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 Content s vii

Concern for Welfare 30

Benefits for Participants and Society 30
Research Risks 31
Justice 31
Why Ethics Matter 32
MEDIA MATTERS: David Reimer 32
Research Ethics Boards 34
Categorizing Research Risk 34
Conflict of Interest 35
Examples of Ethical Violations in Psychology 36
Ethical Considerations for Research with Non-human Animals 38
Why Use Animals in Research? 39
What Animals Are Used in Research? 40
How Are Animals Protected? 40

CHAPTER 3 Starting Your Research 43

INSIDE RESEARCH: Christopher Green 43
Choose a Research Topic 46
Take a Variety of Psychology Classes 46
Hit the Books 47
Search for Research Articles 47
The Art of Reading Research Articles 48
Get Involved in an Ongoing Research Project 50
Let Theory Guide Your Research 51
The Role of Theory in Forming Research Questions 51
MEDIA MATTERS: Being Mindful in the MindUP program 52
Theory May Shape Hypotheses 53
Theory and Methodology Reinforce One Another 53
Interplay between Theory and Analysis Strategy 54
Avoid Common Problems in Starting Your Research 55

CHAPTER 4 Focusing Your Question and Choosing a Design 57

INSIDE RESEARCH: Tony Vernon 57
Define Your Goal 60
Define the Research Question 61
MEDIA MATTERS: Baby Geniuses 62
Operationally Define Your Variables 62
viii Contents

Choose a Research Methodology 63

Quantitative Research Approaches 64
Qualitative Research Approaches 67
Advantages of Multiple Approaches and Methods 68
Reliability and Validity 69
Raising Children’s Intelligence: What Works? 74

CHAPTER 5 Developing Your Research Proposal 79

INSIDE RESEARCH: Jayne Gackenbach 79
Obtain Your Sample 82
Populations versus Samples 82
Representative Samples 83
Labelling Populations 84
MEDIA MATTERS: WEIRD Science 85
Probability Samples 86
MEDIA MATTERS: The $1 Million Netflix Prize 87
Non-probability Samples 88
Online Samples 88
Choose Your Measures 89
Scales of Measurement 90
Select Your Scale 92
Reliability and Validity 93
Conduct a Power Analysis 93
Prospective versus Retrospective Power Analysis 94
Why Does Power Matter? 94
Formulate an Analysis Plan 94
The Art of Juggling Choices 96
Participant Recruitment Issues 96
Time Constraints 96
Money Constraints 96
Equipment Constraints 97
Make the Best Choices 97

CHAPTER 6 Survey and Interview Approaches 101

INSIDE RESEARCH: M. Gloria González-Morales 101
The Pervasiveness of Surveys 104
MEDIA MATTERS: The Profligate Tooth Fairy 105
Surveys versus Interviews 106
 Content s ix

The Pros and Cons of Surveys 107

Advantages of Surveys 108
Disadvantages of Surveys 109
The Pros and Cons of Interviews 113
Advantages of Interviews 113
Disadvantages of Interviews 114
Focus Groups 115
Using an Existing Survey versus Creating a New One 115
Steps to Building Your Own Questionnaire 117
Question Wording 117
Response Types 120
Evaluating Your Survey 122

CHAPTER 7 Experimental Designs 127

INSIDE RESEARCH: Patrick McGrath 127
The Uniqueness of Experimental Methodology 130
Experimental Control 130
Determination of Causality 131
Internal versus External Validity 132
Key Constructs of Experimental Methods 132
Manipulation of the Independent Variable 133
Experimental and Control Groups 133
Placebo Effect 134
MEDIA MATTERS: The “Sugar Pill” Knee Surgery 135
Random Assignment 135
Types of Experimental Designs 136
Between-Subjects Designs 137
Within-Subjects Designs 138
Matched-Group Designs 140
Extraneous and Confounding Variables 142
Participant Characteristics 143
The Hawthorne Effect 143
Demand Characteristics 144
Other Confounds 144
Strategies for Dealing with Confounds 144
Ceiling and Floor Effects 145
What Dwyer, Kushlev, and Dunn Found 147
Ethical Considerations in Experimental Design 147
Placebo/Control Group and Denial of Treatment 147
Confederates and Deception 148
x Contents

CHAPTER 8 Variations on Experimental Designs 151

INSIDE RESEARCH: Colleen MacQuarrie 151
Quasi-experimental Designs 154
Advantages of Quasi-experimental Designs 156
Disadvantages of Quasi-experimental Designs 156
Factorial Designs 157
Basic Factorial Designs: The 2 × 2 157
MEDIA MATTERS: Almighty Avatars 158
Higher-Order Factorial Designs 163
Single-Case Experimental Designs 164
Advantages of Single-Case Experimental Designs 169
Disadvantages of Single-Case Experimental Designs 169

CHAPTER 9 Observation, Case Studies, Archival Research, and Meta-Analysis 173

INSIDE RESEARCH: Martin Daly 173
Observational Methods 176
Naturalistic Observation 176
MEDIA MATTERS: An American Family 179
Structured Observation 183
Video Recording 184
Coding of Observational Data 184
Case Studies 185
Drawing Insight from the Exceptional Drawing of Nadia 186
The Memorable Case of H. M. 186
Advantages of Case Studies 187
Disadvantages of Case Studies 187
Archival Research 188
Advantages of Archival Research 188
Disadvantages of Archival Research 188
Meta-Analysis 189
Advantages of Meta-Analysis 191
Disadvantages of Meta-Analysis 191

CHAPTER 10 Research over Age and Time 195

INSIDE RESEARCH: Erin Barker 195
Defining Developmental Terms 198
MEDIA MATTERS: An Aging and Able Workforce 199
 Content s xi

Designs to Study Change over Age and Time 200

Cross-Sectional Designs 200
Longitudinal Research Designs 201
Cross-Sequential Designs 205
Microgenetic Designs 207
Additional Challenges to Consider in Developmental Designs 208
Determining the Underlying Cause of Changes 209
Finding Equivalent Measures 209
Determining the Appropriate Sampling Interval 210
Summary of Research Investigating Change over Time 210

CHAPTER 11 Analyzing Your Data I: An Overview 215

INSIDE RESEARCH: Kyle Matsuba 215
The Steps of Data Analysis 218
Checking and Cleaning Data 218
Calculating Scale Means and Reliabilities 219
Computing Descriptive Statistics 220
Creating Visual Displays for Univariate Descriptive Statistics 221
Computing Bivariate Descriptive Statistics and Creating Visual Displays 223
Computing Effect Sizes 225
Confidence Intervals 227
Inferential Statistics and Null Hypothesis Significance Testing 227
Example 1: Assessing the Fairness of a Coin 228
Example 2: Comparison of Two Means 230
Criticisms of NHST 234
Misuse of p as an Indicator of Importance 234
Arbitrary Nature of Reject/Fail-to-Reject Decisions 235
A Culture of Low-Power Studies 235
MEDIA MATTERS: Publication Bias and a Possible Solution 237
Going beyond NHST: Effect Size and Confidence Intervals 237
Focus on Effect Size 238
Use Confidence Intervals 238

CHAPTER 12 Analyzing Your Data II: Specific Approaches 243

INSIDE RESEARCH: Scott Ronis 243
General Approach to Data Analysis 246
MEDIA MATTERS: The Power of the p Value 247
xii Contents

