{"product_id":"research-in-psychology","title":"Research in Psychology","description":"\u003cp\u003eSummary of Research Examples xv\u003c\/p\u003e \u003cp\u003ePreface xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Scientific Thinking in Psychology 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Take This Course? 2\u003c\/p\u003e \u003cp\u003eWays of Knowing 5\u003c\/p\u003e \u003cp\u003eAuthority 5\u003c\/p\u003e \u003cp\u003eUse of Reason 5\u003c\/p\u003e \u003cp\u003eEmpiricism 6\u003c\/p\u003e \u003cp\u003eThe Ways of Knowing and Science 8\u003c\/p\u003e \u003cp\u003eScience as a Way of Knowing 9\u003c\/p\u003e \u003cp\u003eScience Assumes Determinism 9\u003c\/p\u003e \u003cp\u003eScience Makes Systematic Observations 10\u003c\/p\u003e \u003cp\u003eScience Produces Public Knowledge 10\u003c\/p\u003e \u003cp\u003eBox 1.1: ORIGINS—A Taste of Introspection 11\u003c\/p\u003e \u003cp\u003eScience Produces Data‐Based Conclusions 12\u003c\/p\u003e \u003cp\u003eScience Produces Tentative Conclusions 13\u003c\/p\u003e \u003cp\u003eScience Asks Answerable Questions 14\u003c\/p\u003e \u003cp\u003eScience Develops Theories That Can Be Falsified 14\u003c\/p\u003e \u003cp\u003ePsychological Science and Pseudoscience 15\u003c\/p\u003e \u003cp\u003eRecognizing Pseudoscience 16\u003c\/p\u003e \u003cp\u003eAssociates with True Science 17\u003c\/p\u003e \u003cp\u003eBox 1.2: CLASSIC STUDIES—Falsifying Phrenology 18\u003c\/p\u003e \u003cp\u003eRelies on Anecdotal Evidence 19\u003c\/p\u003e \u003cp\u003eSidesteps the Falsification Requirement 20\u003c\/p\u003e \u003cp\u003eReduce Complex Phenomena to Overly Simplistic Concepts 21\u003c\/p\u003e \u003cp\u003eThe Goals of Research in Psychology 21\u003c\/p\u003e \u003cp\u003eDescribe 21\u003c\/p\u003e \u003cp\u003ePredict 22\u003c\/p\u003e \u003cp\u003eExplain 22\u003c\/p\u003e \u003cp\u003eApply 22\u003c\/p\u003e \u003cp\u003eA Passion for Research in Psychology 23\u003c\/p\u003e \u003cp\u003eEleanor Gibson (1910–2002) 24\u003c\/p\u003e \u003cp\u003eB. F. Skinner (1904–1990) 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Ethics in Psychological Research 30\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBox 2.1: CLASSIC STUDIES—Infants at Risk 31\u003c\/p\u003e \u003cp\u003eDeveloping a Code of Ethics for Psychological Science 32\u003c\/p\u003e \u003cp\u003eEthical Guidelines for Research with Humans 35\u003c\/p\u003e \u003cp\u003eWeighing Benefits and Costs: The Role of the IRB 35\u003c\/p\u003e \u003cp\u003eInformed Consent and Deception in Research 38\u003c\/p\u003e \u003cp\u003eBox 2.2: ETHICS—Historical Problems with Informed Consent 39\u003c\/p\u003e \u003cp\u003eInformed Consent and Special Populations 41\u003c\/p\u003e \u003cp\u003eUse of Deception 42\u003c\/p\u003e \u003cp\u003eTreating Participants Well 43\u003c\/p\u003e \u003cp\u003eResearch Ethics and the Internet 46\u003c\/p\u003e \u003cp\u003eEthical Guidelines for Research with Animals 47\u003c\/p\u003e \u003cp\u003eAnimal Rights 48\u003c\/p\u003e \u003cp\u003eBox 2.3: ORIGINS—Antivivisection and the APA 48\u003c\/p\u003e \u003cp\u003eUsing Animals in