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Psych 217 > Chapter 7/9 > Flashcards

Chapter 7/9 Flashcards

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1
Q

demand characteristics

A
  • anything that might inform participants of the purpose of the study
  • Threat to internal validity -> participants may try to help or hurt you
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2
Q

Hawthorne effect

A

when people act differently because they know they’re being observed (either to help researcher or sabotage them)

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3
Q

evaluation apprehension

A

people get anxious when they know they’re being evaluated (ex. Test anxiety, public speaking, etc.)

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4
Q

how to avoid demand characteristics

A
  • Single-blind study: keep the participant blind to the hypothesis of the study
  • Distractor/Filler items: questions/items in a study that have little to do with the actual purpose
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5
Q

experimenter expectancy effects

A
  • when a researcher knows what condition participants are in and therefore unconsciously manipulates an experiment in order to find the expected effect
  • Threat to internal validity
  • Ex. Clever Hans, police lineup
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6
Q

how to avoid experimenter expectancy effects

A
  • Double-blind study: keep the researcher/experimenter and participant blind to the hypothesis of the study
  • Computer study: have a computer run the study, minimizing interactions between researcher and participant
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7
Q

interaction effects

A
  • various social components of the researcher/participant interaction may affect the results
  • ex. biosocial effect, psychosocial effect
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8
Q

biosocial effect

A
  • when perceived biological characteristics of researcher can affect behaviour of participant
  • Ex. Race, gender
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9
Q

psychosocial effect

A
  • when attitudes of the researcher affect participant behaviour
  • Ex. Having some researchers who are super-happy vs. Some that look angry
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10
Q

ceiling effects

A
  • too easy, everybody does well, very little variability, hard to see effect of DV
  • Ex. Getting people to drink coffee (or not) and then getting them to do basic 1+2 math -> won’t indicate much about the coffee because the math is too easy
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11
Q

floor effects

A

too difficult, everybody does poorly, very little variability, hard to see effect of IV

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12
Q

appropriately pairing IV and DV (strong vs. weak IVs/DVs)

A
  • Want to pair strong IV’s with weak DV’s
  • Strong IV: good shot at creating a big change in DV (ex. “you’re going to die alone”)
  • Weak IV: good at making fine distinctions in DV, but don’t create big effects (ex. “think of a time when you felt excluded”)
  • Strong DV: resistant to change (ex. Thoughts of suicide, personality characteristics)
  • Weak DV: changes easily (ex. Mood)
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13
Q

straightforward manipulation

A
  • Simple and easy
  • Present participants with something that will influence DV (ex. Using music to affect mood, watching movies to affect heart rate)
  • Pros: cheap, easy, common
  • Cons: Can be too artificial (ex. having someone watch a clip where someone gets excluded is different than actually being excluded), demand characteristics
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14
Q

staged manipulation

A
  • Try to indirectly elicit a state
  • Make participants feel like they’re in the situation (ex. Using confederates to make participants feel excluded, diffusion of responsibility studies)
  • Pros: better simulation, can avoid demand characteristics
  • Cons: may arouse suspicion, can be difficult to proceed as planned
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15
Q

manipulation check

A

a method by which researchers can quantify the effectiveness of a manipulation (ex. Ensuring that the participants in your study actually did perceive the violent video game as violent and the non-violent video game as non-violent)

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16
Q

OD of outcome variable (3 ways of measuring DV)

A
  • Self-report: participant’s explicit attitudes, judgements, thoughts, or characteristics
  • Behavioural: observing and coding participant’s behaviours
  • Physiological: biological factors (eg. Heart rate)
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17
Q

2 types of questions

A
  1. Open-ended questions
    - Ex. “How are you feeling after playing the game?”
  2. Closed-ended questions
    - Giving options to choose from
    - Ex. Rating scales often ask participants about “degrees” of judgments
18
Q

Anchors/labels

A
  • on top of scales; guide participants (ex. “Not at all”, “somewhat”, etc.)
  • make sure they aren’t vague (ie. what does “rarely” mean? Once a month? Once a year? etc.)
19
Q

