Using a Cost-Benefit Analysis to Teach Ethics and Statistics

Jennifer Bragger, Mark A. Freeman

Research output: Contribution to journalArticleResearchpeer-review

3 Citations (Scopus)

Abstract

We used Rosnow's (1990) method for quantifying the costs and benefits of research to teach undergraduate psychology students research ethics and the statistical concepts of central tendency and variability. Students rated the costs and benefits of well-known psychology experiments during the first class period and learned how to analyze and interpret their findings during the second lesson. We used class findings to demonstrate variability and consistency in ethical judgments of students. Students indicated they found the exercise useful for understanding research ethics and statistical concepts.

Original languageEnglish
Pages (from-to)34-36
Number of pages3
JournalTeaching of Psychology
Volume26
Issue number1
DOIs
StatePublished - 1 Jan 1999

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cost-benefit analysis
Ethics
Cost-Benefit Analysis
research ethics
moral philosophy
statistics
Students
Research Ethics
psychology student
student
Psychology
costs
psychology
experiment
Exercise
Research

Cite this

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Using a Cost-Benefit Analysis to Teach Ethics and Statistics. / Bragger, Jennifer; Freeman, Mark A.

In: Teaching of Psychology, Vol. 26, No. 1, 01.01.1999, p. 34-36.

Research output: Contribution to journalArticleResearchpeer-review

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