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LING 333 > Quiz 2 Experimental Design > Flashcards

Quiz 2 Experimental Design Flashcards

1
Q

What is a confounding variable

A

An extraneous variable that potentially ended up affecting the dependent variable (variable that was not controlled for)
Ex. Experiment on amount of sunlight and its effects on plant growth without controlling for water amount

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2
Q

What is a lurking variable?

A

One that affects both IV and DV
(Ex. ESL learners who have iPads found to have higher English proficiency than those who don’t—doesn’t mean iPad improves English, so lurking variables could be at play such as financial well-being of family)

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3
Q

What is pretest- post test design?

A
  • DV measured before intervention—intervention is made—DV measured again
  • control group doesn’t receive experimental intervention
  • if DV not measured pre-intervention, not a PP design!
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4
Q

Can surveys be involved in experimental design?

A

No, they are just observational

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5
Q

What is the first step in creating an experimental design?

A
  • list variables
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6
Q

What is within-subject design?

A
  • each participant exposed to all conditions of IV (ex. Rate of speech both fast and slow)
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7
Q

What is between-subject design?

A
  • each participant exposed to only one condition of IV (ex. Only slow rate of speech or only fast)
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8
Q

What are the advantages of within-subject design?

A
  • does not require a large pool of participants
  • good for longitudinal or observational studies over extended period of time, controlling for individual variations
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9
Q

What are the disadvantages of within-subject design?

A
  • carryover effect: participants get faster and more accurate with practice from first test
  • participants figure out what is being tested
  • takes time (often long time to measure change in people over time)
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10
Q

What is a situation where you would need to have between-subject design?

A

You want to compare the perceptions of different ages/genders/ethnicities/social class/etc on rate of speech

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11
Q

What are the advantages of between-subject design?

A
  • no carryover effect
  • shorter duration of study (since not looking at individuals’ change over time)
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12
Q

What are the disadvantages of between-subject design?

A
  • needs a larger pool of participants
  • not much control over individual variations
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13
Q

What is factorial design?

A
  • when there are more than one independent variables in a single experiment
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14
Q

When would you want to use factorial design?

A
  • when you want to investigate the effect of 2 or more IV’s (=factors) without needing to run separate experiments
  • when you want to know the MAIN effects of individual factors
  • when you want to see the interaction effects between factors (“interaction effect” refers to combined effect of multiple IV’s on the DV)
  • ex. Experiment to evaluate 2 groups: 10 yr old boys and 10 yr old girls and how the effects of taking summer enrichment course or not affects math test scores
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15
Q

What is single-factor design?

A
  • a single factor/IV in the experiment
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16
Q

What is a univariate design?

A
  • a single DV
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17
Q

What is a single-factor univariate design?

A
  • has one IV and one DV
    Ex. Do women talk faster than men?
    DV- rate of speech
    IV- women vs men
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18
Q

What is 2x2 factorial design?

A

2 IV’s with 2 levels in each
Ex. 2 dialects (A and B), 2 age groups (old, young)

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19
Q

Interaction effect

A

When 2 or more variables interact in such a way that the combined impact on the outcome (DV) is different from what would be expected if you simply added their individual effects.

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20
Q

What is the difference between experimental and non-experimental design?

A

Experimental allows us to establish a causal relationship between 2 variables

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21
Q

What is the purpose of non-experimental design?

A
  • to observe and describe phenomena
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22
Q

What kind of control is involved in experimental design?

A
  • high control over IV’s through manipulation
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23
Q

What kind of control is involved in non-experimental design?

A
  • no manipulation of variables—variables observed as they naturally occur
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24
Q

What kind of assignment is used in Experimental vs non-experimental design?

A

Experimental: participants randomly assigned to control vs experimental groups
Non-experimental: no random assignment—groups pre-existing or naturally occurring

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25
Q

How many groups are usually involved in experimental vs non-experimental designs?

A

Experimental: 2 groups (control and experiment)
Non-experimental: often just one group

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26
Q

When does it make sense to use an experimental design?

A
  • when you have a hypothesis about a causal relationship between 2 variables
  • when you are able to manipulate the IV
  • when you can randomly assign participants to different groups in the IV
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27
Q

Take note of random SAMPLING vs. Random ASSIGNMENT

A
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28
Q

When does it make sense to use a non-experimental design?

A
  • if you are interested in a single variable (ex. How high are the high vowels in dialect A?)
  • if you are interested in a non-causal statistical relationship between 2 variables (ex. Is there a CORRELATION between speech rate and pitch)
  • you have an exploratory research question (ex. What sounds are topologically most attested in world languages)
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29
Q

What are the different types of non-experimental designs?

A
  • cross-sectional
  • correlational
  • observational
30
Q

What is the point of a cross-sectional study?

A
  • comparing 2 (or more) “pre-existing” groups (not groups that you create) ex. New Yorkers vs Torontonians
31
Q

What is the purpose of a correlational experiment?

A
  • to see if 2 variables are correlated
32
Q

What is the purpose of an observational study?

A
  • to observe the behaviour in a natural or lab setting without any kind of manipulation
    Ex. Do velar stops truly make contact with the velum
33
Q

What is the purpose of a longitudinal study?

A

To show change over time

34
Q

What is the main difference between true experimental and quasi-experimental design?

A
  • in true experimental, random assignment to either control or experimental group
  • in quasi-experimental: random assignment not possible/ethical/feasible (ex. Does damage to Broca’s area negatively affect speech production ability?—can’t randomly assign a group to undergo a surgery in Broca’s area to inflict some damage)
35
Q

What is a key difference between quasi-experimental and non-experimental design?

A

no variable manipulated in non-experimental design (no intervention)

36
Q

Are there more voiced or voiceless stops in world languages?

A

More voiceless (voiced stops harder to produce)
- if voiced stops present in a language, likely there will also be voiceless

37
Q

What is a marked sound?

A

Sounds that are more complex or difficult to hear/produce than others

38
Q

At which places of articulation are nasal sounds not possible?

A
  • pharyngeal and glottal
39
Q

What are the articulators used for labiodental sounds?

A

Lower lip, upper teeth

40
Q

What is the difference between a tap and flap

A

Tap- movement is directly up and down (ex. In “potty”)
Flap- more of a passing movement from behind (ex. In “party”)
*retroflex r is a flap
*very quick movements

41
Q

What kind of sound (manner of artic) is technically possible at any place of articulation?

A

Fricatives

42
Q

In what kind of wave is particle motion perpendicular to the direction of the wave’s motion?

A

Transverse

43
Q

Describe how sound propagates

A

(Sound always moves in a wave) Energy travels through space while the air molecules simply sway back and forth in the direction of the wave’s motion (like a slinky)

44
Q

What kind of waves are sound waves?

A

Longitudinal (NOT transverse)

45
Q

Low pressure part of a wave

A

Rarefaction
(Opposite of compression)

46
Q

Compare transverse and longitudinal waves

A

Physical principles are the same in transverse and longitudinal (high pressure and low pressure of longitudinal waves corresponds to peaks and troughs of transverse waves)

47
Q

At peak point of sound wave, what happens to air molecules?

A

They are compressed

48
Q

Can advances in technology lead to replacing large sound speakers at musical concerts with much smaller speakers?

A

NO- Louder sounds= bigger fluctuations in air molecules

49
Q

What kind of signals are produced when we speak?

A

Analog

50
Q

Describe analog signals

A
  • continuous
  • have infinite values, so harder to analyze
  • think analog clock (vs digital)
51
Q

What is the difference between analog and digital signals?

A

Analog: No gaps in between- air molecules pushing against something, continuous from one point to another (ex. Minute hand of a clock moves continuously from one point to another)
- infinite number of values
- since data cannot be infinite, sampling needed to analyze (called analog to digital conversion)
- pressure variation
Digital: gap in between- discontinuous change from one point to another (ex. Digital clock changes from 10 to 11 without observable path between)

52
Q

How is sampling of analog signals done if the data is infinite?

A
  • points chosen and frequency measured at particular time intervals
  • 2 axes: time point and amplitude value
53
Q

Which kind of signal has a smoother wave?

A

Analog (when sampling at time intervals used)
When digitized, looks more rugged/like staircase

54
Q

What is the range of frequencies humans can hear?

A

Min 20, max 20,000 Hz

55
Q

To capture/record a sound wave, what sampling rate is required?

A

Double the highest sound frequency
Ex. To capture frequencies up to 20,000 sampling rate should be 40,000Hz

56
Q

What is the default sampling rate used on most recorders?

A

44,100 Hz

57
Q

What is the rule that sampling rate sets?

A

Determines how many values (samples) are kept in a second
Ie. if we pick 100 samples from a 1 second long signal, our sampling rate is 100 Hz

58
Q

What is the average frequency of human speech

A

10,000Hz (so sampling rate of around 20,000Hz usually required to record)

59
Q

What sample size is typically enough for acoustic analyses (bit depth)?

A

16 bit (sometimes 24 bit used, but will need more space)
- higher sample size is more accurate, but also more processing power needed

60
Q

What is an advantage and disadvantage of higher sample sizes?

A

A- more accurate signal
D- greater demand of processing power

61
Q

What are the loss-less formats?

A

WAV, AIFF, FLAC, PCM

62
Q

What kind of format is an MP3?

A

“Lossy” (not recommended for acoustic analysis)

63
Q

What is the preferred format for recording for acoustic analysis?

A

WAV (compatible with many audio processing applications)

64
Q

What is a recommended signal-to-noise ratio?

A

(0.5,-0.7) (see slide 20)
Will lose samples due to clipping

65
Q

What is clipping?

A

Loss of signals from high and/or low ends because the audio gain was set at too high of a level

66
Q

What are the 2 types of microphones?

A

Dynamic or condenser

67
Q

What are the characteristics of a dynamic microphone?

A
  • doesn’t need power from external source
  • less sensitive to details
  • better for noisy environment
  • sturdier (harder to break if dropped)
68
Q

What are the characteristics of a condenser (microphone)?

A
  • requires power supply
  • more sensitive to details
  • good when there is little background noise
  • easy to break if dropped
69
Q

What is sampling rate and how is it measured?

A
  • determines how many values (“samples”) are kept in a second
  • measured in Hz
  • 100 samples in 1 second would be 100Hz sampling rate
70
Q

What does it mean to record sound?

A

To capture the pressure variation over time

LING 333 (11 decks)

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