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Research > Quiz 1 > Flashcards

Quiz 1 Flashcards

1
Q

Maturation

A

Internal Validity Threat

changes that result from processes internal within the participants

Only a problem when the effects of maturation cannot be separated from the effects of the intervention

Often go together with threats due to history

Control group can help mitigate

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2
Q

Single Operations and Narrow Stimulus Sampling

A

Construct Validity

Sometimes a single set of stimuli, investigator or other facet of the study that the investigator considers irrelevant may contribute to the impact of the experimental manipulation

Also a type of external validity but in construct it’s not about generalizability but rather not being able to separate “active ingredient” from other variables

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3
Q

Threats to External Validity

A 
Multiple-Treatment Interference 
Sample Characteristics
Narrow Stimulus Sampling
Reactivity of Experimental Arrangements 
Reactivity of Assessment
Test Sensitization 
Novetly Effects
Generality across Measues, Setting and Time

Mneumonic: M. SNRRTNG

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4
Q

Types of Data-Evaluation Validity

A

Low Statistical Power
Unreliability of the Measures
Multiple Comparisons and Error Rates
Participant Heterogeneity

Variability in Procedures
Errors in Data Recording, Analysis, and Reporting
Restricted Range of the Measures
Misreading or Misinterpreting the Data Analyses

Menumonic: LUMP VERM

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5
Q

Experimenter Expectancies

A

Construct Validity

Unintentional effects the experimenter may have that influence the subject’s responses in the experiment

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6
Q

Statistical Regression

A

Internal Validity Threat

extreme scores tend to change towards the mean over time

no treatment control group helps mediate

protect against:

randomly assign participants to groups
use measures with high reliability and validity
-test participants twice before the intervention and select those who are high on both testings (rarely done)

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7
Q

Purposive Samples

A

Pick cases that are judged to be typical of the pop of interest

Used to forecast elections

Ex: Picking a number of small election districts whose election returns in previous years have approximated the overall state returns.

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8
Q

Interrelations among Validities

A

Trade-off between controlling a situation in a study and being able to generalize it

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9
Q

Reactivity of Experimental Arrangements

A

External Validity Threat

Issue of how partcipants’ knowledge that they are being studied (or in a special program or that a relationship is being examined between specific variables) changes their behavior

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10
Q

History

A

Internal Validity Threat

Any event inside (except the IV/intervention) or outside of the experiment that may account for the results but it has to be a plausible explanation of the results

Control group can help mitigate

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11
Q

Testing

A

Internal Validity Threat

Effects of repeated assessment

“practice effect”

group that receives pre and post without intervention can help rule this out

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12
Q

Test Sensitzation

A

External Validity Threat

Partcipants may respond differently to an intervention because the pretest shows them what the focus of assessment is

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13
Q

Sample Characteristics

A

External Validity Threat

The extent to which the results can be extended to subjects or clients whose characteristics may differ from those included in the investigation

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14
Q

Variablity in the Procedures

A

Data-Evaluation Validity

Same as particpant heterogeneity but has to do with procedures, instructions, etc.

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15
Q

Attention and Contact Accorded the Client

A

Construct Validity

The extent to which increased attention or contact to the client that is associated with the intervention could plausibly explain the effects attributed to the intervention

Placebo group can help mediate this

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16
Q

Special Treatment or Reactions of Control

A

Internal Validity Threat

control group gets special attention which can be an alternative explanation of the results

Ex: control group is given something so they won’t feel snubbed

Other examples:

  • Participants try harder because they know they’re in the treatment group
  • Control group tries harder to match Part.
  • Control group performs worse because they are let down that they are in control group
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17
Q

Restricted Range of the Measures

A

Data-Evaluation Validity

A measure may have a very limited range (total score from high to low) and that may interfere with showing group differences.

Not enough variablity in scores to show difference in group

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18
Q

Low Statistical Power

A

Data-Evaluation Validity

Major threat to DEV

Power is likelihood of demonstrating an effect or group difference when in fact there is a true effect in the world

Can happen when samples are too small (not representative) or too large (too much variability)

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19
Q

Threats to Internal Validity

A 
Statistical Regression
Maturation
Instrumentation 
Testing 
History
Selection Biases

Attrition
Diffusion or Imitation Treatment
Special Treatment or Reactions of Controls

Mneumonic: SMITHS ADS

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20
Q

Accidental (Available) Samples

A

take cases that are available until reach a specifed N (ex: first 100 people on the street)

21
Q

Demand Characteristics

A

Construct Validity

Cues of the experimental situation that influence the results

aspects of the instructions, procedures, etc. that are part of the study but not the “active ingredient”

22
Q

Reactivity of Assessment

A

External Validity Threat

Participants’ awareness that they are being assessed can alter their responses

Focuses on the measures used and other measurement procedures

23
Q

When and How Threats to Internal Valdity Occur

A
  1. A study is poorly designed and many threats are possible
  2. A study is designed well but conducted sloppily
  3. A study is designed well but attrition occurs
  4. A study is designed well but the results do not allow the conclusion that treatment led to change
24
Q

Instrumentation

A

Internal Validity Threat

Changes in how the DV is measured over time

Can occur when any of the following is not constant:

measuring instruments
observers, raters, or interviewers
remarks or directions form the experimenter
test conditions

Most common occurrence is where raters change the criteria they are using over time

25
Q

Construct Validity

A

what specific aspects of an intervention are responsible for observed change or an observed effect

Distinguish from contruct validity of a test

considered after threats to internal validity have been ruled out

26
Q

Cluster Sampling

A

first sample groupings or clusters, then sample individuals from these

Can be random

used because it is difficult and expensive to get random or stratified random samples

Large-scale surveys often use this method

Aka multistage sampling because of the different stages involved

27
Q

Diffusion or Imitation of Treatment

A

some or all of the participants in the control group may inadvertently receive some or all of the treatment (e.g. kids in two classes talk about the treatment during recess)

Also can happen if some people in the intervention group do no receive the intervention

28
Q

Types of sampling

A

Probability Sampling
Accidental Samples
Systematic Sampling
Stratified Sampling

Quota Samples
Purposive Samples
Cluster Sampling

Mneumonic: PASS QPC

29
Q

Types of Validity (4)

A

Internal
External
Construct
Data-Evaluation

30
Q

Null hypothesis

A

specifies there is no differences between groups

31
Q

Effect size (ES)

A

magnitude of the difference between two (or more) conditions or groups

M1 - M2/SD

The smaller the variablity (the more we minimize error) the larger the effect size because SD is the denominator

32
Q

Confounds

A

factors that varied with the intervention and therefore could explain (be responsible for) the results

Confounds are threats to construct validity

33
Q

Novelty Effects

A

External Validity Threat

It is possible that the effect of an experimental manipulation or intervention might in part be due to its novelty

34
Q

Reactive measures

A

If awareness of assessment leads persons to respond differently from ow they would usually respond

35
Q

Obtrusive measures

A

When subjects are aware their performance is being assessed

36
Q

Stratified Sampling

A

members of groups in the pop are selection in proportion to their representation in the pop

37
Q

Types of contruct validities

A

Single Operations and Narrow Stimulus Sampling
Experimenter Expectancies
Demand Characteristics
Attention and Contact Accorded the Client

Mneumonic: Single Experimenters Demand Attention
or SADE

38
Q

Data-Evaluation Validity

A

Facets of the evaluation that influence the conclusions we reach about the experimental condition and its effects

39
Q

Generality across Measures, Settings and Time

A

External Validity Threat

The extent to which the results extend to other measures, settings, or assesment occasions than those included in the study

40
Q

Quota Sample

A

Accidental Sample where you are trying to meet certain groups proprotionate to the pop

Ex: interviewing x number of men and women

41
Q

Multiple Comparisons and Error Rates

A

Data-Evaluation Validity

When multiple statistical tests are completed the likelihood of chance finding is increased

i.e. .05 alpha is only for one test. alpha goes above .05 when you do multiple tests a.k.a “experiment-wise error rate”

42
Q

Oversample

A

take more participants of one group to be able to compare (ex: oversampling native americans to be able to compare them to other groups)

43
Q

Systematic Sampling

A

take every Kth person from your list

problem can occur if there is a cyclical pattern in the list that coincides with the sampling interval

44
Q

Multiple-Treatment Interference

A

External Validity Threat

Do not know whether a particular treatment would have been effective by itself if it is administered along with another treatment or after another treatment

Also, when one task is given and then preceded by other tasks

Can refer to therapy or to different conditions in an experiment

45
Q

Participant Heterogeneity

A

Data-Evaluation Validity

when characteristics related to how particpants respond to the treatment are too varied which varies the results

Can be addressed with factorial design or by using a more homogenous sample

46
Q

Misreading or Misinterpreting the Data

A

Data-Evaluation Validity

Wrong stastical test was used to analyze the data or author went beyond what the results were showing in their interpretation

47
Q

Selection Biases

A

Internal Validity Threat

differences between groups before the intervention or experimental manipulation because of selection or assignment of groups

One form is using different selection methods for two groups

Often a problem when using groups that already exist (i.e. classes or hospital wards)

48
Q

Narrow Stimulus Sampling

A

External Validity Threat

The extent to which the results might be restricted to a restricted range of sampling materials (stimuli) or other features the experimenters used in the experiment

Stimulus characteristics include the experimenters, setting, interviewers or other factors

Most commonly occurs when there is one experimenter, one therapist, one setting, one taped story, etc.

49
Q

Probability Sampling

A

Aka random sampling

Each person in the population has equal chance of being choosen for the sample

Research (5 decks)

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