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Research Method > Week 4: Focusing Your Question and Choosing a Design > Flashcards

Week 4: Focusing Your Question and Choosing a Design Flashcards

1
Q

The process by which a researcher strives to define variables by putting them in measurable terms

A

Operationalizing

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2
Q

Overall, this concept refers to the idea that your measurements and methodology allow you to capture what you think you are trying to measure or study

A

Validity

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3
Q

The idea that an investigation or measurement tool should yield consistent findings if researchers use the same procedures and method repeatedly

A

Reliability

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4
Q

The concept that researchers can test whether the hypothesis or claim can be proven wrong

A

Falsifiable

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5
Q

An important step in formulating your research project is crafting a specific and ____________ that will guide your investigation

A

From a Testable Hypothesis

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6
Q

There must be a way to know whether your hypothesis is false, that is, if the videos do not boost intelligence

A

Ensure Your Hypothesis is Falsifiable

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7
Q

A concept of Piaget’s (a cognitive developmental psychologist) that refers to a process where internal mental structures take in new information and fit it in with existing structures (schemas)

A

Assimilation

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8
Q

A concept of Piaget’s (a cognitive developmental psychologist) that refers to a process where internal mental structures change as a function of maturation and taking in new information

A

Accommodation

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9
Q

A test of implicit cognition that measures participants’ reaction time to investigate the strength of association between people’s mental representation

A

Implicit Association Test

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10
Q

A clearly specified definition of your variables, stated in observable and measurable terms

A

Operational definition

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11
Q

The use of numerical data and statistical techniques to examine questions of interest. Or, research that results in data can be numerically measured

A

Quantitative research

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12
Q

The assignment of participants to different conditions in an experiment by methods that rely on chance and probability so that potential biases related to assignment to conditions are removed

A

Random assignment

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13
Q

In an experimental design, the set of participants that receives the intervention or treatment with the goal of determining whether the treatment impact the outcome

A

Experimental group

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14
Q

In an experimental design, the set of participants who do not receive the experimental treatment (or who receive an inert version). This group is compared with the experimental group

A

Control group

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15
Q

A variable manipulated by the experimenter to observe its effect on a dependent variable

A

Independent variable

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16
Q

The factor of interest being measured in the experiment that changes in response to manipulation of the independent variable

A

Dependent variable

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17
Q

A measure of the degree to which the conclusions drawn from a research study can be applied to real-life situations

A

Ecological validity

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18
Q

A group of research approaches that do not attempt to manipulate or control the environment, but rather involve the researcher using a systematic technique to examine what is already occurring.

A

Non-experimental Methods

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19
Q

In a cause-and-effect relationship between two variables, both variables can act as the causal variable. For example, higher intelligence may cause one to be in a higher socio-economic bracket and being in a higher socio-economic bracket may cause one’s intelligence to increase; the effect goes both ways

A

Biderectionality

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20
Q

Research that results in data that are non-numerical and are analyzed for meaning or patterns

A

Qualitative research

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21
Q

A theoretical perspective that examines how participants derive meaning from their lived experiences

A

Social Constructionism

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22
Q

A theoretical perspective that seeks to explore and understand how individuals are shaped and experienced through cultural and social norms

A

Post-structural feminism

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23
Q

Research that uses both quantitative and qualitative data within a single study

A

Mixed methods research

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24
Q

A mixed methods research design that first collects and analyzes qualitative data then uses these findings to inform the quantitative data collection

A

Exploratory design

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25
Q

A mixed methods research design that first collects and analyzes quantitative data then follows up the findings with a more in-depth qualitative study

A

Explanatory design

26
Q

A mixed methods research design that collects and analyzes the quantitative and qualitative data separately, but then integrates the results together

A

Convergent design

27
Q

The difference between the actual or true value of what you are measuring and the result obtained using the measurement instrument

A

Measurement error

28
Q

A general measure of the consistency of your assessment, usually measured by specific types of ________

A

Reliability

29
Q

A measure of the consistency of results obtained using the same assessment tool on multiple occasions

A

Test-retest

30
Q

A measure of the consistency of results obtained on different but equivalent forms of the same assessment tool

A

Alternate forms

31
Q

A measure of agreement in the scores provided by two or more different raters

A

Inter-rater reliability

32
Q

A measure of how much the scores on items within an assessment yield the same values–to what extent are items within the assessment correlated with each other?

A

Internal consistency

33
Q

Within a test, this is a measure of internal consistency where the scores on half the items on an assessment are correlated with the scores on the other half of the assessment

A

Split half

34
Q

Within a test, this is a measure of internal consistency that measures the average correlation between all items in the assessment

A

Cronbach’s alpha (a)

35
Q

refers to how well the content of a test measures the construct it is intended to measure

A

Evidence based on test content

36
Q

A construct is measured too narrowly and its measurement does not include all relevant aspects of the construct

A

Construct underrepresentation

37
Q

A construct is measured too broadly and its measurement includes aspects that are not part of the construct

A

Construct irrelevant variance

38
Q

The degree to which the mechanisms underlying what people think, feel, or do when responding to test items or tasks matches the construct the test or task is trying to measure

A

Evidence-based on response processes

39
Q

The degree to which test items and components match the structure of the underlying construct

A

Evidence-based on internal structure

40
Q

A statistical technique that examines the relationships between items in a scale. The approach is useful for determining whether a scale measures a single variable or multiple ones

A

Factor analysis

41
Q

The degree to which a test/construct is related to other external variables

A

Evidence-based on relations to other variables

42
Q

The degree to which two constructs that theoretically should be related to one another are related

A

Convergent evidence

43
Q

A single dimension of personality

A

General factor of personality

44
Q

A cluster of three antisocial personality traits: Machiavellianism, narcissism, and psychopathy

A

Dark triad

45
Q

A lack of correlation between two constructs that should not be related to one another

A

Discriminant evidence

46
Q

The tendency of individuals to respond in a way that will be viewed favorably by others

A

Socially desirable responding

47
Q

The degree to which test scores predict a criterion variable measured at the same point in time

A

Concurrent evidence

48
Q

The degree to which test scores predict a criterion variable measured at a future point in time

A

Predictive evidence

49
Q

Evidence that examines the interpretations and uses of test scores and their resulting intended and unintended consequences

A

Evidence-based on consequences of testing

50
Q

The degree to which the content of a measure assesses what it is intended to measure

A

Evidence-based on test content

51
Q

The degree to which the mechanisms underlying what people think, fell, or do when responding to items or tasks matches what was intended

A

Evidence-based on response processes

52
Q

The degree to which the items on a measure match the underlying structure of the construct

A

Evidence-based on internal structure

53
Q

The degree to which the scores on measure are related to other external variables

A

Evidence-based on relations to other variables

54
Q

The degree to which two assessments designed to measure the same construct or behaviour actually do measure the same thing

A

Convergent validity

55
Q

The degree to which two assessments designed to measure different constructs or behaviours are in fact measuring different things

A

Discriminant validity

56
Q

The degree to which an assessment correlates with a future measure of a construct or behaviour

A

Predictive validity

57
Q

The degree to which an assessment is correlated with an outcome measure at present

A

Concurrent validity

58
Q

The degree to which a measure “appears” to assess the behaviour of interest

A

Face validity

59
Q

The degree to which a particular variable is actually the cause of a particular outcome

A

Internal validity

60
Q

The degree to which the conclusions drawn from the results of an investigation can be generalized to other samples or situations

A

External validity

Research Method (6 decks)

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