Ask students about their favorite theories. Then, have them evaluate those theories according to the criteria in the text (table 2.2). Next, have students contrast the criteria used by scientists to evaluate a theory with the average person's criteria. With a little prodding, you can get them to admit that testability and heuristic value hurt a theory's mass appeal. Students will tend to like vaguely worded nonmathematical theories (humanistic, existential, and psychoanalytic theories) unless they find these theories counterintuitive. Point out that testability is what distinguishes psychology from pseudosciences such as phrenology, graphology, and astrology.
Introduce students to your favorite counterintuitive theory (opponent process theory, dissonance theory, self-perception theory, sociobiology, etc.). Once you've presented the theory, present certain situations and have them deduce what the theory would predict. Then, try to get them to come up with studies that would extend the scope of the theory, show the limits of the theory, and disprove the theory.
If you want to have them base their prediction on evolutionary theory --or a theory based on evolutionary theory, you might refer them to either one of these excellent evolution web sites.
Table 2.4 summarizes the pros and cons of theory-based research. To enhance discussion, assign the following resources:
Aronson, E.(1989). Analysis, synthesis, and the
treasuring of the old.Personality and Social Psychology
Bulletin, 15, 508- 512.
Greenwald, A. G., Pratkanis, A. R., Leippe, M. R.,
& Baumgardner, M. H. (1986). Under what conditions
does theory obstruct research progress? Psychological Review,
93, 216-229.
Skinner, B. F. (1956). A case history in the scientific
method. American Psychologist, 11, 221-233.