How to Design and Report Experiments
- Andy Field - University of Sussex, UK
- Graham Hole - University of Sussex, UK
Research Methods in Psychology
While many books look at the fundamentals of doing successful experiments and include good coverage of statistical techniques, this book very importantly considers the process in chronological order with specific attention given to effective design in the context of likely methods needed and expected results. Without full assessment of these aspects, the experience and results may not end up being as positive as one might have hoped. Ample coverage is then also provided of statistical data analysis, a hazardous journey in itself, and the reporting of findings, with numerous examples and helpful tips of common downfalls throughout.
Combining light humour, empathy with solid practical guidance to ensure a positive experience overall, How to Design and Report Experiments will be essential reading for students in psychology and those in cognate disciplines with an experimental focus or content in research methods courses.
This book is highly recommended for Undergraduate and Postgraduate students and even trainee clinical psychologists who need a quick revision of statistical concepts and experimental designs. My only regret was not purchasing this book during my early Undergraduate years, I have read and re-read countless books on the same phenomena, and despite the detail these books comprise of, they have never been able to impact on me the way this book has. Without sounding too much like a cliché’, if your only ever going to buy one statistical and research book, it has to be this one. Consider this the bible of all things statistically related!
M. L
Psych Me Up!
I strongly recommend this book. The all-important steps of defining the research question and choosing an appropriate method are clearly written by these experienced authors and by doing so provide a framework, which if followed, would avoid many of the common difficulties encountered by those in training. The book is a succinct, clear, and readable treatise on this extremely important area. It should prove to be invaluable to researchers, practicing social scientists, students and anyone involved in the design and reporting of experiments
Social Psychological Review
Unfortunately, the book covers too much that is not essential to the course. I will therefore recommend the book but cannot have it on the reading list without confusing my students.
It's a great supplement for students as they conduct individual group experiments.
This is an extremely well written step by step guide to experimental research.
This book (How to Design and Report Experimentss) introduces students comprehensively to designing and reporting experiments and if you are familiar with scientific research, you can also use it as a reference book. The logic is easy to follow and easy to understand.
Unfortunately there are statements in Chapter 5 Inferential Statistics that puzzle me:
The authors explain that they follow Fisher’s Test of significance. But Fisher considers only one hypothesis to be tested, called the null hypothesis. There’s no alternative hypothesis (experimental hypothesis, Field & Hole, p. 145). Neyman and Pearson (NP) introduce the alternative hypothesis beside the null.
And according to Fisher the cutoff point of 5 per cent (the level of significance) is not the probability of the Type I error (Field & Hole, p. 151). This is again NP’s theory. Fisher considers neither Type I nor Type II error. Fisher explains in his paper “Statistical Methods and Scientific Induction” (1955), why he could not accept NP’s concept of test theory. Finally he states in another paper “The Arrangement of Field Experiments” (1926) that a significant result means “Either there is something in the treatment, or a coincidence has occurred …” There are always two possibilities.
This book (How to Design and Report Experiments) introduces students comprehensively to designing and reporting experiments and if you are familiar with scientific research, you can also use it as a reference book. The logic is easy to follow and easy to understand.
Unfortunately there are statements in Chapter 5 Inferential Statistics that puzzle me:
The authors explain that they follow Fisher’s Test of significance. But Fisher considers only one hypothesis to be tested, called the null hypothesis. There’s no alternative hypothesis (experimental hypothesis, Field & Hole, p. 145). Neyman and Pearson (NP) introduce the alternative hypothesis beside the null.
And according to Fisher the cutoff point of 5 per cent (the level of significance) is not the probability of the Type I error (Field & Hole, p. 151). This is again NP’s theory. Fisher considers neither Type I nor Type II error. Fisher explains in his paper “Statistical Methods and Scientific Induction” (1955), why he could not accept NP’s concept of test theory. Finally he states in another paper “The Arrangement of Field Experiments” (1926) that a significant result means “Either there is something in the treatment, or a coincidence has occurred …” There are always two possibilities.
This book introduces students comprehensively to designing and reporting experiments and if you are familiar with scientific research, you can also use it as a reference book. The logic is easy to follow and easy to understand.
Unfortunately there are statements in Chapter 5 Inferential Statistics that puzzle me:
The authors explain that they follow Fisher’s Test of significance. But Fisher considers only one hypothesis to be tested, called the null hypothesis. There’s no alternative hypothesis (experimental hypothesis, Field & Hole, p. 145). Neyman and Pearson (NP) introduce the alternative hypothesis beside the null.
And according to Fisher the cutoff point of 5 per cent (the level of significance) is not the probability of the Type I error (Field & Hole, p. 151). This is again NP’s theory. Fisher considers neither Type I nor Type II error. Fisher explains in his paper “Statistical Methods and Scientific Induction” (1955), why he could not accept NP’s concept of test theory. Finally he states in another paper “The Arrangement of Field Experiments” (1926) that a significant result means “Either there is something in the treatment, or a coincidence has occurred …” There are always two possibilities.
Fun to read, easy to understand.
As my lessons focusses on the implementation of content lectured earlier, I refer students to these lectures, but this book is a great booster!
An easily accessible& entertaining text which covers key issues in relation to designing, executing and writing up experimental research.
Realized I do not have enough time to go through this book with my students.
It is very nicely written, but not that good to read for a whole course.
I will recommend it to the students that write their bachelor thesis under my supervision. For this purpose it fits perfectly. With time on their hand the students can dwell in the book. Most of the common questions are answered in there.
