Stalling and Ronald E. Wasden, both of Bradley University. Each chapter includes an extensive review of key ideas, followed by opportunities for self-quizzing that including matching and multiple-choice questions. Available at a discounted when packaged with the text; contact your Wadsworth Cengage Learning representative for more information. For centuries the Chinese referred to their fiction as xiaoshuo, etymologically meaning roadside gossip or small talk, and held it in relative disregard.
In this amazing cache of designs, 41 original black-and-white motifs are spun into three pages of adaptations, offering strikingly different variations. More than 4, images form kaleidoscopic designs, optical illusions, and hypnotic abstracts. This is the eBook version of the printed book. Kahn, CMT. Available in print and digital formats. Technical analysis has always been considered an interpretive skill and often cannot be tamed by mechanical systems.
Consider a familiar price pattern in several different ways Weiten's themes and variations provide unifying threads across chapters that help students to see the connections among different research areas in psychology. Integrative themes-including empiricism, theoretical diversity, socio-historical contexts, multi-factorial causation, cultural heritage, heredity and environment, and subjectivity of experience-are woven throughout the text to provide connections among the different areas of research in psychology.
Often described as challenging yet easy to learn from, the book surveys psychology's broad range of content while illuminating the process of research and its relationship to application, showing both the unity and diversity of psychology's subject matter and helping learners master the basic concepts and principles of psychology with as little struggle as possible.
Weiten's themes provide unifying threads across chapters that help readers to see the connections among different research areas in psychology. A dynamic illustration program further enhances these themes. A Book by Wayne Weiten.
Themes and Variations by Wayne Weiten. A Book by Aldous Huxley. A Book by J. A Book by Anonim. A Book by John Cage. Themes and Variations by Weiten. Themes and Variations by Thomas Edward Jordan. Themes and Variations by Richard B. Stalling,Wayne Weiten. An Anthology by Steven R. Hirsch,Michael Shepherd. A Book by Mrs. James Glenny Wilson. A Book by Michael N. The students consume and rate both samples. The ratings of a number of students are compared, and a winner is declared.
Which second? The best solution is to counterbalance the sequence of the presentation. However, make sure that these counterbalanced sequences are equally assigned to men and women. Should potential differences between men and women be evaluated?
How can you ensure that color differences or carbonation differences between the colas cannot be detected by the participants? Should participants rinse their mouths between the two tastes? How can you ensure that all participants are starting the taste test under the same conditions? Those who have just eaten breakfast or had a cup of coffee will have residual tastes that may affect their perception of the two colas.
Are the ratings to be made immediately after each cola has been sampled or after both have been sampled? Will ratings be measured by checking a simple preference for one cola over the other or by filling out a Likert scale for each cola? If Likert scales are used, what type will they be 5 point, 7 point, 9 point? Does the type matter? Does the age of the participants have any bearing? Physiological evidence does tell us that taste buds become less sensitive as people grow older.
Is there a difference in drinking a few sips of the cola compared with drinking a whole glass? In a sip test, participants preferred the sweeter taste of New Coke, leading to an expensive new product launch. It was only after New Coke proved unpopular with the public that the marketers realized too late that its taste was cloying when drunk in real-life conditions.
Obviously, this simple study is not so simple after all. Challenge your students to find additional problems with it. Despite the fact that it may be a difficult study to conduct with ample control and adequate experimental design, it raises an abundance of issues pertaining to research methodology in psychology that can be shared with your students.
You might even want to use statistical procedures and significance testing to determine the reliability of the results of your cola challenge. For variety, you can choose a different commercial claim to test in class. For example, in addition to the cola challenge, Solomon suggested testing the claims for the softest bathroom tissue and driest antiperspirant. What different variables would be involved, and how would the class choose to answer the new questions that arise? Solomon, P.
