Brainscape's Knowledge GenomeTM

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


See full index

Research Methods PSYC 310 > Experimental Research: Chapter 7 > Flashcards

Experimental Research: Chapter 7 Flashcards

1
Q

high constraint

A
  • most powerful of the research methods
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

main goal of research

A

establishing a causal explanation

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

manipulation

A

manipulation of one variable (IV) to observe its effect on another variable (DV) while holding other potential influences constant

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

2 basic types of research

A
  • between groups
  • within groups
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

between groups design

A
  • 2+ groups are formed at random from a
    pool of subjects (independent groups)
  • each group receives a different experimental treatment (value of the IV) and groups are compared
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

within-subjects design

A
  • only one treatment group, and each subject is
    given all values of the IV
  • comparison is made between scores obtained at
    different levels of the IV for same subjects
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

4 basic elements to research

A
  • manipulation
  • measurement
  • comparison
  • control
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

2 critical elements to research

A
  • independent and dependent variables
  • experimental and control groups
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

independent variable

A
  • is manipulated by the experimenter
  • can be thought of as the cause
  • typically at least two levels of the IV
  • each level corresponds to a treatment condition
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

dependent variable

A
  • variable in which you are trying to effect some sort of change when you are manipulating
    the independent variable
  • DV is measured for each level of the IV and compared across conditions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

types of groups

A
  • experimental groups
  • control groups
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

experimental groups

A

participants are exposed to the manipulation

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

control groups

A

participants not exposed to the manipulation and that is used for comparison purposes

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

extraneous variables

A
  • “extra” variables present in the study but are not studied
  • don’t matter because they don’t affect the
    outcome.
  • ex: age, gender, ethnicity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

categories of extraneous variables

A
  • environmental variables
  • participant variables
  • time-related variables
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

confounding variables

A
  • type of extraneous variable
  • acts as IV and can mask the true effect of the
    IV under investigation
  • vary systematically along with IV
  • affect the outcome.
  • ex: music, math performance, researcher
  • threat to internal validity – don’t know if it is IV
    or CV that is causing the change in DV
  • introduces ambiguity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

extraneous vs confounding

A

extraneous
- if it affects all conditions equally
confounding
- if only one condition is affected
- because the effect of the noise becomes confused with the effect of the IV

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

within-group design: confounding variables

A
  • environmental conditions
  • history
  • instrumentation
  • maturation
  • repeated testing
  • regression to the mean
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

between groups design: confounding variables

A
  • assignment bias
  • attrition
  • compensation
  • resentful demoralization
  • environmental conditions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

within: history

A
  • external events occurring between 1st and 2nd tests
  • longer the time interval between a pretest & a
    posttest measurement, the greater the possibility that outside events will influence a particular treatment outcome
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

within: maturation

A
  • processes within oneself produce changes in a
    subject over time - not related to treatment
  • includes any systematic changes in biological or
    psychological condition over time
  • (physical growth, cognitive development, wisdom, boredom, etc.)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

within: repeated testing

A
  • possible effects of the pretest on the posttest
  • progress on test may be caused by experience
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Solomon’s four group design

A

refer to slide 26

24
Q

within: instrumentation

A
  • changes in the characteristics of a measurement
    instrument over time
  • ruler does not change over time under controlled
    conditions
  • if measuring instrument is a human
    observer, person may become more skilled over time
25
Q

within: regression of the mean

A
  • when participants have extreme scores on a
    pretest measure, their scores will be more likely to
    change on a subsequent measure than will scores that are closer to the mean
  • high scores = more likely to go down
  • low scores are more likely to go up
  • how much regression will occur depends on how much performance on the pretest was due to variable factors
26
Q

between: assignment bias

A

there is a systematic difference between comparison groups before the administration of a treatment or a manipulation

27
Q

how is bias introduced

A

when subjects have been formed into groups for reasons other than study participation

