Brainscape's Knowledge GenomeTM

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


See full index

KIN 209 > Midterm #2 - Qualitative Research Design > Flashcards

Midterm #2 - Qualitative Research Design Flashcards

1
Q

Main philosophical worldview that uses qualitative research designs

A

Post-positivism

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

What is Post-positivism?

A

Belief that there is 1 reality, 1 objective truth that is waiting to be discovered through research

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

Key defining features of post-positivism

A

DETERMINISM - Causes determine effects (use of experiments)
Reductionism = reduce ideas to small, discrete,
testable variables (makes hypotheses and
research questions)
Empirical observation and measurement = knowledge based on observation and measurement
Theory testing = theories are tested, supported, refined

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

Difference between Determinism and Causality

A

Determinism is a philosophical doctrine, and causality is a principle under it

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

Determinism

A

Doctrine that assumes every even has causes (nothing happens on it’s own)
- Makes a causal claim
- Post-positivist relation = we find and test for the cause
- no such thing as an “Accident”, implies no cause (injury prevention doesn’t like this, wants to anticipate and prevent)

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

Causality

A

Principle that everything has a cause
- Effects can have multiple causes

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

What do we need to claim causation?

A

1) Covariation
2) Isolation of causal variable
3) Effects come after causes (order)
4) Manipulating the cause will manipulate the effect

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

Covariation

A

Statistical correlation
correlation =/= causation !

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

Isolation of causal variable

A

Only x -> y. No z!
Cause is not because of a third variable
z a.k.a extraneous/control variable

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

3 Goals of Science

A

Describe - Descriptive (what) goals only cover CORRELATION
Explain - explanatory (how) goals
Predict - predictive (why) goals
- Both include causation

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

3 Types of claims

A

Causal (affects, leads to, causes, leads to, etc.)
Association (associated , relates, linked, correlates, etc.)
Frequency (counts, x # of, x% of, x-y/day, just giving the ‘what’, etc.)

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

Frequency claim

A

Describes rates or degrees of ONE measured variable

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

Association claim

A

At least 2 measured variables
- Correlated somehow (+, -, or 0)
- No manipulation or interference (takes away #4 of causal claim requirements)
- Make predictions based on strength of association (except for 0), stronger closer to 1

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

Causal claim

A

Variable x (expected to) changes variable y
- Independent and dependent variables
- Usually experimental design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Mediator variable

A

variable z that relates/bridges x and y
- Mediation model: X → Z → Y
- If you take Z away, no relationship
NOT the same as a “third variable”
- Interventions operate via mediators, so you NEED to identify it

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

Moderator variable

A

Changes sign/strength of the IV’s affect on DV
- Statistical interaction on a graph
- Effect modifiers = creates/enhances/modifies relationship

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

Confounder variable

A

Variable that changes relationship between IV and DV because it’s related to both
- Not part of the causal chain
- Source of difference for both variables (ex. population size in church-murder example)

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

Validity of qual. research designs is composed of

A

Internal and external validity

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

Validity of qual. measures are composed of

A

Content and statistical validity

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

Internal validity (IV)

A

Confidence in our results, and that any Δ in outcome was because of the treatment (also addressing threats to validity
- NOT because of a 3rd variable

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

Threats related to experimental procedure (IV)

A

Testing: participants just get better at the test, measures skill instead of their true reactions
Instrument Accuracy: Measures must be valid and reliable (working, no calibration error, no misuse, same collection technique)

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

Threats Related to Treatment or
Manipulation (IV)

A

Diffusion of treatment: Participants in different groups (esp. control group) talk to each other and adopt treatments (results will be the same b/w both groups)
Halo effect: Researcher bias towards their hypothesis (often not aware, double-blinding fixes this)

23
Q

Threats Related to the Participants (IV)

A

Maturation: growing, learning, puberty, natural changes (fix by having a control group also experiencing maturation to see if that’s the only difference)
History: Events other than the treatment impacting study (mental issues, trauma) (fix by having traumatized people in experimental and control groups)
Regression: Extreme scores tend to regress back to the mean (best jump ever, and the next few tests you’re vertical goes down to the mean, this can impact baseline/pretests and skew results)

24
Q

Threats Related to the Participants (IV)

A

Selection Bias: No random assignment (even volunteers who come may introduce selection bias)
Experimental Drop-Out (Mortality): People leaving, researchers compare drop-outs to people who complete to see any predictors (ex. drug trials, something about intervention isn’t working)
Placebo Effect: Participants react how they think they’re supposed to (ex. common in drug trials, people think they’re in control)
Hawthorne Effect: Participants may act favourably b/c they’re being watched (fix through control group and double-blind)

25
Q

Ways to minimize threats to IV

A
  • Control group
  • Random Assignment
  • Validated Measures (validity of measures)
  • Double-blind (participants and researchers don’t know who is receiving which treatment
  • Identifying potential confounding factors
26
Q

External Validity (EV)

A

How well we can generalize the findings to real world
- Concerns how sample was chosen

27
Q

Threats to EV

A

Selection x Treatment Interaction: characteristics of participants (kin students) make treatment (exercise intervention) only work for them (more likely to stick to it), further research needed to generalize
Setting x Treatment Interaction: highly controlled lab environments aren’t well translatable to real world (more “real world” procedures/research needed)
History x Treatment Interaction: timing of intervention is important, the past or future may be different (age, time period) (replicate research in different times with new info + tech to see if it’s still valid) (ex. Korea boat tragedy)

28
Q

Generalizability

A

How much findings in study (internal validity) can be generalized to real world (external validity)
Normally high IV = low EV

29
Q

4 Kinds of Qualitative Research Designs

A

1) True Experimental Design/Experimental
Design
2) Quasi-Experimental Design
3) Pre-Experimental Design
4) Non-Experimental Design

30
Q

True Experimental Design

A
  • Identified cause-and-effect relationship (causality)
  • Highly controlled lab setting (ensures IV, but less EV)
  • At least 1 experimental/treatment/intervention group (EG)
  • At least 1 control group (CG)
  • Random assignment to remove bias (RA)
    RA+CG+manipulates independent variable=true experiment
31
Q

Two subtypes of True Experimental Design

A

1) Randomized Control Trial (RCT):
- Pre and post test design - assumes pre test doesn’t impact results (since both groups do it) and both groups are equivalent and randomized
- Post test design only
2) Solomon Four-Group Design - examines effects of pre-test on outcome

32
Q

What does a pre and post test RCT design look like?

A

1 independent variable:
R O1 T O2
R O1 O2

> 1 independent variable:
R O1 TX1Ty1 O2
R O1 TX1Ty2 O2
R O1 TX2Ty1 O2
R O1 TX2Ty2 O2

R=randomize
O1=pre test
T=intervention
O2=post test

33
Q

What does a post-test RCT design look like?

A

R T O1
R O1

  • Best kind of test, but rare b/c difficult
  • Shows that a pre-test IS NOT required for a true experiment
34
Q

What does a Solomon Four-Group Design look like?

A

R O1 T O2
R O1 O2
R T O2
R O2

35
Q

Quasi-Experimental Design

A

Approximate conditions of a true experiment in a setting where we can’t control/manipulate every relevant variable
- No Random Assignment (lowed IV b/c groups aren’t equivalent, less accurate replicas)
- Usually higher EV than true experiment (b/c normally done in a natural environment, better generalization, out in the real world)
- Independent variable still introduced/manipulated
- Dependent variable still measured
Normally done b/c of lack of money, resources, physical condition (ex. pregnancy)

36
Q

What does a Quasi-Experimental Design look like?

A

Non-equivalent Control Design (b/c no random assignment R)
O1 T O2
O1 O2

37
Q

Pre-Experimental Research Design

A
  • No control, but sometimes ‘comparison’ group (non-equivalent group identified during or after intervention)
  • Independent variable still introduced and manipulated
  • Dependent variable still measured
  • Less IV and EV
  • No Random assignment
    This can be used as a lead-up to actual experiment, seeing if intervention can actually be handled, if it’s very hard to get participants, etc.
38
Q

Non-Experimental Research Design

A
  • No random assignment (b/c no groups to randomize to)
  • No manipulation of IV
    Not doing anything, just observing and comparing
  • Can use pre-existing groups (compared to understand potential effects of differences on dependent variable)
  • Frequency claims, correlational, longitudinal designs, descriptive, cross-sectional (compare existing groups at one time like active vs. inactive)
    Used in epidemiological research, population health knowledge
39
Q

Sample vs. Population

A

A sample is a group of participants in a study that represent a population
A population is a well-defined collection of individuals of interest with similar characteristics (who we want to generalize findings to)

40
Q

Random vs. Randomize

A

Random = no pattern or regularity
Randomize = to select subjects without detectible biases or patterns (allows generalization to population)

41
Q

Probability vs. Chance

A

Probability = quantifiable likelihood that something will happen
Chance = random, no idea if something will happen

42
Q

Law of Large Numbers

A

If we repeat random events again repeatedly, their fraction of success gets closer to the average/expected value (ex. flipping a coin is 50/50, rolling dice is 1 in 6)

43
Q

3 Steps in the Sampling Process

A

1) Unit of analysis: population of interest, groups to be investigated
2) Define study population: know the nature of the population the sample is coming from
3) Establish sampling frame: complete list (ex. UAlberta students, phone directories, census lists, etc.)

44
Q

2 Types of samples

A

Probability Sampling: random selection, probability of an individual being selected is known
Non-Probability Sampling: probability of an individual being selected is NOT known (constructivists use this)

45
Q

Types of probability sampling

A

Random (simple random, systematic)
Stratified
Cluster

46
Q

2 types of Random Sampling

A

Simple Random: everyone has an equal + random chance of being chosen, IV, eliminates bias
Systematic: pick a random starting point on a list, pick every nth subject

47
Q

Stratified Sampling

A

Concerned about underrepresented groups
- Divide samples into subgroups, and randomly select from the subgroups proportional to population/sampling frame
- Ensure small groups aren’t overlooked

48
Q

Cluster Sampling

A

Focused on where people cluster, helpful when population is spread out/hard to access
- sampling frame focuses on clusters, select a few clusters, randomly select within those clusters
ex. soccer teams

49
Q

4 Types of Non-probability Sampling

A

1) Convenience - most accessible/most willing
2) Quota - population divided into subgroups based on census data, selected based on reflected proportion in population (like stratified but no random assignment, still bias)
3) Purposive - Focus on a limited population/small geographic area, participants have experience with phenomena of interest
4) Snowball - Identify 1 or more subjects, and ask them to find more, useful for difficult to reach populations

50
Q

Non-response rate/bias

A

Error due to non participation or non response (ex. who answers the phone)

51
Q

Sampling error

A

Inaccuracies in generalizations of a population because sample doesn’t represent the population
- SD of sample, sample size

52
Q

Types of quantitative data and levels of measurement

A

Discrete data: takes on a particular numerical or categorical value (Nominal, ordinal)
Continuous data: any value/range (Interval, ratio)

53
Q

Difference between levels of measurement

A

Nominal - values hold no meaning, no numeric value
Ordinal - Groups are different to a degree (we don’t know what degree, but still a vague order)
Interval - Differences between groups to a specified degree, but no true zero point
Ratio - True zero point

54
Q

Concept vs. Construct

A

Concept is an idea, can be concrete or abstract
Construct is something we invent to tap into concept

KIN 209 (4 decks)

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