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| Scientific Thinking in Psychology | |
| Why Take This Course? | |
| Ways of Knowing | |
| Authority | |
| Use of Reason | |
| Experience | |
| The Ways of Knowing and Science | |
| Science as a Way of Knowing | |
| Science Assumes Determinism | |
| Science Makes Systematic Observations | |
| Science Produces Public Knowledge | ... MORE |
| Origins-A Taste of Introspection | |
| Science Produces Data-Based Conclusions | |
| Science Produces Tentative Conclusions | |
| Science Asks Answerable Questions | |
| Science Develops Theories that Can Be Disproven | |
| Psychological Science and Pseudoscience | |
| Recognizing Pseudoscience | |
| Associates with True Science | |
| Classic Studies-Disproving Phrenology | |
| Relies on Anecdotal Evidence | |
| Sidesteps Disproof | |
| Reduces Complex Phenomena to Overly Simplistic Concepts | |
| The Goals of Research in Psychology | |
| Description | |
| Prediction | |
| Explanation | |
| Application | |
| A Passion for Research in Psychology | |
| Eleanor Gibson (1910-2002) | |
| B. F. Skinner (1904-1990) | |
| Ethics in Psychological Research | |
| Classic Studies-Infants at Risk | |
| Developing the APA Code of Ethics | |
| Ethical Guidelines for Research with Humans | |
| Judging Benefits and Costs: The IRB | |
| Informed Consent and Deception in Research | |
| Ethics-Historical Problems with Informed Consent | |
| Informed Consent and Special Populations | |
| Treating Participants Well | |
| Research Ethics and the Internet | |
| Ethical Guidelines for Research with Animals | |
| The Issue of Animal Rights | |
| Origins-Antivivisection and the APA | |
| Using Animals in Psychological Research | |
| The APA Code for Animal Research | |
| Justifying the Study | |
| Caring for the Animals | |
| Using Animals for Educational Purposes | |
| Scientific Fraud | |
| Data Falsification | |
| Developing Ideas for Research in Psychology | |
| Varieties of Psychological Research | |
| Basic versus Applied Research | |
| The Setting: Laboratory versus Field Research | |
| Ethics-A Matter of Privacy | |
| Quantitative versus Qualitative Research | |
| Asking Empirical Questions | |
| Operational Definitions | |
| Developing Research from Observations of Behavior and Serendipity | |
| Origins-Serendipity and Edge Detectors | |
| Developing Research from Theory | |
| The Nature of Theory | |
| The Relationship between Theory and Data | |
| Attributes of Good Theories | |
| Falsification | |
| Classic Studies -Falsification and Der Kluge Hans | |
| Parsimony | |
| Misunderstandings About Theories | |
| Developing Research from Other Research | |
| Research Teams and the "What's Next?" Question | |
| Replication and Extension | |
| Creative Thinking in Science | |
| Reviewing the Literature | |
| Computerized Database Searches | |
| Search Tips | |
| Measurement and Data Analysis | |
| What to Measure-Varieties of Behavior | |
| Developing Measures from Constructs | |
| Origins-Reaction Time: From Mental Chronometry to Mental Rotation | |
| Evaluating Measures | |
| Reliability | |
| Validity | |
| Reliability and Validity | |
| Scales of Measurement | |
| Nominal Scales | |
| Ordinal Scales | |
| Interval Scales | |
| Classic Studies-Measuring Somatotypes on an Interval Scale: Hoping for 4-4-4 | |
| Ratio Scales | |
| Statistical Analysis | |
| Descriptive and Inferential Statistics | |
| Descriptive Statistics | |
| Ethics-Lying with Statistics | |
| Inferential Statistics | |
| Hypothesis Testing | |
| Type I and Type II Errors | |
| Inferential Analysis | |
| Interpreting Failures to Reject H0 | |
| Going Beyond Hypothesis Testing | |
| Effect Size | |
| Confidence Intervals | |
| Power | |
| Introduction to Experimental Research | |
| Essential Features of Experimental Research | |
| Origins-John Stuart Mill and the Rules of Inductive Logic | |
| Establishing Independent Variables | |
| Varieties of Independent Variables | |
| Control Groups | |
| Controlling Extraneous Variables | |
| Measuring Dependent Variables | |
| Manipulated versus Subject Variables | |
| Drawing Conclusions When Using Subject Variables | |
| Classic Studies-Bobo Dolls and Aggression | |
| The Validity of Experimental Research | |
| Statistical Conclusion Validity | |
| Construct Validity | |
| External Validity | |
| Other Populations | |
| Ethics-Recruiting Participants: Everyone's in the Pool | |
| Other Environments | |
| Other Times | |
| A Note of Caution | |
| Internal Validity | |
| Threats to Internal Validity | |
| Studies Extending Over a Period of Time | |
| History and Maturation | |
| Regression | |
| Testing and Instrumentation | |
| Participant Problems | |
| Subject Selection Effects | |
| Attrition | |
| Control Problems in Experimental Research | |
| Between-Subjects Designs | |
| The Problem of Creating Equivalent Groups | |
| Random Assignment | |
| Matching | |
| Within-Subjects Designs | |
| The Problem of Controlling Sequence Effects | |
| Testing Once per Condition | |
| Complete Counterbalancing | |
| Partial Counterbalancing | |
| Testing More Than Once per Condition | |
| Reverse Counterbalancing | |
| Block Randomization | |
| Control Problems in Developmental Research | |
| Classic Studies-The Record for Repeated Measures | |
| Problems with Biasing | |
| Experimenter Bias | |
| Controlling for Experimenter Bias | |
| Participant Bias | |
| Origins-Productivity at Western Electric | |
| Controlling for Participant Bias | |
| Ethics-Research Participants Have Responsibilities Too | |
| Experimental Design I: Single-Factor Designs | |
| Single Factor-Two Levels | |
| Between-Subjects, Single-Factor Designs | |
| Within-Subjects, Single-Factor Designs | |
| Classic Studies-Psychology's Most Widely Replicated Finding? | |
| Analyzing Single-Factor, Two-Level Designs | |
| Single Factor-More Than Two Levels | |
| Between-Subjects, Multilevel Designs | |
| Origins-Nonlinear Results: The Ebbinghaus Forgetting Curve | |
| Within-Subjects, Multilevel Designs | |
| Presenting the Data | |
| Types of Graphs | |
| Analyzing Single-Factor, Multilevel Designs | |
| Control Group Designs | |
| Placebo Control Groups | |
| Waiting List Control Groups | |
| Ethics-Who's in the Control Group? | |
| Yoked Control Groups | |
| Experimental Design II: Factorial Designs | |
| Factorial Essentials | |
| Identifying Factorial Designs | |
| Outcomes-Main Effects and Interactions | |
| Main Effects | |
| Interactions | |
| Interactions Sometimes Trump Main effects | |
| Combinations of Main Effects and Interactions | |
| Classic Studies-To Sleep, Perchance to Recall | |
| Varieties of Factorial Designs | |
| Mixed Factorial Designs | |
| Factorials with Subject and Manipulated Variables: P x E Designs | |
| Recruiting Participants for Factorial Designs | |
| Ethics-On Being a Competent and Ethical researcher | |
| Analyzing Factorial Designs | |
| Origins-Factorials Down on the Farm | |
| Correlational Research | |
| Psychology's Two Disciplines | |
| Origins-Galton's Studies of Genius | |
| Correlation and Regression-The Basics | |
| Positive and Negative Correlations | |
| Scatterplots | |
| Assuming Linearity | |
| Restricting the Range | |
| Coefficient of Determination-r2 | |
| Regression Analysis-Making Predictions | |
| Interpreting Correlations | |
| Correlations and Causality | |
| Directionality | |
| Third Variables | |
| Caution: Correlational Statistics versus Correlational Research | |
| Using Correlations | |
| The Need for Correlational Research | |
| Varieties of Correlational Research | |
