{"product_id":"research-in-psychology-methods-and-design-8e-custom-edition-paperback-softback-9781119510239","title":"Research in Psychology Methods and Design, 8e Custom Edition (Paperback \/ softback) 9781119510239","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eResearch in Psychology Methods and Design, 8e Custom Edition\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eKerri A. Goodwin (Author), C. James Goodwin (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781119510239, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 23 February 2018\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e480 pages\u003cbr\u003e25.4 x 20.3 x 1.9 cm, 0.85 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eAn approachable, coherent, and important text, \u003cb\u003e\u003ci\u003eResearch in Psychology: Methods and Design, 8th Edition\u003c\/i\u003e\u003c\/b\u003e continues to provide its readers with a clear, concise look at psychological science, experimental methods, and correlational research in this newly updated version. Helpful learning aids, step-by-step instructions, and detailed examples of real research studies makes the material easy to read and student-friendly.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eSummary of Research Examples\u003c\/p\u003e \u003cp\u003ePreface\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Scientific Thinking in Psychology \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Take This Course?\u003c\/p\u003e \u003cp\u003eWays of Knowing\u003c\/p\u003e \u003cp\u003eAuthority\u003c\/p\u003e \u003cp\u003eUse of Reason\u003c\/p\u003e \u003cp\u003eEmpiricism\u003c\/p\u003e \u003cp\u003eThe Ways of Knowing and Science\u003c\/p\u003e \u003cp\u003eScience as a Way of Knowing\u003c\/p\u003e \u003cp\u003eScience Assumes Determinism\u003c\/p\u003e \u003cp\u003eScience Makes Systematic Observations\u003c\/p\u003e \u003cp\u003eScience Produces Public Knowledge\u003c\/p\u003e \u003cp\u003eBox 1.1: ORIGINS—A Taste of Introspection\u003c\/p\u003e \u003cp\u003eScience Produces Data]Based Conclusions\u003c\/p\u003e \u003cp\u003eScience Produces Tentative Conclusions\u003c\/p\u003e \u003cp\u003eScience Asks Answerable Questions\u003c\/p\u003e \u003cp\u003eScience Develops Theories That Can Be Falsified\u003c\/p\u003e \u003cp\u003ePsychological Science and Pseudoscience\u003c\/p\u003e \u003cp\u003eRecognizing Pseudoscience\u003c\/p\u003e \u003cp\u003eAssociates with True Science\u003c\/p\u003e \u003cp\u003eBox 1.2: CLASSIC STUDIES—Falsifying Phrenology\u003c\/p\u003e \u003cp\u003eRelies on Anecdotal Evidence\u003c\/p\u003e \u003cp\u003eSidesteps the Falsification Requirement\u003c\/p\u003e \u003cp\u003eReduce Complex Phenomena to Overly Simplistic Concepts\u003c\/p\u003e \u003cp\u003eThe Goals of Research in Psychology\u003c\/p\u003e \u003cp\u003eDescribe\u003c\/p\u003e \u003cp\u003ePredict\u003c\/p\u003e \u003cp\u003eExplain\u003c\/p\u003e \u003cp\u003eApply\u003c\/p\u003e \u003cp\u003eA Passion for Research in Psychology\u003c\/p\u003e \u003cp\u003eEleanor Gibson (1910–2002)\u003c\/p\u003e \u003cp\u003eB. F. Skinner (1904–1990)\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Ethics in Psychological Research \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBox 2.1: CLASSIC STUDIES—Infants at Risk\u003c\/p\u003e \u003cp\u003eDeveloping a Code of Ethics for Psychological Science\u003c\/p\u003e \u003cp\u003eEthical Guidelines for Research with Humans\u003c\/p\u003e \u003cp\u003eWeighing Benefits and Costs: The Role of the IRB\u003c\/p\u003e \u003cp\u003eInformed Consent