Solution Manual for Methods in Behavioural Research Canadian 2nd

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Chapter 2: Where to Start

Demonstration: Applying Systematic Observation to Figure Out What’s in the Bag

Relevant Learning Objectives: 1, 2, 5 plus vocabulary (e.g., parsimony, falsifiability)

Estimated In-Class Time: 30-40 minutes, including discussion
Class Size: easier with smaller classes (<50), but manageable with at least 100

This demonstration relies on metaphor to enable students to experience the iterative process
of scientific inquiry. Each group of 4-5 students is given an opaque sealed bag with a
mysterious object in it. Their task is to guess what is in the bag through a repeated process of
generating hypotheses, gathering “data” to test them, revising their hypotheses, and so on. It
is discussed fully by Powner (2006); let me describe how it looks in my classroom.

Planning ahead. Determine how many bags you need to prepare, so that each group of 4-5
students receives one bag. For my class of 100 students, I prepare 20 bags. Acquire opaque,
cloth bags that seal completely so the students can’t peak (e.g., with Velcro, or staples or
whatever). The cloth will need to be thin enough for students to be able to feel the objects
within. If you’re handy with the sewing machine, make your own. I purchased brown pillow
cases and seal them at the top by tying ribbon around them. Then, gather oddly-shaped objects
from the dollar store or around your house. Powner discusses some of the objects she has
used; I have also used sealed lip balm (which can get a bit messy!), a toy doctor’s kit, stickers,
cat toys, a bicycle bell, and even left a bag empty once.

Successful execution. I highly recommend reading Powner’s description and taking the time to
visualize how this will work. I’ll summarize here. Divide the class into groups of 4-5, and set one
of the bags on the table/desk for each team. Explain that their task is to identify the object in
the bag with as much detail as possible. For the first two minutes, they are to generate
hypotheses about what it is likely to be based only on what they can observe as it sits on the
table. After two minutes are up, announce it is time to use any method except opening or
peeking in the bag to develop a detailed hypothesis about what it is. Suggest they consider size,
colour, materials, and uses or functions. You might choose to have each group nominate a
recorder who notes the hypotheses as they change throughout the process.

As they test out and revise their hypotheses, you as the instructor can circulate and observe.
Ask questions to press for more complete or detailed descriptions. If two groups finish early,
trade objects and let them do another. If a group is stuck between two hypotheses, prompt
them to devise a test to discriminate between them. Ask groups to identify what assumptions
their making, to acknowledge what they might never be able to find out. If a group is really
stuck and has no idea, ask them to try to link it to concepts from memory (how is it similar to or
different from other objects).

Discussion. The discussion is critical to help students gain educational value from this fun
activity. You might start by mapping on the item that’s in their bag to unobservable
psychological constructs in general – or let the students come up with this metaphor. Basically,
my message is this: We never get to crack open someone’s skull and measure the size of a
personality trait or self-esteem or whether they just lied to us, etc. We gather data in the most
systematic ways we can, recognizing it’s imperfect, but gain more knowledge as we modify our
hypotheses and gather more data. From there, Powner offers numerous options. One option is
to start the discussion is to have students open their texts to Chapters 1 and 2 and identify
vocabulary words and other ideas that they can connect to this activity. Common connections
will include hypothesis, falsifiability, observation, description (without manipulation). From my
experience, some of the richest discussions surround falsifiability. It can be a challenging
concept for students to grasp at first because they need to realize that just because a
hypothesis is falsifiable doesn’t mean it’s false. Moving from round one of this activity (where
they can’t touch the object) to round two (where they can) tends to illuminate this particular
point quite well.

Demonstration: You are the Reviewer!

Relevant Learning Objectives: 1, 2, 5

Estimated In-Class Time: 20 minutes
Class Size: any

I use this demonstration for two purposes: (1) to highlight differences among predictions,
hypotheses, and theories, and (2) to bridge toward operational definitions and designing their
own research. Basically, I describe an obviously flawed study after warning students that they
will have the chance to be reviewers. They should note any problem with the method on a
sticky note (one problem per note). My description goes something like this…

Let’s say that we know from past research that people with high self-esteem not
only feel good about themselves, but they also feel good in general. Let’s also say we
know from past research that people who feel good in general tend to be more
productive than those who don’t. These two lines of research lead us to our theory:
High self-esteem leads to positive outcomes. [Pause to have students identify
independent variable and dependent variable, noting that this is a causal statement.]

