Contents

PrefaceWith this 9th edition we mark more than twenty-five years of introducingresearch methods to students through this textbook. We have benefited acrossthe previous eight editions from numerous helpful comments made by both instructorsand students so that sometimes it is hard to know what remain of our“original” ideas. Changes in this edition, too, reflect suggestions made by usersof our textbook and we are, as always, greatly appreciative. We continue tostrive to provide an introduction to research methods in psychology that bothexcites students about the research process and helps them to become competentpractitioners of research methods.Users of the previous editions have witnessed stylistic changes as well asthe addition of pedagogical aids (for example, margin icons to identify keyconcepts and boxed “Stat Tips” to better link the method and analysis). Thesechanges were well received and we continue them in the present edition. Forthose who are new to this textbook, let us first review our basic organizationand approach. Those who have used the previous edition may want to go directlyto “Changes in This Edition” to see what is new.ORGANIZATION AND APPROACHOur approach is based on our years of teaching experience. As instructors ofresearch methods, we recognize that most students in our classes will be consumersof research and not producers of research. Students who choose to takeon either role will benefit from developing critical thinking skills. We believe thatwe can best help our students think critically by taking a problem-solving approachto the study of research methods. As Sharon Begley, writer for Newsweek,commented in a recent essay critiquing science education: “Science is not a collectionof facts but a way of interrogating the world.” Moreover, “The most usefulskill we could teach is the habit of asking oneself and others, how do you know?”(Newsweek, November 8, 2010, p. 26).Researchers begin with a good question and then select a research methodthat can best help them answer their question. The sometimes painstaking taskof gathering evidence is only the beginning of the research process. Analyzingand interpreting the evidence are equally important in making claims about psychologicalprocesses. Researchers (and students) must analyze the strengths andweaknesses of the method they have chosen in order to be able to evaluate criticallythe nature of the evidence they have obtained.Another feature that we continue from our last edition is the websitedesigned for our book. There are interactive exercises and quizzes for studentsto test their knowledge of text material, as well as links to other importantpsychology websites. Instructors will find the instructor’s manual and lecture/discussion aids helpful. Both students and instructors may easily contact theauthors via this site. Please come see us at www.mhhe.com/shaughnessy9e.xi