{"product_id":"research-methods-for-social-psychology-isbn-9781118406052","title":"Research Methods for Social Psychology","description":"\u003ci\u003eThe 2nd edition of Research Methods for Social Psychology\u003c\/i\u003e offers information on how to conduct empirical research in social psychology. The author teaches readers to think like experimental social psychologists, that is, to use or develop explanatory theories and to manipulate and measure variables in order to explain the origin or purpose of some aspect of social life. It provides information to perform research projects on human social behavior from start to finish, from selecting a research topic to collecting and analyzing data to writing up and the results using the American Psychological Association’s required format (i.e., APAstyle). Along the way, they will learn about the particular ethical issues social psychologists face, the logic of experimental design, alternative research approaches, sorting accuracy from error in research, and how to orally present their findings, among other issues.  \u003cp\u003eThis book contains up-to-date scholarship and emphasizes active learning through pedagogical activities and exercises designed to help students design and execute their own social psychological research.\u003c\/p\u003e  \u003cp\u003ePreface to the Second Edition xi\u003c\/p\u003e \u003cp\u003eAcknowledgments xiv\u003c\/p\u003e \u003cp\u003eAbout the Author xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Studying Social Psychology 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroducing and Defining Social Psychology 1\u003c\/p\u003e \u003cp\u003eEstablishing Causality: The Importance of Experimentation in Social Psychology 3\u003c\/p\u003e \u003cp\u003eLevels of Explanation: Social Psychology’s Relation to Other Fields of Inquiry 5\u003c\/p\u003e \u003cp\u003ePersonality Psychology’s Relation to Social Psychology 7\u003c\/p\u003e \u003cp\u003eThe Scientific Method: Doing Social Psychology 8\u003c\/p\u003e \u003cp\u003eWhy? Social Psychology is Social 11\u003c\/p\u003e \u003cp\u003eSocial Thought 12\u003c\/p\u003e \u003cp\u003eSocial Influence 12\u003c\/p\u003e \u003cp\u003eSocial Connections 12\u003c\/p\u003e \u003cp\u003eWhere? The Lab and the Field 13\u003c\/p\u003e \u003cp\u003eThe Lab 13\u003c\/p\u003e \u003cp\u003eThe Field 13\u003c\/p\u003e \u003cp\u003eOne More Distinction: Basic and Applied Research 15\u003c\/p\u003e \u003cp\u003eSocial Psychologists Today 16\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 1A: Learning About Active Social Psychologists 16\u003c\/p\u003e \u003cp\u003eLearning Research Methods for Social Psychology 18\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 1B: Planning a Research Project in Social Psychology 18\u003c\/p\u003e \u003cp\u003eExercises 19\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Developing Research Topics in Social Psychology 20\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Scope of Social Psychology 22\u003c\/p\u003e \u003cp\u003eTraditional Topics and New Avenues for Research 23\u003c\/p\u003e \u003cp\u003eExtending Earlier Research 26\u003c\/p\u003e \u003cp\u003eFinding a Research Question 26\u003c\/p\u003e \u003cp\u003eSelf-Reflection 26\u003c\/p\u003e \u003cp\u003eExplore but Verify Hindsight 27\u003c\/p\u003e \u003cp\u003eYour Campus 27\u003c\/p\u003e \u003cp\u003eYour Community 28\u003c\/p\u003e \u003cp\u003eLook to the Media 29\u003c\/p\u003e \u003cp\u003eThe Wider World 29\u003c\/p\u003e \u003cp\u003eAsk an Expert 30\u003c\/p\u003e \u003cp\u003eThe World Wide Web 30\u003c\/p\u003e \u003cp\u003eWatch Other People 31\u003c\/p\u003e \u003cp\u003eOther Sources for Research Ideas 31\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 2A: Developing Topic Ideas by Brainstorming 32\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 2B: Keeping a Social Psychology Log 33\u003c\/p\u003e \u003cp\u003eSearching the Social Psychological Literature 34\u003c\/p\u003e \u003cp\u003eSearching Databases 36\u003c\/p\u003e \u003cp\u003eSearching the Library Catalog 39\u003c\/p\u003e \u003cp\u003eSeeking Help: Speak to Reference Professionals 39\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 2C: Maintaining a Bibliography and Organizing Sources 