Chapter 2
Getting Started: Ideas, Resources, and Ethics

Chapter Outline

Selecting a ProblemReviewing the LiteratureLibrary ResearchJournalsPsychological AbstractsPsycINFOSocial Science Citation Index and Science Citation IndexOther ResourcesReading a Journal Article: What to Expect

AbstractIntroductionMethodResultsDiscussionEthical Standards in Research with Human ParticipantsInstitutional Review BoardsInformed ConsentRiskDeceptionDebriefingEthical Standards in Research with ChildrenEthical Standards in Research with AnimalsSummary

Review of Key Terms

Debriefing—Providing information about the true purpose of the study as soon after the completion of data collection as possible.

Deception—Lying to the participants concerning the true nature of the study because knowing the true nature of the study would affect how they might perform in the study.

Informed Consent—A form given to individuals before they participate in a study in order to inform them of the general nature of the study and to obtain their consent to participate.

Institutional Review Board—A committee charged with evaluating research projects in which human participants are used.

Relevant Articles from Handbook forTeaching Statistics and Research Methods (1st ed.), edited by Mark E. Ware and Charles L. Brewer (Lawrence Erlbaum Associates, 1988

Baxter, P. M. The benefits of in-class bibliographic instruction. Pp. 124-125.

Buche, D. D, & Glover, J. A. Teaching students to review research as an aid for problem solving. Pp. 126-129.

Feinberg, R. A., Drews, D., & Eynman, D. Positive side effects of online information retrieval. Pp. 119-120.

Gardner, L. E. A relatively painless method of introduction to the psychological literature search. Pp. 112-113.

Lewis, L. K. Bibliographic computerized searching in psychology. Pp. 120-122.

Mathews. J. B. “Hunting” for psychological literature: A methodology for the introductory research course. Pp. 114-115.

Parr, V. H. Course-related library instruction for psychology students. Pp. 116-117.

Parr, V. H. Online information retrieval and the undergraduate. Pp. 117-118.

Piotrowski, C., & Perdue, B. On-line literature retrieval: An alternative research strategy. Pp. 122-124.

Suter, W. N., & Frank, P. Using scholarly journals in undergraduate experimental methodology courses. Pp. 134-136.

Relevant Articles from Handbook forTeaching Statistics and Research Methods (2nd ed.), edited by Mark E. Ware and Charles L. Brewer (Lawrence Erlbaum Associates, 1999

Anisfeld, M. A course to develop competence in critical reading of empirical research in psychology. Pp. 244-247.

Cameron, L., & Hart, J. Assessment of PsycLIT competence, attitudes, and instructional methods. Pp. 157-161.

Chamberlain, K. Devising relevant and topical undergraduate laboratory projects: The core article approach. Pp. 186-188.

Joswick, K. E. Getting the most from PsycLIT: Recommendations for searching. Pp. 162-166.

Merriam, J., LaBaugh, R. T., & Butterfield, N. E. Library instruction for psychology majors: Minimum training guidelines. Pp. 154-157.

Poe, R. E. A strategy for improving literature reviews in psychology courses. Pp. 167-168.

Relevant Articles from Teaching Statistics and Research Methods: Tips from ToP, by Sherri L. Jackson and Richard A. Griggs and available at

Bragger, J. D., & Freeman, M. A. (1999).Using cost-benefit analysis to teach ethics and statistics.Teaching of Psychology, 26, 34-36.

Brinthaupt, T. M. (2002). Teaching research ethics: Illustrating the nature of the researcher-IRB relationship. Teaching of Psychology, 29, 243-245.

Borshuk , C. Introducing diverse perspectives into research methods classes. Teaching of Psychology, 33, 256-258.

Connor-Greene, P. A., & Green, D. J. (2002).Science or snake oil? Teaching critical evaluation of “research” reports on the Internet. Teaching of Psychology, 29, 321-324.

Morris, K. A. (2003). Teaching students about classic findings on the detection of deception.Teaching of Psychology, 30, 111-113.

Sternberg, R. J. (1999). Teaching psychology students to be savvy consumers and producers of research questions.Teaching of Psychology, 26, 211-213.

Varmhagen, C. K., & Digdon, N. (2002). Helping students read reports of empirical research. Teaching of Psychology, 29, 160-165.

Web Resources

The book-specific website at students a variety of study tools and usefulresources such as glossaries and flashcards.

Answers to Chapter Exercises

1.There is no correct answer to this question. It requires library work.

2.Debriefing entails providing information about the true purpose of the study as soon as possible after the completion of data collection. Through the debriefing process participants should learn more about the benefits of research to them and to society in general. The researcher also has the opportunity to alleviate any discomfort the participants may be experiencing. During debriefing, the researcher should try to bring the participants back to the same state of mind that they were in before they participated in the study.

3.When participants in a study are classified as “at risk” this means that there is the potential for them to be under some emotional or physical risk. Participants at “minimal risk” are at no more risk than that encountered in daily life or during the performance of routine physical or psychological examinations or tests.

4.In addition to treating the animals humanely throughout all experimental procedures, the APA guidelines on the use of animals mandate that there must be justification for the research, that the personnel interacting with the animals must be properly trained, that there must be adequate care and housing for the animals, and that the animals are acquired in the appropriate manner.

5.Researchers must consider how informed consent works with children. It should be obtained from the legal guardian for all persons under 18 years of age. However, even in this situation, if the child is of the age to understand language, then the researcher should also try to inform the child concerning the study. The researcher also needs to be particularly sensitive to whether or not the child feels comfortable exercising the rights provided through the informed consent.