Science and television commercials: Adding relevance to the research methodology course. Teaching of Psychology, 6, 26— Gladwell, M. The Power of Thinking without Thinking. NY: Little, Brown and Company. Students in introductory psychology often have a difficult time thinking in an experimental frame of mind. Considering how one attempts to find an answer to a question from a research standpoint is a foreign way of thinking for most students, because they have not been previously exposed to this approach.
Yet it is important for them to be able to think in such terms in order to appreciate the research discussed throughout the course. Formulate a testable hypothesis. Select the research method and design the study. Collect the data. Analyze the data and draw conclusions. Report the findings. Allow students to express their ideas freely, even though they will not use the proper terms from the chapter.
After a few minutes of discussion, try to pull together their ideas into a hypothesis. Point out important characteristics of hypotheses, particularly their testability. Often, students have appealing ideas that are not testable. Discussing what makes a hypothesis testable should allow you to bring in the idea of operational definitions and why they are important. After the class has generated a testable hypothesis, you can begin talking about variables. Many students, even in experimental psychology courses, have a difficult time identifying independent and dependent variables, so it is important to begin laying the groundwork at this point.
Again, allow the students some freedom as they discuss and. Students often do a good job of teaching other students how to identify independent and dependent variables. You can serve as a guide to gently remind them of the differences between the two types of variables, but try to allow the class to come to a democratic conclusion.
After students have isolated the independent and dependent variables, ask for a list of other variables that might potentially affect the dependent variable in the experiment. Again, this exercise gives the class some room for creativity and open discussion.
After several good candidates have been generated, ask students what would happen if these variables were allowed to remain unchecked during the experiment. You can then ask how they would make sure that these extraneous variables do not enter into the experiment and confound the results. This discussion will allow you to discuss experimental design and the need for control in research so that valid conclusions can be derived from an experiment.
You can also discuss the notion that some research is probably not valid because of a lack of control. An interesting sidelight is to ask students to present some claims made in advertisements.
Ask whether the class believes that such claims are actually based on data from well-controlled and well-designed experiments. If not, what are the implications for the claims made in advertising?
Discussing experimental research techniques from this point of view may help students remember to think critically about various studies mentioned later in the semester. Throughout this discussion, take note of the hypotheses or variables suggested by students—perhaps even the names of the students who make the suggestions—that are ruled out by the class because they will not fit within the context of an experimental research project.
Watson presented an interesting class demonstration designed to show students that random assignment does, indeed, create groups that are essentially equal on variables that might affect the outcome of an experiment. Tell your class that you want to design an experiment to test a new basketball coaching technique that you have developed. The obvious way to test this new approach is to pick two teams, train one team using your new coaching technique while the other team is trained using a traditional approach, and then have the two teams play each other.
However, you are worried about a possible extraneous variable in the experiment: the height of the players. A tall, traditionally coached team could beat a short, innovatively trained team for reasons unrelated to the training method.
Random assignment should eliminate such confounding elements by creating equal groups. Watson typically used his female students in this demonstration to avoid biasing height by gender and because they are more numerous.
Using female students could also allow you to make a silent statement against gender stereotypes. Pick students randomly with the gender constraint and assign them to Team A or Team B by flipping a coin. Have Team A stand in front of the class, arranged from shortest to tallest. Then have Team B stand in front of Team A, arranged in the same manner. The result should be two teams approximately equal in height, thus removing that potential extraneous variable from your experiment.
Sometimes random assignment will work with such a small sample, but sometimes you will obtain teams that are much different in height. Before you end this demonstration, ensure that students understand why flipping a coin represents random assignment.
Also, be sure that they understand the difference between random selection and random assignment. You can point out that violating the principle of random selection harms the external validity of an experiment the ability to generalize findings beyond the population studied. Obviously, researchers do not worry too much about this problem because of the vast number of studies using college students and lab rats as subjects.
On the other hand, violating random assignment can destroy the internal validity of the experiment, resulting in confounding and an inability to make cause-and-effect statements. Watson, D.
A neat little demonstration of the benefits of random assignment of subjects in an experiment. Makosky, C. Sileo, L. Whittemore, C. Skutley Eds. Take note of such ideas so that you can discuss them when you cover correlational research approaches.
Assuming that you have covered the concept of control within experimentation, students should understand that the control available in the laboratory allows researchers to make cause-and-effect statements, which is the goal of any science.
However, they have also probably mentioned the artificiality of the laboratory situation. Although nonexperimental approaches to research do not allow statements of causality to be drawn, they do have benefits, particularly in terms of generating ideas and hypotheses that might later be subjected to experimental scrutiny or in terms of testing the external validity generalizability of experimental findings.
It is vital that students understand the differences between the different approaches and exactly why the correlational approaches do not allow causality to be determined. An example always makes concepts easier to understand, and this is particularly true when talking about correlational relationships and their lack of causality.
Do not end your discussion on this note, however. Be certain that students see the value in correlational approaches and how they might lead to experimental research. Also, you may wish to convince your students that the ideal is a combination of laboratory and naturalistic research in order to establish causal relationships that would work in the real world. Scoville presented a class activity designed to show some of the pitfalls of asking hypothetical questions in a questionnaire or poll.
You will need to buy some exotic but unappealing food, such as chocolate-covered ants, squid, or tongue. Negotiate to get the lowest possible price. Then ask students if they have ever eaten unusual or strange or exotic foods that are generally unappealing to North American tastes, using some specific examples of these foods.
Pick some of the students who have not previously eaten such foods, and ask them whether they would consider eating the food that you have with you without naming it. Some brave individuals will usually say that they would, particularly if you put a price on this behaviour. After getting several to agree, preferably for free or for a nominal sum, display your food. Usually some of your volunteers will back down, often at the last moment.
Male students may be more prone to actually taste the food because of peer pressure. Scoville recommended choosing students who are likely to back down, because they illustrate the difference between saying something and actually doing it. You can use this demonstration to launch an interesting discussion of the potential pitfalls of survey research and hypothetical questions.
Highlight the results from any recent poll. Ask students to react to the published results now that they have experienced firsthand the relative ease of making a verbal commitment versus the difficulty of actually following through with the behaviour. Scoville, W. What would you do if? Makosky, L. Rogers Eds. You can cover this activity now or when you cover Appendix B: Statistical Methods. Many aspects of research methodology can be made clearer and more meaningful through this simple in-class demonstration.
Randomly assign the students in your class to two groups, and mention the importance of random sampling. Obtain the height and shoe size for each student. Calculate the correlation coefficient for these two measures for each group a computer is highly desirable , and share the correlations with your students. There is likely to be a moderate positive correlation, but the two groups will probably show different degrees of correlation. If your computer can generate a scatterplot of the scores for each group, show the plots to the class so they can see the linear trend.
You can also use this demonstration to make the point that correlation does not imply causality: Being tall does not cause one to have large feet, and having large feet does not cause one to be tall. Having collected and analyzed these data, you can also discuss measures of central tendency and variability. These data also lend themselves nicely to an inferential statistical test a t test and a discussion of significant differences.
There is no reason to assume that you will find significant differences between your two random groups in either height or shoe size. If significant differences do exist, you could explore the cause s with your class, discussing extraneous variables. Most likely, you will also find an abundance of women or men in one of the two groups, giving you the chance to discuss sampling techniques and the importance of beginning research with equivalent groups.
Use this activity after covering the different research approaches in Chapter 2. Divide the class into small groups. Present the groups with the 10 statements in HM concerning human nature and behaviour and with four research approaches: naturalistic observation N , survey S , clinical procedure C , and experiment E.
Give the groups 20 minutes to choose the best research approach for dealing with each statement. If they believe that a problem is not amenable to scientific study, they should mark it with a question mark.
