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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
Q

Confounding Variable

A

3rd or mediator
Can adversely, affect relation between the independent and dependent variable
May show false correlation

26
Q

Active variable
v.
Attribute Variable

A

Active: can be manipulated
Attribute: cannot be manipulated

27
Q

Continuous variable
v.
Categorical variable

A

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
Q

4 characteristics of those who conduct experiments

A

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
Q

Bivalent, Multivalent, and Parametric Experiment

A

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
Q

Descriptive Research

A

Observes group differences. dev trends, relationships among measurable variables
Provides empirical picture
attribute variables

31
Q

Descriptive Research Variables

A

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
Q

Types of Descriptive Research (5)

A 
Comparative
Developmental
Correlational
Survey
Retrospective
33
Q

Types of developmental research (3)

A

Cross-sectional: varying age groups
Longitudinal: follows same subject over time
Semi-longitudinal: divide total age span into several overlapping age spans

34
Q

Types of Group Research Designs

A

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
Q

Internal Validity
v.
External validity

A

Internal: answers research question and provides evidence by controlling variance enough to provide a clear picture of the relationship btwn IV and DV

36
Q

2 threats to internal Validity

A

Researcher Bias: reflexive about own voice/ perspective

Researcher Reactivity: designed account for influence of researcher on participants behavior

37
Q

Hawthorne Effect

A

Act differently because they know they’re being watched

38
Q

Pilot Research

A

Small number of subjects
Not meant for publication
Trial run to assess feasibility

39
Q

Deming cycle

A

Plan: est. what should be accomplished
Do: attempt to effect change
Study: check data to analyze results
Act: compare outcomes w/ targets/ goals

40
Q

Treatment Efficiency:

A

Cost- benefit analysis

Analysis of tx intensity or frequency leading to a maximum

41
Q

Treatment Outcomes Research (5 phases)

A

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
Q

Comparative Research

A

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
Q

Developmental Research

A

used to measure changes in behavior or characteristics of people over time, usually to examine the influence of maturation or aging

44
Q

Correlational Research

A

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
Q

Retrospective Research

A

when investigators examine data already on file before the formulation of the research questions

46
Q

Qualitative Research

A

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
Q

Observational Research

A

is conducted in a purposeful, deliberate and systematic manner

48
Q

Interview Research

A

for of face-to-face interaction. esta. a context and solicits a response

49
Q

Narrative Research

A

derived from stories, interviews, written journals, and other written documents, which forms data set in naturalistic inquiry

50
Q

Mixed-method research

A

combines qualitative and quantitative investigative techniques.

51
Q

IV History

A

events that may have occured between tx sessions

52
Q

IV Maturation

A

change in subjects themselves

plays a role in long-term studies

53
Q

IV Reactive Pretest

A

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
Q

IV Instrumentation

A

changes in the calibration of a measuring instrument or changes in he observers or scores used may produce change in the obtained measurements

55
Q

IV Statistical regression

A

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
Q

IV Differential Subject Selection

A

differences in subjects in experimental and control groups may account for tx effects rather than the tx itself

57
Q

IV Attrition

A

experimental mortality

58
Q

IV Interaction of Factors

A

possible interaction effects of two or three jeopardizing threats

CSUS Speech-Language Pathology (23 decks)

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