Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

My EPPP > Methods And Stats > Flashcards

Methods And Stats Flashcards

1
Q

ABAB

A

Person is first measured over time during baseline -a

Then measured again after tx - b

Then again after tx is taken away -a

Then again after tx - b

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

cluster sampling

A

identifying naturally occurring groups or clusters (schools, counties) and then randomly selecting certain of these clusters. Typically, all subjects within the selected clusters are then sampled. Alternatively, subjects may be randomly selected from the clusters

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

interval recording

A

time sampling - equal intervals

useful when behaviors have no clear beginning or end (laughing, talking)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

event sampling

A

event recording - observing and recording a behavior each time it occurs

useful for studying behaviors that occur infrequently, have long duration, or leave a permanent record

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

quasi experimental research

A

can’t control the assignment of subjects to a treatment group- have to use pre-existing groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

simple random sampling

A

every member of population has an equal chance of being included in the sample. selection of one member has no effect on selection of another member

reduces bias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

stratified random sampling

A

when population varies in terms of “strata” or characteristics (gender)– divide by the strata and then randomly sample

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

cluster sampling

A

use simple or stratified random sampling to select clusters of individuals and then either include all individuals in selected units or randomly selecting individuals from each unit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

random selection v random assignment

A

selection: way subjects are selected from population
assignment: assigned to different levels of IV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

systematic error

A

error due to extraneous variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

random error

A

error due to random fluctuations in subjects, conditions, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

techniques used to control effects of extraneous variables

A

random assignment to treatment groups

holding extraneous variable constant

matching subjects on the extraneous variable

building the extraneous variable into the study (blocking) (adding it is as an IV)

statistical control (ANCOVA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

internal v external validity

A

internal: relationship between IV and DV?
external: generalizable?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

variables that can threaten internal validity

A
  1. maturation
  2. historical events
  3. testing , retesting
  4. instrumentation - changes in measuring devices
  5. statistical regression - tendency of extreme scores to regress toward the mean
  6. selection - if assigning to diff tx groups results in diff bt the groups
  7. attrition
  8. interactions with selection (e.g. selection and history)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

external validity is always limited by __; however, a high degree of __ does not guarantee external validity

A

internal validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

external validity is affected by these factors

A
  1. interactions bt testing and treatment (pretest sensitization)
  2. interactions bt selection and treatment (e.g. volunteers tend to be more motivated than non volunteers)
  3. reactivity - respond simply bc their behavior is being observed
  4. multiple treatment interference - exposing someone to one level of design affected by exposure to previous level

multiple treatment interference - controlled by using a counterbalanced design - diff subj receive levels of IV in a different order

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

between group design

A

administer each level to a different group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

factorial design

A

includes 2 or more independent variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

within subjects (repeated measures design)

A

all levels of IV are administered sequentially to all subjects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

single subject designs

A

AB, ABA, ABAB and multiple baseline design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

AB design

A

single baseline phase (A) and single treatment phase (B)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

reversal designs; benefits

A

ABA, ABAB (withdrawing treatment during baseline phases)

additional control over threats to internal validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

multiple baseline design

A

use when reversal design is unethical

applying the treatment to different behaviors of the same subject or to same subject in different settings or on different tasks (e.g., use self instruction on homework in 3 diff settings)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

nominal scale

A

unordered categories (gender)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

ordinal

A

ordered categories (more or less of a characteristic ; likert scale- strongly agree)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

interval scale

A

order and equal intervals between points (scores on IQ test)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

ratio scale

A

order, equal intervals, and absolute zero point (e.g., temperature)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

frequency of individuals in each category measured on a __ scale; frequency of of aggressive acts, accidents, or hospitalizations represents a __ scale

A

nominal

ratio

29
Q

measures of central tendency in positive skew and negative skew

A

Mo, Md, M

M, Md, Mo

30
Q

areas under the normal curve

A

1 SD away: 68%
2 SD away: 95%
3 SD: 99%

31
Q

SD equation

A

square root of variance

32
Q

central limit theorem

A
  1. regardless of shape of distribution of normal scores in population, as sample size increases, sampling distribution of the mean approaches a normal distribution
  2. mean of the sampling distribution of the mean is equal to the population mean
  3. SD of the sampling distribution of the mean is equal to the population SD / square root of the sample size
33
Q

standard error of the mean

A

standard deviation of a sampling distribution of the mean

estimate of the extent to which the mean of any one sample randomly drawn from a population can be expected to vary from the population mean s the result of sampling error — variability d/t sampling error

population SD / square root of population N

34
Q

alpha

A

size of rejection region is defined by alpha or level of significance

35
Q

Type I error

A

rejects a true null hypothesis (find an effect when there isn’t one)
probability is equal to alpha

36
Q

type II error

A

retains a false null hypothesis (don’t find an effect when there is one)

probability is equal to Beta
- alpha is low
- sample size is small
IV is not administered in sufficient intensity

37
Q

maximize power

A
  1. increase alpha
  2. increase sample size
  3. increase effects of IV
  4. minimize error
  5. use a one-tailed test when appropriate
  6. use a parametric test
38
Q

degrees of freedom for t test and chi square

A

t: N-1
c: Categories - 1

39
Q

tests for ordinal data

A

“nonparametric alteranatives” to parametric tests

t-test for independent samples = Mann Whitney
t-test for correlated samples = Wilcoxon
one-way ANOVA = Kruskal-Wallis

40
Q

effect size

A

Cohen’s d (how many SD away are the groups) and eta squared (what percentage of viability is accounted for by IV)

practical or clinical significance of results

41
Q

item difficulty (p)

A

total number of examinees passing/ total number of examinees (e.g., .50 = 50% passed the item)

42
Q

item discrimination (D)

A

discriminates between examinees who obtain high and low scores on the entire test (D = U - L)

e.g., if all examinees in upper group and none in lower group answered item correctly, D = +1.0

discrimination index of .35 or higher is acceptable

43
Q

item response theory is linked to __; 3 factors associated with this

A

item characteristic curve;

  1. level of difficulty (level at which 50% provided correct response)
  2. ability to discriminate between high and low achievers ((above and below zero)
  3. probability of guessing correctly (y intercept)
44
Q

reliability

A

“truth” “consistency”

proportion of variability in examinees’ obtained scores that is d/t true differences among examinees on that atrtribute

45
Q

spearman -brown prophecy formula corrects the_

A

split=half reliability

46
Q

____ reliability is most thorough method for estimating reliability

A

alternate forms

47
Q

internal consistency reliability is not appropriate for

A

speed tests

48
Q

___ is a variation of coefficient alpha

A

Kuder-Richardson

49
Q

factors that affect reliability

A
  1. test length
  2. range of scores - unrestricted best
  3. guessing
50
Q

standard error of measurement

A

amount of error that can be expected d/t unreliability of test

0 to SDx (test)

lower SD
higher reliability coefficient = smaller SEM

51
Q

content validity

A

obtain info about examinee’s familiarity with a particular content

52
Q

construct validity

A

determine extent examinee possesses a particular trait

53
Q

criterion-related validity

A

predict performance on external criterion

54
Q

convergent and discriminant validity are ways to assess

A

construct validity

55
Q

monotrait - heteromethod coefficients (same trait - different methods) that are large mean

A

large = convergent validity

56
Q

heterotrait-monomethod coefficients (diff traits- same method) are small =

A

discriminant validity

57
Q

heterotrait-heteromethod coefficients are small =

A

discriminant validity

58
Q

orthogonal rotation

A

uncorrelated;

test’s communality can be calculated by squaring and adding the test’s factor loadings

59
Q

oblique rotation

A

correlated

60
Q

squared factor loading provides a measure of

A

shared variability

61
Q

concurrent and predictive validity are associated with

A

criterion related validity

62
Q

Standard Error of Estimate

A

construct confidence interval for criterion score

SDy (smaller) = smaller SEE
validity coefficient (larger)= smaller SEE
63
Q

sensitivity

A

percent of people in the validation sample who have the disorder and were accurately identified by the predictor

64
Q

specificity

A

percent of people who do NOT have the disorder and were accurately identified as NOT Having the disorder

65
Q

a test’s reliability always places a ceiling on __

A

validity

66
Q

cross-validation; validity coefficient tends to __

A

very important to cross validate a test on another sample

shrink (smaller the initial validation sample, greater the shrinkage)

67
Q

norm referenced interpretation

A

comparing an examinee’s test scores to scores obtained by people in normative groups

percentile ranks
standard scores

68
Q

criterion referenced scores

A

interpreting based on prespecified standard

percentage
regression equation
expectancy table

My EPPP (16 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions