Brainscape's Knowledge GenomeTM

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


See full index

Spring '14-148 (Exam 2) > Study Guide > Flashcards

Study Guide Flashcards

1
Q

What is internal validity?

A

Answers the research question

provides evidence by controlling variance enough to provide a clear picture of the relationship between the IV & DV.

Must eliminate alternative explanations

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

What is external validity?

A

focuses on the extent to which a researcher is justified in describing the impact of one variable on another or for concluding that an observed relationship is casual.

Degree that generalization can be made or transferred outside of the confines of the study.

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

What is history?

A

Events that may have occurred between treatment sessions. An extraneous variable that occurs “outside” the experiment

long term studies are more likely to be “contaminated”

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

What is maturation?

A

change in subjects’ themselves that cannot be controlled by the experimenter (e.g., age, biological, psychological)

this plays a role in long-term studies.

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

What is reactive pretest?

A

the effect of taking a test may have on scores achieved on subsequent administration of the same test.

Improvement may exist without Tx–based solely on test practice

An issue for studies using pre-test and post-test designs

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

What is instrumentation?

A

changes in the calibration of a measuring instrument or changes in the observers or scorers used may produce changes in the obtained measurements

faulty, inadequate, or changing calibration of the equipment

rating scales, questionnaire, attitude inventories, and standardized language tests

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

What is statistical regression?

A

phenomenon in which subjects who are selected on the basis of atypically low or high scores change on a subsequent test so that their scores are now somewhat better or somewhat poorer than they were originally

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

What is differential subject selection?

A

Differences in subjects in experimental and control groups may account for the treatment effects rather than the treatment itself (ex: age, IQ, sex)

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

What is subject randomization?

A

the random assignment of subjects to experimental and control group

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

What is attrition?

A

experimental mortality, the differential loss of subjects between experimental and control groups

(ex: incomplete surveys, death)

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

What is interaction of factors?

A

possible interaction effects of two or three jeopardizing threats

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

What is credibility?

A

when the interpretation fits the data and is true to the participants, the conclusions may be considered credible.

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

what is researcher bias?

A

researcher must be reflexive about his or her own voice or perspective

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

What is researcher reactivity?

A

design must account for the possible influence of the researcher on the participant’s behavior

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

What is subject selection?

A

degree to which the subjects chosen for a study are representative of the population the researcher wishes to generalize

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

What is generalizability?

A

the extent to which populations, settings, treatment variables, and measurement variables can be generalized

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

What is interactive pretest?

A

subjects exposed to a pretest may react to an experimental treatment in a way that is different from people who have not been exposed to the pretest. The effect of treatment may be demonstrated only for subjects who are tested just before treatment.

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

What are reactive arrangements?

A

problem generalizing to other settigs

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

What is the hawthorne effect?

A

The mere fact of being observed experimentally can influence the behavior of those being observed

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

What is multiple treatment inference?

A

This threat concerns the degree to which various parts of a multiple treatment interact with each other in determining subject’s performance on the DV. When more than one treatment is administered.

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

What is transferability?

A

the extent in which qualitative findings are externally valid. The ability to apply the results of research in one context to another

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

What is Pilot research?

A

during initial stages of experimental design this is conducted on a small number of subjects not meant for publication or to provide data that supplement another investigation, it is only done to assess feasibility.

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

Describe Internal Validity

A

It answers the Research Question

Provides evidence by controlling variance enough to provide a clear picture of the relationship between the IV & DV

Results must reflect object reality

Must be certain the change in the DV is caused by the experimental Tx and not by factors that could mimic the effect of Tx

Must eliminate alternate explanations

the fewer (alternate explanations) the greater the internal validity!

Note: The fewer reasons you can come up with why something has changed=GOOD!

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

What are threats to validity?

A

History

Maturation

Pretesting–“reactive testing”

instrumentation

statistical regression

Different subject selection

Attrition!

Credibility

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

What are two threats to qualitative designs that are often conceptualized as alternative explanations or as rival hypothesis, therefore rendering the results meaningless and uninterpretable?

A

researcher bias

researcher reactivity

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

In quantitative studies, describe external validity

A

ability of a study to extend its conclusions from the specific environment to the other individuals with similar characteristics

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

What may weaken the internal validity?

A

efforts to extend the generalizability of results

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

What do threats do?

A

limit the degree to which internally valid results can be generalized

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

What are the different types of group research design?

A
  • between subject design
  • within-subject design
  • mixed design
30
Q

What is between subject design?

A
  • compare the average behavior of one group of participants to the average of another group of participants
  • IV applied to experimental group but not the control group
  • need equivalence of both groups
  • random assignment–best for large groups
  • subject matching–match members of two groups

(see block matching worksheet–last pg. of notes)

31
Q

Describe a within-subject design

A
  • compare the average behavior of a group of subjects in two different conditions
  • want to see how you do on magic beans & how you do on hot cocoa (two different conditions) same study & same group
  • performance of the same participants is compared in different conditions (i.e.:longitudinal studies)
  • all conditions should be equivalent except for application of the various levels of IVs
  • have to assure that changes in DV are attributed to IV rather than extraneous variables
32
Q

Describe a mixed design

A
  • both types of design
  • study 1 IV with a between subject comparison and the other IV with a within-subject comparison
  • study the effects of an IV on a DV w/two different types of subjects
  • EX: experimental group receives Tx 1 & Tx 2==control group gets no therapy–comparison between groups & within experimental group
33
Q

What are threats to internal validity?

A
  • related to sequence of conditions

- participation in an earlier condition affects performance in a subsequent condition

34
Q

Describe sequencing effect

A
  1. Order effect–change in the performance in the beginning to the end of the task (maybe better because of increased practice or worse b/c f fatigue)
  2. carryover effect–influence of treatment condition of the performance on the next condition (temporary or permanent)
35
Q

How can you reduce sequencing effects?

A

control of overcome sequencing effect =randomize your sequence

-sequence randomizing

counterbalancing

36
Q

what is sequence randomizing?

A

random distribution of tx conditions to participants in a random order

37
Q

what is counterbalancing?

A
  • arrange all possible sequences of tx then randomly assign participants to each sequence
  • differences in performances attributable to the sequencing of tx conditions can be measured
38
Q

Describe the Single Subject Design

A
  • applied to one subject or a small number of subjects studied as separate individuals
  • each subject participates in all conditions
39
Q

What are the types of single-subject designs?

A

Withdrawal

treatment-withdrawal

reversal design

Multiple baseline designs

changing criterion designs

40
Q

Describe the withdrawal or reversal designs?

A

ABA design–see figure 4.2

Baseline segment A=nonintervention

Treatment segment B=intervention

Withdrawal of treatment still taking data=A again

Controls for confounding variables

well controlled design

41
Q

Describe the ABAB design

A

powerful way of plotting data points

withdrawal period where there is no therapy but we keep taking data points

A=baseline

B=tx

A=withdrawal/ no therapy

B=reinstatement

42
Q

What does the methods section describe?

A

describes who or what has been studied

materials that were employed

how those materials were used to obtain useful data

43
Q

What are 3 major components of the methods section?

A
  1. Subjects/participants
  2. materials
  3. procedures: describes what is down to the participants with the materials.
44
Q

What is IRB

A

institutional review board

studies must gain approval of IRB

sometimes referred to as “human subjects” but includes animals as well

45
Q

In protection of subjects/participants, what are three basic “ethical” principles?

A
  1. respect for persons-honor individual’s decisions
  2. Beneficence-maximize benefit and minimize harm
  3. Justice-Selection of individuals be fair and unbiased
46
Q

What are the types of validity? (the holy trinity of validity)

A

content validity

construct validity

criterion validity

47
Q

What is content validity?

A

logical examination of the content of the test items to see how well they sample the behavior or characteristics to be measured

48
Q

What is construct validity?

A

the degree to which the instrument measures reflect a trait or construct

statistical means help define constructs

49
Q

What is criterion validity?

A

established by empirical examination of how well the measure correlates with some outside validating criteria–cut off score (Ie: GPA for graduate school)

50
Q

What are the measures of central tendency?

A

mean

median

mode

51
Q

Describe what the mean is, and how to find it

A

the average of the numbers

add up all the umbers, then divid by how many numbers there are

52
Q

Describe what the median is and how to find it

A

the middle number

place the #s in value order and find the middle #

53
Q

Describe the mode

A

the # that appears the most

54
Q

What are the different types of data, and which level is the highest level you can achieve?

A

nominal

ordinal

interval

ratio

**Ratio is the highest level of data you can achieve

55
Q

Describe nominal data

If you need more explanation see slide 13, lecture 3

A

Mutually exclusive (i.e.: pass/fail)

Set of data; values/observations belongings to it can be assigned a code in the form of a number where the #s are simply labels

can count, NOT MEASURE or ORDER

ie: males could be coded as 0, females as 1

married=Y single=N

56
Q

Describe ordinal data

If you need more explanation see slide 14, lecture 3

A

Set of data; values observations belong to it can be RANKED or have a rating scale attached

mutually exclusive and ranking (i.e.: mild, moderate, and severe)

natural order

ie: a ranking scale of 5 indicates more enjoyment than a ranking scale of 4

57
Q

Describe Interval data

If you need more explanation see slide 15, lecture 3

A

Scale of measurement where the distance between any 2 adjacent units of measurement is the same, but the zero point is arbitrary

can be added or subtracted

could include height of tides, measurement of longitude, standard scores on test (no true zero)

58
Q

Describe Ratio data

If you need more explanation see slide 16, lecture 3

A

interval data with a natural zero point

(distances and area)

weight is a ratio variable

physical measurements

ANYTHING THAT COULD HAVE A ZERO

59
Q

Check study guide of irregular shapes of the bell curve

A

…

60
Q

Describe the Null Hypothesis

A

(Ho)

States that there is no difference between groups or relationship among variables

presumed valid until researcher proves otherwise

Reject or fail to reject

61
Q

What does Failing to reject the null hypothesis mean?

A

not statistically significant

probably due to the sampling error or chance

62
Q

What does rejecting the null hypothesis mean?

A

statistically significant

due to some determining factor or condition, other than chance

63
Q

Give an example of a null hypothesis scenario

A

Hypothesis: CILT-II will significantly improve the speech production of persons with confluent aphasia

Null Hypothesis: CILT-II will have no measurable effect on the speech production of PWAs.

Hypothesis: H1-tomato plants exhibit a higher rate of growth when planted in compost rather than in soil

Null Hypothesis (Ho): Tomato plants do not exhibit a higher rate of growth when planted in compost rather than soil

64
Q

How can you disprove the null hypothesis?

A

by showing the unlikelihood of occurrence of chance relationships or differences

65
Q

At the end of the study, what are our two options in terms of the null hypothesis?

A

we can either reject the null or fail to reject the null

66
Q

What are the two types of errors?

A

Type I

Type II

67
Q

What is a Type I error?

A

to reject the Ho of no differences when it is true; to conclude falsely that a difference exists in the data when in fact it doesn’t

68
Q

What is a Type II error?

A

To failed to reject the Null Hypothesis of no differences when it is false; to conclude falsely that a difference does not exist in the data when in fact it does

True or false/ accept or reject

69
Q

What are some examples of Type I and Type II errors?

A

you are a researcher and fail to detect an actual statistically significant difference in your study. you reported that you failed to reject the null–this is a type II error

You are a doctoral student and have spent 2 years on your dissertation. At the end o f your research, you ran your statistical analysis over and over until the results that you were hoping for finally “popped up” you happily decided that your data reflected statistical significance and you rejected the null–Type I error

70
Q

Check The graph of Hypothesis testing outcomes…

A

….

71
Q

What are the key steps and terms in conducting a study?

A
  1. Develop research question
  2. hypothesis
  3. Literature review
  4. Choose research design
  5. experiment (test hypothesis)
  6. Analyze data
  7. Write report
  8. conclusion –Reject or not reject null hypothesis

Spring '14-148 (Exam 2) (4 decks)

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