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Research Methods in Psych > Final review > Flashcards

Final review Flashcards

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1
Q

Loaded questions

A

contain emotionally charged terms, forces reader to admit certain assumtions

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2
Q

Leading questions

A

information leads the respondent to answer in a particular way

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3
Q

Double barreled questions

A

asking two things in one; which makes it difficult for respondents to know which to answer

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4
Q

major decisions in questionnaire design

A
  1. content
  2. wording
  3. Sequence
  4. Layout
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5
Q

CONTENT Questionnaire design

A

What will be asked?

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6
Q

WORDING questionnaire design

A

How should each question be phrased?

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7
Q

SEQUENCE - questionnaire design

A

in what order should questions be presented?

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8
Q

LAYOUT - questionnaire design

A

What format will best serve research objectives?

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9
Q

Survey Development Steps

A
  1. first draft
  2. pilot study
  3. Modify
  4. Test small sample
  5. Formal study
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10
Q

Response Rate Formula

A

(Number of responses divided by the potential number of responses) x 100

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11
Q

Potential Responses

A

total number in a sample minus ineligible or undeliverable requests

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12
Q

Biased sample caused by

A

low response rates from questionnaire

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13
Q

Mail Survey Design

A
  1. low response rate
  2. low interviewer bias
  3. good for personal questions
  4. expensive
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14
Q

Internet Survey Design

A
  1. low response rate
  2. Low interviewer bias
  3. may get multiple responses form one person
  4. Good for personal questions
  5. inexpensive
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15
Q

Phone Survey Design

A
  1. higher response rate than mail or internet, but lower than in person interview
  2. Not as good as mail or internet for personal questions
  3. Low expense rate
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16
Q

Personal Interview Survey Design

A
  1. Highest response rate
  2. Socially acceptable bias high
  3. structured
  4. Not as good for personal questions
  5. Higher Expense rate
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17
Q

Low cost surveys

A

Internet and phone surveys

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18
Q

High cost surveys

A

mail and in person interviews

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19
Q

Low response surveys

A

Mail and internet surveys

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20
Q

High response surveys

A

Phone interviews and in person interviews

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21
Q

Surveys

A

studying differences between groups

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22
Q

Questionnaires

A

studying relationships between factors

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23
Q

Questionnaires use questions to

A

obtain information about the thoughts or behaviors of a large group of people

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24
Q

Questionnaire sampling

A

a smaller segment of the population is used and assumed to reflect the entire whole

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25
Q

Types of surveys

A

Mail surveys, internet surveys, telephone surveys, personal interviews

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26
Q

ANOVAS

A

Factorial designs of two or more independent variables

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27
Q

Factorial design

A

two or more studies in one

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28
Q

Factorial ANOVA study puprose

A

by testing more than one variable at a time, we can look at the interactive effects of independent variables

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29
Q

Why factorial designs ANOVAS

A

most independent variables in psychology interact with other independent variables

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30
Q

Main Effects ANOVAS

A

The effect of each of the independent variables on the dependent variable

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31
Q

Interaction ANOVA

A

the combined effect of two or more independent variables on the dependent variable

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32
Q

Interaction of factorial design

A

is more than just the sum of the main effects

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33
Q

Two factors

A

two independent variables

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34
Q

t-Test

A

test used to look at the differences between two groups on variables of interest

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35
Q

t

A

(difference between groups - expected difference between groups)/(standard error of difference between groups

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36
Q

Independent t

A

comparing two experimental conditions with different participants assigned to each condition

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37
Q

Within Subjects design

A

Each subject given both experimental and control condition

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38
Q

one sample t-test

A

compares the mean of one group to a fixed estimate

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39
Q

independent samples t-test

A

compares the means of two independent groups

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40
Q

paired samples t-test

A

compares the means of two related groups

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41
Q

Measures of central tendency

A

mode, median or mean

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42
Q

Mode

A

the most frequent value

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43
Q

mode used for

A

nominal data, named data

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44
Q

Median

A

the middle score in a data set

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45
Q

Median used for

A

ordinal data

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46
Q

Mean

A

the arithmetic average of all the scores

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47
Q

Mean used for

A

interval, ratio and scale data

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48
Q

Dispersion

A

measure of the variability or spread in the distribution of scores

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49
Q

range

A

highest value minus the lowest value

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50
Q

standard deviation

A

the average distance from the mean for all the scores

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51
Q

Scales of measurement

A

nominal
ordinal
interval
ratio/scale

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52
Q

Nominal

A

scores represent a particular characteristic but have no actual value

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53
Q

examples of nominal measurements

A

gender, eye color, hair color

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54
Q

Ordinal

A

scores indicate whether there is more or less of the variable, but not how much

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55
Q

examples of ordinal measurements

A

likert scales, hotel ratings

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56
Q

Interval

A

equal distances between scores correspond to equal size changes

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57
Q

examples of interval measurements

A

Feirinheit scale, dates

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58
Q

Ratio

A

interval scales that have an absolute zero

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59
Q

examples of ratio measurements

A

Kelvin temperature scale, reaction time, age, salary

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60
Q

Measurement options on SPSS

A

Nominal
Ordinal
Scale

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61
Q

Type 1 error

A

H sub 0 is true for the population but you rejected H sub 0 based on the sample

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62
Q

Type 2 error

A

H sub 0 is false for the population but you failed to reject H sub 0 based on the sample

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63
Q

Statistics

A

used to organize and summarize data and sometimes make predictions about the population

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64
Q

Significant effect

A

the result in question is unlikely to have occurred in the sample by chance

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65
Q

Confidence level of 95%

A

means there is only a 5% chance that the results were not caused by chance

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66
Q

Alpha level p

A

most commonly used confidence level

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67
Q

A scientific experiement

A

there are a series of steps to test a hypothesis

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68
Q

Steps of a scientific experiment

A
  1. Question
  2. existing research
  3. hypothesis
  4. test hypothesis
  5. analyze data
  6. report results
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69
Q

types of scientific experiments

A

Experimental
Quasi-experimental
Observational (non experimental)

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70
Q

Experimental design

A

the most powerful scientific experiment because it can show cause and effect

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71
Q

Cause and effect

A

only provable with experimental design

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72
Q

Observational scientific experiment

A

used when there is no way to control variables, such as outside the laboratory

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73
Q

Observational scientific experiment design

A
  1. identify all confounds
  2. data collection consistent:
    environmental conditions, timing of data collection, data collection instruments
  3. same procedures for each subject in the design
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74
Q

Quasi-Experiment

A

No manipulation of the independent variable, correlations measured

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75
Q

Quasi-experimental design

A
  1. all variables are observed and data collected

2. researchers examine the correlations between and among variables of interest

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76
Q

Quasi-experimental design examples

A
  1. survey experiments describing answers provided in a questionnaire
  2. Correlation experiments examining the relationship between two or more variables
  3. 5 Studies where you can’t randomly assign such as pancreatic cancer studies
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77
Q

Quasi-experimental study

A

similar to randomized control experiment, except there may be a process required in the control experiment that is missing or unable to be accomplished. Sometimes no control group or groups cannot be randomly assigned

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78
Q

Experimental

A

randomized control, highest level of scientific experiment because there is the most amount of control and the only type of design to show cause and effect

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79
Q

Experimental design

A

at least two groups made up of subjects that resemble each other as closely as possible. Can be human, animal, plants or ecosystems.

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80
Q

Random sample (experimental design)

A

the subjects are randomly assigned to either the control or experimental condition

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81
Q

Random number generator

A

easiest way to randomize participants for a study

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82
Q

Experimental design format

A

everything is the same for both groups except for the independent variable, which changes in the experimental group only

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83
Q

Cause and effect relationship measured by

A

the differences between experimental and control group to see if there was any effect on the dependent variable from the independent variable that was manipulated

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84
Q

types of scientific experiements

A

experimental
quasi-experimental
observational

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85
Q

Types of within subjects designs

A

Pretest-post test
Repeated measures
Longitudinal Designs

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86
Q

Pre-test post test within subjects design

A

Independent variable is measured before and after some treatment or manipulation

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87
Q

Repeated-measures within subjects design

A

Independent variable measured on a number of occasions, but not necessarily following a treatment or manipulation

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88
Q

Longitudinal within subjects design

A

Assessing changes over time, months or years

89
Q

Within subjects design

A
  1. participants own performance is basis of comparison

2. all participants exposed to all experimental conditions and receives all levels of the independent variable

90
Q

Within subjects design can be used for

A

observational, correlational and experimental designs

91
Q

Issue with within subject design

A

the experience with one condition can affect performance in subsequent conditions. control this by varying the order of presentation (counterbalancing)

92
Q

Between groups design

A

participants randomly or not randomly selected for control and experimental, or conditioned and unconditioned groups

93
Q

Equivalence of Groups (between groups design)

A

Same initial state for the experimental and the control groups before the manipulation of the independent variable

94
Q

Random assignment (between groups design)

A

equally likely to be assigned to ether group, any differences in groups caused by chance

95
Q

one way between groups experimental design with two levels of the independent variable

A
  1. Participants randomly assigned to contidions
    a. 1. Initial state - equivalence among groups
    a. 2 Manipulated independent variable
    a. 3 measured dependent variable difference between groups
96
Q

Correlations vs Experiements

A

Correlation identifies relationships between variables, experiments identifies causal relationships between two variables

97
Q

Correlations

A

Relationships between two variables. a goes up when b goes up or a goes down when b goes up.

98
Q

Cause and effect

A

A causes B or B causes A.

99
Q

Problems with causality

A

Correlation cannot be used to determine causal relationships

100
Q

Reciprocal causation problem

A

the two variables cause each other (positive attitudes and high self esteem)

101
Q

Common causal variable problem

A

a variable that results in both the predictor and outcome variable (motivation predicts GPA and study hours)

102
Q

Correlational Design

A

Study used to search for and define relationships among measured variables

103
Q

Examples of predictor and outcome variables

A 
strangers present and dogs barking
students effort and grades
train times and number of people
food intake and obesity
computer time and cancer rate
age and rudeness
104
Q

Types of sampling techniques

A
  1. Simple random sampling
  2. Systematic sampling
  3. Stratified sampling
  4. Cluster sampling
  5. Convenience sampling
  6. Snowball sampling
105
Q

Types of probability sampling

A
  1. Simple random sampling
  2. Systematic sampling
  3. Stratified sampling
  4. Cluster sampling
106
Q

Types of non-probability sampling

A
  1. Convenience sampling

2. Snowball sampling

107
Q

Simple random sampling

A

all members of the population are equally likely to be chosen as part of the sample

108
Q

Systematic sampling

A

Participants are not chosen randomly but instead are chosen according to some plan or strategy (like every third person)

109
Q

Stratified sampling

A

random sampling intended to guarantee that the sample will be representative of the population on specific characteristics such as race or ethnicity or income level

110
Q

Cluster sampling

A

for large populations groups of potential respondents are chosen instead of individual participants being selected. These groups are judged to be representative of the population and this can be a random selection.

111
Q

Convenience sample

A

non probability where participants are chosen from a readily available situation (shoppers in a mall)

112
Q

Snowball sample

A

used when researcher needs to contact members of a difficult to contact situation a researcher may ask potential participants to identify other possible participants (homeless)

113
Q

Representative sample

A

approximately the same as the population in every important respect

114
Q

Target population

A

the group to which the researcher wishes to generalize their findings

115
Q

Single blind

A

either the participant or the experimenter do not know which group participants are in

116
Q

Double blind

A

both the participants and experimenter do not know which group the participants are in

117
Q

Threats to internal validity

A
  1. confounds
  2. instrumental effects
  3. subject mortality
  4. experimenter bias
  5. demand characteristics
118
Q

Internal Validity

A

the extent to which the independent variable cause the dependent variable

119
Q

External validity

A

the extent to which results can be generalized to the population as a whole

120
Q

Reliability

A

consistency of the measurement procedure for the dependent variable

121
Q

Trade off between validity and reliability

A

a valid measurement must be reliable, but a reliable measurement is not necessarily valid

122
Q

Internal validity

A

are you studying what you claim to be studying or measuring what you say you are measuring

123
Q

Internal validity requires

A

clear operational definitions of the dependent and independent variables

124
Q

External validity

A

is concerned with the appropriateness of generalizing the results to an intended population

125
Q

Reliability

A

are the results consistent?

126
Q

Inter-rater reliability

A

More than one person collected the data and their data sets agreed

127
Q

Replicability reliability

A

The same method in the same situation gets the same results so that the study can be repeated

128
Q

Independent variable

A

the factor to be manipulated in an experiment

129
Q

Dependent variable

A

the factor of the experiment that will be affected by a change in the independent variable

130
Q

Confounding variables

A

extraneous variables that affect the measurement of the dependent variable

131
Q

Operational definitions

A

descriptions of the the behaviors or aspects being studied that are in observable terms, apparent and measureable

132
Q

Searching backwards

A
  1. relevant research will likely reference other relevant research
  2. identify recent relevant studies and look through their reverence sections
  3. not a substitute for a topic search but is a good supplementary strategy
133
Q

Search by topic

A
  1. the most common search strategy
  2. abstract and keyword indexes structured for topic searches
  3. boolean operators OR AND NOT
  4. Identify all the work of authors you find who have done a lot of work in the field
134
Q

Boolean operators

A

OR, AND & NOT

135
Q

Literatures searches online library databases

A
  1. search by topic
  2. search by author, using authors who you know specialize in the area
  3. check out the references in relevant articles
  4. use citation indexes to find articles that cite classic articles in a field
136
Q

Research Methods

A 
Case studies
Experiments
Surveys
Interviews
Observation
137
Q

Animal ethics

A

use of animals in research is very controversial

138
Q

Animal rights groups

A

PETA, ALF

139
Q

IACUC

A

acts as IRB for animal resarch

140
Q

Animal investigator responsibilities

A
  1. design experiments with consideration for animal welfare
  2. administer research protocols that demonstrate consideration for animal welfare
  3. report results to the scientific community
141
Q

Institutional Review Board (IRB)

A
  1. required by all institutions receiving federal funding
  2. consists of members from both scientific and unscientific disciplines
  3. at least one member must be a local community member who is not associated with the institution.
  4. research cannot be conducted without prior approval by the board
142
Q

Institutional review board members

A

Must be from both scientific and non scientific disciplines and contain at least one non-institutional, local community member

143
Q

Reasons for ethical research

A
  1. protect participants from physical and psychological harm
  2. provide freedom of choice of participation in research
  3. maintain awareness of power differentials
  4. Honestly describe the nature and use of the research
144
Q

Scientific method steps

A
  1. define your research question
  2. research existing sources
  3. formulate a hypothesis
  4. design and conduce a study
  5. analyze data
  6. publish results
145
Q

Define your research question (scientific method step 1)

A

observe behavior

study behavioral theories

146
Q

Research existing sources (scientific method step 2)

A

Conduct literature searches.
Has anyone asked this question before?
What is known about your subject?

147
Q

Formulate a hypothesis (scientific method step 3)

A

What do you think is the answer to your research question based on literature and your observations?
What is the null hypothesis?

148
Q

Design and Conduct a Study (scientific method step 4)

A
  1. define your sample and sampling method
  2. define operational definitions, variables and identify confounds.
  3. Design an observational, experimental or quasi-experimental study
  4. Determine if your experiment is do-able with resources you have
  5. Decide your method of gathering and recording data
149
Q

Methods of gathering and recording data

A 
video
survey
interviews
spreadsheets
manuel
150
Q

Analyze Data (scientific method step 5)

A
  1. What do you want to know form your data?
  2. What tests will best answer your research question?
  3. Interpret data and draw conclusions
  4. What do your results tell you in relationship to your hypothesis?
  5. How do your results compare to those in the literature you referenced?
151
Q

Publish results (scientific method step 6)

A

Submit a report in APA style to peer reviewed journals

152
Q

Scientific Method

A
  1. Ask a question
  2. Research existing sources
  3. Formulate a hypothesis
  4. Design and conduct a study
  5. Draw conclusions
  6. Report results
153
Q

analysis of variance (ANOVA)

A

an inferential statistical test for comparing the means of three or more groups

154
Q

correlation

A

a measure of the degree of relationship between two variables. The strength of the relationship is represented by the absolute value of the correlation coefficient. The direction of the relationship is represented by the sign of the correlation coefficient.

155
Q

factorial design

A

a research design in which the effect of two ore more independent variables on a dependent variable is assessed

156
Q

factors

A

independent variables

157
Q

graphs of the cell means

A

an important technique for presenting the results of a factorial design so that they can be more easily interpreted

158
Q

higher order designs

A

factorial designs that involve more than one independent variable

159
Q

interaction effect

A

in a factorial design, the effect of a dependent measure on an independent variable with each level of each independent variable

160
Q

main effect

A

the effect of an independent variable on a dependent measure within a factorial design

161
Q

marginal means

A

the average of scores for each level of an independent variable, disregarding other independent variables. used in factorial designs to interpret main effects

162
Q

reliability

A

the consistency with which the same results are obtained form the same test, instrument or procedure

163
Q

quasi-experimental design

A

a type of research design in which non-equivalent groups are compared, a single group is observed a number of times, or both of these techniques are combined

164
Q

pilot study

A

a smaller preliminary study conducted to answer questions about procedures for the full scale version of the investigation

165
Q

regression toward the mean

A

the phenomenon that extreme scores tend to be less extreme upon retesting; they move toward the mean

166
Q

Indicate the dependent and independent variables, number of levels for each independent variable and weather each variable is within-subjects of between-groups

Researchers observed male and female children (4, 5, and 6 years old) as they played with other children of the same age. For each child, the time spent in cooperative play with others was measured.

A

Dependent: cooperative play with others
Independent, gender 2 levels, age 3 levels
between-group variables

167
Q

Indicate the dependent and independent variables, number of levels for each independent variable and weather each variable is within-subjects of between-groups

Individuals with anorexia and bulimia take a cognitive distortions test upon entering a treatment program for eating disorders and again three weeks later

A

Within-subjects and between groups design

Dependent: score on cognitive distortion tests
Independent: eating disorder 2 levels between-groups, testing two levels within subjects

168
Q

Indicate the dependent and independent variables, number of levels for each independent variable and weather each variable is within-subjects of between-groups

A researcher is investigating the effect of noise level and subject matter on reading speed. The participants in this study were measured three times - once reading poetry, once reading a novel and reading a history text book. Half of the participants read in a noisy environment and half read in a quiet environment.

A

Within-subjects and between-groups design
Dependent: reading speed
Independent:
Noise level 2 levels noisy and quiet, between groups
subject matter 3 levels poetry, novel and history within groups

169
Q

Indicate the dependent and independent variables, number of levels for each independent variable and weather each variable is within-subjects of between-groups

A researcher standing by the door of a grocery store stops half of the males and half of the females who enter alone and presents them with a free fight of a pen and small pad of paper. The other shoppers do not receive a gift. The researcher then notes how much money each shopper spends in the store

A

Between groups design

Dependent: how much money spent in store
Independent: gender two levels, free gift two levels

170
Q

A researcher interested in the efefct of weateher on mood hypothesized that overcast days yield more depressed moods than sunny days. Participants were solicited from sections of a college course introduction to Economics. Participants in one group were asked, on a sunny day., to rate their mood on a scale from 1 depressed to 10 very happy. Participants in another group were asked, on an overcast day, to rate their mood. On both days the temperature was 68 degree; the test days were three weeks apart. If the research yielded higher mood scores on the good weather days, can the researcher claim that good weather caused a good mood? What are some alternative explanations for the results?

A

This is a correlational study and not an experiment, so researcher cannot claim weather caused mood change. The overcast day may have fallen closer to final exams, or day exams were returned to students. Alternatively something that occurred during those three weeks may have caused moods to fall

171
Q

A researcher is interested in the relationship between stress and the severity of symptoms caused by the common cold a sample of volunteers is exposed to a cold virus and also indicated the amount of stress they have been feeling over the last week, using a scale of 1 to 10, 1 being very low stress and 19 being very high stress. Four days later the participants indicate on a 10-point scale the severity of any cold symptoms they are experiencing (with 1 being very mild or no symptoms and 10 being very severe symptoms)

If the researcher finds a correlation of .85 how might she describe the relationship between stress and cold symptoms?

A

The relationship would be strongly positively correlated

172
Q

stress and the severity of symptoms caused by the common cold a sample of volunteers is exposed to a cold virus and also indicated the amount of stress they have been feeling over the last week, using a scale of 1 to 10, 1 being very low stress and 19 being very high stress. Four days later the participants indicate on a 10-point scale the severity of any cold symptoms they are experiencing (with 1 being very mild or no symptoms and 10 being very severe symptoms)

Indicate a correlation coefficient that would be interpreted as a weak negative relationship

A

A researcher finds a correlation of -.15.

173
Q

stress and the severity of symptoms caused by the common cold a sample of volunteers is exposed to a cold virus and also indicated the amount of stress they have been feeling over the last week, using a scale of 1 to 10, 1 being very low stress and 19 being very high stress. Four days later the participants indicate on a 10-point scale the severity of any cold symptoms they are experiencing (with 1 being very mild or no symptoms and 10 being very severe symptoms)

what statistical technique would be sued to predict cold symptom severity?

A

Regression would be sued to predict cold symptom severity

174
Q

multiple regression

A

a technique used to create a formula to gauge the relative importance of the various predictors

175
Q

A researcher interested in the treatment of older people in our society asks your advice on observational methods. Together, you consider naturalistic observation, disguised participant observation and undisguised participant observation. Describe how each of these types of observational studies might be carried out.

A

A naturalistic observation study might involve unobtrusively watching how older people are treated in stores, on buses and in other public places. In a disguised participant study, you might dress as an oder person and observe how you are treated by others. In an undisguised participants study, you might join a group of senior citizens on an outing and observe how they are treated.

176
Q

Do males ask and answer questions more often in lass than do females? A researcher wishes to observe student behavior in order to address this question. The researcher operationally defines “asking and answering questions” so that behaviors can be categorized easily. She suspects that males do speak more often in class, but is concerned that this bias might affect data collection. What advice would you give this person? What method of data collection would you suggest human observers or non human means? How could the researcher avoid observer bias (human or nonhuman)? Would the data collection involve a reactive measure? How could reactivity be minimized or avoided?

A

The researcher should probably ask a trained observer to make the observations, so that the researchers’ biases do not affect data collection. An alternative is to use a video camera, but the presence of the camera might affect the students’ behavior; after the data have been collected they will need to be scored by observers, who might still introduce biases. I would put trained observers in classrooms, preferably at the beginning of the semester hen the students will not know who is and who isn’t a student

177
Q

Alternative forms reliability

A

an assessment of how well two forms of the same test yield comparable results

178
Q

branching

A

the answer to a survey question determines which specific questions the person will see next

179
Q

closed questions

A

survey, interview, or test questions that ask the respondent to chose from alternative potential answers

180
Q

cluster samling

A

a technique in which clusters of elements that represent the population are identified and then all of the elements in those clusters are included in the sample

181
Q

construct validity

A

the extent to which the concepts measured within the tool are actually being measured; it can be assessed by comparing the results of the new tool with the results of another established tool that measures the same construct

182
Q

convenience or haphazard sampling

A

a sample composed of individuals who happened to be in the right place at the right time

183
Q

criterion validity

A

measures how well the results of an instrument correlate with other outcomes or behaviors

184
Q

Cronbach’s alpha

A

a statistical technique that compiles the correlatations of every item with every other item within a measurement tool

185
Q

demographic questions

A

survey questions about the characteristics of a sample, such as average age, racial composition and socioeconomic status

186
Q

double barreled questions

A

a survey interview or test question worded in such a manner as to ask more than one question at the same time.

187
Q

elements

A

members of the same sample

188
Q

face validity

A

the degree to which a measurement tool appears to be measuring what it is supposed to be measuring

189
Q

filter question

A

a survey or interview question that instructs the respondent or interviewer as to what the next question should be for different answers by the respondent

190
Q

funnel structure

A

survey or interview questions ordered from the most general question to the most specific question, and then sometimes back to more general

191
Q

interviewer bias

A

the confound that arises when an interviewer’s behaviors, questions, or recording procedures result in data that are consistent with the interviewer’s personal beliefs and constitute an inaccurate record of the respondent’s true opinions or behavior.

192
Q

leading questions

A

survey, interview or test questions in which information is presented in such a manner that the respondent is more likely to give the answer that the researcher wants

193
Q

loaded questions

A

survey, interview or test questions that include non-neutral or emotionally laden terms

194
Q

mail suverys

A

written, self-administered questionnaires

195
Q

non probability sampling techniques

A

the sample i formed without considering the probability of each member of the population

196
Q

open-ended questions

A

survey, interview, or test questions that do not provide specific options for answers but instead provide room or time for the respondent to go formulate his or her own response

197
Q

personal interviews

A

a type of survey that involves a person-to-person meeting between the interviewer and respondent.

198
Q

population

A

all of the individuals to whom a research project is meant to generalize

199
Q

quota sampling

A

a sampling technique in which differing numbers of participants are chosen for each sample from various subgroups of a population by identifying convenient sources of subgroup members and soliciting participants from these sources

200
Q

random sample

A

a sample in which the elements were selected randomly from a sampling frame

201
Q

random selection

A

a list of all the members of a population; serves as the operational definition of the poulation

202
Q

reliability

A

the consistency with which the same results are obtained from the same test, instruments or procedure

203
Q

response rate

A

the extent to which people who receive a survey or are approached to complete an interview complete the survey or interview formula: (number of response) divided by (number in sample-ineligible and undeliverable requests) * 100

204
Q

sample

A

a subset of the population

205
Q

sampling bias

A

the extent to which a sample does not represent the underlying population

206
Q

sampling frame

A

a list of a lll the members of a population; serves as the operation l definition of the population

207
Q

snowball sampling

A

a sampling technique in which research participants are asked to identify other potential patricipants

208
Q

socially desirable responses

A

responses that neglect what is deemed appropriate by society but do not necessarily reflect the respondent’s true beliefs, attitudes or behaviors

209
Q

split-half reliability

A

the degree to which respondents replies to half of the items on a measurement tool is related to their replies on the other half of the items.

210
Q

stratified random sampling

A

stratified sampling in which members of the sample are chosen randomly

211
Q

stratified sampling

A

a sampling technique intended to guarantee that the sample will be representative of specific subgroups of the population, called strata. The sampling frame is divided in to such strata, and then the elements of the sample are chosen from the strata

212
Q

telephone surveys

A

surveys conducted by phone

213
Q

test-retest reliability

A

the degree to which a tool generates the same responses upon retesting

214
Q

validity

A

the extent to which test, instrument or procedure is measuring what it purports to measure

215
Q

confound

A

an uncontrolled, extraneous variable that yields alternative explanations for the results. limits internal validity

216
Q

instrumentation effect

A

the confound arising hen a measuring device fails to measure in the same manner across observations

217
Q

demand characteristic

A

cues inadvertently provided by the researcher, materials or setting that supply the pariticipant with information about the purpose of the investigation

218
Q

experimenter bias

A

the confound arising when behavior differences in a study caused by the participation of different experimenters.

219
Q

subject mortality or subject attrition

A

the loss of data when participants withdraw from a study or their data cannot be used

Research Methods in Psych (3 decks)

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