Solution Manual for Methods in Behavioral Research, 14th Edition, Paul Cozby, Scott Bates

Solution Manual for Methods in Behavioral
Research, 14th Edition, Paul Cozby, Scott Bates
download
https://testbankmall.com/product/solution-manual-for-methods-in-
behavioral-research-14th-edition-paul-cozby-scott-bates-2/
Find test banks or solution manuals at testbankmall.com today!

We have selected some products that you may be interested in
Click the link to download now or visit testbankmall.com
for more options!.
Test Bank for Methods in Behavioral Research, 14th
Edition, Paul Cozby, Scott Bates
https://testbankmall.com/product/test-bank-for-methods-in-behavioral-
research-14th-edition-paul-cozby-scott-bates-2/
Methods in Behavioral Research 12th Edition Cozby Test
Bank
https://testbankmall.com/product/methods-in-behavioral-research-12th-
edition-cozby-test-bank/
Methods in Behavioural Research Canadian 2nd Edition Cozby
Solutions Manual
https://testbankmall.com/product/methods-in-behavioural-research-
canadian-2nd-edition-cozby-solutions-manual/
Solution Manual for Business Analysis Valuation Using
Financial Statements, 5th Edition
https://testbankmall.com/product/solution-manual-for-business-
analysis-valuation-using-financial-statements-5th-edition/

Test bank for Business in Action 7e by Bovee 0133773892
https://testbankmall.com/product/test-bank-for-business-in-
action-7e-by-bovee-0133773892/
Managerial Economics 8th Edition Samuelson Solutions
Manual
https://testbankmall.com/product/managerial-economics-8th-edition-
samuelson-solutions-manual/
Solution manual for Microeconomics Theory and Applications
Browning Zupan 11th edition
https://testbankmall.com/product/solution-manual-for-microeconomics-
theory-and-applications-browning-zupan-11th-edition/
Investment Analysis and Portfolio Management Reilly 10th
Edition Test Bank
https://testbankmall.com/product/investment-analysis-and-portfolio-
management-reilly-10th-edition-test-bank/
Test Bank Project Management The Managerial Process 7th
Edition
https://testbankmall.com/product/test-bank-project-management-the-
managerial-process-7th-edition/

Test Bank for Jazz 2nd by Deveaux
https://testbankmall.com/product/test-bank-for-jazz-2nd-by-deveaux/

IM – 1 | 2
Copyright © 2020 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
C. Determining the Causes of Behavior
D. Explanation of Behavior
IV. Basic and Applied Research
A. Basic Research
B. Applied Research
C. Comparing Basic and Applied Research
Extended Chapter Outline
Please note that much of this information is quoted from the text.
I. Consuming Research
We are continuously bombarded with research results. Articles, books, websites, and social
media posts make claims about the beneficial or harmful effects of particular diets or vitamins on
one’s sex life, personality, or health. There are frequent reports of survey results that draw
conclusions about our views on a variety of topics—who we will vote for, what we think about a
product, where we stand on political hot topics of the day.
A. Why Learn About Research Methods?
Beyond learning to think critically about research findings, there are many ways that
research impacts today’s society, and so many reasons why learning research methods is
important. First, many occupations require the use of research findings. It is also important
to recognize that scientific research has become increasingly prominent in public policy
decisions. Research is also important when developing and assessing the effectiveness of
programs designed to achieve certain goals—for example, to increase retention of students
in school, influence people to engage in behaviors that reduce their risk of contracting HIV,
or teach employees how to reduce the effects of stress. Finally, research methods can be the
way to satisfy our native curiosity about ourselves, our world, and those around us.
II. Ways of Knowing
People have always observed the world around them and sought explanations for what they see and
experience. However, instead of using a scientific approach, many people rely on intuition and
authority as ways of knowing.
A. Intuition and Anecdote
When people rely on intuition, they accept unquestioningly what their own personal

IM – 1 | 3
judgment or a single story (anecdote) about one person’s experience tells them. The intuitive
approach takes many forms. Often, it involves finding an explanation for one’s behavior or
the behaviors of others. For example, one might develop an explanation for why he or she
keeps having conflicts with his or her roommate, such as “He hates me” or “Having to share
a bathroom creates conflict.” A problem with intuition is that numerous cognitive and
motivational biases affect one’s perceptions, and so one may draw erroneous conclusions
about cause and effect.
B. Authority
Many people are all too ready to accept anything they learn from the Internet, news media,
books, government officials, celebrities, religious figures, or even a professor. They believe
that the statements of such authorities must be true. The problem is that the statements may
not be true. The scientific approach rejects the notion that one can accept on faith the
statements of any authority; more evidence is needed before people can draw scientific
conclusions.
C. Empiricism
Scientific skepticism means that ideas must be evaluated on the basis of careful logic and
results from scientific investigations. The fundamental characteristic of the scientific method
is empiricism—the idea that knowledge is based on observations.
D. The Scientific Approach
Data Play a Central Role
For scientists, knowledge is primarily based on observations. Scientists enthusiastically
search for observations that will verify or reject their ideas about the world. They
develop theories, argue that existing data support their theories, and conduct research
that can increase their confidence that the theories are correct.
Scientists Are Not Alone
Scientists make observations that are accurately reported to other scientists and the
public. Many other scientists will follow up on the findings by conducting research that
replicates and extends these observations.
Science Is Adversarial

