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6030 - Introduction to Educational Research > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

Characteristics of Experimental Research

A

The researcher decides on and carries out the specific interventions (or treatments) for one or more groups of subjects

The researcher controls extraneous variables so that they don’t pose alternative explanations for the results of the experiment

The researcher controls subject variables (characteristics) so that they are equivalent in different groups

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2
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a

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3
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b

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4
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C

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5
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D

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6
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a

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7
Q

b

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8
Q

C

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9
Q

D

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10
Q

Extraneous variables can be controlled

A

by eliminating them or by keep them constant

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11
Q

Internal Validity

A

The extent to which the outcomes of an experiment can be attributed to the experimental conditions, and not to other extraneous or confounding variables

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12
Q

When alternative explanations of the findings exist, we say that there are threats to _______________________.

A

the internal validity of the study

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13
Q

For threats to internal validity to be “plausible” two conditions must be met: __________________ and ____________________.

A

The factor must influence the dependent variable

The factor must be different in amount or intensity across levels of the independent variable

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14
Q

History

A

Threat from uncontrolled events that affect the dependent variable

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15
Q

Statistical Regression

A

Threat from change of extreme scores to those closer to the mean. Can be controlled through the use of an equally extreme control group

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16
Q

External History

A

Something that happened during the intervention outside the context of the study

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17
Q

Selection (Subject Characteristics)

A

Threat from the characteristics of participants differing as a function of condition. This threat is much less likely when subjects have been randomly assigned to conditions.

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18
Q

Maturation

A

Threat from changes in participants over time

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19
Q

Pretesting

A

Threat from the effect of taking a pretest

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20
Q

Instrumentation

A

Threat from the unreliability or changes in measurement

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21
Q

Treatment Replication

A

Threat from insufficient replications of the treatment

22
Q

Subject Attrition (Mortality)

A

Threat from loss of subjects

23
Q

Statistical Regression

A

Threat from change of extreme scores to those closer to the mean. Can be controlled through the use of an equally extreme control group

24
Q

Diffusion of Treatment

A

Threat from treatment effect on one group affecting other groups

25
Q

External validity

A

refers to the extent to which the results of a study can be generalized to other subjects, interventions, procedures, and settings

26
Q

In the real world, there is generally a negative correlation between ___________________ and ___________; that is, studies strong in ___________ tend to be weak in _______________ and vice versa

A

internal validity and external validity

internal validity, external validity

27
Q

External validity can be used to refer to generalization across:

A 
Subjects
Situations or Contexts
Time
Interventions or Treatments
Measures
28
Q

Single-Group Posttest-Only Design

A

A single group gets an intervention followed by a posttest

No comparison is possible in this design

29
Q

Single-Group Pretest-Posttest Design

A

A single group gets a pretest, then an intervention, and finally a posttest

Posttest scores can be compared to pretest scores

30
Q

Non-Equivalent-Groups Posttest Only Design

A

Two groups receive posttests, but only one receives the intervention

Several groups receive posttests, but each receives a different intervention

31
Q

Non-Equivalent-Groups Pretest-Posttest Design

A

These designs mimic experimental designs, but lack random assignment of subject to groups, thereby being susceptible to selection or subject characteristic threats to internal validity

32
Q

Randomized-to-Groups Posttest-Only Designs

A

The randomized to groups designs are true experimental designs, because they use random assignment of subjects to groups

A control group receives no intervention; a comparison group receives the “standard” intervention

Random assignment produces groups that should be equivalent, as long as the N is large enough (generally at least 15 per group)

33
Q

Sometimes called a quasi-experimental design due to the lack of random assignment

A

Non-Equivalent-Groups Pretest-Posttest Design

34
Q

Subject Effects (Reactivity)

A

Threat from the effects of awareness of being a subject in a study. Examples are the Hawthorne effect, compensatory rivalry, resentful demoralization, and the novelty effect.

35
Q

Generalization over the type of and nature of measures used to represent the dependent variable require ________________.

A

studies to support such generalization.

36
Q

Interventions or Treatments

Generalization over different way of delivering a conceptually identical intervention requires _____________.

A

new studies.

37
Q

Generalization over time periods generally requires _______________.

A

additional studies at the new time periods.

38
Q

Generalization to new situations or contexts can be assessed through _________________________-.

A

sampling and statistics, but usually isn’t. Usually a logical argument is made by the experimenter.

39
Q

Ecological Validity

A

is the term used for generalizing from the laboratory to the real world.

40
Q

Generalization from the sample to sub-samples (e.g., different genders or ethnic groups) of the total population requires _____________.

A

additional statistical analyses

41
Q

Experimenter Effects

A

Threat from characteristics or expectations of the experimenter. Characteristics can include age, sex, race, status, hostility, authoritarianism, and physical appearance. Experimenter expectancy refers to deliberate or unintentional effects of bias on the part of the experimenter, which is reflected in differential treat of participants. These can be eliminated by running the experiment double-blind.

42
Q

Subject Effects (Reactivity)

A

Threat from the effects of awareness of being a subject in a study. Examples are the Hawthorne effect, compensatory rivalry, resentful demoralization, and the novelty effect.

43
Q

Factorial Designs

A

Studies that employ two of more IVs, or interventions, each of which may have multiple levels

44
Q

Field studies should check ________________.

A

intervention fidelity.

45
Q

Criteria for Evaluating Experimental Research

A

The primary purpose is to test causal hypotheses
There should be direct control of the intervention
The experimental design should be clearly identified
The design should provide maximum control of extraneous/confounded variables
The intervention should be described and implemented as planned
The determination of n should be the same as independent replications
The measure of the dependent variable must be sufficiently sensitive to capture the change caused by the intervention

46
Q

Single-Subject (Single Case) Designs

A

One or a few subjects are studied, rather than a large group

The subject is measured multiple times prior to and after an intervention

Behavior prior to the intervention is compared to behavior after the intervention to determine the effectiveness of the intervention

47
Q

Baseline

A

The period of time in which the target behavior is observed without the intervention

48
Q

Intervention

A

The period of time in which the target behavior is observed with the intervention

49
Q

A-B-A Design

A

Sometimes called a withdrawal design

50
Q

Characteristics of Single-Subject Research

A 
Reliable Measurement
Repeated Measurement
Description of Conditions
Baseline and Intervention Conditions
Single-Variable Rule
51
Q

Multiple-Baseline Designs

A

Observations are made on one of the following: Several Subjects, Several Target Behaviors in a Single Subject, Different Situations (or Contexts)

The onset of the intervention is offset in time for each of the: Subjects, Target Behaviors, Situations or Contexts

52
Q

Criteria for Evaluating Single-Subject Research

A

There should be reliable measurement of the target behavior

The target behavior should be clearly defined

Sufficient measures are needed to establish stability in behavior

Procedures, subjects, and settings should be fully described

A single, standardized intervention should be used

Experimenter or observer effects should be controlled

Results should be practically significant

6030 - Introduction to Educational Research (13 decks)

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