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CSUS Speech-Language Pathology > Research - Exam 1 > Flashcards

Research - Exam 1 Flashcards

1
Q

Epistemology

A

The study of the nature- foundation of knowledge (ways of acquiring knowledge)
Methods of tenacity, authority, intuition, and science

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2
Q

Empiricism

A

Knowledge is gained through experience and evidence. Inductive reasoning. Helps to refute a theory

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3
Q

Rationalism

A

Knowledge gained through the exercise of logical thought. Helps to generate a theory

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4
Q

Basic research

A

Development of knowledge. Broad of knowledge, foundation for dev of practical solutions. Theoretical support.

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5
Q

Applied research

A

Solve problem of immediate consequence. Clinical research

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6
Q

2 types pf empirical research

A
  1. Descriptive: differences, dev trends or relations among factors thru objective measures (tests, surveys, naturalistic observations)
  2. Experimental: causation thru observation of the consequent effects of manipulating certain events or characteristics under controlled conditions
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7
Q

Theory

A

Explainable, parsimonious and testable
Statement to explain phenomena
Formal representation of data to ID and outline cause/effect relationships
Ultimate aim of science

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8
Q

Evidence based practice (EBP)

A

External Scientific Evidence
Clinical Expertise/ Expert opinion
Client/ Patient/ Caregiver Perspectives

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9
Q

PICO question

A

Population, Intervention, Comparison, Outcome.
E.g: for individuals who have a SSD, if they receive 30 minutes of tx sessions 5 days/wk for 2 weeks instead of 30 mins individual sessions once a week for 10 wks, will their artic, sounds errors or intelligibility improve?

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10
Q

Systematic Review
vs.
Individual Studies

A

SR: assessment of other research to figure out if its valid or not
IS: use continuum to determine quality

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11
Q

Simple Random Sampling

A

Subjects in a study considered for setting, values of the IV, times of measurement, stimulus materials, measurement procedures

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12
Q

Cluster Sampling

A

All subjects are members of a group that was selected at random

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13
Q

Stratified Random Sampling

A

Population first divided into categorized subgroups, strata, from which subjects are randomly drawn

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14
Q

Quality levels of research

A

Ia) well-designed meta-analysis or > 1 RCT
Ib) well-designed Randomized control study
IIa) well-designed control study w/o randomization
IIb) well-designed quasi-experimental study
III) well-designed non- experimental study. e.g: correlated case studies
IV) Expert committee report, consensus conference, clinical experience of respected authorities

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15
Q

Randomization

A

the assignment of subjects to experimental and control groups on a random basis

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16
Q

TX efficacy

A

when improvement in client performance can be shown to be derived from tx rather than extraneous factors, real and reproducible and clinically important

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17
Q

4 steps to EBP

A
  1. Forming PICA Questions
  2. Finding the evidence
  3. Assessing the evidence
  4. Making the decision
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18
Q

Divergent
v.
Convergent writing

A

D: flowery, not the point
C: straight to the point, avoids ambiguity- want to use!

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19
Q

Evidence must be…

A

Relevant
Sufficient
Trustworthy (veracity)

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20
Q 
Arguments by:
Example
Credible authority
Analogy
Induction
Deduction
A

E: observation. less trustworthy
CA: supplement of other verifiable evidence
A: if 2 things similar in some respects, likely to be similar in another
I: premise offer support for proposition
D: proposition follows from premise

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21
Q

Fallacies

  • reason
  • distraction
  • induction
A

Arguments are invalid when the premises are incorrect or unsupported, or when there is an error in logical reasoning

  • reason: belief, emotion and popularity
  • distraction: inclusion of irrelevant info that diverts the reader from the point
  • induction: use of an unfounded stereotype, underrepresented sample or poor analogy
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22
Q

Research questions should…… (3)

A

Clearly ID the variables under consideration
Specifies the population being studied
Implies the possibility of empirical testing

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23
Q

Quantitative Research

A

Measurable; data; formal

manipulate variables

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24
Q

Independent V. Dependent variables

A

I: cause- conditions that cause a change in behavior
D: effect- the behavior that is changed- may be > 1

25
Confounding Variable
3rd or mediator Can adversely, affect relation between the independent and dependent variable May show false correlation
26
Active variable v. Attribute Variable
Active: can be manipulated Attribute: cannot be manipulated
27
Continuous variable v. Categorical variable
Continuous: measured on continuum that reflects the rank ordering of values of variables Categorical: discrete- values categorized and named and have no numerical value
28
4 characteristics of those who conduct experiments
1) start w/ purpose that allows them to know when to observe certain behavior 2) control occurrence of events and observe changes 3) Can repeat observations w/ same conditions 4) Can manipulate conditions to measure effects of these manipulations
29
Bivalent, Multivalent, and Parametric Experiment
B: 2 variables (1 Iv, 1 Dv); intensity of 2 tones M: several values of Iv on the Dv; broader pic of relationship between Iv and Dv P: simultaneous effects of > 1 Iv on Dv - second Iv= parameter variable
30
Descriptive Research
Observes group differences. dev trends, relationships among measurable variables Provides empirical picture attribute variables
31
Descriptive Research Variables
Classification variable similar to Iv criterion variables similar to Dv Predictor variable similar to Iv Predicted variables similar to Dv (attribute var.) SLP research typically uses combo of experimental and decriptive
32
Types of Descriptive Research (5)
``` Comparative Developmental Correlational Survey Retrospective ```
33
Types of developmental research (3)
Cross-sectional: varying age groups Longitudinal: follows same subject over time Semi-longitudinal: divide total age span into several overlapping age spans
34
Types of Group Research Designs
Between- Subjects: comparison of the avg behavior of one group to the "average" of another group Within- Subjects: compare the avg behavior of a group of subjects in 2 different conditions Mixed: both types
35
Internal Validity v. External validity
Internal: answers research question and provides evidence by controlling variance enough to provide a clear picture of the relationship btwn IV and DV
36
2 threats to internal Validity
Researcher Bias: reflexive about own voice/ perspective | Researcher Reactivity: designed account for influence of researcher on participants behavior
37
Hawthorne Effect
Act differently because they know they're being watched
38
Pilot Research
Small number of subjects Not meant for publication Trial run to assess feasibility
39
Deming cycle
Plan: est. what should be accomplished Do: attempt to effect change Study: check data to analyze results Act: compare outcomes w/ targets/ goals
40
Treatment Efficiency:
Cost- benefit analysis | Analysis of tx intensity or frequency leading to a maximum
41
Treatment Outcomes Research (5 phases)
I: est. tx effects exists in clinical env. II: studies to determine appropriateness of intervention, hypothesis. driven III: test efficacy of tx approach IV: studies to determine if tx is effective in the clinic V: examines modifications requiring for giving intervention in cost-effective manner
42
Comparative Research
used to measure the behavior of two or more types of subjects at one point in time to draw conclusions about the similarities or differences between them
43
Developmental Research
used to measure changes in behavior or characteristics of people over time, usually to examine the influence of maturation or aging
44
Correlational Research
Used to study the relationships among two or more variables by examining the degree to which changes in one variable correspond with or can be predicted from variations in another
45
Retrospective Research
when investigators examine data already on file before the formulation of the research questions
46
Qualitative Research
used to study culture and the patterns of behavior that underline social relationships. Understanding the thoughts, values, attitudes, perceptions, and intentions of individuals and groups
47
Observational Research
is conducted in a purposeful, deliberate and systematic manner
48
Interview Research
for of face-to-face interaction. esta. a context and solicits a response
49
Narrative Research
derived from stories, interviews, written journals, and other written documents, which forms data set in naturalistic inquiry
50
Mixed-method research
combines qualitative and quantitative investigative techniques.
51
IV History
events that may have occured between tx sessions
52
IV Maturation
change in subjects themselves | plays a role in long-term studies
53
IV Reactive Pretest
an issue for studies using pre-test and post-test designs. The effect of taking a test may have on scores achieved on subsequent administration of the same test
54
IV Instrumentation
changes in the calibration of a measuring instrument or changes in he observers or scores used may produce change in the obtained measurements
55
IV Statistical regression
phenomenon which subjects who are selected on the basis of atypically low or high scores change on a subsequent test so that their scores are now somewhat better or somewhat poorer that they were
56
IV Differential Subject Selection
differences in subjects in experimental and control groups may account for tx effects rather than the tx itself
57
IV Attrition
experimental mortality
58
IV Interaction of Factors
possible interaction effects of two or three jeopardizing threats

CSUS Speech-Language Pathology (23 decks)

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