The Experts below are selected from a list of 2277 Experts worldwide ranked by ideXlab platform
Cara Laney - One of the best experts on this subject based on the ideXlab platform.
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the red herring technique a methodological response to the problem of demand characteristics
Psychological Research-psychologische Forschung, 2008Co-Authors: Cara Laney, Suzanne O Kaasa, Erin K Morris, Shari R Berkowitz, Daniel M Bernstein, Elizabeth F LoftusAbstract:In past research, we planted false memories for food related childhood events using a simple false feedback procedure. Some critics have worried that our Wndings may be due to demand characteristics. In the present studies, we developed a novel procedure designed to reduce the inXu- ence of demand characteristics by providing an alternate magnet for subjects' natural suspicions. We used two sepa- rate levels of deception. In addition to giving subjects a typical untrue rationale for the study (i.e., normal deceptive cover story), we built in strong indicators (the "Red Herring") that the study actually had another purpose. Later, we told subjects that we had deceived them, and asked what they believed the "real purpose" of the study was. We also interviewed a subset of subjects in depth in order to analyze their subjective experiences of the procedure and any rele- vant demand. Our Red Herring successfully tricked sub- jects, and left little worry that our false memory results were due to demand. This "double cross" technique may have widespread uses in psychological research that hopes to conceal its real hypotheses from experimental subjects. Pick up any introductory Psychology Textbook and you will Wnd a discussion of "demand characteristics". Psychologi- cal researchers of every stripe worry that subjects will invalidate research Wndings by trying to behave like "good" subjects. Experimental volunteers want to do well, the argument goes, so they search for clues as to what the research is really about. The clues, in eVect, cause subjects to feel that a certain kind of response is demanded—thus the term demand characteristics. Many subjects act on this demand and comply with what they believe researchers want from them. Other subjects may feel unduly pressured by these experimental constraints or, alternately, deWant of them, and thus intentionally behave in a way that will not support the hypotheses of the experimenters. Either way, demand characteristics can make experimental results hard to interpret or actually meaningless. They can also make manuscript reviewers wary of studies that use deception. We begin by outlining the problem of demand character- istics in psychological research in general and reviewing how this problem has been addressed in one speciWc area of psychological research, namely memory distortion. We then present a new proposed method, the Red Herring tech- nique, designed to reduce the risk of demand characteris- tics. Finally, we discuss how semi-structured interviews after an experiment may provide insight into the classiWca- tion and analysis of responses from subjects who are partic- ularly at risk of succumbing to demand.
Richard E. Mayer - One of the best experts on this subject based on the ideXlab platform.
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Does the Brain Have a Place in Educational Psychology?
Educational Psychology Review, 1998Co-Authors: Richard E. MayerAbstract:Byrnes and Fox (1998) present the case for the relevance of cognitive neuroscience in educational Psychology, including both logical and empirical arguments. In this commentary, I begin by briefly reviewing the history of the case for including the brain in educational Psychology: Early educational Psychology—as reflected in Thorndike's (1926) educational Psychology Textbook—emphasized the neuronal basis of learning; contemporary educational Psychology—as reflected in educational publications—tends to ignore the brain; and future educational Psychology will need to overcome the pitfalls encountered in previous misuses of brain research. Next, I examine two logical arguments for Byrnes and Fox's case, namely, that including cognitive neuroscience research makes educational Psychology more complete and more plausible. Then, I examine the empirical argument of Byrnes and Fox by focusing on the value of cognitive neuroscience research in attention and memory as well as in reading and arithmetic. Finally, I suggest criteria for evaluating the contributions of cognitive neuroscience research in educational Psychology, including the need for research on educationally relevant tasks and issues.
Jason R Jones - One of the best experts on this subject based on the ideXlab platform.
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three decades of social Psychology a longitudinal analysis of baron and byrne s Textbook
Teaching of Psychology, 2004Co-Authors: Andrew N Christopher, Emily M Dobbins, Pam Marek, Jason R JonesAbstract:We analyzed the first 10 editions of Baron and Byrne's social Psychology Textbook. Modeling our methodology on Griggs and Jackson's (1996) longitudinal analysis of Hilgard's (1953) introductory Psychology text, we ascertained changes in objective features, content, and contributors and contributions to social Psychology. Changes in objective features partially mirrored changes in introductory texts. Topical coverage of areas related to social cognition increased. A small core of classic publications emerged. We discuss findings in relation to other analyses of Textbooks, journal content, and researcher eminence.
Charles Lemery - One of the best experts on this subject based on the ideXlab platform.
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Review of A Textbook of social Psychology.
Canadian Psychology, 2001Co-Authors: Charles LemeryAbstract:J.E. ALCOCK, D.W. GARMENT, and Sm. SADAVA A Textbook of Social Psychology (5th Ed.) Toronto: Prentice Hall, 2001, 604 pages (ISBN 0-13-026354-0, C$87.95, Hardcover) Reviewed by CHARLES LEMERY "Three computer keyboards; six hands. Not bad, eh, for two guys from Saskatchewan and the Ottawa Valley renegade, who have now done this five times." Thus ends the preface to Alcock, Garment, and Sadava's new edition of "the only English-Canadian social Psychology Textbook in existence." The quote shows nicely the self-effacing and deferential character of Canadian humour and its rather intimate connection to our vast landscapes. While there is considerable Canadian content in the volume (studies of bilingualism, intercultural relations, etc.), there is little to distinguish it, as Psychology, from mainstream American social Psychology. In particular, a methodology focused on the individual as the unit of analysis and the statistical analysis of variables clearly reveals the metatheoretical ground upon which the text is built, Canadian content notwithstanding. The authors appear, however, to recognize some of these problems. They question the relevance of American social Psychology to Canadian contexts by comparing the u.s. constitutional dictum of "life, liberty, and the pursuit of happiness" within the cultural "melting pot" of America with that of Canada's British North America Act - "peace, order, and good government" - within the "cultural mosaic" north of the 49th parallel. They briefly discuss the possible naivety of applying reductive methodologies imported from the natural sciences to complex social phenomena. They note that the early history of social Psychology was "marked by an euphoric optimism" about the application of the methods of science to human problems. "Surely ... the same approach that had yielded spectacular advances in our understanding of medicine, atomic physics, chemistry and geology would help us to understand and eventually solve the problems of violence, crime, poverty and prejudice" (p. 9). But, as they carry on to observe, "the serious social problems are still with us" (p. 9). Perhaps, they venture, "social problems are more complex than biological or physical phenomena and will not so easily be solved" (p. 9). Following the introductory mention of such central issues, however, the text goes on to assume the now very familiar format upon which virtually all North American introductory texts in social Psychology are patterned. There is a brief introduction, including a brief history of the field, followed by a chapter on methods, and then exposes, in turn, of all the familiar content areas of North American social Psychology, from social cognition and attribution, to attitudes and conformity, to aggression and violence, to leadership and group behaviour, and, finally, to issues of social Psychology and the law and health Psychology. The authors have produced here, for the most part, an example of the social Psychology Textbook that has dominated the North American academic landscape for more than a generation, which is a social Psychology largely under the influence of naive empiricism, generally nonhistorical and nonideological in its approach, and otherwise (and amazingly) undisturbed by over 30 years of debate on the crisis in social Psychology or more recent postmodernist and critical approaches based on history, language and discourse, politics, feminism, social/historical constructionism, and notions of community. Indeed, what is most striking about the book is what is missing in it. There is no serious discussion of feminist Psychology or feminism (e.g., Cherry, 1993). Nor is there any mention of postmodernist influences (hermeneutics, Derrida, Foucault), critical Psychology (Fox & Prilleltensky, 1997; Tolman, 1994), symbolic interactionism (Mead, Blumer), community Psychology, the analysis of discourse, intersubjectivity, Vygotsky's socio-cultural-historical approach, and so on. …
Elizabeth F Loftus - One of the best experts on this subject based on the ideXlab platform.
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the red herring technique a methodological response to the problem of demand characteristics
Psychological Research-psychologische Forschung, 2008Co-Authors: Cara Laney, Suzanne O Kaasa, Erin K Morris, Shari R Berkowitz, Daniel M Bernstein, Elizabeth F LoftusAbstract:In past research, we planted false memories for food related childhood events using a simple false feedback procedure. Some critics have worried that our Wndings may be due to demand characteristics. In the present studies, we developed a novel procedure designed to reduce the inXu- ence of demand characteristics by providing an alternate magnet for subjects' natural suspicions. We used two sepa- rate levels of deception. In addition to giving subjects a typical untrue rationale for the study (i.e., normal deceptive cover story), we built in strong indicators (the "Red Herring") that the study actually had another purpose. Later, we told subjects that we had deceived them, and asked what they believed the "real purpose" of the study was. We also interviewed a subset of subjects in depth in order to analyze their subjective experiences of the procedure and any rele- vant demand. Our Red Herring successfully tricked sub- jects, and left little worry that our false memory results were due to demand. This "double cross" technique may have widespread uses in psychological research that hopes to conceal its real hypotheses from experimental subjects. Pick up any introductory Psychology Textbook and you will Wnd a discussion of "demand characteristics". Psychologi- cal researchers of every stripe worry that subjects will invalidate research Wndings by trying to behave like "good" subjects. Experimental volunteers want to do well, the argument goes, so they search for clues as to what the research is really about. The clues, in eVect, cause subjects to feel that a certain kind of response is demanded—thus the term demand characteristics. Many subjects act on this demand and comply with what they believe researchers want from them. Other subjects may feel unduly pressured by these experimental constraints or, alternately, deWant of them, and thus intentionally behave in a way that will not support the hypotheses of the experimenters. Either way, demand characteristics can make experimental results hard to interpret or actually meaningless. They can also make manuscript reviewers wary of studies that use deception. We begin by outlining the problem of demand character- istics in psychological research in general and reviewing how this problem has been addressed in one speciWc area of psychological research, namely memory distortion. We then present a new proposed method, the Red Herring tech- nique, designed to reduce the risk of demand characteris- tics. Finally, we discuss how semi-structured interviews after an experiment may provide insight into the classiWca- tion and analysis of responses from subjects who are partic- ularly at risk of succumbing to demand.