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Y3 S1 > ERMS > Flashcards

ERMS Flashcards

1
Q

Methods of Knowing

which ones are scientific and which are not?

A

Non-scientific
1. Intuition
2. Authority
3. rationalism
4. empiricism

Scientific
5. The scientific method

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2
Q

Intuition

limitations

A

Relying on guts, emotions, & instincts to guide us

- intuition can be wrong

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3
Q

Authority

Limitations

A

Accepting new ideas becuase some authority figure states they are true

- not always trustworthy

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4
Q

Rationalism

limitations

A

using logic and reasoing to acquire new knowledge

if premises are wrong/errored then the conclusion will not be valid

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5
Q

empricalism

limitations

A

acquiring knowledge through obzervation ad experience

can be deceiving, cant or dont want to experience evrything

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6
Q

The scientific Method

limitations

A

systemically collecting and evaluating evidence to test ideas and answer questions

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7
Q

Capital T truth

A

truth that is the same for everybody

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8
Q

Features of science (3)

A
  1. Systematic empiricism
  2. empirical questions
  3. public Knowledge
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9
Q

systematic empricism

A

carefully planning, making, recording, and analyzing multiple obzervations

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10
Q

Empirical questions

A

questions asked about the facts of the world which can be answered by systemic empiricism
- there is a “true” answer
- not about values, morals, “oughts”

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11
Q

Public Communication

A

Scientific findings must be openly and truthfully communicated, put in context of other research, and critiqued.

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12
Q

Psudo science has

A
  1. anecdotes
  2. evidence =proof
  3. confirmation bias
  4. hand-pick evidence
  5. no peer review
  6. overstates findings q
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13
Q

Basic Research

A

attempts to answers fundamental questions about human behvior

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14
Q

applied research

A

attempts to apply theory to solve practical problems and develop potential solutions

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15
Q

research questions

A

questions about the research

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16
Q

Peer Review

A

process of scientists reading, critiqueing other work prior to publication to make sure it fits the neccasary rigor of science/is done correctly.

allows science to self-correct & build off of eachother

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17
Q

hypothesis

A

specific falsifiable prediction of how you expect a research question should be answered

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18
Q

operationalization

A

turning something thats a construct and making it measurable and testable

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19
Q

Null hypothesis

A

H0: no relationship

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20
Q

why is converging diverse evidence so strong

A

replication and conceptual replication

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21
Q

what is research strategy

A

general approad and goals for a study
- experimental
- quasi
- non-exp

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22
Q

research design

A

design of particular study
- group vs indiv.
- same indiv. vs diff indiv.
- lab vs naturalistic
- # of variabbles and types
- measurements and protocols

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23
Q

relationships can be

A
  1. general
  2. linear
  3. curvilinear
  4. positive
  5. negative
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24
Q

experiment

A

answers cause-and-effect questions about the relationship between two variables

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25
Q

quasi-experiment

A

atttempt to produce a semi cause-and-effect explanation, using a variables that can’t be manipulated

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26
Q

non-experiment

A

demonstrates relationship between variables =- does not attempt to explain it

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27
Q

within-in subject variables

A

participants experience all conditions or gtouping for that variable

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28
Q

between subject variables

A

participants are assigned to different conditions

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29
Q

how do we use manipulation

A

research manipulates one variable by changing/assigning tis calue to create 2+ conditions

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30
Q

experiment features

A
  1. manipulation
  2. conditions
  3. measurment
  4. control
  5. comparison
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31
Q

conditions

A

experiment levels to independent variable
- if I am studying the effects of 2 different pain medications of headaches, I may give people who have headaches either Tylenol or Bayer (the treatment groups; thus in this example there are two levels of the IV; one level is Tylenol, the other is Bayer, but both are part of the experimental condition).

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32
Q

measurement

A

a second vairbale is measured, resulting in a set of scores for every condition

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33
Q

control

A

all other varibales are controlled to be sure that they do not influence the variables being examined q

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34
Q

comparison

A

the scores inone condition are compared with the scores in another condition

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35
Q

independent vairbale (IV)

A

the variable that is manipulated by the researcher

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36
Q

dependent variable

A

the variable that is obzerved by the researcher

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37
Q

extraneous variables

A

all other varibales in the study other than IV and DV. can be participant variables, or eenviroment variable

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38
Q

steps to establish causation

A
  1. temporal precedent: demonstrate that the “cause” happens before the “effect” occures. (iv must happen firt, change in DV must follow)
  2. control: Demonstrate that one specific variables is responisible for changes in the other
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39
Q

Types of manipulation

A
  1. experimental condition
  2. control condition
    - no-treatment control condition
    - placebo control condition
    - placebo affect
    - waitlist control condition
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40
Q

experimental condition

A

treatment condition whichc receives an experimental manipulation

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41
Q

.

A

.

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42
Q

no-treatment control condition

A

condition which does not receive any manipulation; answers the measurement (DV) but nothign else

43
Q

placebo control condition

A

condition which receives an ineffective treagtment that is equivalent to the experiment condition in all ways except expected effectivness

44
Q

placebo effect

A

effect occurs simply due to thinking they’re receiving treatment

45
Q

wait-list control condition

A

control condition which recieves nothinhg for the duration of the experiment but receives treatment after

46
Q

Controlling nature

A

an experiment must control all aspects of the world to establihs a cause and effect relationship

47
Q

confounding variable

A

a specific type of extraneous variable that changes systematically along with the other 2 variables being studied. 3rd variable that influences both the IV and DV

ex: CV: hot temp -> IV: Ice cream -> DV: Sunburn

48
Q

enviroments as confounds

A

location, tempature, time, procedure, order of tasks, experimenter

49
Q

individuals as confounds

A

race, age, income, personality, sexual orientation, intelliegence

50
Q

how are extranious variables controlled

A

randomization: use a random prcoess to help avoid systemmatic variation with the IV
Hold the variable constant” keep the extranious variable in the same in each condition

51
Q

Procedure manipulation

A

participants are asked to do something behavioral; conditions are based on doing different things

52
Q

stimuli manipulation

A

participants are exposed to something; conditions are based on serving different things

53
Q

nominal ( or named )

A

numbers represent named differences, not value differences
- number have no qualitative value or intrinsic order

54
Q

vignette (aka scenerio)

A

a short description of an event, person, etc. that you want a participant to evaluate and respond to

55
Q

instruction manipulation

A

particpants an experiement might experience different instructions based on conditions

56
Q

manipulation check

A

making sure manipulation happened

57
Q

Scales of measurement

A

se4t of categories used for classification for varibales

58
Q

categorial variables

A

conditions differ by type

59
Q

nominal ( or named )

A

numbers represent named differences, not value differences
- number have no qualitative value or intrinsic order

60
Q

ordinal (ranked)

A

number represent differences in rank or order

61
Q

continious variables

A

a variable that can be an infinite or uncountable set of variables (height, weight, tempature)

  • Interval and ratio variables
62
Q

interval or integer

A

number represent measurement along a scale when each unit is the same

63
Q

ratio

A

quantitative data, measure varibales on continious scale, ratio has “true 0”

example: money

64
Q

likert-type scale

A

scale from 1-5

65
Q

how do different scales compare

A

1.nominal: reveals whether difference exists
2. ordinal: indicates the direction of the diffference (which is more and which is less)
3. interval: determines rhe direction and the magnitiude of a difference
4. ratio: determines rhe direction, magnitude, and ratio of a difference

66
Q

ways to measure variables

A
  1. self-report
  2. bevbahiors
67
Q

self-report
- what are the porblems witht his

A
  • ask individuals and they answer about themselves
    1. social desirbality
    2. baises
    3. demand characterisitics
    4. retrepoective bias `
68
Q

behvaiors
how do we measure them?

A

actual actions
1. behavioral obzervation: what the researcher sees happen
2. behavioral trace: evidence of behavior left behind
3. behavioral choices: behavior indicates a perference

69
Q

different types of Measurment error

A

random error: variation form true score due to chance
bias: systematic variation from true score in a consistent way

70
Q

reliabilty

A

stability or ocnsistency of the measurements produced by a specific measure

ex, if u score 95 and then score 96

71
Q

validity

A

accuracy of measurement produced by a specific measurement

72
Q

what are parts of Surveys

A
  1. carefully worded instructions
    openened, closed ended, text options, numberical options
73
Q

population

A

set of people your interested in

74
Q

sample

A

subset of people youre interesred in

75
Q

representstive sample

A

matches people, charactorisits, places, etc your interestred in

76
Q

rnadom sample

A

everyone in pop nhas the same chacnce of being in your study

77
Q

convienience sample

A

sample selected conviently

78
Q

Sampling issues

A

WEIRD: western, education, industrialized, rich, democratic
sampling size: larger = more representative
smale -> less

79
Q

non response bias

A

people who dont participate in the study may be differnet in a meaningful way than those who do

80
Q

selection bias

A

people who volunteer may be differnt than people who dont

81
Q

attribution bias

A

people who dont fisn might be differnt than rthose who do in a meaningful way

82
Q

score

A

measurement for each individual (referred to as x ((sometimes y ))

83
Q

N =

A

number of poeple in population

84
Q

n =

A

number of peopole in sample

85
Q

frequency

A

number of individuals in each score

86
Q

distrubution

A

the way scores are distributed acroess the levels of a variable

87
Q

normal distrubution

A

symmetrical distrubution with greatest frewuency in middle

88
Q

temporal precedent

A

demonstrate that the “cause” happens before the “effect” occures. (iv must happen firt, change in DV must follow)

chicken or eggs example

89
Q

Folk psychology

A

peoples intutition about human behavior

90
Q

critical thinking attitudes

A

skepticism and tolerance for uncertainty

91
Q

psychology research cyclical model

A

research question about research literature leads to empirical study, the results are published and become research literature.

92
Q

developing research question

A
  1. is it interesting?
  2. does a fill a gap?
  3. does it have important practical application?
93
Q

what method do psychologists use

A

hypothetico-deductive method

94
Q

Inferential statistics

A

allows researchers to decide if their findings are statistically significant

95
Q

type 1 and type two errors in knowing if our conclusions are correct

A

type 1: concluding an effect is real when it is not
type 2: concluding there is no effect
when there actually is a real effect in the population

96
Q

four moral principles

A
  1. weighing risks against benefits
  2. acting responsibly and with integrity
  3. seeking justice
  4. respecting people’s rights and dignity
97
Q

experiments and tudies are high in______

A

internal validitiy

98
Q

what are the two tyes of non-exp research

A

Correlational research:
statistical relationships between variables that are measured but not manipulated
observational research: participants are observed and their behavior is recorded without the researcher
interfering or manipulating any variables.

99
Q

what is the internal validity of research method types?

A

experimental: high internal validity
Quai-exp: in between
correlational: Low internal validity

100
Q

what does correlation research do if not establish causation?

A

establishing
reliability and validity, providing converging evidence, describing relationships, and making predictions

101
Q

what is the purpose of comples correlational research

A

explore possible causal relationships among variables
using techniques such as partial correlation and multiple regression

102
Q

aproaches to obzervational research

A

participant observation, structured observation, case studies, and archival research.

103
Q
A

Y3 S1 (4 decks)

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