Brainscape's Knowledge GenomeTM

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


See full index

EPPP > Statistics > Flashcards

Statistics Flashcards

1
Q

Chi Square

A

is non-parametric test that does not require normality, homoscedasticity, requires independence of observations so you cannot measure subjects twice or do any kind of repeated measures.

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

Kappa Coefficient

A

interrater reliability - the degree of agreement between raters on an instrument that is subjectively scored.

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

discriminant analysis

A

several independent variables are used to predict group membership. predicting group membership based on a cluster of independent variables.

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

multiple regression

A

several independent variables used to predict one continuous dependent variable (i.e., EPPP score)

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

Cluster Analysis

A

deriving several subgroups from a cluster of dependent variables (ex. analyzing MMPI data on police officers and finding that police officers fall into three groups)

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

Manova

A

Used to analyze the effects of one or more IV on two or more DV. Comparing several groups on several DVs. Used when the study includes two or more dependent variables.

1+ IV Effects on 2+ DV

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

LISREL, Structural Equation Modeling

A

Stands for LInear Structural RELations test a causal model of relationships among variables only linear relationships and cannot derive causal relationships among variables.

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

Purpose of Rotation in Factor Analysis

A

Rotation alters the factor loadings for each variable and the eigenvalue for each factor.

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

Solomon Four-Group Design

A

is a true experimental design that is used to evaluate the effects of pre-testing.

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

Experiment-wise Error rate

A

the probability of at least one Type I error in comparison experiments.

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

Time-series Design

A

take a number of measurements over time and then somewhere along that time you introduce experimental manipulation and if you see change, its due to your manipulation. Biggest threat to internal validity is HISTORICAL EVENT.

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

Central Limit Theorm

A

As sample size increases, the shape of a sampleing distribution of means becomes more normal.

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

Item Response Curve

A

Provides 3 pieces of information about a test item:

1) its difficulty
2) its ability to discriminate between high and low scorers
3) probability of answering the item correctly just by guessing.

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

Item Response Theory

A

mathmatical approach to item analysis

1) characteristics of items should be the same for all theoretically equivalent groups of subjects choosen from the same population. Have been applied to the development of culture-free tests.
2) works well with large samples
3) test items measure “latent traits”
4) useful in development of of computer programs tailored to individual’s level of ability.

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

Factorial Anova

A

Used when study has more than one IV

Allows for assessment of both Main effects (effects of each IV considered individually) and interaction effects (effects of each variable at the difference levels of the other variables)

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

Item Characteristic Curve (ICC)

A

associated with item response theory, are graphs tht depict individual test items in terms of the percentage of individuals in difference ability groups who answered item correctly. It is costly, but it provides a lot of information regarding individual test itemps including 1) difficulty 2) discriminability, 3) probability that item will be guessed correctly.

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

True Experimental Research

A

at least 1 IV is manipulated and subjects are randomly assigned.

ex. study to compare effects of 2 types of tx for anxiety. IV of treatment is manipulated, subjects are randomly assigned to one of the 2 treatment groups.

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

Quasi-Experimental Research

A

At least one IV is manipulated but there is non-random assignment because subjects are typically in already assigned groups.

ex. effects of two different tx on patients of Ward A and Ward B of hospital.

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

Observational, Passive, or Non-experimental Research

A

no intervention or manipulation.

focus is on statistics are used to detect group differences (ANOVA).

ex. study comparing the smoking in adolescent male and females. In this study IV is gender (non-manipulated IV) and DV is extend of smoking.

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

Carryover effects

A

occurs with repeated measures designs in which subjects are exposed to several different interventions, conditions in sequence. Counterbalancing is often used where subjects are divided into thirds and tested in different orders. (i.e. Latin Square is a form of counterbalancing)

Latin Square ex. 123, 312, 231

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

Between Groups Design

A

only compares groups that are independent

ex. differences in reading levels of two difference 2nd grade classes.

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

Within Subject Design

A

groups contrasted are correlated or related.

1) repeated measures
2) subjects have been matched
3) subjects have inherent relationship (i.e. twins)

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

Mixed Design

A

groups that are both independent and correlated.

ex. patients assigned 2 different treatment groups for depression which are later compared. (Between design/Independent groups)

Each group is also measured before and after (Within design/correlated groups or repeated measures)

24
Q

idiographic

A

single subject studies where few subjects are studied.

“idiographic” = “individual”

25
Q

nomothetic

A

group designs.

26
Q

Autocorrelation

A

effect of measuring the same person repeatedly will result in highly correlated data.

27
Q

AB Design

A

Single Subject Designs (idiographic)

A (baseline) –> B (treatment)

Threat of history is most problematic = hard to know if the change was due to treatment or some other event.

28
Q

ABAB Design

A

Single Subject (Idiographic)

A (baseline) –> B (treatment) –> A (baseline) –> B (treatment)

Whole point is to allow to return to baseline to see if change is really due to tx.

Pro: Helps to protect against threat of History

Cons: failure of DV to return to baseline and ethical issues related to discontinuing effective tx.

29
Q

Mutliple Baseline Design

A

Single Subject (Idiographic)

Treatment is applied sequentially or consecutively.

1) Multiple Baseline across subjects = tx in progression with different subjects.
2) Multiple baseline across situations = 1 subject across 3 situations (home, school, work)
3) Multiple baseline across behaviors = 1 subject across different behaviors.

Pro: resolves problems with AB or ABAB designs

Cons: time consuming and expensive.

30
Q

Simultaneous (Alternating) Treatment Design

A

two or more interventions implemented concurrently during the tx phase.

ex. alternating between M&M’s and Praise.

31
Q

Changing Criterion Design

A

change the criterion in increments.

ex. start with 10 cups of coffee to 8 cups, then 8 cups to 6 cups etc.

32
Q

Time-Frame Research Designs

A

1) Cross-sectional research
2) longitudinal research
3) cross-sequential research = combination of cross-sectional and longitudinal

33
Q

simple random sampling

A

every member of the pop. has an equal chance of being randomly selected.

34
Q

Stratified Random Sampling

A

pop is divided into Strata ( ages levels, income levels, ethnic groups) and then random sample of equal size from each stratum is selected.

ex. selecting equal representation from each SES level (low, middle, upper)

35
Q

Proportional sampling

A

individuals are randomly selected in porportion to their representation in the general pop.

ex. pop is 80% white, 10% black, 25% hispanic, sample would reflect same percentages.

36
Q

Systematic sampling

A

selecting every kth element after a random start.

ex. if 100 out of 1000 persons are needed, every 10th person is selected.

37
Q

Cluster Sampling

A

identifying naturally occuring groups of subjects (clusters) and randomly selecting certain clusters (i.e., classes or departments at university). everyone is that cluster is surveyed and studied.

ex. psychologist wants to study achievement in 8th graders in LA, 10 schools are randomly selected from the district and all 8th graders are assessed from those schools.

38
Q

Threats to internal validity

A

factors other than IV that may have caused the change in the DV

1) History
2) Maturation
3) Testing or Test Practice (Solomon Four-Group Design)
4) Instrumentation
5) Statistical Regression
6) Selection Bias
7) Attrition or experimental mortality
8) diffusion

39
Q

History

A

Threat to internal validity

specific incidents that intervene between measuring points, either in or outside of the experimental situation

Solution: have a control group

40
Q

Maturation

A

Threat to Internal Validity

factors that effect the subject due to the passage of time (fatigue, maturing)

Solution: Control group

41
Q

Testing or Test Practice

A

Threat to internal validity

familiarity with test affects scores on repeated testing.

Solution: Solomon Four-Group Design = 4 groups, 1) pre and post with intervention 2) pre and post without intervention 3) post only with intervention 4) post only no intervention.

42
Q

Solomon Four-group Design

A

Solution for problem of testing or test practice (threat to internal validity)

divide subjects into 4 groups:

1) pre and post with intervention
2) pre and post without intervention
3) post only with intervention
4) post only no intervention.

43
Q

Instrumentation

A

Threat to internal validity

equipment problems

ex. biofeedback electrodes tend to show reductions in scores as equipment wears out.

Solution: Control Group

44
Q

Statistical Regression or “regression to the mean”

A

Threat to internal validity

tendency for extreme scores (very much above or very much below mean) to become less extreme (closer to mean) on retesting even without any type of intervention.

ex. high scores on the BDI are likely to score a bit lower second test.

Solution: Control Group

45
Q

Selection Bias

A

Threat to internal validity

non-random assignment.

solution: Random assignment.

46
Q

Attrition or experimental mortality

A

Threat to internal validity

differential loss of subjects from the groups.

Solution: subjects who drop out should be compared on relevant variables by running t-tests.

47
Q

Diffusion

A

Threat to Internal Validity

no treatment group actually gets some of the treatment, clouding treatment effects.

ex. one group receives CBT for anxiety, the other group gets no specific interventions but during research, some CBT was inadvertantly discussed in the control group.

Solution: tigher control over the experimental situation will help.

48
Q

Construct Validity

A

factors other than the desired specifics of our intervention that result in differences.

49
Q

Rosenthal effect

A

Threats to construct validity

experimenter expectancies are accidently/unconsciously transmitted to subjects by the experimenter through cues, clues.

Solution: having the experimenter blind to the subjects’ treatment condition can control for this.

50
Q

Demand Characteristics

A

Threats to construct validity

factors in the procedure that suggest how the subject should behave

Ex. subjects given meds are told of the side effects and the subjects report more side effects. but subjects given placebos are told no side effects and they report none.

Solution: Subjects should be blind to their treatment condition.

51
Q

John Henry Effect

A

Threat to Construct Validity

compensatory rivalry occurs when persons in a control group try harder than ususal in the spirit of competition with the experimental group.

Solution: experiemental and control group should not know about each other.

52
Q

Threats to external validity

A

factors that threaten generalizability

53
Q

Sample Characteristics

A

sampe characteristics not the same as Pop.

54
Q

Stimulus Characteristics

A

Threat to external validity

features of the study or artificial research arrangements.

ex. laboratory may not be generalizable to natualistic settings.

55
Q

Contextual Characteristics

A

Threats to external validity

conditions in which the intervention is imbedded.

Reactivity = subjects behave in a certain way just because they are participating in research ex. Hawthorne effect = just by nature of being observed subjects behave a certain way.

56
Q

Threats to Statistical Conclusion Validity

A

1) Low power
2) unreliability of measures
3) variability in procedures
4) Subject heterogeneity

57
Q

Intercorrelations of Threats

A

Greater Internal Validity (control, random assignment) , lower external validity (generalizability)

AKA

Tighter the experimental control, the less it can be generalized to pop.

EPPP (10 decks)

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