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Psych Research Methods > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

between-subject designs

A

an experiment in which each participant is tested in one condition
(e.g. posttest only, pretest/posttest)

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2
Q

posttest only design (between-subject designs)

A

-participants are randomly assigned to IV groups and are tested on the DV just once

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3
Q

pretest/posttest design (between-subject designs)

A

participants are randomly assigned to IV groups and tested on the DV before AND after the manipulation

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4
Q

types of control conditions

A
  • no-treatment control condition
  • placebo
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5
Q

no-treatment control condition (types of control conditions)

A

participants receive no treatments- not even a placebo

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6
Q

placebo (types of control conditions)

A

a treatment that lacks any active ingredient or element that should make it effective

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7
Q

placebo effect

A

individuals believe there is an effect when clinically there is none (psychological effect)

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8
Q

advantages of between-group designs

A
  1. no transfer across conditions
  2. may be shorter in duration
  3. some treatments are designed to have longer-lasting effects so participants cannot always do the alternate treatment
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9
Q

disadvantages of between-group designs

A
  1. participants in your groups are not equivalent which introduces more variability
  2. more participants required
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10
Q

within-subjects experiment

A

an experiment in which each participant is tested in all conditions

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11
Q

types of within-subjects designs

A
  • repeated-measures design
  • concurrent-measures design
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12
Q

repeated-measures design (types of within-subjects designs)

A

participants are measured on the DV more than once (after exposure to each level of the IV)

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13
Q

concurrent-measures design (types of within-subjects designs)

A

participants are exposed to all levels of the IV at roughly the same time, and a single measurement is the DV

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14
Q

advantages of within-group designs

A
  1. participants in your groups are equivalent because they are the same participants and serve as their own controls
  2. require fewer participants than other designs
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15
Q

disadvantages of within-group designs

A
  1. potential carryover/order effects
  2. might not be practical or possible
  3. experiencing all levels of the IV changes the way participants act (demand characteristics)
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16
Q

carryover effects

A

an effect of being tested in one condition on participants’ behavior in later conditions

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17
Q

types of carryover effects

A
  1. practice effect
  2. fatigue effect
  3. context effect
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18
Q

practice effect (carryover effects)

A

participants perform better on a task in later conditions because they have a chance to practice

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19
Q

fatigue effect (carryover effects)

A

participants perform worse on a task in later conditions because they have become tired or bored

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20
Q

context effect (carryover effects)

A

being an initial condition affects how participants perceive or interpret their subsequent tasks

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21
Q

solution to carryover effects

A

counterbalancing

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22
Q

counterbalancing (solution to carryover effect)

A

systematically varying the order of conditions across participants

  • controls the order of conditions
  • makes it possible to detect carryover effects
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23
Q

construct validity

A

how well does the measure describe the construct of interest

DV: how well were they measured?
IV: how well were they manipulated?

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24
Q

external validity

A

how well does the sample represent the broader population and contexts?

  1. generalizing to other people
  2. generalizing to other situations
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25
Q

statistical validity

A

how well do the numerical results (statistics) actually match the authors’ interpretation of their results?

  1. how large is the effect?
  2. how precise is the estimate? (95% CI)
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26
Q

internal validity

A

how sure are we that the variables’ relationship is not due to other factors?

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27
Q

5 principles of APA ethics code

A
  1. beneficence and nonmaleficence
  2. fidelity and responsibility
  3. integrity
  4. justice
  5. respect for people’s rights and dignity
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28
Q

beneficence and nonmaleficence (5 principles of APA ethics code)

A

research will benefit society without causing suffering

(e.g. violating ethics: bobo doll experiment- children may have had long-term distress or behavioral changes)

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29
Q

fidelity and responsibility (5 principles of APA ethics code)

A

establish trust and behave responsibility

(e.g. violating ethics: Harvard scholar Marc Hauser falsified data and inaccurately represented research methods)

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30
Q

integrity (5 principles of APA ethics code)

A

accuracy, truth, and honesty

(e.g. violating ethics: Milgram Obedience study, not properly debriefed and did not know there was actually no shocks administered)

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31
Q

types of deception used in studies

A

omission- withholding details of the study from participants
commission- lying to participants

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32
Q

researchers must ______ when they deceive participants

A

debrief- during debriefing sessions, the researchers explain why deception was used and the nature of the deception

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33
Q

justice (5 principles of APA ethics code)

A

who bears the burden of research participation?

-treat groups of people fairly
- consider sampling and biases

(e.g. violating ethics: Tuskegee Syphilis Study: the participants were a targeted, disadvantaged social group)

34
Q

respect for people’s rights and dignity (5 principles of APA ethics code)

A

maintain informed consent and prevent coercion

(e.g. violating ethics: Stanford Prison Ethics, participants were intentionally not informed that they would be arrested which was a breach of the contract and they were not allowed to withdraw at will)

35
Q

consent form

A

a form that participants sign as a part of the informed consent process

describes the procedure, the risks and benefits, participants’ right to withdraw from the study and any confidentiality issues

36
Q

animal research

A
  • legal protection for lab animals
  • ethically balancing animal welfare, animal rights, and animal research

(e.g. violating ethics: Surrogate Mother Study, extreme harm to intelligent animals)

37
Q

null hypothesis testing

A

a formal approach to deciding whether a sample is:

A) due to chance (the null hypothesis)
B) reflects a real relationship in the population (the alternative hypothesis)

38
Q

how should you report null results? what should you conclude?

