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Psych 230 > Midterm 1 (excluding review) > Flashcards

Midterm 1 (excluding review) Flashcards

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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
Q

Face Validity

A

On quick insoection; surface level

How the test TAKERS percieve things

Tells us little about what a test measures

26
Q

Content Validity

A

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
Q

Criterion-Related Validity

A

Tests that predict outcomes

Extent to which test scores are systematically related to a relative criterion

2 types: Predictive and Concurrent

28
Q

Criterion

A

Measure of performance (Independent behaviors, attitudes, and events we correlate to test scores

29
Q

Predictive Validity

A

Subset of C-R

Scores predict future behavior
-important to show relationships between test scores and future behaviors

Predictive Method

30
Q

The Predictive Method

A
  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
Q

Concurrent Validity

A

Subset of C-R

Scores predict current performance
-typically used clinically

Concurrent method

32
Q

The Concurrent Method

A

Test and criterion are measured at the same time

33
Q

Contruct Validity

A

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
Q

Concrete constructs

A

Activities that are more observable and measurable

35
Q

Abstract Constructs

A

Underlying attitudes or attributes that exist in our minds/imaginations

36
Q

The Construct Process

A

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
Q

Construct Explication

A
  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
Q

Self-efficacy

A

Confidence in your ability to perform a specific task

Int (0)
Self-esteem (0)
Anxiety (-)
Coping (+)
Performance (+)
Past achievements (+)
39
Q

Convergent Validity

A

Subset of Construct

Evidence that test scores correlate with scores on other tests that measure the same construct

40
Q

Discriminant Validity

A

(Divergent Validity)

Subset of Construct

Evidence that test scores are not correlated with unrelated constructs

41
Q

Multitrait Multimethod Matrix

A

Method of establishing convergent and discriminant validity at the same time

Measure several different constructs using several different methods

42
Q

Factor Analysis

A

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
Q

General Intelligence

A

(g)

Combination of many different intelligences
-mainly fluid and crystallized

44
Q

Fluid Intelligence

A

Non-verbal, spatial, innate and stable

45
Q

Crystallized Intelligence

A

Verbal tasks

Increases with time

46
Q

Exploratory Factor Analysis

A

Identifies the underlying components (not based on a theory/hypothesis)

Does not provide verification required to establish construct validity

47
Q

Multiple choice studying

A

Recognition - retroactive interference

48
Q

Essay studying

A

Recall - proactive interference

49
Q

Confirmatory-factor analysis

A

Confirms whether factors in a theory actually exist

Goid for establishing construct validity

50
Q

Goodness-of-fit test

A

Evidence that the factors obtained empirically are similar to those proposed theoretically

51
Q

Confirmatory-factor analysis

A

Good for establishing construct validity

52
Q

Threats to Construct Validity

A

Mono-appreciation bias
Mono-method bias
Construct confounding

53
Q

Statistical Conclusion Validity

A

Concerned with sources of random error with appropriate use of statistics and statistical tests

54
Q

Internal Validity

A

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
Q

Threats to Intermal Validity

A

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
Q

Maximizing Internal Validity

A
  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
Q

External Validity

A

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
Q

Maximizing External Validity

A
  1. Random Sampling
  2. Heterogeneous samples (diversity)
  3. Conduct analyses to determine whether the relationship holds across characteristics of subjects, settings, etc.
59
Q

Sampling Methods

A

Representative sample
Equal probability of selection methos (EPSEM)
Sampling error
Both random and non-random can be used in the same study

60
Q

Random Sampling Methods

A

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
Q

Non-random Sampling Methods

A

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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