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PSY1022 > PSY1022 WEEK 4 - DISC 2 > Flashcards

PSY1022 WEEK 4 - DISC 2 Flashcards

1
Q

NUREMBERG CODE

A

10 principles.

Developed in 1948 for Nazi war crime trials.

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2
Q

TUSKAGEE SYPHILIS STUDY

A

Unethical study. Mostly poor, uneducated black men, in Alabama. Started in 1932.
Told they were being treated for syphilis, but weren’t.
Penicillin discovered as a treatment in 1940. Still not treated.
Continued until 1972.

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3
Q

INSTITUTIONAL REVIEW BOARD

A

A community charged with evaluating research projects in which human subjects are used.

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4
Q

INFORMED CONSENT FORM

A

A form given to individuals before they participate in a study to inform them of the general nature of the study and to obtain their consent to participate.
The informed consent form typically describes the nature and purpose of the study. However, to avoid compromising the outcome of the study, the researcher obviously cannot inform subjects about the expected results.
In cases where deception is used in the study, of course, the informed consent form tells subjects nothing about the true nature and purpose of the study.

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5
Q

APA CODE OF ETHICS

A

Principle A: Beneficence and Nonmaleficence
Principle B: Fidelity and Responsibility
Principle C: Integrity
Principle D: Justice
Principle E: Respect for People’s Rights and Dignity

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6
Q

RISK (RESEARCH)

A

Subjects are generally classified as being “at risk” or “at minimal risk”

  • Minimal risk = no more than everyday life. Such as filling in a survey, or routine depression inventory.
  • At risk = risk of physical or emotional harm. Milgram’s obedience study. Also considered at risk if privacy threatened.
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7
Q

DECEPTION

A

Lying to the subjects concerning the true nature of a study because knowing the true nature of the study might affect their performance

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8
Q

DEBRIEFING

A

Providing information about the true purpose of a study as soon after the completion of data collection as possible.
Necessary in all research projects, not just those involving deception.
Through debriefing, subjects learn more about the benefits of the research to them and to society in general, and the researcher has the opportunity to alleviate any discomfort the subjects may be experiencing.

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9
Q

ETHICS WITH CHILDREN

A

Consent from parent or guardian if under 18.
But if child can talk, researcher should inform them about the experiment and tell them they don’t have to do it.
Do they understand? Researcher must use judgement.

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10
Q

OPERATIONAL DEFINITION

A

A definition of a variable in terms of the operations (activities) a researcher uses to measure or manipulate it.
An operational definition specifies the activities of the researcher in measuring and/or manipulating a variable .
- eg. Hunger = not having eaten for 12 hours. Specific.

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11
Q

IDENTITY

A

A property of measurement in which objects
that are different receive different scores.
eg. Tall or short, conservative or liberal.

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12
Q

MAGNITUDE

A

A property of measurement in which the ordering of numbers reflects the ordering of the variable.
eg. lining people up by height.

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13
Q

EQUAL UNIT SIZE

A

A property of measurement in which a difference of 1 is the same amount throughout the entire scale.
eg. height. 65cm is 1 cm more than 64cm. 75cm is 1cm more than 74cm.

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14
Q

ABSOLUTE ZERO

A

When assigning a score of zero indicates an absence of the variable being measured.

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15
Q

SCALES OF MEASUREMENT

A

Nominal, ratio, ordinal, interval.

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16
Q

NOMINAL SCALE

A

A scale in which objects or individuals are assigned to categories that have
no numerical properties. Therefore, no mathematical operations.
eg. ethnicity, sex
Identity = yes
Magnitude = no
Equal unit size = no
Absolute zero = no

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17
Q

ORDINAL SCALE

A

A scale in which objects or individuals are categorized, and the categories form a rank order along a continuum. Distance between the items is not the same.
Also called ranked data.
eg. Ranking students by how they did on an exam (1st, 2nd, 56th). Or letter grade (A+, A). Top ten restaurants, etc.
Identity = yes
Magnitude = yes
Equal unit size = no
Absolute zero = no

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18
Q

INTERVAL SCALE

A

A scale in which the units of measurement (intervals) between the numbers on the scale are all equal in size, but no natural zero.
eg. temperature, many psychological tests.
Identity = yes
Magnitude = yes
Equal unit size = yes
Absolute zero = no
Can add, subtract, multiply, divide.

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19
Q

RATIO SCALE

A 
A scale in which addition to order and equal units of measurement, an absolute zero indicates an absence of the variable being measured. 
eg. height, weight, time, etc. 
In a ratio scale 100 is double 50. 
Identity = yes
Magnitude = yes
Equal unit size = yes
Absolute zero = yes
Can add, subtract, multiply, divide.
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20
Q

INTERVAL- RATIO DATA

A

The two types are very similar and many psychologists do not distinguish between the two.

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21
Q

DISCRETE VARIABLES

A

Variables that usually consist of whole number units or categories and are made up of chunks or units that are detached and distinct from one another
eg. how many children, gender
No decimals.
Most nominal and ordinal are discrete.

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22
Q

CONTINUOUS VARIABLES

A

Variables that usually fall along a continuum and allow for fractional amounts.
eg. age (24.6 years), height (178.5cm).
Most interval and ratio data are continuous.

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23
Q

TYPES OF MEASURES

A

Self-report measures, tests, behavioral measures, and physical measures.

24
Q

SELF-REPORT MEASURES

A

Usually questionnaires or interviews that measure how people report that they act, think, or feel.

25
Q

BEHAVIORAL SELF-REPORT MEASURES

A

Typically ask people to report HOW OFTEN they do something.

  • how often go to the gym, eat cheese, etc.
  • problems with veracity of the reports and also with the accuracy of the individual’s memory
26
Q

COGNITIVE SELF-REPORT MEASURES

A

Ask individuals to report what they THINK about something.

  • what you think about the parking, or the government, etc.
  • problems with veracity of the reports and also with the accuracy of the individual’s memory
27
Q

AFFECTIVE SELF-REPORT MEASURES

A

Ask individuals to report how they FEEL about something.

  • depression, stress levels. Many psychological tests.
  • problems with veracity of the reports and also with the accuracy of the individual’s memory
28
Q

TEST

A

A measurement instrument used to assess
individual differences in various content areas.
- personality tests (are often also affective self-report measures)
- ability tests. Aptitude (potential) and achievement (competency).

29
Q

BEHAVIORAL MEASURES

A

Measures taken by carefully observing and recording behavior.
- also called observational measures.
Can be used to measure anything that a person or animal does.
Usually uses some sort of coding system with a numerical value.
Lots of potential for error. Are the observers objective?

30
Q

REACTIVITY

A

A possible reaction by participants in which

they act unnaturally because they know they are being observed

31
Q

PHYSICAL MEASURES

A

Measures of bodily activity (such as pulse or blood pressure) that may be taken with a piece of equipment.
More objective than behavioural measures.

32
Q

RELIABILITY

A

An indication of the consistency or stability of a
measuring instrument.
- individuals should get a similar score each time.
eg. bathroom scale
Reliability = True score / (True score +Error score)
Therefore 100% reliability = 1.00

33
Q

METHOD ERRORS

A

Stem from the experimenter and the testing situation.

34
Q

TRAIT ERRORS

A

Stem from the participants.

35
Q

OBSERVED SCORE

A

Observed score = true score + measurement error

36
Q

CORRELATION COEFFICIENT

A

A measure of the degree of relationship between two sets of scores. It can vary between –1.00 and +1.00.
The stronger the relationship between the variables, the closer the coefficient will be to either -1.00 or +1.00. Weaker is closer to 0. 0 = no relationship, or no more than chance.
If reliable results, usually +0.80 or higher.
0.70 - 1.00 = strong
0.30 - 0.69 = moderate
0.00 - 0.29 = weak

37
Q

POSITIVE CORRELATION

A

A direct relationship between two
variables in which an increase in one is related to an increase in the other, and a decrease in one is related to a decrease in
the other.
Positive correlation coefficient.
eg. height and weight, study and results.

38
Q

NEGATIVE CORRELATION

A

An inverse relationship between two variables in which an increase in one variable is related to a decrease in the other and
vice versa.
eg. age and eye sight (higher age, lower vision)

39
Q

TEST/RETEST RELIABILITY

A

A reliability coefficient determined by assessing the degree of relationship between scores on the same test administered on two different occasions.
Expect it to be higher than 0.80.
Problem if individuals remember their answers and repeat them, either correct or incorrect.
Also, first test forms practice and people tend to do better on the second.
Correlation may be deceptively high.
->measures stability over time

40
Q

ALTERNATE-FORMS RELIABILITY

A

A reliability coefficient determined by assessing the degree of relationship between scores on two equivalent tests.
Can be difficult to ensure tests really are equivalent.
Also suffers from practice effects.

41
Q

SPLIT-HALF RELIABILITY

A

A reliability coefficient determined by correlating scores on one half of a measure with scores on the other half of the measure.
Problem with getting two halves equivalent. Even vs odd numbers works well.

42
Q

INTERRATER RELIABILITY

A

A reliability coefficient that assesses the agreement of observations made by two or more raters or judges
Interrater reliability = (agreements / possible agreements) X 100
In percent form.

43
Q

VALIDITY

A

A measure of the truthfulness of a measuring instrument. It indicates whether the instrument measures what it claims to measure.
Uses correlation coefficient, but no established criterion for strength of validity coefficient. But, must be statistically significant.

44
Q

CONTENT VALIDITY

A

The extent to which a measuring instrument

covers a representative sample of the domain of behaviors to be measured

45
Q

FACE VALIDITY

A

The extent to which a measuring instrument
appears valid on its surface.
More PR than actual validity.

46
Q

CRITERION VALIDITY

A

The extent to which a measuring instrument
accurately predicts behavior or ability in a given area.
- estimate present performance (concurrent validity)
- predict future performance (predictive validity)

47
Q

CONSTRUCT VALIDITY

A

The degree to which a measuring instrument accurately measures a theoretical construct or trait that it is designed to measure.
eg. depression, anxiety. intelligence

48
Q

INDEPENDENT VARIABLE

A

Is directly manipulated by the researcher.
- drug dosage, etc.
Must have at least two groups or conditions
- eg. control or experimental group, tall or short.

49
Q

DEPENDENT VARIABLE

A

Observed (measured) to see if there has been a change in response to the manipulation of the independent variable.
- change in depression levels (dependent) in response to drug dosage (independent).
The thing we are interested in in the research.

50
Q

QUASI-INDEPENDENT

A

When it can’t be directly manipulated.
- male or female, etc.
Can also be called subject variables.

51
Q

EXTRANEOUS OR NUISANCE VARIABLES

A 
Other variables which may change across
treatment groups or affect specific participants and
therefore affect the dependent variable.
- participant or subject variables
- situational or environmental variables
- experimenter variables
OR
- random
- confounding
52
Q

OPERATIONALISING A VARIABLE

A

Stipulating in detail how the variable in question is to be defined, observed, and measured

53
Q

CONSTRUCTS

A

Hypothetical attributes / entities derived from theory, which are intangible.
Intelligence can be IQ test, etc.

54
Q

MEASUREMENT

A

The assignment of a number to an operationalised variable.

55
Q

SOURCES OF ERROR

A
  • Observer error
  • Environmental changes
  • Participant changes

PSY1022 (12 decks)

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