Comparing Means 249

One-Sample t Test 250
Independent-Samples t Test 251
Matched-Pairs t Test 253
Comparisons of More Than Two Means: ANOVA 254
Independent-Groups One-Way ANOVA (Between Subjects) 254
Multiple Comparisons 256
Repeated-Measures One-Way ANOVA (Within Subjects) 257
Two-Way ANOVA (Factorial ANOVA) 258
Comparing Counts/Frequencies 261
2 × 2 Tables 262
χ2 Test of Independence for R × C Contingency Tables 263
Tests of Association: Correlation 264
Assumption Violations 265
Random Sampling and Independence of Observations 265
Non-normal Distributions 266
Unequal Variances 266
Unequal Cell Sizes in Factorial ANOVA Designs 267
Lack of Sphericity with Repeated Measures 268
Robust Statistical Methods 268

CHAPTER 13 Writing Up Your Results 273

INSIDE RESEARCH: Patricia Coburn 273
Determining Your Audience 276
Elements of Good Scientific Writing 277
Clear 277
Concise 277
Compelling 278
Overall Manuscript Flow and Organization 279
Hourglass Organization 279
The Right Level of Detail 280
Basic Sections of a Quantitative Research Paper 280
Title Page 281
Abstract 282
Introduction 284
Methods 286
Results 290
Discussion 292
MEDIA MATTERS: When Research Is Misrepresented 294
 Content s xiii

References 294
Figures and Tables 295
Common Issues to Consider 296
Variations from a Single-Experiment Paper 297
Multiple-Experiment Papers 297
Qualitative Research Reports 297
Alternative Ways to Communicate Research Results 298
Poster Presentations 298
Oral Presentations 299

CHAPTER 14 Publishing Your Research [Online]

INSIDE RESEARCH: Sherry Beaumont
The Paper Is Done! Now What?
Presenting Research at Conferences
Types of Conferences
Choosing the Right Conference
Presentation Formats
Choosing the Right Presentation Format
Writing Up Research for Publication
The APA-Style Manuscript
Types of Journals
Choosing the Proper Home for Your Research
The Review Process
Paper Submission
Editorial Review
Publication
MEDIA MATTERS: The Rise in Retractions

CHAPTER 15 Neuroscience Methods [Online]

INSIDE RESEARCH: Merlin Donald
The Importance of Understanding Neuroscience
Neuroimaging Techniques
Electroencephalography
Magnetic Resonance Imaging
Functional Magnetic Resonance Imaging
MEDIA MATTERS: Helping the Blind to See
Diffusion-Weighted Imaging
Near-Infrared Spectroscopy
xiv Contents

Ethical Issues in Neuropsychology

Safety Concerns
Finding Incidental Brain Abnormalities
Bias in Participant Selection
Using Neuroscience in Conjunction with Other Methods

Appendix 304
Glossary 305
References 315
Author Index 329
Subject Index 333
Preface
Research Methods in Psychology: From Theory to Practice is designed primarily for students
who want to or will be expected to conduct research or for those who want to understand
research as it occurs from the “inside.” As its name suggests, this text guides students
through the entire research process—from learning about the wide range of current meth-
ods to the first step of developing a research question and through the final stage of writing
up and presenting or publishing results.
Our first goal for this book is to provide beginning researchers with the knowledge and
skills they need to begin ethical, creative research. Although this book focuses primarily on
psychological research, its content is relevant for anyone interested in doing research in the
social and behavioural sciences. Our second and closely related goal for this book is to help
students become not only producers of research, but also educated consumers of the re-
search they encounter daily in online news sources, blogs, social media, and printed news-
papers and magazines. These reports often provide brief snippets from actual research, but
with an unstated marketing bias. We believe that every educated adult in our society should
know when to trust these accounts and how to evaluate them.
Given the large number of research methods books on the market, someone could rea-
sonably ask why another book on this topic is necessary. Because three of us have taught
research methods and helped redesign the research methods classes at our universities, we
feel there is a need for a novel approach to this course. In our experience, we have found that
the majority of current research methods texts are not written with the notion that students
will conduct their own research projects, nor do they provide beginning students with
much guidance about becoming involved in research.
In contrast, Research Methods in Psychology: From Theory to Practice delves into the
­practical challenges that face new researchers. We start at the beginning with practical tips
on how to select a research topic and find relevant research articles and then guide students
through each stage of the research process, ending with detailed information on writing up
your research results, presenting research at conferences, and finding the right publication
outlet for research, a topic we think will be particularly valuable as more and more under-
graduates work toward these goals.
We also include two chapters on statistics. This may seem odd given that most colleges and
universities require a separate statistics course prior to a research methods course. However,
we have seen that many students taking research methods need at least a refresher, if not a
more comprehensive review, of statistical material. Additionally, a number of colleges and
universities are moving toward an integrated sequence of statistics and research methods
courses, an approach we feel is quite productive. These statistics chapters provide up-to-date
information about current controversies regarding the continued use of null hypothesis test-
ing with a view to what the future might hold for data analysis, while also providing students
with a requisite understanding of the traditional model. We also present material on research
over time (or developmental approaches), neuroscience, qualitative research, case study ap-
proaches, single-case experimental designs, and meta-analysis. Although we acknowledge
that few undergraduates will use these methods in their undergraduate careers, we feel this
information will make them better critical consumers of research wherever they encounter it.
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xvi Preface

FEATURES
Research Methods in Psychology: From Theory to Practice contains a number of distinct fea-
tures. Each chapter begins with an Inside Research section that highlights research that is
being conducted by researchers across Canada. Their shared experiences about their research
studies, struggles, and career choices help demystify and personalize the research process
and capture some of its inherent excitement for students. A Chapter Abstract presents an
overview of what will be covered in the chapter, along with a list of Learning Objectives
specific to the chapter. A Flowchart depicts the organization of the research process and im-
portant choice points. The flowchart in Chapter 1 provides an overview of the entire research
process, emphasizing iterative aspects of research. Flowcharts in subsequent chapters zoom
in on sections of the initial flowchart relevant to the material covered in the chapter.
Each chapter includes at least one Media Matters section that analyzes and evaluates
how a particular research study or general topic relevant to the chapter is portrayed in the
mass media. Practical Tips boxes highlight central concepts introduced in each chapter,
and a Chapter Summary recaps the key issues. Two pedagogical elements conclude each
chapter. The first is End-of-Chapter Exercises, which offer a series of questions that read-
ers can use to test their understanding of the content presented in the chapter and to push
themselves beyond the text to consider wider applications of the material. The second is a
list of Key Terms defined in the Marginal Glossary within each chapter. Although many
terms are specific to research methods and analysis, others come from diverse areas of
­psychology to broaden students’ understanding of the field.
Our Accompanying Instructor’s Manual not only presents standard material such as
chapter outlines, slides, and exam questions, but also includes details and examples regard-
ing how to conduct data analysis in SPSS and R . These analyses are based on the examples
provided in the chapters.

ORGANIZATION
Whereas many instructors like to assign chapters in a textbook in the order in which they
appear, our own experience has taught us that this can be difficult in a research methods
class, especially one that requires students to conduct mini research projects. In a sense, to
be a skilled researcher and critical consumer of research, you need to know all of the m ­ aterial
covered in this book to start with. This is clearly not practical or possible. For this reason, we
have designed chapters to stand alone as references for a particular method or issue, so that
they might be used in an order that best fits an instructor. We have also placed a chapter on
ethics early in the book and presented material on ethics throughout the text to reflect our
belief that ethical concerns should be considered throughout the research process. In our
own research methods courses, we include in almost every class a brief discussion of ethical
issues relevant to a particular method or gleaned from a recent press account.

ACKNOWLEDGEMENTS TO THE US EDITION

A book like this takes some time and a lot of help! We are particularly thankful for Jane
Potter at Oxford University Press for convincing us that we should write this book. We are
grateful to Lisa Sussman at Oxford University Press for her careful editing of the text and
 Pref ace xvii

for guiding us through the entire process. We also thank the many reviewers and students
who read drafts of chapters, as well as the many students who have taken our research meth-
ods classes. Your thoughts and comments have undoubtedly made this a better book! We
thank the following reviewers:

Michael D. Anes, Wittenberg University Marina Klimenko, University of Florida

Suzette Astley, Cornell College Nate Kornell, Williams College
Jodie Baird, Swarthmore College Rebecca LaFountain, Pennsylvania State
Levi R. Baker-Russell, University of University, Harrisburg
Tennessee Huijun Li, Florida A&M University
Cole Barton, Davidson College Stella G. Lopez, University of Texas at
Timothy Bickmore, Northeastern San Antonio
University William McKibbin, University of
Caitlin Brez, Indiana State University ­M ichigan, Flint
Kimberly A. Carter, California State Lindsay Mehrkam, University of Florida
­University, Sacramento Kathryn Oleson, Reed College
Janessa Carvalho, Bridgewater State Bonnie Perdue, Agnes Scott College
University Bill Peterson, Smith College
Herbert L. Colston, University of Thomas Redick, Purdue University
Wisconsin–Parkside Monica Riordan, Chatham University
Elizabeth Cooper, University of Melissa Scircle, Millikin University
­Tennessee, Knoxville Elizabeth Sheehan, Georgia State
Katherine Corker, Kenyon College University
Randolph R. Cornelius, Vassar College Angela Sikorski, Texas A&M University
Amanda ElBassiouny, Spring Hill College Texarkana
Catherine Forestell, The College of Meghan Sinton, College of William and
­W illiam & Mary Mary
Judith G. Foy, Loyola Marymount Mark Stellmack, University of Minnesota
University Janet Trammell, Pepperdine University
Ronald S. Friedman, University at Albany, Andrew Triplett, Loyola University,
State University of New York Chicago
Kathleen Geher, State University of New Laura Butkovsky Turner, Roger Williams
York, New Paltz University
Frank M. Groom, Ball State University Barbara J. Vail, Rocky Mountain College
David Haaga, American University Luis A. Vega, California State University,
William Indick, Dowling College Bakersfield
Mark A. Jackson, Transylvania University John L. Wallace, Ball State University
Kulwinder Kaur-Walker, Elizabeth City Mark Whiting, Radford University
State University Ryan M. Yoder, Indiana University–
Victoria Kazmerski, Pennsylvania State Purdue University, Fort Wayne
University, Erie

Finally, we thank all of our families. Ben thanks Amy for her endless patience with the
length and scope of this project and her invaluable help in designing several of the figures in
the chapter on experimental methods. He also thanks his daughters, Emma and Sophie, for
their love and for providing the motivation to push through this project. Karl thanks Sarah for
listening to many crazy research ideas and helping to turn them into more practical ones, as
well as providing support on a daily basis. Karl also thanks his daughters, Emily and Julia, for
xviii Preface

their love and support. Lisa thanks Daniel for his constant encouragement, invaluable IT sup-
port, and take-out dinners and Madeline, Emma, and Owen for making everything worth-
while. Kevin thanks Carol, Lauren, and Megan for their love, encouragement, and support.

WHY A CANADIAN EDITION?

The Canadian edition of Research Methods in Psychology: From Theory to Practice offers a
Canadian perspective on conducting research in psychology. This has two key advantages.
First, by emphasizing Canadian-specific content and language, most notably in regard to
Canadian research ethics, this text will be more relevant to students and instructors in
Canada. Second, by highlighting Canadian researchers and incorporating Canadian re-
search examples throughout the text, it exposes students to the amazing work that is being
conducted in our own country.

ACKNOWLEDGEMENTS TO THE
CANADIAN EDITION
Even adapting an existing book takes a considerable amount of time and effort by many. I am
thankful for Dave Ward at Oxford University Press for the opportunity to adapt this book into
a Canadian edition. I am also grateful to Elizabeth Ferguson and Mariah Fleetham for their
editing of the book and assistance through the entire process of this adaptation. I would also
like to thank two student assistants, Kyla Javier and Thomas Hughes, for their help in identi-
fying potential Canadian researchers to profile in this book and for searching out Canadian
research to use as examples throughout the book. I am very grateful to each of the researchers
who agreed to be profiled in the Inside Research boxes at the start of each chapter. I would like
to thank the students in my research methods classes, who through their successes and strug-
gles helped me identify particular content areas to expand on and include in this adaptation.
I would also like to thank the reviewers who read drafts of chapters. Your thoughts and com-
ments have undoubtedly made this a better book! We thank the following reviewers:

Kelly Arbeau, Trinity Western University Stephen W. Holborn, University of

Craig Blatz, MacEwan University Manitoba
Connie Boudens, University of Toronto Guy Lacroix, Carleton University
Michael Emond, Laurentian University Harvey Marmurek, University of Guelph
Ken Fowler, Memorial University of Jennifer Ostovich, McMaster University
Newfoundland Kendall Soucie, University of Windsor

Finally, I would like to thank Chris for his support and encouragement through this pro-
cess, and my children, Evan, Kaylee, and Amy, for their love and support.
Introduction to Research
Methods
1
Chapter Contents
Why You Should Care about Research How Cognitive Biases and Heuristics Affect Your
Methods 4 Judgment 11
Methods for Evaluating Claims 5 Conducting Your Own Research to Evaluate Claims 14
The Extraordinary Coffee Bean 5 Distinction between Science and Pseudoscience 14
Trust the Experts 7 The Goals of Science 15
Read and Evaluate Past Research 9 The Scientific Method 15
Search for Convergence 9 Distinction between Applied and Basic Research 17
How to Evaluate the Quality of Reported The Research Process and Organization of This
Research 9 Book 17

INSIDE RESEARCH: Carla MacLean

As an undergraduate at the University of Victoria, I was not initially
charmed by the research process. Like anything that is difficult to
master, conducting good research is challenging. However, as my
interest in psychology grew, so too did my research skills, and

Courtesy of Carla MacLean

now working with others to conduct research is one of the things
I enjoy most in my career. My interests are diverse, yet at the core
of my research pursuits is a quest to understand how we might
maintain accuracy or reduce bias in people’s assessments of situ-
ations, information, and one another. I typically pursue these core
interests in the applied areas of eyewitness memory and profes- Instructor, Department of Psychology, Kwantlen
sional decision making (e.g., industrial incidents, forensic events, Polytechnic University
the legal system).
My goal is to explore topics that are interesting to both psychologists and the broader public, to stim-
ulate discussions, and to generate psychologically based strategies for issues found in the world outside
the lab. It is not difficult to find such topics. In collaboration with talented colleagues and students, I have
continued
2 CHAPTER 1 Int rod uc tion to Re searc h Met hod s

researched such things as the effect of knowledge and expectation on professionals’ and witnesses’
­observations of people, places, and events, as well as psychologically based incident report forms and
investigation tools.
Over the years, conducting research has taught me to be measured and organized in how I approach
new problems, both inside and outside of the lab—this is a powerful life skill. I encourage you to embrace
the challenge of research, think critically, and enjoy the process!

Carla MacLean has interests in the strengths and weaknesses of human memory, as well as judgment
and decision making. Much of her research has real-world application, focusing on eyewitness memory
as well as context effects and motivation on professionals’ judgments. Her research methods include
both experiential and computer-based designs.

Research Focus: Professional experience and judgment, as well as eyewitness memory

 Introduc tion to Re s earc h Method s 3

THE RESEARCH PROCESS

Complete ethics training This flowchart provides an overview of
the research process, emphasizing the
iterative aspects of research. Flowcharts
in subsequent chapters zoom in
Formulate a research
question on ­s ections of this flowchart relevant
to the covered material.

Generate testable
hypotheses

Choose a research
method

Develop a research
proposal

Obtain REB approval

Collect pilot data

(optional)

Collect actual data

Analyze data

Write up study

Publish or present study

4 CHAPTER 1 Int rod uc tion to Re searc h Met hod s

Chapter Abstract
In this chapter, we discuss the importance of research methods and their relevance not only to
the scientific process but also to daily life. We explore various approaches to evaluating the
constant stream of reports of research findings in the media and advertising, as well as results
published in scholarly journals. We present examples of fraudulent and questionable ethical
practices to help develop a healthy skepticism of all research findings. Finally, we introduce the
fundamental distinction between science and pseudoscience and present a flowchart depict-
ing the research process that will guide the organization of subsequent chapters.

LEARNING OBJECTIVES
By the end of this chapter, you should be able to:
• Explain the importance of understanding research methods.
• Describe methods for evaluating the quality of research-based claims.
• Provide examples of cognitive biases and explain how they can influence our decision
making.
• Identify the three goals of science.
• Differentiate between the scientific method and pseudoscience.
• Describe the difference between applied and basic research.

WHY YOU SHOULD CARE ABOUT

RESEARCH METHODS
There are three main reasons why you should know something about research methods.
First, such knowledge helps you better understand how we come to know the truth of the
information we are presented with on a daily basis, ranging from claims that it is better to
buy organic food to claims that listening to music while studying will not improve your exam
scores. How can you tell whether the results of research studies or claims made in the media
are justifiable and believable? In the past few years alone, companies and researchers have
claimed that listening to Mozart boosts IQ; wearing magnetic bracelets reduces pain and
motion sickness and promotes better balance; drinking coffee and red wine promotes
health; drinking pomegranate juice reduces cholesterol and boosts heart health; and drink-
ing diet soda may increase women’s risk for depression. Are any of these claims true? How
would you find out?
Second, understanding research methods will be directly applicable to many of your other
psychology courses. The content of these courses (e.g., social, personality, or clinical psychol-
ogy) have advanced from years of research that have developed the theories and current trends
you will learn about in those fields. Further, you will be required to read and interpret research
studies conducted in these fields as part of your studies.
Finally, understanding research methods can aid in many of your everyday decisions.
In terms of both physical and psychological well-being, a deeper knowledge of methods
can help you make good healthcare decisions. In terms of being a consumer, this knowledge
 Method s for Evaluating Claim s 5

can help you evaluate advertising claims made about a new car, television, or computer so that
you can make the best possible choice.
Another good reason to know about research is so that you can conduct your own research.
Doing research can be a fun, creative, and rewarding experience, but becoming a skilled re-
searcher requires a certain amount of knowledge. Our hope is that by reading this book, you
will acquire the knowledge you need to be a better consumer of research and to conduct your
own research project.

METHODS FOR EVALUATING CLAIMS

One way to evaluate research claims made by researchers, reporters, or healthcare-related
websites is to simply accept them at face value because they are based on the opinions of ex-
perts. After all, the claim must be supported by some expert for it to appear in the news or on
the Internet, right? However, increasing numbers of individuals are getting their news online
or through social media, and this has allowed for increasing instances of fake news—made-up
content that is presented as real news.
Do you blindly trust experts cited in a newspaper or online? Can you tell whether an image
you are seeing is authentic or fabricated? How do you know who you can trust? Many reports
do not even mention a specific expert, so how can you determine whether the report and re-
porting provide an accurate description of trustworthy results?
A second approach for evaluating claims is to read and evaluate the actual research. But
often you will find competing accounts that are difficult to interpret without extensive
knowledge of a particular field of study. How, then, do you evaluate the claims found in
different sources and come to your own conclusion? This evaluation process becomes
easier as you gain experience and learn to judge the quality of the research and
conclusions.
A third method for evaluating claims is to search for similar results, or converging evidence,
about claims made in news releases (in print or online) and original research. Converging converging evidence
evidence refers to results from multiple research investigations that provide similar findings. Results from multiple
But when you begin to search for converging results, you may be confronted with a diverse set research investigations
of facts and opinions that can be difficult to sort out. that provide similar
findings.
Finally, you could conduct your own research project to test the claims, but many individu-
als do not have the knowledge or resources to conduct such tests. Much of this book is tar-
geted to help you design and conduct your own research project.

The Extraordinary Coffee Bean

As an introduction to evaluating particular claims that appear in the media, we present
two reports about coffee and consider how you might evaluate their accuracy. We exam-
ine issues of expertise, reading, and evaluating past research; the importance of finding
convergent evidence; and particular aspects to look for in a report of a research
finding.
For many years, reports about the health benefits of caffeine have circulated in the media.
A New York Times article highlighted in Figure 1.1 suggests that caffeine consumers have a
lower death rate than individuals who abstain from caffeine. Should we trust Jane Brody and
6 CHAPTER 1 Int rod uc tion to Re searc h Met hod s

Having Your Coffee and Enjoying It Too

By JANE E. BRODY [NY TIMES, June 25, 2012]
A disclaimer: I do not own stock in
Starbucks nor, to my knowledge, in
any other company that sells coffee or
its accoutrement. I last wrote about
America’s most popular beverage four
years ago, and the latest and largest
study to date supports that earlier
assessment of coffee’s health effects.
Yvetta Fedorova

Although the new research, which

involved more than 400,000 people in
a 14-year observational study, still
cannot prove cause and effect, the
findings are consistent with other recent large studies. The findings were widely reported, but
here’s the bottom line: When smoking and many other factors known to influence health and
longevity were taken into account, coffee drinkers in the study were found to be living somewhat
longer than abstainers. Further, the more coffee consumed each day—up to a point, at least—the
greater the benefit to longevity. The observed benefit of coffee drinking was not enormous—a
death rate among coffee drinkers that was 10 percent to 15 percent lower than among abstainers.
But the findings are certainly reassuring, and given how many Americans drink coffee, the
numbers of lives affected may be quite large.
FIGURE 1.1 The benefits of coffee.

her reporting? How can we know whether the research she reported really supports the claim
that is being made?
There are multiple ways to evaluate the report. First, you could try to find out who
conducted the original research. Was it a trained, objective researcher or someone hired
by Starbucks or some other coffee supplier? The blurb in Figure 1.1 does not contain
this information, but if you look at the original press report (Brody, 2012), you will find
that Dr. Neal Freedman and his colleagues conducted the study. Dr. Freedman is listed
as an epidemiologist at the National Cancer Institute, and the research was published in
the New England Journal of Medicine. He seems like a trained researcher, so perhaps we
skepticism The process should accept the findings. But s­ kepticism is a good trait when reading newspapers or
of applying critical websites, and we will explore in the next section why trusting the experts may or may not
thinking in evaluating be a good thing.
the truth of a claim. Second, you could dig for converging evidence from other websites or news outlets. Do
multiple sites provide converging evidence? Unfortunately, not all of them will cover the
same aspects of a story. The media story “Should You Swap Your Regular Coffee for
Green Coffee Extract? (Stieg, 2019) suggests that green coffee beans (beans that are un-
roasted and unprocessed, as is typically done for regular coffee) contain high levels of
chlorogenic acid, which acts as an antioxidant, and can help you lose weight and poten-
tially protect against diabetes and heart disease. The compound has been extracted from
the bean and turned into a powder or supplement that can be taken orally. The story cites
a Dr. Luis Cisneros-Zevallos throughout the article. Is he an expert on caffeine and weight
loss? Should we automatically accept his claims because he is a doctor? How should we
evaluate these two reports, and should we drink coffee or take green coffee bean supple-
ments, or both?
Other documents randomly have
different content
 Hurrah for old England and liberty sweet,
The land that we live in and plenty to eat,
We shall ever remember this wonderful day,
See the Chartists are coming, get out of the way.

Such a number together was never yet seen,

Hurrah for the Charter, and God save the Queen!
And when that the Charter, Old England has got,
We’ll have stunning good beer at three halfpence a pot:
A loaf for a penny, a pig for a crown,
And gunpowder tea at five farthings a pound:
Instead of red herrings, we’ll live on fat geese,
And lots of young women at two pence a piece.

The bakers and grocers, look how they do laugh,

With dustmen and coal heavers armed with a staff.
Five thousand old women, oh, how they do sing,
With frying pans, fenders, and big rolling pins.
There’s Russell, and Bobby, old Nosey, and Hume,
With pistols and bayonets, muskets and brooms,
Load away, fire away, chatter and jaw,
Shoot at a donkey and knock down a crow.

See the lads of old Erin for liberty crow,

Repeal of the Union and Erin-go-bragh!
Peace and contentment, then none can we blame,
Plenty of labour, and paid for the same;
Some are rolling in riches, and luxury, too,
While millions are starving with nothing to do;
Through the Nation prosperity soon will be seen,
Hurrah for the Charter, and God save the Queen!

Such constables there are in London, now mark,

Tailors and shoemakers, labourers and clerks,
Gas light men, pick pockets, firemen too,
Green grocers, hatters, pork butchers, and Jews:
Lollipop merchants, and masons a lot,
And the covey what hollows “Baked taters all hot.”
They are sworn to protect us, and keep well the peace,
To frighten the Chartists and help the police.

This is the sort of stuff that was disseminated among the people at the time of the agitation
for “the Charter,” and, looking at the convulsion of 1848, which shook Europe to its centre,
it speaks volumes for the good sense of the lower classes that they were not stirred up to acts
of violence by such inflammatory rubbish as the following.

THE SONG OF THE LOWER CLASSES.

By Ernest Jones.
Music by John Lowry. This song can also be sung to the air of “The Monks of Old.”
We plough and sow—we’re so very, very low
That we delve in the dirty clay,
Till we bless the plain—with the golden grain,
And the vale with the fragrant hay.
Our place we know,—we’re so very low,
’Tis down at the landlord’s feet:
We’re not too low—the bread to grow,
But too low the bread to eat.[63]

Down, down we go,—we’re so very low,

To the hell of the deep sunk mines,
But we gather the proudest gems that glow,
When the crown of a despot shines.
And whenever he lacks—upon our backs
Fresh loads he deigns to lay:
We’re far too low to vote the tax,
But not too low to pay.

We’re low—we’re low—mere rabble, we know,

But, at our plastic power,
The mould at the lordling’s feet will grow
Into palace and church and tower.
Then prostrate fall—in the rich man’s hate,
And cringe at the rich man’s door;
We’re not too low to build the wall,
But too low to tread the floor.

We’re low—we’re low—we’re very very low,

Yet from our fingers glide
The silken flow—and the robes that glow
Round the limbs of the sons of pride.
And what we get—and what we give—
We know, and we know our share;
We’re not too low the cloth to weave,
But too low the Cloth to wear!

We’re low—we’re low—we’re very very low,

And yet when the trumpets ring,
The thrust of a poor man’s arm will go
Thro’ the heart of the proudest King.
We’re low—we’re low—our place we know,
We’re only the rank and file,
We’re not too low—to kill the foe,
But too low to touch the spoil.
 A NEW HUNTING SONG.

Now those that are low spirited I hope won’t think it wrong,
While I sing to you a verse or two of a new hunting song;
For the hunting season has set in, or else just now begun,
Our heroes all will have their fun with the dog and gun.

Chorus.
 And a hunting they will go, will go,
And a hunting they will go, will go!
They’ll use all means, and try all schemes,
For to keep the poor man low.

With one of our brave huntsmen, I’m going to commence,

His name it was bold Bonaparte, he was a man of sense;
He hunted off from Corsica upon a game of Chance,
And hunted until he became the Emperor of France.

The next huntsman was Wellington, he’d the best of luck,

He hunted from lieutenant, till he became a Duke,
His men did fight well for him, and did his honour gain,
He done his best endeavours to have their pensions taken.

As for our hero Nelson, he hunted well for fame,

He was as bold a huntsman as e’er hunted on the main;
And for his warlike valour, he always bore the sway,
Till a cannon ball caused his downfall, all in Trafalgar Bay.

Prince Albert to this country came hunting for a wife,

He got one whom he loved dear as his own life;
Oh yes, a blooming little Queen for to dandle on his knee
With thirty thousand pounds a year paid from this country.

O’Connell he went hunting all through old Ireland’s vale,

And says he’ll go on hunting until he gets repeal.
They swear they’ll have a Parliament in Dublin once more,
And make the trade to flourish all round green Erin’s shore.

John Frost in Wales a hunting went, and well knew how to ride
He had a fine bred Chartist horse, but got on the wrong side,
If he had held the reins quite firm in his own hand,
They’d ne’er have hunted him into Van Diemans Land.

The Queen she went a hunting thro’ Scotland and France,

She hunted foreign countries through to learn the Polka dance;
Bobby Peel, he’s a huntsman bold, was never known to fail,
He hunted up the Income Tax, and then the Corn Law Bill.

They’re hunting up the poor man, he’s hunted every day,

And hawkers too, if they do not a heavy licence pay.
They won’t allow the poor to beg, it is a crime to steal,
For the one there’s the Union, for the other there’s the gaol.

So to conclude my hunting song, I hope you’ll all agree

 y g g, p y g
While the poor are starved and hunted down, the rich will have their spree.
To complain is quite a crime, for poor you’re to remain,
The Parson says, if you’re content, Heaven you’re sure to gain.

THE WONDERFUL WONDERS OF TOWN.[64]

Good neighbours, pray listen—nay do but come round,
I’ve a tale that shall puzzle your heads I’ll be bound;
From London I’ve ’scap’d pretty glad to get down,
And tell you the wonderful wonders of town.

The streets ’luminated I walked every night,

And the devil a bit could I see for the light;
Such pictures, lamps, feathers, stars, anchors, and jokes,
With Boney, the devil, and all sorts of volks.

Lords, pickpockets, ladies, lamplighters, girls, boys,

I didn’t think Peace could have made such a noise.
Push’d, bump’d, lump’d, and thump’d, when I tried to retire,
I was out of the frying pan into the fire.

Then the Emperor’s fist was at every one’s call,

Till princes and kings went for nothing at all;
And, English good manners to show so polite,
We pulled ’em and hauled ’em, from morning till night.

Then the Cossack Horse Soldiers as fought with our foes,

We kill’d ’em with kindness, as all the world knows,
And gave ’em such welcome and hearty good cheer,
They’d no time to get shav’d all the time they were here.

Two jolly old lions we must not forget,

To Platoff and Blucher, how much we’re in debt;
The Mob cried, Come out, like wild beasts, ’twas so droll,
I expected to see ’em stirred up with a pole.

The Sarpentine river, it looked if so be,

All the cock boats i’ Lunnun had put out to sea;
Grown up to great ships their gay canvas now swells,
As big, pretty near, as at Saddler’s Wells.

You never see’d yet a procession so fine,

As when into the City the Kings went to dine;
I gap’d with mouth open, like many an elf,
Till no dinner I got to put in it my self.

Next Peace were proclaimed, when King Charles on his horse,

Counts the coaches as start from the old Golden Cross;
And the Herald, so call’d who cried down wars alarms,
Looked like the Kings Head stuck a top of his Arms.

Now safely return’d for lost time I’ll make up

Now safely return d, for lost time I ll make up,
So down with the bacon, and round wi’ the cup;
And I’ll drink may Peace also the Yankees subdue,
And turn their Merry ca, into our merry cue.

One word more—of all sights that in town I did see,

There was one sight worth all the whole bundle to me,
Great Wellington’s self who has made the world ring,
With glory, God bless him, and God save the king.

LAW.[65]

Come, listen to me a minute,

A song, I’m going to begin it,
There’s something serious in it,
So, pray attention draw,
A serious thing I thought it,
Experience, I have bought it,
Will you, or not be taught it,
I sing the charms of Law.
L—A—W. Law,
It’s met with the deuce of a claw.

Chorus.
If you’re fond of pure vexation,
And a long procrastination,
You’re just in a situation,
To enjoy a suit at law.

When your cause is just beginning,

You only think of winning,
Attornies slyly grinning,
While your cash they draw.
With brief and consultation,
Bill and replication,
Latin and botheration,
While the Counsel loudly jaw,
J—A—W. Jaw,
Is a very great thing in law

Snail like your cause is creeping,

It hinders you from sleeping,
Attornies only reaping,
While your cash they draw.
D—R—A—W Draw,
It’s the mainspring of the Law.
Misery, toil, and trouble,
Makes up the hubble bubble,
And leaves you nothing but stubble,
And makes you a man of straw.
L—A—W. Law.
It divides the wheat from the straw.

When your case is just near ending,

Your case is no wise mending,
Expense each step attending,
And then they find a flaw.
Then the Judge, like any Jackdaw,
Oh, he lays down, what is law,
In a rotten stick your trust is,
And though you don’t get Justice,
You’re sure to get plenty of Law.
L—A—W. Law.
It leaves you not worth a straw.

So, if life’s all sugar and honey,

And fortune has always been sunny,
And you want to get rid of your money,
I’d advise you to go to law.
Like ice in a rapid thaw,
Your cash will melt awa’,
Comfort, ’tis folly to care for,
Life is a lottery—therefore,
Without a why, or a wherefore,
I’d advise you to go to Law.
L—A—W. Law,
Oh! ’twill like a blister draw.

JIM CROW.

I cam from ole Kentucky,

A long time ago,
Where I first larn to wheel about,
And jump Jim Crow.

Chorus.
Wheel about and turn about,
And do jis so,
Ebry time I wheel about
I jump Jim Crow.

I us’d to take him fiddle,

Ebry morn and afternoon,
And charm the sole Buzzard,
And dance to the Racoon.

I landed fust at Liverpool,

Dat place of ships and docks,
I strutted down Lord Street,
And ask’d de price of Stocks.

I paid my fare den up to town,

On de coach to cut a dash,
De axletree soon gave way,
And spilt us wid a smash.

I lighted den upon my head,

All in de nassy dirt,
Dey all thought dat I war dead,
But I laughed and wasn’t hurt.

Dis head you know, am pretty tick,

Cause dere it make a hole,
On de dam macadmis road,
Much bigger dan a bowl.

When I got into Lunnon,

Dey took me for a savage,
But I war pretty well behaved,
So I ’gaged with Mr. Davidge.

Dem young Jim Crows bout de streets

More like a Raven rader,
Pray good people, don’t mistake,
Indeed, I’m not dare fader.

Dem urchin’s what sing my song,

Had better mind dar books.
For any how dey can’t be Crows,
You see d’ar only Rooks.
I have purposely refrained from giving any Nigger songs, although they belong to Street
melody, except in the case of “Jim Crow,” which was the first of the flood which has been
let loose upon us. There were many versions, but I have here given the copyright words, as
sung by the author, and original “Jim Crow,” Thomas D. Rice, or, as he was better known,
“Adelphi Rice.” He introduced it, in 1836, into a play called “A Flight to America,” and it so
tickled the ears of the groundlings that it became the most popular of all modern street
ballads. We may wonder what merit our grandfathers and fathers found in it, but it created
an absolute furore.

THE WORKHOUSE BOY.

The cloth was laid in the Vorkhouse hall,
The great-coats hung on the white-wash’d wall;
The paupers all were blithe and gay,
Keeping their Christmas holiday,
When the Master he cried with a roguish leer,
“You’ll all get fat on your Christmas cheer!”
When one by his looks did seem to say,
“I’ll have some more soup on this Christmas-day.”
Oh the poor Vorkhouse Boy, etc.

At length, all on us to bed vos sent,

The boy vos missing—in search ve vent:
Ve sought him above, ve sought him below,
Ve sought him vith faces of grief and woe;
Ve sought him that hour, ve sought him that night;
Ve sought him in fear, and ve sought him in fright,
Ven a young pauper cried “I knows ve shall
Get jolly vell vopt for losing our pal.”
Oh the Poor Vorkhouse Boy, etc.

Ve sought in each corner, each crevice ve knew;

Ve sought down the yard, ve sought up the flue;
Ve sought in each kettle, each saucepan, each pot,
In the water-butt look’d, but found him not.
And veeks roll’d on;—ve vere all of us told,
That somebody said, he’d been burk’d and sold;
Ven our master goes out, the Parishioners vild,
Cry “There goes the cove that burk’d the poor child.”
Oh the Poor Vorkhouse Boy, etc.

At length the soup copper repairs did need,

The Coppersmith came, and there he seed,
A dollop of bones lay a grizzling there,
In the leg of the breeches the poor boy did year!
To gain his fill the boy did stoop,
And, dreadful to tell, he was boil’d in the soup!
And ve all of us say, and ve say it sincere,
That he was push’d in there by an overseer.
Oh the Poor Vorkhouse Boy, etc.
 THE WILD ROVER.
I’ve been a wild rover these seven long years,
I’ve spent all my money in ale and strong beers,
But the time has come my boys, to take better care,
Unless poverty happens to fall to my share.

Chorus.
So therefore I’ll lay up my money in store,
And I never will play the wild rover any more;
Wild rover, wild rover, wild rover, any more,
And then I will play the wild rover no more.

I went to an ale house where I used to resort,

I began for to tell them my money got short;
I asked them to trust me, but their answer was nay,
Such customers as you we may have every day.

Then my hands from my pockets I pulled out straightway,

Pulled a handful of gold out to hear what they’d say,
O! here’s ale, wine, and brandy, here’s enough of the best,
It was only to try you, I was but in jest.

Begone you proud landlord, I bid you adieu,

For the devil of one penny will I spend with you;
For the money I’ve got boys, I’ll take better care,
And I never will play the wild rover any more.

So now I’ll go home to my sweet loving wife,

In hopes to live happy all the days of my life;
From rambling and roving, I’ll take better care,
Unless poverty happens to fall to my share.
THE DIGGINS, O![66]
I’ve come back all skin and bone
From the diggins, O!
And I wish I’d never gone
To the diggins, O!
Believe me, ’tis no fun,
I once weighed fifteen stone,
But they brought me down to one,
At the diggins, O!

I thought a good home could be found

At the diggins, O!
But soon I found I got aground
At the diggins, O!
The natives came one day,
Burnt my cottage down like hay,
With my wife they ran away
To the diggins, O!

I built a hut with mud,

At the diggins, O!
That got wash’d away by flood,
At the diggins, O!
I used to dig, and cry
It wouldn’t do to die,
Undertakers charge too high
At the diggins, O!

I paid for victuals with a frown,

At the diggins, O!
Three potatoes half a crown,
At the diggins, O!
Sprats five shillings a dish,
If for Dutch Plaice you wish,
Two dollars buys that fish,
At the diggins, O!

A Crown a pound for Steaks,

At the diggins, O!
Ditto Chops, and no great shakes,
At the diggins, O!
Five “hog”[67] a small pig’s cheek,
If a herring red you’d seek,
One will keep you dry a week,
At the diggins, O!
Table beer two bob a quart,
At the diggins, O!
Get your eyes gouged out for nought,
At the diggins, O!
Five shillings a four pound brick,[68]
Butter a shilling a lick,
They never gives no tick,
At the diggins, O!

They tied me to a tree,

At the diggins, O!
With my nuggets they made free,
At the diggins, O!
I escaped from bodily hurt,
Tho’ they stole my very shirt,
I had to paint myself with dirt,
At the diggins, O!

I felt quite a ruined man

At the diggins, O!
Thinks I, I’ll get home, if I can,
From the diggins, O!
I was always catching cold,
And I’ve been both bought and sold,
Like many more, for gold,
At the diggins, O!

But now I’m safe returned

From the diggins, O!
Never more I mean to roam
To the diggins, O!
It some people’s fortune mends,
Much on the man depends—
I’d sooner be here with my friends,
Than at the diggins, O!

BOTANY BAY.
Come all you men of learning,
And a warning take by me,
I would have you quit night walking,
And shun bad company.
I would have you quit night walking,
Or else you’ll rue the day,
You’ll rue your transportation, lads,
When you’re bound for Botany Bay.

I was brought up in London town

And a place I know full well,
Brought up by honest parents
For the truth to you, I’ll tell.
Brought up by honest parents,
And rear’d most tenderly,
Till I became a roving blade,
Which proved my destiny.

My character soon taken was,

And I was sent to jail,
My friends they tried to clear me,
But nothing could prevail.
At the Old Bailey Sessions,
The Judge to me did say,
“The Jury’s found you guilty, lad,
So you must go to Botany Bay.”

To see my aged father dear,

As he stood near the bar,
Likewise my tender mother,
Her old grey locks to tear;
In tearing of her old grey locks,
These words to me did say,
“O, Son! O, Son! what have you done,
That you’re going to Botany Bay?”

It was on the twenty eighth of May,

From England we did steer,
And, all things being safe on board,
We sail’d down the river, clear.
And every ship that we pass’d by,
We heard the sailors say,
“There goes a ship of clever hands,
And they’re bound for Botany Bay ”
And they re bound for Botany Bay.

There is a girl in Manchester,

A girl I know full well,
And if ever I get my liberty,
Along with her I’ll dwell.
O, then I mean to marry her,
And no more to go astray;
I’ll shun all evil company,
Bid adieu to Botany Bay.

VAN DIEMAN’S LAND.

Come all you gallant poachers, that ramble free from care,
That walk out on moonlight nights, with your dog, gun and snare,
The jolly hares and pheasants, you have at your command,
Not thinking that your last career is to Van Dieman’s Land.

Poor Tom Brown from Nottingham, Jack Williams, and poor Joe,
We are three daring poachers, the country does well know,
At night we are trepanned, by the keepers hid in sand,
Who for 14 years transported us unto Van Dieman’s Land.

The first day that we landed upon this fatal shore,

The planters they came round us, full twenty score or more,
They rank’d us up like horses, and sold us out of hand,
And yok’d us up to ploughs, my boys, to plough Van Dieman’s Land.

Our cottages that we live in, are built of brick and clay,
And rotten straw for bedding, and we dare not say nay,
Our cots are fenc’d with fire, we slumber when we can,
To drive away wolves and tigers (?) upon Van Dieman’s Land.

It’s often when in slumber I have a pleasant dream,

With my sweet girl a-sitting down, all by a purling stream,
Through England I’ve been roaming, with her at command,
Now I awake broken hearted upon Van Dieman’s Land.

God bless our wives and families, likewise that happy shore,
That isle of great contentment, which we shall see no more,
As for our wretched females, see them, we seldom can,
There’s twenty, to one woman, upon Van Dieman’s land.

There was a girl from Birmingham, Susan Summers was her name,
For fourteen years transported, we all well know the same,
Our planter bought her freedom, and married her out of hand,
She gave to us good usage upon Van Dieman’s Land.

So all you gallant poachers, give ear unto my song,

It is a bit of good advice, although it is not long,
Throw by your dogs and snares, for to you I speak plain,
For if you knew our hardships, you would never poach again.

FAREWELL TO JUDGES AND JURIES.

Here’s bad luck to you, Mr. Justice Paley,
And also to you, Gentlemen of the Jury,
For seven years, you’ve sent me from my true love,
Seven years, I’m transported, you know.

To go to a strange country don’t grieve me,

Nor leaving old England behind,
It is all for the sake of my Polly,
And leaving my parents behind.

There’s the Captain that is our commander,

The Boatswain, and all the ship’s Crew,
There is married men, too, and there’s single,
Who knows what we transports do.

Dear Polly, I’m going to leave you

For seven long years, love, and more,
But that time will appear but a moment,
When return’d to the girl I adore.

If ever I return from the Ocean,

Stores of riches I’ll bring for my dear,
It’s all for the sake of my Polly,
I’ll cross the salt seas for my dear.

How hard is the place of confinement,

That keeps me from my heart’s delight,
Cold chains and irons surround me,
And a plank for my pillow at night.

How often I wish that the eagle

Would lend me her wings, I would fly,
Then I’d fly to the arms of my Polly,
And on her soft bosom, I’d lie.
MY BONNY BLACK BESS.
 Dick Turpin bold! Dick, hie away,
Was the cry of my pals, who were startled, I guess,
For the pistols were levelled, the bullets whizzed by,
As I leapt on the back of Black Bess.
Three Officers mounted, led forward the chase,
Resolv’d in the capture to share;
But I smil’d on their efforts, tho’ swift was their pace,
As I urg’d on my bonny Black Mare.
So when I’ve a bumper, what can I do less,
Than the memory drink of my bonny Black Bess?

Hark away, hark away! still onward they press,

As we saw by the glimmer of morn,
Tho’ many a mile on the back of Black Bess,
That night I was gallantly borne;
Hie over, my, pet, the fatigue I must bear
Well clear’d! never falter for breath,
Hark forward, my girl, my bonny Black Mare,
We speed it for life or for death.
But when I’ve a bumper, what can I do less,
Than the memory drink of my bonny Black Bess?

The spires of York now burst on my view,

But the chimes, they were ringing her knell,
Halt! Halt! my brave mare, they no longer pursue,
She halted, she staggered, she fell!
Her breathing was o’er, all was hushed as the grave,
Alas! poor Black Bess, once my pride,
Her heart she had burst, her rider to save,
For Dick Turpin, she lived, and she died.
Then the memory drink of my bonny Black Bess,
Hurrah for poor bonny Black Bess!

LIFE OF THE MANNINGS.

EXECUTED AT HORSEMONGER LANE GAOL ON TUESDAY, 13 NOV., 1849.
See the scaffold it is mounted,
And the doomed ones do appear,
Seemingly borne wan with sorrow,
Grief and anguish, pain and care.
They cried, the moment is approaching,
When we, together, must leave this life,
And no one has the least compassion
On Frederick Manning and his wife.

Maria Manning came from Sweden,

Brought up respectably, we hear,
And Frederick Manning came from Taunton,
In the county of Somersetshire.
Maria lived with noble ladies,
In ease and splendour and delight,
But on one sad and fatal morning,
She was made Frederick Manning’s wife.

She first was courted by O’Connor,

Who was a lover most sincere,
He was possessed of wealth and riches,
And loved Maria Roux most dear.
But she preferred her present husband.
As it appeared, and with delight,
Slighted sore Patrick O’Connor,
And was made Frederick Manning’s wife.

And when O’Connor knew the story,

Down his cheeks rolled floods of tears,
He beat his breast and wept in sorrow,
Wrung his hands and tore his hair;
Maria, dear, how could you leave me?
Wretched you have made my life,
Tell me why you did deceive me,
For to be Fred Manning’s wife?

At length they all were reconciled,

And met together night and day,
Maria, by O’Connor’s riches,
Dressed in splendour fine and gay.
Though married, yet she corresponded,
With O’Connor, all was right,
And oft he went to see Maria,
Frederick Manning’s lawful wife
Frederick Manning s lawful wife.

At length they plann’d their friend to murder,

And for his company did crave,
The dreadful weapons they prepared,
And in the kitchen dug his grave.
And, as they fondly did caress him,
They slew him—what a dreadful sight,
First they mangled, after robbed him,
Frederick Manning and his wife.

They absconded but were apprehended,

And for the cruel deed were tried,
When placed at the Bar of Newgate,
They both the crime strongly denied.
At length the Jury them convicted,
And doomed them for to leave this life,
The Judge pronounced the awful sentence,
On Frederick Manning, and his wife.

Return, he said, to whence they brought you,

From thence unto the fatal tree,
And there together be suspended,
Where multitudes your fate may see.
Your hours, recollect, are numbered,
You betrayed a friend, and took his life,
For such there’s not one spark of pity,
For Frederick Manning and his wife.

See what numbers are approaching,

To Horse Monger’s fatal tree,
Full of blooming health and vigour,
What a dreadful sight to see.
Old and young, pray take a warning,
Females, lead a virtuous life,
Think upon that fatal morning,
Frederick Manning and his wife.
THE LIFE AND TRIAL OF PALMER.[69]

Oh listen unto William Palmer,

Who does in anguish sore bewail,
Now guilty they at last have found me,
And sent me back to Stafford Jail.
Every one appears against me,
Every person does me hate,
What excitement is impending,
On guilty William Palmer’s fate.

Chorus.
My trial causes great excitement,
In town and country everywhere,
Now guilty found is William Palmer,
Of Rugeley town in Stafford Shire.

Many years I was a sportsman,

Many wondrous deeds I’ve done,
Many a race I have attended,
Many a thousand, lost and won.
They say I poisoned my wife’s mother,
And took away her precious life,
And slew poor Cook and my own brother,
And poisoned my own lawful wife.

Everything looks black against me,

That I really must confess,
The very thoughts that do oppress me,
Causes me pain and distress,
Now the jury did convict me,
And prove I did commit the deed,
And, sentence passed on William Palmer,
To Stafford I was sent with speed.

In Rugeley I was once respected,

A gentleman, lived at my ease,
With noblemen I was connected,
And sporting men of all degrees.
Although a Doctor no one knew me
To do anything amiss,
Now each one strives to undo me,
I never thought I’d come to this.

My poor old mother now at Rugeley,

My awful end must now bewail,
To know her son must die with scorn,
A felon’s death in Stafford Jail.
Every charge alleged against me,
I have strongly it denied,
Twelve long days my trial lasted,
And now I am condemned to die.

Dreadful is my situation,
Before the awful bar I stand,
I might have filled a noble station,
 Unfortunate, unhappy man.
Infants yet unborn will mention,
When to manhood they appear,
The name of Doctor William Palmer,
Of Rugeley town, in Staffordshire.

Will no one sympathize with Palmer,

Who every charge did strong deny,
You are all aware I am found guilty,
For by a Jury I’ve been tried.
My situation makes me tremble,
I am borne down with grief and care,
All conversation is of Palmer,
Of Rugeley town, in Staffordshire.

A COPY OF VERSES ON

MARY ARNOLD, THE FEMALE MONSTER.

Of all the tales was ever told,

I now will you impart,
That cannot fail to terror strike,
To every human heart.
The deeds of Mary Arnold,
Who does in a jail deplore,
Oh! such a dreadful tale as this,
Was never told before.

Chorus.
This wretched woman’s dreadful deed,
Does every one affright.
With black beetles in walnut shells,
She deprived her child of sight.

Now think you tender parents,

What must this monster feel,
The heart within her breast must ten
Times harder be than steel.
The dreadful crime she did commit,
Does all the world surprise,
Black beetles placed in walnut shells,
Bound round her infant’s eyes.

The beetles in a walnut shell,

This monster she did place,
This dreadful deed, as you may read,
All history does disgrace,
The walnut shell, and beetles,
With a bandage she bound tight,
Around her infant’s tender eyes,
To take away it’s sight.

A lady saw this monster,

In the street when passing by,
And she was struck with terror,
For to hear the infant cry.
The infant’s face she swore to see,
Which filled her with surprise,
To see the fatal bandage,
Tied round the infant’s eyes.

With speed she called an officer,

Oh! shocking to relate,
Who beheld the deed, and took the wretch,
Before the Magistrate.
Who committed her for trial,
Which did the wretch displease,
And she’s now transported ten long years,
Across the briny seas.

Is there another in the world,

Could plan such wicked deed,
No one upon this earth before,