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kP290 > Research designs > Flashcards

Research designs Flashcards

Review for midterm

1
Q

Research design come form 2 different types.These are:

A

1- Quantitative =
—-data = numbers
—-people= subjects
2- Qualitative =
—-data= words
—-people= participants

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2
Q

What is experimental research design?

A
  • Design that determines if there is. Relationship btw 2 or more variables
  • Used hugely in design for hypothesis
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3
Q

State 3 characteristic of an experimental research design?

A

1- independent-
2- dependant-
3- observing the effects of independent on dependent

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4
Q

why is control in experimental design important?

A

it better allows for a stronger conclusion/interoperation of the results

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5
Q

State advantages of Experimental research design?

A

CARE
- Convergence
- Replication
- Adjustment of variables
- Establishing cause and effect relationship

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6
Q

What does “establishing cause and effect” mean and?

A
  • Having good framework
  • use of correct statistical model and analysis
  • Proper selection of independent, dependent and control variables.
  • Correct interpretation of results
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7
Q

State ,3 criteria’s that shows that cause and effect relationship attained;

A
  1. The cause for establishing the effect in time
  2. Correlated with each other
  3. The correlation between then cannot be explained by another variable.
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8
Q

What are some disadvantages of experimental research design?

A
  • Cost
  • Inability to generalize
  • Securing cooperation
  • Depending on the type you choose, it can be quite complicated to design and implement.
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9
Q

Define Terms:

Independent variable

A

(MANIPULATED) –>

influence the other variable and is manipulated

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10
Q

Define Terms:

Dependent variable

A

(OBSERVED)–>

that is measured observed and cannot be manipulated

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11
Q

Define Terms:

Control or situational variable

A

(HELD CONSTANT) –>

researcher may not be able to

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12
Q

Define Terms:

Participants

A

name for the individuals in experimental researchers.

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13
Q

Define Terms:

experimental group

A

the group that receives a treatment.

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14
Q

Define Terms:

between subject designs

A

each subject tests only in 1 level for each independent variable (IV)

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15
Q

Define Terms:

between group designs

A

group of subjects are tested under only one level of each IV

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16
Q

Define Terms:

Within the subjects design

A

Each subject gets tested more than 1 independent variable, under more than 1 level of IV

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17
Q

Define Terms:

Within groups design

A

Group of subjects are tested under more than one level of each IV.

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18
Q

What are some advantages for:
“between group designs”?

A

–> No changes that one treatment can contaminate another since the subject/ group only receive one treatment

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19
Q

What are some disadvantages for:
“between group designs”?

A

–> Concern that is a possibility that the subjects or groups are different enough to influence the effects of the treatment.

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20
Q

What are some advantages for:
“within group designs”?

A

 Each subject compared to themselves not influenced by the other

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21
Q

What are some disadvantages for:
“within group designs”?

A

–> Carry over effect: the effects on the prior test might disturb the effects of the other.

To over come this:
- Randomization of treatment levels

  • Counterbalancing the treatment levels (make a systemic level)
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22
Q

Define term:

Random sampling:

A

 A sample that is formed by the population that has been selected in unbiased way.

 Each person has an equal chance of being selected

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23
Q

Define term:

Random sampling:

A

 Subjects are assigned to condition in an unbiased way

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24
Q

Define term:

matching

A

 Treatment/ experimental subjects are matched with a control subject.

Common matching items are:
o Agde
o Gender
o Weight
o Height
o IQ
o Years of schooling

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25
Q

Define term:

Matched group designs

A
  • his approach helps to control for confounding variables that might otherwise affect the outcome, making it easier to isolate the effect of the treatment or intervention.
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26
Q

QN: Can you truly match items and eliminate everything?

A
  • IT IS ALMOST IMPOSSIBLE because there is factors influences that a researcher simply cannot control.
  • personal
    -genetic
    -environmental
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27
Q

Define terms:

Blind assignment

A

Subjects does not know if they are being testes.

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28
Q

Define terms:

Double Blind assignment

A

neither the researcher not the subject know that they are being tested.

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29
Q

type of experimental designs:

Define Pre-experimental:

A

Experiment done before the actual experimental group:

Lack random assignment

 Uses short-cuts that are usually weaker the the OG

 It is substituted when a researcher cannot use all the part of the OG experimental design.

 Has weaker internal validity

30
Q

type of experimental designs:

True / Classic Experimental

A

One of the most powerful designs:

  • Generally, a good choice bcs:
    — Random assignment
    — Control group
    — Experimental group
    — Pretest and post-test for each group (both control and experimental)
  • Sometime post-tests only yon the control group
31
Q

type of experimental designs:

Quasi-Experimental

A

Sometime a better choice bcs:
— Used when the researcher has limited control over the independent variable.

— these are stronger than pre-experimental

—- variations of classical experimental designs.

—–>Some will have:
- Randomization but lack a pretest
- More than two groups

32
Q

type of experimental designs:

Randomized Control Trials

A

o (An experimental design specifically for clinical trials).

33
Q

RCT is a very effective design with 2 types of trials. These are:

A
  1. Parallel group trial:
    —- Similar to pretest- post-test control group design

—- Only one set of patients receives the new drug

—- Comparison between the 2 groups

  1. Crossover trial:

—- Initially, they are split into an intervention group (taking the drug) and a control group (taking a placebo), then after a set period, the groups switch treatments.

34
Q

Why do we use sampling?

A

This is because we cannot look into everything but we can determine it though choosing a portion of a whole.

