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PSY1022 > PSY1022 WEEK 8 DISC 4 > Flashcards

PSY1022 WEEK 8 DISC 4 Flashcards

1
Q

MANIPULATION

A

The researcher manipulates one variable by changing its value from one level to another. A second variable is observed (measured) to determine whether the manipulation causes changes to occur.

  • manipulated variable is the independent variable.
  • observed variable is the dependent variable.
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2
Q

CONTROL

A

The researcher must exercise control over the research situation to ensure that other extraneous variables do not influence the relationship being examined.
- who is in the study and what happens.

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3
Q

PARTICIPANT VARIABLES

A

Characteristics such as age, gender, and intelligence that vary from one individual to another. Whenever an experiment compares different groups of participants (one group in treatment A and a different group in treatment B), researchers must ensure that participant variables do not differ from one group to another.

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4
Q

ENVIRONMENTAL VARIABLES

A

Characteristics of the environment such as lighting, time of day, and weather conditions. A researcher must ensure that the individuals in treatment A are tested in the same environment as the individuals in treatment B.

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5
Q

HOLDING VARIABLE CONSTANT

A

One way of controlling variables. eg. only using 10 year olds. Holds age constant.

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6
Q

ANTECEDENT CONDITIONS

A

Independent variable.

Conditions that were manipulated prior observing the independent variable.

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7
Q

CONTROL CONDITION

A

Individuals in a control condition do not receive the experimental treatment. Instead, they either receive no treatment or they receive a neutral, placebo treatment. The purpose of a control condition is to provide a baseline for comparison with the experimental condition.
- control group

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8
Q

EXPERIMENTAL CONDITION

A

Individuals in the experimental condition do receive the experimental treatment.
Receives some level of the independent variable.
- experimental group

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9
Q

BETWEEN-SUBJECTS DESIGN

A

An experiment in which different subjects are assigned to each group.

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10
Q

POSTTEST-ONLY CONTROL GROUP DESIGN

A

An experimental design in which the dependent variable is measured after the manipulation of the independent variable.
- half students taught studying device, then memory test performed.

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11
Q

PRETEST/POSTTEST CONTROL GROUP DESIGN

A

An experimental design in which the dependent variable is measured both before and after the manipulation of the independent variable.

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12
Q

CONFOUND

A

An uncontrolled extraneous variable or flaw in an experiment.
- harder in psych than other sciences due to human variability.

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13
Q

INTERNAL VALIDITY

A

The extent to which the results can be attributed to the manipulation of the independent variable rather than to some confounding variable.

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14
Q

NONEQUIVALENT CONTROL GROUP

A

Threat to internal validity.
When subjects in the control and experimental groups are not equivalent at the beginning of the study.
- can use random sampling and random assignment to minimise.

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15
Q

HISTORY EFFECT

A

Threat to internal validity.
When an outside event that is not part of the manipulation of the experiment could be responsible for the results.
- what else is going on in participants lives.
- can use equivalent control group to minimise

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16
Q

MATURATION EFFECT

A

Threat to internal validity.
When naturally occurring changes within the subjects are responsible for the observed results.
- can be overcome with a control group of equivalent subjects.
- can use equivalent control group to minimise

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17
Q

TESTING EFFECT

A

Threat to internal validity.
When repeated tests lead to better or worse scores.
- can use equivalent control group to minimise

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18
Q

REGRESSION TO THE MEAN

A

Threat to internal validity.
When extreme scores, upon retesting, tend to be less extreme, moving towards the mean.
- can use equivalent group with extreme scores to minimise

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19
Q

INSTRUMENTATION EFFECT

A

Threat to internal validity.
Fault in measuring device.
- measuring device can be a human. More likely to be inconsistent.
- can use equivalent control group to minimise

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20
Q

MORALITY (ATTRITION)

A

Threat to internal validity.
Most studies have dropouts or deaths. Usually even across groups.
- of concern when not equal.

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21
Q

DIFFUSION OF TREATMENT

A

Threat to internal validity.
When observed changes in the behaviors of subjects may be due to information received from other subjects.
- eg. Uni students might talk to other students about the experiment. These other students are now compromised.

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22
Q

EXPERIMENTER EFFECT (BIAS)

A

Threat to internal validity.
When the researcher consciously or unconsciously affects results of the study.
- Clever Hans the counting horse.
- use blind or double blind procedure

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23
Q

SUBJECT EFFECT

A

Threat to internal validity.
When the subject, consciously or unconsciously, affects the results of the study.
- people know they are being observed and may not act naturally.
- or try to be “good” subjects
- similar to reactivity.

24
Q

FLOOR EFFECT

A

Threat to internal validity.
A limitation of the measuring instrument that decreases its capability to differentiate between scores at the bottom end of the scale.
eg. measuring in kg when difference is in grams.

25
Q

CEILING EFFECT

A

Threat to internal validity.
A limitation of the measuring instrument that decreases its capability to differentiate between scores at the top end of the scale.
eg. measuring elephants on bathroom scales.

26
Q

EXTERNAL VALIDITY

A

The extent to which the results can be generalized beyond the subjects used in the experiment and beyond the laboratory in which the experiment was conducted.

27
Q

COLLEGE SOPHOMORE PROBLEM

A

An external validity problem that results from using mainly college sophomores as subjects in research studies.
- but doesn’t negate study.

28
Q

ARTIFICIALITY CRITICISM

A

Caution when generalizing from the laboratory setting to the real world.

29
Q

EXACT REPLICATION

A

Repeating a study using the same means of manipulating and measuring the
variables as in the original study.
Supports external validity.

30
Q

CONCEPTUAL REPLICATION

A

A study based on another study that uses different methods, a different manipulation, or a different measure.

31
Q

SYSTEMATIC REPLICATION

A

A study that varies from an original study in one systematic way— for example, by using a different number or type of subjects, a different setting, or more levels of the independent variable.

32
Q

CORRELATED-GROUPS DESIGN

A

An experimental design in which the subjects in the experimental and control groups are related in some way.

  • within-subjects design
  • matched-subjects design
33
Q

WITHIN-SUBJECTS DESIGN

A

A type of correlated-groups design in which the same subjects are used in each condition.

  • need fewer subjects (no control group)
  • less time
  • same individuals mean less individual differences. Increases statistical power.
  • but subject to order effects and demand characteristics, and carryover effect
34
Q

ORDER EFFECTS

A

A problem for within-subjects designs in
which the order of the conditions has an effect on the dependent variable.
- same as testing effects
- can use counterbalancing

35
Q

COUNTERBALANCING

A

A mechanism for controlling order effects either by including all orders of treatment presentation or by randomly determining the order for each subject.

36
Q

LATIN SQUARE

A

A counterbalancing technique to control for order effects without using all possible orders.

  • each condition should appear once in the ordinal position
  • each condition should precede and follow every condition once.
37
Q

MATCHED-SUBJECTS DESIGN

A

A type of correlated-groups design in which subjects are matched between conditions on variable(s) that the researcher believes is (are) relevant to the study.

  • like between-subjects design different subjects in each condition
  • but subjects are matched on a relevant variable (eg. weight, age)
  • like within-subjects design but no carryover effect.
  • high morality rate, matching is hard.
38
Q

CARRYOVER EFFECT

A

When the subjects “carry” something with them from one condition to another.

  • problem with within-subjects design
  • also with drug trials, etc.
39
Q

BETWEEN-SUBJECTS SUMMARY

A

Different subjects are randomly assigned to each condition
+ve - testing effects and demand characteristics are minimised.
-ve - more participants and time needed. Groups may not be equivalent. Less statistically powerful.

40
Q

WITHIN-SUBJECTS SUMMARY

A

The same subjects are used in all conditions
+ve - fewer participants and less time needed. Equivalency of groups ensured. More powerful statistically.
-ve - testing effects and demand characteristics

41
Q

MATCHED-SUBJECTS SUMMARY

A

Subjects are randomly assigned to each condition after they are matched on relevant variables.
+ve - testing effects and demand characteristics minimised. Groups fairly equivalent. More powerful statistically.
-ve - matching is very difficult. Need more participants.

42
Q

NON MANIPULATED INDEPENDENT VARIABLE

A

The independent variable in a quasiexperimental design in which subjects are not randomly assigned to conditions but rather come to the study as members of each condition.

(eg. smokers or non smokers)
- subject variable.
- if this is what is being studied then by default is quasi-experimental.
- John Snow and cholera. NMIV is water company, dependent variable is cholera.

43
Q

CORRELATIONAL METHOD SUMMARY

A

Two measured variables.
Conclusion: The variables may be related in some way. Can be used for prediction.
But: Cannot conclude that the relationship is causal.

44
Q

QUASI EXPERIMENTAL METHOD SUMMARY

A

Typically one nonmanipulated independent variable and one measured dependent variable.
Conclusion: Systematic differences have been observed between two or more groups, but we cannot say that the nonmanipulated independent variable definitely caused the differences.
But: Due to confounds inherent in the use of nonmanipulated independent variables, there may be alternative explanations for the results.

45
Q

DEVELOPMENTAL DESIGN

A

Type of quasi experimental design in which age is used as the non manipulated independent variable.

  • cross sectional
  • longitudinal.
46
Q

CROSS SECTIONAL DESIGN

A

A type of developmental design in which subjects of different ages are studied at the same time.

  • less attrition and expense than longitudinal
  • problem is cohort effect
47
Q

COHORT

A

A group of individuals born at about the same time.

- a generation.

48
Q

COHORT EFFECT

A

A generational effect in a study that occurs when the era in which individuals are born affects how the respond in the study.
- old people and computers.

49
Q

LONGITUDINAL DESIGN

A

A type of developmental design in which the same subjects are studied repeatedly over time as they age.

  • no cohort effect
  • but expensive and time consuming, attrition problems.
50
Q

SEQUENTIAL DESIGN

A

A developmental design that is a combination of cross sectional and longitudinal design.

  • more expensive and time consuming than either
  • but can examine cohort effects.
51
Q

SINGLE-CASE DESIGN

A

A design in which only one participant is used.

  • version of within-subject experiment
  • often used in clinical settings.
52
Q

SMALL-N DESIGN

A

A design in which only a few subjects are studied.

- often used in clinical settings.

53
Q

EXPERIMENTAL RESEARCH GOAL

A

Explanation; to establish a cause and effect relationship between two variables.

  • manipulate
  • measure
  • compare
  • control
54
Q

REDUCING THREATS TO INTERNAL VALIDITY

A
  • randomisation
  • matching
  • holding constant
55
Q

GENERALISABILITY

A
  • how well a sample generalises to the population
  • how well the findings of one study generalise to another research study
  • how well the findings generalise to the real world
56
Q

POWER

A

The probability of detecting differences between

treatment conditions, if there are really differences to detect.

57
Q

POWERFUL DESIGN

A

A powerful design is one that reduces variability
through good use of randomisation and controls, therefore:
- within-subjects most powerful
- matched-subjects come next
- between-subjects are the least powerful

PSY1022 (12 decks)

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