A Step-by-Step Guide to Qualitative Data Coding is a comprehensive qualitative data analysis guide. It is designed to help readers to systematically analyze qualitative data in a transparent and consistent manner, thus promoting the credibility of their findings. The book examines the art of coding data, categorizing codes, and synthesizing categories and themes. Using real data for demonstrations, it provides step-by-step instructions and illustrations for analyzing qualitative data. Some of the demonstrations include conducting manual coding using Microsoft Word and how to use qualitative data analysis software such as Dedoose, NVivo and QDA Miner Lite to analyze data. It also contains creative ways of presenting qualitative findings and provides practical examples. After reading this book, readers will be able to: Analyze qualitative data and present their findings Select an appropriate qualitative analysis tool Decide on the right qualitative coding and categorization strategies for their analysis Develop relationships among categories/themes Choose a suitable format for the presentation of the findings It is a great resource for qualitative research instructors and undergraduate and graduate students who want to gain skills in analyzing qualitative data or who plan to conduct a qualitative study. It is also useful for researchers and practitioners in the social and health sciences fields.

W. W. Norton is excited to announce that award-winning authors Elizabeth Phelps and Elliot Berkman will bring their ideas and energy to Psychological Science 7e. Our authors are committed to encouraging students to learn and evaluate psychology through the lens of methods, replication and the open science era. Looking beyond the text, Liz and Elliot applied their experience with the introductory psychology course to all aspects of the teaching and learning tools, including InQuizitive's adaptive assessment, new ZAPS 3.0 interactive labs with instructor support, a hands-on approach to visualising brain science through a new interactive 3D brain and exciting new interactive neuron animations. They are committed to introducing students to a more modern view of the field-one that shows the real-world impact of psychology and showcases the work of diverse researchers throughout.

Provides researchers with a reproducible research workflow for using R/RStudio to make the entire researchprocess reproducible; from data gathering, to analysis, to presentation Includes instructions not only for creating reproducible research in R, but also extensively discusses how to take advantage of recent developments in RStudio. Emphasizes the presentation of reproducible research with non-print formats such as HTML5 slideshows, blogs, and other web-based content. Covers a range of techniques to organize and remotely store files at all stages of the research process. These techniques both streamline the research process, especially by making revisions easier, and enhance The book itself will be reproducible, as all of the data, analysis, and markup files will be made available online.

In a multimethod laboratory study Alessia Ruf compared multimodal learning in system-paced and self-paced environments over time. The results show that overall participants achieved the highest learning success in short- and long-term when they learned with visual texts and controlled the learning time by themselves. These results reveal a general impression of the modality effect, show possibilities to improve e-learning systems and give recommendations for further research.

This book will help readers understand the practice of qualitative research--whether they want to do it, teach it, or just learn about it. All the major research phases are encompassed (startup, design, data collection, analysis, and composing), including newly emerging trends. Numerous easy-to-read vignettes show how other scholars have successfully implemented specific procedures. Equally distinctive, the book presents qualitative research as an adaptive craft. The array of choices among different procedures and methods enables readers to customize their own studies and to accommodate different worldviews and genres. New to This Edition: *Stronger discussion of different worldviews (e.g., constructivism, postpositivism, and pragmatism) and how they relate to different methodological choices. *Clearer emphasis on doing a generalized qualitative study, while acknowledging 12 specialized genres (e.g., action-based research, arts-based research, autoethnography, grounded theory, phenomenology, and others). *Expanded discussions of different kinds of qualitative study samples and of mixed methods. *New ideas on how to avoid getting stalled when analyzing qualitative data. *Consideration of an additional way of concluding a qualitative study: by taking action. Pedagogical Features *Chapters start with an abstract and end with a suggested exercise. *Key terms and concepts appear in boldface throughout the text and are listed in end-of-chapter recaps as well as in the book's glossary. *Sections within each chapter start with a preview box: "What you should learn from this section." *An appendix presents a semester- or yearlong field-based project.

