Quiz 2 Flashcards
What is the key difference between an experimental and non-experimental design
The first can instore CAUSATION, the second can only really observe
John wants to make a study with a control group, and he doesn’t want to have random assignment, but have pre-existing groups. What kind of study should John make?
- Experimental
- Non-experimental
- Quasi-experimental
- John should rethink what he wants in a study
- Quasi-experimental
When to choose an experimental design over a non-experimental one? (3)
- You have a hypothesis about a causal relationship between 2 things
- You CAN manipulate the x variable
- You can randomly assign people to diff groups
T or F : random assignment + random sampling are interchangeable terms
F
When to pick a non-experimental design? think WWWEX
- When you are looking at one 1 variable
- When you don’t have the option to randomly assign
- When you aren’t looking at a causational relationship
- Exploratory research Q
Three types of non-experimental designs
- Correlational - two variables are correlated?
- Cross-sectional - compareing 2+ PRE-existing groups
- Observational - observing behaviour in a natural or lab setting
What is the BIG difference between experimental and quasi-experimental?
Random assignment in quasi doesn’t work, meaning that it’s also harder to get proper causation
A researcher investigates whether Japanese speakers learn certain Spanish linguistic features faster than English speakers. They recruit 30 native Japanese and 30 native English speakers, teach both groups the same features in a controlled setting, and measure their learning outcomes using a standardized test after two weeks.
What is the study design?
▶ A. True-experimental design
▶ B. Quasi-experimental design
▶ C. Non-experimental design
▶ D. Not sure
T or F : Quasi experimental designs will STILL often include a comparison/control group
T - but NOT randomly assigned
The dependent variable is the one that you _______ and the independent one is the one you will ______
A. control/manip.; measure
B. measure; control/manip
B. measure; control/manip
T or F - another name for an independent variable is a predictor and a factor
T
Extraneous variable
Not an independent variable but may have some effect on the DEPENDENT variable
Confounding variables
An extraneous variable that potentially DID affect the dependent v.
Lurking variable
V that affects both your IV and DV - you might think that they are related but common sense says no?
In the research scenario where a researcher wants to see whether speakers produce a greater amount of nasal airflow in nasal vowels than in nasal consonants, what is the independent variable?
A. The type of speech sound (nasal vowels or nasal consonants)
B. The amount of nasal airflow
C. The participants’ speaking rate
D. Both A and B
A. The type of speech sound (nasal vowels or nasal consonants) - this is controlled
In the research scenario where a researcher wants to see whether speakers produce a greater amount of nasal airflow in nasal vowels than in nasal consonants, what can be an extraneous variable?
(Mark all that apply.)
A. The amount of nasal airflow
B. The type of speech sound (nasal vowels or nasal consonants)
C. The participants’ speaking rate
D. The the age of the participants
C. The participants’ speaking rate
D. The the age of the participants
What is a Pretest-Posttest design
Two types of tests, one before intervention with the DV, and another with the DV after the whole intervention
- Posttest measures the change of variables
Within-subject design
1. Exposure to conditions of IV?
2. Pros
3. Cons
- ALL
- Don’t need a large amount of people
- Carryover effect
What is the carryover effect in experimental design (think within-subject design)
It is the bias that can occur when a participant going through all the conditions of the IV, meaning that they might get faster/more accurate, OR they get sloppy
Between-subject design
1. Exposure to conditions of IV?
2. Pros
3. Cons
- Every participant –> just ONE condition of IV
- No carryover effect
- Needs a larger amounts of people; less control of individual variations
FACT(S)orial design - what is the main diff between this one and a regular experiment?
Has many independent variables for 1 DV
What kind of information can we see from a factorial design?1
- The MAIN effects of individual factors (IVS)
- The interaction effects between IVS (2+: 1DV)
Single factor design refers to _______ and univariate design refers to ______.
- DV; IV
- IV;DV
- IV;DV
Say we want to see if there is a difference between Dialect A and B in terms of pin/pen merger
▶ Independent variable: dialect (two levels: A vs. B) ▶ Dependent variable: Pillai-trace score1
▶ So, we have a -factor, -variate design
A. single-factor, univariate
B. two-factor, univariate
C. two-factor, bivariate
D. three-factor, bi-variate
A. single-factor, univariate
- levels are NOT IVs
T or F : In factorial design, levels count as IVS
F
What is a 2x2 factorial design?
A factorial design that has 2 IVs, both with 2 levels each
We have a study with a 2 X 3 factorial design. How many independent variables?
A. two
B. three
C. six
A. two
We have a study with a 2 X 3 factorial design. What does “3” indicate here?
A. number of independent variables
B. number fo dependent variables
C. number of levels in each independent variable
D. number of levels in the second independent variable
D. number of levels in the second independent variable
At the peak point of a sound wave, what happens to the air molecules?
A. They are compressed
B. They jump to the next peak
C. They move randomly
D. They expand
A. They are compressed
Advances in technology may lead to replacing large sound speakers at musical concerts with much smaller speakers.
A. Agree
B. Disagree
C. Not sure
B. Disagree - small speakers can’t project the same kind of sound
T or F : what is the solution to the continuation of analog signals
sampling
Most frequencies go up to what #?
roughly 10kHz
What is a level in sampling?
A point along the y axis that allows to determine the AMPLITUDE
What is a good signal-to-noise ratio?
Aiming for 0.5-0.7
What is clipping in sampling?
Loss of signals from SUPER high and low ends because the audio was set at too high of a level
Dynamic vs condenser microphone
1. External source
2. Sensitivity
3. Noisy environment
4. Sturdiness
- D = No C = Y
- D = Not very sensitive. C = more sensitive to detail
- D = better with noise C = not great with noise
- D = sturdier C = less sturdy
Unidirectional vs omnidirectional signal (mic)
Unidirectional picks up signals from signals from one direction - omni picks up from all
1st one is better for an interviewee setting, second is better for a group
What kind of signal path (tech) is used for an easy set up? (2)
- Zoom H4N + Dynamic/condenser
- Zoom H4n + lavalier condenser
A group of researchers compare a bilingual group (Spanish L1, English L2) to a monolingual English group on their ability to acquire French phonetic distinctions. Both groups undergo the same French phonetic training, and their ability to perceive and produce French vowels is measured before and after the training.
Which of the following are true? (There are two correct answers.)
A. it has a true-experimental design
B. it has a pretest-posttest design
C. it has a quasi-experimental design
D. it has a non-experimental design
B. it has a pretest-posttest design
C. it has a quasi-experimental design
Which of the following scenarios is an example of a pretest-posttest design? (There is one correct answer.)
A. A linguist compares properties of ejectives among old and young age groups in a community.
B. A linguist investigates language change by collecting old and new examples of online interactions.
C. A linguist compares the /œ/ vowel in L1 German L2 Polish speakers to the /œ/ vowel in monolingual Polish speakers, before and after the L2 speakers complete a language immersion course.
D. linguist collects examples of imperative morphemes from various languages using published grammars.
C. A linguist compares the /œ/ vowel in L1 German L2 Polish speakers to the /œ/ vowel in monolingual Polish speakers, before and after the L2 speakers complete a language immersion course.
You want to record sounds produced by lions, dolphins, and common house cats for communication and echolocation. Their reported frequency ranges are:
Lions: 100 Hz to 1,000 Hz
Dolphins: 1 Hz to 150 kHz
Common House Cats: 48 Hz to 85 kHz
What sampling frequencies would ensure that all these sounds are recorded? (There is one correct answer.)
A. Lions: 1000 Hz, Dolphins: 150 kHz, Common House Cats: 85 kHz
B. Lions: 3000 Hz, Dolphins: 150 kHz, Common House Cats: 180 kHz
C. Lions: 500 Hz, Dolphins: 750 kHz, Common House Cats: 43 kHz
D. Lions: 2000 Hz, Dolphins: 300 kHz, Common House Cats: 180 kHz
D. Lions: 2000 Hz, Dolphins: 300 kHz, Common House Cats: 180 kHz
Which of the following scenarios are examples of a within-subjects design rather than a between-subjects design? (There are two correct answers.)
A. A researcher tests vocabulary retention among two different age groups, one group aged 5-10 and the other group aged 18-25.
B. A researcher tests the same group of participants on their ability to recognize word stress patterns in their native language both before and after a training session on prosody.
C. A researcher compares the pronunciation of bilinguals and monolinguals on a set of target words to examine differences in vowel quality.
D. A researcher measures participants’ reaction times to auditory stimuli in both quiet and noisy environments, with each participant tested in both conditions.
B. A researcher tests the same group of participants on their ability to recognize word stress patterns in their native language both before and after a training session on prosody.
D. A researcher measures participants’ reaction times to auditory stimuli in both quiet and noisy environments, with each participant tested in both conditions.
Which of the following is an example of a 3x2 factorial design? (There is two correct answer.)
A. A study exploring the impact of dialect (urban, rural, suburban) and gender (male, female) on speech rate.
B. A study investigating the influence of language proficiency (low, medium, high) and age group (children, adults) on phoneme recognition accuracy.
C. A study analyzing the relationship between L1 background (English, Spanish, French) and exposure time (1 year, 2 years) on L2 pronunciation.
D. A study examining the effect of teaching method (traditional, online) and testing environment (quiet, noisy) on students’ vocabulary retention.
B. A study investigating the influence of language proficiency (low, medium, high) and age group (children, adults) on phoneme recognition accuracy.
C. A study analyzing the relationship between L1 background (English, Spanish, French) and exposure time (1 year, 2 years) on L2 pronunciation.
Folse (2006) investigated whether the type of written exercise affects L2 vocabulary retention. With 154 participants, a proficiency test was given before all learners practiced new vocabulary under three different practice conditions (A, B, and C). Afterward, another proficiency test was administered. The data were analyzed to determine if vocabulary retention varied across the three conditions.
Which ones are true for this scenario. (There are two correct answers.)
A. Practice condition is an Independent Variable
B. It has a within-subject design
C. It has a between-subject design
D. It has a 3x2 factorial design
A. Practice condition is an Independent Variable
B. It has a within-subject design
