2. Research with Young Children

Question 1

research method vs design

Answer 1

design- plan
method- collecting info

Question 2

cross sectional

Answer 2

ppts at diffeerent ages tested at once

Question 3

longitudinal, sequential designs

Answer 3

1. longitiudinal- ppl tested repeatedly as they get older
2. sequential- ppl at dif ages tested repeatedly as they get older

Question 4

cohort and longitiudinal effect

Answer 4

1. longitudinal- change of the same indiviuals over time
2. cohort effect- testing ppl at diferent ages, diff chorots go through diferent things at different ages that could ingluence intelligence (flynn effect)

Question 5

microgenetic method

Answer 5

children tested everal times in longitudinal design, over short period

Question 6

regression discontinuity design (rdd)

Answer 6

applied to evaluate the effect of interventions that ppl can only do when above a threshold, minorly above and below the threshold are identical and comparing them provides a good estimation of the effefct of the intervention

Question 7

Randomised control trial (RCT)

Answer 7

(can be considered an experiment, manipulated iv and measures DV)
> randomly assigns ppts to groups , intervention, control and no intervention
>quanititative
>causal description rather than causal explaination

Question 8

Randomisation

Answer 8

> randomly allocated groups
same probability of being assigned

Question 9

positives of randomisation

Answer 9

1. reduces risk of selection bias
2. cancels out differences between groups at baseline
3. give everyone possiblity to take part in a potentiallt beneficial intervention

Question 10

control

Answer 10

makes sure that the observed effect sint due to confounfing variables

Question 11

blinding

Answer 11

prevents unwanted influences in RCT

Question 12

types of blinding

Answer 12

1. no blinding
2. single blind- treatment conclealed from ppts
3. double blind- treatment concealed from those who administer and ppts
4. triple blind- treatment concealed frpm ppts, researchers and adminastrators and data analysts

Question 13

matthew effect

Answer 13

when someone with advantage accumulates more advantage

e.g a child who is good at reading will be given books

Question 14

regression to mean

Answer 14

extreme values in performance tend to return closer to mean in subsequent measurement

e.g. teacher scolds a child for a surprising low perfromance

Question 15

psychological testing

Answer 15

in the early years: questionnaires, observation scales , tests

Question 16

validity

Answer 16

the test measures what it is supposed to measure
-content validity
-criterion validity
-construct validity
-concurrent validity
-predictive validity

Question 17

reliability

Answer 17

the test produces the same results under consistent conditions

Question 18

types of reliability

Answer 18

test-retest- reliability- the tests produces the similar results across administrations
inter-rater reliablity- different rather report similar appraisal
internal consistency- items within the test correlate with eachother

Question 19

floor and ceiling effect

Answer 19

floor- all scores towards the minimum
ceiling- all scores towards the max

Question 20

z scores

Answer 20

positive- above mean
neg- below mean

Question 21

types of sampling bias

Answer 21

volunteer
convenience
selection
sampling frame
attrition

Question 22

confounfing factor

Answer 22

relation between two variables

Question 23

covariate/vontrol variables

Answer 23

researcher takes into account the effect on one factor

Question 24

mediator variable

Answer 24

a variable that can explain the relationshio between X and Y

Question 25

meta analysis

Answer 25

stat technique used to analyse multiple findings from studies to obtain an overall estimate of an effect using effect size

Question 26

forest plot

Answer 26

graphical representation of a meta analysis

Question 27

heterogenity

Answer 27

degree of varibality in treatment effects