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Research Methods in Developmental Psych And Ethics Flashcards

1
Q

Take care to do no harm; minimize harm

A

Beneficence and Nonmaleficence

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2
Q

Establish relationships of trusts, upholding professional standards of conduct, cooperate with other professionals if needed to serve the best interests of the client, and strive to contribute their professional time, compensated or not.

A

Fidelity and Responsibility

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3
Q

Promote accuracy, honesty, and truthfulness

A

Integrity

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4
Q

Fairness and justice to all person to access and benefit from the contributions of psychology

A

Justice

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5
Q

Respect the dignity and worth of all people by exercising their rights to privacy, confidentiality, and self-determination

A

Respect for People’s Rights and Dignity

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6
Q

APA General Principles:

A

A. Beneficence and Nonmaleficence
B. Fidelity and Responsibility
C. Integrity
D. Justice
E. Respect for People’s Rights and Dignity

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7
Q

PAP General Principles:

A

I. Respect for Dignity of Persons and Peoples
II. Competent Caring for the Well-being of Persons and Peoples
III. Integrity
IV. Professional and Scientific Responsibilities to Society

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8
Q
  • Respect for all human beings, diversity, culture, beliefs
  • free and informed consent
  • privacy, fairness, and justice
A

I. Respect for Dignity of Persons and Peoples

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9
Q
  • working for their benefit and do no harm
A

II. Competent Caring for the Well-being of Persons and Peoples

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10
Q
  • honesty, truthfulness, open and accurate communication
  • appropriate professional boundaries, multiple
    relationships, conflicts of interest
    and
A

III. Integrity

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11
Q
  • contributing knowledge about human behavior
  • conducting affairs within society with highest ethical standards
A

IV. Professional and Scientific Responsibilities to Society

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12
Q

Must provide accurate information and obtain approval prior to conducting the research

True or False

A

True

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13
Q

Must not provide accurate information and obtain approval prior to conducting the research

True or False

A

False

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14
Q

Informed consent is required, which include:

A

✓ Purpose of the research
✓Duration and procedures
✓ Right to decline and withdraw
✓ Consequences of declining or withdrawing
✓ Potential risks, discomfort, or adverse effects ✓ Benefits
✓ Limits of confidentiality
✓ Incentives for participation
✓ Researcher’s contact information

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15
Q

Researchers who study vulnerable populations should obtain informed consent both from the individual and guardian

True or False

A

True

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16
Q

Researchers who study vulnerable populations should not need to obtain informed consent both from the individual and guardian

True or False

A

False

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17
Q

Seek individual’s assent, provide an explanation, consider their best interest, and obtain permission from their guardians

True or False

A

True

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18
Q

Does not seek individual’s assent, provide an explanation, consider their best interest, and obtain permission from their guardians

True or False

A

False

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19
Q

Must appropriately document written or oral consent, permission or assent

True or False

A

True

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20
Q

Must not appropriately document written or oral consent, permission or assent

True or False

A

False

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21
Q

Permission for recording images or vices are not needed unless the research consists of solely naturalistic observations in public places, or research designed includes deception

True or False

A

False

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22
Q

Permission for recording images or vices are needed unless the research consists of solely naturalistic observations in public places, or research designed includes deception

True or False

A

True

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23
Q

Consent does not need to obtained during debriefing

True or False

A

False

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24
Q

Consent must be obtained during debriefing

True or False

A

True

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25
Q

Dispense or Omitting Informed consent only when:

A
  1. Research would not create distress or harm
  2. Permitted by law
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26
Q

Study of normal educational practices conducted in an educational settings

Obtain or Omit Informed Consent

A

Omit

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27
Q

Anonymous questionnaires, naturalistic
observation, archival research

A

Omit

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28
Q

When Confidentiality is protected

A

Omit

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29
Q

Avoid offering excessive incentives for research participation that could coerce participation

True or false

A

True

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30
Q

It is important to offer excessive incentives for research participation

True or false

A

False

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31
Q

Do not conduct a study that involves deception unless they have justified the use of deceptive techniques in the study

True or false

A

True

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32
Q

Deception must be discussed as early as possible and not during the conclusion of data collection

True or false

A

True

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33
Q

It is legally allowed to conduct a study that involves deception.

True or false

A

False

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34
Q

Deception does not need to be discussed early and can be discussed at the conclusion of data collection

True or false

A

False

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35
Q

They must give participants the opportunity to learn about the nature, results, and conclusions of the research and make sure that there are no misconceptions about the research

True or false

A

True

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36
Q

Must ensure the safety and minimize the discomfort, infection, illness, and pain of animal subjects

True or false

A

True

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37
Q

Must ensure the unsafety and maximize the discomfort, infection, illness, and pain of animal subjects

True or false

A

False

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38
Q

Must no present portions of another’s work or data
as their own

True or false

A

True

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38
Q

Presenting portions of another’s work or data as their own is allowed.

True or false

A

False

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39
Q

Must take responsibility and credit, including
authorship credit, only for work they have actually performed or to which they have substantially contributed

True or false

40
Q

Faculty advisors discuss publication credit with
students as early as possible

True or False

40
Q

After publishing, they should not withhold data from other competent professionals who intends to reanalyze the data

True or false

41
Q

Shared data must be used only for the declared
purpose

True or false

42
Q

Researchers who study cultural influences on
development or racial, ethnic, and socioeconomic differences in development must work hard to keep their own cultural values from biasing their perceptions of other groups

True or false

42
Q

Researchers who study cultural influences on
development or racial, ethnic, and socioeconomic differences in development should not keep their own cultural values and be proud of their own ethnicity

True or false

43
Q

one’s group is superior than the
other groups

A

Ethnocentrism

43
Q

Do not conduct studies that involves deception
unless deceptive techniques are justified

True or false

44
Q

Studies that involves deception is allowed as long as it is confidential

True or false

44
Q

If ever, deception must be explained as early as
feasible during the conclusion of the participation and participants have the right to withdraw if they want to do so

True or false

45
Q

Basic Research Designs:

A
  1. Descriptive
  2. Case Study
  3. Ethnographic Studies
  4. Correlational Study
  5. Experimental Study
  6. Quasi-Experiment
46
Q

aims to observe and record behavior

A

Descriptive

47
Q

study of a certain individual or group

A

Case study

48
Q

Useful in rare cases

A

Case study

49
Q

Offers useful, in-depth information

A

Case study

50
Q

Can explore sources of behavior, test treatments, and suggest directions for further research

A

Case study

51
Q

Cannot be easily generalized to other population

A

Case study

52
Q

Cannot make strong causal statements

A

Case study

53
Q

low external validity

A

Case study

54
Q

seek to describe the pattern of
relationships, customs, beliefs, technology, arts, and traditions that make up a society’s way of life

A

Ethnographic Studies

55
Q

Case study of the culture

A

Ethnographic studies

56
Q

Open to observer bias

A

Ethnographic studies

57
Q

Help overcome cultural biases in theory and research

A

Ethnographic studies

58
Q

Debunks the logic of western developed theories can be universally applied

A

Ethnographic studies

59
Q

determine whether a correlation exist between variables, phenomena that change or vary among people or can be varied for purposes of
research

A

Correlational study

60
Q

Study of the relationship between one variable and another without manipulation

A

Correlational study

61
Q
  • No random assignment
A

Correlational study

62
Q

Lack of control over extraneous variables

A

Correlational study

63
Q

Cannot establish causation

A

Correlational study

64
Q

Used to study many important issues that cannot be studies experimentally for ethical reasons

A

Correlational study

65
Q

Can study multiple influences operating in natural settings

A

Correlational study

66
Q

high external validity

A

Correlational study

67
Q

controlled procedure which the experiment manipulated variables to learn how oneaffects another

A

Experiment

68
Q

Establish cause-and-effect

A

Experiment

69
Q

Permit replication

A

Experiment

70
Q

Manipulation

A

Experiment

71
Q

Could encounter ethical issues

A

Experiment

72
Q

Can be artificial

A

Experimental

73
Q

High internal validity

A

Experiment

74
Q

natural experiment; compares people who have been accidentally assigned to separate groups by circumstances of life

A

Quasi-experiment

75
Q

Actually, a correlational study

A

Quasi-experiment

76
Q

Developmental Research Designs:

A

1.Cross-sectional
2.Longitudinal
3.Sequential

77
Q

-children of different ages are assessed at ONE point of time
- more economical

A

Cross-sectional

78
Q
  • no cases of attrition (dropping out of the study) or repeated testing (practice effect)
A

Cross-sectional

79
Q
  • individual differences and trajectories may be
    obscured
A

Cross-sectional

80
Q
  • results can be affected by differing experiences of people born at different times
A

Cross-sectional

81
Q
  • study the SAME GROUP or PERSON more than
    once, or even years apart
A

Longitudinal

82
Q
  • can track individual patterns of continuity and change
A

Longitudinal

83
Q
  • time-consuming and expensive
A

Longitudinal

84
Q
  • repeated testing could result to practice effect
A

Longitudinal

85
Q
  • attrition could be a problem
A

Longitudinal

86
Q
  • turnover of research personnel, loss of funding, or the development of new measures or methodologies
A

Longitudinal

87
Q
  • data are collected on successive cross-sectional or longitudinal samples
A

Sequential

88
Q
  • track people of different ages over time
A

Sequential

89
Q
  • allows researchers to separate age-related change from cohort effects and provides more complete picture of development
A

Sequential

90
Q
  • drawbacks: time, effort and complexity
A

Sequential

91
Q
  • requires large number of participants and collection and analysis of huge amounts of data over a period of years
A

Sequential

92
Q

Cohort Effects: the influence of historical experiences on the outcome of data

A

Sequential

93
Q

The influence of the historical experiences on the outcome of data

A

Cohort effects

94
Q

important because they can powerfully affect the dependent measures in a study ostensibly concerned with age

A

Cohort effects

My Dev Psych TOS (4 decks)

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