(Test Bank) Methods Toward a Science of Behavior and Experience

Ray, 10

General Science

Test Bank

10th Edition

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Author(s): Ray

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Instructor’s Manual with Test Bank Methods Toward a Science of Behavior and Experience TENTH EDITION William J. Ray Pennsylvania State University Contents Preface Chapter 1 What is Science? 1 Chapter 2 Introductio n to the Methods of Science 19 Chapter 3 Developing the Hypothesis 41 Chapter 4 Ethics 59 Chapter 5 Description of Behavior Through Nume rical Representation 78 Chapter 6 Inferential Statistics: Making Statistical Decisions 100 Chapter 7 Testing the Hypothesis: A Conceptual Introduction 123 Chapter 8 Control: The Keystone of the Experimental Method 146 Chapter 9 Applying the Logic of Experimentation: 168 Between -Subjects Design Chapter 10 Extending the Logic of Experimentation: 189 Within -Subjects and Matched -Subjects Approaches Chapter 11 The Ecology of the Experiment: 209 The Scientist and Research Participant in Relation to their Environments Chapter 12 Quasi -Experimental, Correlational, and 229 Naturalistic Observation Designs Chapter 13 Single-Subject Designs 249 Chapte r 14 Questionnaires, Survey Research, and Sampling 270 Chapter 15 Sharing the Results 293 Chapter 16 Beyond Method 313 Preface This instructor’s manual/test bank accompanies the Tenth Edition of Ray’s Methods: Toward a Science of Behavior and Experience . It is designed to assist both the experienced and inexperience d teacher to help their students learn course content. Each chapter in the manual corresponds to the chapters of the textbook and includes: Chapter Overvi ew – The overview is a brief summary of the most important content of the textbook’s chapters. Chapter Objectives – These objectives describe expected student learning outcomes for each chapter. Teaching Points – This section describes the areas of the chapters that students are most likely to have difficulty understanding. In addition, you’ll find examples that may be used to provide further illustrations of important textbook content. Teaching Activities – Students can benefit by having hands -on exp erience by discussion or conducting and evaluating research and are part of this section. Wahsworth’s Research Methods Workshop – These workshops provide students with activities on subject matter related to most of the chapters . Internet Resources – Several relevant Internet sites are described in each chapter of the manual. The sites include demonstrations, tutorials, essays, and exercises to help students with the contents of the chapter. Suggested Readings – One or more suggested readings are list ed. These readings provide examples and/or commentary that are relevant to the material covered in each chapter. Research Activities for Students – Several research activities are provided that will help students to practice what they learn from each ch apter. The activities are designed to be interesting and may help engage students in research. Handouts – In this section are the handouts that accompany some of the Teaching Activities. Multiple Choice Questions and Short Answer Questions – These quest ions are designed to assess student learning. Each question references the page number and section of the chapter. Each chapter of the manual has at least 40 multiple choice questions and 10 short answer questions. WHAT I S SCIENCE? 1 Chapter 1 – What is Science? Chapter Outline Science as a Way of Knowing Tenacity Authority Reason Common Sense Science Pseudoscience and Superstition The Scientific Approach Early Approaches Overview Studying Behavior and Experience Behavior: A Road Int o the Subjective Experience of Research Participants The People Who Perform Science Chapter Overview Knowledge about the world is gathered in several ways. In tenacity, a belief is accepted because it is presented over and over again. Authority is a wa y of knowing in which we accept an idea because an authority figure tells us to. Knowledge can be acquired through reason and logic. Direct experience serves as the basis of common sense, which can lead to knowledge. Each possesses shortcomings. In con trast to these three, science relies upon the scientific method that allows for self - correction of ideas. The examples of Croesus, Galen, and Semmelweis provide historical insight in the development of science. Science verifies itself because of its empi rical nature whether one is studying at the cognitive, physiological, or behavioral level. In investigating the subjective experience of subjects, science must rely upon making inferences from what is directly observable and objective. Above all, science is a human activity conducted by people and communicated to people. Chapter Objectives 1. What roles do the scientist, research participant, and witness play in science? 