Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Research Methods > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

For a question to be answerable empirically, it must be _________

A

Specific

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

This section describes the process of research design, expanding on the question, so that a reader can know exactly what you did

A

Method

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Is the process of answering all those Wh-questions in a way that ensures the question is answered and the answer will be valid

A

Research Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Ensures that the research answered the question and answered it in a way that is believable

A

Internal Validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Ensures that the results of the study can, to some degree, be generalized outside the study

A

External Validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the types of quantitative research design?

A

Group and single subject

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Subjects are assigned to a group or groups - question is answered by comparing the overall performance of the group to a control condition or different group

A

Group Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Type of research that allows for making casual inference about the effects of an intervention compared to a baseline; usually over a period of time — individual performance

A

Single Subject Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Also known as small-N designs or time-series design

A

Single subject design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is the general criteria for single subject design?

A

Conditions must be controlled and More than one measurement of DV is made

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Baseline phase with repeated measurements and an intervention phase continuing the same measures

A

Basic Design (A-B design)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Technique and method of comparison among phases is similar; addition of one or more additional phases

A

Baseline-treatment Withdrawl/Replication (ABA or ABAB)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Take away treatment — see if performance goes back to baseline

A

ABA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Remove treatment — then repeat both baseline and treatment - does it repeat? (method of replication)

A

ABAB

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Tests more than one IV as when gauging the effect of two or more treatments on the DV

A

ABACA Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Applied across subjects; can be applied across behaviors to study effect of one intervention on several DV related behaviors

A

Multiple Baseline Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What is the advantage of multiple baseline design?

A

No withdrawal or reversal of treatment is necessary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

The effect of the IV is shown by successive changes in the DV to match a stepwise performance criterion that is specified as a part of the intervention

A

Changing-Criterion Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

At each segment, the target behavior must both satisfy the present criterion and achieve some stability before the next criterion level is applied

A

Changing-Criterion Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Being able to change the design

A

Design Flexibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Participants not assigned randomly but assigned with the question in mind (criterion-based selection)

A

Purposeful Sampling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Participants are not put into “experiment” situations, but questioned about and allowed to be in their everyday environment; can be participatory or non-participatory

A

Naturalistic Inquiry

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

The researcher interacts with the participants at least to some degree

A

Participatory Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Researcher does not interact with the participant(s); let’s situation develop naturally; records for later analysis

A

Non-participatory Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Anything that happens in between measurements that is NOT the independent variable in question

A

History

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Changes due to development that cannot be controlled by the researcher

A

Maturation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

A test can have an effect on later results by its nature

A

Reactive Pre-test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

How is the normal bell curve shaped?

A

Symmetrical and not excessively peaked with ends that taper off

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What can you find in the methods section?

A

Subjects/participants, materials, and procedures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Qualitative data collected first - quantitative portion of the studies, supplements the qualitative

A

Sequential exploratory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Quantitative data collected first — qualitative data collected to explain results, especially if unexpected

A

Sequential explanatory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Quantitative and qualitative portions happen at the same time, and have equal standing (equally as important)

A

Concurrent triangulation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Two portions may happen at the same time, but one is given priority

A

Concurrent nested

34
Q

What threatens internal validity?

A

Anything that can affect the quality of the measurements made

35
Q

Doing better on a condition because it was earlier or later in the sequence

A

Sequencing

36
Q

Selecting participants, based on extreme scores, some may have been lucky/unlucky so their second test performance may be more like the average with no treatment —regression toward the mean

A

Statistical regression

37
Q

Assigning participants to groups that differ on anything other than the variable you want

A

Differential subject selection

38
Q

When participants drop out more from one, especially if it’s something to do with their performance

A

Attrition/mortality

39
Q

When any internal threat interacts with another — consider levels of all variables

A

Interaction

40
Q

Rather than ruling out other explanation using control groups, ensured by gathering more data, until clear that other explanations are not reasonable

A

Credibility

41
Q

Researcher should be careful to avoid injecting their own point of view or hypothesis into what participant say

A

Researcher Bias

42
Q

Way to avoid bias by summarizing results and check in with participants to verify

A

Member checking

43
Q

When data is collected in such a way as to “fit” a given hypothesis, rather than in a way that allows another interpretation

A

Researcher reactivity

44
Q

How well does the test reflect what you want to measure

A

Content validity

45
Q

How well, the measure correlates with another (validating) criterion

A

Criterion validity

46
Q

Consistency of results between two test assess the same skill

A

Concurrent validity

47
Q

Theoretical validity — does this test measure the concept that is intended to measure?

A

Construct validity

48
Q

Precision and accuracy of measurement — how stable the measurement is and how much error it has

A

Reliability

49
Q

Amount that the obtained score varies from the true score

A

Measurement error

50
Q

How much do different readers agree with each other on the same stimuli?

A

Inter-rater agreement

51
Q

How much does an individual rater agree with him/her self across the same stimuli?

A

Intra-rater agreement

52
Q

What are the three ways to demonstrate reliability?

A

Test-retest, alternate forms, split half

53
Q

Ensure that variables are similar overall

A

Match group matching

54
Q

Randomly assigned to groups by pairs matched on nuisance variables

A

Pair matching

55
Q

Refers to undertaking a “mini” version of the study, in order to make sure that it works — also ensures that data seem reasonable given previous research, questions can be refined, etc.

A

Pilot testing

56
Q

Serves to avoid negative surprises when the full blown experiment is already underway

A

Pilot testing

57
Q

Looking at differences between groups of subjects — one group usually a control

A

Between subjects design

58
Q

Looking at differences in performance across tasks performed by all subjects within a group of subjects — participants are their own controls

A

Within-subjects design

59
Q

Compares performance across tasks performed by different groups

A

Mixed design

60
Q

Treatment is _______ when it can be shown to do what it was designed to do — it has a benefit.

A

Effective

61
Q

When a treatment shows more benefit to the client, whether it was the intended benefit or not

A

Therapeutic effect

62
Q

Therapeutic effect must be reliable and large enough to be considered important

A

Clinical significance

63
Q

Must be collected to show a therapeutic effect

A

Clinical outcome data

64
Q

Work or cost of one treatment versus another

A

Efficiency

65
Q

What are the factors that enhance to generalizability of results?

A

Use of random sampling, larger sample size, replication

66
Q

Weakness is no pretest to which to compare observation

A

One shot case study

67
Q

Better, but no control group

A

One group pre-test/post test

68
Q

No pre-test again, maybe groups were different

A

Static group comparison

69
Q

Similar to the one group pre-test/post test design, except with the addition of a comparison group that is not randomized

A

Non-equivalent control group

70
Q

Like single subject, many observations

A

Time series design

71
Q

Ensures groups are equivalent before starting; treatment and control are tested at equivalent time intervals

A

Randomized controlled trials (RCT)

72
Q

Main difference with quasi-experiment is random assignment of participants to groups

A

Randomized pretest, posttest control group designs

73
Q

4 randomized groups. Above, plus third and fourth groups; third with treatment, but no pretest; forth with only post test; allows for examination of interactive effects.

A

Solomon design

74
Q

Determine whether therapeutic effect exist

A

Phase 1 treatment outcome research

75
Q

Determine appropriateness of intervention; determine who treatment is effective for

A

Phase 2 treatment outcome research

76
Q

Involve more rigorous experimental design; examine efficacy not just therapeutic effect

A

Phase 3 treatment outcome research

77
Q

Takes treatment from lab to clinic

A

Phase 4 treatment outcome research or translational research

78
Q

Focuses on efficiency as well as effectiveness

A

Phase 5 treatment outcome research

79
Q

What is the strongest level of experimental evidence?

A

Systematic reviews and meta analyses

80
Q

What is a strong level of experimental evidence?

A

Well designed randomized controlled clinical studies

Research Methods (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions