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　　《心理学实验的设计与报告（第3版，英文版）》已连续重印十余次，在英美的大专院校中被公认为该领域的品牌书。
　　本书语言简练，易读易懂，操作性强，可作为我国高等院校心理学专业广大师生的教材或教学参考书，也可作为心理学工作者撰写心理学研究报告或论文的参考手册。

内容简介

许多心理学课程都要求学生们设计实验、撰写实验报告或研究报告。本书旨在为撰写实验报告和设计实验提供具体的指导。
　　《心理学实验的设计与报告（第3版，英文版）》共分两编，第一编围绕如何撰写实验报告而展开，详略得当地介绍了报告的每个主要组成部分，指出了各部分在撰写中应该注意的问题，并根据*版的《APA论文写作与发表规范》，提供了相应的实验示例。第二编是关于实验设计与统计方法的内容。就心理学研究中经常采用的几种实验设计方法以及相关的统计方法做出了概要的介绍和评价，介绍了学生在日常学习中容易忽视，但却非常重要的两个概念：效力和效应大小；同时对报告中如何呈现图、表的问题进行了具体说明。
　　《心理学实验的设计与报告》（第3版）与前两版相比，在每一章都增加了新的小节，补充了新的内容，使内容更加丰富详实，更具操作性和指导性。
　　本书既可作为心理学、教育学等社会科学研究专业的学生的教科书，也可作为研究人员在设计实验和撰写研究报告时的参考书。

作者简介

　　彼得·哈里斯（Peter Harris），获伦敦大学心理学博士学位，现为英国谢菲尔德大学心理学系的高级讲师。他曾先后任职萨赛克斯大学、赫特福德大学和诺丁汉大学，也曾在阿姆斯特丹大学和牛津大学做过访问学者。他主要的研究方向是社会和健康心理学。

目　　录

Contents of the Web site
Preface
To students
How to use this book
To tutors
Part 1 Writing reports
1 Getting started
1.1 Experienced students, inexperienced students,
and the report
1.2 Writing the report
1.3 The importance of references in text
1.4 The practical report and the research paper
1.5 Finding references for your INTRODUCTION

