Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

DEV CAPSTONE > Basic Principles Re: Methods, Data, & Statistical Results > Flashcards

Basic Principles Re: Methods, Data, & Statistical Results Flashcards

1
Q

Dependent variables (DVs) are known as what?

A

The outcome variables- values that constitute results of the study

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Why are they called dependent variables?

A

Variation in these variables follows from or depends on other factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

True or False: The DV is measured, but not directly controlled

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Independent variables are referred to as what?

A

Variable being controlled by the experimenter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is the purpose of the IV?

A

To determine if the IV leads to variation in the DV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the two ways an IV can be created?

A
  1. Manipulation; Changing levels of the IV
  2. Selection; choosing people of certain ages
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Do all variables have to be divided into IV and DVs?

A

No; some studies can study the variations in one measure which relate to the variations in others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Variables can also be referred to as

A

Factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

The values that variables take are called

A

Levels

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

When studies do fit the IV and DV mold, what can we use to describe them?

A

Factor terminology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

The Brownell et al. (2009) study contained two independent factors (adult verbalization, child age), each of which had two levels (silent, verbalization) (18-, 25-month-olds). What would this design be called?

A

2x2 Factorial design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

In the Brownell et al. (2009) study, it was a 2x2 factorial design. how many groups/conditions did this study have? This reflects the IVs and levels involved within the study.

A

4 conditions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Within a study, what is more important, the main effect or interaction?

A

The interaction effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is a main effect?

A

The overall effect the IV/predictor variable has on the Dv/criterion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

The 18 months value was .53 and the 25 months value was .56. Was there a main effect?

A

no

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

the adult silent value was .51 and the adult verbalization was .58. Was there a main effect?

A

No

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

true or false: A main effect for a variable w/ 2 levels is NOT interpreted the same way as a main effect for a variable w/ 3 levels (or more).

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

If there are only 2 groups, what can we know in terms of effects?

A

We know if they differed via a main effect through t-test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

If there are 3 groups, can you tell which groups differed from each other?

A

No, can only tell some differences, but not which specific groups. You must run post-hoc comparison after ANOVA test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

When can an interaction effect occur?

A

When there’s more than one causal/predictor variable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Interaction effect involves the effect of

A

One variable differing depending on the level of the second variable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

A main effect tells us there’s a _______ while an interaction effect tells us theres

A

simple difference; difference in differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Interaction is often short for

A

two-way interaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Can an interaction be observed?

A

Must be statistically tested; as it is more visible and interpretable through figural rather than table, representations (i.e. bar graphs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Interactions are readily dectectable by what?

A

Non-parallel nature of graphs (bars/lines) across conditions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Groups/conditions should be represented by ______ but is usually presented in a ____ bc it is easier to see

A

bar graphs, line graphs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Describe the interaction from the Brownell,Svetlova, and Nichols (2009) study.

A

The younger group showed a slight decrease in sharing when adults verbalized, while the older group showed more sharing when adults verbalized.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

true or false: interactions are limited to only experimentally manipulated IVs

A

False; it can occur among all IVs/PVs (including non-manipulated ones)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Are interactions only limited to group designs?

A

No; can occur among non-manipulated PVs in a correlational design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What does variance refer to?

A

differences in scores on the DV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Variance quantifies what?

A

how spread out the scores of a sample are around their mean

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

When computing the variance of a set of scores, we start by

A

calculating how far each score is from the mean.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Total variance accounted for” or “primary variance

A

those differences that are accounted for by the IVs/predictors (i.e., explained by the IV/predictor variables)

34
Q

We always say that we want our studies to include a diverse group of people so that we can generalize it to other samples and settings. What kind of validity would this be focusing on?

A

external validity

35
Q

When a study mainly emphasizes the strength of an effect (i.e., effect size) and the probability (statistical significance) that the results could have been obtained by chance (e.g., there is not really an effect/association), what kind of validity is this?

A

Statistical validity

36
Q

In a study testing teacher autonomy support and school readiness, the study claimed that teacher A-S had an effect on a child’s school readiness, when in reality, it did not. What type of statistical error would this be?

A

Type 1 error; false positive

37
Q

In a study testing school readiness and temperament, the study found that temperament DID NOT have an effect on a child’s school readiness, when it actually did. What type of statistical error would this be?

A

Type 2 error; false negative

38
Q

What are the effect sizes and what can they be described as?

A

.20 -> small
.50 -> medium
.80 -> large

39
Q

When a study wants to address the extent to which one variable (X) has an effect on another variable (Y) rather than some other variable (C), what kind of validity would this be?

A

Internal validity

40
Q

To move from the language of association to the language of causality, a study must satisfy several criteria:

A

a) establish the two variables are correlated; correlation cannot be 0 (EASIEST)

b) study must show the causal variable came first (i.e. temporal precedence); HARDEST

c) establish no other/alternative exist for the relationship (i.e., study has internal validity); HARDEST

41
Q

What does internal validity first ask?

A

if the study was able to achieve temporal precedence

42
Q

What does internal validity ask after achieving temporal precedence?

A

whether the study controlled for alternative explanations (e.g., confounding variables)

43
Q

What are ways to control for confound variables?

