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2016 spring semester > Research exam 2 > Flashcards

Research exam 2 Flashcards

1
Q

Independent Variable

A
  • manipulated variable

- should be practical and ethical

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2
Q

Situational

A
  • type of independent variable in which subjects encounter different environmental circumstances (e.g., large vs. small rooms in a crowding study)
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3
Q

Task

A
  • type of independent variable in which participants are given different types of tasks to perform (e.g., mazes that differ in level of difficulty)
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4
Q

Instructional

A

type of independent variable in which participants are given different sets of instruction about to perform (e.g., given a list of stimuli, groups might be told to process them in different ways)

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5
Q

Experimental group

A

in a study with an identified control group, the experimental groups is given the treated to be tested

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6
Q

Control group

A

a group not given a treatment being evaluated in a study

- provides a means of comparison

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7
Q

Extraneous variable

A
  • an uncontrolled factor not of interest to the researcher but that could affect results
  • becomes a confound when it interferes with the results/performance
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8
Q

Dependent Variable

A
  • behavior measured as the outcome of the experiment
  • practical (measurable)
  • ethical
  • quantifiable (represented as a number)
  • reliable (consistency, when more than one person agrees that the DV is the same)
  • sensitive (should be able to detect changed from IV)
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9
Q

Ceiling Effect

A
  • the level at which an independent variable no longer has an effect on a dependent variable
  • the level above which variance in an independent variable is no longer measured or estimated.
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10
Q

Floor Effect

A
  • statistical phenomenon in which most data points fall in the very low range of possible values (“bottom out” on the “floor” of the measure).
  • often seen in assessment when a test is too challenging for a given target population.
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11
Q

Types of DV’s

A
  • choice selection
  • amplitude
  • frequency
  • speed
  • latency
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12
Q

Amplitude (DV))

A
  • strength of feelings (i.e., scale of 1-10)

- strongly agree/disagree, moderately agree/disagree, etc.

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13
Q

Frequency (DV)

A

how often something happens

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14
Q

Latency (DV)

A
  • i.e., inverse of speed

- longer time = slower you are

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15
Q

Subject/person variables

A
  • a type of independent variable that is selected rather than manipulated by the experimenter
  • an existing attribute of the individuals chosen for the study (e.g., gender)
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16
Q

statistical conclusion validity

A
  • the degree to which conclusions about the relationship among variables based on the data are correct or “reasonable”
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17
Q

Types of external validity

A
  • population validity
  • ecological validity
  • temporal (i.e., other times) validity
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18
Q

Population Validity

A
  • external validity

- describes how well the sample used can be extrapolated to a population as a whole

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19
Q

Ecological Validity

A
  • external validity

- refers to the extent of a research study are able to generalized to real-life settings

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20
Q

Temporal Validity

A
  • external validity

- whether findings from a study hold true over time

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21
Q

Internal Validity

A

degree to which an experiment is free to confounds

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22
Q

Threats to internal validity

A
  • history
  • maturation
  • regression
  • testing
  • instrumentation
  • subject selection
  • attrition
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23
Q

History

A
  • threats to internal validity
  • something uncontrolled occurs DURING the course of the study that might have an impact on the behavior of the participants (i.e., fire alarm goes off during data collection)
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24
Q

Maturation

A
  • threat to internal validity
  • participants change in some noticeable way over the course of the study for reasons other than the research manipulation
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25
Q

Regression

A
  • threat to internal validity
  • participants selected on the basis of extreme scores tend to have scores that are not as extreme on a subsequent testing
26
Q

Testing

A
  • threat to internal validity

- testing participants once might change the way those participants respond if they are tested again

27
Q

Instrumentation

A
  • threat to internal validity

- something changed about the way in which data are collected over the course of the study

28
Q

Subject Selection

A
  • threat to internal validity

- participants in the different conditions are not equivalent when the study begins

29
Q

Attrition

A
  • threat to internal validity
  • some participants leave the study before it’s complete
  • how might this affect the comparability of the groups?
30
Q

between-subjects design

A
  • each participants is tested at one level or combination of level of the IV(s).
  • Half of participants are in one group, other half are in the other group
  • E.g., participants are given either no alcohol OR one 12 oz. regular beer.
31
Q

Equivalent groups

A

Groups of participants in a between-subject design that are essentially equal in all way except levels of the independent variable

