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Exam 2 Flashcards

1
Q

what is experimental research?

A

direct manipulation and control of variables
measuring a response

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2
Q

what is a nonexperimental research

A

relationships studied by making observations or measuring variables as they exist naturally

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3
Q

what type of design assesses the relationship among variables and does not contain a true variable?

A

non experimental

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4
Q

classification of observational designs

A

naturalistic observations
participant
structured- intervene to cause hard-to-observe situations and record behavior

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5
Q

time related sampling

A

time sampling- observations in only certain predetermined time intervals

event sampling-recording each event that meets a predetermined definition

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6
Q

situation-related sampling

A

situation sampling- behavior at different locations and conditions
subject sampling-individuals in certain locations

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7
Q

subject/participant reactivity

A

demand characteristics-may behave in ways the researcher wants them

social desirability bias- may act in ways they think they should act

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8
Q

observer biases/ errors

A

observer bias- researcher’s choice for which acts to observe leads to errors

expectancy bias- knowledge of hypothesis may lead them to miss certain behaviors

observer drift- criteria changes over the course of observations

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9
Q

to promote validity

A

strong observational definitions
training of observers to criterion
multiple observers

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10
Q

to establish reliability

A

codebooks to prevent drift
intterater

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11
Q

correlation coefficients

A

pearson’s R
indicates direction

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12
Q

weak correlation

A

0-0.29

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13
Q

moderate correlation

A

0.3-0.49

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14
Q

strong correlation

A

0.5-1

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15
Q

what does the p value do

A

tells if there is a significant relationship
p=0.05 we are 95% confident that there is a significant difference
report if p< 0.05

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16
Q

open ended questions

A

answer question in own words, doesn’t lead them in any direction

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17
Q

close-ended

A

forced choice
ranking scales
likert scales-how much you agree

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18
Q

response set

A

tendency to answer all questions in a certain manner

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19
Q

what leads to response set

A

social desirability
extreme response bias
response acquiescence (yea-saying”

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20
Q

how to avoid response set

A

reverse scoring items
prevent fence sitting-get rid of neutral options

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21
Q

what should survey questions involve

A

simplicity
double-barrled
loaded
negative wording

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22
Q

simplicity

A

questions avoid technical wording and jargon

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23
Q

double-barreled

A

questions should avoid asking 2 things at once

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24
Q

loaded

A

questions should avoid bias wording

25
negative wording
should avoid double negatives
26
how to avoid leading questions
make sure mutually excluisve and unambiguous
27
context effects
unintended influences on answers not related to the content but to the context it appears
28
item-order effect
the order in which items are presented may effect answers
29
types of non-probability sampling
convenience- those nearby snowball- existing part. recruit others quota- subgroups in the sample are recruited to be proportional to the subgroups in a population self-selection- individuals take part in research on their own accord
30
elements of an experiment
manipulation measurement comparison control
31
levels
categories
32
conditions
groups that are made up by combinations of the levels
33
advantages of BSDs
doing one level makes it impossible to do other levels use with subject IVs
34
disadvantages of BSDs
requires lots of participants creating equivalent groups
35
WSDs advantages
fewer Ps necessary all levels consist of the same Ps more efficient and sensitive
36
WSDs disadvantages
must control for order effects
37
yoked control groups
control group members are inked to experimental group members
38
control basics
only the IV should change systematically across conditions in a study
39
control variables
held constant
40
name the 12 threats to internal validity
1) instrumentation- did researchers use same standards when coding? 2) demand characteristics- were part. blind to purpose? 3) maturation- comparison group have time to adapt? 4) history- did comparison group that was also compared to internal event 5) placebo effects- did comparison group get placebo to rule out belief in drug? 6) regression to the mean- need a comparison group who was equally extreme at pretest 7) order effect-counterbalance the orders 8) selection effect- random assignment 9) observer bias- was observer blind to IV 10) testing- did levels of IV take the same test 11) attrition- did they included data only from those who took both pretest and post 12) design confound- did they control nuisance variables
41
between subjects
different part. at each level of the IV, tested in 1 condition
42
within subjects
tested in same condition
43
macthed groups
matched to the DV or other extraneuous variables
44
2 criteria for rando assign
1) equal chance of being in either group 2) assigned to a condition independent of other part.
45
carryover effect
an effect of being tested in 1 condition on part. behaviors' on other conditions
46
types of carryover effects
practice fatigue context/contrast effect- being tested in 1 condition can change how part. perceive stimuli
47
solutions to order effects
1) counterbalancing- testign diff. part. in diff. orders 2) complete counterbalancing- equal # of part. complete each possible order of conditions 3) random counterbalancing- when # of conditions is large, order of conditions is randomly determined for each participant, WE CAN DETECT ANY CARRYOVER EFFECTS AND ELMININATE CONFOUNDS
48
why is random assign. important for WSDs
instead of randomly assigning conditions, they randomly assign the order of conditons
49
design confounds
an additional variable unintentionally varies systematically w/ the IV that then provides an alt. explanation to our result
50
selection effects
when our levels of our IV (condition) systematically have diff. types of ppl in them
51
how to control selection effects
rando assign or matched groups or choose withing subjects (repeated measures) designs
52
types of BSDs
post test pre/post test both ensure no selection effects
53
post test
random assignment to IV, measure DV once
54
pre/post test
equivalent groups rand assign. get pre to esnure equivalency apply IV to get post track performance over time
55
null effects
when there is no effect of the independent variable, study finds that the IV did not make a difference in the DV (no significant covariance between two variables.)
56
ceiling effects
top easy everyone does well
57
floor effects
too hard everyone does bad
58
confounds acting in reverse
creating a null effect masking the difference between groups b/c of confounds DEBREIFING OR MANIPULATION CHECKS CAN HELP W/ THIS
59

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