Software is cut-and-dried - every button you press has a predictable effect - but qualitative analysis is open-ended and unfolds in unpredictable ways. This contradiction is best resolved by separating analytic strategies - what you plan to do - from software tactics - how you plan to do it. Expert ATLAS.ti users have unconsciously learned to do this. The Five-Level QDA (R) method unpacks the process so that you can learn it consciously and efficiently. The first part of the book explains how the contradiction between analytic strategies and software tactics is reconciled by "translating" between them. The second part provides both an in-depth description of how ATLAS.ti works and comprehensive instruction in the five steps of "translation". these steps are illustrated with examples from a variety of research projects. The third part contains real-world qualitative research projects from a variety of disciplines, methodologies, and kinds of qualitative analysis, all illustrated in ATLAS.ti using the Five-Level QDA method. The book is accompanied by three sets of videos demonstrations on the Companion Website. While this book uses screenshots from the current ATLAS.ti Version 8, it is still fully applicable to users of older versions. The book and accompanying videos illustrate the Windows version of ATLAS.ti. As there are some differences in screen and interface design between the Mac and Windows versions please watch the video 'The ATLAS.ti Mac Interface' in the Component Orientation series of videos (available September 2017) The Five-Level QDA method is based on the authors' combined 40 years of experience teaching ATLAS.ti and other software packages used as platforms for conducting qualitative analysis. After many years observing their students' challenges they developed the Five-Level QDA method to describe the process that long-time ATLAS.ti experts unconsciously adopt. The Five-Level QDA method is independent of software program or methodology, and the principles apply to any type of qualitative project. Please see the following URL to access the accompanying materials for this book: https://www.qdaservices.co.uk/five-level-qda

Surveys are used extensively in psychology, sociology and business, as well as many other areas, but they are becoming increasingly difficult to conduct. Some segments of the population are hard to sample, some are hard to find, others are hard to persuade to participate in surveys, and still others are hard to interview. This book offers the first systematic look at the populations and settings that make surveys hard to conduct and at the methods researchers use to meet these challenges. It covers a wide range of populations (immigrants, persons with intellectual difficulties, and political extremists) and settings (war zones, homeless shelters) that offer special problems or present unusual challenges for surveys. The team of international contributors also addresses sampling strategies including methods such as respondent-driven sampling and examines data collection strategies including advertising and other methods for engaging otherwise difficult populations.

Requiring no prior training, Modern Statistics for the Social and Behavioral Sciences provides a two-semester, graduate-level introduction to basic statistical techniques that takes into account recent advances and insights that are typically ignored in an introductory course. Hundreds of journal articles make it clear that basic techniques, routinely taught and used, can perform poorly when dealing with skewed distributions, outliers, heteroscedasticity (unequal variances) and curvature. Methods for dealing with these concerns have been derived and can provide a deeper, more accurate and more nuanced understanding of data. A conceptual basis is provided for understanding when and why standard methods can have poor power and yield misleading measures of effect size. Modern techniques for dealing with known concerns are described and illustrated. Features: Presents an in-depth description of both classic and modern methods Explains and illustrates why recent advances can provide more power and a deeper understanding of data Provides numerous illustrations using the software R Includes an R package with over 1300 functions Includes a solution manual giving detailed answers to all of the exercises This second edition describes many recent advances relevant to basic techniques. For example, a vast array of new and improved methods is now available for dealing with regression, including substantially improved ANCOVA techniques. The coverage of multiple comparison procedures has been expanded and new ANOVA techniques are described. Rand Wilcox is a professor of psychology at the University of Southern California. He is the author of 13 other statistics books and the creator of the R package WRS. He currently serves as an associate editor for five statistics journals. He is a fellow of the Association for Psychological Science and an elected member of the International Statistical Institute.

A comprehensive collection by Professor Cary Cooper and his colleagues in the field of workplace stress and wellbeing, which draws on research in a number of areas including stress-strain relationships, sources of workplace stress and stressful occupations. Volume 1 of 2.

This book introduces the latest meta-analytical methods and discusses their applications in the field of psychiatry. A comprehensive list of methods used in meta-analysis has been described in simple language and demonstrated with real-time examples. This informative volume explains the importance of meta-analysis and describes how it differs from narrative and systematic reviews. It also relates the historical development of meta-analysis and explains methods used for locating and selecting the required studies in a given domain. Suitable software is examined in detail as well.

The Children's Court is one of society's most important social institutions. At the same time, it is steeped in controversy. This is in large measure due to the persistence and complexity of the problems with which it deals, namely, juvenile crime and child abuse and neglect. Despite the importance of the Children's Court as a means of holding young people accountable for their anti-social behaviour and parents for the care of their children, it has not been the subject of close study. Certainly it has not been previously studied nationally. This book, an edited collection, is based on the findings of study that spanned the six States and two Territories of Australia. The study sought to examine the current challenges faced by the Children's Court and to identify desirable and feasible directions for reform in each State and Territory. A further unique feature of this study is that it canvassed the views of judges and magistrates who preside over this court.

BASIC STATISTICS FOR THE BEHAVIORAL SCIENCES, International Edition demystifies and fully explains statistics without leaving out relevant topics or simply presenting formulas, in a format that is non-threatening and inviting to students. The author's clear, patiently crafted explanations, with an occasional touch of humor, teach students not only how to compute an answer, but also why they should perform the procedure or what their answer reveals about the data. The book achieves several objectives: it presents a conceptual-intuitive approach, presents statistics within an understandable research context, deals directly and positively with student weaknesses in mathematics, and introduces new terms and concepts in an integrated way. The result is a text that students can learn from as well as enjoy.

Multilevel and Longitudinal Modeling Using Stata, Fourth Edition, is a complete resource for learning to model data in which observations are grouped. With comprehensive coverage, researchers who need to apply multilevel models will find this book to be the perfect companion. It is also the ideal text for courses in multilevel modeling because it provides examples from a variety of disciplines as well as end-of-chapter exercises that allow students to practice newly learned material. The book comprises two volumes. Volume I focuses on linear models for continuous outcomes.

While empirical, scientific research has much to offer to the practice-oriented therapist in training, it is often difficult to effectively engage the trainee, beginning practitioner, or graduate student in the subject of research. This fully revised and expanded edition of Research for the Psychotherapist is an engaging, accessible guide that bridges the gap between gathering, analyzing, presenting, and discussing research and incorporating that research into practice. The authors present concise chapters that distill research findings and clearly apply them to practical issues, while also helping readers progress as consumers of relevant research.

The rapid social change in the East Asia has brought great research attention on the family, education and political impacts. The growth trajectory of the next generation is exposed to an entirely different context owing to the dual effects of traditional and modern values as well as practices. This book provides an overall picture of the developmental trajectory of Taiwanese youth as a typical example in the region. The time frame is set from early adolescence (13years old) to young adulthood (22yeard old). Individual psychological well-being in its broad definition will be used as the outcome indicator to reflect significant developmental processes during this important transitional life course. Benefitted from the rare panel datasets conducted from 2000-2009, this book has two major focuses: one is to explore the interplay among family, school and community with regard to their influence on the individual growth patterns; the other is to highlight the potential constraint and/or strength of the prevailing social norms and values shared among East Asian societies. To be specific, different chapters will describe and analyze the life chances and growth patterns among youth with different social capitals (including family SES, educational achievement, rural-urban residence, etc.). Their short-term versus long-term outcome, as indicated by various psychological well-being variables (e.g., depressive symptoms, deviant or problem behaviors, happiness, edutional performance), will allow us to delineate the particular structural context that individual East Asian youth encounters and to offer constructive suggestions on family interaction, educational strategy as well as health related policies based on the scientific evidence. This book incorporates comparative reports from other East Asian societies, and from youth panel studies of Australia and the U.S.. The experience of their counter-part in the advanced societies will contribute to readers' understanding of the particular social situation that East Asian youth is embedded in the growth process. In addition, comparative perspective will enable the reader to contemplate on the potential future development of the affluent generation in the region. Since changing social structure occurred in the last few decades in the East Asia has suffered inadequate investigation in the realm of family, education and community, this book provides timely information to fill up the gap. Analyses of the valuable dataset from early adolescents to young adults will attract those who are interested in family researches, in youth studies, in panel data analyses, as well as in the social development in Taiwan and in East Asia.

