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Psychology 215 > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q
  1. What are the five different types of research designs
A 
Descriptive
Correlational 
Experimental
Single subject design 
Quasi-experimental
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2
Q

Descriptive

A

Describes variables but does not make connections between variables, events, or conditions.

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3
Q

Socioeconomic status

A
  • Socioeconomic status, relies on the educational level and occupation of family members rather than on their level income
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4
Q

Stereotype threat

A
  • A situational predicament where people at risk of confirming negative stereotypes about their social group.
  • They matter because they can affect the person’s behavior, their level of performance, etc.
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5
Q

Formative and Summative

A

Formative
- Enable teachers to plan for instruction and monitor student progress throughout a grading period. (homework, quizzes, exit sheet)
Summative
- Assess student achievement at the end of an instructional unit or grading period. (test, exam, cumulative projects)

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6
Q
  1. Name the four categories of standardized tests
A

Standardized achievement tests
Standardized aptitude tests
Career or educational interest inventories
Personality test

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7
Q

Standardized achievement tests

A
  • Assess current knowledge, which can included learning outcomes and skills either in general or in a specific domain. Identify the strengths and weaknesses of individual students as well as school districts.
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8
Q

Standardized aptitude tests

A
  • Assess future potential, used for admission or selection purposes to place a student in particular school, specific classrooms.
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9
Q
  1. What is a standard deviation (SD)? What does a large SD mean? What does a small SD mean?
A

Standard deviation
- The degree of variability in a group of scores
Large SD
- Suggests that the scores are more spread out
Small SD
- Indicates that most cores are close to the mean score of the group

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10
Q
  1. What is a frequency distribution? Describe skewness
A
  • Is the simple list of all scores for a group
    Skewness
  • Symmetry or asymmetry of a frequency distribution
  • Negative skewness indicate that scores are piled up at the high end (liens right)
  • Positive skewness indicates that scores are piled up on the low end. (liens left)
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11
Q

Measurement error & types

A

Measurement error
- Is the accumulation of imperfections that found in all measurements
Types of measurement errors
- Item selection – clarity in wording of question
- Test administration – harsh tone increase students anxiety
- Individual factors – illness, fatigue
- Test scoring – subjective, such as essay

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12
Q

Reliability VS validity

A

Reliability
- The test score or measurement, is measured on a continuum from high to low
Validity
- The extent to which an assessment actually measures what it is intended to measure

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13
Q

Types of validity

A
  • Content – evidence provides information about the extent to which the test items accurately represent all possible items for assessing the variable of interest.
  • Criterion related - evidence shows that the test score is related to some criterion, an outcome thought to measure the variable of interest.
    o Concurrent
    o predictive
  • Convergent – evidence shows whether the test score is related to another measure of the construct.
  • Discrimination – evidence demonstrates that a test score is not related to another test score that assesses a different construct.
  • Theory based – evidence provides information that the test scores are consistent with a theoretical aspect of the construct.
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14
Q

Hierarchical theories

A

(cattell and horn) – two separate general factors.

  • Gc – general crystallized intelligence, individuals pool of knowledge and facts
  • Gf – general fluid intelligence, individuals potential for learning
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15
Q

Multiple intelligences

A

Gardners

  • Intelligences are independent of one another but interact and work together Intelligences are abstract but exist in a person’s interaction with objects and people in the world
  • Linguistic – words to communicate ideas
  • Logical/mathematical – reasoning, recognizing patterns
  • Musical – recognizing musical components
  • Kinesthetic – ability to use one’s body
  • Spatial accurate perception of visual-spatial world
  • Interpersonal – identification/responding to emotions of others
  • Intrapersonal –knowing strengths/limitations
  • Naturalistic - recognizing/classifying the natural world
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16
Q
  1. What is the primary purpose of IQ tests?
A
  • To predict school achievement
17
Q

Criterion and norm-reference

A

Criterion reference
- Compare an individual’s score to a preset criterion, or standard of performance, for a learning objective. How well you mastered the material.
Norm-reference
- Compare the individual’s test-takers performance to the performance of a group of similar test takers (sample norm).

18
Q

Dual criteria

A
  • Diagnosing a specific disability
    o Significantly low achievement
    o Insufficient response to intervention.
19
Q

Response-to-Intervention

A

Tier 1 – High quality instructional and behavioral supports for all students
Tier 2 – Intensive prevention or remediation for those lagging behind
Tier 3 – Comprehensive evaluation to determine eligibility for special education services

20
Q
  1. Why is the Individuals with Disabilities Education Improvement Act (IDEIA) important? What are the six principles of IDEA (2004)?
A

Important because it not only defines what is disabled but also the actions to take place.

  1. FAPE = Free and Appropriate Public Education
  2. LRE = Least Restrictive Environment
  3. Zero reject
  4. Nondiscriminatory evaluation
  5. Procedural due process
  6. Parent and student involvement
21
Q
  1. What is the Flynn effect?
A
  • IQ scores increase over successive generations (3points per decade)
  • Due to
    o Better nutrition, increased schooling, greater educational levels of parents, fewer childhood diseases (better health care), and improved parent-child interactions.
22
Q

Factor theories

A

(spearman) – two factory theory of intelligence
- (G) General factor, the overall ability to perform cognitive tasks, common variance shared across measures.
- (S) Specific skills, such as vocabulary and math skills, subtest variance, unique to measures

23
Q

Percentile score

A
  • Raw scores from highest to lowest
  • The percentage of people in the norm sample who scored below or equal to that raw score.
  • If a student scored in the 70th percentile he did equal to and below that score…he did not score a 70%.
24
Q

Career or educational interest inventories

A
  • Assess individual preferences for certain types of activities. Used in high schools and college students in planning their post secondary education, and companies when selecting employees
25
Q

Personality test

A
  • Assess an individuals’ characteristics, interest’s attitudes, values. This test needs to be done with psychologist or counselor with training and diagnosis of clinical disorders.
26
Q

Minority VS majority

A
  • The minority group has less power than the majority, even if they have are larger in number.
27
Q

Ethnic VS racial group

A
  • Ethnic group includes people who share a similar culture

- Racial group includes people with the same biological factors

28
Q

Sex VS Gender VS sexual orientation

A
  • Sex refers to the biological status of male (penis) or female (vagina)
  • Gender refers to the social behaviors learned in the environment about being masculine or feminine.
  • Sexual orientation denotes homosexuality, heterosexuality, or bisexuality
29
Q

Disability

A
  • Being unable to perform some behavior, task or skill. Physical disabilities, cognitive disabilities, behavioral or emotional disabilities.
30
Q
  1. Define the following terms: prejudice feelings, discrimination, confirmation, belief perseverance
A

Prejudice feelings
- Are rigid and irrational generalizations about a group or category of people
Discrimination
- Treating individuals differently based on prejudice feelings or biased beliefs about a particular group
Confirmation bias
- Is the tendency for people to seek evidence that confirms what they already believe to be true, rather than searching for facts that might refute their beliefs.
Belief perseverance
- Is the tendency to hold onto our beliefs even in the face of contradictory evidence?

31
Q
  1. Understand the three key elements of all educational psychology research designs.
A 
Designs 
-	A method for investigating how and whether the variables selected are related. 
Samples 
-	A population of interest
Measures 
-	Method for taking measurements, framework for gathering information
o	Observation 
o	Interview 
o	Tests and surveys
32
Q

Single subject design

A
  • Examines the effects of intervention or teaching approach

- Example, baseline/intervention/baseline/intervention (ABAB)

33
Q

Experimental

A
  • Randomly assigned to experimental or control group
  • Independent variable is manipulated
    o Dependent – what is being measured, the outcome
    o Independent – what is believed to affect the dependent, it is manipulated, is the treatment/intervention
34
Q

Quasi-experimental

A
  • AKA “natural experiments”
  • When experimenter cannot randomly assign group membership
  • When it is not ethical to assign group membership
    o Example, Gender
35
Q

Correlational

A
  • Can identify relationships between variables
  • Correlation coefficient between -1.0 and +1.0
  • Cannot determine cause/effect

Psychology 215 (4 decks)

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