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Critical Thinking About Research: Psychology and Related Fields 2nd New edition [Pehme köide]

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  • Formaat: Paperback / softback, 541 pages, kõrgus x laius: 254x178 mm, kaal: 620 g
  • Ilmumisaeg: 18-Sep-2017
  • Kirjastus: American Psychological Association
  • ISBN-10: 1433827107
  • ISBN-13: 9781433827105
Teised raamatud teemal:
Critical Thinking About Research: Psychology and Related Fields 2nd New editionSuurem pilt
  • Formaat: Paperback / softback, 541 pages, kõrgus x laius: 254x178 mm, kaal: 620 g
  • Ilmumisaeg: 18-Sep-2017
  • Kirjastus: American Psychological Association
  • ISBN-10: 1433827107
  • ISBN-13: 9781433827105
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781433827105.html
Märksõnad:
To become informed consumers of research, students need to thoughtfully evaluate the research they read rather than accept it without question. This second edition of a classic text gives students what they need to apply critical reasoning when reading behavioral science research. It updates the original text with recent developments in research methods, including a new chapter on meta-analyses.
 
Part I gives a thorough overview of the steps in a research project. It focuses on how to assess whether the conclusions drawn in a behavioral science report are warranted by the methods used in the research. Topics include research hypotheses, sampling, experimental design, data analysis, interpretation of results, and ethics.
 
Part II allows readers to practice critical thinking with a series of fictitious journal articles containing built-in flaws in method and interpretation. Clever and engaging, each article is accompanied by a commentary that points out the errors of procedure and logic that have been deliberately embedded in the article. This combination of instruction and practical application will promote active learning and critical thinking in students studying the behavioral sciences.
 


This book teaches readers to be informed consumers of research---that is, to thoughtfully evaluate the research they read rather than accept it without question.
 


There are many good texts on research design, say Meltzoff and Cooper, but they are written from the perspective of the research producer, not the research consumer. Writing for graduate students of psychology and related discipline, they teach the important skill of critiquing research. Their topics include seeking trustworthy knowledge, research variables and strategies, research designs and threats to internal validity, manipulation and measurement validity, research synthesis and meta-analysis, and research ethics. They also provide 17 articles as practice for critical thinking, among them treatment of flying phobia: comparative efficacy of two behavioral methods, effect of context upon accuracy of recall of affective experiences, and contingency reinforcement in the treatment of talking aloud to self: a single-case study. Annotation ©2017 Ringgold, Inc., Portland, OR (protoview.com)

Arvustused

amp ldquo This volume provides a valuable background for the skills students must develop to be good consumers and producers of research. amp rdquo -Choice This volume provides a valuable background for the skills students must develop to be good consumers and producers of research.

(Choice) When it comes to research methods, research design, and critical thinking about psychological research, this volume is truly the only game in town. It is encyclopedic and addresses almost every topic that might be included in a research methods course at either the advanced undergraduate or graduate level. The 7 practice articles provide an exceptional pedagogical tool for fostering discussion of how abstract principles unfold in a research context.

- Mark Appelbaum, PhD, Emeritus Professor, Department of Psychology, University of California, San Diego This is THE book for every student or smart consumer of scientific research who wants to hone their skills at evaluating research. In exceptionally clear language, the authors teach the basic principles of research methods and show readers how to identify the truth value of research findings. Engaging examples of research articles - and critiques of them - allow readers to apply and test their new knowledge.

- Wendy Wood, PhD, Professor of Psychology and Business, University of Southern California, Los Angeles This is an excellent book for teaching college students - or anyone else, for that matter - how to be smart when it comes to interpreting other people's research. It is well thought out and filled with useful examples that illustrate how fuzzy thinking can lead to incorrect conclusions.

- Lawrence Kutner, PhD, Department of Psychiatry, Harvard Medical School, Boston, MA

Foreword ix
Preface to the Second Edition xi
Preface to the First Edition xiii
Introduction 3(6)
Why Psychologists and Professionals in Related Fields Need to be Critical Thinkers
5(1)
Overview of the
Chapters
6(2)
Who Will Find This Book Useful?
8(1)
I Principles of Critical Thinking
9(176)
1 Seeking Trustworthy Knowledge
11(12)
Methods of Seeking Knowledge
12(5)
What Critical Reading Requires
17(6)
2 Research Questions and Hypotheses
23(20)
Types of Research Questions
24(7)
Hypotheses
31(1)
What Is Causation?
32(2)
Necessary and Sufficient Causes
34(1)
A Working Definition of Causation
35(2)
Causality and Experiments
37(1)
Unsubstantiated Claims of Causation
38(1)
Multiple Correlation and Causation
38(2)
Consistency Between the Parts of a Scientific Investigation
40(1)
Summary
41(2)
3 Research Variables and Strategies
43(20)
Variable Definitions in Research
44(1)
Conceptual and Operational Definitions
44(2)
Experimental and Measured Variables
46(5)
Establishing Levels of the Independent or Predictor Variable
51(3)
Time Sequencing of Measurements
54(1)
Longitudinal Versus Cross-Sectional Studies
55(1)
Real-Life Versus Analogue-Simulated Situations
55(1)
Settings
56(3)
Generalizability in the Context of Variables, Timing, Realism, and Settings
59(3)
Summary
62(1)
4 The Sample
63(16)
Sample Characteristics
64(1)
Target and Accessible Populations
64(1)
Representativeness of the Sample
65(1)
Different Methods for Drawing Samples
66(6)
Sample Bias
72(4)
Sample Size
76(1)
Assignment to Treatment Groups
77(1)
Summary
78(1)
5 Confounding Variables and Their Control
79(18)
Participant Variables
80(10)
Experimenter Variables
90(3)
Stimulus, Procedural, and Situational Variables
93(1)
Instrumentation (Apparatus and Raters)
94(1)
Placebo Effects
95(1)
Nuisance Variables
95(1)
Summary
96(1)
6 Research Designs and Threats to Internal Validity
97(20)
Classification of Threats to Internal Validity
98(6)
Preexperimental Designs
104(3)
Quasi-Experimental Designs
107(3)
True Experimental Designs
110(4)
Single-Case Designs
114(2)
Summary
116(1)
7 Manipulation and Measurement Validity
117(26)
The Independent or Predictor Variable
115(7)
The Dependent Variable
122(3)
Reliability
125(1)
Validity
125(2)
Influence of Measurement on the Dependent Variable
127(1)
Types of Measurement Data
127(3)
Measurement Scales
130(7)
Raters and Judges
137(5)
Summary
142(1)
8 Data Analysis, Discussion, and Conclusions
143(16)
Levels of Measurement and Their Appropriate Analysis
144(1)
Distributed Versus Categorical Variables
145(1)
Assumptions
146(1)
Degrees of Freedom
147(1)
Statistic Selection and Presentation
147(1)
Computation
147(1)
Multiple Dependent Variables and Type I Error
148(1)
Planned Comparisons and Post Hoc Tests
149(1)
Testing for Group Equivalence at Pretest
150(1)
Change Scores
150(2)
Effect Sizes
152(2)
Power
154(1)
Graphs
154(4)
Summary
158(1)
9 Inferences, Conclusions, and the Research Report
159(10)
Drawing Inferences From the Data
160(1)
Statistical Significance, Generality, and Practical or Clinical Significance
161(1)
Interpreting Effect Sizes
162(2)
The Research Report
164(3)
Summary
167(2)
10 Research Syntheses and Meta-Analysis
169(8)
The Stages of Research Synthesis
170(3)
The Elements of Meta-Analysis
173(2)
Summary
175(2)
11 Research Ethics
177(8)
Protection of Human Participants
178(2)
Conducting and Reporting Research
180(1)
Other Ways to Manipulate Results
180(3)
Plagiarism
183(1)
Duplicate Publication
183(1)
Summary
183(2)
II Critical Thinking Using Practice Articles
185(120)
Practice Article 1 Use of Counselor "Street Talk" to Stimulate Self-Disclosure of Inner-City Youths
193(14)
Practice Article 2 Treatment of Flying Phobia: Comparative Efficacy of Two Behavioral Methods
207(2)
Practice Article 3 The Effect of Divorce on Sons' Aggression
209(6)
Practice Article 4 Dyslexia in Fifth-Grade Girls: Personality and Perceptual Factors
215(8)
Practice Article 5 Time Estimation: Effect of Depression and Pleasantness or Unpleasantness of an Experience
223(6)
Practice Article 6 Bossiness in Firstborn Girls
229(6)
Practice Article 7 Effect of Context Upon Accuracy of Recall of Affective Experiences
235(8)
Practice Article 8 The Effects of Medication and Cognitive Behavior Therapy on Insomnia
243(8)
Practice Article 9 Midlife Crises of Men at Age 50
251(6)
Practice Article 10 Effect of Job Stress and Stress Management on Low Back Pain
257(6)
Practice Article 11 Evaluation of Health Maintenance Organizations
263(6)
Practice Article 12 Effects of Jury Selection Consultation on Trial Outcome
269(6)
Practice Article 13 Contingency Reinforcement in the Treatment of Talking Aloud to Self: A Single-Case Study
275(6)
Practice Article 14 The Effect of Race of Examiner on IQ Scores of American Indians
281(6)
Practice Article 15 Social Effects of Tax Deadline
287(6)
Practice Article 16 Comparative Effectiveness of Teacher Management Styles in a Fifth-Grade Classroom
293(6)
Practice Article 17 Age Differences in Gullibility: A Meta-Analysis
299(6)
Epilogue 305(2)
Glossary 307(14)
References 321(6)
Index 327(8)
About the Authors 335
Julian Meltzoff, PhD, earned his doctorate in psychology from the University of Pennsylvania. From 979 to 99 he was professor of psychology and director of research at the California School of Professional Psychology in San Diego. He taught graduate courses in the design and critique of research, conducted doctoral research seminars, and supervised the school amp rsquo s dissertation process. Prior to 979, Dr. Meltzoff served for an extended period as chief psychologist in Veterans Affairs facilities in Pennsylvania and New York. Dr. Meltzoff was engaged in doing research, writing about research, and consulting on research throughout his clinical, administrative, and academic career. He is the coauthor of The Day Treatment Center: Principles, Application, and Evaluation ( 9 ) and Research in Psychotherapy ( 97 ), as well as numerous journal articles and book chapters. He passed away in December 2 5 at age 94.

Harris Cooper, PhD, is the Hugo L. Blomquist Distinguished Professor of Psychology amp amp Neuroscience at Duke University. He is the author of several books, including Research Synthesis and Meta-Analysis: A Step-by-Step Approach (2 7) Ethical Choices in Research: Managing Data, Writing Reports, and Publishing Results in the Social Sciences (2 ) and Reporting Research in Psychology: How to Meet Journal Article Reporting Standards (2 ). He served as editor of the Psychological Bulletin and Archives of Scientific Psychology, and as department chair at Duke University and the University of Missouri amp ndash Columbia.