114909660 resmeth instructors manual

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INSTRUCTORS MANUAL AND TEST BANK

Beh Morlings

Research Methodsin PsychologyEvaluaing a Worldof Informaion

Insrucors Manual byBeh MorlingU D

es Bank byC. Veronica SmihU M

BW. W. Norton & Company New York London


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W. W. Noron & Company has been independen since is ounding in 1923, when William WarderNoron and Mary D. Herer Noron rs published lecures delivered a he Peoples Insiue, he

adul educaion division o New York Ciys Cooper Union. Te rm soon expanded is programbeyond he Insi ue, publishi ng book s by celebraed academics rom America and abroad. By midcen-ury, he wo major pillars o Norons publishing programrade books and college exswerermly esablished. In he 1950s, he Noron amily ranserred conrol o he company o is employ-ees, and odaywi h a sa ff o our hundred and a comparable nu mber o rade, college, and proes-sional iles published each yea rW. W. Noron & Company sands as he larges and oldespublishing house owned wholly by is employees.

Copyr igh 2012 by W. W. Noron & Company, Inc.All r ighs reser ved.Prined in he Unied Saes o America.

Associae ed iors, emedia: Mathew A. Freeman and Cal linda aylorProducion manager: Eric Pier-HockingComposiion by Wescheser Book GroupManuacuri ng by Sheridan Books

ISBN 978-0-393-91281-4

W. W. Noron & Company, Inc.500 Fifh Avenue, New York, N.Y. 10110-0017

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1 2 3 4 5 6 7 8 9 0


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v

Contents

Instructors Manual

Inroducion 3

Part I Introduction to Scientic Reasoning

Chaper 1 Psychology Is a Way o Tinking 13

Chaper 2 Sources o Inormaion: Evaluaing, Finding,

and eading Inormaion 18 Chaper 3 Tree Claims, Four Validiies: Inerrogaion

ools or Consumers o esearch 29

Part II Research Foundations for Any Claim

Chaper 4 Ehical Guidelines or Psychology esearch 38

Chaper 5 Ideniying Good Measuremen 45

Part III ools for Evaluating Frequency Claims Chaper 6 Describing Wha People Do: Surveys, Observaion,

and Sampling 54

Part IV ools for Interrogating and esting Association Claims

Chaper 7 Bivariae Correlaional esearch 64

Chaper 8 Mulivariae Correlaional esearch 74

Part V ools for Interrogating and esting Causal Claims

Chaper 9 Inroducion o Simple Experimens 85

Chaper 10 More on Experimens: Conounding andObscuring Variables 98


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vi Contents

Chapter 11 an One901elbairaVtnednepednI

Part VI Balancing Research Priorities

Chapter 12 Quasi-Experiments and Small-NDesigns 121

Chapter 13 Replicability, Generalization, and the Real World 129

Test Bank

e Test Bank is available in print, Word rtf, and ExamView formats. Please

refer to the Research Methods in Psychologypage on wwnorton.com to accessthe electronic TestBank and other resources.


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Instructors Manual


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3

Introduction

ABOUT THE TEXT

Te Approach and Framework of Tis ext

A research mehods course can be one o he mos challenging and reward-ing courses you will ever each. Te course is rewarding o each because,mos semesers, sudens emerge as newly scienic reasoners who appreciaehe power o research. However, research mehods is also diffi cul o each(a leas a rs) because, in my own experience, i ranks low in suden iner-es. Mos sudens are excied o ake courses in abnormal psychology, cogni-ion, and social psychology, bu hey dread aking research mehods, whichhey consider dry and boring. Ofen sudens ell me hey nd he conenirrelevan o heir uure goalswhy do hey need o learn how o do research

when hey simply wan o be a eacher, herapis, or physician?Anoher challenge o eaching research mehods lies in choosing wha o

each rs. Te more I each his course, he more I realize ha everyhingis conneced o everyhing else! Can we alk abou inernal validiy wihouinroducing random assignmen and experimenaion? Can we alk abou

experimenaion wihou conrasing i wih correlaional research? Can wealk abou any o i wihou covering measuremen? Bu i we cover measure-men, don we need o discuss correlaions, errors, and operaionalizaions?Te course conen is a coheren whole, and many proessors sruggle o ndhe mos accessible place o sar eaching i.

In he mids o all his, insrucors parry quesions rom sudens who areofen overly concerned abou he hings hey hink hey undersand well(such as having a large, random sample) and no concerned enough abouoher hings (such as he power o heory in shaping a research sudy).

As I wroe his book, I ried o address hese common challenges in each-ing a mehods course. Like any oher mehods book, his one covers he cru-cial conen o research mehods and atemps o do so a a high, bu accessible,level. However, unlike oher books, his one presens a scaffold (he hreeclaims, our validiies ramework) ino which mos o he conen s. Byexplaining in every chaper how he maerial s ino he scaffold, he book


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4 Instructors Manual

builds repeiion ino suden learning and helps sudens alernae beweenhe big picure and he essenial deails. Chaper 3 provides he biggespicure o his ramework (a kind o birds-eye view), and hen sudensrevisi i in every chaper.

A second eaure o he book is is relaive emphasis on raining sudenso be sysemaic and careul readers (consumers) o research, more hanraining hem o produce heir own sudies. For many o us, ewer han 5% oour undergraduae majors go on o be psychology researchers. O course,many universiies and colleges each sudens how o conduc research in hemehods course under he belie ha his raining will help hem appreciaeand apply research laer in heir careers. On he one hand, alhough sudens

bene remendously rom being able o conceive, run, analyze, and wrieabou an original research sudy, on he oher hand, his kind o projec

requires resources and ime ha migh be in shor supply. More imporanly,given wha we know abou ranser o learning across conexs, we cannoassume ha he skills sudens learn by designing heir own sudies willranser o heir abiliies o read and criically assess he sudies o ohers. I

we wan our sudens o explain wheher a sudy is good or bad, we have oeach hem o do i. Tis book atemps o do ha.

Pedagogical Features in Each extbook Chapter

Many exbooks come wih sidebars, bulle poins, summaries, quizzes, andoher pedagogical eaures, bu here is no much evidence ha hese work(Gurung & Daniel, 2005). Sudens who une in o a books pedagogy do nonecessarily do beter in class.

Wih his in mind, we designed his book wih only a ew pedagogical ea-ures. Tey ocus on helping sudens reec on wheher hey are learning hemaerial appropriaely and on giving hem a chance o apply wha hey havelearned.

1. A Year from Now learning goals. Te opening page o each chaper

provides a shor lis o A Year rom Now goals. Te goals reec he ideao designing courses so ha sudens gain signican learning ha lass.Tese behavior-oriened learning goal saemens are designed o ocussudens on a shor lis o core skills o help hem ackle each chaper.

