Brainscape's Knowledge GenomeTM

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


See full index

Methods > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

what is experimental research?

A

direct manipulation and control of variables
measuring a response

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

what is a nonexperimental research

A

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

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

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

A

non experimental

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

classification of observational designs

A

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

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

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

situation-related sampling

A

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

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

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

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

to promote validity

A

strong observational definitions
training of observers to criterion
multiple observers

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

to establish reliability

A

codebooks to prevent drift
intterater

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

correlation coefficients

A

pearson’s R
indicates direction

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

weak correlation

A

0-0.29

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

moderate correlation

A

0.3-0.49

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

strong correlation

A

0.5-1

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

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

open ended questions

A

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

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

close-ended

A

forced choice
ranking scales
likert scales-how much you agree

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

response set

A

tendency to answer all questions in a certain manner

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

what leads to response set

A

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

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

how to avoid response set

A

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

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

what should survey questions involve

A

simplicity
double-barrled
loaded
negative wording

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

simplicity

A

questions avoid technical wording and jargon

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

double-barreled

A

questions should avoid asking 2 things at once

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

loaded

A

questions should avoid bias wording

25
Q

negative wording

A

should avoid double negatives

26
Q

how to avoid leading questions

A

make sure mutually excluisve and unambiguous

27
Q

context effects

A

unintended influences on answers not related to the content but to the context it appears

28
Q

item-order effect

A

the order in which items are presented may effect answers

29
Q

types of non-probability sampling

A

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
Q

elements of an experiment

A

manipulation
measurement
comparison
control

31
Q

levels

A

categories

32
Q

conditions

A

groups that are made up by combinations of the levels

33
Q

advantages of BSDs

A

doing one level makes it impossible to do other levels
use with subject IVs

34
Q

disadvantages of BSDs

A

requires lots of participants
creating equivalent groups

35
Q

WSDs advantages

A

fewer Ps necessary
all levels consist of the same Ps
more efficient and sensitive

36
Q

WSDs disadvantages

A

must control for order effects

37
Q

yoked control groups

A

control group members are inked to experimental group members

38
Q

control basics

A

only the IV should change systematically across conditions in a study

39
Q

control variables

A

held constant

40
Q

name the 12 threats to internal validity

A

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
Q

between subjects

A

different part. at each level of the IV, tested in 1 condition

42
Q

within subjects

A

tested in same condition

43
Q

macthed groups

A

matched to the DV or other extraneuous variables

44
Q

2 criteria for rando assign

A

1) equal chance of being in either group
2) assigned to a condition independent of other part.

45
Q

carryover effect

A

an effect of being tested in 1 condition on part. behaviors’ on other conditions

46
Q

types of carryover effects

A

practice
fatigue
context/contrast effect- being tested in 1 condition can change how part. perceive stimuli

47
Q

solutions to order effects

A

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
Q

why is random assign. important for WSDs

A

instead of randomly assigning conditions, they randomly assign the order of conditons

49
Q

design confounds

A

an additional variable unintentionally varies systematically w/ the IV that then provides an alt. explanation to our result

50
Q

selection effects

A

when our levels of our IV (condition) systematically have diff. types of ppl in them

51
Q

how to control selection effects

A

rando assign or matched groups
or choose withing subjects (repeated measures) designs

52
Q

types of BSDs

A

post test
pre/post test
both ensure no selection effects

53
Q

post test

A

random assignment to IV, measure DV once

54
Q

pre/post test

A

equivalent groups
rand assign.
get pre to esnure equivalency
apply IV to get post
track performance over time

55
Q

null effects

A

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
Q

ceiling effects

A

top easy
everyone does well

57
Q

floor effects

A

too hard
everyone does bad

58
Q

confounds acting in reverse

A

creating a null effect
masking the difference between groups b/c of confounds
DEBREIFING OR MANIPULATION CHECKS CAN HELP W/ THIS

59
Q
A

Methods (4 decks)

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