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EPPP > Research & Stats > Flashcards

Research & Stats Flashcards

1
Q

Why would sample means vary in a sampling distribution

A

sampling error (which is a type of random error)

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2
Q

The central limit theorem says that the sampling distribution will increasingly approach a normal shape as ___ increases, regardless of the shape of the population distribution of scores

A

sample size

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3
Q

How can you reduce beta (the probability of making a Type II error)

A

increasing statistical power

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4
Q

the larger alpha, the ___ the power

A

greater

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5
Q

which type of test has more power (parametric or nonparametric)

A

parametric

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6
Q

what type of data are needed for parametric tests

A

interval or ratio

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7
Q

which is non-parametric:
t-test
anova
chi-square

A

chi-swuare

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8
Q

if the population is homogeneous, does that increase or decrease power

A

increase

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9
Q

Bayesian analysis combines information from data collected in the current study with what?

A

previous information about that parameter

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10
Q

the extent to which it is possible to derive an accurate conclusion about the cause-effect relationship between a study’s independent and dependent variables

A

internal validity

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11
Q

The extent to which it is possible to generalize that conclusion beyond the conditions of the current study

A

external validity

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12
Q

Best ways to control history when it’s due to events that occur outside the context of the study

A

include more than one group
randomly assign participants to different groups

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13
Q

the ____ the study, the more likely its results will be threatened by maturation

A

longer the duration

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14
Q

the best way to control maturation is to

A

include more than one group and randomly assign participants

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15
Q

differential selection is a misnomer because it actually refers to

A

differential assignment of subjects to treatment gorups

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16
Q

statistical regression is also known as

A

regression to the mean

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17
Q

to manage statistical regression, you can either not include only extreme scorers OR have more than one group and ___

A

ensure that they are equivalent in terms of extreme scorers at the beginning

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18
Q

what can the solomon four-group design help with

A

testing threats

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19
Q

this threatens a study’s external validity whenever participants respond differently to the independent variable during a study than they would normally respond

A

reactivity

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20
Q

cues that inform participants of what behavior is expected of them.

A

demand characteristics

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21
Q

what does the latin square design do

A

counterbalances treatment order

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22
Q

best way to control selection-treatment interaction

A

randomly select subjects from the population

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23
Q

qualitative approach with a goal “to derive a general, abstract theory of a process, action, or interaction grounded in the views of the participants in a study”

A

grounded theory

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24
Q

gain an in-depth understanding of the “lived experience” of participants – i.e., “how they perceive it, describe it, feel about it, judge it, remember it, make sense of it, and talk about it with others”

A

phenomenology

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25
Q

qualitative “method for identifying, analysing, and reporting patterns (themes) within the data

A

thematic analysis

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26
Q

consists of a single baseline phase and a single treatment phase

A

AB design

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27
Q

a category of single-subject design when at least one additional baseline phase is added

A

reversal or withdrawal design (e.g., ABA, or ABAB)

28
Q

begins with a baseline phase which is followed by a treatment phase, withdrawal of the treatment during a second baseline phase, and then application of the same treatment during the second treatment phase

A

ABAB design

29
Q

the independent variable is sequentially applied across different “xxx” which can be different behaviors, tasks, settings, or subjects

A

baselines - in the multiple baseline design

30
Q

what is the advantage of the multiple baseline design over the reversal designs

A

once the IV is applied, it does not have to be withdrawn

31
Q

a study that includes two or more groups of subjects, with each group being exposed to a different level of the independent variable is what category of experimental research

A

between-subjects design

32
Q

a study where each participant is exposed to some or all levels of the independent variable, with each level being administered at a different time is what category of experimental research

A

within-subjects design

33
Q

what type of experimental design is a time-series design

A

within-subjects

34
Q

a group version of the single-subject AB design and involves measuring the dependent variable at regular intervals multiple times before and after the independent variable is administered so that all participants act as both the control (no treatment) and treatment groups

A

time-series design

35
Q

a study includes at least two independent variables, with at least one variable being a between-subjects variable and another being a within-subjects variable

A

mixed design

36
Q

when a research design includes two or more independent variables, what type of design is it

A

factorial

37
Q

in a factorial design, the effect of one independent variable on the dependent variable

A

main effect

38
Q

in a factorial design, the combined effect of two or more independent variables on the dependent variable.

A

interaction effect

39
Q

requires the random selection of the sample from the population, which helps ensure that members of the sample are representative of the population

A

probability sampling

40
Q

in a negatively skewed distribution, the ___ has the lowest value, the ___ the middle, and the ___ the highest

A

mean
median
mode

41
Q

it’s easier to determine which chi-square (single-sample or multiple-sample) test to use if you substitute the word “xx” for sample

A

variable

42
Q

use this test when a study includes one independent variable that has two levels and one dependent variable that’s measured on an interval or ratio scale

A

t-test

43
Q

is used to compare an obtained sample mean to a known population mean

A

t-test for a single sample

44
Q

is used to compare the means obtained by two groups when subjects in the groups are unrelated – e.g., when subjects were randomly assigned to one of the two groups

A

t-test for unrelated samples

45
Q

is used to compare two means when there’s a relationship between subjects in the two groups

A

t-test for related samples

46
Q

is used when a study includes one independent variable that has more than two levels and one dependent variable that’s measured on an interval or ratio scale

A

one-way ANOVA

47
Q

numerator of the F-ratio

A

mean square between

48
Q

MSB includes treatment effects plus

A

error

49
Q

denominator of the F-ratio

A

mean square within

50
Q

mean square within measures variability due to

A

error only

51
Q

If the F-ratio is >1, this suggests that

A

the IV had an effect on the DV

52
Q

an extension of the one-way ANOVA that’s used when a study includes more than one independent variable

A

factorial ANOVA

53
Q

another name for mixed ANOVA

A

split-plot ANOVA

54
Q

a type of ANOVA used when the data included at least one between-subjects IV and at least one within-subjects IV

A

mixed or split-plot ANOVA

55
Q

ANOVA that is used to control the effects of an extraneous variable on the DV by including it as an IV and determining its main and interaction effects on the DV

A

randomized block ANOVA

56
Q

used to control the effects of an extraneous variable on a DV by statistically removing its effects from the DV

A

ANCOVA

57
Q

the appropriate statistical test when a study includes one or more independent variables and two or more dependent variables that are each measured on an interval or ratio scale

A

MANOVA

58
Q

correlation coefficient used when data on both variables are reported as ranks

A

Spearman rho

59
Q

correlation coefficient used when both variables are continuous and the relationship is linear

A

Pearson r

60
Q

correlation coefficient used when both variables are continuous and the relationship is nonlinear

A

eta

61
Q

correlation coefficient used when one variable is continuous and the other is a true dichotomy

A

point biserial

62
Q

correlation coefficient used when one variable is continuous and the other is an artificial dichotomy

A

biserial

63
Q

correlation coefficient used when both variables are nominal

A

contingency

64
Q

the appropriate technique when two or more continuous predictors will be used to estimate status on two or more continuous criteria

A

canonical correlation

65
Q

the appropriate technique when two or more predictors will be used to estimate status on a single criterion that’s measured on a nominal scale

A

discriminant function analysis

66
Q
A

EPPP (9 decks)

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