deck_2844576(1)

Question 1

• Pronouns:

Answer 1

o Use I, she, he when you are referring to the subject o Use myself herself when you are referring back to the subject (object of an action)o Don’t have vague pronoun references • Don’t start sentences with there are…. • This, that, these need to have things they are talking about

Question 2

o Who vs. whom

Answer 2

• Who does something• Whom has something done to it

Question 3

o That vs. who

Answer 3

• Use who for humans• Use that or which for animals and things

Question 4

o That vs. which

Answer 4

• Use that if what you are writing about is essential for understanding the meaning or context of the noun before it (defining clause). Use that with defining clauses (one that cannot be set off with commas)• Use which if what you are writing about it nonessential for understanding the meaning or context of the noun before it. (with a non-defining clause))• Which usually has commas surrounding it

Question 5

o Plurals

Answer 5

• When it is specific use the plural• Say “The number was” and “A number were”

Question 6

o Active voice

Answer 6

• When the subject is doing the action. The subject acts

Question 7

o Passive voice

Answer 7

• Something is done to the subject

Question 8

o Parallel construction

Answer 8

• If you have a series of two or more words, phrases, or clauses in one sentences they should have the same grammatical structure

Question 9

o Periods

Answer 9

• Use: for initials of names, U.S., Latin abbreviations (e.g.), A.M. • Do not use: abbreviations and acronyms, metric and nonmetric measurement, end of web addresses.

Question 10

o Commas

Answer 10

• When your sentence has two independent clauses separated by a conjuction.• Use for Serial commas, setting off introductory statements, parenthetical elements.

Question 11

o Semi-colons

Answer 11

• Use instead of a conjuction when independent clauses are long• When you don’t use a conjuction• Join two independent clauses• Use instead of commas in a series when there are internal commas

Question 12

o Colons

Answer 12

• May be used to introduce a series of items, a summary statement, or a quotation• If what follows the colon is a complete sentence, start with a capital letter.• DO NO use to introduce a series of items if there is no independent clause in front of it.

Question 13

o Parenthesis

Answer 13

• Set off structurally independent themes, reference citations, introduce abbreviation. • DO NOT use back to back parentheses.

Question 14

o Dash

Answer 14

• Used to interrupt the sentence and insert another thought (like parentheses). Sudden interruption. Longer than hyphen

Question 15

o Hyphen

Answer 15

• Connects individual words if description comes before the noun

Question 16

o Misplaced and dangling modifiers

Answer 16

• Word or phrase that is in the wrong place so that it modifies the wrong noun

Question 17

o Since & while

Answer 17

• Should only be used to mean the passage of time. • For non-temporal meanings use because instead of since or as, and although or whereas instead of while.

Question 18

o Use of adverbs

Answer 18

• Make sure that the verb closest to the adverbial clause is the verb it is modifying.

Question 19

• Possessives

Answer 19

o If two people possess something in common, consider them a single unit and use ‘so If they possess something individually, use two.o If a pronoun is involved, put the noun in between.

Question 20

• Verbs

Answer 20

o Verbs must agree with the subjecto Correctly identify the subjecto When there is more than one subject the verb agrees with the one closest to it.

Question 21

• Effect vs. Affect

Answer 21

o Effect is a noun, brought about by a causeo Affect: is a verb

Question 22

• Critiquing Research

Answer 22

o Issues to consider:• How were the participants selected?• What are the sample characteristics?• Was there a control or comparison condition?• Was this a true experiment?• How were participants assigned to conditions?• Were there confounding variables that may influence interpretation of the results?• Don’t be persuaded by the phase ‘highly significant’ results; that may reflect sample size more than meaningfulness of results.• Was the research method appropriate for the question?• Were the measures appropriate?• Were the analyses appropriate?

Question 23

• Tense

Answer 23

o Use past tense or present perfect for introductiono Use past tense for resultso Present tense for implication of results and conclusion

Question 24

• What does a lit review do?

Answer 24

o Defines and clarifies the problemo Summarizes previous investigations to inform reader of current state of researcho Identifies relations, contradictions, gaps, and inconsistencies in the literatureo Suggests the next steps in solving the problem

Question 25

Urbach, W. F. (1936).

Answer 25

• Scientists write poorly• Leads to a diffusion of scientific knowledge• Makes scientists look bad• Use a lot of excess wording, reflects that writer has not refined the thought, mixed figures of speech• Should write in a manner that is simple, forward, direct, understandable• Should use active voice, concise, • They need to be aware of these things• Complains about verbosityUrbach=first=bach old as fuck= stick up butt

Question 26

Boring, E. G. (1936).

Answer 26

• Critiqued Urbach • We need a clear definition of the purpose of scientific writing• We cannot have rules• Have the public in mind• Good writing is a form of good manners and needs to be learned. There are individual differences in aptitude and should be learned in youth. • The author needs to take the focus off himself and focus on the audience, because with no audience there would be no one to write for. • No verbosity,• Absence of egoism• MANNERS= BORING

Question 27

Comstock, R. D., Castillo, E. M., & Lindsay, S. P. (2004).

Answer 27

• The use of race/ethnicity is misused a lot, there is a lot of diversity in terms• More current assessment of the use of race and ethnicity as the use of scientific is needed• need for more accurate and clear definitions of race and ethnicity, and researchers should always report how race was assessed. • Use of race or ethnicity in epidemiological and public health research affects the quantification and explanation of health outcomes, including health parities • Work to improve methods of assessing ethnicity, SES, etc.Stock=stock car racing= race and ethnicity

Question 28

Denmark, F.

Answer 28

• Engendering psychology- cultivating a psychology that is sensitive to issues of gender and diversity.• Reviews the progress made in engendering psychology by examining textbooks, classroom instruction, research, and practice• If we engender psychology it becomes a stronger science and professions and serves the public better. • Students were exposed to gender bias in research• Women are big consumers of psychology, but we need them to be more political and active so they can help stop oppression• Aware of the fact that it is a field highly saturated with women but a lot of the books we read does not include women• Need to make sure that research itself has to do with women and not just men• We need to make psychology more feminist in the classroom, lab, and practice• THIS WAS VERY PERSUASIVE, A lot needs to be done!!!Denmark = (we need) more equality = Engendering = academica, research, practice =bias in location

Question 29

Gannon, L., Luchetta, T., Rhodes, K., Pardie, L., & Segrist, D. (1992).

Answer 29

• Reviewed published every 5 years from 1970 to 1990• Looked at participants, sexist language, inappropriate generalization • Significant changes in sexism has significantly changes over that period• Despite these changes data revealed continued evidence of discriminatory practices, suggesting that efforts to eliminate sexism must be strengthened if psychology wants to be nonsexist• Found that overall sexist language is virtually gone, percentage of only male studies decreased, percentage of studies authored by women has increased, pescentage of studies that generalized to women and men unequally decreased. • Feminist efforts to reduce sexism in psychology have frequently been countered by the argument that whereas the goal of feminish os poilticial the goal of psychology is scientific and the two are not compatible. • They used a male colleague to improve inter rater reliability. • Critique- they had causal inferences• We are on the right track! But more still needs to be done. Gannon = more authors more fair (unbiased) = looked at bias in specific variables.

Question 30

Wilkinson, L., (1999).

Answer 30

• Making sure that statistical testing is done correctly• Design: Make clear at the outset what type of study you are doing. Do not cloak a study in one guise to try to give it the assumed reputation of another. For studies that have multiple goals, be sure to define and prioritize those goals• Population: • Sampling: what are your sampling procedures• Analysis: Choose a minimally sufficient analysis, computer programs, assumptions, hypothesis tests, effect sizes, interval estimates, causality, tables and figures, • Discussion: interpretation, conclusions

Question 31

Bem, D. J. (1995).

Answer 31

• Techniques for organizing a review into a coherent narrative and the importance of giing readers a clear take-home message. Advice for rewriting a manuscript. • By organizing, integrating, and evaluating previously published material the author of a review article considers the progress of current research toward clarifying a problem• A review article defines and clarifies the problem, summarizes previous investigations in order to inform the reader of the state of current research, identifies relations, contradictions, gaps, and inconsistencie in the literature, and suggests the next step or steps in solving the problem. • Review should be accessible and comprehendable by everyone. • Before writing: Ask yourself if it is going to be interesting to others, ask if there is a clear take home message, • Writing: primary criteria are accuracy and clarity. Write directly and simply, remove footnotes, Organize so it tells a coherent story, avoid making metacomments, omit needless words, don’t use jargon unless it is a specialized term,• Discussing previous work, citations, format to APA. • Rewriting: don’t be attatched to first draft, have a good foundation, rewrite again, don’t give up, be respectful the reviewer. • Writing to widest possible audienceBem = broke the rules

Question 32

Fielden, J. (1964).

Answer 32

ReadabilityCorrectness “our cat is in the field”AppropriatenessThoughtReadability: reader’s level, sentence construction, paragraph construction, familiarity of words, reader direction, focus.Correctness: Mechanics, format, coherence.Appropriateness: Tact, supporting detail, opinion, attitude, diplomacy, clarification of desires, motivational aspects.Thought: Preparation, competence, fidelity to assignment, analysis, persuasiveness.

Question 33

How to cite a journal article with a DOI

Answer 33

Author A. A., & author last name, B.B. (year). Title of article all lower case. Journal, xx, pp-pp. doi:xx.xxxxxx

Question 34

How to cite an entire book

Answer 34

Author, A.A. Title of work . Location: Publisher.

Question 35

How to cite a book chapter print version

Answer 35

Author, A. A. (year). Chapter Title. In title (Eds.), Book title (pp. x-x). Town, ST: Publisher.