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Contents
1 Thinking Like a Scientist 1

Areas of Psychological Research 4
Psychobiology 6
Cognition 6
Human Development 6
Social Psychology 6
Psychotherapy 6
Sources of Knowledge 7
Superstition and Intuition 7
Authority 7
Tenacity 8
Rationalism 8
Empiricism 9
Science 9
The Scientific (Critical Thinking) Approach and Psychology 11
Systematic Empiricism 11
Publicly Verifiable Knowledge 12
Empirically Solvable Problems 12
Basic and Applied Research 14
Goals of Science 15
Description 15
Prediction 15
Explanation 16
An Introduction to Research Methods in Science 16
Descriptive Methods 16
Predictive (Relational) Methods 17
Explanatory Method 19
Doing Science 21
Proof and Disproof 22
The Research Process 24
Summary 24
KEY TERMS 24
vi
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Contents ■ ■ vii
CHAPTER EXERCISES 25
CRITICAL THINKING CHECK ANSWERS 25
WEB RESOURCES 26
Chapter 1 Study Guide 26
2 Getting Started: Ideas, Resources, and Ethics 29

Selecting a Problem 30
Reviewing the Literature 31
Library Research 32
Journals 32
Psychological Abstracts 34
PsycINFO and PsycLIT 34
Social Science Citation Index and Science Citation Index 35
Other Resources 36
Reading a Journal Article: What to Expect 38
Abstract 38
Introduction 38
Method 38
Results 38
Discussion 39
Ethical Standards in Research with Human Subjects 39
Institutional Review Boards 41
Informed Consent 41
Risk 47
Deception 47
Debriefing 49
Ethical Standards in Research with Children 49
Ethical Standards in Research with Animals 50
Summary 54
KEY TERMS 54
WEB RESOURCES 55
3 Defining, Measuring, and Manipulating

Variables 57
Defining Variables 58
Properties of Measurement 59
Scales of Measurement 60
viii ■ ■ CONTENTS
Nominal Scale 60
Ordinal Scale 61
Interval Scale 61
Ratio Scale 61
Discrete and Continuous Variables 63
Types of Measures 63
Self-Report Measures 63
Tests 64
Behavioral Measures 64
Physical Measures 65
Reliability 66
Error in Measurement 66
How to Measure Reliability: Correlation Coefficients 67
Types of Reliability 69
Validity 71
Content Validity 71
Criterion Validity 72
Construct Validity 72
The Relationship Between Reliability and Validity 73
Summary 74
KEY TERMS 75
WEB RESOURCES 76
4 Descriptive Methods 79
Observational Methods 80
Naturalistic Observation 81
Options When Using Observation 82
Laboratory Observation 83
Data Collection 84
Qualitative Methods 86
Case Study Method 87
Archival Method 88
Interviews and Focus Group Interviews 88
Field Studies 90
Action Research 90
Qualitative Data Analysis 91
Survey Methods 92
Survey Construction 92
Administering the Survey 96
Sampling Techniques 99
Contents ■ ■ ix
Summary 103
KEY TERMS 104
WEB RESOURCES 106
5 Data Organization and Descriptive Statistics 109

Organizing Data 110
Frequency Distributions 110
Graphs 113
Descriptive Statistics 116
Measures of Central Tendency 116
Measures of Variation 120
Types of Distributions 127
z-Scores 130
z-Scores, the Standard Normal Distribution, Probability, and Percentile Ranks 133
Summary 141
KEY TERMS 141
WEB RESOURCES 143
6 Correlational Methods and Statistics 147

Conducting Correlational Research 148
Magnitude, Scatterplots, and Types of Relationships 149
Magnitude 149
Scatterplots 150
Positive Relationships 151
Negative Relationships 152
No Relationship 152
Curvilinear Relationships 152
Misinterpreting Correlations 153
The Assumptions of Causality and Directionality 153
The Third-Variable Problem 155
Restrictive Range 156
Curvilinear Relationships 157
Prediction and Correlation 158
Statistical Analysis: Correlation Coefficients 158
Pearson’s Product-Moment Correlation Coefficient: What It Is and What It Does 159
Alternative Correlation Coefficients 162
x ■ ■ CONTENTS
Advanced Correlational Techniques: Regression Analysis 163

Summary 166
KEY TERMS 166
WEB RESOURCES 168
7 Probability and Hypothesis Testing 171

Probability 172
Basic Probability Concepts 173
The Rules of Probability 175
Probability and the Standard Normal Distribution 178
Hypothesis Testing 183
Null and Alternative Hypotheses 184
One- and Two-Tailed Hypothesis Tests 184
Type I and II Errors in Hypothesis Testing 186
Statistical Significance and Errors 187
Single-Sample Research and Inferential Statistics 189
Summary 191
KEY TERMS 191
WEB RESOURCES 193
8 Introduction to Inferential Statistics 196

The z Test: What It Is and What It Does 197
The Sampling Distribution 198
The Standard Error of the Mean 198
Calculations for the One-Tailed z Test 200
Interpreting the One-Tailed z Test 200
Calculations for the Two-Tailed z Test 203
Interpreting the Two-Tailed z Test 203
Statistical Power 205
Assumptions and Appropriate Use of the z Test 206
Confidence Intervals Based on the z Distribution 207
The t Test: What It Is and What It Does 209
Student’s t Distribution 209
Calculations for the One-Tailed t Test 210
The Estimated Standard Error of the Mean 211
Interpreting the One-Tailed t Test 212
Contents ■ ■ xi
Calculations for the Two-Tailed t Test 213

Interpreting the Two-Tailed t Test 213
Assumptions and Appropriate Use of the Single-Sample t Test 214
Confidence Intervals Based on the t Distribution 215
The Chi-Square (2) Goodness-of-Fit Test: What It Is and What It Does 216
Calculations for the 2 Goodness-of-Fit Test 216
Interpreting the 2 Goodness-of-Fit Test 217
Assumptions and Appropriate Use of the 2 Goodness-of-Fit Test 217
Correlation Coefficients and Statistical Significance 218
Summary 219
KEY TERMS 220
WEB RESOURCES 222
9 The Logic of Experimental Design 225

Between-Subjects Experimental Designs 226
Control and Confounds 229
Threats to Internal Validity 230
Threats to External Validity 237
Correlated-Groups Designs 238
Within-Subjects Experimental Designs 238
Matched-Subjects Experimental Designs 242
Summary 243
KEY TERMS 244
WEB RESOURCES 245
10 Inferential Statistics: Two-Group Designs 248

Parametric Statistics 249
t Test for Independent Groups (Samples): What It Is and What It Does 250
t Test for Correlated Groups: What It Is and What It Does 257
Nonparametric Tests 264
Wilcoxon Rank-Sum Test: What It Is and What It Does 264
Wilcoxon Matched-Pairs Signed-Ranks T Test: What It Is and What It Does 266
Chi-Square (2) Test of Independence: What It Is and What It Does 269
xii ■ ■ CONTENTS
Summary 272
KEY TERMS 273
WEB RESOURCES 276
11 Experimental Designs with More Than Two Levels

of an Independent Variable 280
Using Designs with More Than Two Levels of an Independent Variable 281
Comparing More Than Two Kinds of Treatment in One Study 281
Comparing Two or More Kinds of Treatment with the Control Group
(No Treatment) 283
Comparing a Placebo Group with the Control and Experimental Groups 284
Analyzing the Multiple-Group Experiment Using Parametric Statistics 285
Between-Subjects Designs: One-Way Randomized ANOVA 286
Correlated-Groups Designs: One-Way Repeated Measures ANOVA 299
Nonparametric Statistics for the Multiple-Group Experiment 307
Summary 308
KEY TERMS 308
WEB RESOURCES 311
12 Complex Experimental Designs 314

