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PSYCH 250 FINAL > FINAL > Flashcards

FINAL Flashcards

1
Q

Factorial Design

A

2 or more factors in an experimental design in which each level of every independent variable occurs with all levels of the other independent variables.
- looking at more than one variable at a time
- separate groups of people/participants
- looking for overall effects and interactions
Ex: Gender could be a factor with two levels male and female and Diet could be a factor with 3 levels of low, medium, and high protein.
- Statistical Analysis: ANOVA

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2
Q

Interaction

A

an experiment result that occurs when an independent variable level is differently affected by levels of other independent variables. (The effects of 1 IV are not the same across the levels of another)

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3
Q

Ethology

A

The study of naturally occurring behavior

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4
Q

Ethogram

A

are observations made of different categories for the organisms under study, then recording the number of times the organisms engage in each behavior.
Ex: Chloe’s lecture: we tallied the coded behaviors of the animals.

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5
Q

Chi Squared Test for Independence

A

a statistical test often used to determine whether that data in a contingency table are statistically significant.

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6
Q

Contingency research

A

is one sort of relational research in which data of 2 variables are compared to see if they have a relationship between them.

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7
Q

Correlational Research

A

allows the researcher to determine simultaneously the degree and direction of a relationship with a single statistic.

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8
Q

Positive Correlation

A

one variable increase so does the other.

example the relationship between smoking and lung cancer.

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9
Q

Negative Correlation

A

one variable increases as the other decreases

example of smoking and lower grades

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10
Q

Counterbalancing

A

a technique used to vary order of conditions in an experiment, so practice or fatigue are not confounders

  • limits order effect
  • presentation of conditions: “ADDA”
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11
Q

Small-n design

A

levels are presented to a small number of participants to have a well controlled setting and are used for special participates such as cancer patients.

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12
Q

Control Group

A

does not receive the levels of interest of the Independent variable.

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13
Q

Control Condition

A

provides a baseline against of which some variable can be compared.
ex: If study is measuring the effects of caffeine, the controlled condition would have no caffeine creating the baseline.

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14
Q

Regression to the mean

A

refers to extreme scores taken from a larger group and retested members will fall near the mean.

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15
Q

Theory of Signal Detection

A
  • our perception in general is controlled by evidence and decision processes.
  • measured in ROC
  • d’= sensitivity (sensory processes measured)
  • beta=criterion (decision processes measured)
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16
Q

Receiver-operating characteristic (ROC)

A

a plot graphing hits against false alarms

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17
Q

d’

A

sensitivity process measured
the distance between signal and noise distributions
the probability that something is there

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18
Q

beta

A

criterion= decision process measured

is the slope of the ROC function at the point of interest

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19
Q

Statistical Prediction Rules

A

to increase the accuracy of decisions. The rules are based on the predictor variables.

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20
Q

Pavlovian conditioning

A 
does not indicate continuous paring will lead to being classical conditioned
conditioned stimulus (CS) will predict the unconditioned stimulus (US)
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21
Q

Operant (instrumental) conditioning

A

reinforcement or punishment are used to either increase or decrease the probability that a behavior will occur again in the future.
Sniffy pressing the bar to gain reinforcement.

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22
Q

Shaping

A

by waiting until the animal makes a desired response observer rewards it (with food) which reinforces greater approximations to desired behaviors.

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23
Q

Classical Conditioning

A

is a basic form of learning, in which stimuli initially incapable of evoking certain responses.
Ex: Watson’s experiment in fear response was conditioned in a boy known as Little Albert. The unconditioned stimulus was the loud, clanging sounds and the unconditioned response was the fear response created by the noise.

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24
Q

Postive Reinforcement

A

Increases the likelihood of the response that produces it. Ex: giving a child praise for good behavior

25
Q

Negative reinforcement

A

when removed, increases the likelihood of the response that removed it.
Ex: Bob does the dishes so his mom will stop nagging him.

26
Q

Instrumental Conditioning

A

conditioning of a subject to learn to make a response that leads to a reward or prevents punishment.

27
Q

Discriminative Stimulus

A

Signals when a behavior will be followed by a reward.

Ex: a pigeon might be trained to peck a button for food only when there is a red light.

28
Q

Extinction

A

when reinforcement is withheld after an organism has learned.
After several attempts of reinforcer failing, the organisms ceases to make the response.

29
Q

Unconditioned Response (UCR)

A

A response made to an unconditioned stimulus

30
Q

Unconditioned Stimulus (UCS)

A

unconditioned stimulus is one that unconditionally, naturally, and automatically triggers a response. For example, when you smell one of your favorite foods, you may immediately feel very hungry. In this example, the smell of the food is the unconditioned stimulus.

31
Q

Law of Effect

A
  • the principle that reinforcement of a response leads to the response being made likely to occur in the future.
  • The consequences of a behavior determine it’s fate.
32
Q

Latent Learning

A

you don’t see it unless you learn it.

Latency- amount of time needed to complete a task.

33
Q

Electroencephalogram (EEG)

A

a recording of the electrical activity of the brain that is done by electrodes placed on the scalp.

34
Q

Microelectrodes

A 
narrow measure of activity in the brain 
records
it is measured by stimulation
chemically stimulate
cooling: to find if area on brain will be damaged
35
Q

ERP

A

a type of brain wave that is measured shortly after a specific evoking stimulus.

36
Q

fMRI

A

images used to measure blood flow in the brain, a correlate of neural activity.

37
Q

False alarm

A

the incorrect reporting of the presence of a certain signal, triggered by a different signal
- aka: false positive
Ex. cancer marker tripped, but no cancer

38
Q

hit

A

the correct detection of a signal that has been presented

- aka: true positive

39
Q

carry over

A

the effect ozone condition carries over to the other condition(s)
- eliminated/reduced by counterbalancing

40
Q

Latin Square

A

a structured method of randomizing/counterbalancing conditions
- ( n x n ) method in which you may only use half or so of the possible counterbalanced combinations

41
Q

dependent samples t-test

A

parametric test measuring the effect of some condition on one group
- test the difference between two means (before and after means)
- before provides a baseline
Ex. classes average weight before and after winter break

42
Q

independent/between samples t-test

A

parametric test measuring the effect of a single condition on two different groups
Ex. two groups: males vs. females
IV: the effect of caffeine
DV: reaction time

43
Q

sensitivity

A

probability of a ‘hit’, and detecting something when its there

  • greater sensitivity = greater possibility of a false positive (false alarm), greater possibility of a true positive (hit)
  • decreased sensitivity = greater possibility false negative (missed hit), decreased possibility of a false alarm

Ex. probability of exceeding a certain value on a cancer marker
- a ‘hit’ decreases with a lower percentage

44
Q

specificity

A

the extent to which a positive result is indicative of the presence of the condition you are testing for
- introduces the possibility of a ‘false alarm’

45
Q

within subject experimental design

A
  • single groups

- all participants exposed to each condition (level of IV)

46
Q

between subjects experimental design

A
  • two or more groups

- each group of participants/subjects are being tested by a different factor/condition simultaneously

47
Q

naturalistic observation

A

observe how animals behave in natural environment

48
Q

ad libitum/narrative sampling

A
  • informal observations

- similar to field notes

49
Q

continuous focal sampling

A
  • focal animal or small focal group
  • record start & stop time of each behavior observed
  • provides a complete record of the subject’s behavior
50
Q

all occurrence sampling

A
  • record every time a behavior happens (tally)
  • ideal for events (not states)
  • provides frequency data
51
Q

instantaneous/scan sampling

A
  • focal animal or group
  • record behaviors at pre-established time intervals
  • provides an estimate of time spent performing a behavior
52
Q

one-zero sampling

A
  • records whether or not behavior occurs during a previously established time interval
  • “0” if no, “1” if yes
  • over-estimates rare behaviors
  • under-estimates common behaviors
53
Q

independent variable

A

variable being manipulated

54
Q

dependent variable

A

variable measured and recorded by experimenter

55
Q

one sample t-test

A

comparing the mean of a sample to the mean of the population from which the sample was taken

56
Q

one-way ANOVA

A
  • compares two variables
  • IV: categorical
  • DV: numerical
57
Q

two-way ANOVA

A
  • compares two IV’s and one DV
  • IV: categorical
  • DV: numerical
  • multiple hypotheses, as there can be sig. differences between one main effect and the DV and not the other main effect
58
Q

main effect

A
  • each IV in a two-way anova are called “main effects”
59
Q

interaction effect

A
  • the interaction of two main effects (IVs)

PSYCH 250 FINAL (1 decks)

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