35
Q

Define terms:

Representative sampling

A

–> It is about over and under representation

–> If you have a sample that takes everything account like the population that is alright, if not that is being considered as biased.

36
Q

There are 2 types of variability:

A
  • If bigger variability -> large sample to ensure reasonable representation
  • If smaller variability -> small sample size will be sufficient
37
Q

There are 2 different types of sampling techniques?

A
  1. Non-probability
    —– Non random sample, use qualitative research, have 7 types
  2. Probability
    —– Use quantitative data, based on theories of probability from mathematics, Random sampling.
38
Q

Why is randomization very important?

A

higher chance that yields to true representation of the population

39
Q

what is sample error?

A

underrepresenting a population

40
Q

Define term:

Sampling element?

A

unit of analysis/ case in population

41
Q

Define term:

Target population

A

the specific pool of cases that are be studied

42
Q

Define term:

Sampling ratio

A

ratio of the size of the sample to the size of target population

43
Q

Define term:

sampling frame

A

list of cases in population researcher is going to choose.

44
Q

Define term:

Parameter

A

characteristic of the entire population that is estimated form the sample

45
Q

What is measurement in data collection?

A

– A repeatable, objective procedure for generating a measure.

– Set of possible numbers that may be obtained by the measurement.

46
Q

Measurement scales have certain characteristics What are they?

MEA

A
  • magnitude = An attribute can be judged greater than less or equal to another aspect of the attribute.
  • Equally intervals = the measurements is same regardless the scale unit falls.
  • Absolute zero = value that indicated a value at all I being measured.
47
Q

Factors effecting measurements include:

A
  • Continues variable
    —- Interval can always be turned into ordinal or nominal BUT NOT VICE VERSA
    —- Ratio level can be turned to interval, ordinal or nominal BUT NOT VICE VERSA
  • Discrete variable
    —- ifinite number of values
48
Q

What are the levels of measurement? most specific to not specific.

RION

A

1- Ratio ( Absolute) –> Continues –> most specific –> finite
2- interval ( Interval) –> Continues –> more specific –> finite
3- ordinal (rank order) l–> Discrete —> less specific –> infinite
4- nominal (types of categories) –> Discrete–> least specific –> infinite

49
Q

What is validty?

A

The factuality of the results
There are 3 types of validity
1. Internal
2. External
3. Measurement

50
Q

There are 11 threats to internal validity

silly hippos make tasty ice cream every saturday during cold evening strorms

A
  1. Selection bias
  2. History
  3. Maturation
  4. testing
  5. instrumentation
  6. experimental mortality
  7. statistical regression
  8. Diffusion of treatment
  9. compensatory behaviour
    10.experimenter expectancy
  10. sequence effect
51
Q

What can you do to control the threats for the internal validity?

A
  • Randomization
  • Placebo’s
  • Blind setups
  • Reactive effects of testing  eliminate pre-test
  • Instrumentations
  • Experimental mortality
52
Q

Threats to 9 threats External validity?

A
  1. location of experiment
  2. Field experiment
  3. Population Validity
  4. Ecological validity
  5. Experimental realism
  6. Reactivity
  7. Howthrown effect
  8. Demad effect
    9.Placebo
53
Q

Controlling treats for External Validity

A

*Selecting from larger population
o participants
o treatments
o situations

*Ecological validity:
oDoes the setting capture the essence of the real world?

54
Q

Measurement Validity:

A

The degree to which that data accurately represents the idea or concept you’re trying to study.

55
Q

Define the Term:

A

Can you do that again?

56
Q

What is the consistency across time.

A

test-retest relibility

57
Q

consistency across items

A

Internal consistency

58
Q

consistency across researchers

A

Interrater reliability

59
Q

What is Representative reliability?

A

Measure that yield consistent results for various social groups.

60
Q

What is Stability Realiabity?

A

Yields consistent results at a different point, while what is measured did not change

61
Q

What is equivalence reliability?

A

reliability across indictor

62
Q

Ways to improve reliability:

A

1-Clearly conceptualize all concepts
2- Increase the the level of measurement
3- Use pre-tests, pilot studies and replication
4- Use multiple indicators of a variablle

63
Q

Define the word:

Probability

A

Odds and the likelihood of a certain event will occur

64
Q

Why does researchers use probability?

A
  • Indicating how confident they are that the results are not by chance.
  • it is expressed as p
  • The numerical value that is been used is Alpha
65
Q

The alpha components are classified as:

A

 p<.05  because of chance and not the intervention

 p<.01

 p<.001 because of chance and not the intervention  VERY SIGNIFICANT

66
Q

QN: If researchers say their statistical analyses reveled significant results with a p<.01, they are saying:

A

 there is less than 1 chance in 100 the result is because of a chance

 This alpha component they are very confident about the statistical, findings

67
Q

What is Type I error:

A
  • Ho - there is no effect nor difference
  • Rejecting Ho when you should have accepted it.
  • Keep the Null hypothesis as nothing changed
68
Q

What type of Type II error:

A
  • Ha - there is an effect and a difference
  • If you accept Ho when you should have rejected it.
  • Reject null hypothesis as findings did show chnage
69
Q

What is the process to reject and accept the null hypothesis?

A

Step #1-
- Determine if null hypothesis true or false

Step #2-
- if null is tru (there is no effect)
—– accept null

Step $3-
- if the null is false ( there is effect)
—— reject null

70
Q
A

kP290 (9 decks)

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