and Deception in Research\u003c\/p\u003e \u003cp\u003eBox 2.2: ETHICS—Historical Problems with Informed Consent\u003c\/p\u003e \u003cp\u003eInformed Consent and Special Populations\u003c\/p\u003e \u003cp\u003eUse of Deception\u003c\/p\u003e \u003cp\u003eTreating Participants Well\u003c\/p\u003e \u003cp\u003eResearch Ethics and the Internet\u003c\/p\u003e \u003cp\u003eEthical Guidelines for Research with Animals\u003c\/p\u003e \u003cp\u003eAnimal Rights\u003c\/p\u003e \u003cp\u003eBox 2.3: ORIGINS—Antivivisection and the APA\u003c\/p\u003e \u003cp\u003eUsing Animals in Psychological Research\u003c\/p\u003e \u003cp\u003eThe APA Code for Animal Research\u003c\/p\u003e \u003cp\u003eJustifying the Study\u003c\/p\u003e \u003cp\u003eCaring for the Animals\u003c\/p\u003e \u003cp\u003eUsing Animals for Educational Purposes\u003c\/p\u003e \u003cp\u003eScientific Fraud\u003c\/p\u003e \u003cp\u003eData Falsification\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Developing Ideas for Research in Psychology \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eVarieties of Psychological Research\u003c\/p\u003e \u003cp\u003eThe Goals: Basic versus Applied Research\u003c\/p\u003e \u003cp\u003eThe Setting: Laboratory versus Field Research\u003c\/p\u003e \u003cp\u003eResearch Example 1—Combining Laboratory and Field Studies\u003c\/p\u003e \u003cp\u003eThe Data: Quantitative versus Qualitative Research\u003c\/p\u003e \u003cp\u003eAsking Empirical Questions\u003c\/p\u003e \u003cp\u003eOperational Definitions\u003c\/p\u003e \u003cp\u003eDeveloping Research from Observations of Behavior and Serendipity\u003c\/p\u003e \u003cp\u003eBox 3.1: ORIGINS—Serendipity and Edge Detectors\u003c\/p\u003e \u003cp\u003eDeveloping Research from Theory\u003c\/p\u003e \u003cp\u003eThe Nature of Theory\u003c\/p\u003e \u003cp\u003eThe Relationship between Theory and Research\u003c\/p\u003e \u003cp\u003eAttributes of Good Theories\u003c\/p\u003e \u003cp\u003eFalsification\u003c\/p\u003e \u003cp\u003eBox 3.2: CLASSIC STUDIES—Falsification and Der Kluge Hans\u003c\/p\u003e \u003cp\u003eParsimony\u003c\/p\u003e \u003cp\u003eCommon Misunderstandings about Theory\u003c\/p\u003e \u003cp\u003eDeveloping Research from Other Research\u003c\/p\u003e \u003cp\u003eResearch Teams and the “What’s Next?” Question\u003c\/p\u003e \u003cp\u003eResearch Example 2 – “What’s Next?”\u003c\/p\u003e \u003cp\u003eReplication\u003c\/p\u003e \u003cp\u003eBox 3.3: ETHICS—Questionable Research Practices and Replication Remedies\u003c\/p\u003e \u003cp\u003eCreative Thinking in Science\u003c\/p\u003e \u003cp\u003eReviewing the Literature\u003c\/p\u003e \u003cp\u003eComputerized Database Searches\u003c\/p\u003e \u003cp\u003eSearch Tips\u003c\/p\u003e \u003cp\u003eSearch Results\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Sampling, Measurement, and Hypothesis Testing \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWho to Measure—Sampling Procedures\u003c\/p\u003e \u003cp\u003eProbability Sampling\u003c\/p\u003e \u003cp\u003eRandom Sampling\u003c\/p\u003e \u003cp\u003eStratified Sampling\u003c\/p\u003e \u003cp\u003eCluster Sampling\u003c\/p\u003e \u003cp\u003eNonprobability Sampling\u003c\/p\u003e \u003cp\u003eWhat to Measure—Varieties of Behavior\u003c\/p\u003e \u003cp\u003eDeveloping Measures from Constructs\u003c\/p\u003e \u003cp\u003eResearch Example 3—Testing Constructs Using Habituation\u003c\/p\u003e \u003cp\u003eResearch Example 4—Testing Constructs Using Reaction Time\u003c\/p\u003e \u003cp\u003eBox 4.1: ORIGINS—Reaction Time: From Mental Chronometry to Mental