Brainscape's Knowledge GenomeTM

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


See full index

CSA Final Exam > PSYC 220 FINAL > Flashcards

PSYC 220 FINAL Flashcards

1
Q

Numerical order for 1st row of counterbalancing

A

1, 2, n, 3, n-1, 4, n-2, 5, etc.

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

How to calculate for the largest number of people that can be used?

A

Divide number of subjects/levels into number of participants given in the problem and then multiply the answer by the number of subjects

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

Quasi-experiments

A

do not have to assign participants to levels, they already come in with those levels

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

How to write null hypothesis

A

“The mean”….”DV”……“participants”….”levels of experiment”…“WILL BE EQUAL.”

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

How to write out alternate hypothesis

A

“The mean”….”DV”……“participants”….”levels of experiment”…“WILL NOT BE EQUAL.”

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

How to write out interaction statement after writing down null/alternate hypothesis

A

The interaction between Level1 and Level2 will/will not be equal.

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

Analyze data from multi-factor, BS, ANOVA IF the interaction were significant

A

The interaction between Level1 and Level2 was significant, F(df1,df2) = f-value, p=exact p-value or if .000 write p<.001, ETA SQUARED

(We reject the null and accept the alternate hypothesis)

A simple effects test is necessary to determine where the significant differences lie.

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

How to calculate eta squared

A

Number of interaction total/number of corrected total

REMEMBER FOR ALL MATH, 2 DECIMAL PLACES

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

Analyze data from multi-factor, BS, ANOVA IF the interaction were NOT significant

A

The interaction between Level1 and Level2 was not significant, F(df1,df2) = f-value, p=exact p-value or if .000 write p<.001, ETA SQUARED

(We retain the null hypothesis)

Go ahead and analyze the poc hoc for each of your levels.

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

6 keys things in creating a graph

A
  1. Legend
  2. Footnotes
  3. Abscissa
  4. Ordinate
  5. Caption that describes contents of the graph, error bars, and sample size
  6. Origin value is zero
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

For bar graphs

A

same rules apply, but also:

  1. used when levels of IV are categorical, not numeric
    2 used for single-factor and multi-factor designs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

For single-factor, between subjects SPSS analysis significant

A
  1. “The difference among mean”…“DV” ….. was significant, F(df1, df2) = ans, p=exact p=value, if .000, then p<.001, eta squared
  2. (WE REJECT THE NULL AND ACCEPT THE ALTERNATE HYPOTHESIS)
  3. Analyze post-hoc test.
    • The difference among mean….was significant, p=…..
    • The difference among mean…was not significant, p=….
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

For single-factor, between subject SPSS analysis not significant

A
  1. “The difference among mean”…“DV” ….. was not significant, F(df1, df2) = ans, p=exact p=value, if .000, then p<.001, eta squared
  2. (WE RETAIN THE NULL HYPOTHESIS)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

How to calculate expected frequency for chi square in a one-sample case

A

total number of subjects (N)/by the number of categories (k)

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

How to calculate expected frequency for chi square in a two-sample case

A

(rows total)x(column= total)/(total observations)

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

Df for one-sample case

A

n-1

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

Df for two sample case

A

(rows-1)x(columns-1)

example:
 2 rows
2 columns 
(2-1)x(2-1)=
(1)x(1)=
=1
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Analysis of chi square if greater than critical value found in the table:

A

Example:

The ……..were significantly different χ²=(df,N=total observations)=computed chi square value, p<.05.
(The computed χ² is greater than the critical value, (write value in parenthesis), at (whatever level, such as .05 level or .01 level)

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

Analysis of chi square if less than critical value found in the table:

A

Example:

The ……..were not significantly different χ²=(df,N=total observations)=computed chi square value, p>.05.
(The computed χ² is less than the critical value, (write value in parenthesis), at (whatever level, such as .05 level or .01 level)

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

For correlation statements

A

Low weak little
Medium moderate some
High High Strong

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

Last statement of correlation analysis

A

The correlation between A and B is/is not significant r(df)=correlation value, p=exact p value or if .000, report as p<.001

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

What is the only method that can determine causation?

A

Experiment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

T-tests and ANOVAs will have at least how many per group?

A

30 (for really great power)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Correlations tests require at least how many pairs of measurements to be meaningful

A

10

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What are examples of order effects?

A

practice, warm up, learning, boredom, fatigue, experimenter effects, or demand characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

How can you control order effects?

A

Through counterbalancing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Finding a difference in a sample when there is no difference in the population is called?

A

Alpha

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

the probability of correctly rejecting the null hypothesis is called?

A

Power

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

This is affected by random error only

A

Reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Failure to find a difference in a sample when there is a difference in the population is called?

A

Type II error

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

A measurement’s degree of accuracy is called?

A

Validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What are the four basic goals of psychology?

A

Describe (What?, observations)
Understand (Why, translates into determining the cause)
Predict
Control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Understanding is limited to which type of research?

A

Experiment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

T or F: The only difference between experimental psychology and other sciences (e.g. Chemistry, Biology, Physics) is the subject matter under investigation.

A

T, same procedure and logical processes used to reach goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

T or F: One of the reasons why people question whether psychology is scientific is because measuring the phenomena we are interested in is so easy that it doesn’t seem scientific

A

F

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

T or F: Another reason why people question whether psychology is a science is because we already have first-hand experience of many of the topics that are studied

A

T

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

T or F: Correlational and quasi-experiments are never demonstrations of cause

A

T

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

The better that we can predict a given outcome, the better the?

A

CONTROL

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Reasons why people think psychology is not a science?

A
  • See psychologists in applied settings

- difficulty of measuring (operational definitions)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

The —-is used to describe the middle score in a set of scores.

A

Median

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Your score is in the 34th percentile indicating that 34% of the scores in the population are

A

equal to or below your score

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

A score that is below the mean will have a z-score that is

A

negative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

T or F: Because it is expressed in the same unit of measurement as the variable, variance is the easiest statistic of variability (or spread) to interpret

A

F

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

All measurements contain the true value of the object plus or minus whatever …exists.

A

error

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

The….of a measurement is defined as the ability of a measuring device, test, or procedure to produce consistent measurements when measuring the same event

A

reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Validity is affected by

A

both systematic and random error

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

How many SDs a given score is above or below the mean is what?

A

z-score

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Percentiles, which are the percentage of the scores in the population that fall at or below, is derived from what?

A

z-score

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Larger samples are better estimates of what?

A

population

They improve the accuracy of means, SD, and z-scores

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

All measurement has the potential for what?

A

error

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Systematic error?

A

repeated error on every measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Random error?

A

unpredictable, changing, unknowable, estimated by SD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Only with…can we determine the degree to which we agree or disagree with other people

A

data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Nonparametric tests can be used for which two scales of measurement?

A

nominal and ordinal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Data?

A

available to the senses, publicly available, we could be able to see it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Non-data

A

subjective events, such as deductions, conclusions, and opinions are not data, beliefs, hypotheses, theories, adjectives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Example: Is this data or non-data?

Sara us very shy when she is around her friends

A

Non-data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Tommy said that the food was yummy

A

Data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

She drove her car every day last week

A

Data

60
Q

That perfume smelled really nice!

A

Non-data

61
Q

Nominal

A

each is placed in a category from 0-1, no distinctions among group members

62
Q

Ordinal

A

rankings, can know from most to least, but not how much, distinction can be made among group members

63
Q

Interval

A 
DO NOT START AT 0
1. can have distinction
2. can tell how much more or less
3. parametric test
4.
64
Q

Ratio

A

SCALE STARTS AT 0

  1. YES, THERE IS DISTINCTION (A LOT)
  2. reflects absolute amount
  3. can add, subtract, parametric test
  4. can tell how much more or less a subject has
65
Q

Examples:

Corey found 14 Easter eggs including the 3 eggs that every child started with.

A

Interval

66
Q

Twelve students in the class were Psychology majors; 9 were History majors

A

Nominal

67
Q

The women ranked themselves from 1-10, representing least to most attractive

A

Ordinal

68
Q

Chrissi went out on 4 dates last month

A

Ratio

69
Q

T OR F: Reporting that a statement was made can be data even if the contents of the statement are not data

A

T

70
Q

The scales of measurement differ in:

A

the amount of info conveyed, math used, stat test

71
Q

When Dr. Cotting has people keep their hands in ice water while completing a challenging word puzzle in his laboratory, the people from whom Dr. Cotting collects data are:

A

participants

72
Q

Dr. Davis is testing the effect of testosterone on memory. She injects some rats with 25 micrograms of testosterone and some rate with 50 micrograms of testosterone. This type of level is

A

quantitative

73
Q

Another name for control variables is?

