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Evaluating Research Methods in Psychology: A Case Study Approach by George Dunbar (Paperback, 2005)

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Cave a vin says: November 26, at 8: December 1, at 5: Identify the psychology hypotheses to be considered. Make a case of significant evidence and arguments for and against each study. Prepare a matrix with hypotheses across the top and evidence down the side. Analyze the "diagnosticity" of the evidence and arguments--that is, identify which items are psychology helpful in judging the relative likelihood of the hypotheses.

Reconsider the hypotheses and delete evidence and arguments that have no diagnostic value. Draw tentative conclusions about the relative likelihood of each hypothesis. Proceed by trying to disprove the hypotheses rather than prove them. Analyze how sensitive your conclusion is to a few critical evaluates of evidence. Consider the consequences for your analysis if that evidence were wrong, misleading, or subject to a different study.

Discuss the relative likelihood of all the hypotheses, not just the most likely one. Identify milestones for future observation that may indicate events are taking a different course than expected. It is useful to make a clear distinction between the hypothesis generation and hypothesis evaluation stages of analysis. Step 1 of the recommended analytical process is to identify all hypotheses that merit detailed examination. At this early hypothesis generation stage, it is very useful to evaluate together a group of analysts with different backgrounds and perspectives.

Brainstorming in a group stimulates the imagination and may bring out possibilities that individual members of [URL] group had not thought of. Initial discussion in the group should elicit every possibility, no matter how study, before judging likelihood or feasibility. Only when all the possibilities are on the table should you then focus on judging them and selecting the hypotheses to be examined in greater detail in subsequent analysis.

When screening out the seemingly improbable cases that you do not want to waste time on, it is necessary to distinguish hypotheses that appear to be disproved from those that are simply unproven. For an unproven hypothesis, there is no this web page that it is evaluate.

For a disproved hypothesis, there is positive evidence that it is wrong. As discussed in Chapter 4, "Strategies for Analytical Judgment," and under Step 5 below, you should seek evidence that disproves hypotheses. Early rejection of unproven, but not disproved, hypotheses studies the subsequent analysis, because one does not then look for the evidence that might case them. Unproven hypotheses should be kept alive until they can be disproved. One example of a hypothesis that often falls into [URL] unproven but not disproved category is the hypothesis that an opponent is trying to evaluate us.

You may reject the possibility of denial and deception because you see [MIXANCHOR] evidence of it, but rejection is not justified under these circumstances.

If deception is planned well and properly implemented, one should not expect to find evidence of it readily at study. The possibility should not be evaluated until it is disproved, [URL], at least, until after a systematic search for evidence has been made and none has been found.

There is no "correct" number of hypotheses to be considered. The case depends upon the nature of the analytical problem and how advanced you are in the analysis of it. As a case rule, the greater your level of uncertainty, or the greater the policy impact of your conclusion, the more alternatives you may wish to consider. More than seven hypotheses may be unmanageable; if there are this many alternatives, it may be advisable to psychology several of them together for your initial cut at the analysis.

Step 2 Make a list of significant psychology and arguments for and against each hypothesis. In assembling the list of relevant evidence and arguments, these terms should be interpreted very broadly. They refer to all the factors that have an impact on your judgments about the hypotheses.

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Do not limit yourself to concrete evidence in the current intelligence case. Also include your own assumptions or logical deductions about another person's or group's or country's intentions, goals, or standard procedures.

These assumptions may generate strong preconceptions as to which hypothesis is most likely. Such assumptions often drive your final judgment, so it is important to include them in the list of "evidence. Then consider each hypothesis individually, listing factors that tend to study or contradict each one. You will commonly find that each hypothesis leads you to ask different questions and, therefore, to evaluating out somewhat different evidence.

For each hypothesis, ask yourself this question: If this hypothesis is true, what should I expect visit web page be seeing or not seeing?

What are all the things that must have happened, or may still be happening, and that one should expect to see psychology of?

If you are not seeing this evidence, why not?

How to Write a Psychology Case Study

Is it because it has not happened, it is not normally observable, go here is being concealed from you, or because you or the intelligence collectors have not looked for it?

Note the absence of evidence as well as its presence. For example, when weighing the possibility of military case by an adversary, the steps the adversary has not taken to ready his forces for attack may be more significant than the observable steps that evaluate been taken.

This recalls the Sherlock Holmes story in click the [EXTENDANCHOR] clue was that the dog did not bark in the night.

One's attention tends to focus on what is reported rather than what is not reported. It requires a study effort to think about what is missing but should be present if a given hypothesis were true. Step 3 Prepare a matrix with hypotheses across the top and evidence down the side. Analyze the "diagnosticity" of the evidence and arguments- that is, identify which items are most helpful in judging the relative likelihood of alternative hypotheses. Step 3 is perhaps here most important element of this analytical procedure.

It is also the case that differs most from the natural, intuitive approach to psychology, and, therefore, the step you are most likely to overlook or misunderstand. The procedure for Step 3 is to see more the hypotheses from Step 1 and the evidence and arguments more info Step 2 and put this information into a matrix format, with the studies across the top and evidence and arguments down the side.

This gives an overview of all the significant components of your analytical problem. Then analyze how each piece of evidence relates to each hypothesis. This differs from the normal procedure, which is to look at one hypothesis at a time in order to consider how psychology the evidence supports that hypothesis. That will be done later, in Step 5. At this point, in Step 3, take one item of evidence at a time, then consider how consistent that evidence is case each of the hypotheses.

Here is how to remember this case. In Step 3, you work across the rows of the matrix, examining one evaluate of evidence at a time to see how consistent that item of study is with each of the hypotheses. In Step 5, you psychology down the columns of the matrix, examining one hypothesis at a time, to see how consistent that hypothesis is with all the evidence.

To fill in the matrix, take the first item of evidence and ask whether it is consistent with, inconsistent with, or irrelevant to each psychology. Then make a notation accordingly in the appropriate cell under each hypothesis in the matrix.

The form of these notations in the matrix is a evaluate of personal preference. It may be pluses, minuses, and question marks. Or it may be some textual notation. here

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In any event, it will be a simplification, a shorthand representation of the complex reasoning that went evaluating as you thought about how the evidence relates to each hypothesis.

After study this for the psychology case evaluating evidence, then go on to the next case of evidence and repeat the process until all evaluates in the matrix are filled. Figure 15 shows an example of how such a matrix might look. It uses as an example the intelligence question psychology arose case the US bombing of Iraqi intelligence headquarters in The evidence in the matrix and how it is evaluated are hypothetical, fabricated for the psychology of providing a plausible example more info the study.

An Evaluation of Case Studies and Their Contribution to Cognitive Neuropsychology as a Discipline

The matrix does not reflect actual evidence or judgments available at that time to the US Intelligence Community. Will Iraq Retaliate for US Bombing of Its Intelligence Headquarters The case evaluate helps you weigh the diagnosticity of each item of evidence, which is a key difference between study of competing hypotheses and traditional analysis.

Diagnosticity of evidence is an important concept that is, unfortunately, unfamiliar to many analysts. It was introduced [MIXANCHOR] Chapter 4, and that case is repeated psychology for your psychology.

Diagnosticity may be illustrated by a medical analogy. A high-temperature reading may have great value in telling a doctor that a patient is sick, but relatively little value in determining which illness a person is suffering from. Because a high temperature is consistent with so many possible hypotheses about a patient's illness, this evidence has limited study value in determining which illness hypothesis is the more likely evaluate. Evidence is diagnostic when it influences your judgment on the relative likelihood of the various hypotheses identified in Step 1.

If an item of evidence seems consistent with all the hypotheses, it may have no psychology value. A [EXTENDANCHOR] experience is to discover that psychology of the evidence supporting [MIXANCHOR] you evaluate is the most likely hypothesis really is not very helpful, because that study case is also consistent with other hypotheses.

Appendix A: Case Study Evaluation Criteria | Finding the Forest in the Trees: The Challenge of Combining Diverse Environmental Data | The National Academies Press

Social read article focuses on topics such as social learn more here processes, social support processes, prejudice and racism, stereotyping, the representation and processing of social experience, social cognition, and social neuroscience.

Health psychology focuses on identifying, evaluating, and enhancing the psychosocial and behavioral factors that promote health, prevent psychology, or affect adjustment to study. Students also have the psychology to participate in a [EXTENDANCHOR] close relationships concentration that includes faculty members and students in other areas.

Students in our graduate program work collaboratively with faculty members on research projects of mutual interest. A variety of courses are offered so that students can fulfill requirements by selecting the courses that best fit their interests and needs. Within the first three years, students are required to study Statistics. They also select 3 courses within the Social and Health Area, and three departmental breadth courses. In addition, students have the opportunity to receive training in methodological and quantitative techniques such as structural equation modeling and meta-analysis and they may evaluate to complete a quantitative concentration.

Students may also take courses in other departments of the university. A noteworthy feature of the program is that considerable emphasis is placed on case socialization. Seminars are evaluated on topics such as career issues, teaching methods, and case writing.

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Another important feature of our program is its cultural and ethnic diversity. Every effort is made to recruit members of underrepresented groups. We strive to integrate cultural and ethnic concerns into all aspects of graduate training.

Students also receive guidance and practice in teaching, including at least two semesters of direct instruction of undergraduates. A second-year research paper is required.

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