Research

Question 1

Inductive Research

Answer 1

When researchers aim to infer theoretical concepts and patterns from observed data (ie. theory building research)

Question 2

Deductive Research

Answer 2

When the researchers aim to test concepts and patterns informed by theory using new empirical data (ie. theory testing research). Deductive research is often employed through the use of the scientific method.

Question 3

The Scientific Method

Answer 3

Refers to the standardized set of techniques that build scientific knowledge by informing how researchers make valid observations, interpret results, and generalize findings. Must meet the following four characteristics: replicability, precision, falsifiability, and parsimony.

Question 4

Replicability

Answer 4

If the same study is repeated by another team of researchers, the experiment should yield identical or nearly identical results as the initial study.

Question 5

Precision

Answer 5

Moving a theoretical concept from an abstraction to a precise operational definition, allowing for other researchers to measure the same defined concepts through similar or varied methodologies.

Question 6

Falsifiability

Answer 6

Essentially, all theories must be discussed in ways that clearly identify a route for the theory to be disproven or falsified.

Question 7

Parsimony

Answer 7

In the event that the data produces multiple explanations for the same phenomenon, researchers must always accept and prioritize the least complex and most logically economical explanation.

Question 8

Construct

Answer 8

An abstract concept that is specifically chosen to explain a given phenomenon.

Question 9

Descriptive Research

Answer 9

Research that is directed at making careful observations and detailed documentation of an identified phenomenon. Observations here are based on the scientific method.

Question 10

Epistemology

Answer 10

Refers to our assumptions about the best way to study the world

Question 11

Exploratory Research

Answer 11

Research conducted in new areas of inquiry, where the goals of the research are:
1) to scope out the magnitude or extent of a particular phenomenon, problem, or behavior
2) to generate some initial ideas about that phenomenon
3) to test the feasibility of undertaking a more extensive study regarding that phenomenon

Question 12

Ontology

Answer 12

Refers to our assumptions about how we see the world

Question 13

Operational Definitions

Answer 13

Used to define constructs in terms of how they will be empirically measured

Question 14

Operationalization

Answer 14

The process of designing precise measures for abstract theoretical constructs.

Question 15

Sampling

Answer 15

The target population from which they wish to collect data.

Question 16

Unit of Analysis

Answer 16

Refers to the person, collective group, or object who/that is the target of the investigation.

Question 17

Variable

Answer 17

A measurable representation of an abstract construct.

Question 18

Internal Validity

Answer 18

Also referred to as causality; examines whether the observed change in a dependent variable is indeed caused by a corresponding change in a hypothesized independent variable and NOT by variables extraneous to the research context. Essentially, it the data congruent to the hypothesis and measured variables as opposed to other factors not accounted for.

Question 19

External Validity

Answer 19

Also referred to as generalizability; refers to whether the observed associations can be generalized from the sample to the population, to other people, organizations, contexts, or time.

Question 20

Construct Validity

Answer 20

Examines how well a given instrument scale is measuring the theoretical construct that it is expected to measure.

Question 21

Statistical Conclusion Validity

Answer 21

Examines the extent to which conclusions drawn derived using a statistical procedure are valid.

Question 22

Experimental Studies

Answer 22

Studies that are intended to test cause-effect relationships (hypotheses) in a tightly controlled setting by separating the cause from the effect in time, administering the cause to one group of subjects (treatment group), but not to the other group (control group), and observing how the main effects vary between subjects in the two groups. In a true experimental design, the subjects must be randomly assigned to each group. Otherwise, it is considered “quasi-experimental.”

Question 23

Field Surveys

Answer 23

Non-experimental designs that do not control for or manipulate independent variables or manualized treatments, but instead measure operationally defined variables and test their effects using statistical methods. They capture snapshots of practices, beliefs, or situations from a random sample of subjects in field settings through a survey questionnaire, or less frequently, through a structured interview.

Question 24

Secondary Data Analysis

Answer 24

An analysis of data that has previously been collected and tabulated by other sources.

Question 25

Case Research (Case Studies)

Answer 25

An in-depth investigation of a problem in one or more real-life settings over an extended period of time.

Question 26

Focus Group Research

Answer 26

A type of research that involves bringing in a small group of subjects (typically 6 to 10 people) at one location, and having them discuss a phenomenon of interest for a period of 1-2 hours.

Question 27

Ethnography

Answer 27

An interpretive research design emphasizing that research phenomenon must be studied within the context of its native culture. The researcher is deeply immersed in a certain culture over an extended period of time (8 months to 2 years), and during that period, engages, observes, and records the daily life of the studied culture, and theorizes about the evolution and behaviors in that culture

Question 28

Survey Research

Answer 28

A research method involving the use of standardized questionnaires or interviews to collect data about people and their preferences, thoughts, and behaviors in a systematic manner.

Question 29

Interview Survey

Answer 29

Interviews are more personalized forms of data collection methods than questionnaires and are conducted by trained interviewers using the same research protocol as questionnaire surveys.

Question 30

Qualitative Analysis

Answer 30

The analysis of qualitative data such as text data from interview transcripts. Qualitative analysis is largely dependent upon the researcher's analytic and integrative skills and personal knowledge of the social context where the data was collected.

Question 31

Quantitative Analysis

Answer 31

Statistics driven and largely independent of the researcher.

Question 32

Grounded Theory

Answer 32

An inductive technique of interpreting recorded data about a social phenomenon to build theories about that phenomenon. Develops theory by letting meaning emerge from the data or to be "grounded" in data.

Question 33

Mean

Answer 33

The simple average of all values in a given distribution.

Question 34

Median

Answer 34

The middle value within a range of values in a distribution.

Question 35

Mode

Answer 35

The most frequently occurring value in a distribution of values.

Question 36

Standard Deviation

Answer 36

The second measure of dispersion, which corrects for such outliers by using a formula that takes into account how close or how far each value lands relative to the distribution mean.

Question 37

Correlation

Answer 37

A number between -1 and +1 denoting the strength of the relationship between two variables.

Question 38

Inter-Rater Reliability

Answer 38

Also called inter-observer reliability, this is a measure of consistency between two or more independent raters (observers) of the same construct.

Question 39

Test-Retest Reliability

Answer 39

Measures the consistency between two measurements (tests) of the same construct administered to the same sample at two different points in time.

Question 40

Split-Half Reliability

Answer 40

Measures the consistency between two halves of a construct measure.

Question 41

Internal Consistency Reliability

Answer 41

Measures consistency between different items of the same construct.

Question 42

Validity

Answer 42

Refers to the extent to which a measure adequately represents the underlying construct that it is supposed to measure.

Question 43

Ordinal Scales

Answer 43

Scales that measure rank-ordered data, such as the ranking of students in a class as first, second, or third based on their GPA or test scores.

Question 44

Interval Scales

Answer 44

Scales where the values measured are not only rank ordered but are also equidistant from adjacent attributes. Ie. the temperature scale where the difference between 30 and 40 degrees is the same as between 80 and 90 degrees.

Question 45

Nominal Scales

Answer 45

Also called categorical scales; measure categorical data. These scales are used for variables or indicators that have mutually exclusive attributes (ie. religion or gender)

Question 46

Likert Scale

Answer 46

Measures ordinal data in social science research. This scale includes Likert items that are simply worded statements (ie. strongly disagree to strongly agree).

Question 47

Program Evaluation

Answer 47

Asks the question of whether or not this intervention or treatment program is effective in its intended purpose; does what we do work?

Question 48

Empirically-Supported Treatments (EST)

Answer 48

EFTs are manualized treatments for specific populations/disorders that have been evaluated as being effective through controlled trials

Question 49

Evidence-Based Practices (EBP)

Answer 49

Treatments and interventions employed by therapists that are informed by current research findings regarding client population or concerns that guide clinical expertise and adapting treatment based upon the unique contextual factors of each client encounter.

Question 50

Practice-Based Evidence

Answer 50

Far from an EST, and not necessarily informed by empiricism. Instead it is informed exclusively by the therapist's direct experience of work with clients.

Question 51

Multi-Dimensional Family Therapy

Answer 51

An evidence based family therapy model found to be effective in treating adolescent substance abuse.

