%0 Journal Article
%T Rethinking the Pedagogy of Evaluating Causal Claims in the Psychology Curriculum
%A Richard M. Wielkiewicz
%J Psychology
%P 123-144
%@ 2152-7199
%D 2024
%I Scientific Research Publishing
%R 10.4236/psych.2024.151009
%X <p>
	<span><span style=\"font-family:;\" \"=\"\">Unfounded
causal claims from the internet, the fact that randomized control trials (RCTs)
cannot address many critical issues, and reports that scientific studies fail
replication attempts suggest reconsidering how students learn to evaluate
causal claims. </span></span><a name=\"_Hlk141732669\"></a><span><span><span style=\"font-family:;\" \"=\"\">Traditionally, students learn RCTs are at the top of the research methods
hierarchy, and that they cannot infer causation from associations (e.g.,
correlations). </span></span></span><span><span><span style=\"font-family:;\" \"=\"\">Both traditions are debatable. Students need to
learn how to evaluate causal claims they encounter in daily life as well as
claims supported by scientific evidence. Students will become better critical
thinkers from learning a definition of evidence that applies inside and outside
the psychology laboratory and how to use anecdotes, associations, and RCTs in
defense of causal claims. They must learn to question all evidence and seek
patterns of supporting evidence for causal claims.</span></span></span><span><span><span style=\"font-family:;\" \"=\"\"></span></span></span> 
</p>
%K Causal Claims
%K Evidence
%K Critical Thinking
%K Research Methods
%K Statistics
%K Pedagogy
%K Correlation and Causation
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=130768