Psychological Research 50\u003c\/p\u003e \u003cp\u003eThe APA Code for Animal Research 52\u003c\/p\u003e \u003cp\u003eJustifying the Study 52\u003c\/p\u003e \u003cp\u003eCaring for the Animals 52\u003c\/p\u003e \u003cp\u003eUsing Animals for Educational Purposes 53\u003c\/p\u003e \u003cp\u003eScientific Fraud 53\u003c\/p\u003e \u003cp\u003eData Falsification 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Developing Ideas for Research in Psychology 60\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eVarieties of Psychological Research 61\u003c\/p\u003e \u003cp\u003eThe Goals: Basic versus Applied Research 61\u003c\/p\u003e \u003cp\u003eThe Setting: Laboratory versus Field Research 63\u003c\/p\u003e \u003cp\u003eResearch Example 1—Combining Laboratory and Field Studies 64\u003c\/p\u003e \u003cp\u003eThe Data: Quantitative versus Qualitative Research 66\u003c\/p\u003e \u003cp\u003eAsking Empirical Questions 67\u003c\/p\u003e \u003cp\u003eOperational Definitions 67\u003c\/p\u003e \u003cp\u003eDeveloping Research from Observations of Behavior and Serendipity 69\u003c\/p\u003e \u003cp\u003eBox 3.1: ORIGINS—Serendipity and Edge Detectors 70\u003c\/p\u003e \u003cp\u003eDeveloping Research from Theory 70\u003c\/p\u003e \u003cp\u003eThe Nature of Theory 71\u003c\/p\u003e \u003cp\u003eThe Relationship between Theory and Research 72\u003c\/p\u003e \u003cp\u003eAttributes of Good Theories 74\u003c\/p\u003e \u003cp\u003eFalsification 74\u003c\/p\u003e \u003cp\u003eBox 3.2: CLASSIC STUDIES—Falsification and Der Kluge Hans 75\u003c\/p\u003e \u003cp\u003eParsimony 77\u003c\/p\u003e \u003cp\u003eCommon Misunderstandings about Theory 78\u003c\/p\u003e \u003cp\u003eDeveloping Research from Other Research 78\u003c\/p\u003e \u003cp\u003eResearch Teams and the “What’s Next?” Question 79\u003c\/p\u003e \u003cp\u003eResearch Example 2 – “What’s Next?” 80\u003c\/p\u003e \u003cp\u003eReplication 82\u003c\/p\u003e \u003cp\u003eBox 3.3: ETHICS—Questionable Research Practices and Replication Remedies 83\u003c\/p\u003e \u003cp\u003eCreative Thinking in Science 84\u003c\/p\u003e \u003cp\u003eReviewing the Literature 86\u003c\/p\u003e \u003cp\u003eComputerized Database Searches 86\u003c\/p\u003e \u003cp\u003eSearch Tips 87\u003c\/p\u003e \u003cp\u003eSearch Results 88\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Sampling, Measurement, and Hypothesis Testing 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWho to Measure—Sampling Procedures 94\u003c\/p\u003e \u003cp\u003eProbability Sampling 94\u003c\/p\u003e \u003cp\u003eRandom Sampling 94\u003c\/p\u003e \u003cp\u003eStratified Sampling 95\u003c\/p\u003e \u003cp\u003eCluster Sampling 95\u003c\/p\u003e \u003cp\u003eNonprobability Sampling 96\u003c\/p\u003e \u003cp\u003eWhat to Measure—Varieties of Behavior 96\u003c\/p\u003e \u003cp\u003eDeveloping Measures from Constructs 97\u003c\/p\u003e \u003cp\u003eResearch Example 3—Testing Constructs Using Habituation 98\u003c\/p\u003e \u003cp\u003eResearch Example 4—Testing Constructs Using Reaction Time 99\u003c\/p\u003e \u003cp\u003eBox 4.1: ORIGINS—Reaction Time: From Mental Chronometry to