Psychology Research Methods: A Writing Intensive Approach provides instruction in critical concepts and processes in behavioral science research methods and skills in formulating and writing research papers. The book creates an experiential approach to learning, with chapters organized around the task of writing a complete APA-style research paper. The chapters consist of instructional text, excerpts from published research articles, and learning activities. The reading activities help students develop skills in reading scientific research, evaluating and analyzing scientific information, and assembling evidence to make a scientific argument. The writing activities help students to break down the process of writing a research paper into manageable and meaningful components. As students complete the chapter activities, they assemble their research paper. The book teaches research methods in a clinical context, inspired by the National Institute of Health's Science of Behavior Change Program. Students acquire knowledge about research methods as they read research articles about behavioral health disorders, including studies about their prevalence, causes, and treatment. Teaching research methods with a clinical focus helps students appreciate the value of psychological research. Psychology Research Methods: A Writing Intensive Approach provides instruction in critical concepts and processes in behavioral science research methods and skills in formulating and writing research papers. The book creates an experiential approach to learning, with chapters organized around the task of writing a complete APA-style research paper. The chapters consist of instructional text, excerpts from published research articles, and learning activities. The reading activities help students develop skills in reading scientific research, evaluating and analyzing scientific information, and assembling evidence to make a scientific argument. The writing activities help students to break down the process of writing a research paper into manageable and meaningful components. As students complete the chapter activities, they assemble their research paper. The book teaches research methods in a clinical context, inspired by the National Institute of Health's Science of Behavior Change Program. Students acquire knowledge about research methods as they read research articles about behavioral health disorders, including studies about their prevalence, causes, and treatment. Teaching research methods with a clinical focus helps students appreciate the value of psychological research. Psychology Research Methods: A Writing Intensive Approach provides instruction in critical concepts and processes in behavioral science research methods and skills in formulating and writing research papers. The book creates an experiential approach to learning, with chapters organized around the task of writing a complete APA-style research paper. The chapters consist of instructional text, excerpts from published research articles, and learning activities. The reading activities help students develop skills in reading scientific research, evaluating and analyzing scientific information, and assembling evidence to make a scientific argument. The writing activities help students to break down the process of writing a research paper into manageable and meaningful components. As students complete the chapter activities, they assemble their research paper. The book teaches research methods in a clinical context, inspired by the National Institute of Health's Science of Behavior Change Program. Students acquire knowledge about research methods as they read research articles about behavioral health disorders, including studies about their prevalence, causes, and treatment. Teaching research methods with a clinical focus helps students appreciate the value of psychological research.

The source of endless speculation and public curiosity, our scientific quest for the origins of human consciousness has expanded along with the technical capabilities of science itself and remains one of the key topics able to fire public as much as academic interest. Yet many problematic issues, identified in this important new book, remain unresolved. Focusing on a series of methodological difficulties swirling around consciousness research, the contributors to this volume suggest that 'consciousness' is, in fact, not a wholly viable scientific concept. Supporting this 'eliminativist' stance are assessments of the current theories and methods of consciousness science in their own terms, as well as applications of good scientific practice criteria from the philosophy of science. For example, the work identifies the central problem of the misuse of qualitative difference and dissociation paradigms, often deployed to identify measures of consciousness. It also examines the difficulties that attend the wide range of experimental protocols used to operationalise consciousness-and the implications this has on the findings of integrative approaches across behavioural and neurophysiological research. The work also explores the significant mismatch between the common intuitions about the content of consciousness, that motivate much of the current science, and the actual properties of the neural processes underlying sensory and cognitive phenomena. Even as it makes the negative eliminativist case, the strong empirical grounding in this volume also allows positive characterisations to be made about the products of the current science of consciousness, facilitating a re-identification of target phenomena and valid research questions for the mind sciences.