2. Compare and contrast between the different methods of knowing: tenacity, auth ority, reason, common sense, and science. 3. How did Galileo advance our thinking from authority to empiricism? 4. What is pseudoscience and why does it ofte n influence people’s beliefs? 5. What important strides did Croesus, Galen, and Semmelweis mak e? How have we advanced in our contemporary scientific approach? CHAPTER 1 2 6. What are the major characteristics of the scientific approach? 7. Why are scientific conclusions never considered final? 8. What is the importance of replication in science? How is replication part of the feedback component in science? 9. Explain how the scientific method's feedback component refines ideas. 10. What are Newton's Rules of Reasoning (1680) and how are they still utilized today by scientists? 11. How does the conc ept of empiricism relate to our study of behavior and experience? 12. Summarize Schumacher's four ways of studying psychological processes. 13. How is psychology like other sciences in its reliance on objective observation to study indirectly unobserva ble phenomena? Teaching Points Often students do not appreciate the self -corrective mechanism of science. You may wish to stress this by showing how theories undergo modification when the data warrant. Point out that some laypeople see this as a weakn ess of a theory and science, thinking, “if it changed, it must not have been a very good theory.” Sometimes students are confused when studies of a psychological phenomenon yield conflicting results. One possible reason for this is that the level of an alysis may differ between studies. You may wish to incorporate this in the discussion of empiricism. Students sometimes jump to the conclusion that all the ways of knowing things that are addressed in the textbook (tenacity, authority, reason, and common sense) have little value compared to the scientific method. A discussion of how authority, reason, and common sense are often good might be helpful. At the same time, the value of the scientific method as a powerful investigative tool to test ideas should be stressed. To emphasize the empirical/theoretical distinction, use concrete examples such as  Is a person who is withdrawn and keeps away from the crowd shy or a snob?  Is a rat that is displaying aggressive behavior experiencing anger, displeasure, or sexual arousal?  Is someone who is crying sad or happy?  Is a person who is gets good grades motivated by success or motivated by a fear of failure? It is critical that students understand that inferences must be made of internal, subjective processes. In ferences, however, are not foolproof. To illustrate this, lead a discussion of WHAT I S SCIENCE? 3 the inferences that students make of others based on appearance, race, or gender that are ultimately found to be incorrect. Teaching Activities Background Knowledge Probe To introduce students to the concepts and principles of this textbook and to help you gain a sense of what they bring to the course, consider assessing their background. Use Handout 1 -1 before starting the course and think of repeating it at the end of the c ourse to measure how much students have learned. What is Science? To introduce this chapter, consider asking students to share their views of what science is and what scientists do. Contrast these perceptions with their sense of what psychology is and wh at psychologists do. You can accomplish this by asking them to write or to say the first thing that comes to mind. Often students do not see psychology as a science, but simply and entirely as a mental health profession. Pseudoscience and Superstition Ask students to recall any advertisements they have encountered that have used pseudoscience as a means to persuade potential customers that a product really works. Next, ask students to describe some common superstitions (e.g., walking under a ladder is bad luck) and to surmise how such false beliefs got started. Logging Ways of Knowing We probably have experience with each of the ways of knowing presented in Chapter 1. Ask students to keep a log or journal of how they use each of the ways of knowing in their daily activities (e.g., working, studying, interacting with others). Comparisons of Ways of Knowing Using Handout 1 -2, ask students to identify the characteristics of tenacity, authority, reason, common sense, and science. Next, students should fo rm groups and review their responses. Decision Making Ask students to brainstorm how they would use tenacity, authority, reason, common sense, and science to make decisions. Possible decisions include purchasing a particular used car or selecting a grad uate school. The Use of Reasoning in Science As the textbook suggests, science involves the process of reasoning. To emphasize this point, use the question of whether animals can see color. Make sure the students understand the different conclusions t hat follow depending on whether the color choices for the animal are blue/green, color/no color, or blue/green/no color. Discuss how this experiment could be adapted to test whether babies can see color. Suggest to students that subjective experience can be answered only through inference from behavior. CHAPTER 1 4 Wadsworth’s Research Methods Workshop http://www.wadsworth.com/ psychology_d/templates/student_resources/workshops/resch_wrk.html The Wadsworth’s Research Methods Workshop site has a link labeled What is Science? that includes relevant information pertaining to the scientific method. This workshop segment gives students a chance to compare their personal definition of science to a textbook definition. A contrast also is provided between the characteristic s of science to other methods for fixing beliefs. Internet Resources Statistical Assessment Service (www.stats.org) The purpose of this website is to provide comment on the accuracy of scientific and social research. It attempts to identify “bad data an d research.” Of particular interest are the Dubious Data Awards, which highlight the worst cases of “bad research.” Philosophy of Science (www.philosopher.org.uk/sci.htm) You will find information on most of the philosophies and philosophers that have sh aped the sciences, such as John Locke. 4000 Years of Women in Science ( http://www.astr.ua.edu/4000WS/ ) This site describes the contributions of women in science from the past 4000 years. It includes biographies of many scientists. Randi $1,000,000 para normal challenge (http://skepdic.com/randi.html) Here is a chance to win a $1,000,000 prize. However, it will not be easy and this site tells us why. The fact that no one has yet claimed the prize warns us that we should all be skeptical of paranormal, sup ernatural, and pseudoscientific claims. Classics in the History of Psychology (http://psychclassics.yorku.ca) A wealth of information from primary sources on the history of psychology is found here. Relevant examples include statistics and the role of women in psychology. Research Activities for Students The goals of the research activities are to: (1) relate Chapter 1 on an applied learning dimension, and (2) get students involved in research. 1. Insanity Plea: Inferring Subjective Experience in Science . As discussed in the text, scientists often use objective behavior to study subjective experience. Use online references such as PsycINFO and PubMed to find a research article in a psychology journal on the subject of the insanity plea. Address the following below: WHAT I S SCIENCE? 5 a. Cite the author(s), the year published, the name of the article, the journal, and the page numbers. b. What were the research questions? c. How did the author use observable behavior to infer insanity? How was insanity measured? d. Do you t hink this was a valid way to measure insanity? If so, what convinced you that it is a valid measure? If not, what would convince you that it was a valid measure? e. What conclusions do the investigators reach in this article? How are they tentative or prob abilistic? Did the investigators claim they "proved" anything? 2. Science in the Media. Science is all around us . Use online references such as PsycINFO and PubMed to find a study that uses the scientific method. Identify the research question, how the information was acquired, and what was concluded. Be prepared to report on your research in class and explain what you recognized as the important features of the scientific method. 3. Who is Smarter, Girls or Boys? Ask five people these questions: 1) Who is smarter, girls or boys? 2) Why do you think so? Record each statement that is based on tenacity. a. Record the statement. b. Explain if it is widely accepted. c. Discuss in what ways this belief is perpetuated by individuals, the media, or other means. d. How would science address this question? 4. Ted Bundy. Porn Addict and Serial Killer: Questioning Claims of Authority . Go to the library and find this article: Ellis-Simons, P. (l989). New hero of a new right: The rising voice of a family crusa der. U.S. News & World Report, l06 (5), 27. This popular psychologist interviewed serial killer Ted Bundy before his execution. He attributed Bundy's motivation to kill to his addiction to pornography. Do you agree or disagree with the conclusions of t his authority? What other articles can you find on this topic? 5. Theories. Use online references such as PsycINFO and PubMed to identify a psychological theory. Who developed the theory? Explain the theory. What does it predict? CHAPTER 1 6 6. Women in Sci ence. Use the Internet to find information about women in science over the past 4000 years. (www.astr.ua.edu/4000WS/summary.shtml) WHAT I S SCIENCE? 7 Handout 1 -1 Background Knowledge Probe As you read each term, assess how much you know about it by using the following scale: 1--- I have heard of this term 2--- I have heard of this term, but I can’t really say what it means 3--- I have heard of this term and I have a general idea of what it means 4--- I have heard of this term and I could explain its meaning to someone empiricism 1 2 3 4 scientific method 1 2 3 4 marker variable 1 2 3 4 experimental method 1 2 3 4 hypothesis 1 2 3 4 confounding variable 1 2 3 4 external validity 1 2 3 4 modus ponens 1 2 3 4 nomina l measurement 1 2 3 4 z score 1 2 3 4 standard deviation 1 2 3 4 degrees of freedom 1 2 3 4 null hypothesis 1 2 3 4 F-ratio 1 2 3 4 alpha level 1 2 3 4 Type I error 1 2 3 4 counterbalancing 1 2 3 4 factorial design 1 2 3 4 main effects 1 2 3 4 matched -subjects design 1 2 3 4 Hawthorne effect 1 2 3 4 placebo factors 1 2 3 4 time series design 1 2 3 4 naturalistic case study 1 2 3 4 probability samp ling 1 2 3 4 reactive questions 1 2 3 4 snowball sampling 1 2 3 4 informed consent 1 2 3 4 debriefing 1 2 3 4 deception in research 1 2 3 4 institutional review board 1 2 3 4 multiple working hypotheses 1 2 3 4 CHAPTER 1 8 Handout 1 -2 Comparisons of Ways of Knowing Way of Knowing Description Advantages Disadvantages tenacity authority reason common sense science WHAT I S SCIENCE? 9 TESTBANK MULTIPLE CHOICE 1. A scientis t and a child are alike in that both: a. experience the state of synesthesia as reality is discovered. b. learn to understand the world by relying on authority. c. follow logical principles to test hypotheses. d. learn to understand the world through ex perience. ANS: D PTS: 1 REF: Introduction MSC: WWW 2. If a child learned that a stove was hot by touching it, then her knowledge was gained through: a. induction. b. deduction. c. experience. d. inference. ANS: C PTS: 1 REF: Introduction 3. Science is based on the notion that to discover the world, one must: a. develop ideas of how the world operates. b. experience it. c. reason how the world ought to be. d. discover through philosophy the functions of the world. ANS: B PTS: 1 REF: Introd uction MSC: WWW 4. Frank and Steve are coworkers. Frank has an idea that he says will increase profits for the company. Steve disagrees and says, "We can't do that. We've always done it another way." This best illustrates ____ as a way of knowing. a. inference b. wisdom c. common sense d. tenacity ANS: D PTS: 1 REF: Science as a Way of Knowing 5. Statements that are accepted as fact just because they are frequently repeated are said to be acquired through: a. science. b. tenacity. c. deduction. d. empiricism. ANS: B PTS: 1 REF: Science as a Way of Knowing CHAPTER 1 10 6. One weakness of tenacity as a way of knowing is that: a. the syllogisms it produces may be illogical. b. it requires one to experience the world. c. sensory experiences may be mis leading. d. it has no way of correcting erroneous ideas. ANS: D PTS: 1 REF: Science as a Way of Knowing 7. You are watching a TV talk show. On the show, you listen to the world's leading researcher on relationships and learn something that might impr ove your relationships. Your new knowledge was acquired through: a. authority. b. common sense. c. tenacity. d. reason. ANS: A PTS: 1 REF: Science as a Way of Knowing 8. Two students in Mrs. Anderson's first grade class are doing a class project. O ne of the students says, "You're not supposed to do it that way. Mrs. Anderson says you can't." The student is appealing to ____ as the way of knowing. a. rationalization b. common sense c. authority d. tenacity ANS: C PTS: 1 REF: Science as a Way of Knowing 9. Based on Chapter 1, questioning authority can serve to: a. expose how empiricism can be misused. b. incite disrespect of people who obviously are knowledgeable. c. cause people to question your reasoning ability. d. examine the basis of cl aims by the authority. ANS: D PTS: 1 REF: Science as a Way of Knowing 10. Galileo challenged ____ as a way of knowing by conducting experimentation. a. empiricism b. authority c. parsimony d. blindsight ANS: B PTS: 1 REF: Box 1.1 11. We can ga in new knowledge through reason and logic, but the accuracy of our conclusions is dependent upon: a. the laws of probability. b. our own experiences. c. the accuracy of our assumptions. d. parsimony. ANS: C PTS: 1 REF: Science as a Way of Knowing MSC : WWW WHAT I S SCIENCE? 11 12. In contrast to tenacity, authority, and reason, common sense is an improvement because it: a. automatically checks our assumptions. b. appeals to direct experience. c. represents the accumulation of scientific knowledge. d. is based on blinds ight. ANS: B PTS: 1 REF: Science as a Way of Knowing 13. Juan is excited to tell Andrea that a stranger just gave him $1,000 with no strings attached. Andrea looks at Juan and thinks that he is lying. She says, "I've never heard of that before and I've never seen that before!" This best illustrates: a. common sense. b. tenacity. c. authority. d. a construct. ANS: A PTS: 1 REF: Science as a Way of Knowing 14. You read a study in a journal. You know that the results of the study can be verified. This is because in science, observations can be: a. self-correcting. b. verified by anyone. c. theoretically interpreted. d. reviewed through tenacity. ANS: B PTS: 1 REF: Science as a Way of Knowing 15. ____ has a self -corrective mechanism. a. Tena city b. Authority c. Science d. Reason ANS: C PTS: 1 REF: Science as a Way of Knowing 16. To ensure that an experimental finding is not just a fluke, a scientist should: a. base conclusions on personal experience. b. use logical inference. c. operationalize the experiment. d. replicate the experiment. ANS: D PTS: 1 REF: Science as a Way of Knowing 17. Many people have heard (and believe) that "you cannot teach an old dog new tricks." This statement is based on ____. a. authority b. tenacity c. common sense d. science ANS: B PTS: 1 REF: Science as a Way of Knowing MSC: WWW CHAPTER 1 12 18. Modern science began with rules of reasoning developed by: a. Albert Einstein. b. Sir Isaac Newton. c. Charles Peirce. d. Ignaz Semmelweis. ANS: B PTS: 1 REF: Box 1.2 19. Consider this: The same stages of language development are observed in children throughout the world. What would be Newton's reaction to this observation? a. Newton would challenge the observation since it is actually chaotic and unpredic table. b. He would question the observation since it cannot be falsified. c. He would not be surprised since he theorized that language development was entirely genetic. d. He would see it as evidence of the natural order. ANS: D PTS: 1 REF: Box 1.2 20. Newton's rule for developing explanations that are true, sufficient, and simple best illustrates: a. the law of parsimony. b. empiricism. c. order in nature. d. tenacity. ANS: A PTS: 1 REF: Box 1.2 21. Pseudoscientific claims are typically no t: a. read by a large number of people. b. testable. c. published in peer -reviewed journals. d. the subject of advertisements. ANS: C PTS: 1 REF: Science as a Way of Knowing 22. A famous athlete appears on a television infomercial and claims that a new device to alleviate aches and pains has been extremely effective for her. Because no published, peer -reviewed studies have supported the effectiveness of the device, this may be an example of: a. superstition b. empiricism c. science d. pseudoscien ce ANS: D PTS: 1 REF: Science as a Way of Knowing MSC: WWW 23. Much to his credit, the story of King Croesus illustrates the importance of: a. calculating probability in determining truth. b. carefully defining variables. c. considering multiple cau ses of a phenomenon. d. testing in determining truth. ANS: D PTS: 1 REF: Early Approaches