Contents of the Web site 
Preface 
    To students 
    How to use this book 
    To tutors 
Part 1  Writing reports 
1  Getting started 
    1.1    Experienced students, inexperienced students, 
    and the report 
    1.2    Writing the report 
    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 
    1.5.3    Locating the references 
    1.5.4   Rubbish and temptation on the Internet 
    1.6    Ethics 
    1.7    The rest of the book and the book's Web site 
2  The INTRODUCTION section 
    2.1    The first 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 specific statistics 
    4.6.1    Chi-square, Z2 
    4.6.2    Spearman rank correlation coefficient (rho), rs 
    4.6.3    Pearson's product moment correlation 
    coefficient, 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, ;(2r 
    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 find on the book's Web site 
    4.8    What you can find in the statistics textbooks 
    paired with this book 
5  The DISCUSSION section 
    5.1    How well do the findings fit the predictions? 
    5.2    What do the findings mean? 
    5.3    What are the implications of these findings? 
    5.4    What to do when you have been unable to 
    analyse your data properly 
    5.5    External validity: the generalizability of findings 
    5.6    Six tips to help you to avoid some common 
    failings in the DISCUSSION 
    5.7    Two example DISCUSSION sections 
    5.7.1    The cheese and nightmare experiment 
    5.7.2   The mnemonic experiment 
    5.8    Writing a DISCUSSION when your study is not 
    an experiment 
6  The TITLE and ABSTRACT 
    6.1    The TITLE 
    6.2    The ABSTRACT 
7  REFERENCES and APPENDICES 
    7.1    The REFERENCES section 
    7.2    General rules for the REVERENCES section 
    7.3    An example REFERENCES section 
    7.4    Key to the example REFERENCES section 
    7.5    Electronic references 
    7.5.1    Published material obtained electronically 
    7.5.2   Unpublished material obtained electronically 
    7.6    Appendices 
8  Producing the final version of the report 
    8.1    Writing style 
    8.2    Definitions and abbreviations 
    8.3    References in the text 
    8.3.1    Using et al. properly 
    8.3.2    Quotations and plagiarism 
    8.4    Tables and figures 
    8.5    Graphing data 
    8.5.1    One IV with two levels 
    8.5.2   Error bars 
    8.5.3    One IV with more than two levels 
    8.5.4   More than one IV 
    8.5.5    Tips to help you produce better graphs 
    8.6    Drafting the report 
    8.7    Producing the final version 
    Check list for report writing 
    What the marker is looking for 
    Mistakes to avoid 
Part 2 Design and statistics 
9  Experiments, correlation and description 
    9.1    Experimenting 
    9.1.1    The experiment 
    9.1.2    Experimental and control conditions 
    9.1.3    Control: eliminating confounding variables 
    9.1.4   Experimental and null hypotheses 
    9.1.5    More on controlling variables 
    9.2    Correlation 
    9.3    Description 
    Consolidating your learning 
10  Basic experimental design 
    10.1    Unrelated and related samples independent 
    variables 
    10.2    Other names for unrelated and related samples 
    independent variables 
    10.3    Deciding whether to use related or unrelated 
    samples 
    10.4    Related samples 
    10.4.1   Advantages 
    10.4.2  Disadvantages 
    10.4.3   Controlling for order effects 
    10.5    Principal alternatives to related samples 
    10.6    Unrelated samples 
    10.6.1   Advantages 
    10.6.2  Disadvantages 
    10.6.3   Ways around these disadvantages 
    10.7    Matching participants 
    10.8    External validity 
    10.9    Internal validity 
    10.10   Ethics: The self-esteem and well-being of 
    your participants 
    10.10.1  Informed consent 
    10.10.2  Debriefing your participants 
    10.10.3  Studies on the Internet 
    10.10.4  Data confidentiality 
    Consolidating your learning 
11  Statistics: significance testing 
    11.1    Inferential statistics 
    11.2    Testing for statistical significance 
    11.3    Type I and type II errors 
    11.4    Choosing a statistical test 
    11.5    Two-tailed and one-tailed tests 
    11.6    Testing for statistical significance: summary of the 
    procedure 
    Consolidating your learning 
12  Statistics: effect size and power 
    12.1    Effect size 
    12.2    Power 
    12.2.1   Estimating power 
    12.2.2   Increasing the power of our experiments 
    12.3    Effect size and power: reporting and interpreting 
    findings 
    12.3.1   Reporting for those who do not know how to 
    calculate power or effect size statistics 
    12.3.2   Reporting for those who have been taught how to 
    calculate power or effect size statistics 
    Consolidating your learning 
13 More advanced experimental design 
    13.1    Extending the number of levels on the 
    independent variable 
    13.1.1   Unrelated samples IVs 
    13.1.2   Related samples IVs 
    13.2    Experimental designs with two or more independent 
    variables 
    13.3    Labelling designs that have two or more independent 
    variables 
    13.4    Main effects of independent variables 
    13.5    Statistical interactions 
    13.6    Analysing designs involving two or more IVs 
    13.7    Graphing statistical interactions 
    13.8    Watch out for "IVs" that are not true independent 
    variables 
    13.9    Some tips to help you to design better experiments 
    and write better reports 
    13.9.1   The basic rule 
    13.9.2   Getting reliable measures of the dependent variable 
    13.9.3  Pilot testing 
    13.9.4  The post-experimental interview 
    13.9.5   Check and screen your data prior to statistical 
    analysis 
    13.10   Above all, randomize properly 
    Consolidating your learning 
Commentary 
Recommended reading 
Appendix 1: Confusing predictions from the null hypothesis with those 
    from the experimental hypothesis 
Appendix 2: Randomizing 
Appendix 3: How to use tables of critical values of inferential statistics 
Answers to SAQs 
Answers to diagnostic questions 
References 
Index of concepts

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前　　言

　　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 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 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 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

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　　★《心理学实验的设计与报告》语言简练，易读易懂，对学生在撰写研究报告过程中所遇到的实际问题给出了操作性很强的指导，可作为我国高等院校心理学专业学生（包括本科生和研究生）的教材或教学参考书，也可作为心理学工作者撰写心理学研究报告（或论文）的参考手册。
　　——沈模卫
　　浙江大学心理与行为科学系教授、博导、系主任

在线试读部分章节

　　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

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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