A

1) RA participants to groups/conditions; between-subjects experiment

2) assigning all conditions to every participant; within-subjects experiment

3) correlational study & statistically control for alternative explanations/confounds by using multiple regression

44
Q

If your plausible alternative explanations for findings have NOT been removed/controlled for, what can you not do?

A

Be certain the variability recorded in the DV is due to the variability in the IV

45
Q

True or false: it is impossible to control for all validities at once

A

True

46
Q

Explain what happens between internal validity and external validity when trying to achieve both.

A

When you try to prioritize and control the experiment more, you achieve more internal validity, but compromise external validity due to the controlled environment.

47
Q

If your goal is to test a causal claim, what validity would you prioritize?

A

Internal validity

48
Q

if your goal is show that your claim can be generalized to multiple populations, what validity would you strive for?

A

External validity

49
Q

In most research, what should we prioritize and why?

A

Internal validity; because if we don’t have valid data, we cannot even generalize it

50
Q

What are the 3 ways to control?

A

1) control over the iv/causal variable

2) control over setting

3) control over preexisting diff among participants

51
Q

For the 3 controls; correlational studies _______ what?
experimental studies ______ what?

A

don’t have these controls

mess up these controls

52
Q

In Kliegel et al. (2007), they presented the instructions and stimuli for the familiar and novel conditions in the same way for all participants. What kind of control would this be?

A

Control over the IV

53
Q

What must be true of control over the IV/causal variable?

A

No unintended deviations
Critical elements must be the same

54
Q

How do you achieve control over setting?

A

1) hold all the factors constant for participants (same time, noise, etc)

2) disperse variations in other factors randomly (different times, experimenters, materials)

55
Q

T or F: possible to control a variable by making it the same for all participants.

A

False; alternative is to vary acoss groups

56
Q

In Brownell et al. (2009) they used the same testing room for all participants. What kind of control would this be?

A

Control over setting

57
Q

In Kliegel et al. (2009), they varied the time of testing randomly across groups. What kind of control did they achieve?

A

control over setting

58
Q

How do you control over pre-existing differences among subjects?

A

1) random assignment (between groups)

2) matching variables

3) giving each participant every condition (within subjects)

59
Q

In Kliegel et al. (2009), they randomly assigned half of the participants to the familiar condition and the other half to the novel condition. what kind of control is this?

A

Control over pre-existing differences among subjects

60
Q

What are subject variables aka “classification” variables?

A

variables that are NONMANIPULATED; taken as they naturally are

61
Q

How do you control for subject variables aka classification variables?

A

Through selecting people w/ that characteristics

62
Q

Age, income/SES, gender, temperament, IQ are all examples of what kind of variable?

A

subject variables

63
Q

How do we create “causal variables” for subject variables?

A

Through selection

64
Q

For research w/ non-manipulated variables, what is the limit for construct validity?

A

a potential problem; we are unsure what the true construct is bc each variable is multiple factors

65
Q

For research w/ non-manipulated variables, what is the limit for internal validity?

A

You have no control over the IV/PV; therefore you cannot assume equivalence

66
Q

For research w/ non-manipulated variables, what is your solution to controlling for pre-existing differences among subjects?

A

1) control through selection of participants w/ only one level of characteristic (not really feasible)

2) measure for the confound and see if it correlates w/ your causal variable (IV/PV) and your DV

67
Q

When is the C variable a confound?

A

ONLY if it systematically varies w/ your PV and your DV

68
Q

True or False; A variable is a confound if it does not vary

A

False; only a confound if it varies

69
Q

If the c variable does vary w/ your DV & causal variable, what do you do?

A

Control for it using multiple regression

70
Q

Examining ONLY 5 year old toddlers in a study would be what kind of comparison?

A

Implicit age comparison

71
Q

True or False; finding a “genuine change with age” means literal age produces the change

A

False; Only means that variables that are regularly & naturally associated w/ age produce the change

72
Q

True or False; researchers study ALL the people they’re interested in.

A

False; test only samples

73
Q

How can researchers ensure that a sample is representative of the population to which they wish to generalize?

A

1) define the scope of generalization (i.e. the population of interest)

2) decide how to select from the population

74
Q

If all members of the population really are equally likely to be selected, what method is this?

A

random sampling

75
Q

For a study of U.S. undergraduates, researchers draw 5% of each class year. What kind of sampling method is this?

A

Stratified sampling

76
Q

For a study of high schoolers in which comparisons among ethnic groups are of interest, suppose that Asian Americans constitute 3% of the high school population in your city. Researchers choose to sample 6% of the population to get a larger subgroup. What kind of sampling method is this?

A

oversampling

77
Q

Where do researchers tend to draw their samples from realistically?

A

Within their communities in which they live/work and may only sample a few.

78
Q

Selection of samples primarily on the basis of availability or cooperation is referred to as

A

convenience sampling

79
Q

Samples obtained via ___________ will not be perfectly representative of the broader population with respect to variables like race, ethnicity, region, education, social class, or even age.

A

convenience sampling

80
Q

Although many samples depart from representation; what is not threatened?

A

external validity bc the deviations fr/ representation do not have any plausible effect on generalizability

81
Q

Finding a representative pool of potential participants is a good starting point, but… the REAL question is how well the final sample reflects the initial pool?

A

1) initial pool solicited
2) % agreed & how they differ from initial pool
3) % retention of people & how they initial from initial pool

DEV CAPSTONE (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions