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Psych 217 - Research methods > CH 4 & 8 - Research and experimental design > Flashcards

CH 4 & 8 - Research and experimental design Flashcards

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1
Q

AFter formulating the research question you should…

A

Formulate the hypothesis

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2
Q

Ater formulating a hypothesis you should…

A

define your variables

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3
Q

After defining your variables you should…

A

choose your measurements

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4
Q

After choosing your measurements you should…

A

design the study

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5
Q

After designing the study you should…

A

Collect the data

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6
Q

After collecting the data you should…

A

Analyze the data

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7
Q

Research questions should be

A

Clear, focused, concise, complex, arguable

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8
Q

Clear research questions…

A

provides enough specifics that one’s audience can easily understand its purpose
without needing additional explanatio

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9
Q

A focused research question is

A

narrow enough that it can be answered thoroughly in the space the writing task allows

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10
Q

A concise research question is

A

expressed in the fewest possible words

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11
Q

A complex research question is

A

not answerable with a simple “yes” or “no,” but rather requires synthesis
and analysis of ideas and sources prior to composition of an answer

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12
Q

An arguable research question means…

A

its potential answers are open to debate rather than accepted facts

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13
Q

Directional hypotheses

A

Specifies what we expect the relationship between two variables to be

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14
Q

Non-directional hypotheses

A

Specifies the existence of the relationship without making assumptions about the nature of this relationship

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15
Q

The opposite of an alternative hypothesis is…

A

A null hypothesis (no relationship between variables)

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16
Q

Does rejecting the null hypothesis prove the alternative hypothesis?

A

No. It only supports it

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17
Q

What does it mean to support the alternative hypothesis, in statistical terms?

A

Support means that we found out there is a very small chance to find the results we have assuming the null hypothesis is true

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18
Q

What are the three general categories of variables?

A

Situational, Response, Participant/classificatory

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19
Q

Situational Variable

A

Characteristic/event a participant is exposed to - characteristic of situation/ environment (e.g. IV)

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20
Q

Response variable

A

Participant’s reaction/behavior (e.g. DV)

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21
Q

Participant/classificatory variable

A

Pre-existing aspect of participant that is of interest

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22
Q

0 = r means that

A

There is no correlation

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23
Q

Non-experimental reseach

A

lacks manipulation of ID and results in descriptive or correlational results

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24
Q

Criteria for claiming causality

A

Covariation, temporal precedence, internal validity

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25
Q

Covariance

A

If x changes, so does Y

26
Q

Temporal precedence

A

the cause comes before effect
Directionality problem

27
Q

Directionality problem

A

Before an experiment We don’t know which variable is the cause and which one is the effect

28
Q

Internal validity

A

How much an evidence supports a claim. Must RULE OUT alternative explanations to be high

29
Q

Categorical independent variable

A

IV has several levels that correspond with experimental conditions (also called treatments) - e.g. medication 1, 2, control

30
Q

Continuous independent variable

A

IV is a spectrum. (e.g. height)

31
Q

Categorical dependent variable

A

DV is divided into categories and person’s measurements falls into one of them. (e.g. if person passed a test or not)

32
Q

Continuous dependent variable

A

DV has no categories and is a spectrum. Person’s measurements falls on a scale (e.g. seconds to perform a task)

33
Q

Types of dependent variables

A

Self report
Physiological (biological data)
Behavioral (observed by scientist)

34
Q

Third variable

A

Variable that causes/impacts BOTH variables of interest (E.g. T causes X and Y)

35
Q

Confounding variable

A

Variable that CO-VARIES with a variable of interest
Based on operational definition, IMPOSSIBLE to separate from the variable it covaries with
Can explain part of the results
(e.g X + C cause Y)

36
Q

Mediator variable

A

A process explains the relationship between two variables (e.g. X causes M that causes Y)

37
Q

How to test for mediation

A
  1. Test if X causes Y
  2. Test if X causes M
  3. Test if M causes Y
  4. Run a regression test to see if X or M predict Y better. See if X causing Y disappears.
  5. Establish temporal precedence
38
Q

Random assignment

A

Randomly put participants into the different levels/conditions
No systematic reasons for why participants are in certain conditions
More effective as number of participants increase
Random variables are balanced out

39
Q

Systematic variability

A

When levels of a variable coincide (in a predictable way) with group assigned membership- creates potential confound
EX: (like if situation 1 has worse equipment than situation 2)

40
Q

Unsystematic variability

A

Individual differences withing group. Random. Variable fluctuates independently of group assigned.

41
Q

Control vs experimental groups must be

A

Identical, except for the IV

42
Q

Between subject design

A

Participant is tested in one condition ONLY

43
Q

Within subjects design

A

Each participant is tested under all conditions

44
Q

Posttest only design

A

IV groups are set and later DV is measured

45
Q

Pretest/Posttest design

A

Measure DV before test,
IV groups are divided (into different conditions)
Complete the same DV measurement again

46
Q

Posttest only Pros and Cons

A

There is no pretest to sensitize participants to the hypothesis
but Can’t measure change over time

47
Q

Pretest/Posttest

A

Useful when interested in changes over time and when you want to be certain the groups are equivalent at the start (baseline)
BUT must be careful to not make the participants change their spontaneous behavior

48
Q

Matched groups/ pairs (or yoked design

A

Similar participants (in relation to variable) are grouped into sets. Each member is matched with a similar person, and the pairs are randomly split into the conditions.

49
Q

Repeated measures design

A

Within-subjects design
Participant is exposed to 1 IV condition, is tested (DV), is exposed to 2nd IV condition, Is tested again (DV)

50
Q

Concurrent-measures design

A

Within subjects
Participant is exposed to all levels of IV at the same time. Dependent variable is measured based on the behavior or attitude response from the double exposure.

51
Q

Couterbalancing

A

Repeated measures design –> order can affect results. Counterbalancing controls order effects by presenting the levels of IV in different sequences (randomly assign participants to each sequence)

52
Q

Full counterbalancing

A

All possible condition orders are represented - there is a IV level for each possible order

53
Q

Partial counterbalancing

A

There is an IV level for SOME possible exposure sequences (e.g. latin square: one level is first in at least one condition)

54
Q

Within subject designs PROS

A

No group differences (because there is no control group and experimental groups)
Each participant is their own control
More statistical power
Requires few participants

55
Q

Power (in an experiment)

A

The likelihood that a study will show statistically significant results

56
Q

Order effects

A

Threat to internal validity in a within-subjects design, in which exposure to one condition changes participant responses to a later condition

57
Q

Order effects - Practice effects

A

Participant performance improves over time due to practice of the measurement

58
Q

Order effects - Fatigue effects

A

Participant’s performance gets worse because they get tired

59
Q

Order effects - Carryover/Contrast effects

A

When contamination carries over from one condition to the next (e.g. understanding what is being tested)

60
Q

Within subjects designs CONS

A

Creates a potential for order effects
Unpractical
Might be impossible
More likely to create demand characteristics (knowing what the study is about and wanting to succeed)

Psych 217 - Research methods (2 decks)

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