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Experimental Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Empiricism

A

The practice of basing ideas and theories on testing and experience

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2
Q

Characteristics of scientists

A

Empiricists, they test theories, they tackle applied and basic problems, they make their research public through the publication process, they talk to the world in popular media

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3
Q

Theories

A

A systematic body of ideas about a particular topic/phenomenon

describes a relationship among variables

organizes/summarizes knowledge or findings

describes, explains, or predicts behavior

supported by data

FALSIFIABLE

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4
Q

Confounds

A

Plausible alternatives for the fidning – something that varies along with our IV

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5
Q

What is the problem with using experience to come to conclusions

A

No comparison group, has tons of confounds, not probabilistic

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6
Q

What is the problem with using intuitions as science

A

Intuitions are inconsistent, describe the past, and may lead us astray

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7
Q

Availability Bias

A

Things that come to mind easily are more available to memory and can guide
and/or bias our thinking. Especially true of memories that are recent or vivid

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8
Q

Present/Present Bias

A

-Examples that are easier to call to mind are
more “available” and can guide/bias our
thinking

  • Very similar to availability, but more specifically
    deals with the fact that we often fail to look at
    absences. Failure to consider appropriate
    comparison groups!
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9
Q

Confirmation Bias

A

The tendency of people to favor information that confirms or strengthens their beliefs or values and is difficult to dislodge once affirmed

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10
Q

What is the order of a Scientific Paper

A

Introduction, method, results, discussion

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11
Q

Steps of Reading a paper

A
  1. Skim
  2. Re-Read
  3. Interpret
  4. Summarize
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12
Q

Measured Variables

A

Observed and recorded

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13
Q

Manipulated Variables

A

Controlled for

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14
Q

Conceptual Variable (construct)

A

abstract, general, theoretical

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15
Q

Operational Definitions

A

concrete, a specific way to measure something

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16
Q

What are some physiological measures in psychology

A

fMRI BOLD Signal

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17
Q

What is better physiological or observational measures?

A

It depends!

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18
Q

Nominal Variables

A

Categorical
names or categories

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19
Q

Ordinal

A

Rankings
Quantitative

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20
Q

Interval

A

Equally spaced numbers
quantitative
scale

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21
Q

Ratio

A

Meaningful Zero
Quantitative
Scale

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22
Q

Frequency Claims

A

One variable, measured

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23
Q

Association Claims

A

2 Variables are linked, both are measured

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24
Q

Causal Claims

A

1 variable causes change in the other
One must be manipulated

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25
Q

Covariance

A

as A changes, B also changes
(same direction or
different direction)

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26
Q

In order to make a causal claim, you must have

A

covariance, temporal precedence, and internal validity

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27
Q

Temporal Precedence

A

Experimental manipulation -> change in outcome

behavior occurs before effect

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28
Q

Internal Validity

A

The study’s method ensures that there are no plausible
alternative explanations for the change in B; A is the only thing that is changed

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29
Q

What are the 4 types of validity

A

Construct, Statistical, Internal, and External

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30
Q

Construct Validity

A
  • Quality of the measures and manipulations
  • Did you measure what you said you were going
    to measure?
  • How good is the operationalization
  • How reliable are the measures (more later)
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31
Q

External Validity

A
  • How might we want to generalize?
  • To other participants
  • To other settings (lab/field, cultures/countries, work/home/school)
  • To other operationalizations of the same construct
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32
Q

Statistical Validity

A
  • Appropriate and reasonable statistical
    conclusions
  • How well do the numbers support the claim?
  • Do you believe the numbers or think the stats
    are lying to you?
  • Do they make the right decision based on the p-value?
    -What is the effect size?
  • Is it well-powered?
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33
Q

Internal Validity

A
  • Was the study free of confounds/alternative explanations?
  • Experiment with random assignment to condition?
  • Strong control over variables?
  • No differences between conditions other than the IV?
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34
Q

Which Validity is typically prioritized

A

Internal

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35
Q

A Valid claim is ___, ___, and ____

A

A valid claim is reasonable, accurate, and justified

  • Reliability is necessary but not sufficient for validity
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36
Q

Ceiling Effect

A

all observed scores are on
the high end

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37
Q

Floor Effect

A

all observed scores are on
the low end

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38
Q

Confound

A

A design confound is when a second variable varies systematically along
with the IV and provides an alternative explanation for the results; experimenter’s mistake

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39
Q

Internal validity is only threatened if there is ___ variability with the IV

A

systematic

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40
Q

Systematic variability

A

trends together

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41
Q

Unsystematic variability

A

random or haphazard, affects both groups; not a confound!

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42
Q

Selection Effects

A

when the kinds of participants in 1 group are systematically different than another group

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43
Q

You can avoid selection effects with

A

Random assignment

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44
Q

Posttest design

A

Just test after one trial

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45
Q

Pretest/posttest design

A

Test before and after

46
Q

Within Groups designs

A

All participants are exposed to all levels of the independent variables

repeated measures designs

concurrent measures designs (not popular)

47
Q

Repeated Measures

A

Participants respond to a dependent variable twice (at
least), after exposure to each independent variable

48
Q

Pros of Within Groups design

A
  • All levels of the IV revealed to participants
  • Participants serve as their own comparison
  • Fewer participants needed for a study
  • No concern of selection effects
  • More statistical power (eliminating 1 source
    of noise/unsystematic variance)
49
Q

Threats to internal validity with repeated measures

A

order effects, carryover effects, practice effects, fatigue effects

50
Q

Order Effects

A

occurs when participants’ responses in the various conditions are affected by the order of conditions to which they were exposed

51
Q

Carryover effects:

A

contamination carrying over from one condition to the
next. You drink caffeine and then take a test. Then you drink decaf coffee and take a test. But caffeine is still in your system by the second test

52
Q

Practice Effects

A

participants get better at a task over time

53
Q

Fatigue Effects

A

participants get worse at a task over time

54
Q

Full counterbalancing

A

all possible condition orders

55
Q

partial counterbalancing

A

present only some condition orders

56
Q

The Really Bad Experiment

A

classic pretest/posttest design but only on a single group

no comparison group

57
Q

Ambiguous temporal precedence

A

when it is unclear if IV causses the DV or the other

58
Q

History Effects

A

History refers to any event that
occurs between the beginning of
treatment and the measurement of
outcome that might have produced
the observed effect

59
Q

Maturation Effects

A

Maturation is a change in behavior
that emerges spontaneously over
time. Changes in the organism that
occur regardless of treatment might
masquerade as a treatment effect

60
Q

Attrition Effects

A

Attrition/Mortality refers to who is
dropping out of your study (or
dying)

61
Q

Regression Effects

A

Regression to the mean is when
extreme scores become less
extreme over time

62
Q

Testing Effects

A

Testing effects refer to a change in
participants as a result of
experiencing the DV more than
once

63
Q

Instrumentation Effects

A

Instrumentation effects refer to a
change because the measurement
changes over time, perhaps
becoming more/less reliable

64
Q

Goodhart’s law

A

When a measure becomes a target it ceases to be a good measure

65
Q

Demand Characterisitics:

A

participants guess what it’s supposed to be about and then change their behavior on expected direction

66
Q

Why might manipulations be weak

A

operationalization is super hard

67
Q

Measurement Error

A

use reliable, precise measurements
establish construct validiity of measures
use established measures
measure more instances

68
Q

Statistical Power

A

the ability to detect an effect if one is there
finding a statistically significant result if the IV really has an effect
studies that are well-powered are able to detect true differences

69
Q

What is the IQ example for confirmation bias

A

people who scored low on IQ tests spent longer reading articles that criticized IQ test and people who scored high spent longer reading articles that supported the tests

70
Q

How many levels do variables need to have

A

two or more

71
Q

What is a constant

A

something that could potentially vary but that has only one level in the study in question

72
Q

Claim Definiton

A

argument someone is trying to make

73
Q

What are the three types of claims

A

Frequency, Association, Causal

74
Q

Processing Fluency Account

A

when information is repeated, ti is processed more fluently and is consequently perceived to be more truthful

75
Q

What amount of repetition shows the largest increase in truth perception

A

1 –> 2

76
Q

Concurrent-measures

A

Participants are exposed to all the levels of an independent variable at roughly the same time, and a single attitudinal or behavioral preference is the dependent variable.