Projective Techniques and Sort-Based Research Methods offers a brief introductory guide to the use of these exciting, innovative and often artistic approaches, to students and researchers who have no prior knowledge of these. This book brings together a wide range of examples of projective and mapping techniques that offer the ideal methodology for researchers wishing to collect less controlled and filtered material, that tap the deeper levels of the conscious and sub-conscious to reveal a more profound, richer and hidden level of response. It presents the techniques in a way that will enable the reader to appreciate their nature and to choose an appropriate method for their own research. Information is also provided that allows readers to design and implement their own projective or sort-based approaches. Each of the approaches the authors present are concisely described, and their usages explained, along with references and examples of the applied usage of the technique. The book is valuable reading for researchers from a wide range of academic disciplines from within the social sciences, humanities, business studies, marketing, etc. The book is an introductory guide, but it will be appropriate for use with undergraduate, post-graduate and research students. It will also be of great use to professionals working in the areas of consumer behaviour, marketing and communications.

Haptics technology is being used more and more in different applications, such as in computer games for increased immersion, in surgical simulators to create a realistic environment for training of surgeons, in surgical robotics due to safety issues and in mobile phones to provide feedback from user action. The existence of these applications highlights a clear need to understand performance metrics for haptic interfaces and their implications on device design, use and application. Performance Metrics for Haptic Interfaces aims at meeting this need by establishing standard practices for the evaluation of haptic interfaces and by identifying significant performance metrics. Towards this end, a combined physical and psychophysical experimental methodology is presented. Firstly, existing physical performance measures and device characterization techniques are investigated and described in an illustrative way. Secondly, a wide range of human psychophysical experiments are reviewed and the appropriate ones are applied to haptic interactions. The psychophysical experiments are unified as a systematic and complete evaluation method for haptic interfaces. Finally, synthesis of both evaluation methods is discussed. The metrics provided in this state-of-the-art volume will guide readers in evaluating the performance of any haptic interface. The generic methodology will enable researchers to experimentally assess the suitability of a haptic interface for a specific purpose, to characterize and compare devices quantitatively and to identify possible improvement strategies in the design of a system.

Mental illness is many things at once: It is a natural phenomenon that is also shaped by society and culture. It is biological but also behavioral and social. Mental illness is a problem of both the brain and the mind, and this ambiguity presents a challenge for those who seek to accurately classify psychiatric disorders. The leading resource we have for doing so is the American Psychiatric Association'sDiagnostic and Statistical Manual, but no edition of the manual has provided a decisive solution, and all have created controversy. InThe Diagnostic System, the sociologist Jason Schnittker looks at the multiple actors involved in crafting theDSMand the many interests that the manual hopes to serve. Is the DSM the best tool for defining mental illness? Can we insure against a misleading approach? Schnittker shows that the classification of psychiatric disorders is best understood within the context of a system that involves diverse parties with differing interests. The public wants a better understanding of personal suffering. Mental-health professionals seek reliable and treatable diagnostic categories. Scientists want definitions that correspond as closely as possible to nature. And all parties seek definitive insight into what they regard as the right target. Yet even the best classification system cannot satisfy all of these interests simultaneously. Progress toward an ideal is difficult, and revisions to diagnostic criteria often serve the interests of one group at the expense of another. Schnittker urges us to become comfortable with the socially constructed nature of categorization and accept that a perfect taxonomy of mental-health disorders will remain elusive. Decision making based on evolving though fluid understandings is not a weakness but an adaptive strength of the mental-health profession, even if it is not a solid foundation for scientific discovery or a reassuring framework for patients.

What does morality have to do with psychology in a value-neutral, postmodern world? According to a provocative new book, everything. Taking exception with current ideas in the mainstream (including cultural, evolutionary, and neuropsychology) as straying from the discipline's ethical foundations, Psychology as a Moral Science argues that psychological phenomena are inherently moral, and that psychology, as prescriptive and interventive practice, reflects specific moral principles. The book cites normative moral standards, as far back as Aristotle, that give human thoughts, feelings, and actions meaning, and posits psychology as one of the critical methods of organizing normative values in society; at the same time it carefully notes the discipline's history of being sidetracked by overemphasis on theoretical constructs and physical causes-what the author terms "the psychologizing of morality." This synthesis of ideas brings an essential unity to what can sometimes appear as a fragmented area of inquiry at odds with itself. The book's "interpretive-pragmatic approach": * Revisits core psychological concepts as supporting normative value systems. * Traces how psychology has shaped society's view of morality. * Confronts the "naturalistic fallacy" in contemporary psychology. * Explains why moral science need not be separated from social science. * Addresses challenges and critiques to the author's work from both formalist and relativist theories of morality. With its bold call to reason, Psychology as a Moral Science contains enough controversial ideas to spark great interest among researchers and scholars in psychology and the philosophy of science.

This unique text covers the core research methods and the philosophical assumptions that underlie various strategies, designs, and methodologies used when researching cultural issues. It teaches readers why and for what purpose one conducts research on cultural issues so as to give them a better sense of the thinking that should happen before they go out and collect data. More than a "methods text", it is about all the steps that go into doing cross-cultural research. It discusses how to select the most appropriate methods for data analysis and which approach to use, and details quantitative, qualitative, and mixed methods for experimental lab studies and ethnographic field work.

This volume provides a fast and efficient way for undergraduate and graduate students to gain a solid understanding of the social psychology literature. Each chapter reviews a major subsection of research in the field, written by a leading social psychology researcher in that area. Coverage includes all the major empirical, theoretical and methodological developments in its subfield of social psychology. Beginning social psychologists, as well as those who may have emerged from their formal training with a less-than-solid grounding in the research literature, will find this volume invaluable. It is the book all social psychologists wished they had access to when they were getting grounded in the research literature!

Over the last 20 years there have been a large number of technical advances and changes in the field of educational and psychological testing. According to Anne Anastasi, The decade of the 1980's has been a period of unusual advances in, psychological testing. Technological progress, theoretical sophistication, and increasing pro fessional responsibility are all evident in the fast-moving events in this field (A. Anastasi, Psychological Testing, Sixth Edition. New York: Macmillan, 1988). On the psychometric front, advances in topics such as item response theory, criterion-referenced measurement, generalizability theory, . analy sis of covariance structures, and validity generalization are reshaping the ways that ability and achievement tests are constructed and evaluated, and that test scores are interpreted. But \Jsychometric advances, as substantial and important as they have been, are only a fraction of the major changes in the field of testing. Today, for example, the computer is radically chang ing the ways in which tests are constructed, administered, and scored. Computers are being used to administer tests "adaptively." That is, the sequence of questions an examinee is administered depends upon his or her performance on earlier administered items in the test. Tests are "adapted" to the ability levels of the examinees who are being assessed. One result is shorter tests with little or no loss in measurement precision. Computers are also being used to store or bank test items. Later, items of interest can be selected, and the computer is used to print copies of the test."

Glena Iten investigates the impact of interactive visual simulations on conceptual understanding of statistical principles. Overall, all students were able to increase their knowledge by working with visual simulations, whereas students who could manipulate statistical graphs in the simulation on their own were significantly faster. Currently, interactive learning tools explaining statistical concepts are widely spread, but only few are tested. Well-structured interactive learning programs with visual simulations have in the past been shown to be effective. By applying effective instructional design principles, an online tutorial where students could either manipulate or only observe changes in the visual simulations, was developed. Practical implications and opportunities for further investigations in this research project are discussed.