Labs n stuff Flashcards

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1
Q

Categorical vs continuous variables

A

Categorical: 2+ categories
- Gender, ethnicity, multilingual vs monolingual, etc
- Can also include numerical RANGES (e.g. 1-3 hrs, 4-8 hrs, etc – but not indivi numbers)

Continuous: “infinite” # of values
- Must have 7+ numerical values to be considered continuous enough
- Age, height, GPA, test scores
- # of hrs you spend doing “X” per wk

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2
Q

What’s wrong with this survey question: “On a scale from 1 to 7, how well do you sleep?”

A

Need to define the endpoints of the scale (e.g. 1 = not well, 7 = well)

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3
Q

What’s wrong with this survey question: “How often do you party?”

A

Vague – must define what constitutes “partying” + time interval (e.g. how many days a week do you drink more than 1-2 alcoholic beverages?)
- Also need to clarify to round to nearest whole #

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4
Q

What’s wrong with this survey question: “How much do you disagree with the statement: I hate bananas”?

A

Has a double negative

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5
Q

What’s wrong with this survey question: “Rate the quality of your sleep and study schedules”?

A

Double-barreled question – should break into 2 questions, one for each var

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6
Q

In the Muller-Lyer illusion – Point of Subjective Equality vs Point of Objective Equality

A

Point of Subjective Equality (PSE): where the lines APPEAR equal (50% of the time I see it as longer, 50% of the time I see it as shorter)

Point of Objective Equality (POE): the lines are ACTUALLY equal

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7
Q

Muller-Lyer illusion – how is the size of your illusion calculated?

A

PSE-POE = size of illusion

Ex: if a person’s PSE is 182 pixels and their POE is 160 pixels,
182-160 = 22 pixels = size of their illusion

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8
Q

How does size of illusion relate to the Carpentered World Hypothesis

A

Carpentered World Hypothesis: your experience/exposure to corners plays a role in how strongly you see the illusion

–> if you see a lot of corners, you’ll have a BIGGER illusion size
–> if you’ve never seen corners, you’ll have a SMALLER illusion size

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9
Q

Limitations

A
  • Characteristics of the study that may limit ability to draw conclusions
  • Specific for WHY it’s a limitation and HOW it might impact results – not generic (see below)
  • There will always be limitations – not necessarily an indicator of inaccurate results

IMPORTANT: Good limitations are not generic
- Correlation can’t infer causation, lab tasks may not reflect real world
- Small sample size, convenience sampling, demand characteristics or experimenter bias

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10
Q

What are the 3 parts of a good limitation

A

1) Parameters: WHAT the researchers did that might be limiting
2) Justification: WHY it’s an issue
3) Prediction: HOW it might impact the study’s results

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11
Q

Ramirez & Beilock 2011 findings

A

Found that writing about testing worries right before a test boosts exam performance in classroom

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12
Q

Richland et al. (2009) findings

A

Found that pretesting (attempting to recall info before actually learning it) improved learning (as indicated by better test score)

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13
Q

Counterbalancing – progressive error/order effects

A

Practice effects (improved performance after repeated exposure), fatigue

Ex: if I’m asked to eat a shitload of cupcakes and rate them, the last ones prob won’t taste as good as the first ones bc I’ll just be tired of eating cupcakes at the end

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14
Q

Counterbalancing – item effects

A

Certain items may be more memorable than others

Ex: I’m asked to memorize words from 2 lists, but one list has words abt baseball while the other is just random words – obv I’d remember more words from the list w baseball words in it

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