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Research Skills 3 > MCQs > Flashcards

MCQs Flashcards

1
Q

What does the F-ratio reduce the risk of?

A

Type I errors

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2
Q

Which of these statements is true for an ANOVA?
A. Both the dependent and independent variable need to be continuous
B. The DV needs to be continuous and the IV needs to be categorical
C. The DV needs to be categorical and the IV needs to be continuous
D. Both the DV and IV need to be categorical

A

B. DV - continuous, IV - categorical

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3
Q

Which of these isn’t an assumption of a one-way independent groups ANOVA?
A. Independent sampling
B. DV on an ordinal scale
C. Normally distributed data within levels
D. Homogeneity of variance

A

B. DV should be on an interval scale (or rational)

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4
Q

What does p<0.05 on Levene’s test mean?

A

There isn’t homogeneity of variance

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5
Q

What does Machuly’s test test for?

A

Sphericity: if variance within each level of the IV is similar, and covariance between pairs of levels is similar

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6
Q

How to test for skew and kurtosis?

A

Divide the raw statistic by the standard error (converts into a z-score). If this is greater than 1.96, then p < 0.05

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7
Q

What information does effect size provide?

A

What proportion of variance in the DV can be explained by the IV.
Gives an idea of relative scale of a significant effect
Whether they are clinically significant results

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8
Q

Which is the most accurate estimate of likely effect size? Why is it the most accurate?

A

Omega squared, because it adjusts for random error

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9
Q

What post hoc test should be done if there is no significant main effect in a one-way ANOVA?

A

None - only do post-hoc if results are significant

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10
Q

If Mauchly’s test isn’t significant, what do you do?

A

Read from the line below - usually Greenhouse Geisser

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11
Q

What is the family-wise error rate?

A

Probability of making type I errors

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12
Q

How to reduce the family-wise error rate in post hoc tests?

A

Bonferroni correction - adjust the threshold for significance

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13
Q

If there are three possible t-tests, using the Bonferroni correction what should the significance level be?

A

p < .05/3 –> p < .16

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14
Q

What post-hoc test should be carried out if wanting to be conservative and have a lot of comparisons to make?

A

Tukey

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15
Q

What post-hoc test should be carried out if there are both unequal variances and sample sizes?

A

Games-Howell

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16
Q

When would you use a planned contrast?

A

If you have prior predictions about the relationship between levels

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17
Q

What is there a higher risk of when doing a conservative post-hoc test?

A

Type II error (accepting the null hypothesis when it is false)

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18
Q

When would you do a 2-way ANOVA?
A. When want to compare the mean of a continuous DV between two or more groups in two categorical IVs
B. When want to compare the mean of two continuous DVs of groups in two categorical IVs
C. When want to compare the mean of a continuous DV between two or more groups in two continuous IVs
D. When want to compare the mean of two continuous DVs of groups in two continuous IVs

A

A two or more groups, in 2 categorical IVs

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19
Q

In a 2-way independent groups ANOVA, what does the Sum of Squares (Model) consist of?

A

SS A - variability of 1st IV
SS B - variability of 2nd IV
SS AxB - variability that they both share

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20
Q

What is an interaction?

A

When the impact of a given IV on the DV is conditional on levels within one or more of the other IVs in the model

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21
Q 
What should be focused on the most of these results of a 3-way ANOVA:
A. Significant 3-way interaction
B. Insignificant 3-way interaction
C. Significant 2-way interaction
D. Significant main effect
A

A. Significant 3-way interaction - always look at the highest order interaction first, only explore if it is significant

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22
Q

Which of these statements is correct about an interaction plot?
A. DV on the X axis. One IV on the Y axis, other IV defining the lines
B. DV on the Y axis. One IV on the X axis, other IV defining the lines
C. DV defining the lines. One IV on the X axis, other IV on the Y axis

A

B

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23
Q

If there are parallel lines on an interaction plot, what does this suggest?

A

No interaction

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24
Q

Why does a repeated measures factorial ANOVA have more power than independent groups?

A

Because it also takes into account the between subjects variance, whereas the independent groups does not, only considering within-groups variance.

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25
Q

What does ANOVA (3x3) represent?
A. A 2-way ANOVA with 3 IVs
B. A 2-way ANOVA with 3 levels within each IV
C. A 3-way ANOVA with 2 levels within each IV
D. A 3-way ANOVA with 3 levels in each IV

A

B. 2 IVs, 3 levels in each

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26
Q

What does 2 straight, horizontal lines on an interaction plot imply?

A

No significant interaction and no significant main effects

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27
Q

What is the equation of the F-ratio?

A

Mean squares of model/mean squares of residual

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28
Q

What do you need to know to calculate the mean squares of model?

A

Sum of squares of model and degrees of freedom of model

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29
Q

How is the sum of squares (error) calculated for a repeated measures ANOVA?

A

SS R = SS W - SS M

SS W = variation within subjects

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30
Q

How many possible interactions are there in a 3-way ANOVA?

A

4 - one 3-way and three 2-way

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31
Q

What is a 3-way interaction?

A

The nature of a 2-way interaction differs depending on the level of a third IV

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32
Q

How to do an interaction plot for a 3-way interaction?

A

2 interaction plots, split by the 3rd IV

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33
Q

What is a covariate?

A

A factor that manipulates the variability in the DV but isn’t related to the IV

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34
Q

What is the advantage of taking into account a covariate?

A

Gives a more powerful test, as takes out unsytematic variance that isn’t associated with the model

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35
Q

When are ANCOVAs useful?
A. Quasi-experimental designs
B. When it is impractical to control for covariates in the design
C. When the covariate is related to the IV

A

A - in quasi-experimental difficult to control for covariates

If covariate is related to the IV, need to enter the covariate as another IV in the design

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36
Q

What assumptions need to be checked in an ANCOVA?

A

Homogeneity of regression (between CV and DV, on all levels of IV)
No multicollinearity of CV

37
Q

Why does qualitative research have different approaches to conducting research than quantitative?

A

Due to the different assumptions about the nature of knowledge

38
Q

What are the five methods of collecting qualitative data

A 
Interview
Naturally-occurring
Observational
Structured
Collaborative
39
Q

Why do relativists believe that data is generated, not collected?

A

They consider there to be many different truths, no solid facts, therefore need to co-construct ‘facts’, not collect them

40
Q

Outline the four methods of analysing qualitative data

A

Discursive
Thematic
Structured
Instrumental

41
Q

What is an inductive direction of analysis?

A

Bottom-up, derive theory/themes from the material. Opposed to theoretical, which starts from theories

42
Q

What is a latent approach to analysis?

A

Don’t analyse the actual words, but what can be implied from the text, things that are implicit.

43
Q

Pick the correct matching pairs:
A. Semantic - explicit, inductive - top-down
B. Latent - explicit, inductive - bottom-down
C. Semantic - explicit, theoretical - top-down
D. Latent - explicit, theoretical - bottom-down

A

C. Semantic - explicit, theoretical - top-down

44
Q

What is human science?

A

The activity of humans studying other humans

45
Q

What phenomena does human science incorporate?

A

People may change their behaviour as a result of being studied
Researchers aren’t independent of what is being studied

46
Q 
Which of these is not an aspect of qualitative research as a human science:
A. Reflexive
B. Inductive
C. Situated
D. Positivism
A

D positivism is the prediction, manipulation and control carried out within natural science

47
Q

When should interviews be used?

A

When little is known about the topic
To explore quantitative data
For a very specific, detailed account of something
For a complex, not easily quantifiable topic
To explore how people frame their experiences

48
Q

What is the best interview practice?
A. Letting the participant talk about what they want to
B. Trying to get the answers you want to hear from the participant
C. Not having an structure, and letting the participant guide the interview
D. Keeping the topic relevant, but not influencing what the participant is saying

A

D - should be specific to research question but not overinfluence what they say

49
Q

What would mean the highest information power?
A. Case analysis, applied theory and dense specificity
B. Cross-case analysis, applied theory and dense specificity
C. Cross-case analysis, no theory and dense specificity
D. Case analysis, no theory and sparse specificity

A

A. case analysis, applied theory and dense specificity

50
Q

Advantage and disadvantage of interviewer knowing nothing about the subject?

A

Adv - impartial

Disadv - difficult to gain rapport with participant as they cannot relate to each other

51
Q

Advantages of focus groups?

A

Releases inhibitions
Activates forgotten details
Widens range of responses

52
Q

Which of these isn’t an ethical issue regarding interviews?
A. Researcher safety
B. Ownership of the interpretation
C. Informed consent
D. Data isn’t put into sufficient context

A

D - not an ethical issue

Researcher safety - going into strangers houses
Ownership - researcher owns it, is that right?
Informed consent - don’t know exactly what you’re consenting to

53
Q

Outline Elliott, Fischer & Rennie’s publishability guidelines

A 
Owning one's perspective
Situating the sample
Ground in examples
Credibility checks
Coherencne
General vs. specific research tasks
Resonating with readers
54
Q

How does Elliott, Fischer & Rennie say ‘owning one’s perspective’ should be addressed?

A

Author should specify their theoretical orientations and anticipations in advanced.
Author needs to recognise their values, interests and assumptions - and make them clear to reader

55
Q

How can credibility checks be done?

A

Check understandings with the original informant
Compare other qualitative perspectives
Triangulation

56
Q

Which of these isn’t a contingent problem of interviews (Potter & Hepburn):
A. Deletion of the interview
B. Too detailed transcriptions used
C. Not showing how the claims account for the specifics of the talk
D. Not providing the interview set up

A

B. too detailed transcriptions - they believe more detailed transcriptions should be used

Deletion of interviewer - not providing interviewer input in extracts

Interview set up - what category participant recruited under, and what participant has been told interview will be about

57
Q

What is the difference between contingent and necessary problems?

A

Contingent - not a necessary feature of interviews, can be fixed
Necessary - difficult to deal with

58
Q

Why is the footing positions of the interviewer and participants important?

A

Are the participants speaking as an individual, or on behalf or the group?
Is the interviewer the recipient of the answer, or speaking on behalf of them

59
Q

How should the stake and interests be made clear?

A

By showing how the stake and interests were introduced in the interview set-up

60
Q

How is evidence presented in qualitative analysis?

A

Examples from the data, e.g. quotes

61
Q

How to chose the qualitative method?

A

Depends on the research question

62
Q

What is the aim of grounded theory?

A

To generate a theory

63
Q

What is the four stages of analysis in grounded theory?

A

Codes
Concepts
Categories
Theory

64
Q

What is theoretical sampling?

A

Collect data, generate codes and analyse, then decide what data to collect next

65
Q

What are the two approaches in discourse analysis?

A

Identifying the different types of discourse (we are observing reality)
Analyse the ways by which discourse is constructed (we are constructing reality)

66
Q

What is the aim of conversation analysis?

A

To analyse the structure of verbal interaction

67
Q

How is conversation structured?

A 
Takes into account:
Rules
Norms
Conventions
In a particular culture
68
Q

What is a nomothetic approach?

A

For large groups of people, generalises and generates laws about human behaviour
In opposition to idiographic approach

69
Q

What is attempted to be understood in IPA?

A

People’s experiences, within the context they experience it

70
Q

What is a ‘double hermeneutic’ process?

A

Dynamic, dual interpretation

Researcher - interpreting the participant’s interpretations of their own experience

71
Q

What are problems with quantifying psychological data?

A

Quantifying assumes the attribute is ordered, with equal step changes (interval) - not always true

Some phenomena are too complex or unknown to be quantified

72
Q

What are the features of participatory/action research?

A

Agenda for change
Emancipatory - help individuals free themselves from constraints
Collaborative - seeing the participants as expert

73
Q

What is the hermeneutic circle?

A

Understanding the text both as a whole but also in its constituent parts

74
Q

What are the two types of hermeneutics did Ricoeur say were needed?

A

Hermeneutics of faith (obbious meaning of text)

Hermeneutics of suspicion (be aware of influence of culture)

75
Q

What is reflexivity?

A

Identifying how the researcher’s subjectivity influences the research - contextualise the researcher’s relationship with the phenomenon

76
Q

What does reflexivity promote?

A

Transparency - reader can see how the researcher influenced the research

77
Q

What is multiplicity? And why is it a problem in qualitative research?

A

How there are too many ways to speak about things

Means that something is always left out because something more can always be said, and in a different way

78
Q

What is the downside of contextualism?

A

Accounts are so bound in context that they can’t be generalised

79
Q

Why does the constructionist view of subjectivity find a problem with reflexivity?

A

View says that people aren’t transparent to themselves and can’t accurately report their inner feelings. Therefore, reflexivity isn’t possible

80
Q

What is the problem with anonymity in qualitative research?

A

Assumes the participants are vulnerable and less powerful than the researcher, meaning they need protection
Often participants don’t want it to be anonymous, but it is enforced by ethics committee

81
Q

What are the power issues in qualitative research?

A

There is asymmetrical power
Interviewer sets agenda and questions
Development of rapport/friendship just to get data
Asymmetrical disclosure
Interview can upset participant
Deletion of the interviewer - don’t mention questions in report

82
Q

4 principles from the Code of Human Research Ethics (2014)

A

Respect for autonomy and dignity of persons
Scientific value
Social responsibility
Maximising benefit and minimising harm

83
Q

Four problems Duncan found with interviews:

A

Can’t predict questions and responses
Nature of relationship –> sensitive disclosures
Difficult for participants to voice concerns or withdraw
Researcher know’s participant’s identities, complicates boundary issues

84
Q

How did Bhati think qualitative and quantitative research could work together?

A

Theory generation by qualitative and theory testing by quantitative

85
Q

What are repeated contrasts?

A

Comparison of each level in the variable against the previous level
Level 1 vs. level 2, level 2 vs. level 3 etc.
Sequential

86
Q

What does the SS W represent?

A

Sum of squares within participants - variation within participants, used in repeated measures as want to look how participants change in different levels of IV

87
Q

What is the total sum of squares in a repeated measure ANOVA?

A

Variation between subjects (SS B) and variation within subjects (SS W)

88
Q

What validity does the measuring of covariates protect?

A

Internal

89
Q

True/false: Covariates are continuous

A

true

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