Using Designs with More Than One Independent Variable 315
Factorial Notation and Factorial Designs 315
Main Effects and Interaction Effects 316
Possible Outcomes of a 2 2 Factorial Design 319
Statistical Analysis of Complex Designs 323
Two-Way Randomized ANOVA: What It Is and What It Does 323
Two-Way Repeated Measures ANOVA and Mixed ANOVAs 334
Beyond the Two-Way ANOVA 334
Summary 335
KEY TERMS 335
WEB RESOURCES 338
Contents ■ ■ xiii
13 Quasi-Experimental and Single-Case Designs 341

Conducting Quasi-Experimental Research 342
Nonmanipulated Independent Variables 343
An Example: Snow and Cholera 343
Types of Quasi-Experimental Designs 345
Single-Group Posttest-Only Design 346
Single-Group Pretest/Posttest Design 346
Single-Group Time-Series Design 347
Nonequivalent Control Group Posttest-Only Design 348
Nonequivalent Control Group Pretest/Posttest Design 348
Multiple-Group Time-Series Design 349
Internal Validity and Confounds in Quasi-Experimental Designs 349
Statistical Analysis of Quasi-Experimental Designs 350
Developmental Designs 351
Cross-Sectional Designs 352
Longitudinal Designs 352
Sequential Designs 353
Conducting Single-Case Research 353
Types of Single-Case Designs 354
Reversal Designs 354
Multiple-Baseline Designs 356
Summary 359
KEY TERMS 360
WEB RESOURCES 361
14 APA Communication Guidelines 364

Writing Clearly 365
Avoiding Grammatical Problems 366
Reporting Numbers 368
Citing and Referencing 369
Citation Style: One Author 369
Citation Style: Multiple Authors 370
Reference Style 370
Typing and Word Processing 372
Organizing the Paper 372
Title Page 372
Abstract 373
Introduction 373
xiv ■ ■ CONTENTS
Method 374
Results 374
Discussion 375
References 375
Appendices 375
Tables and Figures 375
The Use of Headings 376
APA Formatting Checklist 377
Conference Presentations 379
Oral Presentations 379
Poster Presentations 379
Summary 380

WEB RESOURCES 381
15 APA Sample Manuscript 383

Appendix A Statistical Tables 399
Appendix B Computational Formulas for ANOVAs 423
Appendix C Answers to Odd-Numbered Chapter Exercises and
All Review Exercises 425
Appendix D Excel, SPSS, and TI84 Exercises 440
References 495
Glossary 498
Index 505
Preface
When I first began teaching research methods 23 years ago, I did not
include statistics in my class because my students took a separate statistics
course as a prerequisite. However, as time passed, I began to integrate
more and more statistical content so that students could understand more
fully how methods and statistics relate to one another. Eventually I reached
the point where I decided to adopt a textbook that integrated statistics and
research methods. However, I was somewhat surprised to find that there
were only a few integrated texts. In addition, these texts covered statistics
in much greater detail than I needed or wanted. Thus, I wrote the present
text to meet the market need for a brief, introductory-level, integrated text.
My other writing goals were to be concise yet comprehensive, to use an orga-
nization that progresses for the most part from nonexperimental methods to
experimental methods, to incorporate critical thinking throughout the text,
and to use a simple, easy-to-understand writing style.
Concise yet Comprehensive

The present text is concise (it can be covered in a one-semester course if
necessary, and if paired with supplements, can easily fit a two-semester
course) yet still integrates statistics with methods. To accomplish these
twin goals, I chose to cover only those statistics most used by psychologists
rather than to include all the statistics that might be covered in a regular
statistics class. The result is a text that, in effect, integrates a statistical sup-
plement within a methods text. The advantage of using this text rather than
a statistical supplement with a methods text is that the statistics are inte-
grated throughout the text. In other words, I have described the statistics
that would be used with a particular research method in the same chapter
or in a chapter immediately following the pertinent methods chapter.
I realize that some instructors may like the integrated approach but not
want to cover inferential statistics in as much detail as I do. I have therefore
structured the coverage of each inferential statistical test so that the calcula-
tions may be omitted if so desired. I have divided the section on each sta-
tistical test into four clear subsections. The first describes the statistical test
and what it does for a researcher. The second subsection provides the for-
mulas for the test and an example of how to apply the formulas. In the
third subsection, I demonstrate how to interpret the results from the test;
and in the final subsection, I list the assumptions that underlie the test.
Instructors who simply want their students to understand the test, how to
interpret it, and the assumptions behind it can omit (not assign) the subsec-
tion on statistical calculations without any problems of continuity. Thus,
the text is appropriate both in methods classes for which statistics is not a
prerequisite and in those classes for which statistics is a prerequisite. In the
xv
xvi ■ ■ PREFACE
latter case, the calculation subsections may be omitted, or they may be used
as a statistical review and as a means of demonstrating how statistics are
used by psychologists.
Organization
The text begins with chapters on science and getting started in research
(Chapters 1 and 2). Measurement issues and descriptive methods and sta-
tistics are then covered, followed by correlational methods and statistics
(Chapters 3 to 6). Hypothesis testing and inferential statistics are intro-
duced in Chapters 7 and 8, followed by experimental design and the
appropriate inferential statistics for analyzing such designs (Chapters 9 to
12). The final three chapters present quasi-experimental and single-case
designs (Chapter 13), APA guidelines on writing (Chapter 14), and a sam-
ple APA manuscript (Chapter 15).
Critical Thinking
Evaluation of any research design involves critical thinking, so this particu-
lar goal is not a novel one in research methods texts. However, I have
made a special effort to incorporate a critical thinking mind-set into the
text in the hopes of fostering this in students. I attempt to teach students
to adopt a skeptical approach to research analysis through instructive
examples and an explicit pedagogical aid incorporated within the text. At
the end of each major section in each chapter, I have inserted a Critical
Thinking Check. This feature varies in length and format but generally
involves a series of application questions concerning the section informa-
tion. The questions are designed to foster analytical/critical thinking skills
in addition to reviewing the section information.
Writing Style
I present the information in a simple, direct, easy-to-understand fashion.
Because research methods is one of the more difficult courses for students,
I also try to write in an engaging, conversational style, much as if the
reader were a student seated in front of me in my classroom. I hope,
through this writing style, to help students better understand some of the
more troublesome concepts without losing their interest.
Pedagogical Aids
The text incorporates several pedagogical aids at the chapter level. Each
chapter begins with a chapter outline, which is followed by learning objec-
Preface ■ ■ xvii
tives. Key terms are defined in a running glossary in the margins within
each chapter. In Review summary matrices, at the end of major sections in
each chapter, provide a review of the major concepts of the section in a
tabular format. These summaries are immediately followed by the Critical
Thinking Checks described previously. Thus, students can use the In
Review summary after reading a chapter section and then engage in the
Critical Thinking Check on that information. Chapter Exercises are pro-
vided at the end of each chapter so that students can further review and
apply the knowledge in that chapter. Answers to the odd-numbered chap-
ter exercises are provided in Appendix C. Answers to the Critical Thinking
Checks appear at the end of each chapter. As in the previous edition, the
Study Guide has been incorporated into the text in this edition so there is
no additional cost to the student. The built-in Study Guide appears at the
end of each chapter and includes a chapter summary, fill-in questions,
multiple-choice questions, extra problems for chapters with statistics, and a
glossary of terms from the chapter.
New to This Edition

The fourth edition contains 15 chapters, one more than the previous two
editions. The additional chapter (Chapter 7) covers basic probability. The
section in Chapter 4 (Descriptive Methods) on qualitative methods has
been greatly expanded to include additional qualitative methods. In addi-
tion, the section on survey methods in the same chapter has been updated
to reflect differences in use and response rates across the different survey
methods given the changes in society over the past decade. Chapters 14
and 15, which detail APA style guidelines, have been updated to bring
them in-line with the 6th edition of the Publication Manual of the American
Psychological Association. Lastly, a new appendix (Appendix D) has been
added which details how to use Excel, SPSS, and the TI84 calculator to
conduct most of the statistical analyses covered in the text.
For the Instructor

An Instructor’s Manual/Test Bank accompanies the text. The Instructor’s
Manual contains lecture outlines, PowerPoint slides of most of the tables
and figures from the text, resources to aid in the development of classroom
exercises/demonstrations, and answers to all chapter exercises. A test bank
includes multiple-choice, short-answer, and essay questions.
For the Student

In addition to the pedagogical aids built into the text, Web resources
include practice quizzes for each chapter and statistics and research meth-
ods workshops at http://psychology.cengage.com/workshops.
Acknowledgments
I must acknowledge many people for their help with this project. I thank the
students in my research methods classes on which the text was pretested.
Their comments were most valuable. I also thank my husband for his careful
proofreading and insightful comments, and Percy for the encouragement of
her ever-present wagging tail. In addition, I would like to thank those who
reviewed the text in the first and second editions. They include Patrick
Ament, Central Missouri State University; Michele Breault, Truman State
University; Stephen Levine, Georgian Court College; Patrick McKnight,
University of Arizona; William Moyer, Millersville University; Michael
Politano, The Citadel; Jeff Smith, Northern Kentucky University; Bart Van
Voorhis, University of Wisconsin, LaCrosse; Zoe Warwick, University of
Maryland, Baltimore County; and Carolyn Weisz, University of Puget
Sound; Scott Bailey, Texas Lutheran University; James Ballard, California
State University, Northridge; Stephen Blessing, University of Tampa; Amy
Bohmann, Texas Lutheran University; Anne Cook, University of Utah; Julie
Evey, University of Southern Indiana; Rob Mowrer, Angelo State University;
Sandra Nicks, Christian Brothers University; Clare Porac, Pennsylvania State
University, Erie, The Behrend College; and Diane Winn, Colby College. In
this third edition, I was fortunate again to have reviewers who took their
task seriously and provided very constructive suggestions for strengthening
and improving the text. I am grateful for the suggestions and comments
provided by Martin Bink, Western Kentucky University; David Falcone,
La Salle University; Tiara Falcone, The College of New Jersey; Cary S. Feria,
Morehead State University; Greg Galardi, Peru State College; Natalie Gasson,
Curtin University; Brian Johnson, University of Tennessee at Martin;
Maya Khanna, Creighton University; David Kreiner, University of Central
Missouri; Martha Mann, University of Texas at Arlington; Benjamin Miller,
Salem State College; Erin Murdoch, University of Central Florida; Mary
Nebus, Georgian Court University; Michael Politano, The Citadel; and Linda
Rueckert, Northeastern Illinois University.
Special thanks to all the team at Wadsworth, specifically Timothy
Matray, Editor, for his support and guidance. Thanks also to Prashanth.K,
Project Manager at PreMediaGlobal.
Sherri L. Jackson
xviii
CHAPTER
1 Thinking Like a Scientist
Areas of Psychological Research

Psychobiology
Cognition
Human Development
Social Psychology
Psychotherapy
Sources of Knowledge
Superstition and Intuition
Authority
Tenacity
Rationalism
Empiricism
Science
The Scientific (Critical Thinking) Approach and Psychology
Systematic Empiricism
Publicly Verifiable Knowledge
Empirically Solvable Problems
Basic and Applied Research
Goals of Science
Description
Prediction
Explanation
An Introduction to Research Methods in Science
Descriptive Methods
Predictive (Relational) Methods
Explanatory Method
Doing Science
Proof and Disproof
The Research Process
Summary
1
2 ■ ■ CHAPTER 1
Learning Objectives
● Identify and describe the areas of psychological research.
● Identify and differentiate between the various sources of knowledge.
● Describe the three criteria of the scientific (critical thinking) approach.
● Explain the difference between basic and applied research.
● Explain the goals of science.
● Identify and compare descriptive methods.
● Identify and compare predictive (relational) methods.
● Describe the explanatory method. Your description should include inde-
pendent variable, dependent variable, control group, and experimental
group.
● Explain how we “do” science and how proof and disproof relate to doing
science.
elcome to what is most likely your first research methods class.
W If you are like most psychology students, you are probably won-
dering what in the world this class is about—and, more impor-
tant, why you have to take it. Most psychologists and the American
Psychological Association (APA) consider the research methods class espe-
cially important in the undergraduate curriculum. In fact, along with
the introductory psychology class, the research methods class is one of
the courses required by most psychology departments (Messer, Griggs, &
Jackson, 1999). Why is this class considered so important, and what exactly
is it all about?
Before answering these questions, I will ask you to complete a couple of
exercises related to your knowledge of psychology. I usually begin my
research methods class by asking my students to do these exercises. I assume
that you have had at least one other psychology class prior to this one. Thus,
these exercises should not be too difficult.
Exercise 1: Try to name five psychologists. Make sure that your list does
not include any “pop” psychologists such as Dr. Ruth or Dr. Laura. These
individuals are considered by most psychologists to be “pop” psychologists
because, although they are certified to do some sort of counseling, neither
actually completed a degree in psychology. Dr. Ruth has an Ed.D. in the
Interdisciplinary Study of the Family, and Dr. Laura has a Ph.D. in Physiol-
ogy and a Post-Doctoral Certification in Marriage, Family, and Child
Counseling.
Okay, whom did you name first? If you are like most people, you
named Sigmund Freud. In fact, if we were to stop 100 people on the street
and ask the same question of them, we would probably find that, other
than “pop” psychologists, Freud would be the most commonly named
psychologist (Stanovich, 2007). What do you know about Freud? Do
you believe that he is representative of all that psychology encompasses?
Most people on the street believe so. In fact, most of them believe that
Thinking Like a Scientist ■ ■ 3
psychologists “do” what they see “pop” psychologists doing and what they
believe Freud did. That is, they believe that most psychologists listen to
people’s problems and try to help them solve those problems. If this repre-
sents your schema for psychology, this class should help you to see the dis-
cipline in a very different light.
Exercise 2 (taken from Bolt, 1998): Make two columns on a piece of
paper, one labeled “Scientist” and one labeled “Psychologist.” Now, write
five descriptive terms for each. You may include terms or phrases that
describe what you believe the “typical” scientist or psychologist looks like,
dresses like, or acts like, as well as what personality characteristics you
believe these individuals have. After you have finished this task, evaluate
your descriptions. Do they differ? Again, if you are like most students,
even psychology majors, you have probably written very different terms
to describe each of these categories.
First, consider your descriptions of a scientist. Most students see
the scientist as a middle-aged man, usually wearing a white lab coat with
a pocket protector on it. The terms for the scientist’s personality usually
describe someone who is analytical, committed, and introverted with poor
people/social skills. Are any of these similar to your descriptions?
Now let’s turn to your descriptions of a typical psychologist. Once
again, a majority of students tend to picture a man, although some picture
a woman. They definitely do not see the psychologist in a white lab coat
but instead in some sort of professional attire. The terms for personality
characteristics tend to describe someone who is warm, caring, empathic,
and concerned about others. Does this sound similar to what you have
written?
What is the point behind these exercises? First, they illustrate that most
people have misconceptions about what psychologists do and about what
psychology is. In other words, most people believe that the majority of psy-
chologists do what Freud did—try to help others with their problems. They
also tend to see psychology as a discipline devoted to the mental health
profession. As you will soon see, psychology includes many other areas of
specialization, some of which may actually involve wearing a white lab
coat and working with technical equipment.
I asked you to describe a scientist versus a psychologist because I
hoped that you would begin to realize that a psychologist is a scientist.
Wait a minute, you may be saying. I decided to major in psychology
because I don’t like science. What you have failed to recognize is that
what makes something a science is not what is studied but how it is stud-
ied. This is what you will be learning about in this course—how to use
the scientific method to conduct research in psychology. This is also why
you may have had to take statistics as a prerequisite or corequisite to this
class and why statistics are covered in this text—because doing research
requires an understanding of how to use statistics. In this text, you will
learn about both research methods and the statistics most useful for these
methods.
4 ■ ■ CHAPTER 1
Areas of Psychological Research

As we noted, psychology is not just about mental health. Psychology is a
very diverse discipline that encompasses many areas of study. To illus-
trate this, examine Table 1.1, which lists the divisions of the American
Psychological Association (APA). You will notice that the areas of study
within psychology range from those that are closer to the so-called
“hard” sciences (chemistry, physics, biology) to those that are closer to the
so-called “soft” social sciences (sociology, anthropology, political science).
The APA has 54 divisions, each representing an area of research or prac-
tice. To understand what psychology is, it is important that you have an
appreciation of its diversity. In the following sections, we will briefly dis-
cuss some of the more popular research areas within the discipline of
psychology.
TABLE 1.1 Divisions of the American Psychological Association
1. Society for General Psychology

2. Society for the Teaching of Psychology
3. Experimental Psychology
5. Evaluation, Measurement, and Statistics
6. Behavioral Neuroscience and Comparative Psychology
7. Developmental Psychology
8. Society for Personality and Social Psychology
9. Society for Psychological Study of Social Issues
10. Society for the Psychology of Aesthetics, Creativity, and the Arts
12. Society for Clinical Psychology
13. Society for Consulting Psychology
14. Society for Industrial and Organizational Psychology
15. Educational Psychology
16. School Psychology
17. Society for Counseling Psychology
18. Psychologists in Public Service
19. Society for Military Psychology
20. Adult Development and Aging
21. Applied Experimental and Engineering Psychology
22. Rehabilitation Psychology
23. Society for Consumer Psychology
(continued)
Thinking Like a Scientist ■ ■ 5
TABLE 1.1 Divisions of the American Psychological Association (continued)
24. Society for Theoretical and Philosophical Psychology

25. Behavior Analysis
26. Society for the History of Psychology
27. Society for Community Research and Action: Division of Community Psychology
28. Psychopharmacology and Substance Abuse
29. Psychotherapy
30. Society for Psychological Hypnosis
31. State, Provincial, and Territorial Psychological Association Affairs
32. Humanistic Psychology
33. Mental Retardation and Developmental Disabilities
34. Population and Environmental Psychology
35. Society for the Psychology of Women
36. Psychology of Religion
37. Society for Child and Family Policy and Practice
38. Health Psychology
39. Psychoanalysis
40. Clinical Neuropsychology
41. American Psychology-Law Society
42. Psychologists in Independent Practice
43. Family Psychology
44. Society for the Psychological Study of Lesbian, Gay, and Bisexual Issues
45. Society for the Psychological Study of Ethnic and Minority Issues
46. Media Psychology
47. Exercise and Sport Psychology
48. Society for the Study of Peace, Conflict, and Violence: Peace Psychology Division
49. Group Psychology and Group Psychotherapy
50. Addictions
51. Society for the Psychological Study of Men and Masculinity
52. International Psychology
53. Society of Clinical Child and Adolescent Psychology
54. Society of Pediatric Psychology
55. American Society for the Advancement of Pharmacotherapy
56. Trauma Psychology
NOTE: There is no Division 4 or 11.
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free circulation of property, it is sufficient to say that we
are influenced by no vain alarms, that the value of the real
property occupied or owned by the communities was in 1880 as
much as 700,000,000f., and that it now exceeds a milliard.
Starting from this figure, what may be the value of mortmain
personalty? Yet the real peril does not arise from the
extension of mortmain. In this country, whose moral unity has
for centuries constituted its strength and greatness, two
youths are growing up ignorant of each other until the day
when they meet, so unlike as to risk not comprehending one
another. Such a fact is explained only by the existence of a
power which is no longer even occult and by the constitution
in the State of a rival power. All efforts will be fruitless
as long as a rational, effective legislation has not
superseded a legislation at once illogical, arbitrary, and
inoperative. If we attach so much importance to a Law on
Association it is also because it involves the solution of at
least a portion of the education question. This Bill is the
indispensable guarantee of the most necessary prerogatives of
modern society."
{237}
This pre-announcement of the intentions of the government gave

rise, as it must have been intended to do, to a warm
discussion of the project in advance, and showed something of
the strength of the antagonists with whom its supporters must
make their fight. At length, late in December—a few days
before the opening of debate on the bill in the Chambers—the
attitude of the Church upon it was fully declared by the Pope,
in a lengthy interview which M. Henri des Houx, one of the
members of the staff of the "Matin," was permitted to publish
in that Paris journal. "After M. Waldeck-Rousseau's Toulouse
speech, and in presence of the Associations Bill," said the
Pope, "I can no longer keep silent. It is my Apostolic duty to
speak out. French Catholics will know that their father does
not abandon them, that he suffers with them in their trials,
and that he encourages their generous efforts for right and
liberty. They are well aware that the Pope has unceasingly
laboured in their behalf and for the Church, adapting the
means to the utility of the ends. The pilot is the judge of
the manœuvre at the bar. At one moment he seems to be tacking
before the tempest; at another he is bound to sail full
against it. But his one aim ever is to make the port. Now, the
Pope cannot consent to allow the French Government to twist
the Concordat from its real intent and transform an instrument
of peace and justice into one of war and oppression. The
Concordat [see, in volume 2, FRANCE: A. D. 1801-1804]
established and regulated in France the exercise of Catholic
worship and defined, between the Church and the French State,
mutual rights and duties. The religious communities form an
integral part of the Apostolic Church as much as the secular
clergy. They exercise a special and a different mission, but
one not less sacred than that of the pastors recognized by the
State. To try to destroy them is to deal a blow at the Church,
to mutilate it, and to restrain its benefits. Such was not the
intent of the Concordat. It would be a misconstruction of this
treaty to declare illegal and to interdict whatever it was not
able to settle or foresee. The Concordat is silent as to
religious communities. This means that the regular clergy has
no share in the special rights and relative privileges granted
by the Concordat to the members of the secular ecclesiastical
hierarchy. It does not mean that religious orders are to be
excluded from the common law and put outside the pale of the
State. … There was no need of mentioning the religious
communities in the Concordat because these pious bodies were
permitted to live under the shelter of the equal rights
accorded to men and citizens by the fundamental clauses of
your Constitution. But if an exception is to be made to these
solemn declarations in the case of certain citizens it is an
iniquity towards the Church, an infraction of the intentions
of the negotiators of 1801. Look at the countries with which
the Holy See has signed no Concordat, and even at Protestant
countries like England, the United States, and many another.
Are religious communities there excluded from the liberties
recognized as belonging to other citizens? Do they not live
there without being harassed? And thither, perhaps, these
communities would take refuge, as in the evil days of the
Terror, from the iniquity of Catholic France! But since then
France has become bound by the Concordat, and she seems to
forget it. …
"Why does France figure to-day by the side of the great

