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COMPS > RESEARCH > Flashcards

RESEARCH Flashcards

1
Q

emperical

A

collection of data

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2
Q

nonemperical

A

use existing info, lit/sys review of previous research

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3
Q

qualitative

A

understand human behavior/ person’s perspective

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4
Q

qualitative data collection

A

observation/interview

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5
Q

qualitative data analysis

A

themes/ descriptions, “verbal”

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6
Q

quantitative

A

finding facts/ data

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7
Q

quantitative data collection

A

measurements

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8
Q

quantitative data analysis

A

numerical comparisons, statistical analyses, “numerical”

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9
Q

which type of research can be experimental or non-experimental?

A

quantitative

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10
Q

basic research

A

obtaining knowledge

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11
Q

applied research

A

solving some immediate problem

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12
Q

experimental

A

experimenter “manipulates” one or more factors

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13
Q

true experimental

A

researcher creates conditions by manipulating factors
RANDOM ASSIGNMENT of participants to different experimental groups

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14
Q

quasi-experimental

A

researcher creates conditions by manipulating factors
NO RANDOM ASSIGNMENT

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15
Q

non-experimental

A

researcher investigates existing conditions; case studies, surveys, comparison or case control studies

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16
Q

beneficence

A

human subjects should NOT be harmed
BENEFITS should be maximized

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17
Q

respect for persons

A

participants should be treated as AUTONOMOUS agents & make OWN decisions

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18
Q

justice

A

equitable decisions on who will PARTICIPATE, benefits/ risks must be distributed fairly, fair procedures & outcomes in selection of subjects

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19
Q

hypothesis

A

predicted outcome

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20
Q

null hypothesis

A

assume that there will be NO significant results

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21
Q

alternate hypothesis

A

assume that there WILL be significant results

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22
Q

reject the null hypothesis

A

shows a SIGNIFICANT relationship/ difference

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23
Q

response researchers want

A

reject the null hypothesis

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24
Q

fail to reject the null hypothesis

A

NO significant results

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25
Q

directional hypothesis (difference study)

A

hypothesis stated in a way you expect one result to be better/ worse than the other

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26
Q

directional hypothesis (relational study)

A

hypothesis stated in a way you expect a specific relationship (positive/ negative)

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27
Q

non-directional hypothesis

A

hypothesis states there will be a difference or a relationship, but the difference can be either positive or negative (does not state direction)

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28
Q

face validity

A

judgement as to where the variables measure what they are SUPPOSED to (logical validity)

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29
Q

weakest form of validity

A

face validity

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30
Q

content validity

A

involves judgment, but more FORMAL than face validity

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31
Q

panel of expert reviewers

A

content validity

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32
Q

ecological validity

A

does this test apply to the REAL WORLD of the person being tested

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33
Q

criterion validity

A

comparison to an EXISTING test/ measurement; have a “standard” to compare against

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34
Q

concurrent validity

A

criterion
give participants “new” test and standard test CLOSE in time

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35
Q

predictive validity

A

criterion
give participants “new test and compare against some standard LATER in the future

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36
Q

construct validity

A

theories have constructs: set of behaviors w meaningful associations within the theory

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37
Q

to test construct validity, developers have

A

looked for patterns on certain test items

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38
Q

convergence

A

construct
happens if person performs SIMILARLY on test questions or if two different tests have SIMILAR content

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39
Q

divergence

A

construct
happens if person performs DIFFERENTLY on test questions that measure DIFFERENT constructs

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40
Q

interobserver reliability

A

DIFFERENT examiners/ observers testing the SAME person
participant test twice

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41
Q

interobserver reliability: similar results

A

= strong correlation

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42
Q

test-retest reliability

A

participants tested two different times; typically, SAME examiner

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43
Q

correlation coefficient

A

degree of reliability

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44
Q

parallel-form reliability

A

two DIFFERENT forms of the SAME construct or Ax

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45
Q

test form A and test form B, form A, then (at a later date) form B

A

parallel form reliability

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46
Q

split-half reliability

A

administer test ONCE to participants, SPLIT tests into 2 equivalent forms, get score for each section/ half

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47
Q

first half/ second half; odd number questions/ even number questions

A

split-half reliability

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48
Q

internal validity

A

outcome of study happened for hypothesized reasons
other factors that could have influenced results?
rule of influence of extraneous variables

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49
Q

external validity

A

can the study results be EXTENDED to the gen pop? to individuals other than the ones who were participants in the study?

generalizability can relate to populations, settings, treatment variables, measurement variables

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50
Q

survey research

A

non-experimental
obtain opinions, find individual experiences, obtain info from a LARGE number of participants