Have a group report their answer for the first statement, followed by class discussion until a reasonable conclusion is reached. Continue with the other statements in the same manner. Be sure that the discussion focuses on the appropriateness of the research approach recommended for each statement, as well as the merits and limits of that approach. According to Fernald and Fernald, the answers are: 1. They pointed out that Statements 1 and 10 could be explored through naturalistic observation but are tested more thoroughly with the experimental approach.
You can make up additional questions to suit your own interests. This activity gives students a chance to apply the knowledge they have gained from Chapter 2 in a manner that requires both synthesis and critical thinking. Fernald, P. Selecting appropriate research methods. Ethical concerns have become a major focus in psychology.
Chapter 2 discusses ethical issues in research, particularly those dealing with deception and animal research. Certainly ethical concerns encompass more than those two topics.
Why are there different principles for research using humans and animals? Should there be? How are the ethical responsibilities of scientists similar to those of laypersons? How are they different? The goals of this discussion are to identify the purpose of and need for ethical guidelines in research and to generalize those notions to everyday life. Many resources will provide background information for either you or your students. Additionally, you can access the ethical principles at www.
Principle A: Beneficence and Nonmaleficence Psychologists strive to benefit those with whom they work and take care to do no harm. In their professional actions, psychologists seek to safeguard the welfare and rights of those with whom they interact professionally and other affected persons, and the welfare of animal subjects of research.
Psychologists strive to be aware of the possible effect of their own physical and mental health on their ability to help those with whom they work. Principle B: Fidelity and Responsibility Psychologists establish relationships of trust with those with whom they work.
They are aware of their professional and scientific responsibilities to society and to the specific communities in which they work. Psychologists uphold professional standards of conduct, clarify their professional roles and obligations, accept appropriate responsibility for their behaviour, and seek to manage conflicts of interest that could lead to exploitation or harm.
Psychologists consult with, refer to, or cooperate with other professionals and institutions to the extent needed to serve the best interests of those with whom they work.
Psychologists strive to contribute a portion of their professional time for little or no compensation or personal advantage. Principle C: Integrity Psychologists seek to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology. In these activities, psychologists do not steal, cheat, or engage in fraud, subterfuge, or intentional misrepresentation of fact.
Psychologists strive to keep their promises and to avoid unwise or unclear commitments. In situations in which deception may be ethically justifiable to maximize benefits and minimize harm, psychologists have a serious obligation to consider the need for, the possible consequences of, and their responsibility to correct any resulting mistrust or other harmful effects that arise from the use of such techniques.
Principle D: Justice Psychologists recognize that fairness and justice entitle all persons to access to and benefit from the contributions of psychology and to equal quality in the processes, procedures, and services being conducted by psychologists.
Psychologists exercise reasonable judgment and take precautions to ensure that their potential biases, the boundaries of their competence, and the limitations of their expertise do not lead to or condone unjust practices.
Psychologists are aware that special safeguards may be necessary to protect the rights and welfare of persons or communities whose vulnerabilities impair autonomous decision making. Psychologists are aware of and respect cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status and consider these factors when working with members of these groups.
Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone activities of others based upon such prejudices. American Psychological Association, , pp. Resolving Ethical Issues 2. Competence 3. Human Relations 4. Privacy and Confidentiality 5. Advertising and Other Public Statements 6. Record Keeping and Fees 7. Education and Training 8.
Research and Publication 9. Assessment Therapy You will note that the emphasis in these principles is on providing psychological services rather than conducting. It is interesting that the discussion of ethics in introductory psychology almost always occurs exclusively in the area of research. This oversight can be remedied by talking about ethics as a topic that applies to all psychologists.
Providing case studies and asking for class discussion of the ethical issues can be used to promote critical thinking. American Psychological Association. Ethical principles of psychologists and code of conduct. American Psychologist, 57, — Adair, J. Ethics of psychological research: New policies; continuing issues; new concerns. Canadian Psychology, 42, Hadjistavropoulous, T.
The relative importance of the ethical principles adopted by the American Psychological Association. Canadian Psychology, 43, Salkind provided the following synopsis of the guidelines for research with human participants: 1. When a study is planned, the researcher must be the first and most important judge of its ethical acceptability. The researcher is responsible for ensuring ethical practices, including the behavior of assistants, students, employees, collaborators, and anyone else involved in the process.
A fair and reasonable agreement must be reached between the researcher and the subjects prior to the beginning of research. If deception is necessary, the researcher must be sure it is justified and a mechanism must be built in to ensure that subjects are debriefed when the research is concluded.
Every possible effort should be made to protect participants from physical and psychological harm. Once the research is complete, should the participant so indicate, the results should be shared and the participant should be given a chance to clarify any discrepancies she or he might be aware of.
If the research should result in harm of any kind, the researcher has the responsibility to correct the harm. All the information obtained in a research study is confidential.
This knowledge will allow them to understand and appreciate their rights as research participants. As an exercise, you could have them analyze their research participation both in terms of what they learned about research techniques and what they learned about research ethics.
If they can inform their students that the introductory psychology students potential subjects are aware of the ethical guidelines governing research, then the research students will probably take their ethical responsibilities much more seriously. Box Hyattsville, MD or access Principle 8 at www. Salkind, N. Exploring research 5th ed.
Divide students into small groups and have them play the role of members of an institutional review board IRB at their school. The groups should debate the merits of this study in light of its use of deception and the ethical principles.
It is likely that students who know the results of an actual study may be prone to say that the research was justified because the information gained outweighed the cost to the participants. Unfortunately, this type of analysis cannot be made by an IRB, which must evaluate the proposal before the research is conducted.
This proposal is based on a study by Baron, Russell, and Arms They found that higher levels of negative ions increased the mood that the participants reported, regardless of whether positive or negative.
One variation of this activity would be to let some students know the outcomes before debating the proposal. For an interesting variation of this activity, let a student play the role of the potential researcher. This student must appear before the IRB and defend the proposed study.
If you can rotate students through the researcher and IRB member roles, students will get a full view of the process of research. Playing both roles will help students hone their critical thinking skills. Baron, R. Journal of Personality and Social Psychology, 48, Rosnow, R. Teaching research ethics through role-play and discussion. Teaching of Psychology, 17, — Principle 8. When conducting research with animals, all federal, state, local, and institutional laws should be followed.
Allresearchers working with animals should be familiar with these guidelines. Psychologists should ensure that all those working with animals are familiar with the guidelines, that all laws concerning animals are followed, and that a veterinarian conducts twice-yearly inspections of the facility.
An animal care and use committee, composed of representatives from the institution and the local community, should review all procedures carried out on animals. Animals should be bred for laboratory purposes or purchased from a legal supplier.
Animals being transported should be given adequate food, water, ventilation, and space and be subjected to no unnecessary stress. Animals should be provided with humane housing and care in the facility. It is the responsibility of the. Research with animals should have a clear scientific purpose, which should outweigh any stress or harm to the animals.
Alternatives to animal research should always be considered. The species used in research should be appropriate to answer the questions posed. The minimum number of animals necessary to answer the research question should be used. The minimum level of distress necessary to the research should be used. The higher the level of distress, the greater the burden of responsibility and justification is for the researcher. This guideline is quite broad and covers such topics as aversive versus appetitive procedures, food or water deprivation, physical restraint, extreme environmental conditions, prey killing, aggressive interactions, deliberate infliction of trauma, paralytic agents, and surgical procedures.
Field research should disrupt the populations as little as possible. Research with endangered species requires particular justification. The educational use of animals is subject to the same type of guidelines as is research with animals. Alternatives to euthanasia should be considered when animals are no longer required for research.
