Brainscape's Knowledge GenomeTM

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


See full index

PSYCH Research Methods > Midterm #2 > Flashcards

Midterm #2 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Target population

A

defined by researcher’s specific interests

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

Accessible population

A

Portion of population who are accessible to be recruited for the study

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

Sample population

A

relatively smaller group of individuals who participate in the study

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

Simple random sampling (random)

A
  • Randomly select participants from list containing total population
  • Each individual has equal and independent chance of selection
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Systematic sampling (random)

A
  • Select every nth participant from list containing total population after random start
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Stratified random sampling (random)

A
  • Divide population into subgroups and randomly select equal numbers from each subgroup
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Proportionate stratified random sampling (random)

A
  • Divide population into subgroups and randomly select from each subgroup so proportions in sample correspond to proportions in population
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Cluster sampling (random)

A
  • Randomly select clusters from a list of all the clusters in the population
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Convenience sampling (nonrandom)

A
  • Select individual participants who are easy to get
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Quota sampling (nonrandom)

A
  • Identify subgroups to be included, then establish quotas for individuals to be selected through covenience
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Descriptive

A

Intended to answer questions about the current state of individual variables for a specific group of individuals. (Describe specific characteristics of a specific group of individuals)

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

Correlational

A
  • Measure two variables of interest for each individual

- Look at data graphically - scatterplot

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

Experimental

A
  • Intended to answer cause-effect questions about the relationship between variables
  • rigorous control to help ensure an unambiguous demonstration of the cause-effect relationship
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Quasi-experimental

A
  • Attempts to answer cause-effect questions about relationship between two variables, but answers tend to be ambiguous.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Nonexperimental

A
  • Demonstrates relationship between variables without explaining relationship.
  • Does not use rigour and control or produce cause-effect explanations.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

External validity

A
  • The extent to which the results obtained in a research study can hold true outside that specific study.
17
Q

Internal validity

A
  • Changes in one variable are followed by changes in another variable and no other variable provides an alternative explanation for the results.
18
Q

Experimenter bias (threat to validity)

A
  • the findings of the of a study are influenced by the experimenter’s expectations or personal beliefs about the study’s outcome.
19
Q

Reactivity (threat to validity)

A
  • participants modify their natural behaviour in response to the fact that they are aware they are being studied
  • behaviour can change by being overly cooperative or defensive/uncooperative.
20
Q

Confounding variable (threats to validity)

A
  • extraneous variable (usually unmonitored)
  • changes systematically along with the two variables being studied.
  • alternative explanation for observed relationships between the two variables.
21
Q

Assignment bias (threats to validity)

A

Occurs when the process used to assign different participants to different treatments produces groups of individuals with noticeably different characteristics

22
Q

Selection bias (threats to validity)

A
  • Sampling procedure favours the selection of some individuals over others.
  • If the sample doesn’t accurately represent the population, the results will not generalize to the population
23
Q

Manipulation (experimental)

A

Manipulate one variable to create two different treatment conditions.

  • Third variable
  • Directionality
24
Q

Measure (experimental)

A

Measure a second variable to obtain a set of scores in each treatment condition

25
Q

Comparison (experimental)

A

Compare the scores in treatment A with the scores in treatment B

26
Q

Control (experimental)

A
  • The second distinguishing characteristic of an experiment is control of extraneous variables
  • Ensure observed relationship is not contaminated by the influence of other variables.
27
Q

Threats to validity (experimental)

A
  • Assignment bias (different participants to different treatment groups with noticeably different characteristics)
28
Q

Mitigating threats to validity

A

Holding variables constant
- making variables the same for every observation
- environmental variables: standardize the environment and procedures
- individual differences variables: hold demographic variables constant
Matching
- balance variables in each treatment condition
Random assignment
- passive control technique
- disrupting systematic relation
- unpredictable and unbiased procedure to distribute different values of each extraneous variable across the treatment conditions

29
Q

Manipulation check

A
  • included in the study to measure whether the independent variable had the intended effect on the participant
30
Q

Placebo effect

A

Believed to be psychosomatic: the mind (psyche) has an effect on the body (somatic)
- the individual thinking/believing it’s effective, causes a response to the medication

31
Q

Placebo effect

Inactive drugs, Nonspecific therapy, Non alcoholic beverages

A

Believed to be psychosomatic: the mind (psyche) has an effect on the body (somatic)
- the individual thinking/believing it’s effective, causes a response to the medication

32
Q

What is a between subjects design?

A
  • obtain each of the different groups of scores from a separate group of participants
  • comparing different groups of individuals
  • individual scores
33
Q

Advantages of subjects design?

A
  • Each individual score is independent from the other scores

- Can be used for a wide variety of research questions

34
Q

Disadvantages of subjects design?

A
  • Require a relatively large number of participants

- Individual differences

35
Q

Specific threats to validity (between subjects design)

A
  • Differential attrition: when participants withdrawal from a study before it’s completed
  • Communication: when participants from different conditions talk to each other…
    (Diffusion) - treatment effect spread between groups
    (Compensatory equalization) - untreated groups demand equal treatment
    (Compensatory rivalry) - untreated group works hard to show they can perform just as good
    (Resentful demoralization) - untreated group becomes less productive and motivated
36
Q

What does the t-statistic represent?

A

measures the size of the difference relative to the variation in your sample data

PSYCH Research Methods (3 decks)

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