First we want to find out if there is any relationship between self-esteem and positive
outcomes, before we try to manipulate these variables in an experiment. Study 1’s
hypothesis: “There is a positive relationship between self-esteem and academic
performance.” Method is to ask 100 participants using the following operational
definitions: self-reported self-esteem scores on the Rosenberg Self-Esteem Scale (a
very common measure), and self-reported academic average. Study 1’s prediction:
“As self-esteem scores increase, grades will increase.” These two variables are
positively correlated (.76), therefore high self-esteem causes high academic
performance.
At this point, I ask students using a clicker question to report whether they would recommend
this study for publication, a light revise and resubmit, a heavy revise and resubmit, or
rejection. I always have a high number of students vote to accept or lightly revise this study…
until the discussion!

Students bring their sticky notes up to the board, where I sort them. In a very large class
(>100), you may wish to invite students in a section of the room, or just those who are
particularly keen. Typically, the two major flaws are identified by many students: inappropriate
causal conclusion from correlational data, and reliance on self-report for academic average.
Other flaws are also brought up and can be useful points of discussion (e.g., some note that
100 people form a tiny sample, which prompts a discussion of typical sample sizes in
psychology). After this discussion, I have a re-vote using clickers, and almost everyone now
chooses rejection, or at least heavy revise and resubmit.

I then describe a follow-up study that uses academic average as obtained (with permission) by the
registrar’s office. Now the correlation drops to zero. Students then work in groups to come up with
a revision to the original theory (i.e., high self-esteem leads to positive outcomes) that accounts for
both results. Without fail, at least one group revises the theory in a way consistent with research
findings on self-esteem (i.e., high self-esteem leads to positive memory bias).
Although I make up the data and the design specifics, the substantive message is based on
findings from Baumeister, Campbell, Krueger, & Vohs (2003) in Psychological Science in the
Public Interest (a thorough literature review on self-esteem).

Demonstration: Searching for Articles as Novices and Experts

Relevant Learning Objectives: 4, perhaps 3 depending on how you use it

Roughly Estimated In-Class Time: 10 minutes or more, depending on discussion
Class Size: any

While connected to the projection screen, open your institution’s library catalogue and invite
students to generate terms to search. Use common psychological terms like “attachment” or
“cheating” to generate thousands of hits. Help students narrow results by refining the search
terms. Use the same search terms in Scholar.google.ca to prompt awareness of the differences
in the type of results.

It is useful to keep in mind the difference between what the expert sees and what the novice sees
in the results. It’s been my experience that acknowledging this gap can be helpful for students. For
example, when I use this demonstration to search for peer reviewed articles about “eHarmony”
online dating service (a topic we’ve previously explored using the Online Dating activity from
Chapter 1), I first show the results from Google Scholar. I ask “what do you notice?” and students
often start reading the titles. Then I note aloud that the first place I look is the source. The first
entry is from “Journal of personality and …” which I know probably means the
top-tier journal “Journal of Personality and Social Psychology” so that entry catches my
attention. The second two are Patents, so I’m not interested in them—I know that they’re not
peer reviewed research. Then we switch over to PsycINFO and it becomes clear quickly the
benefit to selecting “peer reviewed scholarly articles only” especially for novice learners. I try
to remember to mention that I don’t expect them to see what I see right away, but these are
the kinds of details that will be helpful to learn to detect. Until then, it’s going to be harder for
them to find relevant sources than it is for experts.

Variations: inviting individual students or small groups of students to use their devices to conduct
their own searches and report what they find; use as the opening demonstration to introduce the
next Beyond the Classroom Activity or assignment; ask students to report at the end of the demo
what they learned (one of the most common responses I get is an appreciation for PsycINFO’s
search limiting ability); open the pdf of an article and show an example of each of the sections in
the article and what information they can expect to find (or invite students to make predictions
based on their readings about what they should be able to find in the different sections).

Beyond the Classroom Activity: Finding Journal Articles

Relevant Learning Objectives: 1, 3, 4

Estimated In-Class Time: none to 20 minutes or more, depending on how you use it
Class Size: any

Ask students to choose a topic and then search for past literature using PsycINFO or Web of
Science. They should write down or print information on the author, title, date of publication,
and so forth on each article. Finally, they should try to track down one of the articles. This is a
good time to point out how important it is to follow your library's procedures for accessing
articles using these databases; otherwise, it can be frustrating to search for articles that are
accessible only for a price.