IM – 1 | 4
Science is a way of thinking in which ideas do battle with other ideas in order to move
ever closer to truth. Research can be conducted to test any idea; supporters of the idea
and those who disagree with the idea can report their research findings, and these can be
evaluated by others. Some ideas, even some very good ideas, may prove to be wrong if
research fails to provide support for them. Good scientific ideas can be supported or
they can be falsified by data—the latter concept is called falsifiability.
Scientific Evidence Is Peer Reviewed
Before a study is published in a top-quality scientific journal, other scientists who have
the expertise to carefully evaluate the research review it. This process is called peer
review.
E. Integrating Intuition, Anecdote, and Authority with Skepticism
There is nothing wrong with having opinions or beliefs as long as they are presented simply
as opinions or beliefs. However, people should always ask whether the opinion can be tested
scientifically or whether scientific evidence exists that relates to the opinion. People should
also be skeptical of pseudoscientific research. Pseudoscience is the use of seemingly
scientific terms, and demonstrations are used to substantiate claims that have no basis in
scientific research.
F. Being a Skilled Consumer of Research
Sometimes study authors overreach, coming to conclusions that are not justified. Four
questions can be asked of any research study that will reveal a lot about how much the study
should be trusted:
1. “What was measured?”
2. “How do they know that one thing caused another?”
3. “To what or whom can we generalize the results?”
4. “Have other researchers found similar results?”
III. Goals of Behavioral Science
Scientific research on behavior has four general goals:
• To describe behavior
• To predict behavior

IM – 1 | 5
• To determine the causes of behavior
• To understand or explain behavior
A. Description of Behavior
The scientist begins with careful observation because the first goal of science is to describe
behavior—which can be something directly observable or something less observable. Also,
researchers are often interested in describing the ways in which events are systematically
related to one another.
B. Prediction of Behavior
Once it has been observed with some regularity that two events are related to one another, it
becomes possible to make predictions. We can anticipate events.
C. Determining the Causes of Behavior
Cook and Campbell describe three types of evidence (drawn from the work of philosopher John
Stuart Mill) used to identify the cause of a behavior. To conclude causation, three things must
occur:
• There is a temporal order of events in which the cause precedes the effect. This is called
temporal precedence.
• When the cause is present, the effect occurs; when the cause is not present, the effect
does not occur. This is called covariation of cause and effect.
• Nothing other than a causal variable could be responsible for the observed effect. This is
called elimination of alternative explanations.
D. Explanation of Behavior
A final goal of science is to explain the events that have been described. The scientist seeks
to understand why the behavior occurs.
IV. Basic and Applied Research
A. Basic Research
Basic research tries to answer fundamental questions about the nature of behavior. Studies
are often designed to address theoretical issues concerning phenomena such as cognition,
emotion, motivation, learning, personality, development, and social behavior.

IM – 1 | 6
B. Applied Research
Applied research is conducted to address issues in which there are practical problems and
potential solutions. A major area of applied research is called program evaluation, which
assesses the social reforms and innovations that occur in government, education, the criminal
justice system, industry, health care, and mental health institutions.
C. Comparing Basic and Applied Research
Both basic and applied research are important, and neither can be considered superior to the
other. In fact, progress in science is dependent on an interconnection between basic and
applied research. Much applied research is guided by the theories and findings of basic
research investigations.
Illustrative Article: Introduction
After reading the article, answer the following questions:
1. “What was measured?” All studies in the behavioral sciences start with measurement:
identifying the important concepts to be studied, and figuring out how to measure them. This
is related to the concept of construct validity, which will be covered in depth in later
chapters.
Student answers will vary. They should describe aspects of age-at-encoding (AaE) and
fictional first memories and the researchers’ analysis.
2. “How do they know that one thing caused another?” Many times—particularly in popular
media—there will be the claim that one thing causes another. It’s always important to ask:
How do they know? This is related to the concept of internal validity, which will be covered
in later chapters.
Student answers will vary. They should address the three things that must hold true to
conclude causation (temporal precedence, covariation of cause and effect, and alternative
explanations) as described in the chapter.
3. “To what or whom can we generalize the results?” This is related to the concept of
external validity, which will be covered in later chapters.
Student answers will vary. They should address how the researchers explained the behavior
they observed in the study.

IM – 1 | 7
4. “Have other researchers found similar results?” A single study can be interesting, but
scientific progress involves the accumulation of studies. We can be more confident in a study
if other studies have found the same thing.
Student answers will vary. They should address whether the study aligns with or diverges
from previous studies and what explanations of behavior could be either discarded or revised.
5. Finally, answer the following questions:
A. Would you describe this study being applied research or basic research? Why?
Student answers will vary, but they should explain their choice based upon the definitions in
the chapter. (Basic research tries to answer fundamental questions about the nature of human
behavior; applied research is conducted to address issues in which there are practical
problems and potential solutions.)
B. Which goal of science (description, prediction, causation, explanation) do you think is
primarily targeted by this article? Why?
Student answers will vary. They should rely upon the definitions of each goal found in the
text and apply that in their answer. The key, of course, is “primarily targeted.”
Sample Answers for Review Questions
1. Why is it important for anyone in our society to have knowledge of research methods?
A background in research methods will help people read research reports critically, evaluate
the methods employed, and decide whether the conclusions are reasonable. Learning about
research methods will help people think critically. Many occupations require the use of
research findings. It is also important to recognize that scientific research has become
increasingly prominent in public policy decisions. Research is also important when
developing and assessing the effectiveness of programs designed to achieve certain goals.
Research methods can be the way for people to satisfy their native curiosity about ourselves,
our world, and those around us.
2. Why is scientific skepticism useful in furthering our knowledge of behavior?
Scientific skepticism means that ideas must be evaluated on the basis of careful logic and
results from scientific investigations. The fundamental characteristic of the scientific method
is empiricism—the idea that knowledge comes from observations. Data are collected that
form the basis of conclusions about the nature of the world.
3. How does the scientific approach differ from other ways of gaining knowledge about
behavior?

IM – 1 | 8
In the scientific approach, data are collected and shared with peers. Adversarial conclusions
are drawn from the data, and those conclusions are also shared with and reviewed by peers.
4. Provide (a) definitions and (b) examples of description, prediction, determination of cause,
and explanation as goals of scientific research.
Description of behavior is based on careful observation and can be something directly
observable, such as running speed, or something less observable, such as self-perception.
Researchers often try to describe the ways in which events are systematically related to one
another. Prediction of behavior involves anticipating events based on observations and
descriptions, such as predicting that a physically attractive defendant in a criminal trial will
receive a more lenient sentence than an unattractive defendant guilty of the same offense.
Determination of cause involves correctly identifying the underlying reason for a behavior, such
as determining if the correlation between the level of a child’s violent behavior and the amount
of violent television programming the child has been exposed to is actually caused by exposure
to violent programming or is caused by some other element. Explanation is very closely related
to determining cause, and it seeks to explain reasons for observed behaviors. The previous
example about violent television programming would also be applicable to explanation;
however, the explanation may require modification if another cause or causes of the behavior
are identified.
5. Describe the three elements for inferring causation. Describe the characteristics of
scientific inquiry, according to Goodstein (2000).
The three elements for inferring causation include temporal precedence, which is an order of
events in which the cause precedes the effect; covariation of cause and effect, in which an effect
occurs if the cause is present and does not occur if the cause is absent; and elimination of
alternative explanations, in which nothing other than a causal variable can be responsible for an
observed effect. Goodstein’s (2000) characteristics for scientific inquiry are that data play a
central role, scientists are not alone, science is adversarial, and scientific evidence is peer
reviewed.
6. How does basic research differ from applied research?
Basic research differs from applied research because basic research tries to answer
fundamental questions about the nature of behavior, and applied research tries to address
issues in which there are practical problems and potential solutions.
Sample Answers for Critical Thinking: Being a Skilled Consumer of Research
1. Read several editorials in the New York Times, Wall Street Journal, USA Today, Washington
Post, or other major metropolitan news source, and identify the sources used to support the
assertions and conclusions. Did the writer use intuition, appeals to authority, scientific
evidence, or a combination of these? Give specific examples.

IM – 1 | 9
Students’ answers will vary based on the examples that they choose. For instance, if a student
selects a story regarding the outbreak of a disease in a city, its purpose would be to generate
awareness, and it might use appeal to authorities to help contain this situation.
2. Imagine a debate on the following statement: Behavioral scientists should only conduct
research that has immediate practical applications. Develop “pro” and “con” arguments—
arguments that support or oppose the assertion.
Students’ answers will vary. Some may say that conducting research that would have
immediate practical applications would act as a source of relief for some people with an
obsessive–compulsive disorder. However, a disadvantage can be the fact that having a
consensus on what is meant by important would vary among scientists. Another disadvantage
is the people cannot always predict which research will have practical applications in the
future.
3. Imagine a debate on the following statement: Knowledge of research methods is unnecessary
for students who intend to pursue careers in clinical and counseling psychology. Develop
“pro” and “con” arguments—arguments that support or oppose the assertion.
Students’ answers will vary. Some may argue that sound theoretical knowledge in clinical
and counseling psychology would be adequate for students, and knowledge related to
research methods wouldn’t be necessary. However, others might argue that students who are
not aware of research methods would find it difficult to understand the methods used and its
implications while referring to other research papers.
4. You read an article that says, “Eating disorders may be more common in warm regions.” It
also says that a researcher found that the incidence of eating disorders among female students
at a university in Florida was higher than at a university in Pennsylvania. Assume that this
study accurately describes a difference between students at the two universities. Discuss the
finding in terms of the issues of identification of cause and effect and explanation.
There are three elements to consider when looking at cause and effect. First is a need to ask
about temporal precedence: Did living in a warm climate precede having the eating disorder?
Second is a need to look at covariation of cause and effect: Do female students in a warm
climate experience eating disorders more than do people in cold climates? Third, one would
want to eliminate alternative explanations: Could something besides the warm climate be
responsible for the higher incidence of eating disorders in Florida?

IM – 1 | 10
Laboratory Demonstration: The False Consensus Effect
People often believe that others are more like them than they really are. Thus, one’s predictions
about others’ beliefs or behaviors, based on casual observation, are very likely to err in the
direction of one’s own beliefs or behavior. For example, college students who preferred brown
bread estimated that over 50% of all other college students preferred brown bread, while white-
bread eaters estimated more accurately that 37% showed brown bread preference (Ross et al.,
1977). This is known as the false consensus effect (Mullen et al., 1985; Ross et al., 1977). The
false consensus effect provides the basis for the following demonstration, which emphasizes the
need for systematic rather than casual observation.
Before describing the false consensus effect, have students answer the questions listed below.
Next, have students predict the class mean for each question. Collect the data sheets. According to
the false consensus effect, students’ predictions about the class mean should be influenced by their
own positions. Consequently, a student whose position is below the class mean is likely to make a
prediction that will be below the class mean as well.
To demonstrate the effect statistically, compute the class mean for each question using the
students’ personal data. To involve the students in this process, divide the class into six groups and
assign one question to each. Have them tabulate the answers for that question and calculate the
mean. (Be sure each group has access to all the data sheets—rotating six batches of data sheets
from one group to another until all groups have recorded data from all batches.) Put the means on
the board. Next, have students compute a score for each participant in the following way: For each
question, score a +1 if the participant’s personal answer and predicted class mean are either both
below or both above the actual class mean; score a −1 if the participant’s personal score and
predicted class mean are on opposite sides of the actual class mean. Sum all six questions so that
each participant now has a single score that ranges between −6 and +6. If people err randomly, the
average score for all students should be zero. In contrast, if people err in the direction of their own
beliefs, the average should be greater than zero. A simple, one-group t-test can be calculated using
m = 0 for the null hypothesis.
Behavior Questions
Personal prediction answer for class
1. How many loads of laundry do you wash per week?
2. How many times per year do you attend services at a place of worship?
3. How many times per week do you eat a meal from a fast-food restaurant?
4. How many times per year do you wash your car?

IM – 1 | 11
5. How many times per year do you see a movie at a theater?
6. How many times per week do you consume alcohol?
Mullen, B., Atkins, J. L., Champion, D. S., Edwards, C., Hardy, D., Story, J. E., & Vanderlok, M.
(1985). The false consensus effect: A meta-analysis of 115 hypothesis tests. Journal of
Experimental Social Psychology, 21, 262–283.
Ross, L., Greene, D., & House, P. (1977). The false consensus phenomenon: An attributional bias
in self-perception and social perception processes. Journal of Experimental Social Psychology, 13,
279–301.
Laboratory Demonstration: Single Versus Multiple Observations
The systematic observation employed by scientists generally relies on many independent instances,
while casual observation is often based on only a few instances. The following demonstration is
designed to show how misleading a small sample of observations may be. Divide the class into
groups of three or four students each. Fill a bowl or basket with a “population” of poker chips or
simple slips of paper. On each chip or piece of paper there should be written a single score. (An
approximate normal distribution of 200 numbers is provided below.) Have each group draw five
samples from the population and compute the mean for each sample. Each group, however, should
draw samples of a different size from the other groups. For instance, group one draws five samples
of Size 1, group two draws five samples of Size 3, group three draws five samples of Size 5, and so
on. The rate of progression from small to large samples depends on the number of groups. It is a
good idea to have the last group draw fairly large size samples (e.g., N = 20 or 25). Once the means
for each sample are computed, have each group plot the means on a graph on the board. It should
be obvious that with small samples we can easily get a distorted picture of the population mean.
Note how the variability from sample mean to sample mean decreases dramatically as we increase
the sample size. Discuss how many of our casual observations are based on relatively few
observations.
The following population of scores yields a population mean of 17 and a standard deviation of
4.66.
X f X f
5 1 23 7
6 2 24 5
7 2 25 4
8 3 26 3
9 4 27 2

IM – 1 | 12
10 5 28 2
11 7 29 1
12 9 200
13 10
14 13
15 16
16 18
17 10
18 13
19 16
20 13
21 10
22 9
Note: This population of scores can be used for demonstrations suggested in Chapters 8 and 12.
Activity: Observing Behavior
It is often useful to have students immediately begin making observations of behaviors. In class,
students might generate a list of possible behaviors to observe on campus. For example, observe
the age, ethnicity, and dress of students in various campus locations, such as different
eating/gathering places, the library, and the computer center. How many students are alone, in
groups of two, or groups of three or more; are these same- or mixed-gender groups? Check door
cards on faculty offices to see whether the occupant is an assistant, an associate, or a full professor,
and note whether the office has a window. Categorize restroom graffiti; how much is aggressive,
sexual, humorous, or political? A discussion based on these observations in class can introduce
students to many topics and procedures of research methods.
Activity: Setting up a Research News Group
Research-related stories often appear on a variety of web-related sources. A news group may be set
up containing research-related stories from the American Psychological Association and American
Psychological Society Press releases, Yahoo news health section, and regional psychological
association press releases. Students could sign up for the newsgroup and receive e-mails with
stories relevant to topics dealing with research methods.
Additional Discussion Topics

IM – 1 | 13
Discussion: The Gambler’s Fallacy
Another way to illustrate the limitations of intuition is to discuss the gambler’s fallacy. Ask
students the following: If they were in Vegas and they pulled a slot machine arm 25 times with
no payout, would there be a greater probability that the next pull would pay out? Or if one flips a
coin 20 times and gets heads each time, is one more likely to get tails on the next trial? Even
though students may understand probability intellectually, a part of their brain says, “Yes, it is
more likely!” That would imply that each trial is not independent, but rather it is dependent on
prior trials.
Discussion: Operational Definitions
Most students have not discussed operational definitions since Introduction to Psychology.
Explain that research hinges on an operational definition that specifically includes AND excludes
things from the definition. For example, ask students to define aggression. One can expect the
usual examples of hitting, pushing, punching, kicking, and so on; now ask about indirect forms,
such as spreading rumors, keying someone’s car, and so on. Now what about sports? Are hockey
players aggressive? What about football? What about consensual sex between adults that
involves harm to one of the participants? Remind students that the role of definitions is to both
include things, such as hitting and spreading rumors, while excluding other things, such as sports
and other consensual adult behaviors.
Suggested Readings
Articles in the Handbook for Teaching Statistics and Research Methods (2nd ed.)
Brems, C. (1994). Taking the fear out of research: A gentle approach to teaching an appreciation
for research. Teaching of Psychology 21, 241–243.
Johnson, D. E. (1996). A “handy” way to introduce research methods. Teaching of Psychology,
23, 168–170.
Also recommended:
Lakin, J. L., Giesler, R. B., Morris, K. A., & Vosmik, J. R. (2007). HOMER as an acronym for the
scientific method. Teaching of Psychology, 34, 94–96.
Marek, P., Christopher, A. N., & Walker, B. J. (2004). Learning by doing: Research methods with
a theme. Teaching of Psychology, 31, 128–131.

Random documents with unrelated
content Scribd suggests to you:

The Project Gutenberg eBook of Plain
Parochial Sermons, preached in the Parish
Church of Bolton-le-Moors

This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: Plain Parochial Sermons, preached in the Parish Church of
Bolton-le-Moors
Author: James Slade
Release date: May 25, 2020 [eBook #62223]
Most recently updated: October 18, 2024
Language: English
Credits: Transcribed from the 1831 C. J. G. and F. Rivington edition
by David Price
*** START OF THE PROJECT GUTENBERG EBOOK PLAIN
PAROCHIAL SERMONS, PREACHED IN THE PARISH CHURCH OF
BOLTON-LE-MOORS ***

Transcribed from the 1831 C. J. G. and F. Rivington edition by David
Price, ccx074@pglaf.org
PLAIN
PAROCHIAL SERMONS,
PREACHED IN
THE PARISH CHURCH OF BOLTON-LE-MOORS,
BY THE
REV. JAMES SLADE, M.A.,
VICAR OF BOLTON, AND PREBENDARY OF CHESTER.
London:
C. J. G. AND F. RIVINGTON, ST. PAUL’S CHURCH YARD.
1831.
BOLTON:
PRINTED BY J. GARDNER.
TO THE CONGREGATION
OF THE PARISH CHURCH OF BOLTON,
THESE SERMONS
ARE INSCRIBED AND DEDICATED,

WITH AFFECTIONATE REGARD,
BY THEIR PASTOR AND FRIEND,
J. S.

ADVERTISEMENT.
The author has been repeatedly urged to print a volume of his
Parochial Sermons; and perhaps he owes some apology to those
friends, whose kind advice, on this head, has been for years
neglected. He was apprehensive, that the interest, excited by his
discourses from the pulpit, would not be adequately revived by their
appearance in print; or at most, that they would be impressive only
upon those who had heard them: and he moreover thought, that the
christian world was already provided with more than a sufficiency of
such publications. However, whether these opinions be well founded
or not, he has been at length prevailed upon to defer to the wishes
and judgment of others.
It is almost needless to observe, that the Sermons were written
without any, the most distant, view to publication; they pretend to
nothing, but the simple and earnest inculcation of christian principle
and practice; and as this is the author’s sole object, so does he pour
forth his humble prayer, that what, by God’s help, he has planted
and watered, may, by God’s blessing, be increased to the glory of
His own great name, and the edification of His Church.

CONTENTS.
SERMON I.
AWAKE THOU THAT SLEEPEST AND ARISE FROM THE DEAD.
Ephesians v. 14.—Wherefore He saith, Awake thou that sleepest,
and arise from the dead, and Christ shall give thee light.
[Preached January 10th, 1830, 1st Epiph., [vii]
and at Chester
Cathedral, August 1st, in the same year.]
Page
1
SERMON II.
THE UNSEARCHABLE RICHES OF CHRIST.
Ephesians iii. 8.—The unsearchable riches of Christ.
[Preached January 9th, 1831, 1st Epiph.]
20
SERMON III.
THE DESTRUCTION OF THE FLOOD.
Genesis vi. 7.—It repented the Lord, that He had made man
upon the earth and it grieved Him at His heart; and the Lord
said, I will destroy man, whom I have created, from the face
of the earth.
[Preached February 6th, 1825, Sexag.]
38
SERMON IV.
THE PRESERVATION FROM THE FLOOD.
Genesis vi. 8.—Noah found grace in the eyes of the Lord.
[Preached February 13th, 1825.]
56

SERMON V.
DO THIS GREAT WICKEDNESS AND SIN AGAINST GOD,
Genesis xxxix. 9.—How then can I do this great wickedness and
sin against God?
[Preached March 6th, 1825, 3rd Lent.]
76
SERMON VI.
ON THE JOURNEY TO EMMAUS.
Luke xxiv. 32.—And they said one to another, Did not our heart
burn within us, while He talked with us by the way, and while
He opened to us the Scriptures?
[Preached April 13th, 1828, 1st Easter, and at Chester
Cathedral July 12th, 1829.]
95
SERMON VII.
IF THEY HEAR NOT MOSES AND THE PROPHETS.
Luke xvi. 31.—If they hear not Moses and the Prophets, neither
will they be persuaded, though one rose from the dead.
[Preached June 1st, 1823, 1st Trin.]
114
SERMON VIII.
PERFECT LOVE CASTETH OUT FEAR.
1 John iv. 18,—There is no fear in love, but perfect love casteth
out fear: because fear hath torment; he that feareth is not
made perfect in love.
[Preached June 16th, 1822, 2nd Trin.]
134
SERMON IX.
HUMBLE YOURSELVES UNDER THE MIGHTY HAND OF GOD.
1 Peter v. 6.—Humble yourselves under the mighty hand of
God, that He may exalt you in due time.
[Preached June 19th, 1825, 3rd Trin.]
154
SERMON X.
THOU ART THE MAN.

2 Samuel xii. 7.—And Nathan said to David, Thou art the man.
[Preached July 14th, 1822, 6th Trin., and at Chester Cathedral
July 6th 1823.]
172
SERMON XI.
THE WAY OF THE LORD EQUAL.
Ezekiel xviii. 25.—Ye say, the way of the Lord is not equal.
Hear now, O house of Israel; is not My ways equal? are not
your ways unequal?
[Preached October 10th, 1824, 17th Trin.]
189
SERMON XII.
THE NEW MAN.
Ephesians iv. 24.—That ye put on the new man, which after God
is created in righteousness and true holiness.
[Preached October 13th, 1822, 19th Trin.]
209
SERMON XIII.
THE WEDDING GARMENT.
Matthew xxii. 2.—The kingdom of heaven is like unto a certain
king which made a marriage for his son.
[Preached October 31st, 1824, 20th Trin.]
230
SERMON XIV.
WALK WORTHY OF THE LORD, BE FRUITFUL AND INCREASING.
Colossians i. 10.—That ye might walk worthy of the Lord unto
all pleasing, being fruitful in every good work, and increasing
in the knowledge of God.
[Preached November 9th, 1823, 24th Trin. and at Chester
Cathedral, August 20th, 1826.]
252
SERMON XV.
THE WORD OF THE LORD PRECIOUS.
1 Samuel iii. 1.—The word of the Lord was precious in those
days; there was no open vision.
271

[Preached December 9th, 1827. 2nd Advent]
SERMON XVI.
DISTINCTIONS TO BE MADE ON THE DAY OF JUDGMENT.
Matthew xxiv. 40.—The one shall be taken and the other left.
[Preached December 12th, 1824, 3rd Advent.]
290
SERMON XVII.
GOD MADE MAN UPRIGHT; MAN MAKES HIMSELF MISERABLE.
Eccles. vii. 29.—Lo, this only have I found, that God hath made
man upright, but they have sought out many inventions.
[Preached August, 1828, and at Chester Cathedral, June 28th,
1829.]
310
SERMON XVIII.
THE KNOWLEDGE OF GOD REVEALED TO THEM THAT FEAR HIM.
Psalm xxv. 14.—The secret of the Lord is with them that fear
Him; and He will shew them His covenant.
[Preached November 19th, 1826, and at Chester Cathedral,
July 29th, 1827.]
329
SERMON XIX.
RESIST THE BEGINNINGS OF EVIL TEMPTATION.
Proverbs iv. 14, 15.—Enter not into the path of the wicked, and
go not in the way of evil men. Avoid it, pass not by it, turn
from it, and pass away.
[Preached October 10th, 1830.]
349
SERMON XX.
THE LOVE OF CHRIST FOR THOSE WHO DO THE WILL OF GOD.
Mark iii. 35.—Whosoever shall do the will of God, the same is
My brother and My sister and mother.
[Preached February 3rd, 1828.]
366
SERMON XXI.
ON SEEKING OUT THE WORKS OF THE LORD AND PRAISING HIM.

Psalm cxi. 1, 2.—I will give thanks unto the Lord with my whole
heart; in the assembly of the upright and in the congregation.
The works of the Lord are great, sought out of all them that
have pleasure therein.
[Preached November 23rd, 1828.]
385
SERMON XXII.
DILIGENCE AND PERSEVERANCE IN THE CHRISTIAN RACE.
Philipp. iii. 13, 14.—Brethren, I count not myself to have
apprehended; but this one thing I do, forgetting those things
which are behind, and reaching forth unto those things which
are before, I press toward the mark for the prize of the high
calling of God in Christ Jesus.
[Preached March 28th, 1830, and at Chester Cathedral,
September 5th, in the same year.]
404

SERMON I.
AWAKE THOU THAT SLEEPEST.
Ephesians v. 14.
Wherefore, he saith, Awake, thou that sleepest, and arise from
the dead, and Christ shall give thee light.
In this chapter the Apostle has been reminding his Ephesian converts
of the state in which they were, before they had received and
obeyed the call of the gospel. The people of Ephesus were highly
endowed, in the world’s estimation, not only with riches, but also
with talent and learning, and refinement; with all the arts and
ornaments of civilized life. And yet, how does St. Paul describe them
in the 8th verse? “Ye were sometimes darkness;” how in the 12th?
“For it is a shame even to speak of those things which are done of
them in secret.”
Here, you observe, we have a remarkable declaration from the
mouth of an Apostle, that a people, however talented and learned,
were still wrapt in the mantle of darkness, with regard to their real
good and happiness; with regard to their religious and moral
condition. Whatever nature had done for them, to whatever
eminence they had been raised by art or industry, they were left far
short of the object which it concerned them most to attain—an
acquaintance with God, a knowledge and practice of His law; a
peace with Him and with their own consciences. So far were they
from this, that their characters were stained with the most debasing
vices; their secret sins were too abominable even to be mentioned.

Thus we see how little the instructions and advantages of this world
have to do with reforming the conduct, or amending the depraved
heart of man. And what was true in this instance, is true in all;
there is no teaching, there are no rules of prudence, no maxims
however wise, no manners however polished, that can cleanse the
heart of its natural unrighteousness, and curb its natural propensity
to evil: give what you may, educate as you may, man, if left to his
own wisdom and strength, will remain what he is by fallen nature, a
weak, a wayward, and a wicked being; an enemy to holiness and to
God. There may be a shew of wisdom “falsely so called;” there may
be a refined conversation and a polished outside; but there will
always be uncleanness remaining within. The evil principles may
wear a dazzling veil, and the vices may be clothed in fashionable
garments, but they will be evil principles and vices still.
There is but one means by which the darkness of nature can be
scattered, and that is by the light of God’s truth; but one means by
which the evil spirit of the natural man can be cast out, and that is
by the Spirit of God. The blessed Jesus came into the world to
reclaim and redeem it from the grossness in which it was sunk; to
open a new scene of things; to impart a new life; to banish the thick
cloud of error and of sin, in which the world hopelessly and
irrecoverably lay; and to raise it to the knowledge and service, the
favour and blessing of an offended God. This is the description of
the happy effects which the gospel is intended and fitted to produce;
“the people that walked in darkness have seen a great light; they
that dwell in the land of the shadow of death, upon them hath the
light shined.” [4]
All, without the gospel, are in this miserable
condition, whatever they may think of themselves: all who sincerely
embrace it, are enlightened and happy, however poor and humble,
and of whatever else they may be ignorant.
Poor and humble did I say? It is to them, that this light is the most
easily, and frequently, and effectually communicated. The
prosperous and the great too often resemble the wealthy Ephesians,
“having the understanding darkened, being alienated from the life of

God through the ignorance that is in them, because of the blindness
of their heart;” [5]
revelling in the self-sufficiency of their earthly
comforts, proud of their acquirements, fond of their own way, they
disdain to be taught the humbling truths of the gospel from a fellow-
creature like themselves: and often has the minister of the gospel to
be thankful to his Lord and Master, that, when he finds his message
rejected and despised by his wealthier hearers, it still makes its way
into the hearts of some of the poor: grieved he is indeed, that those,
who ought to know it best and love it most, should be so deluded by
worldly vanities and follies, as to continue, amidst all their
advantages of education, in spiritual darkness and death; set against
the messenger, because hating the truth of his message: yet, is it a
comfort to him, sincere and unspeakable, that he meets with more
success among the ignorant, as they are called, and the children of
the poor: that there he finds wisdom, “the wisdom which is from
above;” and there he finds friends among the friends of God.
It was so in the Apostle’s day; and with some bright exceptions, it
has been the same in every day: “For ye see your calling, brethren,
how that not many wise men after the flesh, not many mighty, not
many noble are called; but God hath chosen the foolish things of the
world to confound the wise; and God hath chosen the weak things
of the world, to confound the things that are mighty: and base
things of the world, and things which are despised hath God chosen;
yea, and things which are not, to bring to nought things that are:
that no flesh should glory in his presence.” [7]
All these observations have been made, to connect and explain the
first word of the text, wherefore; “wherefore, he saith, awake thou
that sleepest and arise from the dead, and Christ shall give thee
light.” Inasmuch as it is impossible for thee to know and to please
God, to attain unto holiness and happiness, to save thy soul, by the
light of nature, (for nature is in fact, of itself and for such a purpose,
no light at all,) turn to the way, which is opened to thee by the
shining of the Sun of Righteousness; to that one way, which is
opened alike for all mankind, rich and poor, learned and unlearned;

turn to thy Redeemer, in humble faith and hearty desire, and “He
shall give thee light:” learn of Him and He shall teach thee all that
thou needest to know: seek of Him, and He shall guide thee into all
righteousness and truth; lean on Him, and He shall support thee,
through all the course of thy earthly pilgrimage; and conduct thee in
peace and safety to thy journey’s end.
“Wherefore, he saith;” there is no particular passage in the Old
Testament, in which these words of the text are found; but they
seem to allude to several expressions of similar import, in the
prophecy of Isaiah. In the 26th chapter, there is a passage which
describes the deliverance of God’s people from a state of
degradation, both political and spiritual, under the figure of a
resurrection from the dead: “Thy dead men shall live, together with
my dead body shall they arise. Awake and sing, ye that dwell in
dust; for thy dew is as the dew of herbs, and the earth shall cast out
the dead.” [8]
And again, in the 52nd chapter: “Awake, awake, put
on thy strength, O Zion; put on thy beautiful garments, O Jerusalem,
the Holy city; for henceforth there shall no more come in to thee the
uncircumcised and the unclean; shake thyself from the dust; arise
and sit down, O Jerusalem: loose thyself from the bands of thy neck,
O captive daughter of Zion: for thus saith the Lord, ye have sold
yourselves for nought; and ye shall be redeemed without money:”
[9a]
a powerful call upon the Jewish people to cast away their
transgressions, through which they had been brought into a state of
grievous captivity, and to throw themselves on the Lord’s mercy, and
return to the Lord’s service, that He might break their bonds
asunder, and visit them with His salvation. One more passage there
is, to which the Apostle clearly alludes, in the opening of the 60th
chapter: “Arise, shine, for thy light is come, and the glory of the Lord
is risen upon thee. For behold, the darkness shall cover the earth,
and gross darkness the people: but the Lord shall arise upon thee,
and his glory shall be seen upon thee.” [9b]
Here the prophet foretels
the glorious dawn of gospel light, and calls upon the Church to arise
and behold it, shining from afar; to behold it with the eye of faith; to
look forward to that Saviour, that great “fountain for sin and

uncleanness,” which the law and the prophets did all with one voice
proclaim. The prophet adds, “And the gentiles shall come to thy
light, and kings to the brightness of thy rising.” The first coming of
the gentile world was visible in the footsteps of the wise men, who
came “from the east to Jerusalem,” [10]
to worship the infant Jesus:
and ever since our Lord’s return to the heavens, the gospel has been
preached to all nations; and accepted, more or less, by the kings
and potentates of the earth.
And, as the prophet called on the people of old, to awake and arise
and turn to the coming light, so St. Paul invited and animated his
converts and their brethren, to awake and behold the glory of the
Lord, after it had been fully revealed to the dark and sinful world;
and so do the ministers of Christ, in every age, call upon their
hearers to arouse from their benighted and lost condition, and let
this light shine upon their understandings and hearts, and direct
them in the way of life and salvation. For grieved are we to say, that
notwithstanding these bright beams of grace and truth have been so
long pouring forth their splendour upon the earth, yet are there
many dark corners; and many eyes awfully closed against the light:
and still more grieved are we to say, that even in the land where
these beams have shone brightest, even in this land, vast numbers
yet remain total strangers to their enlightening influence and
converting power: numbers who have had the benefit of being
educated under the gospel, who have witnessed its happy effects;
who have seen what it has done for their relations, or friends, or
neighbours, have yet ungratefully and disdainfully turned away from
the heavenly light, and “walked on still in darkness;” have sided with
the world and Satan and sin, and resisted the salvation of their
souls.
O, that they could be brought, O for the grace of God’s Holy Spirit to
bring them, to listen to the warning words of that merciful Saviour,
to whom, if they now continue to despise Him, they will one day lift
up their hands in vain: these are His words, “if the light that is in
thee be darkness, how great is that darkness.” [12]
If, after all the

gracious offers of pardon and life, which thy Redeemer has made
thee, by His own mouth, and the mouth of His messengers, thou still
choosest unforgiveness and death, going on in the heedlessness of
thy impenitent heart, and wantoning in sin, how dreadful is thy
condition! how infinitely more dreadful, than if the voice of mercy
had never sounded in thine ears. Be convinced: let the love of thy
Saviour work upon thee; let the love of thine own immortal soul
move thee to fly unto Him, the great, the only, the everlasting
Redeemer. Leave thy way of misery and ruin, and turn to Him for
comfort and deliverance. Turn, while thou hast the power; the night
is fast coming. Thou knowest not how many more sabbaths, how
many more invitations and warnings, will be vouchsafed: many thou
hast had already; enough of them thou hast already slighted. Come,
ye that are strong, for the strong are often laid low; come, ye that
are young, for the young are not always spared; come, ye aged, for
your hour of trial must be nearly run out. Come all, while ye may, to
the Lamb of God, for acceptance and for blessing: there is no safety,
and no hope in any other: and no hope in Him, when the door is
once shut; “we pray you, in Christ’s stead, be ye reconciled to God.”
[13]
The text says, “Awake thou that sleepest;” it means, awake from the
sleep of sin; and very fitly is the state of the sinner compared to a
state of sleep: he is quite insensible of his true, his awful condition;
he fears not, perceives not, the doom that is awaiting him. Satan
has bound up his senses; the eyes of his understanding are closed,
and his knowledge of good and evil is utterly prevented. He is to
the spiritual world, what the sleeping man is to the natural,
unconscious of what is going forward to his advantage or his injury.
Speak to him of mercy, he hears not: “sing him one of the songs of
Sion,” it is all in vain: speak to him of divine wrath, of eternal
punishment; to what purpose, while his ear is closed? The whispers
of conscience, the counsel of friends, “the tongues of men or of
angels,” are alike unprofitable, while a deep sleep is cast upon the
soul.