Mental Rotation 100\u003c\/p\u003e \u003cp\u003eEvaluating Measures 101\u003c\/p\u003e \u003cp\u003eReliability 101\u003c\/p\u003e \u003cp\u003eValidity 103\u003c\/p\u003e \u003cp\u003eResearch Example 5—Construct Validity 104\u003c\/p\u003e \u003cp\u003eReliability and Validity 105\u003c\/p\u003e \u003cp\u003eScales of Measurement 105\u003c\/p\u003e \u003cp\u003eNominal Scales 106\u003c\/p\u003e \u003cp\u003eOrdinal Scales 107\u003c\/p\u003e \u003cp\u003eInterval Scales 108\u003c\/p\u003e \u003cp\u003eBox 4.2: CLASSIC STUDIES—Measuring Somatotypes on an Interval Scale: Hoping for 4-4-4 108\u003c\/p\u003e \u003cp\u003eRatio Scales 109\u003c\/p\u003e \u003cp\u003eStatistical Analysis 110\u003c\/p\u003e \u003cp\u003eDescriptive and Inferential Statistics 111\u003c\/p\u003e \u003cp\u003eDescriptive Statistics 111\u003c\/p\u003e \u003cp\u003eBox 4.3: ETHICS—Statistics that Mislead 116\u003c\/p\u003e \u003cp\u003eInferential Statistics 117\u003c\/p\u003e \u003cp\u003eNull Hypothesis Significance Testing 118\u003c\/p\u003e \u003cp\u003eType I and Type II Errors 120\u003c\/p\u003e \u003cp\u003eInterpreting Failures to Reject H 0 121\u003c\/p\u003e \u003cp\u003eBeyond Null Hypothesis Significance Testing 122\u003c\/p\u003e \u003cp\u003eEffect Size 123\u003c\/p\u003e \u003cp\u003eConfidence Intervals 124\u003c\/p\u003e \u003cp\u003ePower 125\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Introduction to Experimental Research 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEssential Features of Experimental Research 130\u003c\/p\u003e \u003cp\u003eBox 5.1: ORIGINS—John Stuart Mill and the Rules of Inductive Logic 131\u003c\/p\u003e \u003cp\u003eEstablishing Independent Variables 132\u003c\/p\u003e \u003cp\u003eVarieties of Manipulated Independent Variables 132\u003c\/p\u003e \u003cp\u003eControl Groups 133\u003c\/p\u003e \u003cp\u003eResearch Example 6—Experimental and Control Groups 133\u003c\/p\u003e \u003cp\u003eControlling Extraneous Variables 134\u003c\/p\u003e \u003cp\u003eMeasuring Dependent Variables 136\u003c\/p\u003e \u003cp\u003eSubject Variables 137\u003c\/p\u003e \u003cp\u003eResearch Example 7—Using Subject Variables 138\u003c\/p\u003e \u003cp\u003eDrawing Conclusions When Using Subject Variables 140\u003c\/p\u003e \u003cp\u003eBox 5.2: CLASSIC STUDIES—Bobo Dolls and Aggression 141\u003c\/p\u003e \u003cp\u003eThe Validity of Experimental Research 143\u003c\/p\u003e \u003cp\u003eStatistical Conclusion Validity 143\u003c\/p\u003e \u003cp\u003eConstruct Validity 144\u003c\/p\u003e \u003cp\u003eExternal Validity 144\u003c\/p\u003e \u003cp\u003eOther Populations 144\u003c\/p\u003e \u003cp\u003eBox 5.3: ETHICS—Recruiting Participants: Everyone’s in the Pool 145\u003c\/p\u003e \u003cp\u003eOther Environments 147\u003c\/p\u003e \u003cp\u003eOther Times 148\u003c\/p\u003e \u003cp\u003eA Note of Caution about External Validity 148\u003c\/p\u003e \u003cp\u003eInternal Validity 148\u003c\/p\u003e \u003cp\u003eThreats to Internal Validity 149\u003c\/p\u003e \u003cp\u003eStudies Extending Over Time 149\u003c\/p\u003e \u003cp\u003eHistory and Maturation 150\u003c\/p\u003e \u003cp\u003eRegression to the Mean 151\u003c\/p\u003e \u003cp\u003eTesting and Instrumentation 152\u003c\/p\u003e \u003cp\u003eParticipant Problems 152\u003c\/p\u003e \u003cp\u003eSubject Selection Effects 152\u003c\/p\u003e \u003cp\u003eAttrition 153\u003c\/p\u003e \u003cp\u003eA Final Note on Internal Validity, Confounding, and External Validity 154\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Methodological Control in Experimental Research 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBetween‐Subjects Designs 160\u003c\/p\u003e \u003cp\u003eCreating Equivalent Groups 161\u003c\/p\u003e \u003cp\u003eRandom Assignment 161\u003c\/p\u003e \u003cp\u003eMatching 163\u003c\/p\u003e \u003cp\u003eWithin‐Subjects Designs 167\u003c\/p\u003e \u003cp\u003eControlling Order Effects 169\u003c\/p\u003e \u003cp\u003eTesting Once per Condition 170\u003c\/p\u003e \u003cp\u003eComplete Counterbalancing 170\u003c\/p\u003e \u003cp\u003ePartial Counterbalancing 170\u003c\/p\u003e \u003cp\u003eTesting More than Once per Condition 171\u003c\/p\u003e \u003cp\u003eReverse Counterbalancing 172\u003c\/p\u003e \u003cp\u003eBlock Randomization 172\u003c\/p\u003e \u003cp\u003eResearch Example 8—Counterbalancing with Block Randomization 173\u003c\/p\u003e \u003cp\u003eMethodological Control in Developmental Research 174\u003c\/p\u003e \u003cp\u003eBox 6.1: CLASSIC STUDIES—The Record for Repeated Measures 176\u003c\/p\u003e \u003cp\u003eControlling for the Effects of Bias 177\u003c\/p\u003e \u003cp\u003eExperimenter Bias 177\u003c\/p\u003e \u003cp\u003eControlling for Experimenter Bias 178\u003c\/p\u003e \u003cp\u003eResearch Example 9—Using a Double Blind Procedure 179\u003c\/p\u003e \u003cp\u003eParticipant Bias 180\u003c\/p\u003e \u003cp\u003eBox 6.2: ORIGINS—Productivity at Western Electric 181\u003c\/p\u003e \u003cp\u003eResearch Example 10—Demand Characteristics 182\u003c\/p\u003e \u003cp\u003eControlling for Participant Bias 183\u003c\/p\u003e \u003cp\u003eBox 6.3: ETHICS—Research Participants Have Responsibilities Too 185\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Experimental Design I: Single‐Factor Designs 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSingle Factor—Two Levels 190\u003c\/p\u003e \u003cp\u003eBetween‐Subjects, Single‐Factor Designs 191\u003c\/p\u003e \u003cp\u003eResearch Example 11—Two-Level Independent Groups Design 192\u003c\/p\u003e \u003cp\u003eResearch Example 12— Two-Level Matched Groups Design 193\u003c\/p\u003e \u003cp\u003eResearch Example 13— Two-Level Ex Post Facto Design 194\u003c\/p\u003e \u003cp\u003eWithin‐Subjects, Single‐Factor Designs 194\u003c\/p\u003e \u003cp\u003eBox 7.1: CLASSIC STUDIES—Psychology’s Most Widely Replicated Finding? 