If euthanasias necessary, it should be accomplished as humanely as possible. Research with animals is a particularly controversial issue at this time, as animal activists have become vocal and even violent. If you check newspapers and news magazines for a month or so, you are likely to find stories relevant to this issue that you can bring to class for additional information. Does the external validity of animal research that is, its generalizability to humans make a difference?
This practice has drawn especially sharp attention from animal activists. How do students feel about cosmetics companies testing their products on animals, injecting chemicals into their eyes and the like? Neither of these issues actually deal with psychology, but they do raise the ire of animal activists and may explain some of the vehemence directed at behavioral research involving animal subjects.
The Newsweek article quotes the American Humane Association as stating that more than 2, dogs and 3, cats are born every hour, compared with babies per hour.
Also, in more than 22 million cats and dogs were taken in by animal shelters, and at least 12 million were destroyed. My daughter has cystic fibrosis. Her only hope for a normal life is that researchers, some of them using animals, will find a cure. Or to vandalizing such laboratories? Or to planting booby traps or bombs that will injure, maim, or even kill the researchers? Where do the rights of animals and researchers begin and end?
You can expect this to be an emotionally charged issue in class. It is likely that students will end up on opposite sides of the issue, perhaps with very strong feelings. Box Washington Grove, MD e-mail: fran psyeta.
Of pain and progress. Newsweek, pp. Herzog, H. Animal consciousness and human conscience. Contemporary Psychology, 36, 7—8. Radner, D. Animal consciousness. Buffalo, NY: Prometheus Books. Rollin, B. The unheeded cry: Animal consciousness, animal pain, and science. He divides students into small groups and asks them to play the role of members of an animal care and use committee at their school. Each group gets a research proposal and must decide whether or not to permit the research.
He tells groups to decide by consensus rather than majority vote. Forcing students to take a stand on actual cases, instead of merely mouthing general platitudes, often helps them clarify their values. Herzog provided four cases that address different critical issues in the debate over animal research; you can find these cases in his Teaching of Psychology article. Both predated the current ethical guidelines for research with animals. Again, research animals received electric shock, but the results had important implications for humans.
Herzog pointed out that you could slightly alter the specific details of each case to make for more interesting discussion.
For example, what happens if some students consider the case in HM with rats instead of monkeys? Brady, J. Ulcers in executive monkeys. Scientific American, 4 , 95— Discussing animal rights and animal research in the classroom. Teaching of Psychology, 17, 90— Myers, A. Experimental psychology 3rd ed. Solomon, R. Traumatic avoidance learning: Acquisition in normal dogs. Psychological Monographs, 67 4, Whole No. Students may wonder whether the ends justify the means in terms of animal research.
A discussion of some of the advances that have been made through animal research should at least make your students consider the benefits, if not convince them.
Domjan and Purdy found that many of the leading introductory psychology texts do not explicitly acknowledge the contributions of animal research, sometimes leading students to the conclusion that important research used human rather than animal subjects. They presented a review of their findings relative to the importance of animal research, ethical issues in animal research, and justification of animal research.
In addition, they highlighted findings from the following typical chapter content areas: biological bases of behaviour, sensation and perception, motivation and emotion, conditioning and learning, memory and forgetting, developmental psychology, psychoactive drugs and drug abuse, psychopathology, treatment, and health, stress, and coping.
By reading this article, you should be able to weave the topic of animal research throughout your course. The fact that many psychologists are convinced that animal research is necessary does not give them license to abuse or mistreat the animals.
Guidelines for ethical conduct in the care and use of animals. Washington, DC: Author. Domjan, M. Animal research in psychology: More than meets the eye of the general psychology student. American Psychologist, 50, — The value of behavioural research on animals. The findings of scientific research may be covered inaccurately in the popular media. If you have a good example from your own area of expertise, share it with your class.
Show them what was written in the newspaper or magazine. As simply as possible, summarize the actual findings as originally published. Allow the students a chance to talk about the differences in the two accounts.
Why do they think such inaccuracies occur in the popular media? Often, distortions and inaccuracies arise because the media oversimplify the original findings so that the general public can better understand them.
However, some inaccuracies appear to be deliberate. For example, Canadian reseacher Catherine S. Fichten and her co-author had subjects read horoscopes for all zodiac signs blind as to which horoscope represented each sign and rate how accurate each would have been on a daily and monthly basis. Not surprisingly, Fichten and Sunerton found that subjects felt their forecasts were accurate when they knew which forecast belonged with each sign. Fichten said.
This example provides an excellent case study of media distortion of scientific research. Perhaps you can convince your class of the value of theoretical diversity Theme 2 and of complexity when complex answers are required.
To get your class actively involved, you could ask them to peruse some supermarket tabloids to try to find similar articles. Fichten, C. Horoscopes really true, says psychologist. The Star, p. Science and horoscopes. American Astrology, 51, p.
Students will get more out of reading journal articles at the library if you discuss journals and articles with them. This activity seems to produce optimum results if it is conducted in two steps. First, pass out several journals for class members to examine, and discuss journals in general. Second, provide each student with his or her own copy of a research article you have selected for closer scrutiny.
Also, the article should be relatively short. Your discussion of the article can be as detailed or superficial as you feel the situation warrants. Students appear to benefit even more if they are encouraged to highlight items in the article as they are being discussed.
This is an excellent opportunity to introduce your students to the accepted APA format for journal articles if not already done, and all of the aspects of research methodology practiced by contemporary psychologists.
You can also emphasize the fifth step in a scientific investigation report the findings , as discussed in the text. Jordon, C. How to read a journal article in social psychology. Baumeister Ed. Philadelphia: Psychology Press. From Teaching of Psychology: Tables to help students grasp size differences in simple correlations, by J. Duke , 5, — Science, psychology and self: A demonstration experiment for introductory psychology, by J.
Larkin, H. Julian , 6, — Sherlock Holmes and the educational process, by R. Kellogg , 7, 41—44 Rewards, costs, and helping: A demonstration of the complementary nature of experimental and correlational research, by K. Kerber , 7, 50—52 The psychology of Agatha Christie, by R.
Kellogg , 10, 46—47 Basketball game as psychology experiment, by J. Blick , 12, 52—53 Regression toward the mean effect: No statistical background required, by J. Karylowski , 12, — Naturalistic observation of behavior: A model system using mice in a colony, by H.
Herzog , 15, — Teaching research ethics through role-play and discussion, by R. Rosnow , 17, — Excerpts from journal articles as teaching devices, by H. Pennington , 19, — Defying intuition: Demonstrating the importance of the empirical technique, by A. Kohn , 19, — Using the Barnum effect to teach about ethics and deception in research, by B.
Beins , 20, 33—35 From the laboratory to the headlines: Teaching critical evaluation of press reports of research, by P. Connor-Greene , 20, — Predicting introductory psychology test scores: An engaging and useful topic, by T. Woehr , 21, — Motivating students to read journal articles, by D. Carkenord , 21, — Using an everyday memory task to introduce the method and results sections of a scientific paper, by W. Marmie , 21, Taking the fear out of research: A gentle approach to teaching an appreciation for research, by C.
Brems , 21, — A model for thinking critically about ethical issues, by C. Frederick , 22, 46—48 Teaching basic statistical concepts through continuous data collection and feedback, by J. Low , 22, — Understanding correlations: Two computer exercises, by M. Johnson , 23, — Fighting shyness with shyness: An exercise in survey methodology and self-awareness, by B. Carducci , 23, — Introducing research ethics into the introductory psychology curriculum, by C.
Kuther , 24, — A classroom demonstration of single-subject research designs, by J. Austin , 24, — Essential topics in introductory statistics and methodology courses, by N. Giesbrecht, Y. Sell, C. Scialfa, L. Ehlers , 24, — Learning ethics the hard way: Facing the ethics committee, by W.
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