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PSY 505 Flashcards

1
Q

Approach that relies on gathering observations from direct observation and experimentation

component of scientific approach

A

Empirical Approach

component of scientific approach

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2
Q

Being aware of the world around us, making careful measurements, creating adequate operational definitions

component of scientific approach

A

Observation

component of scientific approach

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3
Q

Develop answerable questions, answer through study, implies something that is unknown

component of scientific approach

A

Research Questions

component of scientific approach

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4
Q

An educated and testable guess about the answer to the research question, requires prediction, must be falsifiable

component of scientific approach

A

Hypotheses

component of scientific approach

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5
Q

Conducting study, measure phenomena of study in an accurate and reliable manner

component of scientific approach

A

Studies

component of scientific approach

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6
Q

statistical techniques used to make sense out of data collected, seek to determine if the null hypothesis can be rejected

component of scientific approach

A

Analyses

component of scientific approach

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7
Q

Draw conclusions about a study’s results, evaluate statisitcally, based on results

component of scientific approach

A

Conclusions

component of scientific approach

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8
Q

Conducting the same study again to see if the same results are obtained

component of scientific approach

A

Replication

component of scientific approach

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9
Q

defines specific criteria and parameters for a measure

A

Operational Definitions

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10
Q

Prediction that no effects will be found

ex: the new drug will not change level of depression

A

Null hypothesis

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11
Q

Prediction that effects will be found

(experimental hypothesis, the new drug will decrease symptoms of depress

A

Alternative hypothesis

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12
Q

A researcher concluded that there is a difference between the groups being studied when there is not a difference

false positive

A

Type I Error

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13
Q

A researcher concluded that there is no difference between the groups when there is a difference

false negative

A

Type II Error

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14
Q

Different study participants are in each study group

A

Between groups design

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15
Q

The same group of participants are assigned to all study conditions or groups (repeated with same)

A

Within Subjects Design

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16
Q

the variable measured by a researcher

A

Dependent variable

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17
Q

A study condition or treatment that may affect the other variable, manipulated by the researcher

A

Independent Variable

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18
Q

Another variable that can account for changes in the DV

A

Confounding variables

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19
Q

Assigning study participants to groups in such a way that each participant has equal probability of being assigned to any of the groups within the study

A

Random Assignment

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20
Q

Ensure the groups do not differ before you manipulate the IV

A

Equivalence testing

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21
Q

Stages of Literature Review

A

Assemble, Arrange, Assess

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22
Q

A review that uses explicit, systemative methods to collect and synthesize findings of studies that address a clearly formulated question

A

Systematic review

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23
Q

a statistical technique used to synthesize results when study effect estimates and their variances are available, yields quantitative summary of results

A

Meta-analyses

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24
Q

A system to follow that sets the standards for what to report and how to conduct these reviews

A

PRISMA standards

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25
Q

Nonmetric, data vary in kind, attributes, characteristics, categories

(religious affilation, policial affilation, smoking status)

A

Qualitative Data

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26
Q

Metric data, data exist in differing amounts or degrees, reflect relative quantity or distance, explaining amounts or magnitudes

(heights, weight, IQ scores, miles covered)

A

Quantitative Data

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27
Q

Refers only to the names of categories

(Gender, place of birth, marital status, favorite color)

A

Nominal

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28
Q

Refers to numbers that have rank ordering

(winners of a race, ranking students by performance, likert scale)

A

Ordinal Scale

29
Q

Is a scale with equal units of measure with no true zero point

(degrees of temperature, IQ test)

A

Interval Scale

30
Q

Is a scale with equal units of measure and with a true zero point

(height of trees, money, weight, time, response rates)

