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Research CPCE > research > Flashcards

research Flashcards

1
Q

Basic research components

A 
Research question
Hypothesis
Variables
Research design
Quantitative
Qualitative
Experimental
variables
relational
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2
Q

Sampling

A

A means of identifying and selecting a portion of the total population. it mirrors proportionately the characteristics that are present in the larger population.

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3
Q

Random sampling

A

everyone has an equal chance of being selected

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4
Q

Systemic sampling

A

choosing every #th person on a list (Best & Kahn, 2006)

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5
Q

primary source

A

s the direct account of an event not an interpretation or explanation and often includes detailed methodology and findings.

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6
Q

Guidelines for Conducting a Literature Review

A

Create an outline and process goals to guide work for the project.
Process goals are objectives needed to accomplish a task.
Break the assignment into manageable pieces.
Work on one task at a time.

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7
Q

variable

A

any trait, attribute, or characteristic that varies. It can vary within each person over time or be constant within a person but vary across individuals

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8
Q

quantitative variable

A

numerical

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9
Q

Qualitative variable

A

categorical

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10
Q

independent variable

A

is the variable the experimenter changes or controls and is assumed to have a direct effect on the dependent variable.

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11
Q

dependent variable

A

is the variable being tested and measured in an experiment, and is ‘dependent’ on the independent variable.

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12
Q

generalizable

A

For findings to be applicable to the target population it must be representative.

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13
Q

instrument

A

The mechanism used to collect data

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14
Q

instrumentation

A

The process of data collection from instrument selection to instrument administration

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15
Q

Criterion Variables

A

the outcome variable being studied

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16
Q

Predictor Variables

A

used to estimate the criterion

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17
Q

Predictive Designs

A

Predictive designs are a form of correlational research that use calculated information about the relationships between variables to forecast future outcomes.

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18
Q

Correlation

A

a statistical technique used to determine the degree of relationship between two or more variables.

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19
Q

covariance

A

the degree to which two variables vary together.

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20
Q

fixed factor

A

an I V whose value will not be generalized beyond the experiment

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21
Q

random factor

A

an I V whose values will be generalized beyond the experiment.

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22
Q

Pre-experimental

A

no random assignment and no comparison group

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23
Q

Quasi-experimental

A

– no random assignment but a comparison group is used

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24
Q

True experimental

A

both random assignment and a comparison group

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25
Q

Random assignment

A

is equal likelihood that a participant will be assigned to a treatment, control, or comparison group.
Helps insure experimental validity.
Protects against selection bias.
Protects the influence of extraneous variables that are not being studied but could effect outcomes.

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26
Q

Between Groups Model

A

the effect of the I V on the D V is based on the examination of group differences.
In a true experimental design, one group receives a treatment or intervention (treatment group) and the comparison group (control group) typically experiences no treatment.

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27
Q

Post-Test Only Model

A

Participants are randomly assigned to a treatment group and a comparison/control group.
The treatment group receives an intervention and the control group does not.
A quantitative measure is used to determine the effect of the intervention.
The design is easy to implement.
Random assignment is important to ensure equality between groups at onset of the study.
Caveat is that without a pretest at the onset of the study the researcher cannot be certain that scores are attributed to the I V.

28
Q

Pretest-Posttest Control Group Model

A

Participants are randomly assigned to a treatment group and a control group.
A quantitative measure is used to determine the effect of the intervention. Both groups receive a pretest then the treatment group receives an intervention.
A posttest is administered to both groups and the researcher can examine the degree of effect of the intervention.
There is assurance of equality at the onset of the study between the treatment group and the control group.
The design is susceptible to testing effects.
Participants exposed to a pretest may have an idea of how to answer on the posttest to appear they made or lack progress.

29
Q

Solomon Four Group

A

Participants are randomly assigned to one of four groups:
Treatment group with pretest and posttest
Treatment group with posttest only
Control group with pretest and posttest
Control group with posttest onl
Both treatment groups receive an intervention and both control groups receive none.

30
Q

Experimental Validity

A

Internal validity

external validity

31
Q

Internal validity

A

the extent to which the independent variable(s) truly effect change in the dependent variable.

32
Q

External validity

A

the extent to which the study can be generalized to other settings and populations.

33
Q

Threats to Experimental Validity

A

Any variable that is not controlled for that can effect the outcome threatens internal validity.

It is impossible to control for every extraneous variable but true experimental designs minimize the effects of extraneous variables.

34
Q

Threats to Internal Validity

A 
Maturation
History
Testing
Instrumentation
Statistical Regression
Selection Bias
Interaction of Selection and Maturation
Mortality
Experimenter Bias
35
Q

Threats to External Validity

A 
Interference of Prior Treatment
Artificial Experimental Setting
Interaction Effect of Testing and Treatment
Interaction of Selection and Treatment
Interaction of Treatment Implementation
36
Q

Nominal measurement

A 
Gender
Ethnicity
Marital
Status
Religion
Identity
37
Q

Ordinal measurement

A

The rank
order of
anything

38
Q

Interval measurement

A

Identity
Magnitude
Equal interval

39
Q

Ratio measurement

A

Identity
Magnitude
Equal Interval
True Zero

40
Q

Reliability

A

refers to the extent to which assessments are consistent.

41
Q

Validity

A

is the extent to which a test measures the construct it is intended to measure

42
Q

Test-Retest Reliability

A

: Reliability coefficient is obtained by administering the same test twice and correlating the scores.

43
Q

Parallel Form Reliability

A

reliability coefficient is obtained by administering similar, but not identical tests and correlating the scores.

44
Q

Internal Consistency

A

Reliability score is obtained by correlating the individual items of a test to each other

45
Q

Three Major Approaches to Validity

A

Content: the extent to which the measurement adequately samples the content domain .
Construct: The extent to which the test is an accurate measure of a particular construct or variable.
Criterion: the extent to which a test is related to some external criterion of the construct being measured.

46
Q

Mean

A

Most commonly used method of describing central tendency.
Arithmetic average of all scores.
Add up all of the values and divide by the number of values.

skewed by extreme results

47
Q

Median

A

The midpoint of the ordered list of values.

List the values in rank order, then find the point below which one-half of the scores lie.

48
Q

Mode

A

The easiest measure to understand since it is determined by inspection rather than computation.
Reports the most frequent score in the variable.
Useful when studying nominal variables.
Not often a useful indicator of central tendency in a distribution.

49
Q

Variability

A

Refers to the extent to which the scores in a distribution differ from each other.
A distribution lacking variability is referred to as homogenous.
Distribution with much variability is referred to as heterogeneous.
Three frequently used measures of variability are the range, variance, and standard deviation

50
Q

Variance

A

Represents how close the scores in the distribution are to the mean.
Variance is the average of the squared deviations from the mean.

51
Q

Standard Deviation

A

The standard deviation is the square root of the variance.

Indicates the average difference between individual scores and the group mean.

52
Q

Z Scores

A

if the mean and standard deviation are known, individual scores can be represented relative to the entire set of scores in the distribution through standardization

When you standardize a raw score to a Z score, it provides information about how far a person is from the mean.
One standard deviation above the mean has a Z-score of 1, one below = −1, and at the mean = 0.

53
Q

T Scores

A

Standardized scores which are widely used to report performance on standardized tests and inventories.
`

54
Q

Stanines

A

Relating stanines to the normal curve, each stanine score represents a wide band of raw scores and percentile ranks.

55
Q

Conducting Case Study Research

A 
Establish the research question and propositions
Identify the case(s)
Prepare and collect the data
Evaluate and analyze the data
Report the findings
56
Q

Grounded Theory

A

Grounded theory is a systematic qualitative methodology that emphasizes the generation of theory from data while conducting research.
A variety of data collection methods are the first step.
After the data are collected, key points are marked or coded by reviewing the data.
The coded data are grouped into related concepts and categories are formed which become the foundation for the creation of a theory to explain the subject under investigation

57
Q

deductive

A

Theory is used deductively to test hypotheses or research questions generated from the theory.

58
Q

inductive

A

Theory is used inductively by starting with a general area of interest, gathering data, asking questions, forming categories from the data, describing processes, and developing a theory or comparing what is discovered with existing theories.

59
Q

Phenomenological Research

A

A method within the realm of qualitative research that focuses specifically on the subjective experiences of individuals.
Focuses on participants perceptions of their experiences and circumstances.
The purpose of the research is to observe the interaction and dialogue between person and world.
Phenomenology is interactive and relies on the relationship between the researcher and the participants.
The researcher invites the participant’s feedback and treats the participant as an expert of their own experience

60
Q

Bracketing

A

an intentional process by the researcher to extract personal bias from the examination of the subject

61
Q

Emergence of Narrative Research

A

Researchers looked for methodology that would give specific data about individuals, offer a systematic way of approaching data, and broaden the perspective beyond that of the therapist, a short coming of the commonly used case-study research report.
Narrative research provides specificity, complexity, and systematic data analysis, and utilizes the research interview as the main data collection instrument providing a window into cognitive processes of the individual (Bruner, J., 1986).

62
Q

Variations of Narrative Inquiry

A 
Biographies
Life writing
Personal accounts
Personal narratives
Narrative interviews
Personal documents
Documents of life
Person-centered ethnographies
Life stories and life histories
Oral histories
Ethnohistories
Ethnobiographies
Autoethnographies
Ethnopsychologies
Popular memories
63
Q

Survey Research

A

Knowledgeable participants report on personal
experiences of interest to the researcher.
• Data is effective for exploring trends within populations,
describe relationships between variables or compare
groups.
Survey research falls under the general
category of descriptive research.
• The goal is to describe or explain a
participant’s opinions or preferences related
to a phenomenon.

64
Q

random factor

A

an IV whose values will

be generalized beyond the experiment.

65
Q

fixed factor

A

an IV whose value will not be

generalized beyond the experiment.

Research CPCE (1 decks)

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