You may wish to choose the topic students are seeking. For example, you could build off of
the Online Dating activity from Chapter 1, and direct students to find empirical articles testing
the efficacy of such sites. Compare what articles they find using scholar.google.ca versus
PsycINFO versus Web of Science.

This activity could be used as a graded, take-home assignment, an in-class activity,

and/or a discussion starter. A possible handout with guiding questions for this exercise is
included as Handout 1 in Part III of the instructor's manual.

In-Class Activity: Using a Reference Manager

Relevant Learning Objectives: 4

Roughly Estimated In-Class Time: 15 minutes or more, depending on choices
Class Size: any

Check with your institution’s library system to find out about what online reference manager
options are available for your students to use. Some examples of reference managers include
Zotero, RefWorks, Mendeley, and EndNote. These services allow users to record and organize
the reference and link to an article, some can generate APA style references for them, and
some can allow sharing of folders to facilitate group work. These handy tools will help students
learn to keep track of articles they find relevant to their search and also allow them to generate
a reference page that follows APA style.

In class, there are many ways to share this type of resource. One might be to conduct a live
demonstration of how a system like this works, perhaps in conjunction with earlier activities
such as “Searching for Articles as Novices and Experts”. This activity is also a great opportunity
for a guest speaker. Your subject librarian might be delighted by the invitation to share
strategies for finding articles and using reference managers with your class. An added bonus:
the students get to meet an important person who can help them learn skills that now seem so
straightforward and obvious to us academics!

Resources:
Koerner Library, University of British Columbia. Citation Management Support.
http://koerner.library.ubc.ca/services/research-commons/citation-management/
PennState University Libraries. (October 2014). Choosing a citation manager. Retrieved
from https://www.libraries.psu.edu/psul/lls/choose_citation_mgr.html
Comparison of reference management software. Wikipedia.
https://en.wikipedia.org/wiki/Comparison_of_reference_management_software

In-Class or Beyond the Classroom Activity: Navigating a Database

Relevant Learning Objectives: 4
Roughly Estimated In-Class Time: none to 20 minutes or more, depending on how you use it
Class Size: any

Modify the following handout to fit your specific institutional library system, and perhaps topic
area. You might also add questions that facilitate comparisons between academic databases
and Google Scholar.

Library Activity

To complete this assignment, you must use the [ERIC, PsycINFO, LUIS, PubMed, etc] database
through our institution’s library system. You might need to sign in, especially if you are
accessing it from off campus. A link is available here: _.

1. How many database entries are there with the keyword (key concept) attachment?
2. How many peer-reviewed journal articles have been published by someone with
exactly the same last name as yours?
3. How many journal articles by Philip Zimbardo appear in the database?
4. How many journal articles by David Buss appear in the database?
5. How many database entries have the word persuasion in the title?
6. How many database entries are there with the subject schizophrenia that were
published in 2004?
7. Since March, 2009, how many journal articles are there with the keyword depression?
8. How many database entries have both schizophrenia and depression as keywords?
9. How many database entries have depression as a keyword but not schizophrenia as
a keyword?
10. How many database entries have discrimination as a keyword and the word social in
the journal title?

Adapted from A. Janowsky, University of Central Florida (2009).

Reference Articles

Ault, R. (1999). What goes where? An activity to teach the organization of journal articles. In M.
E. Ware & C. L. Brewer (Eds.), Handbook for teaching statistics and research methods (2nd
ed.; pp. 230). New Jersey: Erlbaum.

Cameron, L. & Hart, J. (1999). Assessment of PsycLit competence, attitudes, and instructional
methods. Pp. 157-161. In M. E. Ware & C. L. Brewer (Eds.), Handbook for teaching
statistics and research methods (2nd ed.; pp. 230). New Jersey: Erlbaum.

Connor-Greene, P. A. & Greene, D. J. (2002). Science or snake oil? Teaching critical evaluation
of “research” reports on the internet. Teaching of Psychology, 29, 321–324.

Joswick, K. (1999). Getting the most from PsycLit: Recommendations for searching. In M. E. Ware
& C. L. Brewer (Eds.), Handbook for teaching statistics and research methods (2nd ed.;
pp. 162-166). New Jersey: Erlbaum.

Marmie, W. R. (1999). Using an everyday memory task to introduce the method and
results sections of a scientific paper. In M. E. Ware & C. L. Brewer (Eds.), Handbook for
teaching statistics and research methods (2nd ed.; pp. 196-198). New Jersey: Erlbaum.

Merriam, J., LaBaugh, R. T., & Butterfield, N. E. (1999). Library instruction for psychology majors:
Minimum training guidelines. In M. E. Ware & C. L. Brewer (Eds.), Handbook for teaching
 statistics and research methods (2nd ed.; pp. 154-156). New Jersey: Erlbaum.

Poe, R. E. (1999). A strategy for improving literature reviews in psychology courses. In M. E. Ware
& C. L. Brewer (Eds.), Handbook for teaching statistics and research methods (2nd ed.;
pp. 167-168). New Jersey: Erlbaum.

Powner, L. C. (2006). Teaching the scientific method in the active learning classroom. PS:
Political Science and Politics, 39, 521-524.

Sample Answers for Questions in the Text

Deepen Your Understanding Question

1. Think of at least five “commonsense” sayings about behaviour (e.g., “Spare the rod, spoil
the child”; “Like father, like son”; “Absence makes the heart grow fonder”). For each,
develop a hypothesis that is suggested by the saying and a prediction that follows from
the hypothesis (based on Gardener, 1988.)

A proverb or commonsense saying is "opposites attract" – the general hypothesis is that

people with very different personality traits are more attracted to one another than are
people with similar characteristics. A specific prediction might be that dating couples in
which one person is highly dominant and the other low on dominance will be more
attracted to one another than couples in which both people are similar in dominance. A
list of such proverbs may be found at this website:
http://www.corsinet.com/braincandy/proverb.html

2. Choose one of the hypotheses formulated in Activity Question 1 and develop a strategy for
finding research on the topic using the computer database in your library.

Students’ answers will vary based on the selected hypothesis. Some students might create
a list of key terms that they would use to find research studies. After that, students could
perform a general search in the library’s computer database using the proverb alone. Then,
students could go through the search results and select articles that they think are related
to the topic.

3. Recall that theories serve two purposes: (1) to organize and explain observable events and
(2) to generate new knowledge by guiding our way of looking at these events. Identify a
consistent behavior pattern in yourself or somebody close to you (e.g., you consistently get
into an argument with your sister on Friday nights). Generate two possible theories
(explanations) for this occurrence (e.g., because you work long hours on Friday, you’re
usually stressed and exhausted when you get home; because your sister has a chemistry
quiz every Friday afternoon and she’s not doing well in the course, she is very irritable on
Fridays). How would you gather evidence to determine which explanation might be
correct? How might each explanation lead to different approaches to changing the
behavior patterns (e.g., to increase or decrease their occurrence)?

Students’ answers will vary, depending on the observable event. One option: students
could make a list of observations that would help support or refute a particular explanation
(this strategy could also reinforce concepts such as falsifiability, parsimony, and
confirmation bias).
 Slides Prepared by
Craig Blatz, MacEwan
University

© 2016 McGraw-Hill Education

LO1. Describe the different sources of ideas
for research, including questioning common
assumptions, observation, practical problems,
theories, and past research.

LO2. Identify the two functions of a theory

© 2016 McGraw-Hill Education Limited 2

LO3. Summarize the information included in
each of the sections of a research article
LO4. Compare and contrast different ways to find
past research.
LO5. Discuss how a hypothesis differs from a
prediction and a theory.

© 2016 McGraw-Hill Education Limited 3

 LO1

• Questioning common assumptions;

“common sense”
• Observations of the world around us
(serendipity)
• Practical problems
• Past research
• Theories

© 2016 McGraw-Hill Education Limited 4

 LO2

• A system of logical ideas proposed to explain a

particular phenomenon
• Two functions
• Organizes and explain observations

• Generates new knowledge

• Can be modified by new research

© 2016 McGraw-Hill Education Limited 5

 LO3

• Abstract
• Introduction
• Method
• Results
• Discussion

© 2016 McGraw-Hill Education Limited 6

Another random document with
no related content on Scribd:
 A Sanitary Drinking Tube

To make this tube, procure a piece of ³⁄₄-in. gauge glass, about 10

in. long, and bend it by heating the glass with a blowtorch 2¹⁄₂ in.
from one end, as shown. If this is done in a place where no air will
strike the glass while it is heated and the tube is then allowed to cool
slowly, it will not crack. It is used by putting the short end under the
faucet and drawing on it as on a pipe.
 A Comb Cleaner

The Twisted Wires Form an Excellent Device for Cleaning a Comb

A very handy device for cleaning combs can be made from a piece
of spring sheet brass, 4¹⁄₂ in. long and about 3 in. wide. Notches are
cut in the ends of the brass with a hacksaw, making the projections
as wide as the saw cut. The brass is then bent into shape with a
special clamp made for the purpose, which consists of three pieces
of wood, two being cut to form a curved slot, then fastened to the
third piece. The brass is sprung into the slot, and then fine wire is
stretched between the ends in the notches. The wire should be very
fine and two strands twisted together and run through the notches.
 Concealing the House Key
The time-honored custom of concealing the house key under the
door mat, or in the letter box, when the family has not enough keys
to go around, is so well known that an unauthorized person seeking
to enter the house would look in these places first of all.

A simple and effective hiding place for the key can be quickly and
easily made with the aid of an auger and two pieces of tin. Pick out
an obscure section of the porch railing, and in the edge of this bore a
³⁄₄-in. hole, about ¹⁄₄ in. deeper than the length of the key. Make a
piece of tin into a cylinder, the same length as the key, so that the
latter will slide easily into the hole. At one end of this cylinder solder
a 1-in. disk of tin, which will make it appear as in the illustration.
If the key is placed in the cylinder and the latter pushed into the
hole until it is flush with the surface, it will scarcely be noticed by
anyone not in the secret, and by painting it the same color as the
railing it will become still more inconspicuous.—Contributed by Frank
L. Matter, Portland, Ore.
 A Mysterious Watch

A very interesting experiment may be made with the ordinary

dollar watch in illustrating the law of the pendulum. A pendulum 39.1
in. long will make 60 one-way swings per minute, the number of
swings varying inversely as the square root of the length. By actual
count it was found that the balance wheel of the watch in question
made 240 one-way swings per minute, which is just 4 times as fast
as the 39-in. pendulum. Therefore, according to the foregoing law, a
pendulum ¹⁄₁₆ as long, or about 2¹⁄₂ in., would swing in unison with
the wheel of the watch. The question then arises as to what would
happen if the watch itself were suspended so as to swing as a
pendulum of the latter length. The experiment was made as
illustrated, with the result that the watch keeps on swinging
continuously. The swing amounts to about ³⁄₈ in., and appears so
vigorous that it is almost incomprehensible that the small spring in a
watch should be able to maintain so much weight in continuous
motion for 24 hours.
 Bait Casting for
Game Fish
by Stillman Taylor

There are many enjoyable phases of the fisher’s art, but bait casting
from the free reel probably has a wider appeal than any other
branch of angling. The pleasure of handling a short bait-casting rod
is in itself a good sport, even when casting done in the back yard is
made for distance and accuracy only. Get two or three enthusiastic
casters together, and you may have an interesting little tournament,
held on a vacant lot, on the lake, or on the greensward of a city park.
There is plenty of action in casting from the reel, and it is its variety
that has made angling of this type so universally popular. True,
considerable practice is required before the caster is able to shoot
an accurate plug far off, but the knack may be gained after
reasonable application. The handling of the short rod differs from all
other angling methods—it is an active sport rather than a
contemplative recreation—and when the fun of handling a good outfit
is combined with the sport of coaxing out a black bass, shooting a
wooden minnow among the lily pads for pickerel, or casting the bait
for those pirates of our fresh-water lakes, the wall-eyed pike and the
muskellunge, the angler gets a taste of fishing—plus.

