Brainscape's Knowledge GenomeTM

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


See full index

Spring '14-148 (Exam 2) > Chapter 4- Research Design > Flashcards

Chapter 4- Research Design Flashcards

Slides 1-27--? Slides 28-45-Becky

1
Q

Define:

General plan of attack (Bordens & Abbott, 2007)

A

Research strategy

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

What type of research would you categorize as strategy?

A

quantitative and qualitative

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

Define:

Specific set of tactics to carry out the strategy

A

Research design

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

Define:

Devises a strategy & implements a design

A

Research

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

What is quantitative design?

A

group designs

single-subject designs

Controlling extraneous variables so one possible answer remains

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

what is a qualitative design?

A

Participatory

nonparticipatory

many others

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

What is a mixed design?

A

quantitative and qualitative designs

  • Between-subjects design
  • within-subject design
  • mixed design (see slide #16)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is aside?

A

Not uncommon: purported “mixed design” includes quantitative design and anecdotal information

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

Describe group designs

A

1 or more groups of participants are exposed to 1 or more levels of the IV
Average performance of the group of participants on the DV is examined to determine the relationship between the IV and DV

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

Describe single-subject designs

A

Focus on the behavior of the individual participants, rather than the average group performance

May examine the behavior of more than 1 participants, but the data obtained from each participant is examined individually

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

What is internal validity?

A

Answers the research question and provides evidence by controlling variance enough to provide a clear picture of the relationship between the IV and DV.

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

What is external validity?

A

degree that generalizations can be made.

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

What are two classes of design?

A

Group research designs

single subject design

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

Group research designs:

Define:
Comparison of the ‘average’ behavior of one group of subjects to the ‘average’ of another group / different groups of subjects are compared to each other

A

Between-subjects design

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

Group research designs:

Define:
Compare the average behavior of a group of subjects in two different conditions / comparison of the same group of subject in different situations

A

Within-subjects design

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

Group research designs:

Define:
Both types of designs/ both types of comparison in the same study.

A

Mixed design

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

Group research design:

Describe between-subjects design

A

IV applied to experimental group but not control group.

Need equivalence of both groups.

Random assignment to groups – best for large groups.

Subject matching – match members of two groups.

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

What is subject matching?

A

Purposely attempts to match the members of the two groups

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

Group research designs:

Describe within-subjects design

A

Performance of the same subjects is compared in
different conditions i.e. longitudinal studies.

All conditions should be equivalent except for
application of the various levels of IVs.

Have to assure that changes in DV are attributed to IV
rather than extraneous variables.

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

Group research designs:

What are threats to internal validity related to?

A

sequence of conditions. Participation in an earlier condition affects performance in a subsequent condition.

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

Group research designs:

What are sequencing effects?

A
  1. Order effect = change in performance from beginning to
    end of task (e.g., increased practice … or … fatigue).
  2. Carryover effect = influence of a treatment condition (either temporary or permanent) on the performance on the next condition (e.g., provide a rest break)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Group research designs:

What is reducing sequencing effects?

A

Sequence randomizing

Counterbalancing

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

What is sequence randomizing?

A

random distribution of treatment conditions to subjects in a random order.

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

What is counterbalancing?

A

arrange all possible sequences of treatment then randomly assign subjects to each sequence. Differences in performances attributable to the sequencing of treatment conditions can be measured.

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

Review slide 17

A

.

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

what is single subject design:

A

Applied to one subject or a small number of subjects studied as separate individuals.
Read quotation, bottom of page 121

Each subject participates in all conditions.

27
Q

Single-subject design

What are some types of single subject design?

A
  • Withdrawal, treatment-withdrawal, or reversal designs
    • Baseline Segment (see Figure 4.1, pg 123)
    • Treatment Segment
  • Multiple baseline designs
  • Changing criterion designs
28
Q

Single-subject design
REVIEW in text

Withdrawal or reversal designs
ABA design – see Figure 4.2 (pg. 125)
Baseline segment (A) = nonintervention.

Treatment segment (B)= intervention

Treatment-reinstatement segment (B again)

A

.

29
Q

LISTEN to recording for slide #20

Controls for confounding variables; “well controlled design”; experiment ends w/ reinstatement of treatment. Why is that considered a clinically good thing?

A

.

30
Q

Single-subject design:

What is multiple baseline designs?

A

By initiating intervention following different baselines
sustained for different time lengths the relationship
between the DV (target behavior) and IV (intervention)
can be established.
* Overcomes effects of maturation, timing of training, and amount of training (e.g., threats to internal validity)
* No withdrawal or reversal of treatment is necessary (no ethical concerns with stopping an intervention)
Fig 4.3

31
Q

Single-subject design

What are changing criterion designs?

A

The effect of the IV is shown by successive changes in the DV to match a stepwise performance criterion.

After baseline, treatment is introduced in consecutive segments, each one with a a higher criterion for behavioral improvement than the treatment that precedes it.

Subject are expected to become more proficient at the target behavior with each successive segment.

Each segment serves as a baseline for the following treatment segment.
See pg. 132

32
Q

What are Qualitative Mixed-Methods?

A

Participatory design

Nonparticipatory designs

mixed-methods design

33
Q

Qualitative mixed methods:

What is participatory design?

A

Participatory designs: investigators participate on some level with participants.
“Conducting research with them and not on them.”

34
Q

Qualitative mixed methods:

What is non participatory designs?

A

Nonparticipatory designs: Researcher does not interact with participants.

35
Q

Qualitative mixed methods:

What is mixed-methods design?

A

Mixed-methods design: both quantitative and qualitative.

36
Q

What is a pilot study?

A

During experimental research there is no opportunity to modify the design or method while preserving validity.

Pilot research is conducted on a small number of subjects.

Not meant for publication or provide data that supplement another investigation.

A trial run to assess feasibility.

37
Q

What is internal validity?

A

Has the researcher controlled or accounted for the variety of factors that can have a meaningful effect on the validity of the data collected?

Results must reflect object reality.

Must be certain the change in the DV is caused by the experimental treatment and not by factors that could mimic the effect of treatment.

Must eliminate alternate explanations.

The fewer the alternate explanations, the greater the internal validity of the experiment (pg. 136).

38
Q

What are factors that threaten internal validity?

A 
attrition
differential subject selection 
History
instrumentation
maturation
pretesting
statistical regression
39
Q

What does history mean in regards to the threats to internal validity?

A
  • Events that may have occurred between treatment sessions.
    i. e. subjects receive tx unbeknownst to the researcher and makes conclusion that his/her tx alone yielded positive results.
  • Extraneous variables.
  • Occur “outside” the experiment.
  • Long-term studies are more likely to be contaminated by history effects than shorter designed studies
40
Q

In terms of Internal validity, what is maturation? Describe what this means…

A

changes in the subjects themselves

  • plays a role in long-term studies
  • spontaneous recovery in early stroke intervention
41
Q

Give some ideas on how you can rule out spontaneous recovery

A

.

42
Q

In terms of internal validity, what is the reactive pretest? describe what it does

A

an issue for studies using pre-test and post-test designs

  • the effect of taking a test may have on scores achieved on subsequent administration of the same test
  • an improvement may exist without treatment based solely on test practice
43
Q

In terms of internal validity, what is instrumentation?

A

Changes in the calibration of a measuring instrument or changes in the observers or scorers used may produce changes in the obtained measurements

  • faulty, inadequate, or changing calibration of the equipment.. examples???
  • rating scales, questionnaires, attitude inventories, and standardized language tests (see p. 139)
44
Q

In terms of internal validity, what is statistical regression?

A

phenomenon in which subjects who are selected on the basis of atypically low or high scores change on a subsequent test so that their scores are now somewhat better or somewhat poorer than they were originally.

Atypical scores become more typical

45
Q

In terms of internal validity, what is differential subject selection?

A

differences in subjects in experimental and control groups may account for the treatment effects rather than the treatment itself

random assignment=qual on important dimension (i.e.: age, IQ, sex)

46
Q

In terms of internal validity what is attrition?

A

Experimental mortality

a differential los of subjects between experimental and control groups
e.g., non completion of a survey (too long, etc..)
death

47
Q

In terms of internal validity, what is the interaction of factors?

A

possible interaction effects of two or three jeopardizing threats
(ie: interaction of maturation influences and poor subject-selection–p. 142)

48
Q

In terms of internal validity, describe the qualitative design

A

Internal validity in qualitative studies focuses on the extent to which a researcher is justified in describing the impact of one variable on another or for concluding that an observed relationship is casual

49
Q

What is credibility in a qualitative design?

A

when the interpretation fits the data and is true to the participants, the conclusions may be considered credible.

50
Q

What are threats to a qualitative design often conceptualized as?

A

alternative explanations or rival hypothesis

51
Q

Internal validity: Qualitative design

What are the two threats to a qualitative design?

A

researcher bias

researcher reactivity

52
Q

Internal validity: Qualitative design

what must a researcher do to avoid researcher bias?

A

researcher must be reflexive about his or her own voice or perspective

53
Q

Internal Validity: Qualitative design

what is researcher reactivity?

A

the design must account for the possible influence of the researcher on the participant’s behavior

54
Q

What is external validity in quantitative designs?

A

the ability of a study to extend its conclusions from the specific environment to the other individuals with similar characteristics

Efforts to extend the generalizibility of results can weaken internal validity of a study through relaxation of control over relevant extraneous variables.

55
Q

What do serious threats to internal validity render?

A

they render results meaningless and uninterpretable, but threats to external validity limit the degree to which internally valid results can be generalized

56
Q

What’s difficult to have in a single study? How is it better addressed?

A

Quantitative External Validity

it is better addressed in a series of studies

57
Q

External Validity: Quantitative

What is subject selection?

A

degree to which the subjects chosen for a study are representative of the population the researcher wishes to generalize

58
Q

External validity: Quantitative

What is interactive pretest?

A

subjects exposed to a preset may react to an experimental treatment in a way that is different from people who have not been exposed to the pretest

59
Q

External Validity: Quantitative

How may the effect of treatment be demonstrated for?

A

subjects who are tested just before treatment

60
Q

External Validity: Quantitative

What are reactive arrangements?

A

problem generalizing to other settings

Hawthorne effect–Definition?

generalizability of the results of the study across settings

61
Q

External Validity: Quantitative

What is multiple treatment interference?

A

this threat concerns the degree to which various parts of a multiple treatment interact with each other in determining subject’s performance on the DV.

When more than one treatment is administered

62
Q

External Validity: Qualitative

What is transferability?

A

the extent in which qualitative findings are externally valid

The ability to apply the results of research in one context to another

63
Q

Describe Pilot research

A

to protect internal and external validity, the design, methods and procedures used in a quantitative study are fixed and invariable.

participants are recruited using preset criteria

receive same instructions

research protocol is kept as consistent as possible

small number of participants

Spring '14-148 (Exam 2) (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions