The Dimensions of Psychological Research

Abstract

Introductory psychology textbooks present limited and often confusing coverage of research methods. One common flaw is the failure to distinguish between data collection procedures (e.g., self-report and observational strategies) and research design (e.g., experimental and correlational procedures). Although many texts list various research tactics, a multidimensional format better covers the array of combinations. To provide a comprehensive and understandable coverage of research strategies for psychology students, we present two cubes that delineate separate dimensions for data collection procedures, research designs, and research settings. One cube (a 4 × 2 × 2 model) covers most traditional group designs, and a second cube (a 2 × 2 × 2 model) covers most individual subject designs. Illustrative examples are provided for studies in each cell of these cubes. Suggestions are included for using these models in instruction.

Excitación sexual: una revisión sobre su relación con las conductas sexuales de riesgo

“…De los estudios seleccionados se extrajo la información referente a los indicadores detallados en el apartado Codificación de los estudios. por último, se realizó un análisis descriptivo (Hendricks, Marvel y Barrington, 1990) de los datos obtenidos y la discusión de los resultados más relevantes.…”

Faculty Forum

“…Miller & Gentile, 1998, p. 95). In a review of 46 widely used texts, Hendricks, Marvel, and Barrington (1990) concluded that Introductory Psychology textbooks often present limited coverage of research methodology. Objective analyses of brief introductory psychology textbooks by Griggs, Jackson, and Napolitano (1994) and Griggs and Koenig (2001) found the mean percentage of text devoted to the topic of methods was 3% for both time periods.…”

“…Merely discussing experiments, even in active learning groups, does not provide the same educational opportunity as actually conducting experiments (Goolkasian & Lee, 1988;Westwood, 1988). Moreover, it is important to emphasize and practice research throughout the course (Wesp & Koschmann, 1998), not just in conjunction with the first chapter or two of the introductory textbook, where the topic normally appears (Hendricks et al, 1990). Weekly laboratories insure continued emphasis on the application of research methods during coverage of the various subareas of psychology throughout the semester.…”

Using a Dining Facility as an Introductory Psychology Research Laboratory

“…McGovern, Furumoto, Halpern, Kimble, and McKeachie (1991) noted that the most common definitions of psychology refer to it as a science, and Miller (1992) called on teachers of introductory psychology to develop in their students an understanding of and appreciation for the scientific nature of the field. However, most general psychology textbooks provide limited coverage of research concepts early in the text and rarely apply those concepts to the material throughout the remaining chapters (Hedricks, Marvel, & Barrington, 1990). We believe faculty should give introductory psychology students an opportunity to apply research skills, thus involving them in the broader scientific process (Wesp & Koschmann, 1998).Approaches to teaching the scientific method to introductory psychology students range from complex laboratory requirements to rather simple demonstrations.…”