lab report, either through the creation of an empirical investigation or by developing the writing and formatting skills, is very important if a psychology student has plans to stay within research. When researching, researchers will write specific lab reports to submit to journals and these (lab) reports are in specific formats in accordance with the journal guidelines.

From my experience, practice makes perfect (or close enough as there is always room for improvement). If I had not been given the opportunity to write lab reports as I progressed through my own university degree, I don’t think I would have the ability to teach my students how to do this now.

When teaching lab report writing, I will often provide students with examples of different journal articles, but I always make it clear that different journals can have  different formatting requirements  and that students should always follow the format of the task given. So, for example, if their lab report is for an assessment rather than a journal submission, ensure that the assessment requirements and learning outcomes have been met.

I also always advise my students to write the abstract section last. This is because you can’t write a summary of an investigation without knowing what you have written in the lab report itself. I believe that it’s the most difficult to write an abstract in comparison to the rest of the report as you need to have the ability to summarise a complex study in only 150 words.

Recently when developing content for a first year cognitive module I am teaching on, I have come across some excellent resources which can support students in their lab report development. Dr Paul Penn has created a series of YouTube tutorials which explain, in detail, how to structure each section of a lab report. Dr Penn also has a website with an example of an annotated lab report and again, this is something I will be directing my students to this year.

Developing the skills to write a lab report is very important! A lab report needs to be written in a clear and concise manner that would allow someone not necessarily in the field (you are writing about) to understand. I have looked at many lab reports in my teaching career and it’s possible to make the most complex of topics easier to understand with a report. 

Laura Jenkins, PhD is a teaching associate in the School of Sport, Exercise and Health Sciences at Loughborough University. 

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The abstract is the first section in a psychological report or journal. It includes a summary of the aims, hypothesis, method, results and conclusions, and thus provides an overview of the entire report.

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