Start by having them simply use derive hypotheses from common sense (see Handout 2.1).
Later, present or assign a theory and then have students develop a research idea based on theory. Finally, have them summarize an article and develop subsequent studies based on that article (see Handout 2.2).
After students have come up with general research ideas, discuss table 2.5. Then, have students convert their research idea into research hypothesis, using Handout 2.4.
In addition to tables discussed above, the following sources may help students generate ideas:
Examples of studies suggesting conflicting results
Type A research
Friedman, H. S. & Booth-Kewley, S. (1988).Validity of the Type A construct: A reprise. Psychological
Bulletin, 104, 381-384.
Memory being erased by questions designed to produce incorrect reconstructions.
McCloskey, M. & Zaragoza, M. (1985). Misleadingpostevent information and memory for events: Arguments and
evidence against memory impairment hypotheses. Journal of
Experimental Psychology: General, 117, 171-181.
Literature reviews in the American Psychologist that suggest research topics and studies:
Millstein, S. G. (1989) Adolescent health:Challenges for behavioral scientists. American Psychologist, 44,
837-842.
Rodin, J. & Ickovics, J. R. (1990). Women's health:Review and research agenda as we approach the 21st century.
American Psychologist, 45, 1018-1034.
Russo, N. F. (1990). Overview: Forging researchpriorities for women's health. American Psychologist, 45,
368-373.
Steele, C. M. & Josephs, R. A. (1990). Alcoholmyopia: Its prized and dangerous effects. American
Psychologist, 45, 921-933.
Taylor, S. E. (1990). Health psychology: Thescience and the field. American Psychologist, 45, 40-50.
Concise explanations of stimulating theories and models:
Latane, B. (1981). The psychology of social impact.American Psychologist, 36, 343-356.
Rescorla, R. A. (1988). Pavlovian conditioning: It'snot what you think it is.American Psychologist, 43, 151-160.
Smith, R. E. (1989). Effects of coping skills trainingon generalized self-efficacy and locus of control. Journal of
Personality and Social Psychology, 56, 228-233.
Solomon, R. L. The opponent-process theory ofacquired motivation: The costs of pleasure and the benefits of
pain. American Psychologist, 35, 691- 712.
The value of the inductive approach:
Skinner, B. F. (1956). A case history in the scientificmethod. American Psychologist, 11, 221-233.