2. Check Your Understanding.Tese are very simple quesions presenedafer each major chaper secion. Tey are designed o give sudens ashor break and a chance o review he key poins.

Because hey are usually simple recall quesions, we provide answersonly o he acual quesions, poining sudens o he page numbers

relevan o each quesion. Also because hey are so simple, he quesionscan serve as a basic es or your sudens: I hey canno answer hesequesions, hey should be reading more careully (or go back and review).

You migh also insruc sudens o look a hese quesions rs, o guideheir reading o he secions ex.

3. Learning Actively. Unlike he Check Your Undersanding quesions,Learning Acively exercises are designed o challenge sudens o apply,


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Introduction 5

analyze, or ac. Some o he exercises are appropriae as homework.Ohers would work well in class as small-group exercises. You migh also

wan o revise or exend a Learning Acively exercise (perhaps wih a newexample) and include i as an essay quesion on an exam. Suggesed

answers o mos o he Learning Acively exercises are provided a heend o he ex.

Te Learning Acively quesions were designed, in par, as learningaciviies o help sudens achieve he A Year rom Now objecives.

4. Key terms.Te rs ime a key erm is dened, i is prined in bold ex.All bold words are included in he book s glossary.

5. Summary. Each chaper has a summary paragraph a he end. Bu youmigh warn your sudens agains relying oo heavily on summaries. InGurung and Daniels sudy (2005), sudens who repored using he

chaper summaries o sudy were doing worsein he course.

Switching Books: What You Will Need to Know

We all change our courses rom ime o ime, boh o bene our sudensand o reinvigorae our eaching. Bu in doing so, we ofen ace he challenge ousing a new book. Perhaps you have already augh a research mehods courseusing a differen exbook, and you are considering adoping his one. Or per-haps you have been eaching a producer-oriened course, and you are consid-ering changing your course o be more consumer-o-research-oriened. Irecognize ha revamping your approach is dauningafer designing a syl-labus, course oulines, and exams ha are all ailored o one approach, i akesa lo o work o change gears.

o assess how much reraming you would have o do o adop his book,you migh sar by reading Chaper 3. I lays ou he overall sraegy oreaching sudens o be consumers o researchhe hree claims, our validi-ies ramework. I is he hear o he book and would probably be he hear o

your course, oo. Te our core validiies (exernal, inernal, consruc, and

saisical) are idenied by oher mehodology books and scholars, so youare probably amiliar wih hem. Bu he hree claims saring poin mayeel a bi unamiliar. Tereore, is imporan ha you eel comorable wihhis scaffold beore saring o use his book.

However, once you undersand he ramework, he res o he coursealls ino place airly easily. You would sill each experimenaion, quasi-experimenaion, and acorial designs. You would sill each measuremen,ehics, sampling, and he heory-daa cycle. Only now, you should be beterable o show sudens more easily how he ideas all ogeher. And i you

choose o embrace he consumer approach, you will each he same conen,bu wih a ocus on he quesionssudens should ask abou each opic, raherhan on heir sraegies or research design.


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What You Will Find in Tis Instructors Manual

I have prepared eaching resources or each chaper in his Insrucors Man-ual. In each chaper you will nd he ollowing secions:

1. Teaching Noes or each chaper, in which I indicae he issues sudensofen sruggle wih and offer advice abou how many days i akes o eacha opic. I sugges which Learning Acively exercises migh work o eachdifferen skills.

2. A Year fom Nowlearning goals, reprined rom he ex.3. Deailed Learning Objecivesor each chaper, which are also posed in he

insrucors resource cener online, as well as on he suden learning sie(hey are no prined in he ex isel).a. Beore eaching a chaper, I would sugges ha you selec which o he

deailed objecives you mos wan o ocus on. In my experience,sudens nd i helpul when I copy he learning objecives I will useo a lecure slide so hey know he prioriies or each chaper.

b. Iems in he es bank are designed o assess each o he deailed learningobjecives. I you wish, you can use he labels or each iem o selecquesions rom he es bank ha will assess he objecives you careabou he mos.

4. Check Your Undersandingquesions, reprined rom he ex.5. Addiional Learning Acively exercises. When I drafed he chapers,

someimes I wroe more Learning Acively exercises han we had spaceor. Te exras and heir suggesed answers are reprined in he insrucorsmanual or you o use as homework or group exercises, or even o adap asexam quesions.

6. Learning Acivelyexercises (reprined rom he ex).7. Suden Exercises. Each year, I menor wo o hree graduae suden

insrucors as hey each research mehods or he rs ime. Te sudenswork hard o use acive learning exercises and small groups in he classroom.A he end o he semeser, each graduae insrucor compiles a se o his

or her greaes his in eaching rom ha semeser. I have seleced andadaped a ew o heir exercises here (giving credi o he graduae sudeninsrucor who rs used i). In your classroom, you migh use hese assmall group aciviies, homework, or a developmenal assignmen.

In addiion o hese aciviies, I have also included ciaions o somepeer-reviewed aciviies ha appear in he journal Teaching o Psychology.

Everyday Research Methods Blog

In addiion o his insrucors manual, I also mainain a blog a his address:www.everydayresearchmehods.com. Te blog is open o he publicnopasswords required. As I nd curren evens or popular press coverage opsychological science, I pos links o he blog. Each enry is accompanied bycriical-hinking quesions direced o sudens who are using his book. Andeach enry is agged wih he exbook chaper number ha i s ino bes.


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Introduction 7

You may wish o direc sudens o he blog as homework, as par o a groupprojec, or or some oher learning aciviy. For example, you can projecone o he sories reerenced in he blog and use i as a springboard or classdiscussion.

I you or your sudens nd a good sory or he blog, please send me ane-mail! Is easy o do by clicking he conac Dr. Morling buton on he blogsmain page. And i, as an insrucor, you wrie your own criical-hinking ques-ions o accompany he enry, I will credi you as a gues blogger when I posi. (In some insiuions, his migh coun as eaching scholarship.)

TEACHING PHILOSOPHY

eaching for Signicant Learning: A Year from Now

Whas worh considering as you design your research mehods course? Myown view on he mater is shaped by a workshop I atended several years ago.Higher educaion leader Dee Fink and his book, Creaing Signican LearningExperiences: An Inegraed Approach o Designing College Courses (2003), haveinuenced he way I approach college eaching. Dr. Fink offers a rich se oadvice or college eachers. Tis insrucors manual and my advice o you oneaching research mehods reecs he ollowing hree ideas, rs inroduced

by him. He suggess ha insrucors migh do he ollowing:

1. In designing a course, decide wha core skills you would like sudens obe able o demonsrae a year aer he course is over.