nations in the concert of the Powers settling the Chinese
question? Whence have your Ministry for Foreign Affairs and
your representative in Peking the authority which gives weight
to their opinion in the assembly of plenipotentiaries? What
interest have you in the north of China? Are you at the head
there in trade and industry? Have you many traders there to
protect? No. But you are there the noblest champions of
Christian civilization, the protectors of the Catholic
missions. Your foreign rivals are envious of this privileged
situation. They are seeking to dispute your rights laid down
in treaties that assign to you the rôle of defenders of native
missions and Christian settlements. … Hitherto your
Governments had had a better notion of the importance of their
rights. It is in the name of treaties guaranteeing them that
they protested to me when the Chinese Emperor asked me to
arrange diplomatic relations directly with the Holy See. Upon
the insistence of M. de Freycinet, the then Minister, I
refused, so fearful was I that France might believe, even
wrongfully, that I wished in any way to diminish her prestige,
her influence, and her power. In the Levant, at
Constantinople, in Syria, in the Lebanon, what will remain of
the eminent position held by your Ambassador and Consuls if
France intends to renounce representing there the rights of
Christianity? …
"M. Waldeck-Rousseau, in his Toulouse speech, spoke of the
moral unity of France. Who has laboured more than I for it?
Have I not energetically counselled Catholics to cease all
conflict against the institutions which your country has
freely chosen and to which it remains attached? Have I not
urged Catholics to serve the Republic instead of combating it?
I have encountered warm resistance among them, but I believe
that their present weakness arises from their very lack of
union and their imperfect deference to my advice. The
Republican Government at least knows in what degree my
authority has been effective towards bringing about that
public peace and moral unity which is proclaimed at the very
moment when it is seriously menaced. It has more than once
thanked me. If the Pontifical authority has not been able
entirely to accomplish the union so much desired I at least
have spared no effort for it. Is there now a desire to
reconstitute the union of Catholics against the Republic? How
could I prevent this if, instead of the Republic liberal,
equitable, open to all, to which I have invited Catholics to
rally, there was substituted a narrow, sectarian Republic,
governed by an inflamed faction governed by laws of exception
and spoliation, repugnant to all honest and upright
consciences, and to the traditional generosity of France? Is
it thought that such a Republic can obtain the respect of a
single Catholic and the benediction of the Supreme Pontiff? I
still hope that France will spare herself such crises, and
that her Government will not renounce the services which I
have been able to render and can still render it.
{238}
On several occasions, for instance, and quite recently, I have
been asked by the head of a powerful State to allow disregard
of the rights of France in the East and Far East. Although
compensations were offered to the Church and the Holy See, I
resolved that the right of France should remain intact,
because it is an unquestionable right, which France has not
allowed to become obsolete. But if in your country the
religious orders, without which no Catholic expansion is
possible, are ruined and suppressed, what shall I answer
whenever such requests are renewed to me? Will the Pope be
alone in defending privileges the possessors of which prize
them so little?"
Of the seriousness of the conflict thus opening between the

French Republicans and the Roman Catholic Church there could
be no doubt.
The threatened bill was brought forward by the government and

debate upon it opened on the 15th of January, 1901. The most
stringent clauses of the measure were translated and
communicated to the "London Times" by its Paris correspondent,
as follows:
"II. Any association founded on a cause, or for an illicit

end, contrary to the laws, to public order, to good manners,
to the national unity, and to the form of the Government of
the Republic, is null and void.
"III. Any member of an association which has not been formed

for a determined time may withdraw at any term after payment
of all dues belonging to the current year, in spite of any
clauses to the contrary.
"IV. The founders of any association are bound to publish the

covenants of the association. This declaration must be made at
the prefecture of the Department or at the sub-prefecture of
the district which is the seat of the association. This
declaration must reveal the title and object of the
association, the place of meeting and the names, professions,
and domiciles of the members or of those who are in any way
connected with its administration. … The founders, directors,
or administrators of an association maintained or
reconstituted illegally after the verdict of dissolution will
be punished with a fine of from 500f. to 5,000f. and
imprisonment ranging from six days to a year. And the same
penalty will apply to all persons who shall have favoured the
assemblage of the members of the dissolved association by the
offer of a meeting place. …
"X. Associations recognized as of public utility may exercise

all the rights of civil life not forbidden in their statutes,
but they cannot possess or acquire other real estate than that
necessary for the object which they have in view. All personal
property belonging to an association should be invested in
bonds bearing the name of the owner. Such associations can
receive gifts and bequests on the conditions defined by Clause
910 of the Civil Code. Real estate included in an act of donation
or in testamentary dispositions, which is not necessary for
the working of the association, is alienated within the period
and after the forms prescribed by the decree authorizing
acceptance of the gift, the amount thereby represented
becoming a part of the association's funds. Such associations
cannot accept a donation of real estate or personal property
under the reserve of usufruct for the benefit of the donor.
"XI. Associations between Frenchmen and foreigners cannot be

formed without previous authorization by a decree of the
Conseil d'Etta. A special law authorizing their formation and
determining the conditions of their working is necessary in
the case, first of associations between Frenchmen, the seat or
management of which is fixed or emanates from beyond the
frontiers or is in the hands of foreigners; secondly, in the
case of associations whose members live in common. …
"XIV. Associations existing at the moment of the promulgation

of the present law and not having previously been authorized
or recognized must, within six months, be able to show that
they have done all in their power to conform to these
regulations."
Discussion of the Bill in the Chamber of Deputies was carried

on at intervals during ten weeks, the government defeating
nearly every amendment proposed by its opponents, and carrying
the measure to its final passage on the 29th of March, by a
vote of 303 to 220. Of the passage of the bill by the Senate
there seems to be no doubt. After disposing of the Bill on
Associations, on the 27th of March, the Chamber adjourned to
May 14.
----------FRANCE: End--------
FRANCHISE LAW, The Boer.
See (in this volume)

SOUTH AFRICA (THE TRANSVAAL):
A. D. 1899 (MAY-JUNE); and (JULY-SEPTEMBER).
FRANCHISES, Taxation of public,

NEW YORK STATE: A. D. 1899 (MAY).
FRANKLIN, The Canadian district of.

CANADA: A. D. 1895.
FRANZ JOSEF LAND: Exploration of.