40\u003c\/p\u003e \u003cp\u003eReading Social Psychology Research 41\u003c\/p\u003e \u003cp\u003eBorrowing Ideas from Published Social Psychology Experiments 43\u003c\/p\u003e \u003cp\u003eExercises 44\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Ethical Issues in Social Psychological Research 45\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMilgram’s Obedience Research 47\u003c\/p\u003e \u003cp\u003eOther Ethically Challenging Examples 50\u003c\/p\u003e \u003cp\u003eThe Problem of Deception in Social Psychology Experiments: Balancing Benefits and Costs 51\u003c\/p\u003e \u003cp\u003eArguments for Using Deception: Some Benefits 53\u003c\/p\u003e \u003cp\u003eArguments Against Using Deception: The Costs 55\u003c\/p\u003e \u003cp\u003eThe Special Role of Confederates 56\u003c\/p\u003e \u003cp\u003eLabels Do Matter: Participants, Not Subjects 57\u003c\/p\u003e \u003cp\u003eInstitutional Review Boards 59\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 3A: Forming an In-Class IRB 61\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 3B: Completing an IRB Form 62\u003c\/p\u003e \u003cp\u003eInformed Consent is Essential 63\u003c\/p\u003e \u003cp\u003eConfidentiality 64\u003c\/p\u003e \u003cp\u003eObtaining Informed Consent 65\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 3C: Creating an Informed Consent Form for Your Project 66\u003c\/p\u003e \u003cp\u003eEthical Issues and Field Research 68\u003c\/p\u003e \u003cp\u003eShared Virtues: Ethical Treatment, Education, and Science 69\u003c\/p\u003e \u003cp\u003eA Last Word on Ethics? 70\u003c\/p\u003e \u003cp\u003eExercises 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Basic Experimental Design 72\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Logic of Experimentation 73\u003c\/p\u003e \u003cp\u003eThe Advantages of Experiments 76\u003c\/p\u003e \u003cp\u003eWhy Experiments Matter in Social Psychology 77\u003c\/p\u003e \u003cp\u003eTurning a Research Question into a Hypothesis 77\u003c\/p\u003e \u003cp\u003eOperational Definitions in Social Psychological Research 78\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 4A: Writing an Operational Definition 80\u003c\/p\u003e \u003cp\u003eIndependent and Dependent Variables 81\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 4B: Identifying Independent and Dependent Variables in Social Psychology Experiments 82\u003c\/p\u003e \u003cp\u003eDoing Randomization in Social Psychology Experiments 83\u003c\/p\u003e \u003cp\u003eIssues of Error 83\u003c\/p\u003e \u003cp\u003eSampling and Randomization 87\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 4C: Performing Random Assignment and Random Selection 89\u003c\/p\u003e \u003cp\u003eCommon Experimental Designs in Social Psychology 92\u003c\/p\u003e \u003cp\u003eBetween-Subjects Research Designs 92\u003c\/p\u003e \u003cp\u003eWithin-Subjects Research Designs 98\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 4D: Recognizing Main Effects and Interactions 99\u003c\/p\u003e \u003cp\u003eJoining Between- and Within-Subject Variables: Mixed Designs 104\u003c\/p\u003e \u003cp\u003eDesign Matters 104\u003c\/p\u003e \u003cp\u003eExercises 105\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 4B Answers 105\u003c\/p\u003e \u003cp\u003eTable 4.6 Answers 105\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Alternatives to Experimental Research in Social Psychology 106\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLeaving the Comfort of the Lab: Problems and Prospects 109\u003c\/p\u003e \u003cp\u003eObservational Research 110\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 5A: Designing and Conducting an Observational Study 111\u003c\/p\u003e \u003cp\u003eCorrelational Approaches 112\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 5B: Conducting a Correlational Study on Personality 115\u003c\/p\u003e \u003cp\u003eQuasi-Experimental Research Designs 117\u003c\/p\u003e \u003cp\u003eNonequivalent Group Designs 118\u003c\/p\u003e \u003cp\u003eTime Series Designs 120\u003c\/p\u003e \u003cp\u003eSurvey Research 123\u003c\/p\u003e \u003cp\u003eApproaches to Surveying Opinion 123\u003c\/p\u003e \u003cp\u003eExperience Sampling Methods and Diary Approaches 124\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 5C: Conducting an ESM Study 125\u003c\/p\u003e \u003cp\u003eDear Diary: An Example 126\u003c\/p\u003e \u003cp\u003eInternet-Based Research 127\u003c\/p\u003e \u003cp\u003eInternet Ethics 128\u003c\/p\u003e \u003cp\u003eTime, Participant Loss, and Sampling Issues 129\u003c\/p\u003e \u003cp\u003eAn Internet-Based Example: Online Character Pre- and Post-September 11, 2001 131\u003c\/p\u003e \u003cp\u003eArchival Research and Meta-Analysis 133\u003c\/p\u003e \u003cp\u003eSummarizing Studies of Social Behavior: Meta-Analysis 138\u003c\/p\u003e \u003cp\u003eConclusions 140\u003c\/p\u003e \u003cp\u003eExercises 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Developing Questionnaires and Surveys 142\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCaveat Emptor: Let the (Jam) Buyer Beware 143\u003c\/p\u003e \u003cp\u003eThe Obvious Advantage of Asking Questions 145\u003c\/p\u003e \u003cp\u003eSampling Issues 146\u003c\/p\u003e \u003cp\u003eProbability and Nonprobability Samples 147\u003c\/p\u003e \u003cp\u003eScales of Measurement 149\u003c\/p\u003e \u003cp\u003eNominal Scales 150\u003c\/p\u003e \u003cp\u003eOrdinal Scales 151\u003c\/p\u003e \u003cp\u003eInterval Scales 151\u003c\/p\u003e \u003cp\u003eRatio Scales 151\u003c\/p\u003e \u003cp\u003eTypes of Questions: Open-Ended and Close-Ended 152\u003c\/p\u003e \u003cp\u003eOpen-Ended Questions 152\u003c\/p\u003e \u003cp\u003eClose-Ended Questions 154\u003c\/p\u003e \u003cp\u003eThe Most Common and Useful Numerical Scale: The Likert Scale 155\u003c\/p\u003e \u003cp\u003eWriting Clear Questions 157\u003c\/p\u003e \u003cp\u003ePhrasing 158\u003c\/p\u003e \u003cp\u003eSequencing Questions 163\u003c\/p\u003e \u003cp\u003eBeing Sensitive 165\u003c\/p\u003e \u003cp\u003eLast Words on Wording for Questionnaires and Surveys 165\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 6A: Writing and Revising Questions 166\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 6B: Pilot Testing Questions 167\u003c\/p\u003e \u003cp\u003eSocial Desirability Concerns, Halo Effects, and Yea-Saying 167\u003c\/p\u003e \u003cp\u003eWe Like to be Liked 167\u003c\/p\u003e \u003cp\u003eLikes or Dislikes Can Matter 169\u003c\/p\u003e \u003cp\u003eYes, Yes, A Thousand Times, Yes 170\u003c\/p\u003e \u003cp\u003eAnonymity or Identity? 171\u003c\/p\u003e \u003cp\u003eA Brief Word on Survey Data Collection 171\u003c\/p\u003e \u003cp\u003eQuestionnaires and Surveys as Precursors to Experiments 172\u003c\/p\u003e \u003cp\u003eExercises 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Introducing a Difference: Independent Variables 174\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConceiving Independent Variables 176\u003c\/p\u003e \u003cp\u003eTypes of Independent Variables 178\u003c\/p\u003e \u003cp\u003eCan One Operationalization of an Independent Variable Represent All Possibilities? 180\u003c\/p\u003e \u003cp\u003eProviding Context for the Independent Variable: Instructions 181\u003c\/p\u003e \u003cp\u003ePlan for Piloting 182\u003c\/p\u003e \u003cp\u003eDelivering the Independent Variable 182\u003c\/p\u003e \u003cp\u003eDelivery via Authority: The Experimenter 183\u003c\/p\u003e \u003cp\u003ePersonal Delivery: Confederates and Peers 184\u003c\/p\u003e \u003cp\u003eWritten Delivery 185\u003c\/p\u003e \u003cp\u003eOther Forms of Delivery 185\u003c\/p\u003e \u003cp\u003eOne More Time: Instruct, Repeat, and Probe 186\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 7A: Developing Independent Variables 187\u003c\/p\u003e \u003cp\u003eHow Many Independent Variables? A Reprise 188\u003c\/p\u003e \u003cp\u003eIndividual Differences as Independent Variables: Prospects and Problems 188\u003c\/p\u003e \u003cp\u003eVerifying Cause and Effect: Manipulation Checks 189\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 7B: Developing a Manipulation Check 191\u003c\/p\u003e \u003cp\u003eThe Best Laid Plans (and Independent Variables) 192\u003c\/p\u003e \u003cp\u003ePerform an Internal Analysis 193\u003c\/p\u003e \u003cp\u003eAsk Participants But be Wary 194\u003c\/p\u003e \u003cp\u003eImpact: Increase Obviousness 194\u003c\/p\u003e \u003cp\u003eReconsider the Hypothesis 195\u003c\/p\u003e \u003cp\u003eKeep a Causal Focus 196\u003c\/p\u003e \u003cp\u003eExercises 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Measuring What Happens: Dependent Variables 198\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBehavioral Dependent Measures 199\u003c\/p\u003e \u003cp\u003eMeasuring What People Do 202\u003c\/p\u003e \u003cp\u003eMeasuring Intentions and Future Commitments 205\u003c\/p\u003e \u003cp\u003eBehavioral Measures in Disguise: Unobtrusive Measures 206\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 8A: Creating Creative Dependent Measures 208\u003c\/p\u003e \u003cp\u003eVerbal Measures 209\u003c\/p\u003e \u003cp\u003eVarieties of Verbal Measures Revisited 210\u003c\/p\u003e \u003cp\u003eSome Additional Verbal Dependent Measures 214\u003c\/p\u003e \u003cp\u003eOther Types of Dependent Measures 216\u003c\/p\u003e \u003cp\u003eNonverbal Measures 216\u003c\/p\u003e \u003cp\u003eImplicit Measures 216\u003c\/p\u003e \u003cp\u003ePhysiological Measures 217\u003c\/p\u003e \u003cp\u003eFalse Physiological Feedback: The Bogus Pipeline 219\u003c\/p\u003e \u003cp\u003eNarrative Approaches 219\u003c\/p\u003e \u003cp\u003eSome Practical Issues for Administering Dependent Variables 219\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 8B: Developing Dependent Variables by Looking to the Literature 221\u003c\/p\u003e \u003cp\u003eReliability and Dependent Variables 222\u003c\/p\u003e \u003cp\u003eExercises 223\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Validity and Realism in Research 224\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTrusting Research Evidence: Demonstrating Internal Validity 226\u003c\/p\u003e \u003cp\u003eGeneral Threats to Internal Validity 228\u003c\/p\u003e \u003cp\u003eReprise: Ways to Enhance a Study’s Internal Validity 231\u003c\/p\u003e \u003cp\u003eGeneralizing to Other Settings: External Validity 231\u003c\/p\u003e \u003cp\u003eExternal Validity via Replication 232\u003c\/p\u003e \u003cp\u003eCollege Sophomores as Threats to External Validity 233\u003c\/p\u003e \u003cp\u003eContext Matters 234\u003c\/p\u003e \u003cp\u003eEnhancing External Validity 235\u003c\/p\u003e \u003cp\u003eIn Praise of External Invalidity 236\u003c\/p\u003e \u003cp\u003eThe Social Psychologist’s Challenge: Trade-Offs Between Internal and External Validity 237\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 9A: Evaluating Your Project’s Internal and External Validity 238\u003c\/p\u003e \u003cp\u003eMaking It Real: Mundane, Experimental, and Psychological Realism 239\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 9B: Enhancing Mundane and Experimental Realism 242\u003c\/p\u003e \u003cp\u003e(Re)Considering Construct Validity 243\u003c\/p\u003e \u003cp\u003eBeyond Construct Validity 244\u003c\/p\u003e \u003cp\u003eValidity and Realism via Replication 244\u003c\/p\u003e \u003cp\u003eExercises 245\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Conducting Social Psychology Experiments: Practical Matters 246\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSetting the Stage 248\u003c\/p\u003e \u003cp\u003eDeception Revisited: Think Carefully Before You Decide to Deceive Participants 249\u003c\/p\u003e \u003cp\u003eRecruiting Participants 250\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 10A: Participant Pools, Sign-up Sheets, and Giving Credit 250\u003c\/p\u003e \u003cp\u003eDemand Characteristics 253\u003c\/p\u003e \u003cp\u003eReducing Experimenter Biases 254\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 10B: Writing a Script for Your Study 257\u003c\/p\u003e \u003cp\u003eRecord Keeping 259\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 10C: Creating a Data Record Sheet 260\u003c\/p\u003e \u003cp\u003eConducting a Postexperimental Interview 262\u003c\/p\u003e \u003cp\u003eOn The Rare Occasion When Deception Is Necessary 263\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 10D: Crafting a Debriefing Protocol 263\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 10E: Writing a Debriefing Sheet 265\u003c\/p\u003e \u003cp\u003eClosing Thoughts: Pilot Testing and Long-Term Change 266\u003c\/p\u003e \u003cp\u003eExercises 267\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Data Analysis 268\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBasic Statistics 270\u003c\/p\u003e \u003cp\u003eMean, Mode, and Median 271\u003c\/p\u003e \u003cp\u003eVariance and Standard Deviation 273\u003c\/p\u003e \u003cp\u003eCorrelation: A Reprise 274\u003c\/p\u003e \u003cp\u003eSome Brief Comments on Statistical Power and Effect Size—and a Caveat 274\u003c\/p\u003e \u003cp\u003eThe Role of Data Analysis in Social Psychological Research 276\u003c\/p\u003e \u003cp\u003ePlan Analyses In Advance 277\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 11A: Planning Data Analyses and Selecting the Proper Statistical Test(s) 278\u003c\/p\u003e \u003cp\u003eInterpreting and Reporting Results 281\u003c\/p\u003e \u003cp\u003eStereotype Threat Revisited 282\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 11B: Putting Results into Words 284\u003c\/p\u003e \u003cp\u003eLearning from Success, Learning from Failure 287\u003c\/p\u003e \u003cp\u003eExercises 287\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Presenting Social Psychological Research 288\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePersuasive Communication 289\u003c\/p\u003e \u003cp\u003eWho 289\u003c\/p\u003e \u003cp\u003eWhat 290\u003c\/p\u003e \u003cp\u003eWhom 290\u003c\/p\u003e \u003cp\u003eWriting Like a Social Psychologist: A Matter of (APA) Style 291\u003c\/p\u003e \u003cp\u003eSections Found in APA-Style Papers 292\u003c\/p\u003e \u003cp\u003eTitle 295\u003c\/p\u003e \u003cp\u003eAuthor Note 296\u003c\/p\u003e \u003cp\u003eAbstract 296\u003c\/p\u003e \u003cp\u003eIntroduction 297\u003c\/p\u003e \u003cp\u003eMethod 300\u003c\/p\u003e \u003cp\u003eResults 302\u003c\/p\u003e \u003cp\u003eDiscussion 303\u003c\/p\u003e \u003cp\u003eReferences 305\u003c\/p\u003e \u003cp\u003eTables and Figures 307\u003c\/p\u003e \u003cp\u003eAppendix 308\u003c\/p\u003e \u003cp\u003eAdditional Formatting Guidelines 308\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 12A: Drafting an APA-Style Lab Report of Your Social Psychology Project 309\u003c\/p\u003e \u003cp\u003eSeeking Feedback on Your Writing 311\u003c\/p\u003e \u003cp\u003ePreparing a Poster Summary 312\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 12B: Making a Poster 314\u003c\/p\u003e \u003cp\u003eEnter Talking: Preparing and Delivering Oral Research Presentations 314\u003c\/p\u003e \u003cp\u003ePreparing a Talk 315\u003c\/p\u003e \u003cp\u003eEvaluating a Talk 317\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 12C: Giving Social Psychology Away via Audience Handouts 318\u003c\/p\u003e \u003cp\u003eActive Learning Exercise 12D: Host a Paper or Poster Session 318\u003c\/p\u003e \u003cp\u003eParting Thoughts 319\u003c\/p\u003e \u003cp\u003eExercises 320\u003c\/p\u003e \u003cp\u003eAppendix A Major Journals in Social Psychology 321\u003c\/p\u003e \u003cp\u003eAppendix B Reading Journal Articles in Social Psychology 322\u003c\/p\u003e \u003cp\u003eAppendix C Student Research Paper 325\u003c\/p\u003e \u003cp\u003eReferences 338\u003c\/p\u003e \u003cp\u003eAuthor Index 361\u003c\/p\u003e \u003cp\u003eSubject Index 371\u003c\/p\u003e \u003cb\u003eDana S. Dunn\u003c\/b\u003e is Professor of Psychology at Moravian College in Bethlehem, PA. Among other works, he is the author of \u003ci\u003eStatistics and Data Analysis for the Behavioral Sciences\u003c\/i\u003e (2001), and \u003ci\u003eA Short Guide to Writing about Psychology\u003c\/i\u003e (2004), as well as several works currently in preparation, including \u003ci\u003eBest Practices for Teaching Critical Thinking in Psychology\u003c\/i\u003e (with Randolph Smith and Jane Halonen; 2009), \u003ci\u003ePsychology Applied to Modern Life: Adjustment in the 21st Century, 9th edition (with\u003c\/i\u003e Wayne Weiten and Margaret A. Lloyd; 2009), and the second edition of \u003ci\u003eThe Practical Researcher: A Student Guide to Conducting Psychological Research\u003c\/i\u003e (Wiley Blackwell; 2010). Dana Dunn is a Fellow of the American Psychological Association (APA) and a charter member of the American Psychological Society (APS).","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989947007205,"sku":"NP9781118406052","price":95.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118406052.jpg?v=1761785997","url":"https:\/\/k12savings.com\/es\/products\/research-methods-for-social-psychology-isbn-9781118406052","provider":"K12savings","version":"1.0","type":"link"}