2. Decide wha i looks like when sudens have acquired hese skills, anddesign assessmens (i.e., nal exams, assignmens, or perormances) in

which hey can demonsrae hese skills.3. Working backward, develop course aciviies (such as lecures, assignmens,

group aciviies, or homework) ha help sudens develop hese skills.

Learning goals are he core o his approach. Fink explains ha once you

have decided wha you wan sudens o be able o do, you can decide wha ilooks like when hey can do i, and hen you can plan aciviies o help hemge here.

For example, one o my A Year rom Now goals or he research mehodscourse is ha I wan sudens o ask and evaluae appropriae quesionsaboua popular press repor o a psychological research sudy. I have decided hasudens who have achieved his goal should be able o read such a repor,ideniy he ype o claim he journalis is making (such as, Tis journalis ismaking a causal claim), ask quesions relevan o ha claim (such as, Was

his an experimen?) and indicae possible answers (I should be an experi-men i hey wan o make a causal claim). Assessmen o his learning goalurned ou o be sraighorwardon every nal exam, I can presen a ewexamples o popular press repors and ask sudens o analyze hem. Work-ing backward, I ound i effecive o design course aciviies ha give su-dens pracice in he seps required. For example, rs hey learn o ideniy


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differen kinds o claims (hough an in-class group exercise). Tey learn hajournaliss don always represen he research correcly (hrough a popularpress assignmen). Tey learn he power o experimenaion or addressingcausal claims (hrough lecures, repeaed examples, and homework).

I you don already design your courses his way, you migh considerlooking a Finks books and working hrough he exercises he provides (asel-paced workshop is available on his websie). I have ound ha when mycourses are designed around core learning goals, hey seem o have a sense oinegriy. For example, I usually pu he highes-level year rom now goalson he syllabus and periodically reurn o hem o show sudens how heirlearning is progressing. In addiion, I have ound i easier o decide wha oinclude on nal exams and assignmens, because he goal is o assess only heskills I wan sudens o reain long-erm. And is easier o decide which course

aciviies o usei an aciviy eaches he main goals, I will consider i. I no,I won. On some occasions, I have creaed quesions or sudens year-endcourse evaluaionsasking sudens how well hey eel hey have achievedeach o he core learning goals.

Te Placement of Ethics

eaching ehics is nonnegoiable in a research mehods course. Te ehicschaper in his book appears early, where mos insrucors usually each i.

Ta is, when sudens run heir own sudies, mos insrucors need o havehem read he chaper early.

Ta said, he ehics chapers conen sands alone and can be augh ouo order wih he oher chapers. In many ways, i s mos appropriaely wihhe las wo chapers, which ocus on balancing research prioriies. Ta is,afer reading abou he way researchers design research o address differenclaims, sudens may be beter able o appreciae he way ehical researchers

balance coss o human and animal paricipans wih coss and benes osociey. Or you migh place ehics in he middle o your course, because a dis-

cussion o ehics can be a nice break rom quaniaive chapers such as Chap-ers 7 and 10.

COURSE DESIGN ELEMENTS

Sample Syllabus

Here are excerps fom my syllabus or he course. I illusraes how I communi-cae he learning goals o sudens on he rs day and describes some o he learn-

ing aciviies in he class.


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18

CHAPTER 2

Sources ofInformation:Evaluating, Finding,

and ReadingInformation

TEACHING NOTES

Te chaper is divided ino wo major secions, each o which could akebeween one and hree class sessions o each. Te rs secion is an in-deph,evidence-based explanaion o how unscienic ways o reasoning can leadus o he wrong conclusions. Te second secion explains where sudens cannd research, caalogs wha kind o empirical aricles hey may nd, and

explains how o read empirical journal aricles and review aricles.Te discussion o ways o reasoning purposeully does no emphasize de-

iniions or disincions among he many errors or heurisics. Insead, hesecion emphasizes why such reasoning is incorrec and why empiricism is

beter. I your sudens have had a course in social psychology, you mighremind hem ha hey have heard hese ideas beore. I hey have no hadsuch a course, i will be enough o emphasize he broader ideas abou whyinuiive reasoning is ofen auly. aher han lecuring, I preer o give su-dens pracice seting up empirical reasoning ables and criiquing bad rea-

soning. For example, Learning Acively Quesion 1 reinorces he cenralidea o compared o wha?how empiriciss consider daa in boh con-rming and disconrming cells. And Learning Acively Quesion 2 would

be a good exercise or reviewing he chaper in class. I exposes sudens o avariey o ypes o reasoning and asks hem o criique each one (e.g., Imposiive my cousin has an eaing disorder! I hardly ever see her ea anyhing


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Chapter 2 Sources of Information 19

oher han die bars.). Afer sudens criique he suggesed saemens, heycan sugges more o heir own. Te blog has some oher examples or use inclass (search or blogs agged wih Chaper 2).

Suden Exercises I hrough III, below, give sudens pracice in criically

analyzing popular websiesor example, hose adverising commercial her-apies or common psychological diagnoses such as postraumaic sress disor-der and atenion deci hyperaciviy disorder (ADHD). Te aciviies aredesigned o be adaped o oher websies or sources you nd on your own.

Te exbooks discussion on nding research-based inormaion explainsPsycINFO and also menions Google Scholar as an alernaive. Te ex doesno go ino deail on PsycINFO elds or search sraegies because each col-leges search plaorm looks differen, and he plaorms updae requenly.In addiion, many sudens already know how o run Boolean searches. Tis

migh be a good ime o invie a reerence librarian or a shor gues demon-sraion. Or, i you have a compuerized classroom, se sudens o work insmall groups on Suden Exercises IV and V.

When I each abou reading research-based inormaion, I bring o classan armul o acual journals, review journals, edied books, ull-lengh

books, and rade books o pass around. Sudens can ouch and eel he realhing and even pracice looking or he reerences secion in rade psychol-ogy books.

Suden Exercise VI, Anaomy o a esearch Aricle, gives sudens prac-ice reading journal aricles. I assign a shor empirical aricle as homeworkand have sudens analyze how well he aricle conorms o he sandardorma.

LEARNING OBJECTIVES

A Year from Now

Te ollowing A Year rom Now goals appear a he beginning o Chaper 2.

Tese goals represen he cenral skills o he chaperhe ones I hope su-dens will sill be using a year or more afer he course is over.

A year rom now, you should sill be able o:

1. Undersand why psychologiss value research-based inormaion overinormaion based on experience, inuiion, or auhoriy.

2. Know where o nd research-based inormaion and how o read i.

Detailed Learning Objectives

Te ollowing learning objecives do no appear in he ex bu are providedhere or you, he insrucor. Tese learning objecives are he rameworkaround which I creaed Chaper 2. You can use hem o decide your owneaching prioriies or he chaper and o selec relevan quesions rom hees bank. Tey can also be disribued o sudens as an addiional sudy aid.


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1. Undersand ha experience usually has no comparison group and usuallyhas conounds.

2. Learn o avoid he wo common pialls o basing conclusions on inuiion:hinking he easy way and hinking wha we wan.

3. Be cauious abou acceping he conclusions o auhoriy gures (especiallyconclusions ha are no based on research).

4. Undersand why researchers should include a comparison group, conrolor conounds, and srive o evaluae inormaion wihou bias.

5. Find research-based inormaion in PsycINFO and oher sources.6. Know he orms ha research-based inormaion can ake: empirical journal

aricles, review journal aricles, books, and chapers in edied books.7. ead empirical journal aricles wih a purpose.8. Evaluae popular sources o psychological research in rade books, wikis,

and magazines.

Check Your Understanding

Te ollowing summary quesions appear afer each major secion in Chap-er 2. Tese are he quesions ha sudens should be able o answer immedi-aely afer reading ha secion in he ex. Tey are inended o serve as a basicreview o key poins.

Te Research Versus Your Experience

1. Wha are wo general problems wih basing belie on experience? Howdoes empirical research work o correc hese problems?

Te Research Versus Your Intuition

1. Name he hree orms o hinking he easy way.

2. Name he hree orms o hinking wha we wan.3. Can you hink o insances in which biases have conribued o errors in

your own judgmen? Do you hink you migh improve your own reasoningby simply learning abou hese biases? How so?

rusting Authorities on the Subject

1. When migh i be wise o accep he conclusions o auhoriy gures? Whenmigh i no?

Finding and Reading the Research

1. How are empirical journal aricles differen rom review journal aricles?How is each ype o aricle differen rom a chaper in an edied book?


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2. Wha wo guiding quesions can help you read any academic source?3. Wha are he differences beween PsycINFO, Google Scholar, and

PsychWiki?4. I you encouner a psychological rade book, wha signals ha i is research

based?

STUDENT ACTIVITIES

Learning Actively (Not in text)

Te ollowing Learning Acively quesions were writen a he same ime as heones in he suden exbook, bu because o space consrains did no appear in

he nal version o he exbook. I am pleased o be able o make hem availablehere or your use in he classroom and disribuion o sudens.

A. Go o his PsycINFO overview page and explore how inormaion ispresened in PsycINFO. Beore you sar, check wheher your collegelibrary has a PsycINFO subscripion. htp://apa.org/pubs/daabases/psycino/index.aspx

Answers will vary.

B. Apply wha you have learned abou he heory-daa cycle (Chaper 1) o

he belie some people hold ha childhood vaccines are a cause o auism.Do an Inerne search on his opic, and read aricles boh or and againshe belie. Wha kind o daa does each side use o suppor is views?

Alernaively, apply wha you have learned abou he heory-daa cycle(Chaper 1) o he quesion o video games and violence. Conduc anInerne search o look or examples o research on he effecs o playing

violen video games. For each example, wrie down a heory ha mighhave inspired he research. Do he daa suppor he heory or no?

Answers will vary.

C. Conduc a search or a psychological erm o ineres using boh PsycINFOand Google Scholar. Compare how oupu is organized in boh searches.Compare how easily you can link o ull aricles in each search orma.

Answers will vary.

D. Look up a psychological opic on wikipedia.com and on psychwiki.org.Compare he coverage on he wo sies. Does each enry cie psychologicalresearch? Do he wo enries on he same opic cover differen conen?(Some examples o psychological opics you migh search or are sel-eseem, gender differences, depression, MI, inelligence esing, socialdevelopmen, second language learning, working memory, or eyewinessesimony; or choose a opic rom your psychology classes ha you ndespecially ineresing.) Wha new conclusions can you draw abou wikisrom his exercise?

Answers will vary.


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E. Visi he websie o one o he journals lised in able 2.5, and nd anempirical journal aricle o read (no a review aricle). Noice wheheri conorms o he sandard APA syle described in his chaper. (Forexample, are he hypoheses a he end o he inroducion? Does he

rs paragraph o he Discussion secion include a summary o hesudy?)

Answers will vary.

F. ry o ideniy he reerences below as examples o journal aricles,chapers in edied books, ull-lengh books writen or oher psychologiss,or rade books. I hey are journal aricles, are hey empirical or reviewaricles?a. Klinsova, A. Y., Dickson, E., Yoshida, ., & Greenough, W. . (2004).

Alered expression o BDNF and is high-affi niy recepor rkB inresponse o complex moor learning and moderae exercise. BrainResearch, 1028, 92104.

b. Gaerner, S. L., & Dovidio, J. F. (2005). Caegorizaion, recaegorizaion,and inergroup bias. In J. F. Dovidio, P. Glick, & L. udman (Eds.),Reecing on he Naure o Prejudice. Philadelphia, PA: PsychologyPress.

c. Johnson, S. K. (2008). Medically unexplained illness: Gender andbiopsychosocial implicaions. Washingon, DC: American Psychological

Associaion.

d. Wezler, S., & Cole, D. (1999). Is i you or is i me? Couples play heblame game.New York, NY: Harper Perennial.

e. Inraub, H. (2007). Scene percepion: Te world hrough a window.In M. A. Peerson, B. Gillam, & H. A. Sedgwick (Eds.), In he mindseye: Julian Hochberg on he percepion o picures, lms, and he world (pp. 454466). New York, NY: Oxord Universiy Press.

. Kalvi, A. (Ed.). (2008). Cannabinoids and he brain. New York, NY:Springer Science and Business Media.

g. Power, M., & Dalgleish, . (2008). Cogniion and emoion: From order

o disorder(2nd ed.). New York, NY: Psychology Press.h. Quinn, P. C., & anaka, J. W. (2007). Early developmen o percepualexperise: Wihin-basic-level caegorizaion experience aciliaes heormaion o subordinae-level caegory represenaions in 6- o 7-monh-old inans.Memory and Cogniion, 35,14221431.

i. Kindlon, D., & Tomas, M. (1999). Raising Cain: Proecing he emoionallie o boys. New York, NY: Ballanine Books.

Answers: a. empirical journal aricle / b. chaper in an edied book /c. ull-lengh book writen or oher psychologiss / d. rade book / e. chap-

er in an edied book / . ull-lengh book writen or oher psychologiss /g. ull-lengh book writen or oher psychologiss / h. empirical journalaricle / i. rade book


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Learning Actively (In text)

Te ollowing Learning Acively quesions appear a he end o Chaper 2.Tey are presened here or your convenience in planning. Answers are prined

in he back o he suden exbook.1. Each o he examples below is a saemen, based on experience, ha does

no ake a comparison group ino accoun:A. exing makes me eel emoionally closer o my riends.B. Yoga has made me eel more peaceul.C. Younger eachers are beter wih kids.

For each saemen,a. ask one or more comparison group quesions ha would help you

evaluae he conclusion,b. draw a 22 marix or sysemaically comparing oucomes, andc. wrie down as many possible conounds as you can hink o.

Example: Since I cu sugar rom heir dies, Ive noiced ha hecampers in my cabin are much more cooperaive!a. Comparison group quesion: Would he campers have improved

anyway, wihou he change in die?b. A sysemaic comparison should be se up as ollows:

Reduce Sugar in

Diet (treatment)

No Change in Diet

(no treatment)

Kids are cooperaive

(oucome presen)

Kids are no cooperaive

(oucome absen)

c. Possible conounds: Wha else migh have changed besides hesugar? Maybe he campers simply go used o camp and setleddown? Is i possible ha he new swimming eacher made adifference? Migh he weaher have improved during he same ime?

2. Using wha you have learned in his chaper, wrie a senence or woexplaining why he reasoning reeced in each o he ollowing saemensis or is no sound. Wha urher inormaion migh you need o deermine

he accuracy o he speakers conclusions? For quesions wih * atached:ry o nd lieraure on his opic in a PsycINFO search.a. Im posiive my cousin has an eaing disorder! I hardly ever see her

ea anyhing oher han die bars.b. A riend asks you, Did you hear abou he sudy conduced by RND?

I showed ha he more sexually explici V a eenage girl waches,he greaer her risk o een pregnancy.*


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c. Is so clear ha my avorie candidae won ha debae! Did you hearall he zingers he delivered?

d. I read online ha many cases o auism are caused by he MMvaccine children ge when hey are wo.*

e. Tere are way more dogs han cas in his ciy. Tas all you see inhe parksdogs dogs dogs!

. anning beds cause skin cancer? Maybe in rasbu Im a person,and Ive been using anning beds or abou 2 years. I don even haveany new reckles.

g. Im araid o yingplanes are so dangerous!h. I read in he newspapers Science secion ha people who muliask

wih compuers, cell phones, and oher people acually have more roubleocusing and shuting ou inormaion hey don need.

3. I your library has PsycINFO access, do a basic search or he worddepression in PsycINFO and wrie down how many records his searchnds. Ten ry resricing he elds by searching depression in heAbsrac eld. Did his reduce he number o records you ound? Nowry combining erms (such as depression and gender). Do severalsearches, wriing down how many records each search nds. Wha have

you learned abou resricing searches in PsycINFO? Why migh you wano broaden a search? Why migh you wan o narrow a search?

4. Focus on one PsycINFO record rom your depression search. For hepurposes o his exercise, pick one ha was published a leas 3 yearsago.a. Does his source appear o be a journal aricle? I so, is i an empirical

aricle or a review aricle? Or is i a chaper or a book?b. How many oher aricles have cied his source since i was published?c. Search or he personal websie o he sources auhors and wrie down

heir web addresses.d. Now go o Google Scholar (scholar.google.com) and search or his

same source. Are you able o locae i easily? Wha differences do younoice beween Google Scholar and PsycINFO?

Student Exercises

Depending on your seleced learning goals, you may wish o use or adap someo hese learning exercises or use in small groups or as a class demonsraion.

I.Applying ways of knowing to an EMDR websiteAuthor:Erin Lewis Morrary, Universiy o Maryland

Learning goals:Ways o reasoning: Empiricism versus experience, auhor-iy, and inuiion.Preparation: EMD is a ype o psychoherapy ha is empirically sup-

pored, bu no wihou conroversy. Ask sudens o call up he websie(www.emdr.com/briedes.hm) and answer he ollowing srucured ques-ions abou he websie in small groups.


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1. Wha does he websie sugges abou he use o EMD as a reamenor anxiey? How do hey back i up?

2. Te websie menions ha Francine Shapiro, Ph.D., is he originaorand developer o EMD. Does including his inormaion back up

he claims on he websie? Why or why no? I we ook Dr. Shapirosendorsemen a ace value, which orm o evidence would we be rely-ing on? Wha are he problems associaed wih his way o knowing?

3. A riend o yours who recenly go ino a car acciden goes o his web-sie and decides o sar EMD reamen based on is endorsemen.Tree monhs laer, your riend says ha she is no longer nervous whendriving alone and is able o drive long disances once again. Based onhe use o inuiion, wha migh you atribue his lessened anxiey o?

Why migh his atribuion be incorrec? Wha are some oher possi-

ble explanaions or your riends reduced anx iey?4. Very litle inormaion is provided abou he research mehods usedo suppor EMD as an effecive reamen or anxiey. Wha ourcells o daa would Dr. Shapiro need o show o conclude ha EMDreamen is associaed wih he eliminaion o anxiey/emoionaldisress?

5. Is he research on he use o EMD applied or basic? Wha characer-isics make i one insead o he oher?

II.Applying ways of knowing to an herbal remedy for ADHD

Author:Erin Lewis Morrary, Universiy o Maryland

Learning goals:Ways o reasoning: Empiricism versus experience, auhor-iy, and inuiion.

Preparation: Te websie www.adhd-inormaion.org sells an herbal rem-edy or ADHD. Ask sudens o call up he websie and answer he ollow-ing srucured quesions abou he websie in small groups.

1. Wha does he websie sugges abou he use o Focus as a reamenor ADHD? How do hey back i up?

2. Te websie menions ha Focus is Specially ormulaed by a pracic-ing Clinical Psychologis. Does including his inormaion back up heclaims on he websie? Why or why no? I we ook his inormaion aace value, which orm o evidence would we be relying on? Wha arehe problems associaed wih his way o knowing?

3. Your aun and uncle are concerned ha heir 5-year-old son migh haveADHD. Tey are srongly considering purchasing Focus or $37.95.Knowing ha you are sudying psychology, hey ask you wha youhink abou he idea. Wha advice would you give hem?

Your aun and uncle decide o give Focus a ry. Afer one monh,hey say ha litle Bobby is no as hyper as he used o be and lisens be-er. Based on he use o inuiion, o wha migh you atribue Bobbysreduced hyperaciviy and increased atenion? Why migh his atri-

buion be incorrec? Wha are some oher possible explanaions orBobbys improved behavior?


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4. Very litle inormaion is provided abou he research mehods used osuppor Focus as an effecive reamen or ADHD. Wha our cells odaa would a researcher need o show o conclude ha he Focus rea-men is associaed wih improved sympoms o ADHD?

III.Ways of knowing in popular articlesAuthor:Sacy McDonald, Holy Family Universiy

Learning goals:Ways o reasoning, applied o conemporary aricles.Preparation:Afer collecing conemporary examples o aricles online (rom

websies, news coverage, podcass, and so on), you can guide sudens oapply wha hey learn in Chaper 2 using he ollowing quesions. Sudenscan work in small groups o answer he quesions and hen repor ou o

he whole group.1. Wha are he major claims/asserions made by he aricle?2. Now ha you know wha he claims are, how did he auhor(s) back

up heir claims?a. Give an example o how he aricle used inuiion o suppor

a heory or behavior.b. Did he aricle use appeals o auhoriy? I so, how?c. Wha scienic evidence did he auhors presen?

3. Does he inormaion presened represen basic or applied research?

Wha characerisics make i basic or applied research?4. Wha addiional inormaion should hey have included in he aricleo suppor heir claims?

5. Did hey address alernaive explanaions or heir ndings? Wha aresome alernaive explanaions or heir ndings ha you can hink o?

IV. Using PsycINFO to nd articles cited in the podcast 60-SecondMind.Author:Lydia omano Barhigh, Universiy o Delaware

Skill:Using PsycINFO o nd a paricular sudy cied in he popular press.Preparation:Have sudens choose a podcas rom he program 60-Second

Mind, sponsored by Scienic American magazine. Tey can lisen ohe podcas or simply read he ranscrip. htp://www.scienicamerican.com/podcas/podcass.cm?ype=60-second-mind

Sudens can use PsycINFO o nd he ul l aricles ciaion. Or sudens cando a longer assignmen wih he aricle hey ound:

1. Use your PsycINFO skil ls o nd he aricle ha his podcas is sum-

marizing. Prin ou he aricle as a PDF and read i.2. Wrie a wo-page response paper. I should include a descripion ohow you ound he aricle (wha search erms did you use?) and hen aresponse o he aricle. Don jus summarize he aricle, bu inseadle me know wha i made you hink abou. Wha quesions did i raisein your mind? Was here anyhing ha ineresed you abou how he


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sudy was conduced? Wha urher research could be done on hisopic?

V.PsycINFO Scavenger Hunt

Author:Lydia omano Barhigh, Universiy o DelawareSkill:Using PsycINFO or differen search goalsPreparation:In his exercise, sudens learn abou PsycINFOs eaures by

answering a variey o quesions. Sudens will work in class in smallgroups. Compuers and Inerne access are essenial or his exercise.

1. Search or any opic o ineres as a keyword search. a. Wha did you search or? _____________________ b. How many his did you ge? _____________________

c. How many o hese are peer-reviewed journal aricles?________ d. How many are books? _____________________2. Now, ry some differen search uncions. Wha happens (how many

his) when . . .a. You search or he same hing, bu only in he ILE?__________

b. You can use an aserisk when you wan only he sem o a word ocoun. For example, maybe you are ineresed in DEPESSion,DEPESSive disorder, and DEPESSed eens. You could pu inDEPESS*. ry his ou.

c. ry o nd he uncion ha only searches wihin a cerain imerame. How many aricles were published on your opic in 2006?

3. Add addiional erms o your search: a. ry adding similar words o broaden your search (e.g., exercise O

ness). Wha did you add? _____________________ b. Add anoher word relaed o your opic o ineres in he nex

search row, and use he AND/O/NO boxes o broaden or limiyour search. Wha happens now? _____________________

4. Choose one aricle abou ANYHING ha sounds ineresing oyou. Fill in he ollowing inormaion:

a. ile: _____________________ b. Auhor(s): _____________________ c. Journal name: _____________________ d. Dae o publicaion: _____________________ e. Is he aricle available online? _____________________ . I yes, pracice downloading he PDF. g. I no, does he library have i in a bound journal? Whas he call

number? _____________________ h. Search or oher aricles ha have CIED your aricle by clicking

on he link ha says Cied by. i. How many oher aricles have cied your aricle? ____________ j. Wha is he name o one journal ha has cied your aricle? _____

5. Find a BOOK CH APE by someone affi liaed wih your ownuniversiy.

a. Wha is he ile o he book chaper? ____________________


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b. Who are he auhors? _____________________ c. Wha is he ile o he book i comes rom? ________________

6. Find an aricle rom a PEE-EVIEWED journal rom someone affi l-iaed in your own psychology deparmen. Pu he ile o he aricle

here: ____________________________________________VI.Anatomy of a research articleAuthors: Erin Lewis Morrary, Universiy o Maryland, and Beh Morling,

Universiy o Delaware

Skill: eading wih a purpose, reading APA syle papers (an inroducion)Preparation: Assign a shor, single-sudy aricle o sudens o read in

advance. A good journal o use is Psychological Science, whose ariclesare usually only hree or our pages long.

Sudens will work on his workshee in small groups.

Anatomy of a Research Article1. Where shouldyou nd he hypohesis or a sudy?

Wha is one hypohesis rom his aricle? (Is i a hypohesis, indeed?Or somehing else?)

2. Where shouldyou nd he number o paricipans?How many paricipans were in his sudy?

3. Where shouldyou nd he background inormaion abou he sudy?Lis a leas one reerence ha is cied as background inormaion.

4. Where shouldyou nd he saisics used in he sudy?Are hey where you hough heyd be?Give an example o a leas wo differen saisical ess used in his

aricle. Do hese mean anyhing o you?5. Where shouldyou nd a descripion abou he srenghs and weaknesses

o he sudy?Wha is a leas one srengh described in he aricle?

6. Where can you nd a shor summary o he sudy? (Tere are WO

places!)7. Whas he difference beween he esuls secion and he Discussion

secion, in erms o wha is covered?

EVERYDAY RESEARCH METHODS BLOG

In addiion o he aciviies lised here, check or recen posings relevano his chaper on he blog a www.everydayresearchmehods.com.


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29

CHAPTER 3

Three Claims, FourValidities: InterrogationTools for Consumers

of Research

TEACHING NOTESTis chaper is he mos imporan o he inroducory chapers because iinroduces he scaffold or he enire ex. I is worh devoing wo or hreeclass days o his chaper alone. Tis is he chance o give a birds-eye view oseveral recurring hemes and some core conen. One recurring heme is heour big validiies (consruc, inernal, exernal, and saisical). Tese our

validiies will be revisied in almos every chaper. A second recurring hemeis inerrogaing he validiiesin he sense o quesioning ormally andsysemaically (asMerriam-Websers Collegiae Dicionarydenes he erm).

Here, sudens learn o ask quesions abou a sudy by inerrogaing each ohe our validiies separaely. A hird recurring heme is he idea o prioriiz-ing validiies. Sudens learn ha depending on he claim a researcher is mak-ing (requency, associaion, or causal), some validiies will be more imporanhan ohers.