Rotation\u003c\/p\u003e \u003cp\u003eEvaluating Measures\u003c\/p\u003e \u003cp\u003eReliability\u003c\/p\u003e \u003cp\u003eValidity\u003c\/p\u003e \u003cp\u003eResearch Example 5—Construct Validity\u003c\/p\u003e \u003cp\u003eReliability and Validity\u003c\/p\u003e \u003cp\u003eScales of Measurement\u003c\/p\u003e \u003cp\u003eNominal Scales\u003c\/p\u003e \u003cp\u003eOrdinal Scales\u003c\/p\u003e \u003cp\u003eInterval Scales\u003c\/p\u003e \u003cp\u003eBox 4.2: CLASSIC STUDIES—Measuring Somatotypes on an Interval Scale: Hoping for 4-4-4\u003c\/p\u003e \u003cp\u003eRatio Scales\u003c\/p\u003e \u003cp\u003eStatistical Analysis\u003c\/p\u003e \u003cp\u003eDescriptive and Inferential Statistics\u003c\/p\u003e \u003cp\u003eDescriptive Statistics\u003c\/p\u003e \u003cp\u003eBox 4.3: ETHICS—Statistics that Mislead\u003c\/p\u003e \u003cp\u003eInferential Statistics\u003c\/p\u003e \u003cp\u003eNull Hypothesis Significance Testing\u003c\/p\u003e \u003cp\u003eType I and Type II Errors\u003c\/p\u003e \u003cp\u003eInterpreting Failures to Reject H0\u003c\/p\u003e \u003cp\u003eBeyond Null Hypothesis Significance Testing\u003c\/p\u003e \u003cp\u003eEffect Size\u003c\/p\u003e \u003cp\u003eConfidence Intervals\u003c\/p\u003e \u003cp\u003ePower\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Introduction to Experimental Research \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEssential Features of Experimental Research\u003c\/p\u003e \u003cp\u003eBox 5.1: ORIGINS—John Stuart Mill and the Rules of Inductive Logic\u003c\/p\u003e \u003cp\u003eEstablishing Independent Variables\u003c\/p\u003e \u003cp\u003eVarieties of Manipulated Independent Variables\u003c\/p\u003e \u003cp\u003eControl Groups\u003c\/p\u003e \u003cp\u003eResearch Example 6—Experimental and Control Groups\u003c\/p\u003e \u003cp\u003eControlling Extraneous Variables\u003c\/p\u003e \u003cp\u003eMeasuring Dependent Variables\u003c\/p\u003e \u003cp\u003eSubject Variables\u003c\/p\u003e \u003cp\u003eResearch Example 7—Using Subject Variables\u003c\/p\u003e \u003cp\u003eDrawing Conclusions When Using Subject Variables\u003c\/p\u003e \u003cp\u003eBox 5.2: CLASSIC STUDIES—Bobo Dolls and Aggression\u003c\/p\u003e \u003cp\u003eThe Validity of Experimental Research\u003c\/p\u003e \u003cp\u003eStatistical Conclusion Validity\u003c\/p\u003e \u003cp\u003eConstruct Validity\u003c\/p\u003e \u003cp\u003eExternal Validity\u003c\/p\u003e \u003cp\u003eOther Populations\u003c\/p\u003e \u003cp\u003eBox 5.3: ETHICS—Recruiting Participants: Everyone’s in the Pool\u003c\/p\u003e \u003cp\u003eOther Environments\u003c\/p\u003e \u003cp\u003eOther Times\u003c\/p\u003e \u003cp\u003eA Note of Caution about External Validity\u003c\/p\u003e \u003cp\u003eInternal Validity\u003c\/p\u003e \u003cp\u003eThreats to Internal Validity\u003c\/p\u003e \u003cp\u003eStudies Extending Over Time\u003c\/p\u003e \u003cp\u003eHistory and Maturation\u003c\/p\u003e \u003cp\u003eRegression to the Mean\u003c\/p\u003e \u003cp\u003eTesting and Instrumentation\u003c\/p\u003e \u003cp\u003eParticipant Problems\u003c\/p\u003e \u003cp\u003eSubject Selection Effects\u003c\/p\u003e \u003cp\u003eAttrition\u003c\/p\u003e \u003cp\u003eA Final Note on Internal Validity, Confounding, and External Validity\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Methodological Control in Experimental Research \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBetween]Subjects Designs\u003c\/p\u003e \u003cp\u003eCreating Equivalent Groups\u003c\/p\u003e \u003cp\u003eRandom Assignment\u003c\/p\u003e \u003cp\u003eMatching\u003c\/p\u003e \u003cp\u003eWithin]Subjects Designs\u003c\/p\u003e \u003cp\u003eControlling Order Effects\u003c\/p\u003e \u003cp\u003eTesting Once per Condition\u003c\/p\u003e \u003cp\u003eComplete Counterbalancing\u003c\/p\u003e \u003cp\u003ePartial Counterbalancing\u003c\/p\u003e \u003cp\u003eTesting More than Once per Condition\u003c\/p\u003e \u003cp\u003eReverse Counterbalancing\u003c\/p\u003e \u003cp\u003eBlock Randomization\u003c\/p\u003e \u003cp\u003eResearch Example 8—Counterbalancing with Block Randomization\u003c\/p\u003e \u003cp\u003eMethodological Control in Developmental Research\u003c\/p\u003e \u003cp\u003eBox 6.1: CLASSIC STUDIES—The Record for Repeated Measures\u003c\/p\u003e \u003cp\u003eControlling for the Effects of Bias\u003c\/p\u003e \u003cp\u003eExperimenter Bias\u003c\/p\u003e \u003cp\u003eControlling for Experimenter Bias\u003c\/p\u003e \u003cp\u003eResearch Example 9—Using a Double Blind Procedure\u003c\/p\u003e \u003cp\u003eParticipant Bias\u003c\/p\u003e \u003cp\u003eBox 6.2: ORIGINS—Productivity at Western Electric\u003c\/p\u003e \u003cp\u003eResearch Example 10—Demand Characteristics\u003c\/p\u003e \u003cp\u003eControlling for Participant Bias\u003c\/p\u003e \u003cp\u003eBox 6.3: ETHICS—Research Participants Have Responsibilities Too\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Experimental Design I: Single]Factor Designs \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSingle Factor—Two Levels\u003c\/p\u003e \u003cp\u003eBetween]Subjects, Single]Factor Designs\u003c\/p\u003e \u003cp\u003eResearch Example 11—Two-Level Independent Groups Design\u003c\/p\u003e \u003cp\u003eResearch Example 12— Two-Level Matched Groups Design\u003c\/p\u003e \u003cp\u003eResearch Example 13— Two-Level Ex Post Facto Design\u003c\/p\u003e \u003cp\u003eWithin]Subjects, Single]Factor Designs\u003c\/p\u003e \u003cp\u003eBox 7.1: CLASSIC STUDIES—Psychology’s Most Widely Replicated Finding?\u003c\/p\u003e \u003cp\u003eResearch Example 14—Two-Level Repeated Measures Design\u003c\/p\u003e \u003cp\u003eSingle Factor—More Than Two Levels\u003c\/p\u003e \u003cp\u003eBetween]Subjects, Multilevel Designs\u003c\/p\u003e \u003cp\u003eResearch Example 15—Multilevel Independent Groups Design\u003c\/p\u003e \u003cp\u003eWithin]Subjects, Multilevel Designs\u003c\/p\u003e \u003cp\u003eResearch Example 16—Multilevel Repeated Measures Design\u003c\/p\u003e \u003cp\u003eAnalyzing Data from Single]Factor Designs\u003c\/p\u003e \u003cp\u003ePresenting the Data\u003c\/p\u003e \u003cp\u003eTypes of Graphs\u003c\/p\u003e \u003cp\u003eBox 7.2: ORIGINS—The Ebbinghaus Forgetting Curve\u003c\/p\u003e \u003cp\u003eAnalyzing the Data\u003c\/p\u003e \u003cp\u003eStatistics for Single-Factor, Two-Level Designs\u003c\/p\u003e \u003cp\u003eStatistics for Single-Factor, Two-Level Designs\u003c\/p\u003e \u003cp\u003eSpecial]Purpose Control Group Designs\u003c\/p\u003e \u003cp\u003ePlacebo Control Group Designs\u003c\/p\u003e \u003cp\u003eWait List Control Group Designs\u003c\/p\u003e \u003cp\u003eBox 7.3: ETHICS—Who’s in the Control Group?