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Evidence Based Approach > T3 Slide W2 > Flashcards

T3 Slide W2 Flashcards

1
Q

What is the basic start for research

A
  • Noting an interesting question
  • Stating the question in such a way that it can be answered
  • Undergoing the scientific method
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2
Q

Experimental Group

A

The group in an experiment that is exposed to the Independent Variable

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3
Q

Control Group

A

The group in an experiment that is not exposed to an Independent Variable but is neutral

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4
Q

Non Experimental Research

A
  • Describe relationships between variables
  • Cannot test cause-and-effect relationships
    • Descriptive
    • Historical
    • Correlational
      • Qualitative
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5
Q

Descriptive Research

A
  • Describes characteristics of existing phenomena
  • Provides a broad picture
  • Serves as a basis for other types of research
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6
Q

Historical Research

A
  • Describes past events in the context of other past or current events
  • Primary and secondary sources of data
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7
Q

Correlational Research

A
  • Asks what several events have in common
  • Asks whether knowing one event can allow prediction of another event
  • Does not imply causation
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8
Q

Qualitative Research

A
  • Examines behaviour in natural social, cultural, and political contexts
  • Usually results in non-quantitative data
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9
Q

Qualitative Research

A
  • Examines behaviour in natural social, cultural, and political contexts
  • Usually results in non-quantitative data
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10
Q

Types of Experimental Research

A
  • True Experiment
  • Quasi-Experiment
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11
Q

True Experiment

A
  • Participants assigned to groups
  • Treatment variable is controlled by researcher
  • Control of potential causes of behaviour
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12
Q

Quasi-Experiment

A
  • Participants are preassigned to groups
  • Useful when researcher cannot manipulate variables
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13
Q

Types of Research Design Table

A

See booklet

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14
Q

Variables

A
  • Variables lie at the heart of psychological research
  • Psychological research is all about exploring the nature of the relationship among variables
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15
Q

What is a Variable?

A
  • an entity that can be measured
  • can take on different measured variables eg: height, weight, income
  • the more precise the measurement the more useful the measurement is.
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16
Q

What is the difference between a variable and a value

A
  • A value is a subset of a Variable
  • Variables can have different values
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17
Q

Independent Variables

A

A variable that forms groups or conditions in the study

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18
Q

What is an Independent Variable?

A
  • A variable that forms groups or conditions in the study
  • It is the condition that is compared in a study
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19
Q

Independent Variables

A
  • can be directly or indirectly manipulated by researcher
  • controlled by the researcher
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20
Q

Independent Variable - Direct Manipulation

A

When a researcher directly controls the IV

eg: administer a drug

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21
Q

Independent Variable - Indirect Manipulation

A
  • where groups are naturally occuring such as in a gender difference study
  • IV does not require manipulation to measure differences
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22
Q

When Independent Variables need to be divided into levels.

A
  • Levels are the different groups of an IV in a study
    • IV:gender - Lev els:
      • male
      • female
      • intersex
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23
Q

What makes a good Independent Variable?

A
  • The Independent Variable is not confounded
  • Levels do not vary systematically with other variables
  • Dependent variable is sensitive to changes in the independent Variable
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24
Q

What makes a good Independent Variable?

A
  • The Independent Variable is not confounded
  • Levels do not vary systematically with other variables
  • Dependent variable is sensitive to changes in the independent Variable
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25
Q

Dependent Variables

A
  • The outcome, performance or condition being assessed
  • Called dependent because its scores depend on the treatment condition or experimenter manipulation
  • Needs to be operationlised
26
Q

Control Variable

A

Variable whose influence you want to control

27
Q

Extraneous Variables

A

Confounding occurs when an extraneous variable:

  • Varies systematically across the levels of the independent variable
  • Is correlated with the dependent variable
28
Q

Confounding Variable

A
  • An Extraneous variable that makes it impossible to draw casual relationships from the data as changes in the DV could be caused by the IV or confounding variable
29
Q

How to control for influence?

A

Can be done by design or analysis

30
Q

Mediator Variables

A

Thought to describe the psychological process that occurs to create the relationship

31
Q

Moderator Variables

A

Variables change the strength of an effect or relationship between two variables

32
Q

Summary - Dependent Variable

A

A variable that is measured to see whether the treatment or manipulation of the independent variable had an effect

AKA:

  • Outcome variable
  • Results variable
  • Criterion variable
33
Q

Summary - Independent Variable

A

A variable that is manipulated to examine its impact on a dependent variable

AKA:

  • Treatment
  • Factor
  • Predictor Variable
34
Q

Summary - Control

A

A variable that is related to the dependent variable, the influence of which needs to be removed

AKA:

  • Restricting Variable
35
Q

Summary - Extraneous Variable

A
  • A variable that is related to the dependent variable or independent variable that is not part of the experiment - Threatening Variable
36
Q

Summary - Moderator

A

A variable that is related to the dependent variable or independent variable and has an impact on the dependent variable

AKA:

  • Interacting Variable
37
Q

Between Subjects Design

A
  • Also known as independent samples.
  • Each subject is exposed to one level of each Independent Variable
38
Q

Within Subjects Design

A
  • Also known as repeat measures design
  • Each subject is exposed to all levels of each independent variable
39
Q

Hypothesis

A
  • an if, then statement in objective form
  • is testable
  • posits relationship between factors
  • Data are collected to confirm or refute
  • are testable but not provable
40
Q

What is a Hypothesis?

A
  • a brief statement that declares the outcome of a study
  • Describes relationship between variables
  • Makes a prediction of outcome posed as a priori
41
Q

What is a priori?

A
    • used to distinguish two types of knowledge, justifications or arguments.
  • A priori knowledge or justification is independent of experience (for example ‘All bachelors are unmarried’);
  • Claim to support a fact but actually not supported by factual study.
42
Q

Essential features of a Hypothesis? (4)

A
  • Is Breif
  • Written in past tense
  • A statement not a question
  • States expected relationship between variables.
43
Q

Falsification

A
  • The process where something can be demonstrated to be false.
  • A hypothesis is declarative that can be falsified or rejected
  • Contrast between showing something is false with showing something is true.
44
Q

Why is falsification important?

A
  • Helps to create certainty important to Popper’s philosophy
  • Hypotheses and theories are refined through falsification
  • Develops strength and credibility if they are not able to be falsified
45
Q

The Null Hypothesis

A
  • A statement of no difference/relationship/effect.
  • The starting point for evaluating a research study
  • The evaluation process assumes the null to be true
  • We then collect evidence to break down the null
46
Q

Null Hypothesis Formula

A

Ho: µ1 = µ2

The null hypothesis is always that there is no difference between groups with respect to means,​

47
Q

The Research Hypothesis

A

A statement that says something is going on

there is a relationship or effect that shows difference

can be non-directional

when we pose a hypothesis in our research we posit an alternative hypothesis

H1: µ1 ≠ µ2

48
Q
  • A statement that says something is going on
  • there is a relationship or effect that shows difference
  • can be non-directional
  • when we pose a hypothesis in our research we posit an alternative hypothesis

H1: µ1 ≠ µ2

A
49
Q

H1: µ1 ≠ µ2

A
  • A hypothesis or alternate hypothesis
  • The Null Hypothesis has been falsified
  • Indicates that there is a relationship/effect/difference between the variables.
50
Q

Population

A
  • A collection of units
  • can be large or narrow
  • generally infer about a general population
51
Q

What is a Sample Population?

A
  • A smaller collection of observations from a population
  • Used to infer characteristics about the population
  • the bigger the sample it is more likely to reflect the larger population
  • results may vary from sample to sample but will be similar on averages
  • we generalise our results tto the greater population using Estimation and Inference
52
Q

Descriptive Statistics

A

Aim to capture the essential features of the results in an easily comprehensible form.

53
Q

Statistical Significance

A
  • Is the result statistically significant or are the results by chance?
  • do the Statistical results support or fail to support our hypothesis
  • are the samples an accurate reflection of the whole populaiton?
54
Q

What is p value

A
  • A hypothesis test that is used to determine the significance of the results from a study.
  • The probability that the results from an experiment or study are due to chance and not the experimental conditions
  • Also known as calculated probability
55
Q

Null Hypothesis Significance Testing

A
  • The most used method for testing research questions with statistics
  • Fisher and the Lady Tasting Tea
  • Fisher claims that we should calculate the probability of an event and then evaluate this within a research context
  • p value tells us about probability not meaningfulness
56
Q

Critical Appraisal of published literature

A
  • Don’t get too attached to your idea as you may need to change it.
  • Don’t pick a trivial project
  • Don’t try to do more than is possible
  • Try to do something new
57
Q

Critical Appraisal - What it IS

A
  • A balanced assessment
  • Assessment of both process and results
  • Considers quantitative and qualitative dimensions
  • Undertaken by all health practitioners
58
Q

Critical Appraisal - What it IS NOT

A
  • Dismissal of research
  • Narrow critique of results
  • Based solely on statistical analysis
  • Only for experts
59
Q

Two Skills of Critical Appraisal

A
  1. Searching the Literature
  2. Critically appraising the literature that exists
60
Q

Two purposes for literature review

A
  • Discover what has already been done in your area of interest
    • Chronological representation of ideas
    • Shows which ideas have been abandoned due to lack of support
    • Shows which ideas have been confirmed as “truths”
  • Discover what needs to be done in your area of interest
61
Q

Process of review for Journals (6)

A
  • Researcher submits article in format specified by the Journal
  • Editor distributes article to 3 Reviewers
    • → peer review + blind review
  • FOUR possible recommendations
    1. Accept outright
    2. Accept with revisions
    3. Reject with suggestions for revision
    4. Reject outright
  • Editor conveys decision to author
  • Average rejection rate is >80%
    *

Evidence Based Approach (15 decks)

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