Final

Question 1

Consequence of error on research participants

Answer 1

waste their time, could be uncomfortable procedures, may not implement proper safeguards

Question 2

Consequence of error on science

Answer 2

erroneous results of research can lead other researchers down false trails; difficult to purge false results

Question 3

Consequence of error on the public

Answer 3

they take results as true

Question 4

3 institutional factors leading to scientific malpractice

Answer 4

1) professional schools reward only supported hypotheses and label others as failures
2) research is expensive and grants are contingent on success
3) RAs are not invested and may manipulate data to protect job

Question 5

intend to be neutral advice giver, reviewing all the scientific evidence on both sides of an issue and pointing out strengths and weaknesses of the evidence on each side

Answer 5

societal mentor

Question 6

advocates one side of an issue and uses science as a tool for gaining implementation of social policies

Answer 6

social activist

Question 7

role is to provide specialized knowledge in order to help the jury or judge reach a decision – debate about whether you can take one side when sworn to tell the whole truth

Answer 7

expert witness

Question 8

the probability of not making a Type II error

Answer 8

statistical power

Question 9

variance that results from the IV

Answer 9

treatment variance

Question 10

all variance in the DV that is not caused by the IV

Answer 10

error variance

Question 11

_____ tests operate by dividing the variance of the DV scores into two pieces (i.e., variance caused by the IV and variance caused by everything else)

Answer 11

parametric

Question 12

parametric tests are the ratio of ___ variance to ___ variance

Answer 12

treatment; error

Question 13

in parametric tests, the ___ the ratio, the less likely results are due to error

Answer 13

larger

Question 14

Variables that are related to/can influence the DV in a study but are not a focus of the research (e.g., gender differences)

Answer 14

extraneous variables

Question 15

How do you treat extraneous variables so they are not part of error variance?

Answer 15

treat them as IVs or assign into groups

Question 16

How do you interpret results of multiple group experiments?

Answer 16

one-way ANOVA and post hoc tests

Question 17

the effect that one IV has independently of the other IV

Answer 17

main effect

Question 18

occurs when 2 or more IV combine to produce an effect over and above their main effects

Answer 18

interaction effect

Question 19

designs with multiple independent variables

Answer 19

factorial designs

Question 20

Experiments that attempt to achieve a balance between control and naturalism in research by studying people’s natural behavioral responses to manipulated independent variables in natural settings

Answer 20

field experiment

Question 21

2 problems with field experiments

Answer 21

Lower control over IV, DV, extraneous variables, lower control over assignment of participants to IVs

Question 22

A-B-A design

Answer 22

o A: baseline data
o B: adding reward
o A: remove reward

Question 23

What is multiple baseline design across settings?

Answer 23

o Baseline
o Contingent reinforcement
o Noncontingent reinforcement
o Contingent reinforcement

Question 24

Allows a researcher to make inferences by systematically and objectively identifying specific content or characteristics of messages, high on naturalism, can examine data using quantitative or qualitative techniques

Answer 24

content analysis

Question 25

what the text says in coding schemes

Answer 25

manifest

Question 26

the interpretation of the underlying meaning in coding schemes

Answer 26

latent

Question 27

4 rules for coding scheme

Answer 27

1) All terms must be clearly defined 2) Must be a category for each behavior 3) Could have an "other" category, but make sure it is infrequently used 4) A behavior must fit into one and only one category

Question 28

In content analyses, this focuses on what people, in principle, could be exposed to because it is available to people who want it (e.g., all programs shown on NBC from 7am to 10pm)

Answer 28

availability-based

Question 29

In content analyses, this focuses on what people are exposed to (e.g., the most popular television shows on NBC from 7am to 10pm)

Answer 29

exposure-based

Question 30

3 elements of qualitative research

Answer 30

1) Emphasizes collecting richly detailed information about people’s experiences and meaning of those experiences 2) Focus on ways in which experiences are similar and different 3) Rather than starting with a hypothesis, this research starts with a question

Question 31

in an interview, all respondents answer all questions in specified order

Answer 31

structured interview

Question 32

Interviews that have the same core questions, but may change order and use probing questions

Answer 32

semi-structured interview

Question 33

Interviews that use artifact such as photo to elicit dialogue

Answer 33

unstructured interview

Question 34

the application of social and behavioral research methods to determine the effectiveness of a program or intervention

Answer 34

evaluation research

Question 35

4 questions of evaluation research

Answer 35

To what extent did the program achieve its goals? What aspects of the program contributed to its success? How can the effects of a program be improved? How valid is the theory underlying a program?

Question 36

Goal impact: when during the course of a program an effect should occur

Answer 36

timing

Question 37

Goal impact: how much or an impact a program should have, or effect size of the program

Answer 37

magnitude

Question 38

Goal impact: how long the effects should last after the clients leave a program

Answer 38

durability

Question 39

4 criteria evaluating impact of program

Answer 39

Degree of change (effect size) Importance of change Costs of the program Acceptability of the program

Question 40

3 sources of null results in evaluation research

Answer 40

True null results: program failure Program implementation failure Program evaluation failure

Question 41

What should be done with missing data?

Answer 41

Need to have the sample be the same for all analyses, or explain when you have a smaller sample for some analyses Recommended to use 5% missing data rule and not all from the same subscale Need to add a value to data that will not bias the data as a whole