The Outfit and Its Selection

A good firearm is necessary to the good marksman and a well-

made, nicely balanced rod, to which is clamped a smooth-running
reel, is the essential equipment of an able angler. Bait casting is, of
course, more a matter of skill than of outfit, but that is no reason why
the angler should be handicapped by poor tackle, although large
expenditure is not necessary in obtaining a satisfactory outfit. The
casting rod may be from 5 to 6 ft. long. Where the caster regards
length of cast as the important factor, the 5-ft. length will probably
give the best satisfaction. However, the superiority of one over the
other in this regard is rather to be found in the elasticity and quality
of the rod than its length. The skill of the caster is, moreover, the
ruling factor. The 5¹⁄₂-ft. rod is better than the 5-ft. length for fishing
purposes, and the 6-ft. rod is more resilient than the 5¹⁄₂-ft. tip. If the
greatest range is not of more importance than the landing of the fish,
the longer rod will prove the most pleasant to handle.
The split-bamboo rod has many friends, and a well-made rod of
this material is a thoroughly satisfactory casting tool. A fine-quality
casting rod of split bamboo costs from $10 to $25. A fairly good rod
may be bought for $2 or a trifle less, and a smooth-running reel for
another $2, while a line for it will bring the total up to about $5. An
outfit of this kind purchased with discrimination, while not embodying
everything that a critical angler would desire, will cast a long and
accurate line and stand up under the strain of handling our heaviest
game fish. The one-piece rod is classed by many anglers as the
ideal casting rod. The two-piece rod is handier to pack and is more
generally used.
The chief fault in bait-casting rods is the stiff action of the tip
section. For tournament casting, a fairly stiff rod is desirable. The
same requirement holds good for muskellunge and other heavy
fishing. A flexible rod affords more pleasure in playing black bass
and other active “gamey” fish. However, the best way to test out a
rod is by casting with it.

A Serviceable Reel Costing $4, a High-Grade Reel Costing $13.50, and a Fine
Tournament Casting Reel Costing $26, are Shown from Left to Right. The
Center One Has a Level-Winding Device and a Thumb-Click Drag on the
Rims of the Plates. The Tournament Casting Reel Has a Cork Arbor and
Jeweled Bearings

The steel casting rod is well liked by some casters, but only a
high-quality steel rod is worthy of consideration. It is generally not
classed as the equal of a well-made solid-wood or split-bamboo rod,
for casting. The better-grade steel rod is springy and flexible, and for
this reason is a good rod for casting for black bass. Still, most
anglers have a steel rod in their outfits, but it is not as generally used
at tournaments as the time-tried wooden rod.
The guide is an important detail of a casting rod. Inexpensive rods
are usually provided with large metal guides, while the better rods
are fitted with agate guides, or with agate tip and hand guides. A
guide, ¹⁄₂ in. in diameter, at the butt of the rod is large enough and
will handle the line smoothly.
The single grip is sometimes preferred by casters, but the
additional grip placed above the reel is desirable if much fishing is
done. Solid-cork hand grasps are most satisfactory, being less
slippery when wet and less tiring to the hand than handles made of
other materials. If the lower grip is properly shaped with a forward
edge, the forefinger will find a firm grip upon it, and the finger hook
will not be needed. However, some anglers prefer to use the hook,
and if the rod is not so fitted, a detachable hook may be fastened to
it. A reel band that locks securely is desirable, and all the better
grades of casting rods are so fitted.
 The quadruple reel is the logical choice of the bait caster, the
spool turning four times to one turn of the handle. As the work
demanded of a bait-casting reel is different and more exacting than
that of the click reel used in fly casting, its design is radically
different. The best type of click reel is of large spool diameter and
narrow between plates, while the typical casting reel is its direct
opposite—being long-barreled, with plates of comparatively small
diameter. For tournament casting the finest outfit will naturally be
selected, but for practical work it is unnecessary to pay $25 for a
finely wrought reel. Three typical reels are shown in the illustration.
The one at the left holds 80 yd. of line, can be easily taken apart for
cleaning, and costs $4. In the center is a level-winding reel with
thumb click and adjustable drag placed on the rims of the plates. It
holds 60 yd. of line, and costs $13.50. At the right is a very high-
grade reel for tournament casting. It has a cork arbor, jeweled
bearings holds 60 yd. of line, and costs $26.
Any of the better grades of braided silk are suitable for the bait-
casting line. The average price for a dependable line is about $1 for
50 yd. A small size line is best, and sizes G and E are preferred. A
brown and green, or other dark-colored, line is preferable for fishing.
The black and white, all white and other light-colored, lines are
satisfactory for tournament use. After a day’s fishing the line should
be unreeled and looped around the back of a chair in loose coils to
dry, or loosely wound upon a drying reel.
For practice and tournament casting one of the standard ¹⁄₄ and
¹⁄₂-oz. loaded wooden or metal plugs may be used. The popularity of
bait casting from the reel has brought forth a large variety of artificial
baits. These wooden and enameled lures are used by anglers
because they bring the catches.
The wooden minnows, and other forms of artificial bait, may be
roughly classed in three divisions: the surface lures for use on top of
the water; the diving and under-water baits; and the weedless
varieties, which are usually of the surface type. No bait caster’s outfit
is complete unless it includes one bait of each class, and to meet
fully the different and varying conditions of weather, season, and
water, it is a good plan to select one of each type in light and
medium-dark colors. A variety of typical baits are shown in the page
plate at A, B, C, etc. Many of the baits are provided with one or more
eyes for attaching the line, thus enabling the caster to spin his bait at
different depths. All of the wooden-body baits will float, and only dive
under the surface when reeled in; the quicker they are retrieved the
deeper they spin. While many of these baits have been designed
especially to entice the black bass, practically all of them are good
for pickerel and general fresh-water casting, particularly the minnow
baits.
The other items which complete the bait caster’s outfit are the
landing net and tackle box. The net should be well made, with a steel
hoop 13 in. or larger in diameter, and should have a handle about 3
ft. long. The folding type of net is the most convenient, and is
provided with a separate handle. The tackle box may be of sheet
metal or leather, with partitions for holding reels, baits, and the
angling “what not.” A convenient and serviceable landing net costs
$1 or more, and a tackle box will cost about as much.

