Awful Alternatives to the Scientific Approach

One way to establish the importance of science to psychology is to contrast psychology to its pseudoscientific rivals, such as: graphology, astrology, or phrenology. You could use an overhead of of table 1.1 to help focus the discussion.

In addition to giving examples of how these pseudoscientific approaches go wrong, you might have students write a paper about why phrenology is not a science (even though some still claim that it is) and why the lack of a scientific approach led to erroneous conclusions.

Alternatively, you might have them go to the library and learn about the horrors of medicine prior to the use of the scientific method.

The following references might be useful:

Burke, J. (1985). The day the universe

changed. Little, Brown: Boston.

Stanovich, K.E. (1990) How to think

straight about psychology. Glenview, Illinois:

Scott, Foresman.

• An interesting column on homeopathy.
• Russell Turpin's Characterization of Quack Theories
  
• Questions about facilitated communication
  
• An interesting, although controversial, "junk science" page.
• A site devoted to quack medical treatments.
• A one page guide to spotting--and scoring-- crackpot theories (It is designed specifically for crackpot theories in physics, but much of it applies to any crackpot theory)
• The Skeptics society web page
• A flyer the authors recently received that is full of undocumented claims.

1. Show the video "Secrets of the Psychics." The video (available from PBS) mesmerizes students and makes some good points about the need for experimental control. To follow up on the points made in the movie and to follow more recent developments, you could have students check out "The Amazing Randi's" web page.

2. Demonstrate the Clever Hans phenomenon. Such a demonstration takes some time to set up, but works beautifully. The full description of the demonstration is described in:
   

   Marshall, M. J., & Linden, D. R. (1994). Simulating

   Clever Hans in the Classroom. Teaching of Psychology, 21,

   230-232.

3. Show the early part of the video "Beautiful Dreamers."
   You can use the first few minutes of this video (available from video stores) to emphasize that:
   • What's "modern" or "fashionable" is not necessarily right.

   • Just because a technique is popular elsewhere does not mean it is effective.

   • Use of equipment is not synonymous with science.

   • Having many examples of successes does not prove that a treatment is effective.

4. Show the video "Prisoners of silence." This "Frontline" PBS documentary exposes Facilitated Communication (FC) in a way that makes a powerful case for using scientific research methods. Merely showing the video dramatically makes the case. However, you can make a stronger case by contacting Stephen L. Chew or Jacqueline L. Goldstein (Department of Psychology, #292308, Samford University, Birmingham, AL 35229) and using the discussion questions they have prepared to go along with the film. In their demonstration, students watch a segment, respond to some discussion questions, watch another segment, etc. Ask for their 1996 paper: "An interactive, real world demonstration of the importance of understanding research methods." Click here to obtain the masters for the overheads we use for the video.
   If you do not have the video, you may purchase a copy by contacting
   

   Kathleen Boisvert
   Coordinating Producer
   Palfreman Film Group
   142 Middle Street
   Lowell, MA 01852
   978-937-5671

5. Show the video "Beyond Science" (available from PBS video at 1-800-315-5010, ask for Scientific American Frontiers show number 802). This hour-long video clearly shows the logic and the value of the scientific method. We think it's something everyone should see. For a more detailed description of the video, click here.

6. Expose students to the Barnum effect

7. Discuss the confirmation bias and how it can fool people. This fun, internet magic trick takes full advantage of it.

8. Have students critique videos of commercials, editorials, or letters to the editor.

9. Compare the scientific method to everyday reasoning. The following references may be helpful.

Back to Chapter 1 Main Menu

Back to Research Design Explained Home Page