Test Bank For Methods In Behavioural Research 3rd Canadian Edition By Paul C. Cozby, Raymond A. Mar, Scott Bates
Solution Manual For Methods In Behavioural Research 3rd Canadian Edition By Paul C. Cozby, Raymond A. Mar, Scott Bates
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École, étude et sujet
University of British Columbia (UBC
)
Psychology
PSYC 217
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Midterm: Ch. 1-5, 8
Ch. 1: Scientific Understanding of Behavior
Learning Goals:
Lecture
● State four reasons to study research methods (informed, competitive,
engaged, involved)
● Describe six methods for acquiring knowledge (authority, empiricism,
common sense, logic, intuition, experience)
● List four sources of research questions (questioning common assumptions,
observing the world around us, practical problems, past research)
● Define four norms of scientific inquiry (universalism, communality, organized
skepticism, disinterestedness)
● Generate five goals of scientific research (describe behav, predict behav,
determine causes for behav, explain behav, solve problems)
● Compare basic and applied research (basic is explore theory w/o application.
Applied is apply real world application)
Textbook
● Explain reasons why understanding research methods is important.
● Describe the scientific approach to learning about behaviour and contrast it
with pseudoscience.
● Define and give examples of the four goals of scientific research in
psychology.
● Compare and contrast basic and applied research.
LG 1
- Research lets us shape our beliefs by gathering evidence abt answers to our questions
- Understanding research methods makes us an informed consumer of news, products,
health care, and services
- We should read reports critically, evaluate the methods, decide if conclusions are
justifiable
- Understanding research methods benefits you in many careers
- Need to interpret, apply, and conduct research
- Evaluate research reports
- Mental health (treatment methods, testing procedures), business (marketing
strats, employee productiving, training new employees), educators (teaching
strats, programs for special needs kids)
, - Understanding research methods informs us so we can participate in debates abt public
policy
- Gov’ proposes legislation based on research
- Research affects legal practices and decisions
- Eg. looking at pics 1 at a time instead of sequentially affects court cases
- Understanding research methods help us evaluate community programs that we want to
implement or participate in
- Programs that enhances parenting skills, teach students how to reduce stress
- We rely on intuition and authority for explanations. But science helps us avoid biases
- Intuition: relying on experience or judgment instead of being critical or questioning
- Finding an explanation for our or others’s behaviours
- Eg. finding love when you’re not looking for it
- But we make mistaken conclusions bc of cog and motivational biases
- Illusory correlation: cog bias where 2 events occur closely in time and we
mistaken it for 1 causing the other
- Eg. stops looking for love, finds a partner. Could be a coincident/ not correlated
- Even more correlated if we believe not looking for love is the key to finding it
which can lead to inaccurate conclusions
- Authority: trusting someone who knows more than we do
- Problematic bc they can draw incorrect conclusions from stats
- Many ppl readily accept what they’re taught
- Scientific approach: lots of good quality evidence b4 conclusion
LG 2
- Scientific approach doesn’t accept intuition and authority as truths w/o evidence
- Scientific skepticism: our ideas can be wrong. Question everything, don’t accept things
undoubtedly
- Empiricism: gain knowledge based on structured, systematic observations (conducting
research)
- Dev hypothesis, collect data, evaluate data to test hypothesis
- Generate idea → look at past research → state hypothesis → design study → get ethics
approval → collect data → analyze data → conduct new replicated study (optional) → go
thru hypothesis etc. steps again → write manuscript → submit manuscript to peer
reviewed journal
- Science is imperfect (can be used to build career, egotism, desire to be viewed as more
important)
- 4 norms for scientific inquiry:
- Universalism: use accepted methods for scientific observations
- Eg. 1 group publishes research, arrives at a conclusion. Another group
disagrees and publishes their own research. Both sides can be objectively
evaluated by others
- Communality: methods and results are shared openly
- So others can replicate a study and get the same results
- Replication is to solidify research (make sure there’s no fraud or chance)
, - Meta analyses: combines results from past studies to examine overall
effects
- Disinterestedness: should be motivated by an honest, careful quest for truth. Not
for fame, ego, personal gain
- For observations to be accurate
- Organized skepticism: evidence should be based on scientific merit even if it
challenges one’s own work and beliefs
- Be critical of work even tho if contradicts our own beliefs
- Use peer review by other experts to evaluate research and to see if it can
be published
- Scientific approach: provides an objective way to gather, evaluate, report
evidence
- Only interested in falsifiable ideas (ideas that can be shown to be false)
- Eg. can’t test to see if God exists, but can test belief in religion and
altruism
- Science only tackles empirical questions (questions that can be answered thru
systematic observation)
- Empirical Qs are useful even when proven false bc it dev new/ better
ideas
- Be skeptical bc we don’t know the motivations of the research (eg. promote their
drug co)
- Pseudoscience: uses scientific terms to make claims look scientific
- Doesn’t use scientific methods
- Eg. astrology, self help
- Signs of pseudoscience: claims aren’t falsfiable, peer review is not cited,
ignores evidence that’s contradictory
LG 3
- 4 goals: describe behaviour, predict behaviour, determine the causes of behaviour,
understand/ explain behaviour
- Describing behaviour: eg. use a survey to ask ppl if they’ve experienced depression.
Sees that more women than men will have depression
- Understand what the phenomenon is first, who it’s for, how often it occurs
- Predicting behaviour: predict if it’ll occur or not
- If 2 events are consistently related, we can predict when an event can occur
- Determine causes of behaviour: eg. hs grades don’t cause uni grades, although they’re
related
- We need to conduct focused research into these factors
- Criteria for causal claims:
- Covariation of cause and effect: when cause is present, effect occurs
(multitasking on laptop scored 55%. No multitasking scored 66%)
- Temporal precedence: cause must precede effect in time (listening to
lecture while multitasking occurred before the test)
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