Likert Scales

A
  • 1-5, labelled from strongly disagree to strongly agree

- All others with any deviations from this are Likert-type scales

20
Q

Considerations for rating scales

A
  • How many numbers/alternatives do you provide? (Few numbers: lose sensitivity, forces numbers to bunch up; Lots of numbers: participants confused, little difference between numbers)
  • How many anchors/labels do you provide?
  • What anchors will you use? (Anchors dictate responses you’ll get)
21
Q

Semantic differential scales

A
  • have polar-opposite adjectives at the ends with lines in between that participants have to check off
  • Ex. “Intersting” on one end, “Boring” on the other end
22
Q

non-verbal scale

A

using pictures instead of words

23
Q

Types of scales

A
  • Likert scales
  • Likert-type scales
  • Semantic differential scales
  • Non-verbal scales
24
Q

forced choice

A

participants aren’t provided a ton of options, there isn’t room for people to disagree with the options

25
Q

Issues to keep in mind when writing scales

A
  • unnecessary complexity
  • double-barreled questions
  • loaded questions
  • negative wording
  • yea-saying/nay-saying
  • fence-sitting
26
Q

unnecessary complexity

A
  • long, complicated questions with confusing jargon
  • ex. “Did your mother, father, full-blooded sisters, full-blooded brothers, daughters, or sons ever have a heart attack or a myocardial infection?”
27
Q

double-barreled questions

A
  • asking multiple things in the same question and asking participants to answer once for all components
  • Ex. “I think caffeine and cocaine should be legalized” -> asking two different things
28
Q

loaded questions

A
  • not objective ways of asking questions, very biased

- Ex. “Are you in support of the ridiculous plan to ban those harmless violent video games?”

29
Q

negative wording

A
  • sticking lots of negatives into a question, very confusing
  • Ex. “Do you not think that the school shouldn’t never not play their star quarterback?”
30
Q

yea-saying/nay-saying

A
  • response set -> ex. A yay-sayer is someone that “strongly agrees” with every question
  • Can be combatted with reverse-scored question: writing questions in affirmative and not in order to prevent yay-sayers & nay-sayers from skewing results (ex. Ex. “Everyone should own a gun” vs. “We need strict gun control”)
31
Q

fence-sitting

A
  • response set -> when someone chooses the middle/neutral option for every question
  • Can be combatted by removing the middle/neutral option in order to force participants to take a stand
32
Q

manipulation strength

A

making the manipulation as strong as possible by keeping independent variables maximally different while keeping everything else the same

33
Q

setting the stage for participants

A

usually involves knowing the exact procedure, how you’ll present and explain sequence of tasks to participants, and whether the participants will fully understand what you’re asking them to do. Informed consent forms must usually be prepared, and debriefing sessions planned

34
Q

pilot study

A

a “trial run” with a small number of participants drawn from the same population as the researcher hopes to test; used when procedures are elaborate, costly, or when there’s only a single opportunity to collect data

35
Q

purpose of surveys

A
  • Provide an easy way to collect data
  • Provide a snapshot of how a particular group think and behave at a given point in time
  • Can offer a good starting point to explore phenomenon
36
Q

longitudinal design

A
  • AKA: Panel study
  • when the same people are tracked and surveyed at two or more points in time
  • “two-wave” panel study: participants are surveyed at 2 different points in time; “three-wave” -> 3 different points, etc.
37
Q

response set

A

a tendency to respond to all questions from a particular perspective rather than to provide answers that are directly related to the questions (ex. Tendency to use only the middle options on a scale rather than the extremes)

38
Q

social desirability response

A

a type of response set which leads an individual to answer in the most socially acceptable or favorable way

39
Q

3 general types of survey questions

A
  • Attitudes and beliefs: “Are you satisfied with your instructor’s teaching?”
  • Facts and demographics: “What country were you born in?”
  • Behaviours: “In the last week, how many times have you exercised for at least 20 mins?”
40
Q

High frequency vs. low frequency scales

A
  • High-frequency scale: “less than twice a week, 2-4 times a week, 4-6 times a week, at least once a day”
  • Low-frequency scale: “less than once per month, 1-2 times per month, 3-4 times per month, 5 or more times a month”
  • Use high- or low-frequency scales depending on population being surveyed (ie. If you’re surveying very fit people, use the high-frequency scale)
41
Q

graphic rating scale

A

making a mark on a continuous line anchored with descriptions at each end

Psych 217 (14 decks)

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