Question 52

Family Based Interventions

Answer 52

An exhaustive literature review found family therapy to be an effective treatment for the following disorders of childhood and adolescence: ODD, ADHD, aggressive behaviors, conduct disorder, delinquency, substance abuse, anxiety, depression, child abuse, eating disorders, emotional problems, and first episode psychosis.

Question 53

Parent-Child Interaction Therapy (PCIT)

Answer 53

Reduces recidivism of child abuse in families over time.

Question 54

Emotionally Focused Couples Therapy

Answer 54

70% of couples receiving this treatment experience moderate to significant benefits from couples therapy when addressing relational distress and over 73% for psychosexual problems.

Question 55

Major Mental Illness(SPMI)

Answer 55

Psychoeducational approaches to family therapy have been found to be effective in helping families cope with the stressors associated with serious and persistent mental illness.

Question 56

Ratio Scales

Answer 56

Interval data with an absolute, not an arbitrary zero point. Ie. time, mass, length, duration.

Question 57

Correlation Coefficient

Answer 57

Reliability coefficient, measures ability to yield consistent results each time it is applied. Symbolized by the letter "r," which ranges from -1 to 0 to +1. The higher the coefficient, the more reliable the test is.

Question 58

Alternate Form Reliability

Answer 58

Two separate but equivalent versions of the test are given with a time period in between. Both versions are given in succession to the same group. This measures both equivalence between the two forms of test and stability.

Question 59

Factors That Impact Reliability

Answer 59

Length of the test, range or variability in scores, guessing or interpretation of reliability coefficient (generally above .80 considered acceptable)

Question 60

Face Validity

Answer 60

Refers to the extent to which a test appears to measure a particular construct. It asks, "does it look like a reasonable test for whatever the purpose it is being used?"

Question 61

Logical Content

Answer 61

Refers to the method the developer engaged with to make sure the required content was included in the test.

Question 62

Convergent Validity

Answer 62

Explores if a construct, such as OCD, correlates with theoretically relevant variables. For ex., obsessive thoughts or compulsive behaviors. With convergent validity, it is crucial to establish statistically significant correlations between the instrument itself and relevant variables.

Question 63

Discriminant Validity

Answer 63

Establishes how theoretically non-relevant variables are not associated with scores on the measurement. The goal of discriminant validity is to find an instrument that does not correlate variables that should not be correlated because they are irrelevant to the theoretical construct that is being measured.

Question 64

Criterion Validity

Answer 64

Looks at the relationship between scores obtained using an instrument of interest and scores obtained using an existing, "standard" criterion instrument's score.

Question 65

Concurrent Validity

Answer 65

Determined when test scores and criterion measurements are either made at the same time (concurrently) or close to each other.

Question 66

Predictive Validity

Answer 66

A correlation coefficient that represents the degree to which one instrument's score predicts an individual's score in a future situation (ie. a driving test) .

Question 67

Nomothetic

Answer 67

Explanations focus on a class of events and attempt to specify the conditions that seem common to all those events

Question 68

Longitudinal

Answer 68

Study over time. Observes trends in the same population

Question 69

Cross-Sectional

Answer 69

Study at one point in time. Studies current trends and attitudes.

Question 70

Closed-Ended Questions

Answer 70

Fixed set of alternatives that are all possible, theoretically relevant options determined in advance. Ease of data handling

Question 71

Open-Ended Questions

Answer 71

Respondents develop their own responses, thus response options are not predictable. Complex data handling

Question 72

Dependent Variable

Answer 72

Variable whose changes are being measured

Question 73

Independent variable

Answer 73

This is a variable that is being manipulated and the impact of such manipulation upon the dependent variable is being studied. An independent variable in an experiment is called a factor.

Question 74

Extraneous Variables

Answer 74

Influences on the dependent variable from a source other than the independent variable

Question 75

Holding Variables Constant

Answer 75

Systematically selecting homogenous sample from a heterogeneous population and randomly assigning sample to experimental or control conditions

Question 76

Matching Participants

Answer 76

Experimental group members are paired with similar control group members for data analysis

Question 77

Blocking Variables

Answer 77

A combination of matching and randomization.

Question 78

Double-Blind

Answer 78

Both the subjects and those who evaluate the outcome are ignorant of which treatment was given

Question 79

Idiographic Explanation

Answer 79

Explanations focus on as ingle person, event or situation and attempt to specify all the conditions that helped produce it

Question 80

Bimodal

Answer 80

A distribution with two most-frequently occurring scores

Question 81

Multimodal

Answer 81

Two or more most frequently occurring scores.

Question 82

Bell Shaped Curve

Answer 82

Unimodal, largest cluster of scores fall in the center, and frequently decreases with progress toward the extremes in both directions. Maximum height (mode) at the mean.

Question 83

T-Test

Answer 83

A formula for evaluating the means of two groups. It is used in comparing two groups such as in an experiment that involves controlling a variable in each group and looking for a difference in outcome.

Question 84

ANOVA (Analysis of Variance)

Answer 84

This is a statistical technique that is used to compare and contrast the means of two or more populations.

Question 85

ANCOVA (Analysis of CoVariance)

Answer 85

This is a statistical technique that compares and contrasts one variable in two or more populations. ANCOVA allows you to remove covariates which are independent variables that are not of interest in the study.

Question 86

Respect for Persons

Answer 86

We recognize the personal dignity and autonomy of individuals and we should provide special protection of those persons with diminished autonomy (Belmont Report)

Question 87

Beneficience

Answer 87

We have an obligation to protect persons from harm by maximizing anticipated benefits and minimizing possible risks of harm (Belmont Report)

Question 88

Justice

Answer 88

The benefits and burdens of research should be distributed fairly (Belmont Report)

Question 89

Institution Review Board Criteria (IRB)

Answer 89

Risks to subjects are to be minimized and are reasonable in relation to anticipated benefits. Selection of subjects is equitable. Informed consent is sought and documented. Monitoring of data collection ensures subject safety. Provisions to protect privacy and maintain confidentiality.

Question 90

Informed Consent

Answer 90

Refers to telling potential research participants about all aspect of the research that might reasonably influence their decision to participate.

Question 91

Privacy

Answer 91

Participants have the right to privacy and have the following three ways to protect privacy: editing the data (including destroying it), anonymity, confidentiality.

Question 92

Court & Legislative Challenges

Answer 92

Privileged communication generally NOT extended to social researchers and in criminal cases, the right of the public to protection supersedes research confidentiality.

Question 93

Harm, Distress, and Benefit

Answer 93

Sources of harm include exposure to powerful psychological stimuli and revelation of a deviant lifestyle. Distress can be alleviated through debriefing.

Question 94

Effect Size

Answer 94

A statistic that compares the effects of different treatment interventions across studies even though the studies used different types of outcome measures (.2= low, .5= moderate, .8= strong)

Question 95

Research Hypothesis (H1)

Answer 95

A tentative and testable prediction about how the independent variable will cause or explain changes in the dependent variable.

Question 96

Null Hypothesis (Ho)

Answer 96

A rival to the research hypothesis, predicts that there is NO relationship between the independent variable and the dependent variable explained by the independent variable. The null hypothesis asserts that the relationship between the IV and the DV is explained by a sampling error. A relationship does NOT exist in the population.

Question 97

Statistical Significance

Answer 97

When the change in the DV is largely due to independent variable or treatment, this means that the sampling error was low, which means it is statistically significant. Testing for it means assessing the probability that the null hypothesis is true.

Question 98

Type I Error

Answer 98

Rejecting a true null hypothesis. Sampling error is why we rejected the null. We determine that there are group differences in fact, there are not. (there is a 5% chance we make this error)

Question 99

Type II Error

Answer 99

Failing to reject a false null hypothesis. We determine there are no group differences but there really are. We determine there's no effect on the DV, but there really is. It's like a false negative.

Question 100

Significance Level

Answer 100

When we can conclude that sampling error has less than a 5% chance of playing a role in the change of the DV, then we have statistical significance. Symbol: p<.05 (this reads that the probability is less than .05.