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HS 3702: The Aging Mind > Week 3: Aging Research Methods & Theory > Flashcards

Week 3: Aging Research Methods & Theory Flashcards

1
Q

metamodels include 3 things

A
  1. mechanistic (nurture)
  2. organismic (nature)
  3. contextual/interactionist (both)
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2
Q

life-span developmental perspective

A

development:
- occurs over the entire life-span
- is related to societal and contextual influences
- is related to normative history-graded events
- multidisciplinary
- includes gains AND losses
- is plastic

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3
Q

TB: what are the similarities between the SOC model and the life-span perspective?

A
  • development is plastic and behaviour can change over time
  • organisms have both gains and losses
  • contextual –> can change environment and organism can be changed
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4
Q

experimental research design

A
  • independent and dependent variables
  • manipulate independent variable
  • random assignment of participants!!!!
  • directional hypothesis
  • cause and effect statements CAN be made
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5
Q

quasi-experimental research design

A
  • describes naturally occurring events
  • exploratory hypothesis
  • categorical factors (age, gender, ethnicity, etc.)
  • NO random assignment of participants!!!!
  • cause and effect statements CANNOT be made
  • multiple groups (studied and control)
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6
Q

cohort effects

A

social, historical, cultural influences present during childhood that influence behaviour

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7
Q

time of measurement effects

A

social, historical, cultural influences presently influencing behaviour

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8
Q

types of studies

A
  1. cross-sectional
  2. longitudinal
  3. time-lag
  4. sequential
  5. single vs multi-factor
  6. descriptive
  7. meta-analytic
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9
Q

cross-sectional

A
  • observational
  • quasi-experimental
  • compare different population groups at a single point in time
  • most commonly used design
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10
Q

cross-sectional limitations

A
  • measures age-related differences, but cannot disentangle factors of age and cohort
  • sampling bias
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11
Q

longitudinal

A
  • observational
  • quasi-experimental
  • participants from one cohort are followed over time and tested/interviewed on two or more occasions
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12
Q

longitudinal limitations

A
  • cannot disentangle factors of age and time of measurement
  • selective attrition (losing participants)
  • practice effects
  • tests becoming outdated
  • expensive
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13
Q

TB: what confounding factors could influence the results of the walking and stress study?

A
  • environmental hurdles
  • short-term vs long-term stress
  • ability/inability to keep being mobile in older ages
  • type of walking
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14
Q

single-factor design

A
  • one independent variable

- two groups/levels compared

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15
Q

multi-factor design

A
  • more than one independent variable

- manipulations of independent variables can be quantitative or qualitative

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16
Q

interaction

A

effect of one variable depends on the value of another variable

  • look for equal in one group and different for the other
17
Q

main effect

A

effect of one variable occurs regardless of the value of another variable

  • look for patterns within different variables
18
Q

pros and cons of between-subjects design

A

pros:
- no carry-over effects
- subjects can be naïve to hypothesis

cons:
- large sample size
- inter-individual variability
- difficult to create equivalent groups

19
Q

pros and cons of within-subjects design

A

pros:
- smaller sample size
- more sensitive/powerful
- don’t have to worry about equivalent groups

cons:
- increased risk of contamination
- possible order effects

20
Q

descriptive

A
  • non-experimental
  • no manipulation of variables
  • can study correlation (R-values) between variables
21
Q

descriptive limitations

A
  • cause and effect statements CANNOT be made
22
Q

reliability

A

extent to which the outcomes are consistent when the experiment is repeated more than once

23
Q

validity

A

extent to which the instruments used in the experiment measure exactly what you want them to measure

24
Q

inter-rater reliability

A

degree to which different raters give consistent estimates of same behaviour

25
Q

test-retest reliability

A

stability of test over time

26
Q

internal validity

A

accurate identification and interpretation of the factor(s) or effect(s) responsible for an observation

27
Q

external validity

A

whether findings obtained from a sample of study participants can be generalized to the population of interest

28
Q

ecological validity

A

whether the results obtained with a particular test instrument reflect real-world functioning/behaviour

29
Q

TB: how can cohort sampling affect the outcome/validity of your study?

A
  • different cohorts experience different life/historical events
  • older adults are less flexible (more stress within lab setting) vs younger (less stress within lab setting)

HS 3702: The Aging Mind (12 decks)

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