| Ethics-APA Guidelines for Psychological Testing | |
| Classic Studies-The Achieving Society | |
| Multivariate Analysis | |
| Multiple Regression | |
| Factor Analysis | |
| Quasi-Experimental Designs and Applied Research | |
| Beyond the Laboratory | |
| Applied Psychology in Historical Context | |
| Origins-The Hollingworths, Applied Psychology, and Coca-Cola | |
| Design Problems in Applied Research | |
| Quasi-Experimental Designs | |
| Nonequivalent Control Group Designs | |
| Outcomes | |
| Regression and Matching | |
| Interrupted Time Series Designs | |
| Outcomes | |
| Variations on the Basic Time Series Design | |
| Research Using Archival Data | |
| Program Evaluation | |
| Classic Studies-Reforms as Experiments | |
| Planning for Programs-Needs Analysis | |
| Monitoring Programs-Formative Evaluation | |
| Evaluating Outcomes-Summative Evaluation | |
| Weighing Costs-Cost-Effectiveness Analysis | |
| A Note on Qualitative Analysis | |
| Ethics-Evaluation Research and Ethics | |
| Small N Designs | |
| Research in Psychology Began with Small N | |
| Origins-Cats in Puzzle Boxes | |
| Reasons for Small N Designs | |
| Misleading Results from Statistical Summaries of Grouped Data | |
| Practical Problems with Large N Designs | |
| The Experimental Analysis of Behavior | |
| Operant Conditioning | |
| Applied Behavior Analysis | |
| Ethics-Controlling Human Behavior | |
| Small N Designs in Applied Behavior Analysis | |
| Elements of Single-Subject Designs | |
| Withdrawal Designs | |
| Multiple Baseline Designs | |
| Changing Criterion Designs | |
| Other Designs | |
| Evaluating Single-Subject Designs | |
| Case Study Designs | |
| Classic Studies-The Mind of a Mnemonist | |
| Evaluating Case Studies | |
| Observational and Survey Research Methodsl | |
| Observational Research | |
| Varieties of Observational Research | |
| Naturalistic Observation | |
| Participant Observation | |
| Classic Studies-When Prophecy Fails | |
| Challenges Facing Observational Methods | |
| Absence of Control | |
| Observer Bias | |
| Participant Reactivity | |
| Ethics | |
| Survey Research | |
| Origins-Creating the "Questionary" | |
| Probability Sampling | |
| Random Sampling | |
| Stratified Sampling | |
| Cluster Sampling | |
| Varieties of Survey Methods | |
| Interviews | |
| Phone Surveys | |
| Electronic Surveys | |
| Written Surveys | |
| Creating an Effective Survey | |
| Types of Survey Questions or Statements | |
| Assessing Memory and Knowledge | |
| Adding Demographic Information | |
| A Key Problem: Survey Wording | |
| Surveys and Ethics | |
| Ethics-Using and Abusing Surveys | |
| Epilogue | |
| What I Learned in My Research Methods Course | |
| A Passion for Research in Psychology | |
| Elliot Aronson | |
| Elizabeth Loftus | |
| Communicating the Results of Research in Psychology | |
| Research Reports, APA Style | |
| General Guidelines | |
| Writing Style | |
| Reducing Bias in Language | |
| Avoiding Plagiarism | |
| Miscellaneous | |
| Main Sections of the Lab Report | |
| Title Page | |
| The Manuscript Page Header/Page Number | |
| Running Head | |
| Title/Author/Affiliation | |
| Abstract | |
| Introduction | |
| APA Citation Format | |
| Method | |
| Results | |
| Reporting the Data: Statistics | |
| Portraying the Data: Tables and Figures | |
| Discussion | |
| References | |
| Presentations and Posters | |
| Tips for Presenting a Paper | |
| Tips for Presenting a Poster | |
| Applications Exercises | |
| A Sample Lab Report | |
| The Ethics Code of the American Psychological Association | |
| Research and Publication | |
| Answers to Selected End-of-Chapter Applications Exercises | |
| Glossary | |
| References | |
| Name index | |
| Subject index | |
| Summary of Research Examples | |
| Table of Contents provided by Publisher. All Rights Reserved. |