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51
Q

longitudinal research

A

non-experimental
individual or group follow OVER TIME
may be associated w other designs & experimental research
assess effects of Tx over longer time period

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52
Q

ex-post facto

A

non-experimental
independent variables have ALREADY occurred; studying the DEPENDENT variable

53
Q

retrospective research design

A

Ex-Post Facto (non-experimental)

54
Q

normative research

A

non-experimental
distribution of selected dependent variables across different age groups are observed and recorded
NO manipulation of independent variables
cannot draw cause/effect relationship

55
Q

two types of normative research

A

cross sectional
longitudinal

56
Q

post-test only randomized control group design

A

experimental
randomize groups, only one group gets Tx, both groups get a post-test

57
Q

post-test only randomized treatment group design

A

experimental
randomize groups, groups get different treatments , both groups get a post-test

58
Q

post-test only randomized treatment and control groups design

A

experimental
randomize groups, groups 1&2 get different treatments, 3rd group gets NO treatment, ALL groups get a a post-test

59
Q

post-test only randomized treatment group design

A

experimental
randomize groups, 3 groups get different treatments, all groups get a post-test

60
Q

pre-test - post-test randomized control group design

A

experimental
group 1 - observe/ measure, Tx, observe/measure
group 2 - observe/ measure, NO Tx, observe/ measure

61
Q

pre-test - post-test randomized treatment group design

A

experimental
group 1 - observe/ measure, Tx 1, observe/ measure
group 2 - observe/ measure, Tx 2, observe/ measure

62
Q

pre-test - post-test randomized treatment and control groups design

A

experimental
randomize groups,
group 1 - receive 1 Tx
group 2 - receive a diff Tx
group 3 - NO Tx (control)
ALL groups get a pre-test and a post-test

63
Q

pre-test - post-test randomized treatment groups design

A

experimental
randomize groups, 3 groups each get a different Tx, ALL groups get a pre-test and a post-test

64
Q

solomon randomized four-group design

A

experimental
two control groups: one receives pre/post tests and one receives post test ONLY
two experimental groups: one receives pre/post tests and one receives post test ONLY

65
Q

switching replications design

A

experimental
random assignment, both groups will eventually get Tx
pre-test for both groups, group 1 receives Tx, both get post-test 1, group 2 receives Tx, both get post-test 2

66
Q

factorial designs

A

investigators manipulates two or more variables
IV is a factor; each factor has two or more levels

67
Q

factorial designs

A

2x2
2x3
2x2x2

68
Q

threats to internal validity

A

history
statistical regression
mortality
maturation
instrumentation
selection

69
Q

history

A

something that happened during course of study that could have impacted the study

70
Q

statistical regression

A

if participants are tested over time, scores will tend to be around the mean

71
Q

mortality

A

participants drop out before the end of the study

72
Q

maturation

A

improvements over time d/t growth & development, esp important in research w children

73
Q

instrumentation

A

physical instruments, human “instruments” that record data, observe behavior

74
Q

selection

A

happens more often if selection is not random, would decrease ability to define a cause/effect relationship

75
Q

nonequivalent control group design

A

quasi experimental
2 pre existing groups - 1 assigned to experimental condition and 1 assigned to control condition

76
Q

repeated measures group design

A

quasi-experimental
1 group of participants, multiple measures/ observations
could be experimental or non experimental

77
Q

population

A

all persons of interest for a particular study

78
Q

sample

A

individuals who participate in a study - small portion of the larger population

79
Q

random sampling

A

start with a list of potential participants and randomly choose the required number of participants - random # generator, etc

80
Q

systematic sampling

A

start with a list of potential participants - establish sampling interval to select participants

81
Q

stratified random sampling

A

researchers identify 1 or more strata

82
Q

cluster sampling

A

researcher defines groups (clusters) and randomly chooses units/ participants from the cluster

83
Q

sample size

A

increasing sample size should increase how well the sample represents the population; however, increasing sample size does not decrease systematic bias

84
Q

nominal

A

naming, responses in categories, participants fit into only ONE category

85
Q

ordinal

A

rank ordered, does not tell info about difference between rankings

86
Q

interval

A

info on rank ordering AND how much they differ; does NOT have a true zero

87
Q

ratio

A

same components as interval but HAS a true zero

88
Q

mode

A

based on frequency of occurrence - the score that occurs most often

89
Q

primary measure for nominal, but can be used with all

A

mode

90
Q

median

A

number at the midpoint of all scores
put numbers/ measures in order

91
Q

useful for ordinal, interval, and ratio

A

median

92
Q

mean

A

average - sum all the scores then divide by total number of scores

93
Q

most appropriate for interval and ratio levels

A

mean

94
Q

extreme outliers will affect

A

mean more than median!!!

