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Research Methods > Final Exam Study Guide > Flashcards

Final Exam Study Guide Flashcards

1
Q

what are the benefits to learning about research methods?

A

to be able to do research

to be able to understand research

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2
Q

What is basic research?

A

science used to understand a phenomenon, links, mechanisms

goal is understanding, practical goal many, many steps away

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3
Q

What is applied research?

A

science used to inquire about program, test, intervention

goal of improving performance of effectiveness of a program

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4
Q

Should we think about basic and applied research as a dichotomy?

A

yes, as basic research is to have an overall understanding and applied research is to have an understanding of something specific

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5
Q

What is the scientific method?

A

capacity to make decisions and implement them in practice and affect changes systematically find order, lawful relations among variables

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6
Q

Why is the scientific method important to use?

A

the best-known way to discover how and why the world works

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7
Q

What is intuition?

A

Unquestioningly accept your own personal judgement

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8
Q

What is anecdotal evidence?

A

Single story or person’s experience to form basis of understanding

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9
Q

what is authority?

A

Believe those in authority without closely examining their opinion or evidence

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10
Q

What is pseidoscience?

A

Using seemingly scientific terms and demonstrations to substitute claims that are not based on scientific research

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11
Q

What is peer review?

A

The process by which scholars assess the quality and accuracy if one another’s research papers.

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12
Q

what are peer review’s benefits?

A

Gives credibility to scholar’s work

Improves authors work

Helps make the decision of what to publish

Helps to prioritize what to read

Articles in peer reviewed publications are cited by mass media to inform the public

“Peer review is the guarantee that every discovery theory, and conclusion is approved by the scientific community”

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13
Q

What are the different types of scientific literature?

A

Journal article

review article

meta analysis

edited book

editorial/opinion article

short news article

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14
Q

What does CRAAP stand for?

A

Current (date of publication)
Relevant (does the source contribute to your topic)
Authority (academic credentials, who are they, what’s their purpose)
Accuracy (do they cite sources, can you verity info, grammar errors or typos)
Purpose (what was the authors purpose to writing this, is it biased, how was it funded)

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15
Q

What is the CRAAP test used for?

A

to make sure the source you are using is over all a good, credible, and reliable source

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16
Q

What is an independent variable?

A

a variable that us manipulated (by experimenter or another entity)

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17
Q

What is a dependent variable?

A

The outcome measure

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18
Q

What is an extraneous variable?

A

occurs when the researcher or experimenter unintentionally influences how participants should behave

could influence the DV

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19
Q

What is an attribute independent variable?

A

measured but cannot be manipulated

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20
Q

What is an active independent variable?

A

manipulated by the experimenter

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21
Q

What are the characteristics of a research question?

A

has an IV and DV

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22
Q

what are the characteristics of a hypothesis?

A

1.It is never formulated in the form of a question.
2.It should be empirically testable, whether it is right or wrong.
3.It should be specific and precise.
4.It should specify variables between which the relationship is to be established.

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23
Q

What are the different ways a hypothesis can be written?

A

General (non directional) format

Predictive (directional) format

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24
Q

What is an associational research question?

A

Is there a significant association or relationship between two variables?

Have IV and DV, but doesn’t matter which is which. Identify two variables instead.

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25
Q

what is a differences research question?

A

if two or more groups show a significant difference in a variable/outcome

  • Can be 2 or more groups
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26
Q

What does an associational research question look like?

A

Is there a relationship between age and time spent using a cell phone while driving?

What are the two variables?
- Age
- Time spent using a cell phone while driving

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27
Q

What does a differences question look like?

A

We think parents and non parents are different in how much they use their cell phone while driving

  • Is IV active or attribute?
  • Attribute
  • What is the DV?
  • How much they use their phones while driving
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28
Q

What is qualitative research?

A

data that is not numerical

subjective, interpretive, descriptive, open ended questions, loose observations, focus on participant experiences, conclusions can be subjective

small groups

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29
Q

What is quantitative research?

A

numerical data

statistics, should be replicable by anyone, focused on specific behaviors/ideas that can be counted, conclusions are objective

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30
Q

How are qualitative and quantitative research different?

A

qualitative is small groups, conclusions are subjective and they are non numerical data

quantitative is large groups, conclusions are objective, can be repeated by anyone and get the same results and the data is numerical or countable

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31
Q

What is experimental research?

A

direct manipulation and control of variables

casual

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32
Q

What is non-experimental research?

A

Relationships among, or difference between, variables are studied through observations and measurement

Not causal

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33
Q

What is the difference between experimental and non-experimental research?

A

experimental research is direct manipulation to gather data and is casual

non-experimental research is non manipulated data where you make conclusions based off observations and it is not casual

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34
Q

What is a categorical variable?

A

discrete groups

age group, sex, citizenship or race

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35
Q

What is a continuous variable?

A

entire range of values

age, height, distance, temperature

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36
Q

What is a true-experimental research design?

A

involves direct manipulation and control of variables of a group of randomly assigned participants

experimental research

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37
Q

What is a quasi-experimental research design?

A

assigned based on other criteria or an existing characteristic, unethical to assign

experimental research

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38
Q

What is a comparative research design?

A

IV not manipulated
IV is categorical
groups are compared on the DV
inferential statistics
2 groups or more
is there a difference between the groups in our DV?

non experimental

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39
Q

What is an associational research design?

A

IV not manipulated
IV is continuous
relationships between variables are evaluated
inferential statistics
is there an association between the IV and DV?

non-experimental

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40
Q

What is a descriptive research design?

A

only describing current sample

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41
Q

What does IV manipulation mean?

A

change its level systematically so that different groups of participants are exposed to different levels of that variable, or the same group of participants is exposed to different levels at different times.

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42
Q

What is the difference in categorical and continuous IV?

A

continuous data describes the type of information collected or entered into study.

categorical data describes a way of sorting and presenting the information in the report.

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43
Q

What type of statistics are used for true experimental research designs?

A

inferential statistics

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44
Q

what are the statistics used for quasi-experimental research designs?

A

inferential statistics

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45
Q

what statistics are used comparative research designs?

A

inferential statistics

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46
Q

what statistics are used for associational research designs?

A

inferential statistics

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47
Q

what statistics are used for descriptive research designs?

A

descriptive statistics

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48
Q

What is the most common type of research design?

A

correlational research design

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49
Q

What is a cross sectional study?

A

data is collected at one point in time

test everyone only once

“snapshots in time”

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50
Q

What is a longitudinal study?

A

data is collected repeatedly over time

test everyone more than once

changes over time

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51
Q

What are the advantages of a cross-sectional study?

A

cost: inexpensive

number of participants: lots

time: can collect data fairly quick

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52
Q

What are the disadvantages of a cross sectional study?

A

cant establish causality

possible fluctuations in variable

cohort effects

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53
Q

what are the advantages of a longitudinal stufy?

A

can establish causality

measurement as it happens

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54
Q

what are the disadvantages of a longitudinal study?

A

cost: expensive

time: long time to collect waves of data

number of participants: can be relatively smaller

drop out and selective attention

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55
Q

What type of study are differences measured?

A

cross sectional

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56
Q

What type of study are changes measured?

A

longitudinal

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57
Q

Which type of study can we say that we evaluated aging?

A

longitudinal

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58
Q

What is a cohort?

A

graduate date, birth year, marriage year, etc.

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59
Q

What is the cohort effect?

A

differences caused by experiences and circumstances unique to a generation

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60
Q

what is selective attribution?

A

In the example of Jenna arriving late for work, her boss attributed her lateness to an external factor: heavy traffic.

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61
Q

What is a prospective longitudinal study?

A

where the same participants are followed over a period of time.

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62
Q

what is a retrospective longitudinal study?

A

looking back in time, thus using existing data such as medical records or claims database

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63
Q

how are prospective and retrospective studies different?

A

prospective studies are done with new data that is collected where retrospective studies are done with data from the past and or old data

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64
Q

what is a sequential study?

A

Examines changes between participants of different ages at the same point in time

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65
Q

which designs is a sequential study a combination of?

A

longitudinal and cross sectional

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66
Q

How can we ask cross sectional effects in a sequential study?

A

collect data at one time in the sequential study

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67
Q

how can we ask longitudinal effects in a sequential study?

A

follow the participants of the sequential study over time and collect data

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68
Q

how can we ask cohort effects in a sequential study?

A

more than one birth cohort would be followed over the same developmental span of time but different historical spans of time

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69
Q

what is an intensive longitudinal design?

A

involve many repeated measurements taken on individuals, dyads, or groups, and include diary and experience sampling studies

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70
Q

what are the advantages of a intensive longitudinal design?

A

lots of measurements

best for outcome where we expect lots of fluctuations or variability day to day or throughout the day.

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71
Q

what type of variable is best suited for intensive longitudinal studies?

A

time

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72
Q

what is a burst design?

A

a design that incorporates bursts of intensive repeated assessment within a relatively short period of time (e.g., days, weeks) that are repeated longitudinally, over more widely spaced temporal intervals (e.g., annually).

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73
Q

which designs is a burst deign a combination of?

A

short term and long term longitudinal studies

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74
Q

what are inferential statistics?

A

infer from the sample about the population

test hypothesis, draws conclusions

cannot tell us which one is correct

allow us to make inferences about the true differences in the population on the basis of the sample data

give us the probability that the difference between means (or the association) reflects random error rather than a real difference (or association)

can only tell us about probabilities in terms of our conclusions and results not certainties

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75
Q

what are descriptive statistics?

A

only describing current sample

describes sample, summary of the data

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76
Q

how are the goals of inferential and descriptive statistics different?

A

descriptive statistics state facts and proven outcomes from a population, whereas inferential statistics analyze samplings to make predictions about larger populations.

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77
Q

which designs use inferential statistics?

A

comparative/differences

associational/correlational

experimental

quasi-experimental

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78
Q

what is a population?

A

all people you want to study; make inferences about

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79
Q

what is a sample?

A

the group of participants you actually get to examine or test

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80
Q

what are the various measures of central tendency?

A

mean, median and mode

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81
Q

How is mean measured?

A

add all the numbers together then divide by the number of values in the set

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82
Q

how is median measured?

A

arrange the data from smallest to largest

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83
Q

how is mode measured?

A

which number appears the most times

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84
Q

what are the advantages of finding the mean?

A

uses all the scores

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85
Q

what are the disadvantages of finding the mean?

A

heavily influences by outlier (an extreme score; higher or lower than majority of scores

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86
Q

what are the advantages of finding the median?

A

not influences by outliers

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87
Q

what are the disadvantages of finding the median?

A

ignores all but the middle of the values

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88
Q

what are the advantages of finding the mode?

A

not influences by outliers

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89
Q

what are the disadvantages of finding the mode?

A

ignores all but the middle of the values

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90
Q

what is an outlier?

A

a single data point that goes far outside the average value of a group of statistics

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91
Q

which measure of central tendency is most affected by outliers?

A

the mean

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92
Q

is it possibly to have too much or too little variability?

A

yes

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93
Q

what are the measures of variability?

A

range, interquartile range, variance and standard deviation

94
Q

what is the range?

A

difference between highest and lowest score

95
Q

what is the interquartile range?

A

the spread of the middle half of your distribution

96
Q

what is the variance?

A

amount of spread in the distribution of scores.

97
Q

what is the standard deviation?

A

measure of the amount of variation of a random variable expected about its mean

98
Q

how do you calculate the range?

A

subtract the lowest value from the greatest value

99
Q

how do you calculate the interquartile range?

A

order the data from least to greatest, find the median, calculate the median for both the lower and upper half of the data, the interquartile (IQR) if the difference between the upper and lower medians

100
Q

how do you calculate the variance?

A

determine the mean of your data, find the difference of each value from the mean, square each difference, calculate the squared values, divide this sum of squares by n-1 (sample) of N (population)

101
Q

how do you calculate the standard deviation?

A

find the mean, subtract the mean from each score, square each deviation, add the squared deviations, divide the sum by the number of scores, take the square root of the result from dividing the sum by the number of scores

102
Q

why is it important to have a measure of variability and not just the mean?

A

In a sense, then, averages tell us what we do know, whereas variability tells us what we do not know

103
Q

what is a normal curve?

A

a probability distribution that is symmetric about the mean, showing that data near the mean are more frequent in occurrence than data far from the mean

104
Q

what are the various shapes of distributions?

A

normal

skewed

binomial

bimodal

105
Q

what are the various shapes of skewness?

A

Positive (to the left), symmetrical (middle), and negative (to the right).

106
Q

how is the mean, median and mode related to positive skewness?

A

mode is the middle of the curve, median is slightly to the right of the mode and the mean is slightly to the right of the median

107
Q

how is the mean median and mode related to the symmetrical distribution?

A

all of them are in the middle of the curve

108
Q

how is the mean, median and mode related to the negative skewness?

A

mode is in the middle of the curve, median is slightly left of the mode, and the mean is slightly left of the median

109
Q

what does kurtosis mean?

A

describes how much of a probability distribution falls in the tails instead of its center.

110
Q

what probability does inferential statistics give us?

A

the probability of a certain outcome happening by chance

111
Q

what is a null hypothesis?

A

there is no difference/relationship in the data

112
Q

what is an alternative hypothesis?

A

there is a difference/relationship in the data

113
Q

how are a null hypothesis and alternative hypothesis connected?

A

The null hypothesis is the statement or claim being made (which we are trying to disprove) and the alternative hypothesis is the hypothesis that we are trying to prove and which is accepted if we have sufficient evidence to reject the null hypothesis.

114
Q

which type of hypothesis is written in a research paper?

A

alternative hypothesis

115
Q

which type of hypothesis is not written in a research paper?

A

null hypothesis

116
Q

what is a p-value?

A

probability that the result was due to chance

117
Q

what is an alpha value?

A

predetermined significance threshold

118
Q

How are p-value and alpha value used together to determine the significance of a result?

A

A study is statistically significant if the P value is less than the pre-specified alpha

119
Q

what is a type 1 error?

A

select appropriate level of significance (a)

120
Q

what is a type 2 error?

A

sampling enough participants

121
Q

what is a t-test?

A

if there is a statistically significant difference between the means of two variables.

122
Q

what type of research question is a t-test used for?

A

test differences between the means (averages) of two groups, or the difference between one group’s mean and a standard value.

123
Q

how can we draw a conclusion from a t-test?

A

f your calculated t value is greater than the critical T-value from the table, you can conclude that the difference between the means for the two groups is significantly different.

124
Q

what is a correlation?

A

statistical association between two variables

125
Q

what type of research question is a correlation used for?

A

correlational research design

126
Q

how can we draw a conclusion from a correlation?

A

If the P-value is smaller than the significance level (α =0.05), we REJECT the null hypothesis in favor of the alternative

127
Q

how is a correlation displayed visually?

A

on a scatter plot

128
Q

how does a strong positive correlation look?

A

data points make a strong line from the bottom left of the graph to the top right

129
Q

how does a weak positive correlation look?

A

data points are scattered from the bottom left to top right so the line of best fit is from the middle left to the top right

130
Q

how does a strong negative correlation look?

A

the data points make a strong line from the top left of the graph to the bottom right of the graph

131
Q

what does a weak negative correlation look?

A

data points are scattered from the top left to bottom right so the line of best fit is from the top left to the bottom right

132
Q

what does a moderate negative correlation look like?

A

the data points are more clustered from the top left to the bottom right

133
Q

what does no correlation look like?

A

points are scattered all over the graph and there is no line of best fit

134
Q

how do you determine the strength of a relationship in a correlation?

A

look at the r value

135
Q

how do you determine the significance of a relationship in a correlation?

A

look at the p value

136
Q

when should you use a t-test versus an ANOVA?

A

The Student’s t test is used to compare the means between two groups, whereas ANOVA is used to compare the means among three or more groups.

137
Q

what is an ANOVA test?

A

difference question, but more than two groups

138
Q

what are the values for a very week correlation?

A

0.00-0.20

139
Q

what are the values for a weak correlation?

A

0.21-0.40

140
Q

what are the values for a moderate correlation?

A

0.41-0.70

141
Q

what are the values for a strong correlation?

A

0.71-0.90

142
Q

what are the values for a very strong correlation?

A

0.91-1.00

143
Q

what does it mean to say “correlation is not causation?”

A

we cannot conclude that one variable causes a change in the other.

144
Q

what language is used to describe correlations versus causations?

A

Correlation:
associated
related
link between (or with)
relationship with

Causation:
caused
lead to
resulted in
impacted
had an effect on
influences
determined

145
Q

In what order are the major parts of a research article presented?

A
  • Author and author’s professional affiliation is identified
  • introduction
    -literature review section
    -methodology section
    -results-
    discussion section
    -conclusions
146
Q

what type of information is included in the introduction?

A

Why the problem is important

How the study relates to previous studies

Differs from and builds on previous work

Research question and hypothesis of current study

147
Q

what type of information is presented in the literature review section?

A

a discussion about what other scholars have written on the topic

148
Q

what type of information is presented in a methodology section?

A

the tools and materials that were used to collect data, the process and criteria you used to sample subjects, and the size of your sample.

149
Q

what type of information is presented in the discussion section?

A

discuss the results

Explanations and interpretations of the current results

Goal: interpret the results rather than merely restate them

Answering the research questions

Relating the finding to previous research

Limitations of the study

Future directions

Conclusion

150
Q

what type of information is presented in the conclusions section?

A

Summary statement of main findings

Practical, clinical significance of findings, implications

151
Q

what are the subsections of the methods section?

A

participants, materials and procedure

Participants/subjects-who is tested?

Apparatus/materials/measures-what are they tested with?

Procedure-how are they tested?

152
Q

what type of information is presented in the participants section?

A

sample size

relevant characteristics

Descriptive statistics used to describe these characteristics

A measure of central tendency

A measure of dispersion

Inclusion and exclusion criteria

Participant compensation

153
Q

what type of information is presented in the apparatus section?

A

any equipment used for data collection

154
Q

what type of information is presented in the procedure section?

A

how are they tested

155
Q

what are the various sampling methods that can be used?

A

Probabilistic:
simple random sampling

stratified random sampling

cluster sampling

non probabilistic:
haphazard (“convenience”) sampling

Purposive sampling

snowball sampling

156
Q

how are probabilistic and non-probability methods different?

A

in probability sampling, individuals are selected randomly, whereas in non-probability sampling, selection is based on accessibility or the researcher’s judgment.

157
Q

what is a simple random sample?

A

a subset of a statistical population in which each member of the subset has an equal probability of being chosen.

Ex. The names of 25 employees being chosen out of a hat from company of 250 employees

158
Q

what is a stratified random sample?

A

subgroups with certain characteristics. e.g subjects are divided ints subgroups based on characteristics they share like race, gender, ethnicity etc.

Ex. If the entire population is 60% female and 40% male, then the sample would be 60% female and 40% male

159
Q

what is a cluster sample?

A

dividing a population into clusters, and then randomly selecting a sample of these clusters.

Ex. A survey conducted by a company to better understand the preferences and needs of their customers, so the company could divide its customer base into clusters based on age, gender, location etc. and then select a random sample from each cluster for further analysis

160
Q

what is a haphazard sample?

A

technique used to approximate random sampling by selecting sample items without any conscious bias and without any specific reason for including or excluding items

Ex. A survey where the interviewer selects any person who happens to walk by

161
Q

what is a purposive sample?

A

intentionally selecting participants based on their characteristics, knowledge, experiences, or some other criteria.

Ex. a researcher will select the brightest students who can provide relevant information for systematic investigation on pedagogical methods in their school

162
Q

what is snowball sampling?

A

recruitment technique in which research participants are asked to assist researchers in identifying other potential subjects.

Ex. I am asked to take a survey and then am told to tell my friends to come take the survey then they are asked to tell their friends to come take the survey and so on.

163
Q

what is inclusion criteria?

A

characteristics participants has to have to be eligible to participate in study

164
Q

what is exclusion criteria?

A

characteristics that make participant ineligible for the study

165
Q

what is selection bias?

A

a systematic error that occurs when proper randomization is not achieved

166
Q

what is selection effects?

A

the bias introduced when a methodology, respondent sample or analysis is skewed toward a specific subset of a target population.

167
Q

what are conceptual variables?

A

how you are thinking about the variable (description)

168
Q

what are operational variables?

A

how you measure the variable

169
Q

what are the different data collection methods?

A

surveys
interviews
observations
focus groups
experiments
secondary data analysis

170
Q

How are references to an author noted in the text for an article?

A

(Last name, year of publication)

171
Q

How are references to two authors noted in the text for an article?

A

(last name, last name, year of publication

172
Q

How are references to three or more authors noted in the text for an article?

A

(last name et al., year of publication)

173
Q

what is the general format for a reference in the reference list at the end of a paper?

A

alphabetical

174
Q

when should data be in the text versus visually described?

A

Tend to report statistical test results, significance (e.g., t, r, p-value)

175
Q

what are the rules about using figures and tables?

A

Tables are good when the “narrative form is inefficient

176
Q

what are the different rules for how a p-value is reported?

A

If p values are reported, follow standard conventions for decimal places: for p values less than 0.001, report as ‘p<0.001’; for p values between 0.001 and 0.01, report the value to the nearest thousandth; for p values greater than or equal to 0.01, report the value to the nearest hundredth; and for p values greater than 0.99, report as ‘p>0.99’.

177
Q

what are the 4 steps to reporting a statistical tests result in the results section?

A

Use APA guidelines; italicize symbols; 2 decimal places (3 for p); specific format for each test

178
Q

which section of a paper is usually written last?

A

Abstract

179
Q

What is a nominal scale of measurement?

A

name, numbers are only descriptive, categories

ex. sex, blood type, pregnancy status

180
Q

What is a ordinal scale of measurement?

A

rank ordered categories

ex. stars of restaurant or hotel, 20 teams, order of race finish, cancer stage

181
Q

what is an interval scale of measurement?

A

continuous; interval between values is known/equal

Differences in numbers represent real differences in the variable

ex. temperature in F or C, SAT/GRE/IQ scores

182
Q

what is a ratio scale of measurement?

A

continuous; equal intervals; has meaningful zero (absence to the variable being measured)

e.g., length, time In seconds/minutes/hours/days, age, weight

Ratios are meaningful (twice as high; half as warm)

183
Q

which scale of measurement methods are continuous?

A

Interval and ratio

184
Q

which scale of measurement methods are categorical?

A

nominal and ordinal

185
Q

why is it important to identify the correct scale of measurement being use?

A

it helps determine the appropriate statistical methods and tests that can be used to analyze the data

186
Q

what is construct validity?

A

Are the methods of studying variables accurate? Does the operational definition actually reflect the true theoretical or conceptual meaning of the variable?

187
Q

what is concurrent validity?

A
  • Scores on the measure are related to other measures of the same construct
188
Q

what is divergent validity?

A

Scores on the measure are not related to other measures that are theoretically different

189
Q

what is internal validity?

A

Are the conclusions of cause and effect accurate?

Can we make strong inferences about one variable causing changes in the other?

190
Q

what is external validity?

A

Can we generalize the findings of a study?

Many types of external validity, specific to each generalization type (e.g. ecological validity, population validity)

191
Q

how is construct validity measured or demonstrated?

A

correlating it with a number of other measures and arguing from the pattern of correlations that the measure is associated with these variables in theoretically predictable ways.

192
Q

how is concurrent validity measured or demonstrated?

A

measure the correlation of results from an existing test and a new test and demonstrate that the two give similar results

193
Q

how is divergent validity measured or demonstrated?

A

demonstrating that the construct you are interested in (e.g., anger) is different from other constructs that might be present in your study (e.g., depression).

194
Q

how is internal validity measured or demonstrated?

A

if you can rule out other possible causes for your findings,

195
Q

how is external validity measured or demonstrated?

A

replication — conducting the study over again, generally with different subject populations or in different settings

196
Q

which types of validity have implications for one another? (i.e increasing one, decreasing another)

A

internal and external validity

197
Q

what is the reliability in measurement?

A

how consistently a method measures something

198
Q

what is a test-retest measurement?

A

a measure of reliability obtained by administering the same test twice over a period of time to a group of individuals.

199
Q

what is internal consistency?

A

Internal consistency reflects the extent to which items within an instrument measure various aspects of the same characteristic or construct.

200
Q

what is intra-rater measurement?

A

a measure of how consistent an individual is at measuring a constant phenomenon,

201
Q

what is inter-rater measurement?

A

measures the agreement between two or more raters or observers when assessing subjects.

202
Q

how is reliability related to validity?

A

Validity is about what an instrument measures and how well it does so, whereas reliability concerns the truthfulness in the data obtained and the degree to which any measuring tool controls random error.

203
Q

what is the history of ethics in research?

A

Ethics principles developed from unethical research

Nuremberg Code (1947)
-After Nazi physicians conducted cruel research on those imprisoned in concentration camps
-Principles: voluntary participation, informed consent, benefits must outweigh the risks
-Not a law; no enforcement

Decoration of Helsinki (1964)
-Principle: written protocol with outside approval
-Medical research only

Tuskegee Syphilis experiment (1932-72)

204
Q

why were ethical codes introduced to research?

A

Belmont report
-1978: after Tuskegee study, United States created federal guidelines for research

205
Q

what are the various codes of ethics over time?

A

integrity
honesty
respect
responsibility
compassion
accountability
ethics code
loyalty
compliance

206
Q

what is the Tuskegee syphilis study?

A

The study aimed to find out if the natural course of syphilis in black males differed considerably from that in whites and to see if cardiovascular damage was more common from syphilis than neurological impairment.

207
Q

what is the Milgram shock study?

A

participants were instructed to shock a person if they did not answer the questions they were aksed correctly. The shock rates went up so high it could cause death. There was no real person getting shocked but the person insinuating the shocks did not know they and were instructed to keep going despite the screams and pleading for the shocks to stop.

208
Q

why was the Tuskegee syphilis study considered unethical?

A

The participants were not informed that they had syphilis or that sexual activity may spread the illness.

209
Q

why was the Milgram shock study considered unethical?

A

because the participants did not know the true nature of the study and were subjected to emotional distress

210
Q

what is aa risk in ethical guidelines for completing research?

A

Anything that may potentially harm your participant or violate your ethical obligations…

Maintaining the participant’s anonymity

211
Q

what is a benefit in ethical guidelines for completing research?

A

Anything that may help the participant, short term or long term

Does not include compensation related benefits

Does include learning, improvements to health etc.

212
Q

what is an anonymity in ethical guidelines for completing research?

A

Keeping the participants identity hidden

Can’t link person to their data

213
Q

what is volunteerism in ethical guidelines for completing research?

A

Participating of own free will
- Without coercion (e.g. peer pressure)

Participants have the right to refuse or discontinue the study at any time
-Penalty free

214
Q

what is informed consent in ethical guidelines for completing research?

A

Participants should know what they are agreeing to do before they do it

Lay language; no jargon

Not all studies have a formal consent form
- Implied consent

Participants should be in a state of mind to fully understand what you are asking of them

Minors or those who cannot consent:
- Power of attorney, parent/guardian
- Minor also needs to provide assent (agreement)

215
Q

what is deception in ethical guidelines for completing research?

A

active misrepresentation of information about the nature of the study

216
Q

what is debriefing in ethical guidelines for completing research?

A

documents or explanation at the end of the study that explains true aims, goals, why deception was necessary

217
Q

when is it ethical to use deception?

A

when a question is important and there is no other way to gather information. As well as if the lack of deception will not lead to any harm of the participant.

218
Q

what is an institutional review board?

A

Committee that is responsible for reviewing research protocols for potential ethical problems

219
Q

what does the institutional review board do?

A

reviewing research protocols for potential ethical problems ad determine if a study can be conducted ethically or if changes need to be made to make it ethical

220
Q

what is exempt review for minimal risk?

A

risks of harm to participants are no greater than risks from daily like or routine psychological or physical tests

Educational settings for learning, existing deidentified data, public observations, bengin interventions with adults

221
Q

what is expedited review for minimal risk?

A

risks of harm to participants are no greater than risks from daily like or routine psychological or physical tests

222
Q

what is full review for minimal risk?

A

Biological/medical tests (blood, saliva, and hair samples), voice/image recordings

223
Q

what type of studies are considered greater than minimal risk?

A

Some imaging studies (e.g. PET scan ) Studies using transcranial magnetic stimulation. Post-approval studies of FDA-approved drugs or devices

full board review

224
Q

which groups require special protections when participating in research?

A

-children
-prisoners
-pregnant women
-fetuses
-persons with cognitive impairment
-economically or educationally disadvantages persons

225
Q

what are the protections for children?

A

consent from a parent/guardian and assent from the minor participant

226
Q

what are the protections for prisoners?

A

must make clear participation is voluntary, optional and that there would not be any negative consequences in refusing

227
Q

what are the protections for pregnant women?

A

more in depth IRB review

228
Q

what are the protections for persons with cognitive impairment?

A

cognitive testing to ensure people can make their own decisions, or their power of attorney gives consent

229
Q

what are the impacts of lack of diversity in research?

A

Threatens generalizability of clinical research findings

May result in lack of access to effectiveness medical interventions

May undermine trust

May hinder innovation

Compounds health disparities

230
Q

how can diversity in research be improved?

A

Encourage Participation of Underrepresented Groups

Certain populations may mistrust research due to history or ethical violations

Research Methods (2 decks)

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