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Research Methods > Ch9 and Ch10 > Flashcards

Ch9 and Ch10 Flashcards

1
Q

What are within-subjects designs?

A

designs in which each participant is exposed to all levels of the IV

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2
Q

Advantages of within-subjects designs

A
  • some kinds of confounding variables are less likely (e.g., participant variables)
  • fewer participants required
  • lower variability means statistical advantage (since test statistics are a proportion of effect over error)
  • no control group issues
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3
Q

time-related threats to internal validity in within-subjects designs

A
  • MRs smITH
  • Maturation
  • Regression to the mean
  • Instrumentation
  • Testing*
  • History
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4
Q

Order effects in within-subjects designs

A
  • Testing/Practice effects: subjects perform better due to familiarity/practice with testing procedure
  • Carry-over/contrast effects: After-effects of one treatment remain/influence perception when moving on to another treatment
  • Fatigue effects: participants perform differently at the end of the experiment
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5
Q

Cons of within-subject designs:

A
  • TIME-RELATED AND ORDER-RELATED THREATS TO INTERNAL VALIDITY:
  • MRs smITH threats
  • carry-over/contrast effects
  • fatigue effects
  • IMPOSSIBLE FOR SOME RESEARCH QUESTIONS
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6
Q

What can be done to reduce the order effects in within-subject designs?

A

COUNTERBALANCING: order of levels of IV is varied

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7
Q

Method used for partial counterbalancing?

A

latin square: each condition occurs in each position once

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8
Q

In a study with multiple variables of interest, some factors are within-subject and some are between-subjects. What is this called?

A

a MIXED-METHODS design

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9
Q

Which design is typically preferred in psychology research? between- or within-subjects design?

A

within-subjects, because it minimizes variability between conditions and it’s fewer participants required. Participant variables are likely not confounding and no control group issues exist

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10
Q

In an experiment in which handedness and memory for images vs. words is tested, what variable is tested in a within-subject design, and which in a between-subjects design?

A
  • both groups were exposed to all levels of the images and words IV, therefore within-subjects
  • one group was left-handed and the other was right-handed and they were compared, therefore between-subjects
  • overall, this is a mixed-methods design
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11
Q

In what kind of experimental design are researchers NOT concerned with trying to maximize internal validity?

A

in a non-experimental design

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12
Q

When are nonexperimental or quasi-experimental designs necessary?

A

Often they are necessary when it would be too difficult or unethical to perform a true experiment.

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13
Q

Why can we not be certain of cause and effect relationships in nonexperimental/quasi-experimental designs?

A
  • Because the levels of the IV are pre-determined, NOT MANIPULATED by experimenter
  • True random assignment is not possible
  • we cannot counterbalance to avoid order effects
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14
Q

Differential research design

A
  • between-subjects
  • nonexperimental
  • groups are designed by pre-existing categories
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15
Q

There are two tables, both with two columns.
The first one has the test scores of people diagnosed with GAD and people not diagnosed with GAD.
The second table has the scores on an anxiety measure next to test scores. What kind of research is each table from?

A
  • first one is differential. Pre-determined groups being compared.
  • Second one is correlational
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16
Q

The design which involves one group being measured following treatment is called…

A

single group posttest only design

17
Q

Is the posttest only design experimental/nonexperimental/quasi-experimental?

A

NONEXPERIMENTAL

18
Q 
A researcher is interested in whether nonconscious factors could disrupt test performance. He plays supersonic noise maker to a class to see if it disrupts performance on a spelling task. He concludes that is did, because performance was at 70%
What is wrong with his conclusion? What could he do
A

-He has nothing to compare his findings to to see whether a true effect is observed.
-His test could have been too hard to begin with (floor-effect)
-He could add a non-equivalent control group by giving the spelling test to a different class without the sound maker.
-still nonexperimental due to pre-existing groups
-he could also employ a pretest-posttest design with added non equivalent group.
one class does spelling test, then noisemaker, then spelling test. The other class does spelling test, then no noisemaker, then spelling test. QUasi-experiment

19
Q

What is a single group pretest-posttest design?

A
  • nonexperimental
  • differential
  • pre-existing groups
  • SINGLE GROUP MEASURED BEFORE AND AFTER TREATMENT
20
Q

How can you turn a pretest-posttest nonexperiment into a quasi-experiment?

A

by adding a NON-EQUIVALENT CONTROL GROUP

21
Q

Why is a pretest-posttest design with a non-equivalent control group added a quasi-experiment?

A

because there is an increased level of control.

Two groups are tested and compared. This helps rule out alternative explanations

22
Q

What kind of design includes doing multiple measurements before and after treatment?

A

Time-series Designs

23
Q

Are time-series designs experimental?

A

NO. They are quasi-experimental designs

24
Q

time-related threats to internal validity which can be checked for in time-series designs

A

Regression to the mean, maturation, instrumentation, testing, history.
MRs smITH

25
Q

Man who was a proponent of behaviourism mentioned in class

A

John B. Watson

26
Q

What type of research is developmental research and why?

A

NONEXPERIMENTAL. Because age cannot be manipulated and ethics prevent from experimentally manipulating certain developmental conditions

27
Q

Developmental research focuses on research questions related with ___ and ___

A

time and age

28
Q

Name the nonexperimental and quasi experimental designs

A

NONEXPERIMENTAL:
-Differential designs
-Post-test only designs (with or without nonequivalent control group)
-single group pretest-posttest designs
QUASI-EXPERIMENTAL:
-Pretest-posttest designs with nonequivalent control group added
-Time series designs (with or w/o nonequivalent control group)

29
Q

2 methods for conducting develpmental research

A
  1. Longitudinal design: studying the same group of participants over an extended period of time
    - period of time is larger than time-series design
  2. Cross-sectional design: studying different cohorts at the same time (eg., group of 50yo’s and group of 70yo’s test comparison)
30
Q

Pros and cons of longitudinal research

A 
PROS:
-cause-and-effect can be observed
-more detailed info about participants, which gives more certainty about cause and effect
CONS:
-mortality
-expensive
-time-consuming
31
Q

Pros and cons of cross-sectional design

A 
PROS:
-cheaper
-less time-consuming
CONS:
-less detail
-cohort effect makes cause and effect less certain
32
Q

what is cohort effect?

A

Factors that arise due to generation to which you belong.

eg., elderly people may be scoring lower on an online test due to discomfort in using computers

33
Q

what is it called when you combine both methods of conducting developmental research? What does this entail?

A

Cross-sectional longitudinal designs:

  • combination of both designs
  • measures a wider range of ages in a shorter period of time
  • eliminates drawbacks and maximizes internal validity
34
Q

Within-subjects design is aka

A

repeated measures design

Research Methods (12 decks)

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