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Experimental Psychology > Alternatives to Experimentation: Correlational and Quasi-experimental Designs > Flashcards

Alternatives to Experimentation: Correlational and Quasi-experimental Designs Flashcards

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1
Q

_ are used to predict one set of behavior from other.s

A

Correlational Designs

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2
Q

_ are used to establish relationships among preexisting behaviors.

A

Correlational Designs

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3
Q

_ show relationships between sets of antecedent conditions and behavioral effects.

A

Correlational Designs

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4
Q

_ are preexisting - not manipulated or controlled.

A

Antecedent

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5
Q

_ often seem like real experiments but lack essential elements such as manipulation of antecedent or random assignment.

A

Quasi-experimental design

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6
Q

The prefix quasi is _ meaning, _.

A

Latin; seeming like

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7
Q

In _, instead of assigning subjects to different treatment conditions at random, subject are selected for the different conditions of the study on the basis of preexisting conditions.

A

Quasi-experimental design

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8
Q

_ and _ tend to be higher in external validity or generalizability.

A

Correlational designs; quasi-experimental designs

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9
Q

Correlational designs include: _, _, and _.

A

Correlation; Linear Regression Analysis; Multiple Correlation and Multiple Regression Analysis;

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10
Q

_ is designed to determine the correlation.

A

Correlational Study

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11
Q

_ studies the degree of relationship between two traits, behaviors or events.

A

Correlational Study

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12
Q

_ is any observable behavior, characteristic, or event that can vary or have different values.

A

Variable

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13
Q

Selected traits or behaviors of interest are messured first.

A

Got it.

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14
Q

Degree of relationship or correlation between the numbers determined through _.

A

Statistical Procedures

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15
Q

Once the corelation is known, it can be used to make _.

A

Predictions

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16
Q

In correlations, _ measures relationship between pairs of scores from each subject.

A

Simple Correlations

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17
Q

In correlations, _ is the most commonly used procedure for calculatingsimple corelations.

A

Pearson Product Moment Correlation Coefficient (r)

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18
Q

Correlation has 3 general outcomes: _, _, and _.

A

Positive relationship, negative relationship and no relationship.

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19
Q

_ happens when one variable increases, so does the other variable.

A

Positive correlation

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20
Q

_ happens when one variable increases, the other varibale decreases.

A

Negative correlation

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21
Q

_ happens when there is no relationship between the two variables.

A

No correlation

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22
Q

Values of a correlation coefficient range between _ and _.

A

-1.00, +1.00

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23
Q

_ are visual representations of the scores.

A

Scatterplots

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24
Q

Lines drawn on the scatterplots are called _ or _.

A

Regression Lines, Lines of best fit

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25
Q

_ illustrate the mathematical equation that best describes the linear relationship between the two mesaured scores.

A

Correlation

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26
Q

r=+1.00 us a _.

A

perfect positive correlation

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27
Q

_ is when we can predict complete accuracy.

A

Perfect positive correlation

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28
Q

_ graphs happen when an inverted u is plotted on a scatter plot.

A

Curvilenear

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29
Q

_ are affected by _or artificial restrictions.

A

range truncation

30
Q

The stronger the correlation, the better the _.

A

Prediction

31
Q

_ is the next step up after correlation.

A

Linear regression

32
Q

_ is used when we want to predict the value of a variable based on the vale of another variable.

A

Linear Regression Analysis

33
Q

The _ is the variable we want to predict.

A

Dependent Variable

34
Q

The _ is the variable e are using to predict the other variable’s value.

A

Independent Variable

35
Q

_ is used to test the relationship of several predictor variables with a criterion variable.

A

Multiple Correlation (R)

36
Q

_ is used to look for relationship between variables

A

Correlational Studies

37
Q

_ is used to compare different groups of subjects looking for differences or changes over time in the same group of subjects.

A

Quasi-experiments

38
Q

Researchers form quasi-experiment groups based on _, _ or _ whose influence we want to investigate.

A

event, characteristic, behavior

38
Q

Quasi-experimental Designs include: _, _, _, _ and _.

A

Ex Post Facto Studies,
Nonequivalent Groups Design,
Longitudinal Design,
Cross-Sectional Studies,
Pre-test/Posttest Design

39
Q

Quasi-experiments are low in _ because researchers can never know for certain what causes the effects they observe.

A

Internal Validity

40
Q

In quasi-experiments, _ is not posible.

A

Random Assignment

41
Q

The difference between experiment and quasi-experiments is the _ the researcher has over the subjects who receive treatments.