A

Ratio Scales

31
Q

Consistency or dependability of a measurement

A

Reliability

32
Q

Test more than once and determine if score change

A

Test-retest reliability

33
Q

Compare the first half of questions to second half

A

Split-half reliability

34
Q

Correlation between different forms of same measure

A

Alternate-form reliability

35
Q

Determine agreement within and between rates

A

Interrater reliability

36
Q

Use reliable and validated psychological instruments

A

Formal Testing

37
Q

Self-Report (collect life history, biographical data, qualitative nature of research)

38
Q

A form of self-report gathered by participants using rating scales

A

Global Ratings

39
Q

Direct observation of the behavior of the construct of interest

A

Observation

40
Q

Referred to as physiological or psychophysiological (heart, EEG, biomarkers)

A

Biological Measures

41
Q

The tallied instance of behavior

42
Q

The tallied instance of behavior in a given period of time

43
Q

Count/ Time = , helps to compare different observation durations

44
Q

A list of responses that may represent a category of interest that can be independetly scored

(steps of morning routine marked as occurred or did not occur)

A

Discrete categorization

45
Q

Recording of occurrence/nonoccurance of behavior in a period, divided into small intervals , discontinuous measurement system

A

Interval Recording

46
Q

The amount of time that the response is performed

47
Q

the amount of time before a response occurs or how long it takes to begin a response

(time to trigger maladaptive behavior)

48
Q

Refers to extent to which an experiment rules out alternative explanations of the results

A

Internal validity

49
Q

Does the test or measurement strategy measure what it is supposed to?

50
Q

Hypothesis about effects of other variables accounting for changes in the DV

A

Plausible rival hypothesis

51
Q

IV may coincide with special or unique events in participants life

52
Q

IV may coincide with maturation processes within the person over time

A

Maturation

53
Q

The researcher’s observers might be changing their criteria for behavior gradually over time; instrument might have changed

A

Instrumentation

54
Q

Changes in DV accounted for by repeated assessment with the IV

55
Q

Changes in extreme scores toward the “average” score

A

Statisicial regression

56
Q

Subjects in one group may differ in important ways from subjects in other groups

A

Selection biases

57
Q

Subjects leaving a study; might lead to selection bias

58
Q

Refers to the extent to which the results of an experiment can be generalized or extended beyond the conditions of the experiment

A

External Validity

59
Q

Threats to external validity

A

Generality across settings, generality across behavior change agents, reactive assessment

60
Q

Refers to aspects of quantitative evaluation that affect the accuracy of the conclusions drawn from the results of a study

A

Statistical/ Data Evaluation Validity

61
Q

DV only measured once - after administering the IV
Random Assignment -> IV Level 1 -> observation
Random Assignment -> IV Level 2 -> observation

A

Post -Test Only Randomized Two-Group Design

62
Q

DV measured twice – before and after administering IV, provides baseline data
RA  observation –> IV level 1 -> observation
RA  observation -> IV level 2 -> observation

A

Pre and Post -Test Randomized Two-Group Design

63
Q

Check for differnces between groups before IV

A

Randomization check

64
Q

Provides way to compare data for those completing study versus those not completing study

A

Attrition analysis

65
Q

Includes some groups with pretest and other groups without pretest, allows determination of effects of pretest on the DV
RA -> observation -> IV level 1 -> observation
RA -> observation -> IV level 2 -> observation
RA -> no observation ->IV level 1->observation
RA ->no observation ->IV level 2 ->observation

A

Solomon Group Design

66
Q

Multiple IVs or factors, allows assessment of multiple IVs in same participants

A

Factorial Design

67
Q

Two or more IVs combine to produce effects that go above and beyond what either variable can account for alone

A

Interaction Effects

68
Q

Nonrandom assignment ->IV level 1-> observation
Nonrandom assignment -> IV level 2 -> observation

A

Nonequivalent Comparison- Groups Designs: Post-test only

69
Q

Nonrandom assignment -> observation -> IV level 1 -> observation
Nonrandom assignment -> observation -> IV level 2 -> observation

A

Nonequivalent Comparison- Groups Designs: Pre and Post-test

MW (1 decks)

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