A

transparently

conclude:
1. check for obscuring factors
2. if no obscuring factors, just report the result

39
Q

null effects…

A
  • may be published less often
  • can be just as interesting as significant results
  • are becoming increasingly published
  • are less likely to be reported in the popular media than other results
40
Q

publication bias

A

a bias among researchers and editors in favor of publishing statistically significant results and against publishing nonsignificant results

41
Q

file drawer problem

A

when statistically nonsignificant results are stashed away in researchers’ file drawers

42
Q

why didn’t the IV make a difference in a null effect?

A
  1. not enough between-groups difference
  2. within-groups obscured group differences
  3. there really is no difference
43
Q

not enough between-groups difference (null effects)

A
  • weak manipulations
  • insensitive measures
  • ceiling and floor effects
  • design confounds
44
Q

weak manipulations (not enough between-groups difference)

A

the manipulation was not enough to cause a difference

45
Q

insensitive measures (not enough between-groups difference)

A

researchers haven’t operationalized the DV with enough sensitivity to capture the potential change

46
Q

ceiling and floor effect (not enough between-groups difference)

A

ceiling effect- the participants’ scores on the DV are clustered at the high end (e.g. when giving college students a simple addition test)

floor effect- the participants’ scores on the DV are clustered at the low end

47
Q

design confounds (not enough between-groups difference)

A

additional unintended influences affect the results

48
Q

how can within-groups variability obscure the group difference?

A
  • measurement error
  • individual difference
  • situation noise
49
Q

measurement error (within-groups variability)

A

any factor that can inflate or deflate a person’s true score on the DV

50
Q

individual differences (within-groups variability)

A

individual differences spread out scores within each group

51
Q

situation noise (within-groups variability)

A

any kind of external distraction that could cause variability within-groups that obscures between-groups differences

52
Q

replication

A

the result of a study has been repeated

53
Q

types of replication

A
  • direct replication
  • conceptual replication
  • replication-plus-extension
54
Q

direct replication

A

the original study is repeated as closely as possible to determine whether the original effect is found in the new data

55
Q

conceptual replication

A

researchers explore the same research question but use different procedures

operationalizing the variables differently

56
Q

replication-plus-extension

A

replicate the original study but add variables to test additional questions

57
Q

scientific literature

A

a series of related studies conducted by different researchers who have tested similar variables

58
Q

meta-analysis

A

a statistical analysis that yields a quantitative summary of a scientific literature

59
Q

meta-analysis limitations

A

file drawer problem- overestimate the true effect size because null effects (or opposite effects) have not been included in the analysis

60
Q

heuristic

A

mental shortcut, can result in a cognitive bias

61
Q

cognitive biases

A

drawing an incorrect conclusion in certain situations based on the way the brain is set up to process info

62
Q

confirmation bias

A

a bias to seek info that will confirm a rule and not to seek info that would refute the rule

e.g. you only look for info in the data that confirms your hypothesis

63
Q

availability heuristic

A

we judge or events as more likely, common, or frequent if they are easier to retrieve from memory

e.g. interpreting results with ideas or theory instead of considering alternate explanations

64
Q

logical fallacies

A

error in reasoning that undermines an argument

65
Q

logical fallacies…

A
  • appeal to authority
  • false induction/non-sequitor
  • false dichotomy
  • observational selection
66
Q

appeal to authority (logical fallacies)

A

rely on an expert instead of making a full argument

e.g. in the discussion, relying on the work of others instead of making your own argument for your findings

67
Q

false induction/non-sequitor (logical fallacies)

A

erroneously present things as causal

e.g. present correlation results in the discussion section as ‘causing’ or ‘affecting’ the outcome

68
Q

false dichotomy (logical fallacies)

A

issue presented as either/or

e.g. presenting results in the discussion as overly simplified and without nuance

69
Q

observational selection (logical fallacies)

A

only draws attention to positive evidence or observations

e.g. only report significant results instead of all results for the research questions or fail to fully discuss the interpretation of results as a whole

70
Q

cognitive biases vs logical fallacies

A

the way brain processes info vs errors in reasoning

71
Q

how do scientists try to avoid cognitive biases and logical fallacies

A

an attitude of skepticism:
consider alternatives and search for evidence before accepting that a belief or claim is true

tolerance for uncertainty:
withholding judgement about whether a belief or claim is true when there is insufficient evidence for it

72
Q

what percentage of the class sample is male?

A

23.7%

73
Q

is growth mindset associated with procrastination?

A

no

look at Sig. 0.790
0.790 is more than 0.05 so it is not significant and therefore not correlated/associated

74
Q

is self esteem associated with procrastination?

A

yes

look at Sig. 0.006
0.006 is more than 0.01 (**) so it is significant and therefore correlated/associated

75
Q

is self esteem associated with procrastination?

A

yes

the lines seem to be close to a line, which means they are most likely associated/correlated

76
Q

does number of traumatic experiences predict strength of a secure attachment style?

A

yes

sig. is .031
.031 is less than 0.05, meaning there is a prediction

77
Q

does number of traumatic experiences predict strength of a secure attachment style?

A

weak negative association

78
Q

do men and women have different levels of trait agreeableness?

A

no

two-sided p= 0.948
0.948 is bigger than 0.05, so no

79
Q

do men and women have different levels of trait neuroticism?

A

yes

look at two sided p= <0.001

<0.001 is bigger than 0.05, so yes

80
Q

do men and women have different levels of trait neuroticism?

A

yes

just look bro

81
Q

does strategy affect digit span memory?

A

no

two sided p= 0.192
0.192 is bigger than 0.05, so no

Psych Research Methods (3 decks)

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