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Research Methods > Quiz 1 > Flashcards

Quiz 1 Flashcards

1
Q

What are the two different research methods?

A

Qualitative and Quantitative

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2
Q

Experimental, Quasi-experimental, single-subject/case, survey, and psychometrics are all examples of what?

A

Research design

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3
Q

What are the two purposes of research?

A

Basic and Applied

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4
Q

What are two important aspects of quantitative research?

A

1.Emphasis on objectivity2.Generalizability to larger populations

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5
Q

What are the five characteristics of research?

A

1.Rigor2.Skepticism3.Empiricism4.Logic5.Communality

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6
Q

Which three things does a quantitative study need?

A

ManipulationControlRandomization

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7
Q

Name five different controls

A

Alternative InterventionPlaceboStandard methods of careDifferent doses/intensitiesWait-list

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8
Q

Randomization can occur in two ways. Name them.

A
  1. Random sample2. Random assignment
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9
Q

Identify:R X O1R O1

A

Basic Post-test only design

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10
Q

What is a basic post-test design typically used for?

A

Comparing different outcomesCommon in pilot studies

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11
Q

Identify:R O1 X O2 O3R O1 O2 O3

A

Basic pre and post test design with follow up test

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12
Q

Identify:R) 01 XA O2R) 01 XB O2R) O1 O2

A

Multiple interventions

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13
Q

Identify:R) O1 X O2 O3R) O1 O2 X O3

A

Waitlist or delayed tx.

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14
Q

Identify: and when is this useful?R) O1 XA O2 XB O3R) O1 XB O2 XA 03

A

Cross over design(Useful when recruitment is difficult)

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15
Q

How many phases are in a full clinical trial?

A

4

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16
Q

Truncation

A

Broadens search to include multiple forms of a word

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17
Q

Which phase does this belong?Small scale studies using simple designs

A

Phase 1

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18
Q

What are effective search strategies?

A
  1. Transform concepts into words2. Identify relationships between words3. Format appropriately for the search
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19
Q

Products of Lit Reviews

A

Introduction/BackgroundNarrative review on a topicScoping reviewSystematic review or meta-analysis

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20
Q

SEARCH Process: WHAT?

A
  1. Identify one’s info needs2. Be clear about what to retrieve for translation
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21
Q

PICO

A

P: population/problemI: interventionC: comparisonO: outcomes

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22
Q

SEARCH Process: HOW

A
  1. Articulate/expand topic with synonyms2. Generate search query defining logical relationships between search terms3. Analyze info content to evaluate how well it corresponds to intended topic
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23
Q

Boolean AND/OR/NOT

A

AND: Match specific text of both search termsOR: Match specific text of either search termNOT: Match only specific text of one of search term

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24
Q

What’s nesting?

A

Allows Boolean search terms to be combined with each other in a search queryi.e. ((cats OR dogs) AND pets) AND health

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25
Q

Truncation

A

Broadens search to include multiple forms of a word

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26
Q

In which phase does this belong?Designed for safety and tolerance/optimal dose

A

Phase 1

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27
Q

In which phase does this belong?Preliminary evidence of treatment

A

Phase 2

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28
Q

In which phase does this belong?Assess feasibility of launching rigorous test

A

Phase 2

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29
Q

In which phase does this belong?Pilot test of treatment

A

PHase 2

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30
Q

In which phase does this belong?Full test of treatment

A

Phase 3

31
Q

In which phase does this belong?RCT standard design used

A

Phase 3

32
Q

In which phase does this belong?Develop evidence about tx. efficacy

A

Phase 3

33
Q

In which phase does this belong?Effectiveness of intervention on general population

A

Phase 4

34
Q

In which phase does this belong?Focus on post-approval safety surveillance

A

Phase 4

35
Q

In which phase does this belong?Focus on long-term consequences over larger population

A

Phase 4

36
Q

Proximity

A

Specifying relationship of terms by their nearness to each other in text of info item

37
Q

Goals of a Lit Review

A
  1. Have thorough understanding of topic2. Convey the breadth of a field as context for your work3. Create new knowledge through comparison and analysis of existing studies
38
Q

Products of Lit Reviews

A

Introduction/BackgroundNarrative review on a topicScoping reviewSystematic review or meta-analysis

39
Q

Which non-experimental research design?phenomenon existed in present is linked to past,begins with dependent variable and examines relationship with independent variable

A

RetrospectiveExample: Increased risk of death with chemical exposureLook at some dead, and some not factory workers and look back to see exposure rates correlate with deaths

40
Q

PICO

A

P: population/problemI: interventionC: comparisonO: outcomes

41
Q

Which non-experimental research design?Start with presumed cause and then go forward to presumed effectConsidered stronger than retrospective designs

A

ProspectiveExample: Looking for cancer in NursesThey collected BMI data on non-cancered nurses and compared to see if a larger BMI is correlated with cancer

42
Q

What is the Hawthorne Effect?

A

When participants change their behavior because they are aware people are watching.

43
Q

What are three strengths to experimental design?

A
  1. Strongest evidence for intervention effects2. Least bias3. Causal relationships
44
Q

Identify:O1 X O201 X02

A

Non-equivalent control group pre-post test

45
Q

How to formulate a search strategy

A
  1. Start broad –> narrow2. Keep concepts separate3. Mix of keywords and subject headings4. Boolean operators to combine concepts5. Employ limits and filters
46
Q

Keywords

A
  1. Everyday language terms for: new/rare terminology Spelling variations2. Searches: title/abstract/article/journal title
47
Q

Subject Headings

A

-Term assigned to provide consistency when searching CINAHL/PubMed MeSH-Organized into heirarchy-Searches: only in subject field

48
Q

Identify:\X O1 O1

A

Post Test

49
Q

Identify:O1 X O2

A

One group pre-post test

50
Q

Identify:O1 O2 O3 X O4 O5 O6

A

Time series

51
Q

Identify:O1 O2 O3 X O4 O5 O6O1 O2 O3 O4 O5 O6

A

Time series nonequivalent control groups

52
Q

Name 2 weaknesses of a quasi-experimental design

A
  1. cause and effect inferences are less compelling2. Considered weaker designs
53
Q

Name 2 strengths of a quasi-experimental design

A
  1. More practical for clinical settings2. More acceptable to participants
54
Q

Relationship, association, are words associated with which non-experimental design?

A

Correlational

55
Q

Which non-experimental research design?phenomenon existed in present is linked to past,begins with dependent variable and examines relationship with independent variable

A

Retrospective

56
Q

Which non-experimental research design?Data on both variables collected at one point in timeNot considered a design, but a method of data collectioni

A

Cross-sectional

57
Q

Which non-experimental research design?Start with presumed cause and then go forward to presumed effectConsidered stronger than retrospective designs

A

Prospective

58
Q

Which non-experimental research design?Observe, describe, and document aspects of naturally occurring incidencesStarting point for hypothesis generationTwo different types: Univariate and correlational

A

Descriptive nonexperimental research

59
Q

Incidence and Prevelance studies are considered which kind of descriptive research?

A

Univariate

60
Q

_______ is proportion of total population who have a particular health related condition

A

Prevalence

61
Q

_______ is how many persons have onset of a conditon over a given time span

A

Incidence

62
Q

Name three weaknesses of correlational research?

A

Considered the weakest research designNo causal inferences can be madeselection Bias (selecting a population that isn’t a true representation)

63
Q

Name three strengths of correlational research design

A

Efficient way to collect large amounts of dataPlays a role in developing evidence for casual inference laterstrong in realism

64
Q

Which qualitative design does this describe?Involves description and interpretation of cultural behaviorseek to understand the member’s world viewExtensive fieldwork

A

Ethnography

65
Q

Which qualitative design does this describe? To understand people’s everyday lived experienceuseful when a phenomenon has been poorly defined or conceptualizedIn-depth conversation with informants to gain access to their world and lived experiencesReflexive journal

A

Phenonmenology

66
Q

Which qualitative design does this describe?Seeks to discover the main concern adn basic social process of how poeple resolve that concernDevelop a theory to explain a basic social process grounded in dataIn-depth interviews and observations are used and categorized

A

Grounded theory

67
Q

Which qualitative design does this describe?Systematic collection, critical evaluation and interpretation of historical evidence

A

Historical Research

68
Q

Which qualitative design does this describe?The story is the focus of inquiry

A

Narrative Analysis

69
Q

Which qualitative design does this describe?Integrate theory and practice such that people become aware of contradictions and disparities in their beliefs an social practice

A

Critical Theory

70
Q

Which qualitative design does this describe?Researchers and participants collaborate in reserach processAim is to produce action AND knowledge and counsciousness raising

A

Participatory Action Research

71
Q

in a remote Aboriginal Australian community is the work to support a men’s self help group to plan, implement, and evaluate their activities. With support from the research team community members are acting as researchers exploring priority issues affecting their lives, recognising their resources, producing knowledge, and taking action to improve their situation. The ongoing process of reflection and action, which incorporates participant observation, informal discussions, in‐depth interviews, and a “feedback box”, is viewed by the participants as contributing to their self reported increased sense of self awareness, self confidence, and hope for the future.

A

Participatory Action Research

72
Q

The teacher shows the students a series of slides of artists’ works. After each slide, the teacher asks: “Simply from looking at the slide, can you predict if this is the work of a male artist, a female artist, or is this an impossible task?” The students write their responses and write a brief explanation regarding their decision. Often, the students will predict the gender of the artist. The teacher then encourages the students to identify what element(s) of the work influenced their decision. The teacher can relate this discussion to common stereotypes relating to gender roles (i.e. only females paint with pink, only males draw dark or ominous scenes).The teacher encourages students to identify their own biases regarding gender role expectations as they relate to artistic expression.

A

Critical theory

73
Q

in my study, the main concern of learners is finding the time to study and temporal integration is the core category which explains how the concern is resolved or processed. That is: Jugglers and Strugglers employ successful temporal integration strategies enabling them to study whilst Fade-aways and Leavers are less successful in devising and adopting temporal integration strategies. Understanding how temporal integration does or does not happen has implications for learning design and learner persistence.

A

Grounded Theory

74
Q

Ethan is a psychologist who is interested in studying how families of autistic children cope with the difficult news that their child has autism. Do they feel angry? Scared? Do they turn to family for support or to medical professionals? Do they seek out parents of other autistic children to help them through it?

A

Phenomenology

Research Methods (5 decks)

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