Psychology 15

Question 1

What do frequency, association, and causal claims mean?

Answer 1

Frequency- How often something occurs
Association- When x changes y tends to change too
Causal- X causes y to change

Question 2

Which claim can we make if
we are using a correlational design?

Answer 2

Association

Question 3

What does the correlation coefficient (Pearson’s r) measure?

Answer 3

It is a numerical value that describes 3 characteristics of the relationship between X and Y

Question 4

What are the 3 characteristics of the correlation coefficient

Answer 4

Form, Direction, and Strength of relationship

Question 5

What form of relationship can the correlation coefficient r measure?

Answer 5

Linear

Question 6

What does a linear association mean?

Answer 6

that as one variable increases, the other variable also increases (positive association) or decreases (negative association) in a straight line.

Question 7

What does a curvilinear association mean?

Answer 7

as one variable changes, the other variable changes, but not in a straight line; it curves

Question 8

Are all meaningful associations between two variables linear?

Answer 8

No

Question 9

How can we assess the strength of a correlation?

Answer 9

The closer the coefficient is to 1 the stronger, the closer it is to -1 the weaker

Question 10

What is the minimum number of levels (also known as conditions) an experimental design should have?

Answer 10

At least 1 independent and 1 dependent

Question 11

What is the main difference between independent-samples and repeated-measures designs?

Answer 11

In an independent sample only one group experiences one level and in a repeated measures designs everyone experiences all the levels

Question 12

What is the difference between random sampling and random assignment?

Answer 12

Random sampling is randomly selecting participants and random assignment is randomly assigning people to a task

Question 13

What is a control variable?

Answer 13

any variable held constant across groups

Question 14

What do experimental, active control, and passive control groups include?

Answer 14

Experimental- assigned to the main condition of interest
Active- engaging in an activity, but not the same as the experimental group
Passive- no activity/business as usual

Question 15

Why should researchers bother to have an active control group?

Answer 15

to ensure that any effects observed in the experimental group are truly due to the treatment being tested and not because of other factors

Question 16

What does internal validity mean?

Answer 16

whether an experimental condition or treatment (training, prevention, intervention) makes a difference or not, and whether there is sufficient evidence to make a causal claim

Question 17

What is a confounding variable?

Answer 17

something in the experiment that varies systematically with the independent variable, thus making it impossible to determine whether the independent variable or the confounding variable produced the observed outcome in the dependent variable

Question 18

What type of validity can a confounding variable jeopardize?

Answer 18

Internal validity

Question 19

How can we address potential confounding variables?

Answer 19

Somehow

Question 20

What type of validity can unmatched groups in an experimental design jeopardize?

Answer 20

Internal validity

Question 21

Is random assignment sufficient to address selection differences that can create unmatched groups?

Answer 21

No

Question 22

How can we address the issue of unmatched groups?

Answer 22

Matched groups and statistically control for pre-study differences

Question 23

What does observer bias mean?

Answer 23

researchers expect a particular outcome and behave differently toward one group or rate one group’s behaviors differently

Question 24

How can we reduce observer bias?

Answer 24

Raters are unaware of group assignment and awareness about observer bias

Question 25

What does demand characteristics mean?

Answer 25

participants guess (or know) what the study is about and change their behaviors accordingly

Question 26

How can we reduce demand characteristics in an experimental design?

Answer 26

Make it harder for participants to guess study aims Do not share the details of the study’s aim until the study complete Assign participants to all conditions if possible (repeated-measure design)

Question 27

What are the characteristics of repeated-measures (within subjects) design?

Answer 27

Participants experience all levels of the independent variable (IV) Measure the dependent variable more than once

Question 28

Can repeated-measures/within-subjects designs only be used in experimental studies?

Answer 28

No, they can be used in correlational designs

Question 29

What are the advantages of repeated-measures designs?

Answer 29

Fewer participants needed No independent groups -> no issue of matching groups Can measure change over time

Question 30

What are the disadvantages of repeated-measures designs?

Answer 30

Unique situations can only be experienced once Order effects can decrease internal validity

Question 31

What type of validity can order effects jeopardize?

Answer 31

Internal validity

Question 32

Practice effects

Answer 32

When performance is better in subsequent levels of the independent variable due to experiences in previous levels

Question 33

Fatigue effects

Answer 33

Performance decrease on subsequent levels of the independent variable Participants may get tired or bored since they are repeatedly experiencing the same/similar tasks

Question 34

Carryover effects

Answer 34

Effect of once level of the independent variable spills over into the next level

Question 35

What does counterbalancing mean?

Answer 35

balance order effects across different conditions to which participants are exposed

Question 36

What is the difference between within-subjects and between-subjects counterbalancing?

Answer 36

Within- Reverse counterbalancing Between- mix up the order in which participants receive different treatments

Question 37

What does differential transfer mean?

Answer 37

A specific ordering leads to effects on the dependent variable for that ordering only

Question 38

If counterbalancing is not likely to address order effects, what are some other strategies we can use?

Answer 38

Different materials and stimuli Washout period: a brief interval between levels of the independent variable to prevent order effects

Question 39

How can researchers use the washout period to minimize order effects?

Answer 39

researchers can reduce the likelihood that the order in which treatments are administered influences the results of the study

Question 40

What is the minimum number of independent variables included in a factorial design?

Answer 40

At least 2

Question 41

What are the characteristics of a mixed experimental design?

Answer 41

Experimental Testing Looking at Relationships

Question 42

What are the differences between prevention, training, and intervention studies?

Answer 42

Prevention: try to stop something bad from happening Trainings: practice particular skills to improve those skills (near-transfer) or other related skills Interventions: reduce the incidence of maladaptive behavior, address learning disorders