By Jeff Joireman
In compelling, easy prose, the authors clarify how younger students can create high quality learn that attains a excessive impression. They describe tips on how to generate robust, unique principles, easy methods to layout experiments, and the way to arrange findings into transparent and compelling examine articles. They then learn the paintings of widely-admired students who've built leading edge evaluation instruments and study equipment, and researchers whose paintings has shifted paradigms, bridged disciplines, and challenged long-held assumptions. all through, the authors show an infectious enthusiasm for colleagues whose paintings has encouraged them of their personal careers.
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Finally, if statistically controlling for a covariate reduces one’s primary finding to a nonsignificant level, should the researcher (a) simply not report the covariate, in the interests of publishing the main finding; (b) report the covariate adjusted results; or (c) rerun the study in an effort to eliminate the confound introduced by the covariate? Once researchers decide on the studies, conditions, and variables to analyze, they face another ethical question: namely, which observations should one report?
It may have implications that run counter to our common sense. (p. 378) Taken together, these perspectives suggest that a theory may minimally be defined as a set of interrelated propositions (or principles) concerning how, why, or when a phenomenon or a set of phenomena occurs (Mandler & Kessen, 1959, p. 159; Shaw & Costanzo, 1982, p. 4). ” In their article by the same title, Sutton and Staw (1995) illustrated five common strategies authors mistakenly use in place of rigorous theory development—to summarize: (1) references to past work are not theory, because listing references does not explain why certain variables are interconnected; (2) reviewing past empirical evidence (data) is not theory, as “data describe which [italics in original] empirical Developing and Testing Theories patterns were observed and theory explains why [italics in original] empirical patterns were observed or are expected to be observed” (p.
CHALLENGING STYLE Another approach to generating research ideas is the challenging style, motivated by a desire to challenge intuition or commonly held assumptions or to test competing theories. For example, Grant (2013) called into question the assumption that extraverts were naturally better leaders, demonstrating instead that “ambiverts” (who are in between the two extremes and can switch between extraversion and introversion) make better leaders. K. Nelson, Kushlev, English, Dunn, and Lyubomirsky (2013) mounted a “defense of parenthood,” Discovering High-Quality Ideas challenging recent media accounts that “paint a dismal picture of parenting” (p.