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Research Methods > Test 3 > Flashcards

Test 3 Flashcards

1
Q

Experiment

A

allows for inferences of causality *only method that can, mechanisms, and explanation

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2
Q

conditions for causality

A
  1. temporal precedence
  2. consistency, regularity
  3. contingency - if theres no cause, theres no effect
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3
Q

experimental method

A
  1. manipulate the variable (independent)
  2. control other factors
  3. measure some result (dependent)
    * hard to achieve these goals
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4
Q

Independent variable

A
  • factor of interest
  • the potential cause
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5
Q

simplest manipulation

A

presence and absence
- can compare amount/ levels
- need control of condition of absence cause

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6
Q

ideally manipulation changes only ….

A

factor of interest

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7
Q

___ should be very similar, which is ___ and impacts ability to _____

A

control, tough, infer causality

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8
Q

difference between experimental and control conditions =

A

the factor of interest

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9
Q

IV strengths

A

control and learn causality. great for things that can be easily changed in the lab

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10
Q

IV weaknesses
1.
2.
3.
4.
5.
6.

A
  1. generalizability
  2. making someone do something
  3. no longer naturally occurring
  4. participant reactivity
  5. is the manipulation realistic/ real world
  6. does the behaviour change when its being manipulated
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11
Q

extraneous variables

A

variables not of interest must be controlled. can be done through random assignment.

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12
Q

confound

A

an EV that covaries with the IV and could provide an alternative explanation. fatal flaw, EV not of interest, only appears when IV is there.

ex. getting a coffee before a test or not getting one (confound). is it getting a coffee or getting a gift?

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13
Q

manipulation check

A

did you manipulate the IV/cause? strength of association. important for interpreting the results of experiments

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14
Q

between subjects studies

A

different people in each condition

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15
Q

within subjects studies

A

same people do the experiment and control
fewer people needed, no possible confound of individual differences, *more powerful, more sensitive/ability to notice differences

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16
Q

between subjects info
1.
2.
3.

A
  • IV id subject variable (age, personality, culture)
  • need uninformed people in all conditions (deception)
  • participation in one study would affect being apart of the other
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17
Q

between subjects problems

A

must avoid confound from non-equivalent groups
- use random assignment and larger sample sizes

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18
Q

dependent variable

A

outcome measures

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19
Q

ceiling effect =
floor effect =

A

everyone does well
everyone does poorly
*low variability and restriction of range

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20
Q

internal validity =
external validity =

A

how sound is the study design?
do the results generalize to the real world?

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21
Q

Internal validity
1.
2.
3.
4.

A
  1. free of confounds
  2. influence of task order (fatigue, practice)
  3. help by counterbalancing - half get control 1st and half get control 2nd
  4. add a filter task between conditions
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22
Q

IValidity demand characteristics

A

there may be clues on what is being studied which can affect behaviours

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23
Q

IValidity construct validity

A

measuring properly

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24
Q

IValidity participants problems

A

no random assignment (self selection)
selective attrition (participants drop out)

25
Q

IValidity experimental problems

A

bias/expectations
help by hiding conditions from experimenter

26
Q

external validity
1.
2.
3.
4.
5.

A
  1. are we learning about the real world?
  2. populations
  3. situations/environments
  4. times, does it happen for different generations?
  5. generalizing is a limitation, but not a design flaw
27
Q

other validity concerns

A

statistical conclusion validity
- appropriate use, adequate sample sizes, selective reporting of analyses

28
Q

Quasi experiments

A

control conditions not possible or equivalent - no random assignment

29
Q

when quasi experiments?

A

very common in applied context (real world)
interventions/ program evaluation

30
Q

quasi is not bad why?

A

necessary when true experiments arent possible
can be more common / useful
a good way to judge if a good true experiment was done - way to critique

31
Q

one group designs

A

the most simple
changing the order of events

32
Q

one group post-test only

A

collect data after intervention
no comparing because you do not have data from before
no causal inferences and lacks internal validity

33
Q

one group pre+post-test

A

DV is tested twice, before and after intervention and compare these scores.

34
Q

Quasi experiments internal validity threats
1. alternative explanation
2. alternative explanation
3.
4.

A
  1. effects of history = some real world event occurs to affect DV, after pre-test before post
  2. maturation = natural changes that can occur on DV (age and development)
  3. testing = pre test influences post test (fatigue, practice, participant reactivity, hawthorne
  4. regression toward the mean = for both high and low scores, they tend toward the average. select a group that has an extreme value and keep testing.
35
Q

Can control help for quasi?

A

would help rule out history, maturation, and testing but only if control condition also goes through these things. control also needs extreme scores for regression.

36
Q

single case quasi experiment

A

only 1 participants - useful for yourself
measure baseline, then do intervention, then measure measure behaviour

37
Q

research on ___ does not ____ to ____

A

groups, generalize, individuals

38
Q

reversal design

A

baseline A, treatment B, baseline A
see if you can go back to baseline, casual principle

39
Q

end on __ if the ___ ____

A

B, treatment works

40
Q

developmental designs & types

A

examining change across ages - naturally-occuring
cross-sectional and longitudinal

41
Q

cross sectional
1. like….
2. strengths
3.weaknesses

A

measure interest in people of different ages
1. between-subjects
2. relatively easy, inexpensive
3. differences may not be in age but due to other things (cohorts)

42
Q

longitudinal design
1. like….
2. strengths
3. weaknesses

A

same people followed over time
1. same-subjects
2. no confounds with other cohorts
3. difficult, expensive, attrition

43
Q
  1. retrospective method
  2. strengths
  3. weaknesses
A
  1. ask people to recall earlier experiences
  2. easy, inexpensive
  3. misremembering or not accurate
44
Q

Ethics =
research is =

A

morality, integrity
complex and unpredictable, cannot create a set of rules but follow principles

45
Q

concern for welfare

A

minimize harm, maximize benefit. ignorance can result in harm. stay well-trained

46
Q

respect for persons
1.
2.
3.

A
  1. protect autonomy
  2. free of coercion
  3. informed consent.
47
Q

promote justice
1.
2.
3.

A
  1. equal access to benefits and burdens
  2. participant selection justified
  3. those who contribute must benefit (Jane & Finch)
48
Q
  1. Institutional review board
  2. exempt from review
  3. expedited from review
  4. full review
A
  1. need to submit proposal to them before research
  2. naturalistic observation in public and archival
  3. minimal risk research
  4. everything else
49
Q

Minimal risk

A

stress from study is equal to everyday stress. benefits must outweigh the harm. all research is a burden

50
Q

Rules for conducting experiments
1.
2. the burden of this
3.

A
  1. need voluntary, informed, competent consent
  2. informing may alter behaviour - deception but last resort. tricky for vulnerable people
  3. right to withdraw without penalty and full compensation
51
Q

debriefing

A

end or research - provide info, undo any harm, inform about deception

52
Q

Scientific fraud =
1.
2.
3.
4.

A

data falsification / manipulation
1. coding done wrong
2. make up data
3. alter data
4. create co-author

53
Q

questionable research practices
1.
2.
3.
4.

A

1.optional stopping
2. dropping some dependent variable
3. dropping conditions
4. using covariates self-servingly

54
Q

QRP solution

A

report and register data collecting rules in advance

55
Q

____ is the difference between scientific ___ and ____, but not becoming more ___

A

intent, fraud, QRP, alike

56
Q

____ decisions are problematic

A

self-serving

57
Q

HARKing

A

hypothesizing after results are known

58
Q

Generalizability =
1.
2.
3.

A

how to interpret results
1. what population does this sample represent
2. in what contexts would we see similar results
3. are these results repeatable

Research Methods (3 decks)

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