A

amount of control

42
Q

In quasi-experimental designs, _ is a study in which the researcher systematically examines the effects of subject characteristics but without actually manipulating them.

A

Ex Post Facto Studies

43
Q

In _, researchers form treatment groups by selecting subjects on the basis of differences that already exist.

A

Ex Post Facto Studies

44
Q

In _, researchers capitalize on changes in the antecedent conditions that occurred before the study.

A

Ex Post Facto Studies

45
Q

Ex post facto means _.

A

after the fact

46
Q

In ex post facto, the antecedent has _ by the experimenter.

A

not been manipulated

47
Q

In _, researcher compares the effects of different treatment conditions on preexisting groups of participants.

A

Non-equivalent group design

48
Q

In _, the researcher chooses existing groups that appear similar, but where only one of the groups experiences the treatment.

A

Non-equivalent group design

49
Q

The internal validity of nonequivalent group design is _.

A

Low

50
Q

There are methods to increase internal validity in non-equivalent group design:

A
  1. Consider whether other influences might affect results.
  2. Measure levels of variable before the study to rule our prior measurements levels
  3. Equivalent on other plausible alternative causes for the results-improved the study’s internal validity
51
Q

_ measure behaviors of the same subjects at different points in time and look how things have changed.

A

Longitudinal Design

52
Q

_ defines the influence of time on behaviors rather than how different behaviors are related (named as _).

A

Longitudinal Design, Cross-lagged panel design

53
Q

_ in research is concerned with development and growth.

A

Longitudinal Design

54
Q

_ takes time over periods of months, years, or even decades.

A

Longitudinal Design

55
Q

_ is difficult to conduct because the same sample must be tracked for a long time.

A

Longitudinal Design

56
Q

In _, subjects who are already at different stages are compared at a single point in time.

A

Cross-sectional Studies

57
Q

_ is being shown in this example. Example: Groups of families who were already at each of the 5 different stages Compare the amount of “regressive” behavior among firstborns in the 5 different groups to see whether it differed

A

Cross-sectional Studies

58
Q

_ is a tradeoff which require more subjects and where people in different groups might differ in other characteristics that could influence the behaviors you want to investigate.

A

Cross-sectional Studies

59
Q

_ assesses whether the occurrence of an event increases or decreases the existing level of a person’s behavior.

A

Pretest-Posttest Design

60
Q

_ assesses the effects of naturally occurring events.

A

Pretest-Posttest Design

61
Q

In _, a test is being administered to administered before and after the event and compare the levels.

A

Pretest-Posttest Design

62
Q

_ is used in the laboratory to measure the effect of a treatment presented to subjects by researchers.

A

Pretest-Posttest Design

63
Q

Pretest-Posttest Design is _ in internal validity because _.

A

low,
There are many other influences that might improve or decrease the unit of the variable being measured.

64
Q

In Pretest-Posttest Design, _, also called), states that examiners do better the second time they take an intelligence test.

A

Practice effects, pretest sensitization

65
Q

Practice effects occur because examiners _, _, and _.

A

are less anxious;
learned new information that improves heir scores;
know possible the answers on the pretest

66
Q

To achieve maximum control over outside influences in Pretest-Posstest Design, you would need _.

A

a number of comparison groups

67
Q

The comparison groups in Pretest-Posttest Design is manifested in _, where _, _, _, and _, are present.

A

Solomon Four Group Design,;
1. A treatment group with both pre-intervention and post-intervention measurements (a.k.a. pretest and posttest)
2. A control group with both pretest and posttest measurements
3. A treatment group with only a posttest measurement
4. A control group with only a posttest measurement

68
Q

_ is a type of clinical trial in which neither the participants nor the researcher knows which treatment or intervention participants are receiving until the clinical trial is over.

A

Double Blind Experiment

69
Q

Summary of quasi-experimental design:
_ investigates differences in preexisting groups of subjects group differences on some variable may be explored or difference treatments given to preexisting groups ay be compared.
_ explores characteristics, behaviors, or effects of naturally occurring events in preexisting groups of subjects.
_ compares the effects of different treatment conditions on preexisting groups of subjects.
_ investigates changes across time by measuring behavior of same group of subjects at different points in time.
_ investigates changes across time by comparing groups of subjects already at different stages at a single point in time.
_ explores the effects of an event (or treatment) by comparing behavior before and after the event (or treatment).

A

Quasi-Experiment;
Ex Post Facto;
Non-equivalent groups design
Longitudinal;
Cross-sectional design;
Pretest-posttest design

Experimental Psychology (8 decks)

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