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PSYC*2360 > PSYC*2360 Chapter 10: Within-Subjects Design > Flashcards

PSYC*2360 Chapter 10: Within-Subjects Design Flashcards

1
Q

What is a behavioural diary?

A

A self-report data collection strategy where participants record their behaviours and associated feelings as they occur

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2
Q

T or F: When completing a behavioural diary, behaviour is typically recorded at predetermined times.

A

True

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3
Q

What are the three common within-subjects designs?

A
  • Pretest-posttest
  • Repeated-measures
  • Longitudinal
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4
Q

What is the simplest within-subjects design?

A

Pretest-posttest

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5
Q

What occurs during a pretest-posttest design?

A

Participants are measured before and after exposure to a treatment or intervention

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6
Q

What type of measurement is taken as an initial assessment of a participant at the onset of a study, prior to any treatment or intervention?

A

Baseline measurements

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7
Q

What is the “pretest” measurement in a pretest-posttest design?

A

Baseline measurements

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8
Q

What occurs during a repeated-measures design?

A

Participants are exposed to each level of the IV and are measured on the DV after each level

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9
Q

How do repeated-measures designs differ from within-subjects design?

A
  • Repeated-measures: Don’t take baseline measurements
  • Within-subjects: Take baseline measurements
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10
Q

What occurs during a longitudinal design?

A

Participants are repeatedly measured on the DV over an extended period of time

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11
Q

Do within-subjects or between-subjects design require a smaller sample size?

A

Within-subjects

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12
Q

Do within-subjects designs have a statistical power advantage or disadvantage over between-subjects designs?

A

Statistical power advantage

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13
Q

Why do within-subjects designs have a statistical power advantage over between-subjects designs?

A

The reduction of random error between groups makes it easier to isolate the IV’s impact on the DV

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14
Q

What are three disadvantages of within-subjects designs?

A
  • Potential for lower external validity
  • Potential for lower internal validity
  • Potential logistical challenges
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15
Q

Why might within-subjects designs have the potential for lower external validity?

A

Observed effects may be the result of multiple exposures rather than a single expose to the IV

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16
Q

What are six potential threats to the internal validity of a within-subjects design?

A
  • Attrition
  • The testing effect
  • Instrumentation problems
  • The threat of history
  • The threat of maturation
  • Order effects
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17
Q

What is attrition also known as?

A

Mortality

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18
Q

What is attrition?

A

The differential dropping out of participants from a study

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19
Q

Does attrition represent a threat to the internal or external validity of a within-subjects design?

A

Internal

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20
Q

What is one way to minimize attrition?

A

By making continued involvement in the study appealing and non-threatening to participants

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21
Q

What is the testing effect?

A

When participants’ scores change on subsequent measured due to increased familiarity with the instrument

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22
Q

Does the testing effect represent a threat to the internal or external validity of a within-subjects design?

A

Internal

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23
Q

What are three ways to minimize potential testing effects in a within-subjects design?

A
  • Use distractor items to make it more difficult to guess the study’s purpose
  • Employ an unrelated distractor task between conditions to decrease the likelihood of participants remembering their previous answers
  • Increase the time between conditions to also decrease the likelihood of remembering previous answers
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24
Q

What are instrumentation problems?

A

A change in how a variable is measured or administered over the course of a study

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25
Q

Do instrumentation problems pose a threat to the internal or external validity of a within-subjects design?

A

Internal

26
Q

How can instrumentation problems be minimized?

A

By keeping measurement instruments and how they are administered consistent throughout the study

27
Q

In a within-subjects design, what is the threat of history?

A

The possibility that an external event will influence participants’ behaviour during the study

28
Q

Does the threat of history represent a threat to the internal or external validity of a within-subjects design?

A

Internal

29
Q

In a within-subjects design, what is the threat of maturation?