A

extraneous variables

74
Q

T or F: Operational definitions are sometimes used to assign subjects to groups

A

T

75
Q

Subjects

A

do not know that they are being measured/observed, not given permission

76
Q

Participants

A

aware, have given permission that they are being measured/observed

77
Q

DVS:

A

data and quatifiable

78
Q

Types of levels of IV?

A

quantifiable
qualitative
presence v. absence

79
Q

If we are exploring the relationship between gender and academic performance, we would use an?

A

Quasi-experiment

80
Q

In which of the following techniques may you attribute the differences in one variable to be caused by differences in another variable?

A

experiment

81
Q

T OR F: Even if the correlation between number of hours studied and grade on a exam was very high, you could not conclude that the number of hours studied affected the grade on the exam

A

T

82
Q

Ranges for defining correlation

A
  1. 00-0.29 (low correlations)
  2. 30-0.69 (medium correlations)
  3. 70-1.00 (high correlations)
83
Q

A scatterplot that goes from the lower left to the upper right of the graph represents a correlation coefficient of

A

positive

84
Q

Ideally, you want at least —pairs of measurements for a correlation to be meaningful.

A

10

85
Q

Causes of low correlations

A 
truncated range
outliers
errors in original measurement
sensitive to linear relationships
lack of relationship between two variables
86
Q

T or F: A correlation is a good statistic to tell you whether two measurements are related to each other but should not be used to predict one variable from another

A

F

87
Q

T OR F: Outliers and truncated ranges produce abnormally high correlations

A

F

88
Q

A correlation coefficient provides two pieces of info about the relationship:

A

strength and direction

89
Q

Correlations are best with which type of data?

A

Interval or ratio (DV)

90
Q

A correlation by itself, NEVER shows that one variable

A

CIA (causes, interprets, affects)

91
Q

With quasi-experiments, you identify only with … scale because participants place themselves in their own categories

A

NOMINAL

92
Q

The—-is a mathematical proof that shows that if you took a large number of random samples from a population and plotted the means of those samples, the distribution of means will form a normal (bell) curve

A

Central Limit Theorem

93
Q

If a student wants to conduct a research project at MBC, she must obtain permission from….before the research is conducted.

A

IRB (Institutional Review Board)

94
Q

The experimenter is responsible for the …of the participants both before and after the research

A

welfare

95
Q

T OR F: When a participant consents to participate in a study, she is agreeing to remain in the study until it concludes

A

F

96
Q

T or F: The size of the sample is more important in evaluating how representative a sample is (of the population) than the size of the sampling errors and bias

A

F

97
Q

Research w/ animals

A
  1. must maintain healthy, comfortable living conditions that are subject to inspection by an external committee that includes at least 1 vet
  2. must minimize discomfort
  3. must dispose of animals humanely
98
Q

IRB protects?

A

Participants first, then experimenter.

99
Q

T or F: The animals and humans are very sensitive about being watched can result in changes in behaviors called reactive behaviors

A

T

100
Q

Limitations of obseravational research is:

A
  1. the observer must wait for the behavior to occur
  2. the observer cannot replicate the observation at will
  3. the observer cannot control or manipulate conditions
101
Q

To say that the dog was delighted when her owner came home is an example of which of the following limitations of observation

A

anthropomorphism

102
Q

T or F: One advantage of surveys is that it is very easy to generate appropriate questions

A

F

103
Q

A realistically good response rate to surveys is approximately – or more?

A

60%

104
Q

Disadvantage of survey

A
  • hard to generate

- cannot determine cause and effect

105
Q

From this point on, a full interpretation of a correlation will include — statements.

A

4

106
Q

T OR F: In Psychology, if a p value is greater that .05, we can conclude that the relationship is significant

A

F

107
Q

T OR F: If SPSS reports that the p value is .000, we should report p<.000

A

F

108
Q

It was reported that “…r(50)=.23, p=.02” What does 50 refer to?

A

Degrees of freedom

109
Q

T OR F: You should always report the exact p-value if you have it

A

T, always room for error

110
Q

T OR F: If chi square determines that a choice is independent on the objects being chosen, we would expect that the difference between the numbers of people choosing each object is large

A

F, evenly divided

111
Q

T OR F” The type of data typically found in chi square tests is ratio

A

F, ordinal and nominal

112
Q

One-sample chi square tests require at least…subjects in each expected frequency category.

A

5

113
Q

T OR F: Non-parametric tests are not as likely to find an existing difference between groups as parametric tests because data in non-parametric tests are less precise than data in parametric tests

A

T

114
Q

best method of control

A

within-subjects, everyone gets the same treatment (matchined sampling)

next best: random sampling

115
Q

Method of control

A
  1. make things exactly the same
  2. make the procedures as equal as possible
  3. balance that which you cannot control to the degree possible
  4. statistical control
116
Q

The t-test can be used when there are —levels of the IV

A

2

117
Q

A two-groups t-test is a …..design, a paired samples t-test is a …..design.

A

Between, within

118
Q

T OR F: A t-test can tell you both whether the difference is means is large enough to believe that it is real and the size of this difference

A

F, EFFECT SIZE

119
Q

T OR F: if the r^2 between two variables is equal to .45, 45% of the variance in one variable is shared by the other variable

A

T

120
Q

Ranges for effect size

A
  1. 00-0.49 = small
  2. 50-0.70=medium
  3. 70-infinity=large
121
Q

df for t-test

A

BS= N-2

WS: N-1

122
Q

T OR F:We name designs based on their dependent variables

A

F

123
Q

In the terminology of this chapter a factor is the same thing as a ….

A

IV

124
Q

In a WS design

A

each subject is exposed to every level of each IV

125
Q

When drawing a design, each column represents

A

level of an independent variable

126
Q

T OR F: When drawing a BS Design, each cell will contain the same four names

A

F

127
Q

T or F: We always know that error is involved in an experiment, and we can calculate precisely how much error is involved

A

F

128
Q

T or F: if you decrease the probability that a Type I error might take place in your experiment, you increase the probability that a Type II error will occure

A

T

129
Q

The likelihood of a Type I error occurring in an experiment is called

A

Alpha

130
Q

T or F: The probability of beta can be precisely determined

A

F

131
Q

The probability of failure to find a difference when there actually is a real difference is called:

A

Type II Error

132
Q

You should use a WS ANOVA when each participant gets ….level of the IV and there are ….levels of the IV

A

every, more than two

133
Q

After conducting a WS ANOVA, how many different degrees of freedom value should you report in the first results statement?

A

2

134
Q

If you conduct a WS Anova and find that the computed F does exceeds the critical value at the .05 level, how many results statements should you provide?

A

3

135
Q

In conducting a Tukey’s post hoc test, how many p values must you interpret if there are four levels in your study?

A

6

136
Q

In which design are participants least likely to respond to demand characteristics of an experiment?

A

BS Design

137
Q

For which design does a loss of a participant result in a greater loss of data?

A

WS Design

138
Q

T OR F: There are 3 null hypothesis in a two-factor design

A

T

139
Q

How many F ratios will be calculated in a two-factor design?

A

3

140
Q

T OR F: If an interaction between 2 IVs is found to be significant, you still must analyze the main effects of each IV

A

F

141
Q

T or F: Differences associated with levels of an IV inabsence of an interaction are called simple effectd

A

F

142
Q

T or F: A significant interaction is indicated when the lines indicating the levels of one IV are parallel on a graph

A

F

143
Q

Which two stats are most often depicted together on a graph of experimental results?

A

mean, standard error of the mean

144
Q

The …variable goes on the y-axis

ordinate) and the …..variable goes on the x-axis (abscissa

A

Dependent, independent

145
Q

Each line on a graph of a multi-factor design represents an

A

level

146
Q

If there is no differece, but you find one

A

Type II error

147
Q

If there is a difference, but you can’t find one

A

Type I error

CSA Final Exam (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions