week 13: hypothesis testing type 1 Flashcards

1
Q

how to find a viable research topic

A
  • what are your professional interests
  • read, read, read
  • use clinical experinces
  • identify significant questions that were posed and investigated but not answered in a definite manner (there was a small sample size, uncontrolled variables, etc)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

ideas to build on existing research

A
  • expand research to a new age group/diagnostic group
  • apply different outcome measures
  • address questions of social validity
  • change the stimuli used
  • change the setting of evaluation/treatment
  • use up-to date instrumentation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

variables

A

phenomena you plan to observe

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

independent variable

A

conditions or manipulations being studied

*what you change

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

dependent variable

A

observations or measures obtained

*what you measure

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

what will a well-written research question include

A
  • includes all variables in an unambiguous way
  • it should also include the intent of the research is it to
  • –describe persons or circumstances
  • -discover relationships between variables
  • –identify differences between groups
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

ways to formulate a research problem

A
  • does not have to be in the form of a question or series of questions
  • can be
  • –formal hypothesis
  • –statement of purpose
  • –conditional if-then statement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

hypothesis

A

a formal statement of predicted outcome of the study

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

Ho

A

null hypothesis

*based on the assumption that the results will yield no significant differences and/or relationships between variables

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

Ha

A

alternative hypothesis

  • statement of what the researchers expected to find when they conducted the study
  • –directional is stated in a way in which the researchers had reason to believe a particular outcome would happen (such as a positive relationship between 2 variables)
  • –non-direction is states in a way that a significant relationship is expected, but no indication of positive or negative effect
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

two decision options for a hypothesis test

A

reject the null hypo meaning it is not valid or

fail to reject the bull hypo meaning it is valid

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

statement of purpose

A

highly flexible

*explains the focus of nearly any type of research including descriptive, relational, and difference studies

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

conditional if-then statements

A

if the findings turn out one way, the study supports a certain conclusion, but if they findings turn out another way, the study supports a different conclusion

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

what are the criteria for well-informed research questions

A
  • operationalize: give precise, specific details in the description of variables
  • experimental treatments needs to be one that other professionals can carry out in a similar way
  • –variables also need to be defined in a way that leads to valid and reliable conclusions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what are the 6 steps of hypothesis testing

A

1) state the hypothesis
2) set a level of risk
3) choose a sample size
4) determine the critical value
5) compute the test statistic
6) accept or reject the null hypothesis

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

type 1 error

A

reject Ho when it is true

17
Q

type 2 error

A

fail to reject Ho when it is false

18
Q

which type of hypothesis error is considered more serious

A

type 1 error

19
Q

what is the typical risk level set at for hypothesis testing

A

0.05 or less which means we are willing to risk a type 1 error 5/100 times

20
Q

what does the sample size determine for hypothesis testing

A

the probability distribution to be used

  • z statistic requires large samples over 30
  • t statistic is appropriate for smaller samples under 30 if certain assumptions are met
21
Q

the power of a test

A

the probability of rejecting the null hypothesis when it is false

  • the larger the sample, the more powerful the test
  • conclusions drawn from small sample sizes have a high probability of accepting the null hypothesis when it is false (type 2 error)
22
Q

the critical value

A

the cutoff, it is found be using tables of normal distributions, student’s t, etc
*it depends on the alternative hypothesis and the alpha level

23
Q

what are the two types of alternative hypothesis

A
  • two-tailed meaning nondirectional
  • –predicts a treatment effect but not specifying which is more effective
  • onetailed or directional
  • –hypo the treatment will be better than the other
  • ***should generally be two tailed unless there is amazing evidence in favor or a specific direction
24
Q

computing the test statistic

A

a standard score such as a z or t statistic

25
what factors does the choice of test statistic depend on
* the hypothesis * the distribution of the target population * the sample size * other special characteristics of the sample
26
non parametric statistics
``` distribution free *a special class of inferential stats that depends on the ranking ```
27
making a decision about the null hypothesis
* test statistic is compared to the critical value * reject the Ho supports the Ha but does not prove it * we never accept the Ha
28
nominal level of measurement
*researchers assign participants and their responses to categories *cannot be ranked or arranged in order (numbers can be arbitrarily assigned like 1 for female and 2 for male) *cannot compare the categories directly (one is not more or less than the other) *effective nominal measures are exhaustive meaning every participant fits a category , and mutually exclusive so only fit one category
29
ordinal level of measurement
* rank ordered data (suggests inequality of data and lacks other numerical properties * can be from high-low relative one another or use a rating scale to assign number (likert scale) * gives info about the positions but not the difference between them * can use labels instead of numbers
30
interval level of measurement
which participants have higher or lower scores as well as how much they differ * data has arithmetic properties of inequality and equal intervals * examples: IQ and hearing threshold * cannot compare scores directly because does not have a true zero
31
ratio level of measurement
*all of the features of an interval, with a true zero (all arithmetic properties) *3 characteristics 1)ability to arrange numbers on a continuum 20 ability to specify amount and difference between amounts 3) ability to identify an absolute zero relative to a characteristic *often measures a physical attribute: actual height, intensity duration
32
tables
visual representation of numerical data about participants or statistical findings of a study
33
pie chart
appropriate for nominal, categorical measures | *useful for illustrating percentages or proportions of observations that fit into particular categories
34
histograms vs bar graphs
useful for illustrating the magnitude or frequency of one or more variables * histograms are for continuous data * bar graphs are used with categorical data - --often used for depicting group differences on measures like frequency counts, means, etc
35
line graph
lke bar/column graphs, it is useful for illustrating the magnitude or frequency of one or more variables - --particularly suitable for depicting several values in a series or for depicting a special kind of nonlinear relationship called an interaction - --interaction occurs when two or more groups respond in unique ways to the experimental manipulations
36
box and whiskers plot
displays the medial and upper quartile (75th %) and lower quartile (25%) *easy way to show outliers
37
scatter plot
appropriate for illustrating the relationship between two (sometimes three) continuous measures ---bivariate