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vi CONTENTS
2 Developing a Research Question 35

Choice of a Problem 35
The Literature Review 36
Using the Internet 37
Guidelines for Evaluating Information from the Internet 38
Government and Organizational Web Sites 39
Some Individual Web Sites for Psychology 39
Search Engines 40
Proprietary Web Sites 40
Web of Science 42
E-mail 42
Psychology Databases 42
An Extended Internet Search Example: Waist-Hip Ratio and
Attractiveness 43
Locating Important Articles 45
Inter-Library Loan 45
After You Locate the Important Articles 46
The Research Question 46
The Proposal 47
Summary 48
Suggestions for Further Reading 48
Web-Based Workshops on Research Methods and Statistics 48
Exercises 48
3 Ethics in Research 51
The APA Ethics Code 51
APA Guidelines on Responsibility and Protection from Harm 52
Commentary on Responsibility 53
Commentary on Protection from Harm 54
APA Guidelines on Informed Consent 54
Commentary on Informed Consent 56
APA Guidelines on Coercion 57
Commentary on Privacy and Freedom from Coercion 57
APA Guidelines on Deception 58
Commentary on Deception 59
APA Guidelines on Debriefing 59
Commentary on Debriefing 60
Role of the Research Participant 60
APA Guidelines on Scientific Writing 61
Commentary on Ethics in Scientific Writing 62
Fraud in Research 63
Ethics and Animal Experimentation 65
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CONTENTS vii
APA Guidelines on Animal Experimentation 65

Commentary on Animal Experimentation 66
Animal Rights and Animal Welfare 66
Speciesism? 67
The Georgie Project 69
Nuts & Bolts 70
Summary 70
A Case in Point 72
Reading Between the Lines 75
Research Methods Laboratory Manual 75
Exercises 76
4 Writing in Psychology 79
The Written Report 80
General 80
Avoiding Bias in Writing 83
The Parts of a Paper 84
Documenting Your Paper 88
Steps in the Publication Process 92
Oral Presentations 104
Poster Presentations 104
Nuts & Bolts 106
Summary 110
A Case in Point 111
Exercises 117
5 Variables 119
Types of Variables 120
Dependent and Independent Variables 120
Confounded Variables 122
Quantitative and Categorical Variables 123
Continuous and Discrete Variables 123
Measurement 123
What Is Measurement? 124
Types of Measurement Scales 125
viii CONTENTS
Comparison of the Scales 127

Measurement and Statistics? 129
Reliability and Validity of Measurements 130
Variability and Error 131
Validity of Measurements 131
Nuts & Bolts 134
Summary 136
A Case in Point 137
Exercises 138
6 Validity 141
Types of Validity 142
Internal Validity 142
Construct Validity 143
External Validity 145
Statistical Conclusion Validity 146
Threats to Validity 147
Threats to Internal Validity 147
Threats to Construct Validity 150
Threats to External Validity 151
Threats to Statistical Conclusion Validity 152
Summary Note on Validity 152
Nuts & Bolts 153
Summary 156
A Case in Point 157
Exercises 159
7 Control 163
The Concept of Control 163
Control Provides a Standard of Comparison 164
Control Reduces Variability 165
Relating the Two Meanings of Control 166
General Strategies 166
CONTENTS ix
Control in the Laboratory 167

The Research Setting as a Preparation 167
Instrumentation of the Response as Control 168
Specific Strategies 169
Subject as Own Control (Within-Subjects Control) 169
Random Assignment (Between-Subjects Control) 171
Matching (Between-Subjects Control) 173
Building Nuisance Variables into the Experiment 175
Statistical Control 177
Replication, Replication 179
Experimental Design as Problem Solving 181
The Elegant Experiment 181
Nuts & Bolts 182
Summary 185
A Case in Point 187
Exercises 189
8 Nonexperimental Research, Part 1: Observational,

Archival, and Case-Study Research 191
The Hermeneutic Approach 194
Observational Research 194
Naturalistic Observation 194
Participant-Observer Research 199
Archival Research 201
Case Studies 202
Theory Development and Testing in Observational and
Archival Research 204
Nuts & Bolts 205
Summary 210
A Case in Point 212
Exercises 214
x CONTENTS
9 Nonexperimental Research, Part 2: Survey Research 217

How a Questionnaire Is Designed 218
Determine the Purpose of the Questionnaire 218
Determine the Types of Questions 219
Write the Items 220
Determine How the Data Will Be Analyzed 225
Administering the Questionnaire 225
Determine the Method of Administration 225
The Problem of Response Rate 228
Sampling 229
Types of Samples 229
Probability Samples and Random Selection 230
Summary of Sampling Procedures 236
Nuts & Bolts 237
Summary 239
A Case in Point 240
Exercises 243
10 True Experiments, Part 1: Single-Factor Designs 247

True Experiments 248
Factors, Levels, Conditions, and Treatments 248
The Basic Elements of a Valid Experimental Design 249
Within-Subjects Designs 250
Controlling for Order and Sequence Effects 250
Two Conditions, Tested Within Subjects 255
Multiple Conditions, Tested Within Subjects 256
Between-Subjects Designs 259
Two Conditions, Tested Between Subjects 259
Multiple Conditions, Tested Between Subjects 260
Some Designs to Avoid 261
The One-Group Posttest-Only Design 262
The Posttest-Only Design with Nonequivalent Control Groups 262
The One-Group Pretest-Posttest Design 263
Summary 264
A Case in Point 265
CONTENTS xi

Exercises 267
11 True Experiments, Part 2: Factorial Designs 271

A Simple Factorial Design 273
Main Effects 275
Interactions 275
Interactions and Main Effects 277
Types of Interactions 280
Within-Subjects, Between-Subjects, and Mixed Designs 282
Within-Subjects Factorial Experiments 282
Control in Within-Subjects Factorial Experiments 284
Factorial, Between-Subjects 285
Mixed Factorial Designs 286
Considering Number of Subjects When Selecting Factorial Designs 289
Summary 289
A Case in Point 290
Exercises 291
12 Single-Subject Experiments 295

Advantages of the Single-Subject Approach 297
Focusing on Individual Performance 297
Focusing on Big Effects 298
Avoiding Ethical and Practical Problems 299
Flexibility in Design 300
Disadvantages of the Single-Subject Approach 300
Basic Control Strategies in Single-Subject Research 300
Obtaining a Stable Baseline 300
Comparison (AB Designs) 301
Withdrawal of Treatment (ABA Designs) 301
Repeating Treatments (ABAB Designs) 302
Changing Only One Variable at a Time 303
Using Multiple Baselines 304
Employing a Changing Criterion 307
Two Examples from Psychophysics 308
Summary 311
xii CONTENTS

A Case in Point 312
Exercises 314
13 Quasi Experiments 317

The Principal Difference Between Quasi Experiments and
True Experiments 317
Other Features of Quasi Experiments 319
Which Is the Best Research Method? 320
Nonequivalent-Control-Group Designs 320
Mixed Factorial Design with One Nonmanipulated Variable 323
Designs Without Control Groups 325
Interrupted Time-Series Designs 325
Repeated-Treatment Designs 327
Designs to Test Developmental Changes 328
Program Evaluation 333
Sources of Resistance to Program Evaluations 334
Steps in Planning an Evaluation 335
Two Examples of Program Evaluation 337
Nuts & Bolts 339
Summary 340
A Case in Point 342
Exercises 344
14 Data Exploration Part 1: Graphic and Descriptive

Techniques 347
Preparing Data for Analysis 347
Data Reduction 348
The Coding Guide 350
Preliminary Descriptive Statistics 351
Measures of Central Tendency 351
Measures of Variability 353
Tables and Graphs 356
Tables and Graphs of Frequency Data of One Variable 357
CONTENTS xiii
Frequency Tables 357

Frequency Distributions 358
Cumulative Frequency Distributions 361
Percentiles 363
Tables and Graphs that Show the Relationship Between
Two Variables 364
Scattergrams 364
Correlation and Regression 364
Tables with One Independent and One Dependent Variable 368
Graphs of Functions (Line Graphs) 369
Bar Graphs 370
Relation Between Frequency Distributions and Other Graphs 371
Time-Series Graphs 372
Indicating Variability of the Data in a Graph 373
Checking for Invalid Data, Missing Data, and Outliers 375
Nuts & Bolts 378
Summary 379
A Case in Point 380
Exercises 382
15 Data Exploration, Part 2: Inferential Statistics 385

Proceeding with the Analysis 385
Some Basic Terms 386
Inferential Statistics 387
Sampling Distributions 387
Testing Hypotheses 389
Dealing with Uncertainty in Hypothesis Testing 391
The Significance of Significance 394
Effect Size 395
Chi-Square 396
Analysis of Variance 398
Summary 405
Exercises 406
xiv CONTENTS
EPILOGUE Biases and Limitations of Experimental Psychology 411

Biases 412
Science as Conservative 412
Science as Liberal 416
Limitations of Science 417
Essential Limitations 417
Practical Limitations 419
The Responsibilities of the Scientist 420
Summary Note on Biases and Limitations of Science 422
Summary 422
Exercises 423
APPENDIX A Random-Number Table 425
APPENDIX B Population Data Set 427
APPENDIX C Suggested Answers to Reading Between the Lines 429
APPENDIX D Key for Identifying Appropriate Graphs and Statistics 437
REFERENCES 441
NAME INDEX 448
SUBJECT INDEX 451
It is of the essence of teaching that it seeks to render itself superfluous.
Dietrich Bonhoeffer
The Cost of Discipleship
PREFACE
This book is intended to serve as a text for courses in research methods in

psychology at the undergraduate level. We are gratified for the acceptance it
has received over the previous eight editions. We particularly appreciate the
many comments from students who find the book interesting and clearly
written because those characteristics have been high on our list of goals for
the book.
The features that have made the book distinctive have been retained in
this edition. Our primary intention in writing this text was to put psychologi-
cal research into a larger scientific context. In teaching the course and looking
at possible texts to use, we felt that other books on the topic provided too lit-
tle emphasis on how psychology fits into the scientific approach to under-
standing the world. Given the debate that exists among the behavioral,
dynamic, biological, humanistic, postmodern, and other types of psychologies
as well as the confusion about the nature of science evidenced by the many
popular and fringe psychologies, it is not surprising that undergraduate stu-
dents have questions about how scientific psychology should be done. The
first section of the book therefore deals with psychology as a science.
A second goal is to separate the discussion of research methods from its
traditional dependence on statistical procedures. Many experimental psychol-
ogy books are organized around particular statistical methods, especially the
analysis of variance. In contrast, we have organized this book around the
general problems of validity and how to control for the various threats to
validity. With this goal in mind, it made sense to have early chapters that dis-
cuss the types of variables encountered in psychological research. The later
chapters on true experiments, quasi experiments, and single-subject designs
give examples of solutions to the problems of validity, rather than a catalog
of statistical applications. Although the last two chapters discuss the graphical
and statistical evaluation of data, they are not prescriptive in analysis and
instead focus on the process of describing and examining results.
A third goal, closely related to the second, is to convey the idea that
designing and conducting research is an exercise in problem solving that can
xvi
PREFACE xvii
be exciting and creative. We have avoided giving the impression that psycho-
logical research involves following a set of cut-and-dried rules or selecting one
of a fixed number of available designs. Our belief is that the best research
derives from solving particular threats to the validity of a contemplated piece
of research and only then asking what kind of design has resulted. Through-
out the book we have emphasized the considerations that are involved in
designing and conducting research.
Fourth, we have chosen from the psychological literature a wide variety
of problems in research and their solutions. Generally, we have avoided non-
psychological examples and artificial data. We have instead attempted to
include examples from studies examining psychological issues that students
may have already encountered, either through everyday life or through their
Introductory Psychology course.
Finally, we have tried to convey a feeling for all of the stages of research,
from choosing the problem to publishing the results. We have discussed the
literature search, the nuts and bolts of research protocols, research ethics,
evaluation of data, and the publication process. The only major step that is
treated minimally is statistical analysis, which is left to a prerequisite or core-
quisite course, or to supplementary material, according to the instructor’s
choice.
Changes in the Ninth Edition

This edition reflects numerous changes and many new examples have been used
throughout. The “Suggestions for Further Reading” sections have been updated,
as well as web addresses. The Instructor’s Manual now has many more multiple
choice and essay questions. An updated Power Point presentation is available
for all chapters that includes many of the figures seen in the text.
In Chapter 1, we added a set of psychologically interesting questions as
the initial paragraph, as well as Box 1.1 with the answers and associated
references. These questions should not only whet a student’s appetite for the
interesting questions in psychology, but should also underscore the impor-
tance of becoming a savvy research consumer. The Neil Armstrong example
in the section on “authority as a way of knowing” was replaced with one on
Barack Obama’s birth. A further discussion of the cause and effect relation-
ship was added using John Stuart Mills’ classic three criteria for establishing
causality: temporal precedence, co-variation of cause and effect, and elimina-
tion of alternative explanations. The Simcock and Hayne (2002) example has
been replaced with one by DeWall et al. (2010) that shows the ability of acet-
aminophen to relieve hurt feelings.
In Chapter 2, the section on government and other organizational web
sites that provide access to information on psychological topics was updated.
All of the references to generally available search engines were updated, and
information about GoogleScholar.com was added. For clarity, the informa-
tion on proprietary databases was restricted to PsycINFO and Web of
Science. The PsycINFO search was updated, and three figures were added to
show an extended search. Information on searching for databases on the
xviii PREFACE
library’s homepage was also updated. A “Suggestions for Further Reading”

section, with two entries, was also added.
Chapter 3 has been updated to reflect changes made to the APA Ethics
Code, including those regarding animal usage, in the 2010 revision. A section
on the problems with scientific fraud has been added to Chapter 3 that dis-
cusses the recent retraction by The Lancet of an article that seemed to show
a link between autism and vaccines. The fraud case involving Karen Ruggerio
has been replaced by a more recent case involving another psychologist, Marc
Hauser. The “Case of the Silver Springs Monkeys” has been replaced by the
“Georgie Project,” which illustrates animal research at its best. In this exam-
ple, the research is working well to benefit both animals and people.
Chapter 4 has been substantially revised so as to comply with the Sixth Edi-
tion of the Publication Manual of the American Psychological Association. All
examples have been updated and a discussion on author notes has been added.
Existing concepts have been clarified throughout Chapter 5. Exercises
have been altered to more fully cover the information in the chapter, and
Exercises 5.3 and 5.5 have been completely replaced.
Chapter 6 was Chapter 7 in previous editions. This chapter has been sub-
stantially clarified. The anxiety test used as a manipulation check has been
changed from the Taylor Manifest Anxiety Scale to the Beck Anxiety Inven-
tory, as it is more currently used in the assessment of anxiety. Statistical
Validity is now called statistical conclusion validity, both to be in keeping
with the terminology of Shadish, Cook, & Campbell (2002) and to place an
emphasis on the idea that the validity concerns the conclusions. The problem
of inaccurate effect size is now discussed in threats to statistical conclusion
validity. Another section has been added to the discussion of threats to inter-
nal validity, that of Ambiguous Temporal Precedence, which continues the
discussion of causality from Chapter 1. The “Nuts and Bolts” section now
focuses on the experiment as a social situation, and includes the information
on the good subject tendency and evaluation apprehension that was previ-
ously in the text. Exercise 6.4 has been changed to reflect a situation in
which a correlational study is treated as one that implies causality.
Chapter 7 was Chapter 8 in the last edition of the book. Clarifications,
largely in the form of headings or re-ordering of graphs and tables, have been
made throughout the chapter. A paragraph further elucidating the difference
between general and specific control strategies has been added. The “Reading
Between the Lines” discussion problem 7.2 (Cognitive and Arousal Factors in
Emotion) has been replaced with a problem concerning the Mozart Effect.
Chapter 8 was Chapter 9 in previous editions. Several new examples have
been added to this chapter. A study on attitudes about the Gulf oil spill was
added as an example of a case study. In the archival section, the Phillips
(1977) example on motor vehicles accidents that are actually suicides has
been replaced by a more recent example—a 2004 study showing that people
with more traditionally African facial features are given harsher prison sen-
tences. A brief acknowledgement of the process of using mathematical techni-
ques to manage threats to validity in observational studies is included. Details
of these methods exceed the scope of this text, but students are made aware
PREFACE xix
that they exist. Motion-sensitive camera is added as a potential recording tech-

nique for observational data. A new example of content analysis is included
that involves searching messages on Twitter for evidence of mood changes
throughout the day. Exercise 8.3 (on the Physical Trace) has been altered to
reflect a situation involving Facebook’s tracking of their user’s activities online.
Chapter 9 was Chapter 10 in previous editions. In this chapter, references
to the Mental Measurement Yearbook have been clarified. A new example
for branching questions has been included, and the example using Ross
Perot’s deficit survey question has been replaced with one using Gallup Poll’s
method of asking questions on the death penalty. The section on computer-
ized administration of surveys has been updated, and more information
about the advantages and pitfalls of this method has been included. The
example on multi-stage sampling has been updated. The section on random-
ized response method has been clarified, and a figure has been added.
Chapter 10 was Chapter 11 in previous editions. Initial discussion of true
experiments has been expanded to include a short discussion on causality. The
example on emotionality in rats has been changed to one involving socialization
in tiger cubs. The section on reverse counterbalancing has been clarified, and
an example involving rTMS has been added. The Marshall and Teitelbaum
(1974) example has been replaced with one involving fMRI of illusory motion.
Chapter 11 was Chapter 12 in previous editions. The section on Interac-
tions and Main Effects has been substantially revised and reorganized. The
example of true love and distance has been clarified. Some of the figures and
tables that accompanied it have been removed. A summary table now makes
the point more succinctly, and the figure surrounding this example has been
clarified. The section on Types of Interactions has been revised. Each type of
interaction is described more clearly. Previously separate figures have been
combined, to make it easier for the student to examine two graphs at once.
The section on “Within-Subjects, Between-Subjects, and Mixed Designs” has
been clarified. The experimental examples, which previously appeared at the
end of the chapter, have been moved nearer to the description of the design
that they illustrate. The information about control with a within-subject vari-
able has been moved nearer to the section on within-subjects designs. The
example for the mixed factorial design has been changed from one on mood
induction to one involving cell phone use while driving. The section previ-
ously called “Advantages of Within-Subject Designs” has been moved to the
end of the chapter and re-titled “Considering Number of Subjects when
Selecting Factorial Designs.”
Chapter 12 was Chapter 13 in the previous edition. The example for the
ABAB design has been changed. Although the example still deals with self-
injurious behavior, the example involving exercise is easier to understand
than the previous one. Further clarification of the multiple-baseline design
has been included. An additional example has also been added to this section.
Two new exercises, one concerning alternate treatment design and one con-
cerning power, have been added.
Chapter 13 was Chapter 14 in previous editions. Clarification has been
made to the introduction section. The quasi-experiment’s high level of external
xx PREFACE
validity has been highlighted, and an emphasis placed on its ability to exam-
ine the “natural experiment.” The example for the interrupted-time series
design has been changed to one that examines the effect of media policies on
suicide rates. The Smith and Glass (1977) efficacy of psychotherapy example
for the section on meta-analysis has been updated to include a study by
Barak, Hen, Boniel-Nissim, and Shapira (2008) on the effectiveness of inter-
net-based therapy. The fourth point of the summary has been changed to
reflect the increased external validity at the cost of internal validity found
with true experiments. Exercise 13.1 (Classify a study) has been changed to a
problem dealing with sexual abuse and obesity.
Chapter 14 contains some of the information that was found in Chapter
6 of the previous edition, along with some that was previously found in
Appendix A. The title of the chapter now reflects its new role in the process
of evaluating data. This chapter has been substantially re-ordered, and much
new material has been added. The chapter now begins with the assumption
that data have been collected, and includes a discussion of data reduction
followed by a discussion of descriptive statistics. Finally, the examination
of those descriptive statistics in tables and graphs is discussed. Two new
exercises were added that require students to create their own graphs.
Chapter 15 contains some of the information that was found in Appen-
dix A of previous editions. A new introduction has been added that invites
students to proceed with their inferential analysis following the descriptive
evaluations that were begun in Chapter 14. References to descriptive statistics
previously found in Appendix A have been removed, as this chapter focuses
only on inferential statistics. A “Summary” section has been added, as has
a “Suggested Readings” section, and a “Reading Between the Lines” section.
A new exercise on pre-school attendance and mathematics performance con-
cerning Chi Square has been added.
In the Epilogue, we updated the figures concerning the amount that the
government spends on research, as well as the percentage of articles citing
US government support in a reputable journal. An example of data suppres-
sion by industry concerning anti-depressants has been added as well as a sec-
tion encouraging critical thinking when evaluating scientific information
reported in the media.
Acknowledgements
Many colleagues have contributed to the success of this project over the sev-
eral editions, now too many to list here. We thank the following reviewers of
the eighth edition for their constructive suggestions and comments: Wendy
Beller, Quincy University; Benjamin Storm, University of Illinois, Chicago;
Elizabeth Krumrei, Pepperdine University; Aurora Sherman, Oregon State
University; Christine Browning, Victory University. We would also like to
thank the reviewers for the ninth edition. Each new reviewer adds a fresh
contribution to the book. Thanks also to Tim Matray, Lauren Moody, and
all the other people at Cengage Learning. They have been a true pleasure to
work with and have been very supportive of this project.
ABOUT THE AUTHORS
Theresa L. White is a Professor of Psychology at Le Moyne College and an