\u003c\/p\u003e \u003cp\u003eResearch Example 17—Using Both Placebo and Wait List Control Groups\u003c\/p\u003e \u003cp\u003eYoked Control Group Designs\u003c\/p\u003e \u003cp\u003eResearch Example 18—A Yoked Control Group\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Experimental Design II: Factorial Designs \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEssentials of Factorial Designs\u003c\/p\u003e \u003cp\u003eIdentifying Factorial Designs\u003c\/p\u003e \u003cp\u003eOutcomes—Main Effects and Interactions\u003c\/p\u003e \u003cp\u003eMain Effects\u003c\/p\u003e \u003cp\u003eResearch Example 19—Main Effects\u003c\/p\u003e \u003cp\u003eInteractions\u003c\/p\u003e \u003cp\u003eResearch Example 20—An Interaction with No Main Effects\u003c\/p\u003e \u003cp\u003eInteractions Sometimes Trump Main Effects\u003c\/p\u003e \u003cp\u003eCombinations of Main Effects and Interactions\u003c\/p\u003e \u003cp\u003eCreating Graphs for the Results of Factorial Designs\u003c\/p\u003e \u003cp\u003eBox 8.1: CLASSIC STUDIES—To Sleep, Perchance to Recall\u003c\/p\u003e \u003cp\u003eVarieties of Factorial Designs\u003c\/p\u003e \u003cp\u003eMixed Factorial Designs\u003c\/p\u003e \u003cp\u003eResearch Example 21—A Mixed Factorial with Counterbalancing\u003c\/p\u003e \u003cp\u003eResearch Example 22—A Mixed Factorial without Counterbalancing\u003c\/p\u003e \u003cp\u003eFactorials with Subject and Manipulated Variables: P × E Designs\u003c\/p\u003e \u003cp\u003eResearch Example 23—A Factorial Design with a P × E Interaction\u003c\/p\u003e \u003cp\u003eResearch Example 24—A Mixed P × E Factorial with Two Main Effects\u003c\/p\u003e \u003cp\u003eRecruiting Participants for Factorial Designs\u003c\/p\u003e \u003cp\u003eBox 8.2: ETHICS—On Being a Competent and Ethical Researcher\u003c\/p\u003e \u003cp\u003eAnalyzing Data from Factorial Designs\u003c\/p\u003e \u003cp\u003eBox 8.3: ORIGINS—Factorials Down on the Farm\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Non]Experimental Design I: Survey Methods \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSurvey Research\u003c\/p\u003e \u003cp\u003eBox 9.1: ORIGINS—Creating the “Questionary”\u003c\/p\u003e \u003cp\u003eSampling Issues in Survey Research\u003c\/p\u003e \u003cp\u003eSurveys versus Psychological Assessment\u003c\/p\u003e \u003cp\u003eCreating an Effective Survey\u003c\/p\u003e \u003cp\u003eTypes of Survey Questions or Statements\u003c\/p\u003e \u003cp\u003eAssessing Memory and Knowledge\u003c\/p\u003e \u003cp\u003eAdding Demographic Information\u003c\/p\u003e \u003cp\u003eA Key Problem: Survey Wording\u003c\/p\u003e \u003cp\u003eCollecting Survey Data\u003c\/p\u003e \u003cp\u003eIn-Person Interviews\u003c\/p\u003e \u003cp\u003eMailed Written Surveys\u003c\/p\u003e \u003cp\u003ePhone Surveys\u003c\/p\u003e \u003cp\u003eOnline Surveys\u003c\/p\u003e \u003cp\u003eEthical Considerations\u003c\/p\u003e \u003cp\u003eBox 9.2: ETHICS—Using and Abusing Surveys\u003c\/p\u003e \u003cp\u003eResearch Example 25—A Survey of College Students’ Study Strategies\u003c\/p\u003e \u003cp\u003eAnalyzing Data from Non]Experimental Methods\u003c\/p\u003e \u003cp\u003eCorrelation: Describing Relationships\u003c\/p\u003e \u003cp\u003eScatterplots\u003c\/p\u003e \u003cp\u003eCorrelation Coefficients\u003c\/p\u003e \u003cp\u003eCoefficient of Determination\u003c\/p\u003e \u003cp\u003eBe Aware of Outliers\u003c\/p\u003e \u003cp\u003eRegression: Making Predictions\u003c\/p\u003e \u003cp\u003eResearch Example 26 – Regression and Multiple Regression\u003c\/p\u003e \u003cp\u003eInterpreting Correlational Results\u003c\/p\u003e \u003cp\u003eDirectionality\u003c\/p\u003e \u003cp\u003eResearch Example 27—Correlations and Directionality\u003c\/p\u003e \u003cp\u003eThird Variables\u003c\/p\u003e \u003cp\u003eCombining Non]Experimental and Experimental Methods\u003c\/p\u003e \u003cp\u003eResearch Example 28—Combining Methods\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Non]Experimental Design II: Observational and Archival Methods \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eObservational Research\u003c\/p\u003e \u003cp\u003eVarieties of Observational Research\u003c\/p\u003e \u003cp\u003eNaturalistic Observation\u003c\/p\u003e \u003cp\u003eParticipant Observation\u003c\/p\u003e \u003cp\u003eBox 10.1: CLASSIC STUDIES—When Prophecy Fails\u003c\/p\u003e \u003cp\u003eChallenges Facing Observational Methods\u003c\/p\u003e \u003cp\u003eAbsence of Control\u003c\/p\u003e \u003cp\u003eObserver Bias\u003c\/p\u003e \u003cp\u003eParticipant Reactivity\u003c\/p\u003e \u003cp\u003eEthics\u003c\/p\u003e \u003cp\u003eBox 10.2: ETHICS—A Matter of Privacy\u003c\/p\u003e \u003cp\u003eResearch Example 29—A Naturalistic Observation\u003c\/p\u003e \u003cp\u003eResearch Example 30—A Covert Participant Observation\u003c\/p\u003e \u003cp\u003eAnalyzing Qualitative Data from Non]Experimental Designs\u003c\/p\u003e \u003cp\u003eArchival Research\u003c\/p\u003e \u003cp\u003eArchival Data\u003c\/p\u003e \u003cp\u003eResearch Example 31—A Non-Experimental Design\u003c\/p\u003e \u003cp\u003eUsing Archival Data\u003c\/p\u003e \u003cp\u003eAnalyzing Archival Data\u003c\/p\u003e \u003cp\u003eMeta]Analysis—A Special Case of Archival Research\u003c\/p\u003e \u003cp\u003eResearch Example 32—Meta-analysis and Psychology’s First Registered Replication Report (RRR)\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Quasi]Experimental Designs and Applied Research \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBeyond the Laboratory\u003c\/p\u003e \u003cp\u003eResearch Example 33—Applied Research\u003c\/p\u003e \u003cp\u003eApplied Psychology in Historical Context\u003c\/p\u003e \u003cp\u003eBox 11.1: CLASSIC STUDIES—The Hollingworth’s, Applied Psychology, and Coca-Cola\u003c\/p\u003e \u003cp\u003eDesign Problems in Applied Research\u003c\/p\u003e \u003cp\u003eQuasi]Experimental Designs\u003c\/p\u003e \u003cp\u003eNonequivalent Control Group Designs\u003c\/p\u003e \u003cp\u003eOutcomes\u003c\/p\u003e \u003cp\u003eRegression to the Mean and Matching\u003c\/p\u003e \u003cp\u003eResearch Example 34—A Nonequivalent Control Group Design\u003c\/p\u003e \u003cp\u003eResearch Example 35—A Nonequivalent Control Group Design Without Pretests\u003c\/p\u003e \u003cp\u003eInterrupted Time Series Designs\u003c\/p\u003e \u003cp\u003eOutcomes\u003c\/p\u003e \u003cp\u003eResearch Example 36—An Interrupted Time Series Design\u003c\/p\u003e \u003cp\u003eVariations on the Basic Time Series Design\u003c\/p\u003e \u003cp\u003eProgram Evaluation\u003c\/p\u003e \u003cp\u003eBox 11.2: ORIGINS—Reforms as Experiments\u003c\/p\u003e \u003cp\u003ePlanning for Programs—Needs Analysis\u003c\/p\u003e \u003cp\u003eResearch Example 37—Assessing Need in Program Evaluation\u003c\/p\u003e \u003cp\u003eMonitoring Programs—Formative Evaluation\u003c\/p\u003e \u003cp\u003eEvaluating Outcomes—Summative Evaluation\u003c\/p\u003e \u003cp\u003eWeighing Costs—Cost]Effectiveness Analysis\u003c\/p\u003e \u003cp\u003eA Note on Qualitative Data Analysis\u003c\/p\u003e \u003cp\u003eBox 11.3: ETHICS—Evaluation Research and Ethics\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Small N Designs\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eResearch in Psychology Began with Small N\u003c\/p\u003e \u003cp\u003eBox 12.1: ORIGINS—Cats in Puzzle Boxes\u003c\/p\u003e \u003cp\u003eReasons for Small N Designs\u003c\/p\u003e \u003cp\u003eOccasional Misleading Results from Statistical Summaries of Grouped Data\u003c\/p\u003e \u003cp\u003ePractical and Philosophical Problems with Large N Designs\u003c\/p\u003e \u003cp\u003eThe Experimental Analysis of Behavior\u003c\/p\u003e \u003cp\u003eApplied Behavior Analysis\u003c\/p\u003e \u003cp\u003eBox 12.2: ETHICS—Controlling Human Behavior\u003c\/p\u003e \u003cp\u003eSmall N Designs in Applied Behavior Analysis\u003c\/p\u003e \u003cp\u003eElements of Single]Subject Designs\u003c\/p\u003e \u003cp\u003eWithdrawal Designs\u003c\/p\u003e \u003cp\u003eResearch Example 38—An A–B–A–B Design\u003c\/p\u003e \u003cp\u003eMultiple Baseline Designs\u003c\/p\u003e \u003cp\u003eResearch Example 39—A Multiple Baseline Design\u003c\/p\u003e \u003cp\u003eChanging Criterion Designs\u003c\/p\u003e \u003cp\u003eResearch Example 40—A Changing Criterion Design\u003c\/p\u003e \u003cp\u003eAlternating Treatments Designs\u003c\/p\u003e \u003cp\u003eResearch Example 41—An Alternating Treatments Design\u003c\/p\u003e \u003cp\u003eEvaluating Single]Subject Designs\u003c\/p\u003e \u003cp\u003eCase Study Designs\u003c\/p\u003e \u003cp\u003eResearch Example 42—A Case Study\u003c\/p\u003e \u003cp\u003eBox 12.3: CLASSIC STUDIES—The Mind of a Mnemonist\u003c\/p\u003e \u003cp\u003eEvaluating Case Studies\u003c\/p\u003e \u003cp\u003eEpilogue: What I Learned in My Research Methods Course\u003c\/p\u003e \u003cp\u003eAppendix A Communicating the Results of Research in Psychology\u003c\/p\u003e \u003cp\u003eResearch Reports and APA-Style\u003c\/p\u003e \u003cp\u003eGeneral Guidelines\u003c\/p\u003e \u003cp\u003eWriting Style\u003c\/p\u003e \u003cp\u003eUsing Numbers\u003c\/p\u003e \u003cp\u003eReducing Bias in Language\u003c\/p\u003e \u003cp\u003eAvoiding Plagiarism\u003c\/p\u003e \u003cp\u003eMain Sections of the Research Report\u003c\/p\u003e \u003cp\u003ePresentations and Posters\u003c\/p\u003e \u003cp\u003eTips for Presenting a Paper\u003c\/p\u003e \u003cp\u003eTips for Presenting a Poster\u003c\/p\u003e \u003cp\u003eAppendix B Answers to Selected End-of-Chapter Applications Exercises\u003c\/p\u003e \u003cp\u003eChapter 1. Scientific Thinking in Psychology\u003c\/p\u003e \u003cp\u003eChapter 2. Ethics in Psychological Research\u003c\/p\u003e \u003cp\u003eChapter 3. Developing Ideas for Research in Psychology\u003c\/p\u003e \u003cp\u003eChapter 4. Sampling, Measurement, and Hypothesis Testing\u003c\/p\u003e \u003cp\u003eChapter 5. Introduction to Experimental Research\u003c\/p\u003e \u003cp\u003eChapter 6. Methodological Control in Experimental Research\u003c\/p\u003e \u003cp\u003eChapter 7. Experimental Design I: Single]Factor Designs\u003c\/p\u003e \u003cp\u003eChapter 8. Experimental Design II: Factorial Designs\u003c\/p\u003e \u003cp\u003eChapter 9. Non]Experimental Design I: Survey Methods\u003c\/p\u003e \u003cp\u003eChapter 10. Non]Experimental Design II: Observational and Archival Methods\u003c\/p\u003e \u003cp\u003eChapter 11. Quasi]Experimental Designs and Applied Research\u003c\/p\u003e \u003cp\u003eChapter 12. Small N Designs\u003c\/p\u003e \u003cp\u003eAppendix A. Communicating the Results of Research in Psychology\u003c\/p\u003e \u003cp\u003eGlossary\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003eIndex\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Psychology [\u003ca title=\"See our other books on Psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Psychology%20%5BJM%5D%22\"\u003eJM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand New","offer_id":52474971619608,"sku":"9781119510239","price":46.65,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781119510239.jpg?v=1785802229","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/research-in-psychology-methods-and-design-8e-custom-edition-paperback-softback-9781119510239","provider":"Freshly Printed Books","version":"1.0","type":"link"}