And there is a further resemblance: the sinner dreams, of happiness
arising from worldly prosperity, from plenty and pleasure: and as the
brain of a poor or disconsolate man, in a state of sleep, is often filled
with ideas of such things, and he awakes and finds them sadly
untrue; awakes from his pleasant dreaming to his state of drudgery
and discomfort; so is the sinner often constrained to feel and
confess, that his notions of happiness were no better than a dream;
that they were unsubstantial and unreal, promising much and
bringing little: still he is unconvinced; pursues his course of trifling,
his disappointed dreamings, till at length he awakes in another
world, and thoroughly perceives the wretchedness of his condition,
which it is then too late, impossible to change. From this dreadful,
fatal sleep of sin, the gospel is designed to rouse us: and I pray God,
that our conscience may be effectually alarmed and awakened; that
we may be alive and active in perceiving and following “the things
that belong unto our peace!”
The text says further, “Arise from the dead;” from the death of sin;
from the state of misery and ruin, in which ye insensibly lie. Here is
another significant figure: the impenitent sinner is not only plunged
into a condition of helpless wretchedness, but he has no energy to
recover from it, no quickening or effectual desire of better things; no
more perception of spiritual interests, of heavenly objects, than a
corpse has of the natural world. When once the breath has left the
body, the busiest scenes of earth can affect it no longer; nothing can
“charm the dull cold ear of death:” when the breath of a divine life is
not in the soul, when the new-creating spirit of God is not received
and cherished, the beauty of holiness and the all-important interests
of a spiritual and eternal world produce no effect upon the forlorn
understanding and the deserted heart: no representations of
spiritual truth can move the heavy ear of a besotted and determined
sinner; none, while he is resolved, so to remain: not even the voice
of the Son of God, “charm He never so wisely.” Till the heart be
moved to repentance, till, the faculties of the soul are recovered
from the fascination of stupor and sin, no living impression can be
made, even with all the force that truth can carry. How often do we

find this to be the case! how often does the sinner acknowledge the
justice, the certainty, the necessity of what is urged upon him, but
without any alteration in his character; without any effectual or
lasting alteration. His heart is unchanged: the slave of sin; dead in
sin; not alive or open to the force of truth, to the doctrines of
righteousness or salvation.
Infatuated sinner! thine own conscience accuses thee; thou believest
that there will be a world to come, a world of recompence, and yet
thou turnest not to prepare for it; pray, when thou fearest; pray,
when thou thinkest of these things; cry earnestly to thy Saviour, that
he may deliver thee from this “gall of bitterness and this bond of
iniquity;” pray for the convincing, converting, life-giving Spirit, that
He may “set thine heart at liberty” from the thraldom of sin; and
thus enable thee to listen to the call of the gospel, and turn thy feet
in earnest to the Redeemer of thy soul. For if thou listenest and
turnest not, “dead thou art while thou livest;” and when thou diest,
eternally dead; dead to all comfort and happiness for ever; dead in a
world of woe.
But if we will (and God grant that we all may) awake and arise,
“Christ will assuredly give us light:” “He is the true light, which
lighteth every man that cometh into the world;” [18]
ready to shine
upon every soul, to lighten it in darkness and quicken it in death.
Believe in Him, and live in Him, and the clouds of ignorance shall be
scattered away; and the drowsiness of the soul shall be cast off; and
the cold heart of the natural man shall be warm with life again. In
the midst of this world’s temptations and trials, troubles and
perplexities, we shall see our way clear, our way to the heavenly
Jerusalem; a brightness, the brightness of God’s presence, will be
resting upon our souls; the world sees it not, but we shall see and
enjoy it every hour: dark things will be made light, and “crooked
things will be made straight, and the rough places plain:” we shall
be living above the world, for “our life will be hid with Christ in God:”
[19]
cheerful we shall be when nature is sad: inspirited when nature is

languishing; full of praises and thanksgivings when nature is
mourning.
Say, Christian people, have ye never seen the triumph of faith over
nature’s weakness and Satan’s power? have ye never, in the hour of
trial, witnessed that the Saviour was near? never observed the
fainting spirit animated and sustained? never beheld the closing eye,
of the dying saint, beaming with heavenly fire; and the pale features
lighted up with the smile of satisfaction and composure and peace?
If ye have not, the dying Christian will shew you these things—go to
his bed, and learn the lesson; go, and catch the hope, that “Christ
will give you light.”

SERMON II.
THE UNSEARCHABLE RICHES OF CHRIST.
Eph. iii 8.
The unsearchable riches of Christ.
There is no passage, in the whole range of Scripture, in which the
benefits and blessings of the gospel are more strikingly and fully
represented, than by these few words: it is elsewhere described as
the “pearl of great price,” as “the treasure that fadeth not away,” as
“the true riches;” but here, as if in addition to the former
descriptions, it is called, under the direction of the Holy Spirit, “the
unsearchable riches of Christ:” impossible for men, impossible for
angels to search out and discover its full excellency and value. The
more it is examined, and the more it is experimentally known, the
more is the believer convinced of the propriety and truth of this
description; without a deep enquiry indeed, without a vital
experience of its blessedness, it is not for any one to understand
even the nature of its transcendent riches; to the world at large they
are known only by name: but the sincere Christian, who makes them
his own, is brought to admire their inexhaustible fulness; and to
perceive, how utterly they extend beyond his comprehension, how
highly they are removed above his loftiest thoughts and his most
ardent imagination: “eye hath not seen, nor ear heard, neither have
entered into the heart of man the things which God hath prepared
for them that love him.” [21]
They lie entirely out of the reach of the
natural man; and even the spiritual man does but imperfectly
understand them.

Welcome to our website – the perfect destination for book lovers and
knowledge seekers. We believe that every book holds a new world,
offering opportunities for learning, discovery, and personal growth.
That’s why we are dedicated to bringing you a diverse collection of
books, ranging from classic literature and specialized publications to
self-development guides and children's books.
More than just a book-buying platform, we strive to be a bridge
connecting you with timeless cultural and intellectual values. With an
elegant, user-friendly interface and a smart search system, you can
quickly find the books that best suit your interests. Additionally,
our special promotions and home delivery services help you save time
and fully enjoy the joy of reading.
Join us on a journey of knowledge exploration, passion nurturing, and
personal growth every day!
testbankmall.com

Solution Manual for Methods in Behavioral Research, 14th Edition, Paul Cozby, Scott Bates

More Related Content

Similar to Solution Manual for Methods in Behavioral Research, 14th Edition, Paul Cozby, Scott Bates

Recently uploaded

Solution Manual for Methods in Behavioral Research, 14th Edition, Paul Cozby, Scott Bates