Instructor’s Manual with Test Bank for, Methods Toward a Science of Behavior and Experience 10th EDITION William J. Ray

WHAT35IS35SCIENC 1
E?

,Instructor’s Manual with Test Bank for, Methods Toward a
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Science of Behavior and Experience 10th EDITION William
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J. Ray 5 35




Chapter35135–35What35is35Science?

Chapter35Outline
Science35as35a35Way35of35Knowing35T
enacity
Authority35Reas
on35Common35
Sense35Science
Pseudoscience35and35Superstitio
n35The35Scientific35Approach
Early35Approache
s35Overview
Studying35Behavior35and35Experience
Behavior:35A35Road35Into35the35Subjective35Experience35of35Research35Partic
ipants35The35People35Who35Perform35Science

Chapter35Overview

Knowledge35about35the35world35is35gathered35in35several35ways.3 5 In35tenacity,35a35belief35is35accepted3
5because35it35is35presented35over35and35over35again.3 5 Authority35is35a35way35of35knowing35in35which35w
e35accept35an35idea35because35an35authority35figure35tells35us35to.3 5 Knowledge35can35be35acquired35thr
ough35reason35and35logic.3 5 Direct35experience35serves35as35the35basis35of35common35sense,35which35ca
n35lead35to35knowledge.3 5 Each35possesses35shortcomings.

In35contrast35to35these35three,35science35relies35upon35the35scientific35method35that35allows35for35self-
correction35of35ideas.3 5 The35examples35of35Croesus,35Galen,35and35Semmelweis35provide35historical35in
sight35in35the35development35of35science.3 5 Science35verifies35itself35because35of35its35empirical35nature
35whether35one35is35studying35at35the35cognitive,35physiological,35or35behavioral35level.3 5 In35investigati
ng35the35subjective35experience35of35subjects,35science35must35rely35upon35making35inferences35from35
what35is35directly35observable35and35objective.3 5 Above35all,35science35is35a35human35activity35conducte
d35by35people35and35communicated35to35people.

Chapter35Objectives

1. What35roles35do35the35scientist,35research35participant,35and35witness35play35in35science?

2. Compare35and35contrast35between35the35different35methods35of35knowing:3 5 tenacity,35authori
ty,35reason,35common35sense,35and35science.

3. How35did35Galileo35advance35our35thinking35from35authority35to35empiricism?

2 WHAT35IS35SCIENC
E?

,4. What35is35pseudoscience35and35why35does35it35often35influence35people’s35beliefs?

5. What35important35strides35did35Croesus,35Galen,35and35Semmelweis35make?3 5 How35have35we35adv
anced35in35our35contemporary35scientific35approach?
6. What35are35the35major35characteristics35of35the35scientific35approach?

7. Why35are35scientific35conclusions35never35considered35final?

8. What35is35the35importance35of35replication35in35science?3 5 How35is35replication35part35of35
the35feedback35component35in35science?

9. Explain35how35the35scientific35method's35feedback35component35refines35ideas.

10. What35are35Newton's35Rules35of35Reasoning35(1680)35and35how35are35they35still35utilized35today35by35scien
tists?

11. How35does35the35concept35of35empiricism35relate35to35our35study35of35behavior35and35experience?

12. Summarize35Schumacher's35four35ways35of35studying35psychological35processes.

13. How35is35psychology35like35other35sciences35in35its35reliance35on35objective35observation35to35st
udy35indirectly35unobservable35phenomena?

Teaching35Points

Often35students35do35not35appreciate35the35self-
corrective35mechanism35of35science.3 5 You35may35wish35to35stress35this35by35showing35how35theories35u
ndergo35modification35when35the35data35warrant.3 5 Point35out35that35some35laypeople35see35this35as35a
35weakness35of35a35theory35and35science,35thinking,35“if35it35changed,35it35must35not35have35been35a35ve
ry35good35theory.”

Sometimes35students35are35confused35when35studies35of35a35psychological35phenomenon35yield35conflicti
ng35results.35One35possible35reason35for35this35is35that35the35level35of35analysis35may35differ35between35st
udies.3 5 You35may35wish35to35incorporate35this35in35the35discussion35of35empiricism.

Students35sometimes35jump35to35the35conclusion35that35all35the35ways35of35knowing35things35that35are35
addressed35in35the35textbook35(tenacity,35authority,35reason,35and35common35sense)35have35little35valu
e35compared35to35the35scientific35method.35A35discussion35of35how35authority,35reason,35and35common3
5sense35are35often35good35might35be35helpful.35At35the35same35time,35the35value35of35the35scientific35me
thod35as35a35powerful35investigative35tool35to35test35ideas35should35be35stressed.

To35emphasize35the35empirical/theoretical35distinction,35use35concrete35examples35such35as
 Is35a35person35who35is35withdrawn35and35keeps35away35from35the35crowd35shy35or35a35snob?
 Is35a35rat35that35is35displaying35aggressive35behavior35experiencing35anger,35displeasure,35or35sexual35a
rousal?
 Is35someone35who35is35crying35sad35or35happy?
 Is35a35person35who35is35gets35good35grades35motivated35by35success35or35motivated35by35a35fear35of35f
ailure?


WHAT35IS35SCIENC 3
E?

, It35is35critical35that35students35understand35that35inferences35must35be35made35of35internal,35subjective35
processes.35Inferences,35however,35are35not35foolproof.3 5 To35illustrate35this,35lead35a35discussion35of35th
e35inferences35that35students35make35of35others35based35on35appearance,35race,35or35gender35that35are35
ultimately35found35to35be35incorrect.




4 WHAT35IS35SCIENC
E?