Brainscape's Knowledge GenomeTM

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


See full index

Psych of Learning > Ch 2 Research Methods, exam 1 > Flashcards

Ch 2 Research Methods, exam 1 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Variable

A

person, place, or thing that can change over time or from one situation to another

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

Independent variable (IV)

A

made to systematically vary across the different conditions in the experiment via manipulation

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

Dependent Variable (DV)

A

measured in an experiment; allowed to vary freely to see if it is affected by changes in the IV

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

Functional Relationship

A

relationship between changes in IV and DV

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

Stimulus-

A

any event that can potentially influence behavior

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

what are the two types of stimulus?

A

Appetitive stimulus and aversive stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Appetitive stimulus

A

event that an organism will seek out (ex. food)

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

Aversive stimulus

A

event that an organism will avoid (ex. electric shock)

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

Overt behavior

A

can be observed by another individual

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

covert behavior

A

can be perceived only by the person performing the behavior

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

Motivating Operations

A

anything affecting the appositeness or aversiveness of an event

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

Establishing operations

A

increases the appetitiveness or aversiveness of an event

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

Abolishing operations

A

decreases the appetitiveness or aversiveness of an event

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

What are the 2 types of contiguity?

A

Temporal and Spatial contiguity

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

Temporal contiguity-

A

events occur close together in time

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

Spatial contiguity-

A

events are situated close to each other in space

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

Contingency

A
  • predictive/functional relationship between 2 events

- occurrence of one event predicts another probable occurrence

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

How do we measure behavior?

A
  1. define it!
  2. Record it:
    - rate
    - intensity
    - speed
    - Latency
19
Q

Rate of response

A

frequency response occurs in a certain period of time (ex. cumulative recorder)

20
Q

Intensity

A

magnitude of the behavior (ex. amount of saliva n Pavlov’s dogs)

21
Q

Speed

A

length of time it takes for behavior start and finish (ex. rates in a maze)

22
Q

Latency

A

time required for a behavior to begin (ex. how soon until you start studying for an exam)

23
Q

Interval recording

A

measurement of whether or not a behavior occurs during each interval within a series of continuous intervals (ex. classroom video)

24
Q

Time-sampling recording

A

whether or not a behavior occurs during each interval within a series of discontinuous intervals (ex. observer comes in for 10-minite intervals a the start of each half hour)

25
Q

Topography

A

Observing physical form of the behavior (ex. how a rat presses lever or the amount of splash in an olympic dive)

26
Q

Interobserver reliability

A

measures the degree to which 2 or more coders agree

-calculated as number of intervals during which observers agree/total number of intervals

27
Q

What is the standard for inter observer reliability?

A

80%

28
Q

What is the best inter observer reliability?

A

90%

29
Q

What are the 3 research designs?

A
  • descriptive research
  • experimental research
  • group design
30
Q

Descriptive research

A

studies behavior and circumstances within which it occurs (Naturalistic observation-systematically observes/records occurrence of a behavior natural environment)

31
Q

Experimental research

A

Establishes cause/effect through manipulating IV(s) and measuring DV(s)

32
Q

Group Design

A

manipulate one or more IVs across groups

  • simple control group design-individuals randomly assigned to either experimental or control group
  • comparative design-different species constitute one of the independent variables
33
Q

Groups Design pros:

A

cause and effect conclusions possible

34
Q

Group Design cons:

A
  • needs large number of subjects
  • focus on average performance, not individuals results
  • often analyzed/interpreted only at the end of the experiment
35
Q

Single-Subject design Pros-

A
  • allows entire experiment to be conducted with a single subject
  • ideal for determining effectiveness of behavioral intervention for a particular person
  • statistical tests may not be needed to determine if there are meaningful changes in behavior
  • investigator can attain precise control over the variables influencing the target behavior and strive for powerful treatments that produce large effects
36
Q

Single-Subject design cons-

A
  • was treatment effective if behavior doesn’t revert to original baseline when treatment withdrawn
  • inappropriate for situations when treatment intended to produce a long-lasting effect
  • ethically inappropriate to remove treatment once some improvement has been obtained
37
Q

Multiple-Baseline Design

A

treatment is instituted at successive points in time for two or more persons, settings, or behavior

38
Q

Multiple-Baseline design Pros-

A
  • no worry withdrawing treatment to determine if it is effective
  • appropriate when treatment is likely to produce permanent change in behavior
  • appropriate when it may be unethical to withdraw treatment once some improvement has been achieved
39
Q

Multiple-Baseline design Cons-

A
  • Needs to have more than one person, setting, or behavior to which the treatment can be applied
  • treatment effect might generalize across different settings or behaviors before treatment instituted
40
Q

Changing-Criterion Design

A

Effect of the treatment demonstrated by how closely behavior matches criterion being systematically altered

41
Q

Changing-Criterion Pros-

A

-appropriate when behavior intended to change gradually by specified amount (ex. studying)

42
Q

Changing-Criterion Cons-

A

difficulty determining if change in behavior is result of treatment and behavior, so must closely match changing criteria

43
Q

Advantages to animal research:

A
  1. researchers can control genetic makeup
  2. researchers can control their learning history
  3. researchers can more strictly control experimental environments for animals
  4. some research cannot ethically be conducted with humans
44
Q

Disadvantages to animal researches:

A
  1. Most cited/fundamental criticism=animals have rights similar to humans
  2. Findings may have limited application to humans

Psych of Learning (4 decks)

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