許多心理學(xué)課程都要求學(xué)生們設(shè)計實(shí)驗(yàn)、撰寫實(shí)驗(yàn)報告或研究報告。本書旨在為撰寫實(shí)驗(yàn)報告和設(shè)計實(shí)驗(yàn)提供具體的指導(dǎo)。
《心理學(xué)實(shí)驗(yàn)的設(shè)計與報告（第3版，英文版）》共分兩編，首編圍繞如何撰寫實(shí)驗(yàn)報告而展開，詳略得當(dāng)?shù)亟榻B了報告的每個主要組成部分，指出了各部分在撰寫中應(yīng)該注意的問題，并根據(jù)新版的《APA論文寫作與發(fā)表規(guī)范》，提供了相應(yīng)的實(shí)驗(yàn)示例。第二編是關(guān)于實(shí)驗(yàn)設(shè)計與統(tǒng)計方法的內(nèi)容。就心理學(xué)研究中經(jīng)常采用的幾種實(shí)驗(yàn)設(shè)計方法以及相關(guān)的統(tǒng)計方法做出了概要的介紹和評價，介紹了學(xué)生在日常學(xué)習(xí)中容易忽視，但卻非常重要的兩個概念：效力和效應(yīng)大小；同時對報告中如何呈現(xiàn)圖、表的問題進(jìn)行了具體說明。
《心理學(xué)實(shí)驗(yàn)的設(shè)計與報告》（第3版）與前兩版相比，在每一章都增加了新的小節(jié)，補(bǔ)充了新的內(nèi)容，使內(nèi)容更加豐富詳實(shí)，更具操作性和指導(dǎo)性。
本書既可作為心理學(xué)、教育學(xué)等社會科學(xué)研究專業(yè)的學(xué)生的教科書，也可作為研究人員在設(shè)計實(shí)驗(yàn)和撰寫研究報告時的參考書。
本書語言簡練，易讀易懂，操作性強(qiáng)，可作為我國高等院校心理學(xué)專業(yè)廣大師生的教材或教學(xué)參考書，也可作為心理學(xué)工作者撰寫心理學(xué)研究報告或論文的參考手冊。
This is a book about how to write undergraduate practical reports. It is designed to help students with every stage of the report writing process by giving them clear and detailed advice about what to put in each section of the report and describing broader issues of format, style and other issues involved in producing good reports of their practical work. As this book is ?rst and foremost about how to write reports, this material forms the focus of the main body of the book, Part 1. Part 2 of this book contains material on design and stat- istics. It is designed to give students the background they need in key aspects of design and statistics to help them better understand what is required of them in report writing. Material in both parts is supplemented by a Web site that contains additional material on report writing and design. The Web site can be found at
http://mcgraw-hill.co.uk/ openup/harris/ First published in 1986, this book has been reprinted many times and is now in its third edition, so several generations of undergraduate students have bene?ted from using it in their studies. I hope that this edition continues to prove a boon to students and look forward to receiving their emails about it. There are several changes and updates in this new edition. The most obvious is that, for the ?rst time, it has been paired with two statistics textbooks from the same publisher, both of which have been selected because they are comparatively easy to use and have the appropriate breadth of coverage. Both of these are best sellers in their own right. J. Greene and M. D’Oliveira’s (2006) Learning to use statistical tests in psychology is the more basic and introductory and is suitable for students at the beginning of their careers as undergraduate psychologists. J. Pallant’s SPSS survival manual (2007) is somewhat more advanced and appropriate for more experienced undergraduate students. You will ?nd references at the end of Chapter 4 and the chapters in Part 2 to further relevant coverage in both statistics textbooks and on this book’s Web site. Nevertheless, this book is designed for use alongside any relevant textbook of statistics as well as with either of the above books. Although the primary emphasis on experimental work is retained in this edition, I also discuss how to write up other forms of quantitative study. So, this book and its Web site should be useful to students writing up any quantitative study, not just experiments.
This edition contains material at the end of each chapter in Part 2 to help students check their understanding and consolidate their learning. For the ?rst time, answers are provided to the diagnostic questions and there are now 50 self-assessment questions. This edition also contains a completely revised section on how to ?nd references, given that so much material is now accessed electronically (Chapter 1), and a greatly expanded section on how to cite electronic references in the references section (Chapter 7) that incorporates new guidelines from the American Psychological Association (APA). It also incorporates recent advice from the British Psychological Society about the ethics of conducting studies on the Internet (Chapter 10). I have also compiled a list of things that students continue to do in their reports, despite my advice, and there are now icons in the margin to indicate where the advice designed to help them avoid these mistakes lies. For the ?rst time, a list of the contents of the Web site is printed in the book and icons are also used to denote where references to further coverage of issues in text occurs on the Web site. The commentary on issues raised in each chapter has also been expanded. This can be found at the rear of the book.
These are the principal changes, but there are many others throughout the text. Nevertheless, retained I hope are the things that both tutors and students liked so much about the previous editions.
彼得·哈里斯（Peter Harris），獲倫敦大學(xué)心理學(xué)博士學(xué)位，現(xiàn)為英國謝菲爾德大學(xué)心理學(xué)系的高級講師。他曾先后任職薩賽克斯大學(xué)、赫特福德大學(xué)和諾丁漢大學(xué)，也曾在阿姆斯特丹大學(xué)和牛津大學(xué)做過訪問學(xué)者。他主要的研究方向是社會和健康心理學(xué)。
Contents of the Web site
Preface
To students
How to use this book
To tutors xxi
Part 1 Writing reports
1 Getting started
1.1 Experienced students, inexperienced students,
and the report
1.2 Writing the report 8
1.3 The importance of references in text
1.4 The practical report and the research paper
1.5 Finding references for your introduction
1.5.1 How to structure your reading and what
to look for
1.5.2 Generating potential references
1.5.4 Rubbish and temptation on the Internet
1.6 Ethics 18
1.7 The rest of the book and the book’s Web site
2 The INTRODUCTION section
2.1 The ?rst part of the introduction: reviewing the
background to your study
2.2 Inexperienced students, experienced students,
and the introduction
2.3 Your own study
3 The METHOD section
3.1 The design subsection
3.2 The participants subsection
3.3 The apparatus or materials subsection
3.4 The procedure subsection
3.5 Interacting with and instructing participants
3.6 Optional additional subsections of the method
3.6.1 Pilot test
3.6.2 Ethical issues
3.6.3 Statistical power
3.7 Writing a method when your study is not an experiment
4 The RESULTS section
4.1 Describing the data: descriptive statistics
4.2 Analysing the data: inferential statistics
4.3 An example results section
4.4 Nine tips to help you avoid common mistakes in
your results section
4.5 Rejecting or not rejecting the null hypothesis
4.6 Reporting speci?c statistics
4.6.1 Chi-square, χ2
4.6.2 Spearman rank correlation coef?cient (rho), rs
4.6.3 Pearson’s product moment correlation coef?cient, r
4.6.4 Mann-Whitney U test, U
4.6.5 Wilcoxon’s Matched-Pairs Signed-Ranks Test, T
4.6.6 Kruskal-Wallis one-way analysis of variance, H
4.6.7 Friedman’s ANOVA, χ2 r
4.6.8 The independent t test, t
4.6.9 The related t test, t
4.6.10 Analysis of variance (ANOVA), F
4.6.11 Four tips to help you avoid common mistakes
when reporting ANOVA
4.6.12 Linear regression
4.6.13 Statistics of effect size
4.7 What you can ?nd on the book’s Web site
4.8 What you can ?nd in the statistics textbooks
……
When you ?rst signed up for a psychology course, the chances arethat you did not really expect what was coming, particularly the emphasis on methodology and statistics. For some of you this may have been a pleasant surprise. For most, however, it will undoubtedly have been a shock to the system. No doubt in other parts of your course you will examine critically academic psychology’s scienti?c aspirations. My task in this book is to help you as best I can to face up to one of its major consequences for you. This is the prominence given in many psychology courses to doing practical work (especially experimenting) and the requirement in most instances to write up at least some of this work in the form of a highly structured and disciplined practical report.
All a report is (really) is the place in which you tell the story of your study; what you did, why you did it, what you found out in the process, and so on. In doing this you are more like an ancient storyteller, whose stories were structured by widely recognized and long-established conventions, than a modern novelist who is free to dictate form as well as content. Moreover, like the storytellers of old, although our will invariably be telling your story to someone who knows quite a bit about it already, you are expected to present it as if it had never been heard before. This means that you will need to spell out the details and assume little knowledge of the area on the part of your audience. The nature of your story – the things that you have to talk about is revealed in Box 1.1.
1 What you did
2 Why you did it
3 How you did it
4 What you found (including details of how you analysed the data)
5 What you think it shows
Box 1.1 The information you should provide in your practical report.
Title
Abstract
Introduction
Method
Results
Discussion
References
Appendices (if any)
Box 1.2 The sections of the practical report.
Our ?rst clue as to the nature of the conventions governing the report comes with a glance at its basic structure. The report is in sections, and these sections (by and large) follow an established sequence. What this means is that, in the telling, your story needs to be cut up into chunks: different parts of the story should appear in different places in the report. The typical sequence of the sections appears in Box 1.2.
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