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HESP724 research design > Exam 1: Research Questions > Flashcards

Exam 1: Research Questions Flashcards

1
Q

Translational research

A

“…the transformation of knowledge through successive fields of research from a basic science discovery to public health impact—a complex process that requires both research (e.g., bench-work and clinical trials) and nonresearch activities (e.g., implementation)”

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2
Q

How could you generate new research ideas?

A

• Identify gaps or weaknesses in the literature
• Extend study new a new population, set of
materials, setting
• Apply different outcome measures
• Assess social validity of the research
• Use state-of-the art testing and analytical approaches

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3
Q

Topic/Broad Problem

A

• Introduces the reader to the importance and context of the research study

• Examples
• How do children learn to identify
speech sounds in their native
language?
• How do adults identify speech
sounds?
• Do noise-reduction algorithms in hearing aids improve speech understanding?
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4
Q

Theory

A

• Motivates/provides a framework for the current experiment (though you may ultimately disprove it)

  • Organizes, explains, and account for data
  • Describe relations among concepts to explain a phenomenon

• Example: Auditory Theory of Speech Perception (e.g., Fant, 1960; Stevens & Blumstein, 1978)
Listeners identify acoustic patterns or features by matching them to stored acoustic representations

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5
Q

Theory and Data

A

good research should go both ways - cycle to drive scientific method and constant improvements

Data driven research- reasoning from the data to the general theory

Theory driven - reasoning from a general theory to the data

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6
Q

Evaluating Theories

list the 4 ways

A

Some criteria for good theories:

  • Comprehensiveness
  • Precision and testability
  • Parsimony
  • Heuristic value
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7
Q

Comprehensiveness

A
  • Broad enough to account for as much data as possible
  • If there are data relevant to a theory that it cannot for: Either adapt the theory to account for the new data or Develop a new theory that incorporates the new data
  • Example: Can the auditory theory account for perceptual phenomena, such as categorical perception, phonemic restoration?
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8
Q

Precision and testability

A
  • A good theory should have concepts that are clearly and explicitly defined: Contains rational, logically related statements
  • Empirically testable hypotheses
  • Some ESP believers argue that the presence of a disbeliever can prevent someone with ESP from being able to perform.
  • We aim to disprove theories (not prove them) never “prove” a hypothesis
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9
Q

Beware of Omnipotent Theories

A
  • So powerful, general, or flexible that they can account for everything
  • Not testable/falsifiable
  • Freudian theory isn’t falsifiable (Sir Karl Popper)
  • Behavior with a clear sexual or aggressive motivation is proof of the presence of the Id.
  • If this behavior isn’t displayed, you have a reaction formation against it.

•Must tread carefully between explaining a lot of data and too much!

need a plausible null that could be true

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10
Q

Parsimony

Occam’s razor

A

The explanation of any phenomena should make as few assumptions as possible.

All things being equal, the simplest explanation tends to be the best

the fewer assumptions made the better

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11
Q

Heuristic Value

A

•Makes (basic or applied) predictions, generates new knowledge, stimulates future research

theory is only useful if it can make predictions

important to generate new knowledge and stimulate future research

line of best fit - relates the points and makes predictions

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12
Q

Empirical research

A

Gather new information through observation/

measurement maybe through sample surveys, test scores, OAE responses, etc.

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13
Q

non-empirical research

A

• Uses existing information rather than collecting new information

ex: literature reviews

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14
Q

quantitative research

A
  • Numerical data or data to which statistics can be applied
  • Quantify attitudes, opinions, behaviors, etc.
  • Generalize results from a sample to a population
  • Methods include surveys, structured interviews/observations, systematic experiments
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15
Q

qualitative research

A

• Primarily exploratory: Aim to reveal underlying reasons, opinions, motives, trends

• Often used to generate hypotheses to be tested in
subsequent quantitative research

• Methods include unstructured/semi-structured
techniques, verbal measures
•Focus groups, individual interviews, observations, field-work
• Sample size is typically small

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16
Q

Types of Empirical Designs

A

• Experimental/Quasi-Experimental
Manipulate conditions
e.g., vocoded vs. non-vocoded speech

• Non-Experimental/Observational
Examine existing conditions
e.g., cochlear implant patients vs. normal-hearing individuals

can’t randomly decide who might be in a CI group and who would listen to vocoded speech

17
Q

Independent Variable (IV)

A
  • The input
  • Characteristic or manipulation of study
  • Maybe experimental or non-experimental
18
Q

Dependent Variable (DV)

A

The output measure that depends on the IV

19
Q

PICO acronym

A

Patient Population
Intervention
Comparison
Outcome

20
Q

PICO:

Patient populations

A

age, sex, culture, ethnicity, health status, condition, impairment, disorder, handicap

21
Q

PICO:

Intervention

A

Therapeutic strategy/approach, risk factor/behavior, assessment tool/technique, service delivery, referral, case management

22
Q

PICO:

Comparison/Alternative

A

alternative therapeutic strategy, no intervention, alternative assessment/tool, no risk factor/behavior

23
Q

PICO:

Outcome

A

short-term goal, long-term goal, function, ability, accuracy, employability, quality of life, diagnosis, rate of recurrence/relapse

24
Q

PICO Questions:

A

Etiology-
Are P who I compared with those who C at greater risk for developing O?

Prediction-
For P, how does I compared with C predict future O?

Diagnosis-
When assessing P, is I more accurate than C for diagnosing O?

Prevention-
In P, is I better than C in preventing O?

Intervention-
when working with P, does I or C result in better O?

Management-
Do P who receive I compared with C report greater or fewer O?

25
Q

Null Hypothesis

A

Statement of no difference H0

26
Q

Well-Formed Hypotheses

A
  • Constructs are operationalized
  • Precise, specific IV and DV
  • General statement –> Specific
  • Children with language disorders –>
  • Adults with bilateral hearing loss –>

Operationalized - made into something you can measure

• Measures are valid
* the mean of the points on a bullseye is the target

• Measures are reliable
* the points on a bullseye are clustered

27
Q

Validity

what are the types?

A

• How accurately a measure represents the knowledge/ skill/trait you aim to assess

Empirical forms:

1) Construct validity
2) Criterion validity

Non-empirical forms:

1) Face validity
2) Content validity

28
Q

Construct validity

A

A construct is a set of behaviors that share some meaningful association. Test developers examine participant response behaviors. Look at patterns/relationships among test items.

convergence: when a tester performs in a similar way among test items

divergent/discriminant relationships- emerge when a researcher compares test items that represent different behavioral constructs - ex: analysis of test items for cognition and motor skills

underlying theory

29
Q

Criterion validity

A

*extent to which a measure is related to an outcome

predictive - SAT scores related to how well you do in college

concurrent - if you got this score on the SAT you would get this score on the ACT (same time, same person)

30
Q

Reliability

* list the types

A
  • Consistency of measurement (especially critical when drawing conclusions for an individual)
  • Inter-observer- when two different examiners use the procedure to test the same person
  • Test-retest- test each participant at two different points in time
  • Parallel-forms- administer one form to a group and then sometime after administer the second form to the group
  • Split-half
31
Q

split half reliability

A

using 1 half of the items and the other - even odd (focus and attention)

32
Q

QALMRI acronym

A 
Question
Alternatives
Logic
Methods
• How to implement the design logic
Results
• What was the outcome
Inferences
• What do the results means
33
Q

First paragraph of a paper

A

Start with broad, global ideas

34
Q

Subjectivity

A

• Try not to insert yourself into the article
(e.g., “I thought that…”)
• Nor the reader into the article (e.g., “You
may be surprised to learn that….”)
• Minimize phrases like “interestingly” or
“surprisingly”
• Show that the results are interesting (by setting up a convincing argument), don’t tell.

35
Q

Last Paragraphs

A
  • End with a summary of what your study is about and what you’re actually doing.
  • Provide a lead-in to what you’re doing in this study • Summarize the specific research question
  • State hypotheses and predictions
36
Q

Intro Critique Considerations

A
  • In general, is the Intro well written?
  • Are all of the structural elements of an Intro present?

Research Problem
• Is there sufficient justification from the literature that this
problem is significant and warrants additional research?

Hypotheses
• Is the question testable?
• Can you easily identify the IV and DV from the questions/hypothesis?
• Does the question include constructs that are operationally defined?

HESP724 research design (8 decks)

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