195\u003c\/p\u003e \u003cp\u003eResearch Example 14—Two-Level Repeated Measures Design 196\u003c\/p\u003e \u003cp\u003eSingle Factor—More Than Two Levels 198\u003c\/p\u003e \u003cp\u003eBetween‐Subjects, Multilevel Designs 199\u003c\/p\u003e \u003cp\u003eResearch Example 15—Multilevel Independent Groups Design 199\u003c\/p\u003e \u003cp\u003eWithin‐Subjects, Multilevel Designs 201\u003c\/p\u003e \u003cp\u003eResearch Example 16—Multilevel Repeated Measures Design 201\u003c\/p\u003e \u003cp\u003eAnalyzing Data from Single‐Factor Designs 202\u003c\/p\u003e \u003cp\u003ePresenting the Data 202\u003c\/p\u003e \u003cp\u003eTypes of Graphs 203\u003c\/p\u003e \u003cp\u003eBox 7.2: ORIGINS—The Ebbinghaus Forgetting Curve 204\u003c\/p\u003e \u003cp\u003eAnalyzing the Data 206\u003c\/p\u003e \u003cp\u003eStatistics for Single-Factor, Two-Level Designs 206\u003c\/p\u003e \u003cp\u003eStatistics for Single-Factor, Two-Level Designs 207\u003c\/p\u003e \u003cp\u003eSpecial‐Purpose Control Group Designs 209\u003c\/p\u003e \u003cp\u003ePlacebo Control Group Designs 209\u003c\/p\u003e \u003cp\u003eWait List Control Group Designs 210\u003c\/p\u003e \u003cp\u003eBox 7.3: ETHICS—Who’s in the Control Group? 210\u003c\/p\u003e \u003cp\u003eResearch Example 17—Using Both Placebo and Wait List Control Groups 212\u003c\/p\u003e \u003cp\u003eYoked Control Group Designs 213\u003c\/p\u003e \u003cp\u003eResearch Example 18—A Yoked Control Group 213\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Experimental Design II: Factorial Designs 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEssentials of Factorial Designs 220\u003c\/p\u003e \u003cp\u003eIdentifying Factorial Designs 220\u003c\/p\u003e \u003cp\u003eOutcomes—Main Effects and Interactions 221\u003c\/p\u003e \u003cp\u003eMain Effects 221\u003c\/p\u003e \u003cp\u003eResearch Example 19—Main Effects 223\u003c\/p\u003e \u003cp\u003eInteractions 225\u003c\/p\u003e \u003cp\u003eResearch Example 20—An Interaction with No Main Effects 226\u003c\/p\u003e \u003cp\u003eInteractions Sometimes Trump Main Effects 228\u003c\/p\u003e \u003cp\u003eCombinations of Main Effects and Interactions 229\u003c\/p\u003e \u003cp\u003eCreating Graphs for the Results of Factorial Designs 232\u003c\/p\u003e \u003cp\u003eBox 8.1: CLASSIC STUDIES—To Sleep, Perchance to Recall 235\u003c\/p\u003e \u003cp\u003eVarieties of Factorial Designs 237\u003c\/p\u003e \u003cp\u003eMixed Factorial Designs 238\u003c\/p\u003e \u003cp\u003eResearch Example 21—A Mixed Factorial with Counterbalancing 239\u003c\/p\u003e \u003cp\u003eResearch Example 22—A Mixed Factorial without Counterbalancing 240\u003c\/p\u003e \u003cp\u003eFactorials with Subject and Manipulated Variables: P × E Designs 241\u003c\/p\u003e \u003cp\u003eResearch Example 23—A Factorial Design with a P × E Interaction 244\u003c\/p\u003e \u003cp\u003eResearch Example 24—A Mixed P × E Factorial with Two Main Effects 245\u003c\/p\u003e \u003cp\u003eRecruiting Participants for Factorial Designs 246\u003c\/p\u003e \u003cp\u003eBox 8.2: ETHICS—On Being a Competent and Ethical Researcher 248\u003c\/p\u003e \u003cp\u003eAnalyzing Data from Factorial Designs 249\u003c\/p\u003e \u003cp\u003eBox 8.3: ORIGINS—Factorials Down on the Farm 250\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Non‐Experimental Design I: Survey Methods 255\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSurvey Research 256\u003c\/p\u003e \u003cp\u003eBox 9.1: ORIGINS—Creating the “Questionary” 256\u003c\/p\u003e \u003cp\u003eSampling Issues in Survey Research 257\u003c\/p\u003e \u003cp\u003eSurveys versus Psychological Assessment 259\u003c\/p\u003e \u003cp\u003eCreating an Effective Survey 259\u003c\/p\u003e \u003cp\u003eTypes of Survey Questions or Statements 259\u003c\/p\u003e \u003cp\u003eAssessing Memory and Knowledge 262\u003c\/p\u003e \u003cp\u003eAdding Demographic Information 262\u003c\/p\u003e \u003cp\u003eA Key Problem: Survey Wording 263\u003c\/p\u003e \u003cp\u003eCollecting Survey Data 266\u003c\/p\u003e \u003cp\u003eIn-Person Interviews 266\u003c\/p\u003e \u003cp\u003eMailed Written Surveys 267\u003c\/p\u003e \u003cp\u003ePhone Surveys 268\u003c\/p\u003e \u003cp\u003eOnline Surveys 268\u003c\/p\u003e \u003cp\u003eEthical Considerations 269\u003c\/p\u003e \u003cp\u003eBox 9.2: ETHICS—Using and Abusing Surveys 269\u003c\/p\u003e \u003cp\u003eResearch Example 25—A Survey of College Students’ Study Strategies 270\u003c\/p\u003e \u003cp\u003eAnalyzing Data from Non‐Experimental Methods 272\u003c\/p\u003e \u003cp\u003eCorrelation: Describing Relationships 272\u003c\/p\u003e \u003cp\u003eScatterplots 273\u003c\/p\u003e \u003cp\u003eCorrelation Coefficients 275\u003c\/p\u003e \u003cp\u003eCoefficient of Determination 276\u003c\/p\u003e \u003cp\u003eBe Aware of Outliers 277\u003c\/p\u003e \u003cp\u003eRegression: Making Predictions 277\u003c\/p\u003e \u003cp\u003eResearch Example 26 – Regression and Multiple Regression 280\u003c\/p\u003e \u003cp\u003eInterpreting Correlational Results 282\u003c\/p\u003e \u003cp\u003eDirectionality 282\u003c\/p\u003e \u003cp\u003eResearch Example 27—Correlations and Directionality 283\u003c\/p\u003e \u003cp\u003eThird Variables 284\u003c\/p\u003e \u003cp\u003eCombining Non‐Experimental and Experimental Methods 286\u003c\/p\u003e \u003cp\u003eResearch Example 28—Combining Methods 286\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Non‐Experimental Design II: Observational and Archival Methods 291\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eObservational Research 292\u003c\/p\u003e \u003cp\u003eVarieties of Observational Research 292\u003c\/p\u003e \u003cp\u003eNaturalistic Observation 293\u003c\/p\u003e \u003cp\u003eParticipant Observation 294\u003c\/p\u003e \u003cp\u003eBox 10.1: CLASSIC STUDIES—When Prophecy Fails 294\u003c\/p\u003e \u003cp\u003eChallenges Facing Observational Methods 295\u003c\/p\u003e \u003cp\u003eAbsence of Control 295\u003c\/p\u003e \u003cp\u003eObserver Bias 296\u003c\/p\u003e \u003cp\u003eParticipant Reactivity 297\u003c\/p\u003e \u003cp\u003eEthics 298\u003c\/p\u003e \u003cp\u003eBox 10.2: ETHICS—A Matter of Privacy 298\u003c\/p\u003e \u003cp\u003eResearch Example 29—A Naturalistic Observation 299\u003c\/p\u003e \u003cp\u003eResearch Example 30—A Covert Participant Observation 301\u003c\/p\u003e \u003cp\u003eAnalyzing Qualitative Data from Non‐Experimental Designs 302\u003c\/p\u003e \u003cp\u003eArchival Research 303\u003c\/p\u003e \u003cp\u003eArchival Data 304\u003c\/p\u003e \u003cp\u003eResearch Example 31—A Non-Experimental Design Using Archival Data 305\u003c\/p\u003e \u003cp\u003eAnalyzing Archival Data 307\u003c\/p\u003e \u003cp\u003eMeta‐Analysis—A Special Case of Archival Research 308\u003c\/p\u003e \u003cp\u003eResearch Example 32—Meta-analysis and Psychology’s First Registered Replication Report (RRR) 309\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Quasi‐Experimental Designs and Applied Research 313\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBeyond the Laboratory 314\u003c\/p\u003e \u003cp\u003eResearch Example 33—Applied Research 315\u003c\/p\u003e \u003cp\u003eApplied Psychology in Historical Context 316\u003c\/p\u003e \u003cp\u003eBox 11.1: CLASSIC STUDIES—The Hollingworth’s, Applied Psychology, and Coca-Cola 318\u003c\/p\u003e \u003cp\u003eDesign Problems in Applied Research 319\u003c\/p\u003e \u003cp\u003eQuasi‐Experimental Designs 320\u003c\/p\u003e \u003cp\u003eNonequivalent Control Group Designs 320\u003c\/p\u003e \u003cp\u003eOutcomes 321\u003c\/p\u003e \u003cp\u003eRegression to the Mean and Matching 322\u003c\/p\u003e \u003cp\u003eResearch Example 34—A Nonequivalent Control Group Design 325\u003c\/p\u003e \u003cp\u003eResearch Example 35—A Nonequivalent Control Group Design Without Pretests 327\u003c\/p\u003e \u003cp\u003eInterrupted Time Series Designs 327\u003c\/p\u003e \u003cp\u003eOutcomes 328\u003c\/p\u003e \u003cp\u003eResearch Example 36—An Interrupted Time Series Design 329\u003c\/p\u003e \u003cp\u003eVariations on the Basic Time Series Design 330\u003c\/p\u003e \u003cp\u003eProgram Evaluation 332\u003c\/p\u003e \u003cp\u003eBox 11.2: ORIGINS—Reforms as Experiments 332\u003c\/p\u003e \u003cp\u003ePlanning for Programs—Needs Analysis 333\u003c\/p\u003e \u003cp\u003eResearch Example 37—Assessing Need in Program Evaluation 334\u003c\/p\u003e \u003cp\u003eMonitoring Programs—Formative Evaluation 335\u003c\/p\u003e \u003cp\u003eEvaluating Outcomes—Summative Evaluation 336\u003c\/p\u003e \u003cp\u003eWeighing Costs—Cost‐Effectiveness Analysis 337\u003c\/p\u003e \u003cp\u003eA Note on Qualitative Data Analysis 338\u003c\/p\u003e \u003cp\u003eBox 11.3: ETHICS—Evaluation Research and Ethics 338\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Small N Designs 343\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eResearch in Psychology Began with Small N 344\u003c\/p\u003e \u003cp\u003eBox 12.1: ORIGINS—Cats in Puzzle Boxes 346\u003c\/p\u003e \u003cp\u003eReasons for Small N Designs 347\u003c\/p\u003e \u003cp\u003eOccasional Misleading Results from Statistical Summaries of Grouped Data 347\u003c\/p\u003e \u003cp\u003ePractical and Philosophical Problems with Large N Designs 349\u003c\/p\u003e \u003cp\u003eThe Experimental Analysis of Behavior 350\u003c\/p\u003e \u003cp\u003eApplied Behavior Analysis 353\u003c\/p\u003e \u003cp\u003eBox 12.2: ETHICS—Controlling Human Behavior 353\u003c\/p\u003e \u003cp\u003eSmall N Designs in Applied Behavior Analysis 355\u003c\/p\u003e \u003cp\u003eElements of Single‐Subject Designs 355\u003c\/p\u003e \u003cp\u003eWithdrawal Designs 356\u003c\/p\u003e \u003cp\u003eResearch Example 38—An A–B–A–B Design 357\u003c\/p\u003e \u003cp\u003eMultiple Baseline Designs 357\u003c\/p\u003e \u003cp\u003eResearch Example 39—A Multiple Baseline Design 360\u003c\/p\u003e \u003cp\u003eChanging Criterion Designs 360\u003c\/p\u003e \u003cp\u003eResearch Example 40—A Changing Criterion Design 361\u003c\/p\u003e \u003cp\u003eAlternating Treatments Designs 363\u003c\/p\u003e \u003cp\u003eResearch Example 41—An Alternating Treatments Design 363\u003c\/p\u003e \u003cp\u003eEvaluating Single‐Subject Designs 365\u003c\/p\u003e \u003cp\u003eCase Study Designs 367\u003c\/p\u003e \u003cp\u003eResearch Example 42—A Case Study 368\u003c\/p\u003e \u003cp\u003eBox 12.3: CLASSIC STUDIES—The Mind of a Mnemonist 370\u003c\/p\u003e \u003cp\u003eEvaluating Case Studies 371\u003c\/p\u003e \u003cp\u003eEpilogue: What I Learned in My Research Methods Course 376\u003c\/p\u003e \u003cp\u003eAppendix A Communicating the Results of Research in Psychology 379\u003c\/p\u003e \u003cp\u003eResearch Reports and APA-Style 379\u003c\/p\u003e \u003cp\u003eGeneral Guidelines 380\u003c\/p\u003e \u003cp\u003eWriting Style 380\u003c\/p\u003e \u003cp\u003eUsing Numbers 380\u003c\/p\u003e \u003cp\u003eReducing Bias in Language 382\u003c\/p\u003e \u003cp\u003eAvoiding Plagiarism 383\u003c\/p\u003e \u003cp\u003eMain Sections of the Research Report 384\u003c\/p\u003e \u003cp\u003ePresentations and Posters 395\u003c\/p\u003e \u003cp\u003eTips for Presenting a Paper 395\u003c\/p\u003e \u003cp\u003eTips for Presenting a Poster 395\u003c\/p\u003e \u003cp\u003eAppendix B Answers to Selected End-of-Chapter Applications Exercises 399\u003c\/p\u003e \u003cp\u003eChapter 1. Scientific Thinking in Psychology 399\u003c\/p\u003e \u003cp\u003eChapter 2. Ethics in Psychological Research 400\u003c\/p\u003e \u003cp\u003eChapter 3. Developing Ideas for Research in Psychology 400\u003c\/p\u003e \u003cp\u003eChapter 4. Sampling, Measurement, and Hypothesis Testing 401\u003c\/p\u003e \u003cp\u003eChapter 5. Introduction to Experimental Research 402\u003c\/p\u003e \u003cp\u003eChapter 6. Methodological Control in Experimental Research 403\u003c\/p\u003e \u003cp\u003eChapter 7. Experimental Design I: Single‐Factor Designs 405\u003c\/p\u003e \u003cp\u003eChapter 8. Experimental Design II: Factorial Designs 408\u003c\/p\u003e \u003cp\u003eChapter 9. Non‐Experimental Design I: Survey Methods 410\u003c\/p\u003e \u003cp\u003eChapter 10. Non‐Experimental Design II: Observational and Archival Methods 411\u003c\/p\u003e \u003cp\u003eChapter 11. Quasi‐Experimental Designs and Applied Research 411\u003c\/p\u003e \u003cp\u003eChapter 12. Small N Designs 413\u003c\/p\u003e \u003cp\u003eAppendix A. Communicating the Results of Research in Psychology 414\u003c\/p\u003e \u003cp\u003eGlossary 416\u003c\/p\u003e \u003cp\u003eReferences 430\u003c\/p\u003e \u003cp\u003eIndex 451\u003c\/p\u003e","brand":"C. James Goodwin","offers":[{"title":"Default Title","offer_id":42838972465213,"sku":"9781119330448","price":135.85,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0597\/7689\/2989\/files\/9781119330448_6503a051-db4f-423d-9b2b-8d0d5de05f55.jpg?v=1766950863","url":"https:\/\/www.palmleaf.com.au\/products\/research-in-psychology","provider":"Palmleaf","version":"1.0","type":"link"}