32
Q

random assignment

A
  • the most common procedure for creating equivalent groups in a between-subjects design
  • each individual volunteering for the study has an equal probability of being assigned to any of the groups
33
Q

matching assignment

A
  • a procedure for creating equivalent groups in which participants are measured on some factor (a matching variable) expected to correlate with the dependent variable
  • groups are then formed by randomly assigning to groups participants who score at the same level on the matching variable
34
Q

Another name for within-subjects design

A

repeated-measures design

35
Q

sequence/order effect

A

can occur in a within-subjects design when the experience of participating in one of the conditions of the study influences performance in subsequent conditions

36
Q

carryover effect

A

form of order effect in which systematic changes in performance occur as a result of completing one sequence of conditions rather than a different sequence

37
Q

progressive effect

A

in a within-subjects design, an order effect in which the accumulated effects are assumed to be the same from trial to trial (e.g., fatigue)

38
Q

counterbalancing

A

Number of different orders of the manipulation (N!)

Ex: N= 5 → 5 x 4 x 3 x 2 x 1

39
Q

Latin Square

A

form of partial counterbalancing in which each condition of the study occurs equally often in each sequential position and each condition precedes and follows each other condition exactly once.

40
Q

Reverse Counterbalancing

A
  • occurs in a within-subject design when participants are tested more than once per condition
  • Subjects experience one sequence and then a second with the order reversed from the first (e.g., A-B-C-C-B-A)
41
Q

Cross-sectional study

A

in developmental psychology, a design in which age is the independent variable and different groups of people are tested; each group is of a different age

42
Q

Longitudinal study

A

in developmental psychology, a design in which age is the independent variable and the same group of people is tested repeatedly at different ages.

43
Q

single-factor design

A

An experimental design with a single independent variable

44
Q

Independent groups design

A

A between-subjects design that uses a manipulated independent variable and has at least two groups to which subjects are randomly assigned

45
Q

matched groups design

A
  • A between-subjects design that uses a manipulated independent variable and has at lease two groups of participants
  • Subjects are matched on some variable assumed to affect the outcome before being randomly assigned to the groups
46
Q

Ex post facto design

A

A between-subject design with at least two groups of participants that uses a subject variable or that creates nonequivalent groups

47
Q

why would we use the phrase “repeated measures design”?

A
  • In a within-subject design

- When we want to see an overall change in a person, and want to use fewer participants

48
Q

Independent t-test

A
  • Used when the two groups of participants are completely independent of each other
  • Occurs whenever we use random assignment to create equivalent groups or if the being studied is a subject variable involving two different groups (i.e., male and female)
49
Q

Dependent t-test

A
  • If independent variable is a within-subject factor, or if two groups of people are formed in such a way that some relationship exists between them (e.g., participants in group A are matched on intelligence with participants in group B)
50
Q

why do researchers employ multilevel designs

A

research designs where data for participants are organized at more than one level

51
Q

continuous variable

A
  • one for which a number of intermediate values exist – variable exists on a continuum
  • Use a line graph to portray results
52
Q

Discrete variable

A
  • each level represents a distinct category and no intermediate points can occur
  • Use a bar graph to portray results
53
Q

When do you use an ANOVA

A

comparing more than two independent variables

54
Q

placebo control group

A

led to believe that are receiving treatment when in fact they aren’t

55
Q

wait-list control group

A

often used in research designed to assess the effectiveness of program or in studies on the effects of psychotherapy.

56
Q

factorial design

A

Any design with 2 or more IVs being studied simultaneously

57
Q

main effects

A

the presence or otherwise of statistically significant differences between the levels of an independent variable in a factorial design

58
Q

interaction

A

in a factorial design, occurs when the effect of one independent variable depends on the level of another independent variable

59
Q

mixed factorial design

A

A factorial design with at least one between-subjects factor and one within-subjects factor

60
Q

P x E factorial design

A

p= person

  • example: gender
  • something you cannot manipulate

e= environment

- example: alcohol consumption
- can be manipulated
61
Q

ATI design

A
  • Aptitude-Treatment Interaction
  • Form of P x E factorial design found in educational research, the goal of which is to examine possible interactions between an aptitude variable (person factor) and a treatment variable (environmental factor)

2016 spring semester (2 decks)

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