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Current Research in Child Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

What make Science Scientific?

A

Falsifiability

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2
Q

Falsefiability

A

can prove the evidence to be wrong. Theory or hypothesis that can be proven wrong.

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3
Q

B.S VS. Lies

A
  • B.S.: the person does not care what is true and what is not true? They just want you to believe in them. This is the biggest threat to society
  • Lies: they know the truth and don’t
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4
Q

Common Characteristics of Pseudoscience

A
  1. Overuse of ad hoc hypothesis to escape refutation
    - make up an excuse for why it’s wrong
    - the addition of extraneous hypothesis to a theory
  2. Emphasis on confirmation
    - focus on what supports their hypothesis while ignoring or minimizing evidence that goes against their hypothesis
  3. Absence of Self correction
    - real science changes overtime. it evolves
    - pseudoscience resists change
  4. Reversed burden of proof
    - prove me wrong
    - you can’t prove them wrong
  5. Over reliance on testimonials and anecdotal evidence
    - single stories of someone’s experience
    - evidence comes from personal experience rather than data
  6. Use of obscurantist language
    - confusing
    - large words
    - hard to understand
    - words are used incorrectly
  7. Absence of connectivity with other discipline
    - an entire discipline is wrong if it make your study true.
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5
Q

Homeopathic remedies

A
  • you can cure a symptom by administering an ingredient that causes that symptom in a health person
  • they have no effect on people
  • very diluted to have any effect, or have active ingredients
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6
Q

Chaser Plus: freedom from hangovers

A
  • help avoid hangover
    take 2 tablet with your first drinnk
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7
Q

Thought field therapy

A
  • developed by Dr. Roger Callahan
  • natural free drug
  • eliminates the cause of negative emotion
  • up 98% success rate
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8
Q

Thought field therapy trainings: Algorithm Trained (Level 1 and 2)

A
  • basic skills to treat trauma, addictive urges, anger, anxiety, phobia, panic attack, obession, OCD, depression, grief, rage, shame, and guilt
  • 80% success rate
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9
Q

Thought field therapy trainings: Diagnostically trained

A
  • Higher level
  • psychological and some physical problems
  • 95% success rate
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10
Q

Thought field therapy trainings: Voice technology

A
  • highest level
  • voice based casual diagnostic procedure to offer individualized treatment for almost all psychological and some physical problem
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11
Q

Emotional Freedom technique

A
  • focusing your attention on the source of your stress and talking about it which can be helpful
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12
Q

EMDR

A

Eye Movement Desensitization and Reprocessing
- used for PTSD
- follow someone’s finger

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13
Q

Subliminal Self help

A
  • burried self help messages, so quite you can’t detect, it will directly influence the subconscious mind
  • problem: you can’t hear it
  • where does it come from? lots of cognitive research. you must be to see it and detect it.
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14
Q

Ten Commandments of methodology

A

The problem: very little research is out there on child treatment outcomes
- little research on the effect of adult medication on children
- adult medication can result in different outcomes and effects for children
- the little that does exisy is not on very solid ground

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15
Q

Why don’t people do more research?

A
  1. most people who could be doing it avoid it because they believe they can’t live up to the proper methodological standards. It’s too hard.
  2. or having attemped it, they fall to find anything significant and give on publishing. Journals strongly favor statistically significant results. rejection of hypothesis
  3. since it’s so hard to do it right many people are advised to do easier research instead in order to further their careers
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16
Q

Ten Commandments: 1

A

Thou shalt have a control or comparision group
- the control group does not receive the mainipulation or is changed.

17
Q

Ten Commandments: 2

A

Use a truly representative sample or clinical group (and have all of them for the duration of the study)
- there is no such thing where any stays for the whole duration of the study
- best to have people that are seeking treatment. they are less likely to dropout of the study
- Differential dropout across groups is particularly fatal. This is where there are different # of people in each group

18
Q

Ten Commandments: 3

A

Subjects must be randomly assigned to treatment and control groups (to ensure group equivalence)
- In huge samples you can gurantee that it is random assignment
random assignment does not work in small groups/samples

19
Q

Ten Commandments: 4

A

Sufficient cell size: This is actually much more important than overall sample size.
- how many people are in each cell
- cell size determines statistical power

20
Q

Ten Commandments: 5

A

Pre- and Post treatment data. can be used to control for lack of group equivalence

21
Q

Ten Commandments: 6

A

Follow- up data
- if the treatment effects aren’t maintained for weeks or months, can the treatment be said to have worked

22
Q

Ten Commandments: 7

A

Multimodal Measurement
- outcomes should be measured in all areas of the child’s life likely to be influenced by the treatment.
- the problem: the more variables you measure, the lower your cell size, thus the lower your power, thus your chances of finding anything

23
Q

Ten Commandments: 8

A

Measurement reliability and validity
- reliability= consistency and Validity =accuracy. How accurately is it measuring the variable

24
Q

Ten Commandment 9:

A

Measurement bias
- observers and interviewers should not be knowledgeable about either experimental hypotheses or (especially) treatment group
- demand chracteristics should be avoided.
- avoid experimenter bias: experimentor or researcher to introduce bias into the experiment.
- Interrater reliability: measure of consistency to evavluate how much two oberservers agree
- Demand chracteristics: a cue that makes a participant aware of what the researcher wants or is looking for. they should be avoided.
- reactivity: participants act a certain way because they are being observed. change one’s behavior because they know they are being watched.

25
Q

Ten Commandments: 10

A

Control Experimental Wise error
- If you use a p-value of .05 for each statistical test, but you then do 6 tests, the p-value (or a level) for the
overall set of analyses isn’t .05–it’s .30!
- The solution: do the Bonferroni correction
- p-value/ # of tests
- ex: .05/5= .01
- 01. That’s the level of significance each individual test now has to achieve to be considered statistically significant.

26
Q

Power Ranger Study

A

IV: Watching the show
Two groups: kids that watched it and kids that did not watch it
Predictor variable: Gender
DV: agression, children’s agression towards peer

27
Q

Why did the researchers choose the Power Rangers

A
  • it was the most violent tv show ever
  • it was also the most popular one at the time
  • flaw of this study was that they did not bother asking the children if they had watched the show previously
28
Q

Methodological concerns

A
  • How long was each child observed? 2 minutes
    Observer would pick a child watch them and move on to the next. The child could have shown reactivity
  • Was that long enough?
    No, children’s behavior is not consistence. Their behavior is constantly changing.
  • When were they observed?
    the children that watched the show were observed right after but the control condition, their behavior was observed the day before.
  • The control condition might actually provoke agression from the other children because they were not allowed to watch the show. The kids usually don’t watch videos, kids in the control condition could have gotten jealous
29
Q

Methodological concerns continuation

A
  • what were the other children doing while the MMPR group left to watch the video
  • was this normal
  • Do you think this caused any problems? Yes
  • Would children’s tv habits influence the results of this study at all? Yes because, many children could have already been exposed to this show prior to watching it at school. The researchers did nothing to fix this
  • how violent was the show? 140 violent acts in 22 minutes. they count every individual blow, punch, kick as a seperate violent act.
30
Q

Results

A

Did they find an effect of watching the show? Yes people that watched the show showed greater levels of agression
- Beware of this phrase “The difference is especially clear when expressed as a ratio, but check out the means that were actually compared in that anova: 1.6 vs. .22. it’s statistically significant but not meaningful
- Who did all the observing and data coding? the researchers. broke one of the ten commandments
- observer bias, researchers could have put the more agressive children in the tv show group or payed extra close attention to those children.

31
Q

Results part 2

A
  • Gender differences: boys showed more agression than girls
  • the girls showed a floor effect. They all had low scores of agression. No one girl coded as agressive
  • agression:
  • where authors went wrong

Current Research in Child Psychology (1 decks)

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