What has worked for me is to first have them memorize and understand the following definition for hypothesis: "A statement about the potential relationship between an independent and dependent variable (or two dependent variables in the case of a simple correlation)". Then, I give them _lots of practice_ identifying independent and dependent variables from actual studies, along with the studies' hypotheses. Then, I do the same with well-written abstracts. At this stage, the hypotheses often have to be inferred from the variables derived from the abstracts. Even if the 'hypotheses' proposed are meaningful relationships between the variables (given the limited information contained in the abstract), I am happy for, often, that's the only thing you can do with an abstract. What I find is that, having done a few abstracts (and even just titles of studies; e.g., "The effects of REM deprivation on the startle response") when I then go back to reviewing actual studies, students become pretty good at identifying variables and hypotheses. The key here is lots of practice exercises with a lot of feedback on your part. In other words, it takes a lot of work on your part and on the part of students.
Given the importance of developing this skill in undergraduate psychology students, I encourage you to devote the necessary time and effort to get them to learn these fundamental concepts. I do these types of exercises in Statistics and the students' gains in this area pay handsomely later (I am told) when they get to Research Methods and beyond. Miguel At 12:05 PM 11/4/2001 +0100, you wrote: >Hi Folks, > >Have any of you experienced the problem of students trying to write >hypotheses? It seems that this little task - which appears so clear and >simple to me - throws quite a few students for a big loop. They (granted, >most of those having troubles are getting C grades or worse) just don't >seem to catch on to what makes a prediction, and what counts as a >prediction in the field we're studying. (They also have problems making >proper, falsifiable hypotheses, but the trouble they have that leads me to >TIPS is deeper than that. They simply don't get what a hypothesis is, or >how to start making them.) I routinely assign them a paper where they're >asked to write some hypotheses and the reasoning behind them, which we use >to build on for later papers in the term, but when they get so completely >stuck at the start, it's hard to build. Miguel Roig, Ph.D. Voice: (718) 390-4513 Associate Professor of Psychology Fax: (718) 390-4347 Notre Dame Division of St. John's College E-mail (new): [EMAIL PROTECTED] St. John's University Home: [EMAIL PROTECTED] 300 Howard Avenue Http://facpub.stjohns.edu/~roigm Staten Island, New York 10301 ___________________________________________________________________________ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