Suggestions on Making the Cast

Although much practice is required before the caster can take his
place in a tournament, “getting the hang” of handling the short rod
and free-running reel comes quickly. As soon as the simple
principles are understood, length and accuracy will come only
through practice. Bait casting is easier than fly casting and the angler
need concern himself only with the length and accuracy of his cast,
since delicacy does not enter into this phase of fishing. The coarser
sweet-water fish, like black bass and pickerel, are not frightened
when the bait hits the water with a splash—indeed, the splash of the
bait attracts them.
Two methods of casts are used by bait casters, the overhead and
the underhand or side cast. The overhead cast is used largely by the
practical angler, as well as by those who take part in tournament
contests, because the bait is projected a longer distance and may be
more accurately placed. If the novice will thumb the line, as shown in
Fig. 1, with thumb bearing directly on the cross rod of the reel with
the ball of the thumb resting lightly on the line, one or two trials will
show the correct manner of spooling. The line is retrieved as shown
in Fig. 2, care being taken to form correct habits from the start. To
make the cast, reel in the bait until it is some 6 in. from the tip,
release the click or drag, and press the ball of the thumb firmly upon
the spooled line. Carry the rod over the shoulder until it is horizontal
or nearly so, as in Fig. 3, and then bring it smartly forward, checking
it quickly when it reaches an angle of some 45°, as shown in Fig. 4.
This projects the bait forward in a straight line. When the rod is
brought forward the tension of the thumb on the spool is released so
that the spool will revolve freely, but enough pressure must be
communicated by the thumb to prevent the reel from spinning faster
than the line is unreeled from the spool, otherwise backlash will
occur. The use of the whole arm and the weight of the body,
combined with the elasticity of the pliant rod, enables the caster to
cover a surprisingly long distance after a little practice. A distance of
150 ft. is not difficult to attain, but for fishing, a well-placed cast of 60
or 75 ft. is long enough to reach promising stretches of water.
 The Method of Thumbing the
A Line is Shown in Figure 1, and
the Correct form in Retrieving
the Line, in Figure 2. The
Overhead Cast is Illustrated in
Fig. 3 Figures 3 and 4, and the
B Underhand or Side Cast in
Figures 5 and 6
C
D
Fig. 4 Fig. 1
E
Fig. 2 Fig. 5
F
Typical Baits:
A, Under-Water Minnow; G
B, Wabbler Spoon;
C, Bass;
D, Fluted Wabbler;
E, Weedless; H Fig. 6
F, Diving;
G, Combination Color, Taste,
and Smell;
H, Spoon and Minnow Bass; I
I, Surface