POLAR EXPLORATION, 1896;
1897; 1898-1899; 1900-; and 1901.
FREE SILVER QUESTION, The.

UNITED STATES OF AMERICA:
A. D. 1896 (JUNE-NOVEMBER);
and 1900 (MAY-NOVEMBER).
FREE SPEECH:
Restrictions on, in Germany.

GERMANY: A. D. 1898; and 1900 (OCTOBER 9).
FREE TRADE.

TARIFF LEGISLATION.
FREE ZONE, The Mexican.

MEXICAN FREE ZONE.
FRENCH SHORE QUESTION, The

Newfoundland.

NEWFOUNDLAND: A. D. 1899-1901.
FRENCH WEST AFRICA.

AFRICA: A. D. 1895;
and NIGERIA: A. D. 1882-1899.
FRIARS, Spanish, in the Philippines.

PHILIPPINE ISLANDS: A. D. 1900 (NOVEMBER).
{239}
G.
GALABAT, Battle of.

EGYPT: A. D. 1885-1896.
GALVESTON: A. D. 1900.
The city overwhelmed by wind and waves.
"The southern coast of the United States was visited by a

tropical hurricane on September 6-9, the fury of which reached
its climax at and near Galveston, Texas, 1:45 A. M., on
Sunday, the 9th. Galveston is built upon the east end of a
beautiful but low-lying island some thirty miles long and six
or seven miles wide at the point of greatest extent, though
only a mile or two wide where the city is built. The pressure
of the wind upon the waters of the Gulf was so powerful and so
continuous that it lifted the waves on the north coast many
feet above the ordinary high-tide level, and for a short time
the entire city was submerged. … The combined attack of
hurricane and tidal-wave produced indescribable horrors—the
destruction of property sinking into insignificance when
compared with the appalling loss of life. The new census taken
in June accredited Galveston with a population of 37,789. The
calamity of a few hours seems to have reduced that number by
20 per cent. The loss of life in villages and at isolated
points along the coast-line will probably bring the sum total
of deaths caused by this fatal storm up to 10,000. The
condition of the survivors for two or three days beggars
description. The water had quickly receded, and all means of
communication had been destroyed, including steamships,
railroads, telephone and telegraph lines, and public highways.
Practically all food supplies had been destroyed, and the
drinking-water supply had been cut off by the breaking of the
aqueduct pipes. The tropical climate required the most summary
measures for the disposition of the bodies of the dead. Military
administration was made necessary, and many ghoulish looters
and plunderers were summarily shot, either in the act of
robbing the dead or upon evidence of guilt. …
"Relief agencies everywhere set to work promptly to forward

food, clothing, and money to the impoverished survivors. Great
corporations like the Southern Pacific Railroad made haste to
restore their Galveston facilities, and ingenious engineers
brought forward suggestions for protection of the city against
future inundations. These suggestions embraced such
improvements as additional break-waters, jetties, dikes, and
the filling in of a portion of the bay, between Galveston and
the mainland. The United States Government in recent years has
spent $8,000,000 or $10,000,000 in engineering works to deepen
the approach to Galveston harbor. The channel, which was
formerly only 20 or 21 feet deep across the bar, is now 27
feet deep, and the action of wind and tide between the jetties
cuts the passage a little deeper every year. The foreign trade
of Galveston, particularly in cotton, has been growing by
leaps and bounds."
American Review of Reviews,

October, 1900, page 398.
GARCIA, General:
Commanding Cuban forces at Santiago.

UNITED STATES OF AMERICA:
A. D. 1898 (JUNE-JULY).
GENEVA CONVENTION:
Adaptation to maritime warfare.

PEACE CONFERENCE.
GEORGE, Henry:
Candidacy for Mayor of Greater New York, and death.

NEW YORK CITY: A. D. 1897 (SEPTEMBER-NOVEMBER).
GERMAN ORIENT SOCIETY:

Exploration of the ruins of Babylon.

ARCHÆOLOGICAL RESEARCH: BABYLONIA:
GERMAN EXPLORATION.
GERMAN PARTIES, in Austria.

AUSTRIA-HUNGARY.
----------GERMANY: Start--------
GERMANY: A. D. 1891-1899.
Recent commercial treaties.
Preparations for forthcoming treaties.
"The new customs tariff of July 15, 1879 [see, in volume 4,

TARIFF LEGISLATION (GERMANY): A. D. 1853-1892] exhibited the
following characteristics: An increase of the existing duties
and the introduction of new protective duties in the interests
of industrial and agricultural products. The grain and wood
duties, abolished in 1864, were reintroduced, and a new
petroleum duty was adopted. Those on coffee, wine, rice, tea,
tobacco, cattle, and textiles were raised. Those on iron were
restored; and others were placed on many new articles formerly
admitted free. In 1885 the tariff was again revised,
especially in the direction of trebling the grain and of
doubling the wood duties. Those on cattle, brandy, etc., were
raised at the same time. The year 1887 saw another general
rise of duties. But, on the other hand, some reductions in the
tariff for most-favored nations came about in 1883 and in 1889 in
consequence of the tariff treaties made with Switzerland and
Spain. Other reductions were made by the four tariff treaties
of 1891 with Belgium, Italy, Austria-Hungary, and Switzerland,
and again in 1892 and 1893, when like treaties were
respectively made with Servia and Roumania. Increases in some
duties took place in 1894 and 1895, such as those on cotton
seeds, perfumes, ether, and honey. … In consequence of the
higher price, rendered possible at home from the protective
duty, the German manufacturer can afford to sell abroad the
surplus of his output at a lower price than he could otherwise
do. His average profit on his whole output is made up of two
parts: Firstly, of a rather high profit on the sales in
Germany; and, secondly, of a rather low profit on the sales
abroad. The net average profit is, however, only an ordinary
one; but the larger total quantity sold (which he could not
dispose of without the foreign market, combined with the extra
low price of sale abroad) enables him to produce the commodity
in the larger quantities at a lower cost of production than he
otherwise could if he had only the German market to
manufacture for. He thereby obtains abroad, when selling
against an Englishman, an indirect advantage from his home
protection, which stands him in good stead and is equivalent
to a small indirect benefit (which the Englishman has not) on
his foreign sales, which is, however, paid for by the German
consumer through the higher sale price at home.
{240}
"The customs tariff now in force provides one general or

'autonomous' rate of duty for all countries, from which
deviations only exist for such nations as have tariff treaties
or treaties containing the most-favored-nation clause. Such
deviations are 'treaty' or 'conventional' duties. At the
present moment treaties of one kind or another exist with most
European powers (excepting Great Britain, Spain, and Portugal)
and with the majority of extra-European countries. So that,
with few exceptions, the German Empire may now be said to
trade with the world on the basis of the lower 'conventional'
or 'treaty' tariff. Most of the tariff treaties existing in
Europe expired early in 1892, whereupon many countries
prepared higher customs tariffs in order to be prepared to
grant certain concessions reciprocally when negotiating for
the new treaties. Germany, therefore, under the auspices of
General Caprivi, set to work to make a series of special
tariff treaties with Belgium, Italy, Austria-Hungary, and
Switzerland, which were all dated December 6, 1891. Later
additions of the same class were those with Servia in 1892,
with Roumania in 1893, and with Russia in 1894.
"Perhaps almost the greatest benefit conferred upon the

country by these seven tariff treaties was the fact of their
all being made for a long period of years and not terminable
in any event before December 31, 1903. This secured for the
mercantile classes the inestimable benefit of a fixed tariff
for most of the important commodities of commerce over a long
period of time—a very valuable factor in trade, which has in
this case greatly assisted the development of commerce. The
reductions in Germany granted by these treaties were not great
except on imported grains, and those in the various foreign
countries were not very considerable either. … The
preparations for the negotiation of the new commercial
treaties which are to replace those which expire on January 1,
1904, were begun in Germany as early as 1897. Immense trouble
has been and is being taken by the Government to obtain
thoroughly reliable data on which to work, as they were by no
means content merely to elaborate a new tariff on the wide
experience already gained from the working of the seven
commercial treaties of 1891 to 1893."
Diplomatic and Consular Reports of the British Government,

January, 1899
(quoted in Monthly Summary of Commerce and Finance
of the United States, January, 1899).
GERMANY: A. D. 1894-1895.
The Emperor and the Social Democrats.
His violent and autocratic speeches.
Failure of the Anti-Revolutionary Bill.
Socialist message to France.
At the opening of the winter session of the Reichstag, in

December, 1894, the Emperor, speaking in person, declared it
to be "necessary to oppose more effectually than hitherto the
pernicious conduct of those who attempt to disturb the
executive power in the fulfilment of its duty," and announced
that a bill to that end, enlarging the penal provisions of
law, would be introduced without delay. This was well
understood to be aimed at the Social Democrats, against whom
the Emperor had been making savagely violent speeches of late.
At Potsdam, in addressing some recruits of the Foot Guards, he
had gone so far as to say: "You have, my children, sworn
allegiance to me. That means that you have given yourselves to
me body and soul. You have only one enemy, and that is my
enemy. With the present Socialist agitation I may order
you,—which God forbid!—to shoot down your brothers, and even
your parents, and then you must obey me without a murmur." In
view of these fierce threatenings of the Emperor, and the
intended legislative attack upon their freedom of political
expression and action, six members of the Social Democratic
party, instead of quitting the House, as others did, before
the customary cheers for his Imperial Majesty were called for,
remained silently sitting in their seats. For that behaviour
they were not only rebuked by the president of the Reichstag,
but a demand for proceedings against them was made by the
public prosecutor, at the request of the Imperial Chancellor.
The Reichstag valued its own rights too highly to thus gratify
the Emperor, and the demand was refused, by a vote of three to
one. His Imperial Majesty failed likewise to carry the
bill—the Anti-Revolutionary Bill, as it was called—on which
he had set his heart, for silencing critical tongues and pens.
The measure was opposed so stoutly, in the Reichstag and
throughout the Empire, that defeat appeared certain, and in
May (1895) it was dropped. The Emperor did not take his defeat
quietly. Celebrating the anniversary of the battle of Sedan by
a state dinner at the palace, he found the opportunity for a
speech in which the Socialists were denounced in the following
terms: "A rabble unworthy to bear the name of Germans has
dared to revile the German people, has dared to drag into the
dust the person of the universally honoured Emperor, which is
to us sacred. May the whole people find in themselves the
strength to repel these monstrous attacks; if not, I call upon
you to resist the treasonable band, to wage a war which will
free us from such elements." The Social Democrats replied by
despatching the following telegram to the Socialists in Paris:
"On the anniversary of the battle of Sedan we send, as a
protest against war and chauvinism, our greeting and a clasp
of the hand to our French comrades. Hurrah for international
solidarity!" Prosecutions followed. The editor of "Vorwärts"
got a month's imprisonment for saying the police provoked
brawls to make a pretext for interference; Liebknecht, four,
for a caustic allusion to the Emperor's declarations against
Socialism, and for predicting the collapse of the Empire; and
Dr. Forster, three, for lèse-majesté.
GERMANY: A. D. 1894-1899.
The Emperor's claim to "Kingship by Divine Right,"
A great sensation was produced in Germany by a speech

addressed on September 6, 1894, by the German Emperor to the
chief dignitaries and nobles of East Prussia in the Royal
Palace at Königsberg. The following are the principal
passages of this speech:
"Agriculture has been in a seriously depressed state during

the last four years, and it appears to me as though, under
this influence, doubts have arisen with regard to the
fulfilment of my promises. Nay, it has even been brought home
to me, to my profound regret, that my best intentions have
been misunderstood and in part disputed by members of the
nobility with whom I am in close personal relation. Even the
word 'opposition' has reached my ears.
{241}
Gentlemen, an Opposition of Prussian noblemen, directed
against their king, is a monstrosity. Such an Opposition would
be justifiable only when the king was known to be at its head.
The history of our House teaches us that lesson. How often
have my predecessors had to oppose misguided members of a
single class on behalf of the whole community! The successor
of him who became Sovereign Duke in Prussia in his own right
will follow the same path as his great ancestor. The first
King of Prussia once said, 'Ex me mea nata corona,' and his
great son 'set up his authority as a rocher de bronze.' I, in
my turn, like my imperial grandfather, hold my kingship as by
the grace of God. … We witnessed an inspiring ceremony the day
before yesterday. Before us stands the statue of the Emperor
William, the imperial sword uplifted in his right hand, the
symbol of law and order. It exhorts us all to other duties, to
the serious combating of designs directed against the very
basis of our political and social fabric. To you, gentlemen, I
address my summons to the fight for religion, morality, and order
against the parties of revolution. Even as the ivy winds round
the gnarled oak, and, while adorning it with its leaves,
protects it when storms are raging through its topmost
branches, so does the nobility of Prussia close round my
house. May it, and with it the whole nobility of the German
nation, become a brilliant example to those sections of the
people who still hesitate. Let us enter into this struggle
together. Forward with God, and dishonor to him who deserts
his king."
Time has wrought no change in these extraordinary ideas of the

German Emperor. Speaking at Hamburg, October 19, 1899, on the
necessity of strengthening the naval forces of the Empire, in
order to afford protection to trade over the sea, he said:
"The feeling for these things is only slowly gaining ground in
the German fatherland, which, unfortunately, has spent its
strength only too much in fruitless factional strife. Germans
are only slowly beginning to understand the questions which
are important to the whole world. The face of the world has
changed greatly during the last few years. What formerly
required centuries is now accomplished in a few months. The
task of Kaiser and government has consequently grown beyond
measure, and a solution will only be possible when the German
people renounce party divisions. Standing in serried ranks
behind the Kaiser, proud of their great fatherland, and
conscious of their real worth, the Germans must watch the
development of foreign states. They must make sacrifices for
their position as a world power, and, abandoning party spirit,
they must stand united behind their prince and emperor."
Commenting on this utterance, a recent writer has said: "This
ideal of a docile nation led by a triumphant emperor whose
intelligence embraces everything throws considerable light on
the relations of imperialism to party government and
parliamentary institutions. … There are many other expressions
of the emperor which indicate an almost medieval conception of
his office, a revival of the theory of divine right. The
emperor believes that his grandfather, had he lived in the
Middle Ages, would have been canonized, and that his tomb
would have become a cynosure of pilgrimages from all parts of
the world. … In a speech delivered at Coblenz on August 31,
1897, he speaks of the 'kingship by the grace of God, with its
grave duties, its tremendous responsibility to the Creator
alone, from which no man, no minister, no parliament can
release the monarch.'"
GERMANY: A. D. 1895 (June).

