| Preface |
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vii | |
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Making data analysis realistic: Incorporating research into statistics courses |
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3 | (3) |
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Crafting questionnaire-style data: An SAS implementation |
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6 | (3) |
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A BASIC program for generating integer means and variances |
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9 | (1) |
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A simple procedure for generating nonnormal data sets: A FORTRAN program |
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10 | (2) |
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Publication bias: A computer-assisted demonstration of excluding nonsignificant results from research interpretations |
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12 | (4) |
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2 Illustrating Statistical Concepts |
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Teaching students about graphs |
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16 | (4) |
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Elaborating selected statistical concepts with common experience |
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20 | (1) |
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A "bag of tricks" for teaching about sampling distributions |
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21 | (3) |
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Demonstrating the influence of sample size and reliability on study outcome |
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24 | (4) |
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3 Examining Statistical Tests |
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An intuitive approach to teaching analysis of variance |
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28 | (2) |
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ANOVA MultiMedia: A program for teaching ANOVA designs |
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30 | (2) |
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One-way between subjects design: Simulated data and analysis using SAS |
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32 | (2) |
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ANOVAGEN: A data generation and analysis of variance program for use in statistics courses |
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34 | (3) |
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Using summary statistics as data in ANOVA: A SYSTAT macro |
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37 | (2) |
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A computer program that demonstrates the difference between main effects and interactions |
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39 | (2) |
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On testing for variance effects |
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41 | (1) |
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Demonstrating the consequences of violations of assumptions in between-subjects analysis of variance |
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42 | (4) |
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Understanding correlations: Two computer exercises |
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46 | (2) |
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Pearson's rand spread: A classroom demonstration |
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48 | (4) |
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4 Developing Students' Skills |
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Computer-assisted statistical analysis: A teaching innovation? |
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52 | (6) |
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Developing selection skills in introductory statistics |
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58 | (3) |
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A microcomputer-based statistics course with individualized assignments |
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61 | (2) |
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Classroom use of the personal computer to teach statistics |
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63 | (3) |
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Standard errors of statistics students |
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66 | (2) |
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Writing assignments in statistics classes encourage students to learn interpretation |
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68 | (4) |
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Assessing writing and statistical competence in probability and statistics |
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72 | (2) |
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How often are our statistics wrong? A statistics class exercise |
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74 | (3) |
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Teaching statistics with the Internet |
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77 | (5) |
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Stimulating statistical thinking through situated simulations |
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82 | (8) |
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5 Evaluating Success in Statistics |
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Teaching basic statistical concepts through continuous data collection and feedback |
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90 | (2) |
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Repeat examinations in introductory statistics courses |
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92 | (3) |
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Formal operations and learning style predict success in statistics and computer science courses |
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95 | (4) |
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Strategies and resources for teaching statistics to visually impaired students |
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99 | (6) |
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Section II Research Methods |
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1 Reducing Students' Fears |
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Taking the fear out of research: A gentle approach to teaching an appreciation for research |
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105 | (3) |
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A "handy way to introduce research methods |
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108 | (2) |
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Reducing fear of the laboratory rat: A participant modeling approach |
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110 | (3) |
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2 Evaluating Ethical Issues |
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Students' roles, rights, and responsibilities as research participants |
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113 | (6) |
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Effect of incentives and aversiveness of treatment on willingness to participate in research |
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119 | (4) |
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The subject-experimenter contract: A reexamination of subject pool contamination |
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123 | (4) |
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Effects of subject pool policy on student attitudes toward psychology and psychological research |
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127 | (5) |
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Ethics case-study simulation: A generic tool for psychology teachers |
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132 | (2) |
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Using the Barnum effect to teach about ethics and deception in research |
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134 | (3) |
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Teaching research ethics through role-play and discussion |
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137 | (3) |
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The use of role-play in teaching research ethics: A validation study |
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140 | (2) |
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Undergraduate research and the institutional review board: A mismatch or happy marriage? |
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142 | (6) |
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Discussing animal rights and animal research in the classroom |
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148 | (6) |
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4 Reviewing the Literature |
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Library instruction for psychology majors: Minimum training guidelines |
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154 | (3) |
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Assessment of PsycLIT competence, attitudes, and instructional methods |
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157 | (5) |
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Getting the most from PsycLIT: Recommendations for searching |
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162 | (5) |
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A strategy for improving literature reviews in psychology courses |
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167 | (2) |
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A microcomputer-based lab for psychology instruction |
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169 | (3) |
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Learning about microcomputers and research |
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172 | (3) |
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Computer literacy in the psychology curriculum: Teaching a database language for control of experiments |
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175 | (4) |
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6 Implementing Teaching Strategies |
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Defying intuition: Demonstrating the importance of the empirical technique |
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179 | (2) |
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Teaching hypothesis testing by debunking a demonstration of telepathy |
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181 | (4) |
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Basketball game as psychology experiment |
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185 | (1) |
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Devising relevant and topical undergraduate laboratory projects: The core article approach |
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186 | (2) |
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Use of the jigsaw technique in laboratory and discussion classes |
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188 | (2) |
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The problem method of teaching research methods |
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190 | (3) |
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The research methods script |
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193 | (3) |
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Using an everyday memory task to introduce the method and results sections of a scientific paper |
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196 | (2) |
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Interpreting students' interpretations of research |
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198 | (3) |
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Research methods Jeopardy: A tool for involving students and organizing the study session |
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201 | (2) |
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7 Demonstrating Systematic Observation and Research Design |
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An observational emphasis in undergraduate psychology laboratories |
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203 | (3) |
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Naturalistic observation of behavior: A model system using mice in a colony |
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206 | (3) |
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Simulating Clever Hans in the classroom |
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209 | (3) |
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"The eye of the beholder": A classroom demonstration of observer bias |
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212 | (3) |
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A classroom demonstration of single-subject research designs |
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215 | (3) |
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Factorial design: Binocular and monocular depth perception in vertical and horizontal stimuli |
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218 | (2) |
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Return to our roots: Raising radishes to teach experimental design |
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220 | (3) |
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A computerized Stroop experiment that demonstrates the interaction in a 2 × 3 factorial design |
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223 | (5) |
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8 Teaching Writing and Critical Thinking |
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Student research proposals in the experimental psychology course |
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228 | (2) |
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What goes where? An activity to teach the organization of journal articles |
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230 | (1) |
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Collaborative writing in a statistics and research methods course |
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231 | (2) |
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Formatting APA pages in WordPerfect: An update |
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233 | (2) |
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The human subjects review procedure: An exercise in critical thinking for undergraduate experimental psychology students |
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235 | (2) |
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Using riddles to introduce the process and experience of scientific thinking |
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237 | (1) |
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From the laboratory to the headlines: Teaching critical evaluation of press reports of research |
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238 | (4) |
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Patricia A. Connor-Greene |
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Taking a course in research methods improves reasoning about real-life events |
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242 | (2) |
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A course to develop competence in critical reading of empirical research in psychology |
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244 | (4) |
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9 Emphasizing Accuracy in Research |
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Teaching students the importance of accuracy in research |
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248 | (2) |
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Teaching commitment to accuracy in research: Comment on Cronan-Hillix (1988) |
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250 | (2) |
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Teaching students the importance of accuracy in research: A reply to McDonald and Peterson |
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252 | (1) |
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Teaching the importance of accuracy in preparing references |
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253 | (5) |
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10 Fostering Students' Research and Presentations |
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Undergraduate research groups: Two models |
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258 | (3) |
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A summer internship in psychological research: Preparation of minority undergraduates for graduate study |
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261 | (4) |
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A research practicum: Undergraduates as assistants in psychological research |
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265 | (2) |
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Collaborative learning in an Introduction to Psychological Science laboratory: Undergraduate teaching fellows teach to learn |
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267 | (9) |
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276 | (1) |
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Poster sessions revisited: A student research convocation |
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277 | (1) |
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278 | (4) |
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Preferences about APA poster presentations |
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282 | (3) |
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| Appendix |
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285 | (2) |
| Subject Index |
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287 | |
Biežāk uzdotie jautājumi par e-grāmatām