Student reports

Start by having them simply use derive hypotheses from common sense (see Handout 2.1).

Later, present or assign a theory and then have students develop a research idea based on theory. Finally, have them summarize an article and develop subsequent studies based on that article (see Handout 2.2).

After students have come up with general research ideas, discuss table 2.5. Then, have students convert their research idea into research hypothesis, using Handout 2.4.

In addition to tables discussed above, the following sources may help students generate ideas:

Examples of studies suggesting conflicting results

Type A research

Friedman, H. S. & Booth-Kewley, S. (1988). Validity of the

Type A construct: A reprise. Psychological Bulletin, 104, 381-384.

Memory being erased by questions designed to produce incorrect reconstructions.

McCloskey, M. & Zaragoza, M. (1985). Misleading postevent information and

memory for events: Arguments and evidence against memory impairment hypotheses.

Journal of Experimental Psychology: General, 117, 171-181.

Literature reviews in the American Psychologist that suggest research topics and studies:

Millstein, S. G. (1989) Adolescent health: Challenges for behavioral

scientists. American Psychologist, 44, 837-842.

Rodin, J. & Ickovics, J. R. (1990). Women's health: Review and

research agenda as we approach the 21st century. American Psychologist, 45, 1018-1034.

Russo, N. F. (1990). Overview: Forging research priorities for women's health.

American Psychologist, 45, 368-373.

Steele, C. M. & Josephs, R. A. (1990). Alcohol myopia: Its prized

and dangerous effects. American Psychologist, 45, 921-933.

Taylor, S. E. (1990). Health psychology: The science and the field. American Psychologist, 45, 40-50.

Concise explanations of stimulating theories and models:

Latane, B. (1981). The psychology of social impact.

American Psychologist, 36, 343-356.

Rescorla, R. A. (1988). Pavlovian conditioning: It's not what you

think it is.American Psychologist, 43, 151-160.

Smith, R. E. (1989). Effects of coping skills training on generalized

self-efficacy and locus of control. Journal of Personality and

Social Psychology, 56, 228-233.

Solomon, R. L. The opponent-process theory of acquired motivation:

The costs of pleasure and the benefits of pain. American

Psychologist, 35, 691- 712.

The value of the inductive approach:

Skinner, B. F. (1956). A case history in the scientific method. American Psychologist, 11, 221-233.