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PSY 215 > Chapters 6,7 > Flashcards

Chapters 6,7 Flashcards

1
Q

experimentors

A

investigations where researcher manipulates an independent variable

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2
Q

nuance for experimements

A

groups of participants must be equal

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3
Q

correlational studies

A

an investigation that explores the effect of a subject variable on a dependent variable

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4
Q

how to make it experimental

A

randomly assign participants into groups, placebo control

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5
Q

between groups experiment

A

both groups are very similar and are treated equally

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6
Q

control group

A

exposed to the same conditions as the experimental group, except for the manipulation of the independent variable

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7
Q

experimental group

A

exposed to the specific treatment or manipulation of the independent variable being investigated

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8
Q

equivalent groups

A

control and experimental groups must be equal

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9
Q

selection bias

A

the confound arising when there are differences between the comparison groups in a study

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10
Q

matching

A

identifying alike participants then randomly assigning them to different groups

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11
Q

pretesting

A

identify similar characteristics prior to matching

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12
Q

ceiling effect

A

a measure yields scores near the top limit of measurement for one or all groups

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13
Q

floor effect

A

dependent variable measurements yields scores near the lower limit

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14
Q

within-subjects design

A

an investigation where every participant receives every level of the independent variable at least once

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15
Q

pretest-posttest

A

one group of participants is tested twice using the same measurement tool, once before and once after the independent variable is manipulated

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16
Q

repeated-measures design

A

involved multiple measurements per participant

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17
Q

longitudinal design

A

within-subjects design where participants are tested multiple times except it looks for changes over a long period of time

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18
Q

advantages of within-subjects design

A

often requires fewer participants, takes less time, subject variables remain constant across the experimental conditions, error variance is reduced

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19
Q

why fewer participants?

A

because participants perform in each of the experimental conditions

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20
Q

lower error variance

A

less error variance = more powerful test of the IV’s effect

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21
Q

type 1 error

A

occurs when you incorrectly reject a true null hypothesis

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22
Q

type 2 error

A

occurs when you fail to reject a false null hypothesis

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23
Q

extraneous variable

A

anything that could influence the dependent variable

24
Q

confounding variable

A

influences the dependent variable and also correlates with or causally affects the independent variable

25
operational definition
clear and specific description of how a variable will be measured, observed, or manipulated in a research study
26
reliability
the consistency with which the same results are obtained from the same test, instrument, or procedure
27
validity
the extent to which a measurement actually measures what it is supposed to
28
internal validity
the extent to which the design of an experiment ensures that the IV caused the change in DV
29
external validity
the generalizability of the study
30
population
all the organisms to which the researcher wishes to generalize their research results
31
sample
a subset of the population, a sample of the population used in the study
32
random sampling
randomly selecting participants from the population to be part of your sample
33
convenience sampling
participants are not randomly chosen, they just happen to be in the right place at the right time
34
hypotheses vs. prediction
hypothesis is more general than a prediction, prediction is derived from the hypothesis
35
null hypothesis
the prediction that nothing is different, there is no difference between groups
36
alternative hypothesis
the hypothesis upon which the researchers prediction is made- there is a difference in the groups
37
two-tailed hypothesis
researcher does not predict a specific direction of the difference between groups
38
one-tailed alternative hypothesis
researcher predicts the direction of the difference between groups
39
region of rejection
a special zone that helps researchers decide whether their data provides strong evidence to support a new idea or hypothesis
40
cons of within-subjects
demand characteristics, carryover effects, unrelated event impact
41
demand characteristics
when a participant derives information about what is expected
42
carryover effects
having a participant repeat some measure multiple times
43
history effect
the result of an event that occurs outside the experiment at the same time the independent variable is being changed
44
maturation effect
a change in performance due simply to the passage of time
45
regression towards the mean
people who scored really high or low tend to score closer to the mean the next time they take the test
46
counterbalancing
presenting experimental conditions to participants in different orders so that carryover effects are controlled
47
ABBA counterbalancing
participants get all conditions
48
block randomization
used when you have 3 or more conditions
49
random order with rotation
the experimental conditions are ordered randomly and the first participant receives this order and its changed for every participant
50
downside of matching participants
can be hard to find matching criteria for every participants, resource and time intensive, loss of generalizability
51
resource and time intensive
may require additional data collection, data cleaning, and careful consideration of matching variables
52
loss of generalizability
you could end up with groups that are so homogenous that they no longer represent the broader population accurately
53
cross-sectional study
data is collected from different groups of participants at a single point in time with the aim of comparing differences between these groups
54
pros of cross-sectional study
efficient, no participant drop out, good for population trends
55
cons of cross-sectional study
does not generate causal results, can't track the changes over time, susceptible to cohort effects
56
temporal priority
the independent variable must come before the dependent variable is measured
57
control extraneous variables
there should be no confounds that could act as alternate explanations

PSY 215 (4 decks)

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