28
Q

Teachers who volunteered to adopt a new teaching program vs. those who did not (control group)
Open-ward patients receiving supportive therapy vs. patients in closed-ward not receiving it (control group)
are both examples of _________

A

assignment bias

29
Q

attrition

A

loss of participants

30
Q

reasons for attrition

A
  • vacation
  • no longer interested
  • too busy
  • forgetting appointments
  • sick
  • etc.
31
Q

differential attrition

A
  • differences in the number of drop-outs or refusals
    that affects one group more than another
  • varies with treatment group
  • cause for dropping out is the study itself
32
Q

between: differential attrition

A
  • subjects with certain characteristics are lost
  • it is important to note WHO drops and WHEN
33
Q

differential attrition: reasons for dropping out of the study

A
  • gender bias
  • too difficult or demanding treatment
  • subjects feel worse
  • treatment may be inappropriate for some
34
Q

why is it important to know about differential attrition

A
  • can bring positive feedback to experiment
  • can help improve the study
35
Q

between: compensation

A
  • compensatory equalization
  • compensatory rivalry
36
Q

compensatory equalization

A
  • untreated individuals or groups learn of treatment received by others
  • demand the same treatment or something equivalent
  • example: Large-scale education enrichment program given in certain schools but not others. Parents and teachers in other schools asking for equivalence
37
Q

compensatory rivalry

A
  • untreated group learns of the treatment received by others
  • untreated group works extra hard to see to it that the expected superiority of the treatment group is not demonstrated
38
Q

between: resentful demoralization

A
  • individuals in untreated or control group learn others are receiving special treatment
  • creates false appearance of an advantage for the treated group (Type I error)
  • reality is: the treatment itself actually has no beneficial effect
39
Q

effects of resentful demoralization on participants

A
  • less productive
  • less efficient
  • less motivated
40
Q

controlling for confounding variables

A
  1. Remove them
  2. Hold them constant
  3. Use placebo control
  4. Match them
  5. Randomize them
41
Q

removing the confounding variable

A
  • remove the researcher
42
Q

holding the confound constant

A
  • if we can’t remove the confound
  • can try holding the confound constant across situations and conditions
43
Q

using a placebo control

A
  • experimental method can be a confound itself
  • example: Stress due to an injection is subtracted from total treatment effect by including an injection in the control group
44
Q

matching across conditions

A

refer to powepoint on experimental research, slide 39

45
Q

randomizing the confounds

A
  • randomly assign participants to treatment conditions
  • extraneous variables will balance out
  • aim = disrupt systematic relationship between extraneous and independent variables
  • done to prevent EV from becoming CV
  • powerful method for controlling environmental and participant variables at the same time
46
Q

is full control possible in an experiment?

A

no

47
Q

external validity: categories of generalizations

A
  • from the sample to the general population
  • from one research study to another
  • from research to real world
48
Q

threats to external validity (from the sample to the general population)

A
  • selection bias
  • college students
  • volunteer bias
  • participant characteristics
  • cross-species generalizations
49
Q

threats to external validity (from one study to another)

A
  • experimenter characteristics
  • type of measures used
  • time of measurement
50
Q

threats to external validity (from study to real world)

A
  • simulation vs. artificiality
  • mundane realism
  • experimental realism
51
Q

research artifact

A
  • non-natural feature accidentally introduced in the study
  • general threat to internal and external validity
  • can involved experimenter bias, participant reactivity
52
Q

experimenter bias

A

inadvertent tendency to influence results in
expected direction

53
Q

solution to experimenter bias

A

double-blind technique

54
Q

participant reactivity

A

participants modify their natural behavior in
response to being in a study
* good subject role
* negativistic subject role
* apprehensive subject role

55
Q

solution to participant reactivity

A
  • double-blind
  • deception
56
Q

factorial design

A

2+ IV in a study

57
Q

multivariate study

A

2+ DV in a study

Research Methods PSYC 310 (9 decks)

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