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Psych 230 > Midterm 1 (excluding review) > Flashcards

Midterm 1 (excluding review) Flashcards

1
Q

Literature Search

A

State of research

Design ideas

Methodlogical problems

Databases

  • PsychInfo
  • PsychLit
  • Journal articles
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2
Q

Journal parts

A
  1. Abstract
  2. Introduction
  3. Method
  4. Results
  5. Discussion
    - penultimate paragraph: limitations
    - last paragraph: future
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3
Q

Principles of the APA

A 
Beneficence and Nonmalefience
-minimize harm, maximize help
Fidelity and Integrity
-truthfulness
Trust
-establish w/ participants
Justice
-who should benefit?
Respect for People's Rights and Dignity
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4
Q

10 sets of ethical standards

A 
Resolving ethical issues
Competence 
Human relations
Advertising
Record keeping and fees
Education and training
Research and publication
Assessment
Therapy
Privacy issues
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5
Q

Institutional Approval (IRB)

A

Exempt - no deception/harm

Expidited - little deception/harm

Full review - children, animals, much deception/harm

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6
Q

Research misconduct

A

Fabrication - making up

Falsification - manipulating

Plagiarism - stealing

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7
Q

Deception

A

Active - lie
-debriefing: full story disclosed

Passive - info left out
-dehoaxing: lie revealed and why

-desensitiving: harmed in some way when leaving a study

Social and Personality (Survey) Psych use the most deception

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8
Q

Use of Psychological Tests

A

Test Publisher Responsibility:

APA standards

  • sell only to qualified users
  • trythfully market the tests they publish
  • provide all test info, including evidence of validity (lie scales) to test users prior to purchase
  • provide test manuals to users upon purchase
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9
Q

Types of Psychological Tests

A

Projective Tests (least common)

ex. Ink blot, Thematic Appreciation
- projective hypothesis - responses to ambiguous stimuli reflect unconscious processes

Intelligence Tests (most common)

ex. Welcher Adult Int Scale, Welcher Int. Scale for Children
- assesses current cognitive ability
- high reliability
- typically “battery” tests

Self-report Personality Inventories (2nd most common)

ex. Minnesota Multiphasic Personality Inventory
- yields profile of psychological functioning
- specific subscales to measure lying/faking
- trait requirements

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10
Q

Compliance

A

Foot-in-the-door (does not work w/ $)
Door-in-the-face (works well w/ $)
Low-ball (lack if knowledge, thus ethical concerns)
That’s not all (principle of scarcity)

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11
Q

Levels of Measurement

A

Conclusions are determined by type(s) of operations that can be performed on data

Categorical (qual):
Nominal
Ordinal

Continuous (quant):
Interval
Ratio

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12
Q

Nominal

A

Words (or numbers) define categories

Ex. Gender, ethnicity, eye color, diagnoses

Can report frequencies
Cannot add, subtract, multiply, divide, calculate mean, SD, or correlation

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13
Q

Ordinal Scales

A

Numbers assigned indicate rank on some attribute

Ex. Class rank, rank as a salesperson, rank of a university

Gives no info about the distance between scores

Cannot add, subtract, multiply, divide, calculate mean, SD, or correlation

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14
Q

Equal Interval Scales

A

Most common

Numbers assigned: each number represents a point equidistant to the two points next to it

Can calculate mean, SD, and correlation, and scores of one group to another

No absolute zero point (disadvantage)

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15
Q

Ratio Scales

A

All properties of interval scales but there IS an absolite zero point

Ex. Reaction time

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16
Q

4 types of reliablity

A

Test-retest
Equivalent forms
Internal consistency (split-half)
Scorer reliability and agreement

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17
Q

Test-retest Reliability

A

Administer test to same group on 2 occasions

Challenge of practice effects (behavior changes before occasion #2)

Appropriate when test takers are not permanently changed

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18
Q

Equivalent-forms Reliability

A

Extent to which an individual obtains a similar score on different administrations of an equivalent measure

Ex college entrance exams

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19
Q

Internal Consistency Reliability

A

(Split-half)

Extent to which individuals score similarly on items of the same value

Appropriate for homogeneous tests

Administered to one group

Items must be split randomly

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20
Q

Scorer Reliability and Agreement

A

Inter-rater Reliability (IRR)

Amount of consistency among scorer’s observations

2+ individuals score the same thing

90% agreement is the gold standard

Each scorer must code independently

Appropriate only when scoring requires judgement

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21
Q

Calculating IRR

A

Inter-rater Agreement: calculated to determine consistency of judgements between scores
-Cohen’s kappa

Intra-rater Agreement: calculated to determine consistency of judgements of one scorer across all tests
-Coefficient alpha

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22
Q

Anhedonia

A

Lack of motivation

Things aren’t as appealing as they used to be

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23
Q

IRR of Selected DSM-5 Diagnoses

A

For most DSM-5 categories, reliability is good

Problem: comorbidity (symptom overlap)

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24
Q

4 Main types of validity

A

Face
Vontrnt
Criterion-Related
Construct

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25
Face Validity
On quick insoection; surface level How the test TAKERS percieve things Tells us little about what a test measures
26
Content Validity
Tests that measure concrete attributes (observable and measurable behaviors) Extent to which the items on a test are representative of what the test is supposed to measure 1. Defining the testing universe 2. Developing the test specifications 3. Establishing a test format 4. Constructing test questions
27
Criterion-Related Validity
Tests that predict outcomes Extent to which test scores are systematically related to a relative criterion 2 types: Predictive and Concurrent
28
Criterion
Measure of performance (Independent behaviors, attitudes, and events we correlate to test scores
29
Predictive Validity
Subset of C-R Scores predict future behavior -important to show relationships between test scores and future behaviors Predictive Method
30
The Predictive Method
1. Group takes test (the predictor) 2. Scores held 3. After elapsed time, collect measure of some behavior (the criterion) 4. Correlate scores with the criterion
31
Concurrent Validity
Subset of C-R Scores predict current performance -typically used clinically Concurrent method
32
The Concurrent Method
Test and criterion are measured at the same time
33
Contruct Validity
Tests that measure abstract constructs (many tests needed) Ex. Intelligence, love, personality, theoretical, etc.) Extent to which the items on a test are representative of what the test is supposed to measure 1. Defining the testing universe 2. Developing the test specifications 3. Establishing a test format 4. Constructing test questions Varying agreeability between researchers Concrete and Abstract constructs Convergent ans Discriminant subsets
34
Concrete constructs
Activities that are more observable and measurable
35
Abstract Constructs
Underlying attitudes or attributes that exist in our minds/imaginations
36
The Construct Process
Use scientific method to first gather theoretical evidence and then gather psychometric evidence ``` Exs. Reliability Convergent validity Discriminant validity Content validity C-R valudity Experimental interventions ```
37
Construct Explication
1. Identify behaviors that relate to construct v 2. Identify other related constructs v 3. Identify behaviors related to other construct vvv(all 3) Construct explication
38
Self-efficacy
Confidence in your ability to perform a specific task ``` Int (0) Self-esteem (0) Anxiety (-) Coping (+) Performance (+) Past achievements (+) ```
39
Convergent Validity
Subset of Construct Evidence that test scores correlate with scores on other tests that measure the same construct
40
Discriminant Validity
(Divergent Validity) Subset of Construct Evidence that test scores are not correlated with unrelated constructs
41
Multitrait Multimethod Matrix
Method of establishing convergent and discriminant validity at the same time Measure several different constructs using several different methods
42
Factor Analysis
An advanced statistical procedure based on the concept of correlation that helps investigators to explain why two tests are correlated Factors - the underlying commonalities of tests or test questions that measure a construct
43
General Intelligence
(g) Combination of many different intelligences -mainly fluid and crystallized
44
Fluid Intelligence
Non-verbal, spatial, innate and stable
45
Crystallized Intelligence
Verbal tasks Increases with time
46
Exploratory Factor Analysis
Identifies the underlying components (not based on a theory/hypothesis) Does not provide verification required to establish construct validity
47
Multiple choice studying
Recognition - retroactive interference
48
Essay studying
Recall - proactive interference
49
Confirmatory-factor analysis
Confirms whether factors in a theory actually exist Goid for establishing construct validity
50
Goodness-of-fit test
Evidence that the factors obtained empirically are similar to those proposed theoretically
51
Confirmatory-factor analysis
Good for establishing construct validity
52
Threats to Construct Validity
Mono-appreciation bias Mono-method bias Construct confounding
53
Statistical Conclusion Validity
Concerned with sources of random error with appropriate use of statistics and statistical tests
54
Internal Validity
Experiment A causes B Eliminates many extraneous variables Degree to which casual inferences can be made between a measured or manipulated variable (IV) and another measured variable (DV)
55
Threats to Intermal Validity
History - events after the study begins which could alter the results (Demand Characteristics) Maturation - internal changes that occur to subjects during the course of the study which are not a part of the study ^ can be reduced by using a control group Regression Artifact - tendency of extreme scores to regress toward the mean ^ avoiding extreme scores will minimize this Mortality - loss of subjects ^ large groups, representative populations, and follow-up procedures minimize this
56
Maximizing Internal Validity
1. Standardization 2. Obtain as much info as possible about the participants 3. Obtain as mych info as possible about the procedural details 4. Choosing an appropriate research design
57
External Validity
Generalizability Degree to which the observed casual relationships are generalizable - Population Validity - generalize sample to pop. - Ecological Validity - settings - Temporal Validity - time - Treatment Variation Validity ("Therapist Validity") - Outcome Validity - different yet related DVs
58
Maximizing External Validity
1. Random Sampling 2. Heterogeneous samples (diversity) 3. Conduct analyses to determine whether the relationship holds across characteristics of subjects, settings, etc.
59
Sampling Methods
Representative sample Equal probability of selection methos (EPSEM) Sampling error Both random and non-random can be used in the same study
60
Random Sampling Methods
Simple Random Sampling (EPSEM) Stratified Random Sampling - division into strata - proportional (most common) and non-proportional Cluster Random Sampling - things (clustersd) instead of people (i. e. Numerous schools) - one-stage, two-stage Systematic Sampling - select every nth person - avoids contagion effect
61
Non-random Sampling Methods
Convenience Sampling -location chosen Quota Sampling - asking for the quota - numbers of kind of people you want Purposive Sampling -specify characteristic of population of interest Snowball Sampling -refer a similar friend ``` Higher = more valid Lower = more error ```

Psych 230 (2 decks)

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