Adjunct Associate Professor of Neuroscience and Physiology at SUNY Upstate
Medical University. She received both of her higher degrees in experimental
psychology from English universities; her Master of Science degree is from
Oxford University and her PhD is from University of Warwick. Dr. White’s
research is concerned with the way people think about and remember smells
Theresa White
and flavors. She currently teaches research methods, sensation and perception,
and brain and behavior. Dr. White lives in Syracuse, New York, where the
winters sometimes bring more than 180 inches of snow. Whenever the lakes
are not frozen, Dr. White enjoys racing her Hobie 16 sailboat. Once the ice is
on the lake, she fills her spare time with travel and singing in a gospel choir.
Donald H. McBurney is Professor Emeritus of Psychology at the University of

Pittsburgh. Previously he taught at the University of Tennessee. He received
his PhD in experimental psychology at Brown University. He has numerous
publications in his areas of interest, which include the psychophysics of taste,
evolutionary psychology, a skeptical approach to the paranormal, and critical
thinking. Besides research methods, he taught sensation and perception, evolu-
Donald McBurney
tionary psychology, and history of psychology. His professional and personal

interests intersect in studying the taste of chili peppers. His hobbies include
gardening, sailing, and travel.
xxi
CHAPTER ONE
Psychology and Science

PREVIEW
Chapter 1 introduces psychology as a science. We see that science is one way of
knowing among several. Science has a number of characteristics, such as reliance on
objective, empirical facts. Taken together, these characteristics distinguish science from
other ways of knowing. Science makes a number of working assumptions, such as that
the world is real.
Most people decide to study psychology because they have an interest in

understanding their own behavior and the behavior of other people. Trying
to gain that understanding can lead people to ask a variety of questions,
many of which can be difficult to answer. Consider the following questions
for a moment, and try to answer them for yourself: (1) Are some memories
spared in people with Alzheimer’s disease? (2) Why are some children able to
resiliently overcome abuse situations, while others suffer from serious life dif-
ficulties? (3) Are women with bipolar disorder more susceptible to postpar-
tum depression? (4) How does relationship stress affect college students? (5)
Do more females suffer from depression than males? Although some answers
to these questions can be found in Box 1.1, finding out the answers on your
own would require you to develop skills in research methods. Many students
underestimate the importance of research methods, because they do not want
to work in a lab in the future. But almost everyone working as a psychologist
1
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'He has, dear—aren't we all at home again?'
And then, somehow, all settled quietly into their old places, only that
there was a tendency on the part of everyone to follow Snap's every action
with friendly eyes, anxious to discover something which they could do for
their hero.
As for Snap, he was not such a prig as to think for a moment that this
great change, or any of it, was his doing. 'Deuced lucky' was what he called
it—in his own heart he had a more reverent way of speaking of it.
This November morning was just two years from the day when he and
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carrying Frank and the old German's papers with it. In Berlin Frank had
found that the professor's name was as well known as the Kaiser's; more,
that his name was known as well in London or Paris as in Berlin. Von
Bulberg, the professor's friend, had received Frank with open arms, had
gathered the scientists of the great city together to fête him and listen to his
story, had helped him to find an honest and expert lawyer, and, between
them, they had taken out the patents and executed every wish expressed in
that last will and testament.
As for the 'few little houses at Potsdam,' the worthy aeronaut evidently
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As the professor had no kith or kin, the boys had no scruple in taking the
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way to such institutions as Dr. Barnardo's Home for Boys and the like.
With their portion of the money Frank and Towzer had bought back the
old home, investing all they had to spare in Snap's ranche, for neither
persuasion nor anything else could tear him away from Dick and the Bull
Pine Range, upon which these two partners had now got together as fine a
herd as you will see in the North-west. After much correspondence and two
years of waiting his old friends had at last induced him to come home for a
winter's hunting.
Out West, Dick was in command, and under him was as smart a lot of
riders as even he could desire. The cattle did well on the Bull Pine Range,
being well sheltered among the bluffs round the Lone Mountain, so that
during the winter there was no reason why 'the boss' should not come over
to the old country for a spin with the hounds if he could afford it. And Snap
could afford that, and a good deal more. Ten per cent. for your money
would be marvellously good interest in any business in England; with luck,
Dick and Snap did not think much of twice that at Bull Pine.
'So, Snap, I see your professor's patent is to be adopted by the Army,'

remarked the Admiral.
'Yes, Lord W. has approved it, and what he approves is bound to "go"
nowadays,' replied Snap. 'I should think they would be very useful for
reconnoitring an enemy's position, for surveying the country generally, and
taking messages from point to point.'
'That's all very well, but what are the other fellows going to do all the
time? wouldn't they put a bullet into your great gas-bag and bring it down
with a run?' demanded the Admiral.
'I think not, sir,' said Frank; 'we had a hole or two in ours, and she didn't
come down as fast as we wanted her to always.'
'Besides, you forget, uncle,' added Towzer, 'that she would be a little
"taller" even than the tallest rocketer, and you know they are too tall even
for you sometimes.'
'Well, you may be right, Snap,' the Admiral allowed, taking no notice of
Towzer's insinuations, 'but I'm glad that I shall never be Admiral of a fleet
of those crafts.'
'You agree with Dick, sir,' said Snap; '"give me a cayuse," he says, "as'll
buck itself out of its girths, as'll buck itself out of its skin, if you like, but no
more of them bally balloons for me!"'
'Ah, well! here are our cayuses, Snap, and it is about time that we got
into the saddle. It is a good four miles to the Lawn,' remarked Frank; while
Towzer, always intent on creature comforts, was anxious to know what
Snap would have in his flask.
'No spirits, thank you, old chap,' was the answer. 'I've brought a large
supply of good ones of my own. Neither, whisky nor "tip" could compare to
the spirits I am in this morning.'
Five minutes later they were in their saddles, the Winthrops in pink,
dressed with all that scrupulous neatness which is essential for a soldier or a
fox-hunter, and which comes amiss to no one. Snap was more quietly
attired, but his was an easy figure for the tailor to fit, and when he rode up
with his friends, the connoisseurs of men and of horses, who were chatting
and smoking at the meet, decided with one consent that, though there might
be a bow where there ought to have been a strap, a button too many or too
few, yet, allowing for the fact that he was 'only a colonist,' that young Hales
looked a good sort, and 'a workman, sir, all over.'
A 'workman all over.' It's hunting slang, I know, but it is the keynote of
the English character still, thank goodness. If you can work and will work,
and that work is honest and true, men will respect you, women admire you,
and even the most exacting of relations forgive you what one may call vice,
another mischief, an indulgent old sailor 'go,' or a Nor'-West cowboy, like
Dick, 'sand.'
Spottiswoode & Co. Printers, New-street Square, London.

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Edition by Theresa L. White

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2 Developing a Research Question 35

APA Guidelines on Animal Experimentation 65

Comparison of the Scales 127

Control in the Laboratory 167

8 Nonexperimental Research, Part 1: Observational,

9 Nonexperimental Research, Part 2: Survey Research 217

10 True Experiments, Part 1: Single-Factor Designs 247

Research Methods Laboratory Manual 267

11 True Experiments, Part 2: Factorial Designs 271

12 Single-Subject Experiments 295

Suggestions for Further Reading 312

13 Quasi Experiments 317

14 Data Exploration Part 1: Graphic and Descriptive

Frequency Tables 357

15 Data Exploration, Part 2: Inferential Statistics 385

EPILOGUE Biases and Limitations of Experimental Psychology 411

APPENDIX A Random-Number Table 425

APPENDIX B Population Data Set 427

APPENDIX C Suggested Answers to Reading Between the Lines 429

APPENDIX D Key for Identifying Appropriate Graphs and Statistics 437

NAME INDEX 448

SUBJECT INDEX 451

This book is intended to serve as a text for courses in research methods in

Changes in the Ninth Edition

library’s homepage was also updated. A “Suggestions for Further Reading”

that they exist. Motion-sensitive camera is added as a potential recording tech-

Theresa L. White is a Professor of Psychology at Le Moyne College and an

Donald H. McBurney is Professor Emeritus of Psychology at the University of

tionary psychology, and history of psychology. His professional and personal

Psychology and Science

Most people decide to study psychology because they have an interest in

'So, Snap, I see your professor's patent is to be adopted by the Army,'

Spottiswoode & Co. Printers, New-street Square, London.

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