Opening of the Kaiser Wilhelm Ship Canal.
The opening of the new ship canal (named the Kaiser Wilhelm
Canal) between the Baltic and the North Sea was made the
occasion of a great celebration, on the 21st of June, in which
the navies of Great Britain, Russia, France, Austria and Italy
took part, steaming in procession with the German squadron
through the canal. It was also made the occasion for an
exhibition of the newly-formed alliance between Russia and
France, the Russian and French fleets entering the harbor of
Kiel together.
See (in this volume),

FRANCE: A. D. 1895.
The canal had been eight years in building, the first spadeful
of earth in the excavation having been turned by Emperor
William I. at Holtenau, near Kiel, on the 3d of June, 1887.
The canal is thus described: It is "98.6 kilometers (61.27
miles) in length. It begins at Holtenau, on the Bay of Kiel,
and terminates near Brunsbüttel, at the mouth of the River
Elbe, thus running clear through the province of
Schleswig-Holstein from northeast to southwest. Both openings
are provided with huge locks. Near Rendsburg, there is a third
lock connecting the canal with the old Eider Canal. The medium
water level of the canal will be about equal to the medium
water level of Kiel harbor. At the lowest tide the profile of
the canal has, in a depth of 6.17 meters (20 feet 6 inches)
below the surface of the water, a navigable width of 36 meters
(118.11 feet), so as to allow the largest Baltic steamers to
pass each other. For the navy, 22 meters (72.18 feet) of canal
bottom are provided, at least 58 meters (190.29 feet) of water
surface, and 8½ meters (27 feet 9 inches) depth of water. The
greatest depth for merchant vessels was calculated at 6.5
meters (21 feet 3 inches). The estimated cost was $37,128,000.
Two-thirds of the cost is defrayed by Germany; the remaining
one-third by Russia. The time saved by a steam-ship sailing
from Kiel to Hamburg via the canal, instead of through the
Skaugh (the strait between Jutland and Sweden), is estimated
at 2, days. The time of passage through the canal, including
stoppages and delays, will be about thirteen hours. In time of
peace, the canal is to be open to men-of-war, as well as
merchant vessels of every nation, but in time of war, its use
will be restricted to vessels of the German navy. Many vessels
have been wrecked and many lives lost on the Danish and
Swedish coasts, in waters which need not be navigated after
the canal is opened to traffic. Its strategic importance to
Germany will also be great, as it will place that country's
two naval ports, Kiel on the Baltic, and Wilhelmshafen on the
North Sea, within easy access of each other."
United States Consular Report,

Number 175, page 603.
{242}
GERMANY: A. D. 1895 (June-December).

Census of the Empire and census of Prussia.
"The results of the last census of the German Empire (the

census being taken every five years in December) … have
produced some surprise in that, notwithstanding the alleged
depression of agriculture and manufactures, the tables show an
increase greater than any census since the formation of the
Empire. The population, according to the official figures, is
52,244,503, an increase since December, 1890, of 2,816,027, or
1.14 per cent increase per year. The percentages of the previous
censuses was: In 1871-1875. 1 per cent; 1875-1880, 1.14 per
cent; 1880-1895, 0.7 per cent; 1885-1890, 1.06 per cent. A
striking illustration is given by a comparison with the
figures of the French census. The increase in France for the
same period (1890-1895) was but 124,000, an annual average of
0.07 per cent of its population, and Germans see in this
proportionally smaller increase a reason for certain classes
in France entertaining a less warlike feeling toward Germany,
and thereby assuring general European peace.
"In 1871, at the foundation of the German Empire, its

population was 40,997,000. [In 1890, it was 49,428,470.] The
percentage of increase differs vastly in northern and southern
Germany. In the former, the annual increase was 1.29 per cent;
in the latter, only 0.71 per cent. This must be attributed in
a great measure to the highly developed mining industries of
the Rhineland and Westphalia, where the soil, besides its
hidden mineral wealth, is devoted to agriculture. The southern
states—Bavaria, Baden, and Würtemberg—being more mountainous,
offer less opportunities for agricultural pursuits and are
favored with less natural riches. It is again noticeable that
those provinces which are ultra-agrarian show a very favorable
increase. It would seem that it is not the peasant, but the
great landowner, whose condition is undesirable and that this
condition is due less to the present low prices of cereals and
the customs-revenue policy of the Government than to the
heavily mortgaged estates and lavish style of living which is
not in keeping with their revenues. … "The number of
marriages, which showed a decrease from the middle of the
eighties, has increased since 1892. An unlooked-for increase
is shown in the country population."
United States, Consular Reports,

June, 1896,
pages. 245-246.
"Some of the results of the last census of Prussia, taken on

the 14th of June, 1895, with special regard to trades and
professions, have appeared in an official journal devoted to
statistics. … The entire population of Prussia, which includes
the provinces wrested from Poland, Denmark, and Saxony, as
well as the seized Kingdom of Hanover, counts up for both
sexes on the 14th of June, 1895, 31,491,209; by the last
census (December 1, 1890), it was 29,955,281, an increase of
1,335,928, or 5.13 per cent. Of males, June 14, 1895, there
were 15,475,202; December 1, 1890, 14,702,151, an increase of
773,051; females, June 14, 1895, 16,016,007; December 1, 1890,
15,253,130, an increase of 762,877. The relatively small

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1 Thinking Like a Scientist 1

2 Getting Started: Ideas, Resources, and Ethics 29

3 Defining, Measuring, and Manipulating

CRITICAL THINKING CHECK ANSWERS 76

Chapter 3 Study Guide 77

5 Data Organization and Descriptive Statistics 109

6 Correlational Methods and Statistics 147

Advanced Correlational Techniques: Regression Analysis 163

7 Probability and Hypothesis Testing 171

8 Introduction to Inferential Statistics 196

Calculations for the Two-Tailed t Test 213

CHAPTER EXERCISES 220

CRITICAL THINKING CHECK ANSWERS 221

WEB RESOURCES 222

Chapter 8 Study Guide 222

9 The Logic of Experimental Design 225

10 Inferential Statistics: Two-Group Designs 248

11 Experimental Designs with More Than Two Levels

12 Complex Experimental Designs 314

13 Quasi-Experimental and Single-Case Designs 341

CHAPTER EXERCISES 360

CRITICAL THINKING CHECK ANSWERS 360

WEB RESOURCES 361

Chapter 13 Study Guide 361

14 APA Communication Guidelines 364

CRITICAL THINKING CHECK ANSWERS 380

15 APA Sample Manuscript 383

Concise yet Comprehensive

New to This Edition

For the Instructor

For the Student

1 Thinking Like a Scientist

Areas of Psychological Research

elcome to what is most likely your first research methods class.

Areas of Psychological Research

TABLE 1.1 Divisions of the American Psychological Association

1. Society for General Psychology

TABLE 1.1 Divisions of the American Psychological Association (continued)

24. Society for Theoretical and Philosophical Psychology

NOTE: There is no Division 4 or 11.

This pre-announcement of the intentions of the government gave

"Why does France figure to-day by the side of the great

Of the seriousness of the conflict thus opening between the

The threatened bill was brought forward by the government and

"II. Any association founded on a cause, or for an illicit

"III. Any member of an association which has not been formed

"IV. The founders of any association are bound to publish the

"X. Associations recognized as of public utility may exercise

"XI. Associations between Frenchmen and foreigners cannot be