95
Q

range

A

difference between minimum and maximum

96
Q

interquartile range

A

difference between 75th quartile and 25th quartile

97
Q

interquartile range is less impacted by

A

extreme scores than the range

98
Q

standard deviation

A

for interval or ratio measures - measure of variability
dispersion of score around the mean

99
Q

confidence interval

A

mean of the sample +/- margin of error
gives you a range

100
Q

the larger the confidence interval, the larger the

A

RANGE and more likely the score falls within the range

101
Q

α value

A

level of significance

102
Q

p value

A

probability of rejecting the null hypothesis

103
Q

p value has to be ___________ than chosen α value to be considered significantly significant

A

SMALLER

104
Q

0.3-0.5

A

WEAK

105
Q

0.51-0.85

A

MODERATE

106
Q

0.86-0.95

A

STRONG

107
Q

positive direction

A

both variables change in the same direction

108
Q

negative direction

A

variables change in different directions

109
Q

analyzing differences between 2 groups/ conditions

A

T-test
Z-test

110
Q

analyzing differences for more than 2 groups/ conditions

A

ANOVA

111
Q

analyzing differences between 2 samples

A

independent t-test
paired t-test
Z-test

112
Q

ethnography goal

A

to describe a specific cultural environment
immerse in environment

113
Q

grounded theory goal

A

data based theory of an observation (NOT a theory based one)
collect any type of data
code into themes

114
Q

phenomenology goal

A

to get a feel of what “it” is like to participants
collect data - mainly interviews

115
Q

conversation analysis goal

A

describe details of communicative behaviors in natural situation
collect data of participant interacting with someone
analyze sequence

116
Q

single subject design

A

ONE subject
subject serves as his/her own control
quantitative, empirical, and objective
quasi-experimental: NO control group or randomly assigned subjects to Tx

117
Q

Single Subject Design: Baseline Tx (AB)

A

visual changes in level, trend, and variability
ideal baseline: low variability, no improvement trend, at least five repeated measurements
pre-experimental

118
Q

Single Subject Design: Tx-withdrawal design (ABA)

A

effect of single Tx (IV) on an outcome measure (DV)
STRONGER than AB design: provides second demonstration of Tx effect

119
Q

Single Subject Design: Tx-replication design (ABAB)

A

extension of ABA
provies 3rd demonstration of Tx effect on outcome measure

120
Q

weakness of ABA design

A

not all Tx are reversible

121
Q

straightforward and among strongest single-subject designs

A

Tx-replication design (ABAB)

122
Q

A researcher is conducting a study on cycles approach in elementary aged children with
phonological disorders. The study follows the students from kindergarten to third grade and
measures their improvement. A new school opened up in the area and many students in the
study will be transferring due to new district policies. The biggest threat to internal validity is:

A

Mortality

123
Q

A study is investigating the effects of language intervention on students with learning disabilities.
The researchers have two groups: one with no intervention despite likely benefiting from it, and
a group who receives weekly intervention. The largest risk in this study would be:

A

beneficence

124
Q

A study was completed in ranking the intelligibility of preschool aged children with speech sound
disorders. They were ranked from 1 (most intelligible) to 30 (least intelligible). There is no
information regarding the distance between rankings. Which form of data analysis is this?

A

Ordinal

125
Q

A research study is looking at the effectiveness of a new speech-language therapy approach for
stuttering, the researchers hypothesize that there will be no significant difference in stuttering
severity between the treatment group and the control group. What type of hypothesis is this?

A

Null Hypothesis

126
Q

n SLP graduate student is doing qualitative research on individuals with swallowing disorders.
They are conducting interviews to gain an understanding of what it’s like to deal with the effects
of altered diets and problems swallowing. What qualitative research method is this?

A

Phenomenology

127
Q

Purpose of non-experimental research design:

A

observe/ describe features
determine relationships among variables
compare groups with different characteristics

128
Q

In a study investigating the effectiveness of a new therapy approach for improving
speech and language in children with sensorineural hearing loss, the researcher has chosen an
alpha level of 0.05. If statistics are run comparing pre- and post-tests and findings show p = 0.15

A

the results are NOT statistically significant, and the null hypothesis should be accepted

129
Q

An experimenter observed a +0.40 correlation between difficulty toilet training and
severity of stuttering. This correlation indicates that:

A

Difficulty with toilet training and stuttering may both be related to a third factor, or they may be casually related

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