Instructors Manual and Test Bank

1 Instructor’s Manual and Test Bank for Introduction to Behavioral Research Methods Sixth Edition Mark R. Leary 1 / 4

1 Chapter 1 Research in the Behavioral Sciences Chapter Outline The Beginnings of Behavioral Research Goals of Behavioral Research Behavioral Science and Common Sense The Value of Research to the Student The Scientific Approach

The Scientist’s Two Jobs: Detecting and Explaining Phenomena

Research Hypotheses Conceptual and Operational Definitions Proof, Disproof, and Scientific Progress Strategies of Behavioral Research Domains of Behavioral Science Behavioral Research on Human and Nonhuman Animals A Preview Key Terms applied research a priori prediction basic research conceptual definition correlational research 2 / 4

2 deduction descriptive research empirical generalization empiricism evaluation research experimental research falsifiability file drawer problem hypothesis induction methodological pluralism model null findings operational definition post hoc explanation pseudoscience public verification quasi-experimental research strategy of strong inference theory Course Enhancement Ideas Establishing Rapport The instructor of a research methods course must be aware that most students in the 3 / 4

3 class are not taking the course by choice but rather because they need research methods to fulfill a requirement. Most students would not only prefer to be taking some other course in psychology but are also initially intimidated by methods and statistics. I find that it helps to break the ice on the first day of class by acknowledging that I know how the students feel. I start the first day of class by asking for a show of hands of those students who would have taken research methods over all other courses in psychology if they had a choice. Rarely, if ever, are any hands raised, which then allows me to admit (after feigning hurt at their response) that, as a student, I wasn’t thrilled about taking research methods either. I then explain why I and the department believe that research methods is an important course for all majors and minors. I acknowledge that the class might not be as intrinsically appealing as abnormal psychology, social psychology, or human sexuality, but promise to make it as interesting and accessible as possible if the students will do their part in coming to class and keeping up with the assignments. Students seem to appreciate my efforts to address their feelings from the outset.Behavioral Research in the Media On the first or second day of class, I bring to class a newspaper or magazine article that reports the results of a behavioral research study. After reading the article aloud, I use it as an opportunity to raise questions about research methodology. How can we tell whether to trust these results? Was the study designed and conducted properly? Were the measures reliable and valid? Were the data analyzed properly, and did the researchers draw appropriate conclusions from their data?Of course, newspaper and magazine articles do not provide enough detail to answer these questions with any confidence, but students begin to learn (a) which questions to ask about research and (b) that they must be skeptical of research reported in the popular media. I

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