77
Q

What are the disadvantages of within group design

A

Potential order effects (typically resolved with counterbalancing)
May not be possible or practical
When ppl see all levels, they change the way they would normally act

78
Q

Effect Size

A

D of .2 is small
D of .5 is moderate
D of .8 is large

79
Q

When a study has a relatively small sample and more variability in the data, the CI will be relatively ____

A

wide (less precise)

80
Q

Two ways to avoid confounds

A

Matching Groups
Inclusion/exclusion criteria

81
Q

pros of post test

A

No practice effect
Less time and money
“Blind”
Less attrition/mortality
Temporal precedence

82
Q

Cons of post test

A

Cant get at the change
You need a much larger sample size

83
Q

Pros of pretest-posttest

A

Baseline
Each person is their own control
Can have smaller sample size

84
Q

cons of pretest post test

A

Time
Practice effects
Hard to recruit and attrition

85
Q

Factorial Design

A

when there are two or more independent variables

86
Q

Participant variable

A

a variable whose levels are selected/measured not manipulated like age, gender, and ethnicity

87
Q

Interaction Effect

A

whether the effect of the original independent variable (cell phone use) depends on the level of another independent variable (driver age)

88
Q

testing for moderators

A

The process of using a factorial design to test limits

89
Q

Main Effect

A

the overall effect of one independent variable on the dependent variable, averaging over the levels of the other independent variable

90
Q

In a factorial design with two independent variables, how many main effects are there

A

two main effects

91
Q

Marginal Means

A

the arithmetic means for each level of an independent variable, averaging over levels of the other independent variable.

92
Q

How do you compute an interaction

A

you see if there is a difference between differences, and if you are looking on a graph you can tell an interaction if the lines are not parallel

93
Q

What is more important: Interactions or Main Effects

A

Interactions

94
Q

When a factorial design has three independent variables, how many main effects and interactions are there

A

three main effects (one for each independent variable), plus three separate two-way interactions and a three-way interaction

95
Q

Three way interaction

A

if it is significant, means that the two-way interaction between two of the independent variables depends on the level of the third independent variable

96
Q

When would you find a three-way interaction?

A

whenever there is a two-way interaction for one level of a third independent variable but not for the other (or different two way interactions)

97
Q

meta-analysis

A

Meta-analysis is the statistical combination of the results of multiple studies addressing a similar research question. An important part of this method involves computing an effect size across all of the studies, this involves extracting effect sizes and variance measures from various studies.

98
Q

Confederate

A

A person playing a specific role for the sake of the study

99
Q
A
100
Q

Obscuring factors that can be detected with a manipulation check

A

floor effects
ceiling effects
weak manipulations

101
Q

Interactions are

A

symmetric

102
Q

Interactions test

A

whether the effect of one IV depends on the level of the other IV

103
Q

reliable, precise scales can help with

A

measurement error

104
Q

experimental control can help with

A

situation noise

105
Q

within-groups design can help with

A

individual differences

106
Q

What are obscuring factors that can be detected with a manipulation check?

A

ceiling effects, floor effects, weak manipulations

107
Q

can measurement error cause null effects and why

A

yes because it leads to a lot of within group variability

108
Q

power increases with a ___ sample

A

larger

109
Q

What type of validity can a factorial design increase

A

external validity

110
Q

What does a moderator do

A

Changes the relationship between an independent and dependent variable

111
Q

how many interactions could there be in a 4 x 3 design

A

one

Experimental Psychology (2 decks)

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