The underhand or side cast is somewhat easier to master, and is

made much in the same way as the overhead cast, only the rod is
swung horizontally to the rear, the tip on a level with the angler’s
chest, as shown in Fig. 5. Bring the rod forward smartly in the
direction it is desired to shoot the bait, check the rod when about
horizontal, partly releasing the pressure of the thumb, just enough to
allow the spool to revolve freely, and check the line as the bait hits
the water. Figure 5 shows the beginning of the side cast and Fig. 6
the cast completed. This cast is useful when fishing from a shore
overhung with trees, and with practice the bait may be projected a
long distance.
 The chief factor of skill in bait casting from the reel lies in
controlling the line, and the thumb must be trained to do this through
practice. Some casters turn the reel sideways with the handle
downward while making the cast, but the majority keep the reel level
and cast with it in the same position as when reeling in. Thumbing
the line is easiest done when the spool is well filled, and if the
casting line is not long enough to do this, sufficient common line
should be first wound on to fill it.
The successful bait caster is one who possesses an intimate
knowledge of the fish he casts for, and while a lengthy exposition is
not to form a part of this article, reference to the fish commonly
sought by the caster will not be amiss. The fish generally of interest
to the bait caster are small and large-mouth black bass, pike,
muskellunge, and pickerel. The small-mouth black bass is classed
as the finest game fish, ounce for ounce, by many casters. The
muskellunge, often confused with the Great Lakes or English pike, is
more limited in range than the pike, being found in the Great Lakes
region and the waters of the St. Lawrence River.
Since the habits and general characteristics of the large-mouth
bass are much the same as its near relative, the small-mouth, the
following hints apply to both. When wading, it is well to cast
downstream. Cast in the shallows, near the weeds and snags, and
close to stumps. As little noise should be made as possible.
For early-spring casting, bass are likely to be found in the shallows
and sheltered places during the day, because the water is cool at
this season. The pickerel will also be found in the warmer and
shallower waters. The most successful baits at this time are the
diving minnows, and other under-water lures. As the warmer days of
late spring and early summer appear, the bass swim out into deeper
and cooler water, while the pickerel remain close to the lily pads. The
wooden minnows are excellent baits to use at this season. When the
weeds are very thick, one of the several kinds of weedless baits may
be used.
The early-morning and late-afternoon hours are the best for
midsummer casting, and the shallow places are the good spots to
work over. If there are any brooks or streams emptying into the lake
or pond, do not neglect to work this stretch well at the mouth. When
the sun is low, the white or light-colored surface baits may be
substituted for the medium-dark colored diving varieties, and for
casting after dark, a luminous or moonlight bait will often give good
results. During the fall months fishing conditions are similar to
casting in the spring, but the deep water is then the warmest, and
the under-water or diving baits are usually the best.
To catch bass, the angler must cast his bait where the fish are
feeding, and he will find it an advantage to match natural conditions,
so far as possible, in selecting his baits. For casting on bright days in
clear waters, the red, white and red, white, or green minnows are
good lures, as are also the silverplated spoon baits. Cast well ahead
of the boat, and reel in very slowly to keep the plug spinning well
below the surface. On cloudy days and in muddy waters, after a
heavy rain, for example, use red and yellow baits and goldplated or
burnished-copper spoons. The best all-around bait—equally good for
bass and pickerel—is one of the green-backed minnows, but no one
bait can be expected to meet all conditions, hence the caster should
have a fair assortment of baits.
A stiff casting rod with plenty of backbone is essential for
muskellunge. The angler is out after big game and must be prepared
for the sport. A hard, braided silk line, size E, and 3-0 or 4-0 hooks,
snelled and swiveled, are the best. Any of the wooden baits suitable
for pickerel—the minnows especially—are good for muskellunge. A
man to handle the oars is a handy companion, and after casting the
bait just outside the weed bed, make for deep water as soon as a
fish is hooked. The fish will be seen and felt quickly enough, and
when it breaks water and leaps in the air, give it a little slack line
quickly, otherwise the strain will snap the leader. A twisted, bronzed
trace is the best to use between line and bait, and this need not be
longer than a foot—6 in. is enough. When the fish is brought
alongside, shoot him through the head with a revolver which is
probably the most satisfactory manner of making an easy landing.
A Cat-Proof Bird Table
 Our bird table is a source of great enjoyment, particularly since the
birds feel secure from cats or other enemies because of the
construction of this ornament in our garden. The sketch shows the
arrangement of the table braced at the top of a 6-ft. post. Shrubbery
surrounds the table and a light evergreen climber clings to the post,
yet does not give the cats a good foothold.
Experience has taught us that birds in general prefer bread
crumbs to other varieties of food, and they are also fond of cracked
wheat. The linnets like oranges particularly. We cut an orange in two
and place the halves on the table. It is amusing to see the birds
balance on one side of the orange while they peck at the fruit. Soon
the orange peel is almost entirely emptied. We provide a small basin
of fresh water on the table, and the birds use it as a drinking cup as
well as a bathtub.—F. H. Sweet, Waynesboro, Va.