In he process o inroducing hese hemes, he chaper also inroducessudens o some core conen. I inroduces he concep o a variable, along

wih he disincions beween manipulaed and measured variables and con-cepual and operaional variables. Te chaper also inroduces he hree rules

or causaion (covariance, emporal precedence, and inernal validiy) andexplains why an experimen can enable a causal claim.One skill his chaper eaches is hinking abou research in erms o

variables. Given a saemen or descripion o a sudy, sudens wil l learn odescribe he variables involved. Some sudens sruggle a rs wih he dis-incion beween he variable and is levels, so be on he lookou or his. A


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suden who says ha he variable in a sudy was high sel-eseem oremale is using a level, no he variable, as a label. Wih pracice, mos learnhis quickly. Learning Acively Quesion 1 helps develop his skill.

A second skill is o classi y claims as requency, associaion, or cause. Su-

dens can pracice classiying by doing Learning Acively Quesion 2 andSuden Exercise I in his chaper. Ofen, requency claims are he simples oideniy because hey involve only one variable. When here are wo vari-ables, hen he claim is probably an associaion or causal claim. Bu how oell he difference? Te book discusses how causal claims involve more pow-erul verbs such as affecs, leads o, or makes, raher han he sofer verbso associaion claims, such as linked o, are also, less han, or goes wih.I have had sudens misakenly hink ha a claim such as cell phone use maycause cancer is an associaion claim because o he sofening effec o he

word may. Insead, he book eaches sudens oocus on he verbs, regardlesso any soening language used.One o my avorie aciviies or classiying claims is o bring in a long lis

o headlines rom popular press sources or sudens o work wih in class, asillusraed in Suden Exercise I. Some grea sources include he MSNBCmenal healh headline lis (htp://www.msnbc.msn.com/id/3034566/ns/healh-menal_healh), as well as Selmagazine andMens Healhmagazine.Selhas a regular eaure called Happiness Flash, which presens a lis o

blurbs abou psychology research wih ips such as ry dgeing o burn morecalories! Te pages o Mens Healhmagazine are also sprinkled wih advice

based on research sudies. Sudens can look hrough hese sources o ndgood examples o each kind o claim and ge los o pracice classiying. Ars, some sudens will be conused when hey realize ha he journalissconclusion (he headline) is no necessarily he claim ha he sudys origi-nal researcher had inended. Te classic example, o course, is when journal-iss wrie causal headlines o go wih correlaional sudies. In my experience,i akes pracice or some sudens o learn o be skepical o he accuracy o

journalisic coverage o science.Final ly, Chaper 3 helps sudens learn he skill o asking quesionso iner-

rogae he our big validiies. Sudens can use Learning Acively Quesion 3or Suden Exercise I o pracice asking quesions (he blog has oher exam-ples, oo). A his sage, sudens are simply asking quesionsno evalua-ing he answers. Tey will learn o evaluae he answers in laer chapers inhe exbook. Suden Exercise I gives pracice wih he skill o asking valid-iy quesions. For a paricular headline/claim hey have idenied, sudensare direced o wrie one quesion or each validiy (such as how well wascell phone use measured? or consruc validiy, or wha kind o sample didhey use? or exernal validiy). O course, or a requency claim, inernal

validiy is no relevan, and asue sudens may remind heir group abouhis. Sudens will probably ask you i hey should wrie inernal validiyquesions or associaion claims. echnically, inernal validiy is no relevanin inerrogaing an associaion claim because hese are no based on experi-mens. However, you migh direc sudens o hink abou hird variablesha migh explain he associaion.


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Chapter 3 Tree Claims, Four Validities 31

eaching sudens o prioriize validiies is a long-erm projec. Manysudens come ino he Mehods course wih he rm belie ha a sudy is

worhless i i is no based upon a very large, random sample o he popula-ion. Te habi dies hard. In my experience, i akes ime o rain sudens o

appreciae ha or sudies esing associaion and causal claims, exernalvalidiy is noalways he rs prioriyoher validiies are more imporan.Tereore, when I work wih sudens on Suden Exercise I, I ell hem heyshould wrie down exernal validiy quesions or he associaion and causalclaims, bu I also ell hem o add ha exernal validiy may no be as impor-an as oher validiies in his case. Exernal validiy (and when i is a prior-iy) is inroduced in Chaper 3 and is reinorced in much more deail inChapers 6, 7, and 9.

o reinorce he brie inroducion o experimenaion in his chaper, you

can go over Learning Acively Quesion 4, which asks sudens o design anexperimen and evaluae he resuls in erms o he hree rules or causaion.Tese lessons are reinorced in much greaer deail in Chaper 9, so i you areshor on ime, his migh be a opic o save or laer.

LEARNING OBJECTIVES

A Year from Now

Te ollowing A Year rom Now goals appear a he beginning o Chaper 3.Tese goals represen he cenral skills o he chaperhe ones I hope su-dens will sill be using a year or more afer he course is over.

A year rom now, you should sill be able o:

1. Differeniae among hree kinds o claims: requency, associaion, andcausal.

2. Ask appropriae quesions ha would help you inerrogae each o ourbig validiies: consruc validiy, saisical validiy, exernal validiy, and

inernal validiy.3. Undersand which validiies are mos relevan or each o he hree ypeso claims.

Detailed Learning Objectives

Te ollowing learning objecives do no appear in he ex bu are pro-vided here or you, he insrucor. Tese learning objecives are he rame-work around which I creaed Chaper 3. You can use hem o decide your

own eaching prioriies or he chaper and o selec relevan quesionsrom he es bank. Tey can also be disribued o sudens as an addi-ional sudy aid.

1. Ideniy variables and disinguish a variable rom is levels (or values).2. Discriminae beween measured and manipulaed variables.


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3. Describe a variable in erms o boh is concepual deniion and isoperaionalizaion.

4. Indicae how many variables requency, associaion, and causal claimsypically involve.

5. Describe posiive, negaive, zero, and cur vilinear associaions.6. Ideniy verbs ha signal causal claims versus associaion claims.7. Undersand he hree crieria ha are used o evaluae a causal claim:

covariance, emporal precedence, and inernal validiy.8. Undersand ha wriers and researchers claims may no always be jusied

by he sudies hey are describing.9. Appreciae ha ew sudies can achieve all our kinds o validiy a once,

so researchers mus prioriize some validiies over ohers.

Check Your Understanding

Te ollowing summary quesions appear afer each major secion in Chaper3. Tese are he quesions ha sudens should be able o answer immediaelyafer reading ha secion in he ex. Tey are inended o serve as a basicreview o key poins.

Variables

1. Wha is he difference beween a variable and is levels?2. Explain why some variables can only be measured, no manipulaed.3. Wha is he difference beween he concepual level and he operaional

deniion o a variable? How migh he concepual variables affecionorinelligenceor sressbe operaionalized by a researcher?

Tree Claims

1. How many variables are here in a requency claim? In an associaionclaim? In a causal claim?2. How can he language used in a claim help you differeniae beween

associaion and causal claims?3. How are causal claims special, compared wih he oher wo claims?

Interrogating the Tree Claims Using the Four Big Validities

1. Which o he our big validiies should you apply o a requency claim? o

an associaion claim?2. Wha quesion(s) would you ask o inerrogae a sudys consrucvalidiy?

3. In your own words, describe a leas hree hings ha saisical validiyaddresses.

4. Dene exernal validiy, using he ermgeneralizein your deniion.


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5. Wha is inernal validiy? Why is i mosly relevan or causal claims?6. Why don researchers usually aim o achieve all our o he big validiies

a once?

STUDENT ACTIVITIES

Learning Actively (Not in text)

Te ollowing Learning Acively quesions were writen a he same imeas he ones in he suden exbook, bu because o space consrains didno appear in he nal version o he exbook. I am pleased o be able omake hem available here or your use in he classroom and disribuion osudens.

No exra exercises or his chaper.

Learning Actively (In text)

Te ollowing Learning Acively quesions appear a he end o Chaper 3.Tey are presened here or your convenience in planning. Answers areprined in he back o he suden exbook.

1. For each variable below, indicae he variables levels, wheher i is mea-

sured or manipulaed, and how you migh describe he sudy a a concepualand operaional level.

Variable

Conceptual

Variable

Name

Levels

of Tis

Variable

Measured or

Manipulated?

Operational

Denition of

the Variable

A quesionnaire sudy asks for

various demographic

informaion, including

paricipans sex.

Participants

sex

Male

Female

Measured Asking

participants to

circle male or

female on a

form

A quesionnaire sudy asks

abou self-esteem,

measured on a 10-iem

Rosenberg self-eseem scale.

A sudy of readabiliy gives

people a passage of ex. Te

passage o be read is prined

in one of three colorsof ex

(black, red, or blue).

(coninued)


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Variable

Conceptual

Variable

Name

Levels

of Tis

Variable

Measured or

Manipulated?

Operational

Denition of

the Variable

A sudy of school achievemen

requess each paricipan o

repor his or her SA score, as

a measure of college

readiness.

A professor who wans o

know more abou study

habitsamong his sudens

asks sudens o repor he

number of minues heysudied for he miderm exam.

A researcher sudying self-

conrol and blood glucose

levelsasks paricipans o

come o an experimen a 1:00

. Some of he sudens are

asked no o ea anyhing

before he experimen; ohers

are old o ea lunch before

arriving.

In a sudy on self-esteems

associaion wih self-conrol,

he researchers give a group

of sudens a self-eseem

invenory. Ten hey invie

paricipans who score in he

op 10% and he botom 10%

of he self-eseem scale oparicipae in he nex sep.

2. Te ollowing headlines appeared in online news sources. For each, ideniyhe claim as requency/level, associaion, or causal. Ideniy he variable(s)in each claim.a. Fasing May Fend Off Je Lag

b. eliving rauma May Help Ward Off PSD (Postraumaic SressDisorder)c. Long-erm 9/11 Sress Seen in Lower Manhatand. Wan a Higher GPA? Go o a Privae Collegee. Tose wih ADHD Do 1 Monhs Less Work a Year. When Moms Criicize, Dads Back Off Baby Careg. roubling ise in Underweigh Babies in U.S.


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h. MM Sho Does No Cause Auism, Large Sudy Saysi. Breaseeding May Boos Childrens IQj. Breaseeding aes Hi New High in U.S.k. Heavy Kids May Face Hear isks as Tey Age

l. OMG! exing and IM-ing Doesn Affec Spelling!m. Facebook Users Ge Worse Grades in College

3. Imagine you encouner each o he ollowing headlines. Wha quesionswould you ask i you waned o undersand more abou he qualiy o hesudy behind he headline? For each o your quesions, indicae which ohe our validiies your quesion is addressing.a. Kids wih ADHD More Likely o Bullyb. Breaseeding May Boos Childrens IQc. Long-erm 9/11 Sress Seen in Lower Manhatan

4. You may have heard ha spreading ou your sudying over several sessions(disribued sudying) helps you reain he inormaion longer han iyou cram your sudying ino a single session. How could you designan experimen o es his claim? Wha would he variables be? Wouldeach be manipulaed or measured? Would your experimen ulll hehree crieria or supporing a causal saemen? Wha limiaions mighi have?

Student ExercisesDepending on your seleced learning goals, you may wish o use or adap someo hese learning exercises or use in small groups or as a class demonsraion.

I.Tree Claims, Four Validities MatrixAuthor:Beh Morling

Skill:Classiying claims as requency, associaion, or cause. Ideniying vari-ables. Asking quesions ha each o he our validiies. (Tis is a com-

prehensive learning exercise.)Preparation:Prepare a lis o popular press headlines. For example, you canbuy a recen copy o Selmagazine and copy he pages called HappinessFlash or Healh Flash. Tese pages conain shor summaries o researchand make differen kinds o claims. Or buy a recen copy o Mens Healhmagazine and look or small callous o research sudies (here are someon almos every page) For a more erudie version, you can use he laspage o Harpersmagazine, iled Findings. Alernaively, you can go ohe msnbc.com websie, go o he Healh secion, and click on he MenalHealh subsecion. Tere will be a long lis o headlines, many o which areclaims ha can be classied by sudens (however, some o he MSNBCheadlines are simply anecdoes).

Prepare copies o he empy marix on he nex page, and have sudenscomplee he marix in class. You will walk around answering quesions,noicing problems, and asking sudens o share ideas wih each oher.

(descripion coninues on p. 37)


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Frequency/LevelClaim

AssociationClaim

CausalClaim

Exampleheadline

Variable(s)int

he

claim

Constructvalidity

question

Statisticalconclusion

validityquesti

on

Internalvalidit

y

question

Externalvalidity

question

TreeClaims,FourValiditiesMatrix


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Working in groups, sudens selec one good example o each kind o claim.Ten hey lis he variable(s) involved in he claim. Ten hey wrie one ques-ion or each validiy, as relevan. Tey are no answering he quesions ye

jus asking quesions ha would be appropriae or each validiy. (See he

eaching noes or urher guidance on his aciviy.)

EVERYDAY RESEARCH METHODS BLOG

In addiion o he aciviies lised here, check or recen posings relevano his chaper on he blog a www.everydayresearchmehods.com.

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