A

The possibility of either short- or long- term physiological changes that would naturally occur, regardless of participation in the study

30
Q

Does the threat of maturation represent a threat to the internal or external validity of a within-subjects design?

A

Internal

31
Q

What is one way to determine the potential role of maturation in a within-subjects design?

A

Use a comparison group that doesn’t receive any intervention, but can be assessed over the same time period to observe natural changes

32
Q

In which type of within-subjects design is the threat of maturation particularly problematic?

A

Longitudinal studies

33
Q

What are order effects?

A

The influence that the sequence of experimental conditions/ IV levels have on the DV

34
Q

Do order effects present a threat to the internal or external validity of a within-subjects design?

A

Internal

35
Q

What are four types of order effects?

A
  • Practice effects
  • Fatigue effects
  • Carryover effects
  • Sensitization effects
36
Q

What are practice effects?

A

Changes in responding or behaviour due to increased experience with the measurement instrument

37
Q

How can practice effects be minimized?

A

Provide participants with practice completing the measures or doing the task before starting the experiment

38
Q

What are fatigue effects?

A

Deterioration in the quality of measurements due to the participants becoming tired, less attentive, or carless during the course of the study

39
Q

How can fatigue effects be minimized?

A

Make experimental tasks interesting and relatively brief

40
Q

What are carryover effects?

A

When exposure to earlier experimental conditions influences responses to subsequent conditions

41
Q

How can carry over effects be minimized?

A

By giving participants breaks between conditions

42
Q

What are sensitization effects?

A

When continued exposure to experimental conditions increases the likelihood of hypothesis guessing

43
Q

How can sensitization effects be minimized?

A

Mislead participants about the study’s purpose

44
Q

What are three ways to minimize order effects overall?

A
  • Randomizing the order of levels
  • Counterbalancing
  • Using a latin square design
45
Q

Why is randomizing the order of levels in a within-subjects design not ideal for controlling order effects?

A

Some sequences may occur less frequently than others or not at all

46
Q

How do researchers counterbalance to avoid order effects?

A

Identify and randomly assign all participants to potential treatment sequences

47
Q

How is the number of orders for a given number of levels of the IV calculated?

A

N! where N= the number of levels of the IV

48
Q

In which counterbalancing procedure does each experimental condition appear at every position in the sequence order equally often?

A

Latin square design

49
Q

How does a latin square design reduce the number of conditions needed in a within-subjects experiment?

A

By creating a subset of all orderings with each condition in each position only once

50
Q

T or F: Latin square designs only use as many sequences as there are experimental conditions/ IV levels.

A

True

51
Q

Latin square designs are typically used when there are more than how many levels of the IV?

A

4 or more levels

52
Q

Latin square designs are particularly useful for counterbalancing sequence order in which type of within-subjects design?

A

Repeated-measures

53
Q

The list of students maintained by a psychology department who will receive credit in their class if they participate in a research study is an example of what?

A

A research participant pool

54
Q

What is a t-test for dependent means also known as?

A
  • Dependent means t-test
  • Paired-samples t-test
55
Q

In a within-subjects design with two levels of the IV and a continuous DV, what is the appropriate statistical analysis?

A

A t-test for dependent means

56
Q

What does a t-test for dependent means determine?

A

If there is a statistically significant difference between two related sets of scores

57
Q

When are repeated-measures ANOVAs used?

A

To test a hypothesis from a within subjects design with three or more conditions

58
Q

What is the difference between a type one and a type two error?

A
  • Type 1: Null hypothesis rejected, but it was actually true (there was no difference)
  • Type 2: Null hypothesis failed to be rejected, but it was actually false (there was a difference)
59
Q

Does alpha represent the type one or type two error probability?

A

Type one

60
Q

Does beta represent the type one or type two error probability?

A

Type two

61
Q

What is the typical cut-off value for a type two error (beta)?

A

0.2

62
Q

what does (1-beta) measure?

A

Power

PSYC*2360 (13 decks)

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