Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

EPPP > Research & Stats > Flashcards

Research & Stats Flashcards

1
Q

Moderator Variable

A

Affects direction and strength of the relationship between IV and DV.

(mOderator is Outside the relationship of IV and DV)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Mediator Variable

A

Explains the relationship between IV and DV

(mEdiator Explains the relationship between IV and DV)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Bar graphs

A

-nominal or ordinal data
-categories on X axis
-percentage / recorded data on the Y axis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Histogram

A

-Interval or ratio data
-score listed in order on X axis
-number/percentile of the observation on Y axis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Frequency Polygon

A

-line graph
-interval or ratio data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Normal Distribution

A

-symmetrical
-central measures of tendency are equal to same value
-68% scores fall within 1 SD
-95% scores fall within 2 SD
-99% scores fall within 3 SD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Positively Skewed

A

-Tail at the higher end of the X axis
-Mean is largest central tendency
-Mode is smallest central tendency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Negatively Skewed

A

-Tail at the lower end of the X axis
-Mean is smallest central tendency
-Mode is the largest central tendency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

History

A

Threat to internal validity
-events that occur during the study (effect results)

*Control
-more than 1 group
-random assignment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Maturation

A

Threat to internal validity
-physical, cognitive and emotional changes that occur in the subjects (due to passage of time).

*Control
-more than 1 group
-random assignment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Differential Selection

A

Threat to internal validity
-different assignment to treatment groups
-when groups differ at the beginning of the study due to assignment.

*Control
-random assignment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Regression towards the Mean (aka Statistical Regression)

A

Threat to internal validity
-participants selected for their extreme score on pre-test gradually start to shift towards mean scores later on in the study (post test assessment).

-characteristics assessed for are typically not stable over time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Testing

A

Threat to internal validity
-taking a pretest effects later responses

*Control
-no pretest
-Soloman four group design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Instrumentation

A

Threat to internal validity
-when instrument used to measure IV changes over time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Differential Attrition

A

Threat to internal validity
-participants dropout of 1 group
-composition of groups are altered

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Reactivity

A

Threat to external validity
-when participants respond differently to the IV during a study than they would normally.

*Control
-single or double blind study
-deception
-unobtrusive measures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Multiple Treatment Interference

A

Threat to external validity
-carryover effects and order effects

*Control
-counter balancing (different groups receive different levels of IV)
-Latin Square Design (type of counter balancing)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Selection Treatment Interference

A

Threat to external validity
-research participants differ from the population of interest.

*Control
-random selection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Pretest Treatment Interactions

A

Threat to external validity
-when taking a pretest effects how participants respond to the IV.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Soloman Four Group Design

A

-used to identify the effects of pretesting on a study’s internal and external validity

-4 groups
-2 levels (2 groups exposed to IV, 1 of the 2 groups are given a pretest)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Population validity

A

External validity
-how generalized are finding to the population participants are pooled from.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Ecological validity

A

External validity
-how generalized are findings in different settings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Temporal validity

A

External validity
-how generalized are findings across time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Treatment validity

A

External validity
-how generalized are finding given variation of the treatment (IV)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Outcome validity

A

External validity
-how generalized are findings to different but related DV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Ground theory

A

-develop a generalized abstract theory of process, action or interaction, coming from the views of participants.

*interview and observation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Phenomenology

A

-gain in depth understanding of lived experience of participants

-how participants perceive, describe, feel, judge, remember or discuss a observed subject.

*interview

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Ethnography

A

-studying participants in natural culture or setting

*participant observation (joining a culture and paticipating)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Thematic Analysis

A

-identifying, analysis and reporting patterns within the data.

-is stand alone or starting point for other methods.

*interviewing and focus groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Probability sampling

A

-random selection of the sample from the population
*prone to sampling error

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Systemic random sampling

A

-when random list of all individuals in the population is available.
-selecting every 10th, 20th, 30th name.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Stratified random sampling

A

-when population is heterogenius with regard to 1 or more characteristics (gender, age, diagnosis)

-researcher wants to make sure every group is represented within the category. (9th graders, 10th graders, 11th graders, 12th graders - high school students)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Cluster random sampling

A

-randomly selecting clusters and then including all of those in the clusters or random selection from each cluster.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Non-probability sampling

A

-all members of the population do not have equal chance of being selected.
*vulnerable to sampling error and bias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Range of correlation coefficient

A

-1.0 to 1.0

36
Q

correlation coefficient assumptions

A
  1. relationships between variables is linear
  2. unrestricted range of scores for all variables
  3. there is homoscedasticity
37
Q

Persons r

A

-both continuous variables
-interval or ratio

38
Q

Spearman rho

A

-when the variables are reported as ranks (ordinal)

39
Q

Point Biserial Correlation

A

-when one variable is continuous and the other is a true dichotomy (nominal variable with only 2 categories)

40
Q

Biserial Correlation

A

-one variable is continuous the other is an artificial dichotomy (when the continuous variable is dichotomized)
*e.g., final exam scores when a cutoff score is used to create 2 categories (pass and fail).

41
Q

Contingency Correlation

A

when both variables measure on a nominal scale

42
Q

Coefficient of Determination

A

*measure of shared variability
*amount of variability in one variable that explained by the variability in the other variable.

e.g., Prediction (job knowledge)
Criterion (job performance)
*Correlation coefficient is .70
-the square root of .70 is .49
-this means that 49% of variability in job performance is explained by differences in level of job knowledge while 51% is due to other factors.

43
Q

Multiple Regression

A

-2 or more predictors
- 1 criterion.
-continuous scale

  1. Simultaneous
  2. Stepwise

*desired outcome is high predictors have high correlation with criterion and low correlation with other predictors.

44
Q

Multicollonearity

A

when predictors are highly correlated with other predictors.

45
Q

Canonical Correlation

A
  • 2 or more continuous predictors
    -2 or more continuous criterion
46
Q

Discriminant Function Analysis

A

-2 or more predictors
-1 criterion
-nominal scale

*alternative is a Logistic Regression

47
Q

Central Limit Theorem

A

*estimate the characteristics of the sampling distribution

  1. sampling distribution will get closer to a normal shape as the sample size increases.
  2. the mean of the sampling distribution means will be equal to the population mean.
  3. the SD of the sampling distribution (standard error of means) will be equal to the population SD divided by the square root of the sampling size.
48
Q

Retain a true null

A

-correct conclusion
-IV has no effect

49
Q

Reject a false null

A

-correct conclusion
-IV has an effect

50
Q

Alpha

A

-probability of making a type I error
level of significants .05 or .01

51
Q

Beta

A

-probability of making a type II error

52
Q

Reject a true null

A

Type I error

53
Q

Retain a false null

A

Type II error

54
Q

Increasing alpha

A

.01 to.05 or .05 to 1.0

-increases likelihood of a Type I error
-decreases likelihood of a Type II error

55
Q

Decrease alpha

A

.05 to .01

-Decrease likelihood of a Type I error
-Increase likelihood of a Type II error

56
Q

Statistical power

A

ability to reject a true null hypothesis

57
Q

Single Sample Chi-square

A

-descriptive study
-1 variable
-nominal data

58
Q

Multiple Sample Chi-square

A

-descriptive study
-2 or more variables

59
Q

Single-Sample t Test

A

-compare an obtained sample mean to a known population mean.

-1 IV (2 levels)
-1 DV
-Interval or ratio

60
Q

Independent Sample t Test

A

-compare the means obtained by 2 groups
-subjects in the groups are unrelated

-1 IV (2 levels)
-1 DV
-Interval or ratio

61
Q

Paired Sample / Correlated Samples t Test

A

-compare 2 means when there is a relationship between subjects in the 2 groups.
*natural pairs or within subjects (paired with themselves)

-1 IV (2 levels)
-1 DV
-Interval or ratio

62
Q

One-Way ANOVA

A

-1 IV (more than 2 levels)
-1 DV
-interval or ratio

63
Q

F ratio

A

Mean square between (MSB) - variability in DV scores due to treatment and error

Mean square within (MSW) -variability that is due to error only

MSB/MSW = F ratio

*When F is larger than 1.0 the IV has an effect

64
Q

Factorial ANOVA

A
  • More then 1 IV
    -1 DV
    -produce separate f ratio for the main effect of each IV and their interaction effect
65
Q

Mixed ANOVA

A

-at least 1 IV between subjects
-at least 1 IV within subjects
-1DV

66
Q

Randomized Block ANOVA

A

-used to control for effects of extraneous variables
-used the extraneous variable as a IV
-determine main effect and interaction effect

67
Q

ANCOVA

A

-control effect of extraneous variable on a DV by using regression analysis
-statistically removing its effects from the DV

68
Q

MANOVA

A

-1 or more IV
-2 or more DV

69
Q

Cohen’s d

A

-measure effect size
-indicates differences between two groups in terms of SD.

Calculated: dividing mean difference by the groups on the IV by the pooled SD of the 2 groups.

d less than .2 = small effect size
d between .2 and .8 = moderate effect size
d larger than .8 = large effect size

70
Q

Alternative to Pearson’s r

A

Eta

71
Q

When variable relationship is non-linear when using Pearson’s r

A

Pearson’s r will underestimate the relationship between variables.

72
Q

How do you calculate the Coefficient of Determination?

A

Square the correlation coefficient

73
Q

Alternative to Discriminative Function Analysis

A

Logistic Regression

74
Q

Mean Square Between

A

Variability in the DV due to treatment and error

75
Q

Mean Square Within

A

Variability in the DV due to error alone

76
Q

How to calculate F ratio

A

MSB/MSW

77
Q

Significant F ratio is

A

> 1.0

78
Q

Trend Analysis

A

1 or more IV
*Determine if there is a linear or nonlinear relationship between IV and DV.

79
Q

Planned Comparison (Priori Test)

A

Type of post-hoc used when:
there are 2 t-test or more

80
Q

Post Hoc Test

A

When an ANOVA produces a significant F ratio

*use of t-test to compare groups

81
Q

Bronferroni Procedure

A

Used to control experiment wise error rate

*dividing alpha by the number of significant statistical test to obtain an alpha level for each test.

82
Q

Alternative to Cohen’s d

A

Cohen’s f - when there is more than 2 groups

83
Q

Jacobson Traux Method

A

evaluating clinical significants for each participant in a study

84
Q

“orthogonal” means:

A

uncorrelated

85
Q

The size of the standard error of the mean increases as:

A

the population standard deviation increases and the sample size decreases.

EPPP (38 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions