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Research Methods > Quiz 4 > Flashcards

Quiz 4 Flashcards

1
Q

One or more groups of subjects exposed to one or more levels of the independent variable

A

Group Design (Quantitative)

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2
Q

Can include multiple subjects but not analyzed as a group. Individual behavior.

A

Single Subject Design (Quantitative)

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3
Q

Young vs Old subjects with various levels of noise added to speech recognition task

This is an example of what type of research design?

A

Group design

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4
Q

Look at effects of various types of phonemic training in a child or children with reading issues

This is an example of what type of research design?

A

Single Subject

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5
Q

Different groups of subjects are exposed to different levels of the independent variable(s)

A

Between subject

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6
Q

Same subjects are exposed to different levels of the independent variable(s)

A

Within-subject

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7
Q

What group design needs to account for group equivalence?

A

Between subject

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8
Q

What group design needs to account for a sequencing effect?

A

Within-subject

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9
Q

What are two strategies to help with group equivalence in between subject designs?

A

Subject randomization and subject matching

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10
Q

How to counterbalance the potential sequencing effect in within-subject designs?

A

Sequence randomization and counter balancing (ABCD, BCDA, CDAB, DABC, etc)

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11
Q

What are the test validity measures?

A

Face
Content
Predictive
Concurrent
Convergent
Discriminant

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12
Q

Does it look and sound like it accurately measures the construct?

A

Face

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13
Q

Does the test measure the relevant domains of the construct?

A

Content

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14
Q

Does the test predict things it should be able to predict?

A

Predictive

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15
Q

Does the test discriminate between relevant groups?

A

Concurrent

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16
Q

Does the test get similar scores/results to other tests measuring the same thing?

A

Convergent

17
Q

Does the test get different results than other tests measuring different constructs?

A

Discriminant

18
Q

The extent to which an experiment accurately measures what it intended to measure

A

Internal experimental validity

19
Q

The extent to which the results of an experiment can be generalized to a larger context

A

External experimental validity

20
Q

What are the threats to internal experimental variability?

A

History
Maturation
Reactive Pretest
Instrumentation
Statistical regression
Differential subject selection
Attrition
Interaction of factors
Crediability

21
Q

What are the threats to external experimental variability?

A

Subject selection
Interactive pretest
Reactive arrangements (Hawthorne Effect)
Multiple treatment interference

22
Q

Every member has an equal chance of being picked

A

Simple random sampling

23
Q

Population divided into subgroups with random samples taken from each

A

Stratified random sampling

24
Q

extraneous events that occur between the first
measurement and subsequent measurements

A

History

25
Q

changes that might naturally occur over time which
happen during the course of a study

A

Maturation

26
Q

Additional treatment received during the study

Is an example of what type of threat to internal validity?

A

History

27
Q

Effect of treatment in acute aphasia vs effect of spontaneous recovery

Is an example of what type of threat to internal validity?

A

Maturation

28
Q

taking a test once may affect subsequent
administrations of that test

A

Reactive prestest

29
Q

changes in measurement due to calibration
issues, or changes in observers/scorers, etc

A

Instrumentation

30
Q

When subjects are selected based on atypical scores (good or poor), there is likely some variability in how far from average they scored – in subsequent tests they may score closer to average

A

Statistical regression

31
Q

failure to balance extraneous
factors across groups leading to existing differences in the
dependent variable at baseline

A

Differential subject selection
*need to control during studies

32
Q

When subjects drop out of a study, there may be something
systematic about who leaves, that will affect interpretation
of results

A

Attrition

33
Q

combination of other validity threats (e.g.
differential selection and maturation)

A

Interaction of factors

34
Q

making alternative hypotheses implausible
-Can be affected by researcher bias or researcher reactivity

A

Credibility

Research Methods (6 decks)

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