3001 Final Exam

Front 1

Intuition

Back 1

personal judgement or a single story about one's personal experience
-tells us about the world

Hint 1

finding an explanation for our own behaviors or the behaviors of others

Front 2

ex. conclusion that when you adopt a child, you conceive one shortly after

Back 2

intuition

Hint 2

problem: we may draw conclusions about cause and effect-illusory corrleation

Front 3

authority

Back 3

we are more likely to believe a speaker sho is prestigious, trustworthy, and respectable

Hint 3

ex. aristotle

Front 4

use of objective observations to answer question about the nature of a behavior

Back 4

empiricism

Hint 4

-knowledge is based on observations
-data are collected

Front 5

to conclude a causation:

Back 5

-covariation of cause and affect
-temporal precedence
-elimination of plausible alternative explanations

Front 6

covariation of cause and effect

Back 6

cause is present, effect occurs
when cause is NOT present, effect DOES NOT occur

Front 7

temporal precedence

Back 7

a temporal order of events in which the cause COMES BEFORE the effect

Hint 7

1. cause=tv viewing
2. effect=aggression

Front 8

elimination of alternative explanations

Back 8

-nothing other than a causal variable could be responsible for this observed effect

Hint 8

ex. children who watch a lot of TV are left alone more than those who don't.

Front 9

Basic research

Back 9

-tries to answer fundamental questions about the nature of a behavior
-theoritical issues concerning phenomena

Hint 9

ex. russian memories are recalled more often when speaking russian. english memories in english

Front 10

what are the personality charactieristics for this job?

Back 10

Basic research

Front 11

applied research

Back 11

conducted to address the issues in which there are practical problems and potential solutions

Hint 11

violence and sex impair memory for TV ads.

Front 12

measure personality and use to determine best personalities for the job and hire accordingly

Back 12

applied research

Front 13

skeptical attitude

Back 13

ideas must be evaluated on the basis of careful logic and results from scientific investigation.

Front 14

type of idea or questions
-makes a statement about something that may be true

Back 14

hypothesis

Front 15

when is a hypothesis not testable?

Back 15

when the hypothesis is circular
concepts are poorly defined
-involves non scientific ideas or forces

Hint 15

MUST be observable
not "the devil made me do it"

Front 16

a systematic body of ideas about a particular topic or phenomenon

Back 16

theories

Front 17

what do theories do?

Back 17

ORGANIZE and EXPLAIN a variety of specific facts or descriptions of behaviors
-these facts are NOT meaningful by themselves

Front 18

what else do theories do?

Back 18

generate new knowledge by focusing our thinking so that we notice new aspects of behavior

Hint 18

NOT the same as hypothesis
-grounded on actual data from prior research
MUST be falsifiable

Front 19

Parts of a scientific manuscript

Back 19

Abstract
intro
method
results
discussion

Front 20

ethical research (milgram's obedience study)

Back 20

participants met another "participant"-Mr. Wallace who was hooked up to electric shocks
-shocked him

Hint 20

showed the human inability to resist authority

Front 21

belmont report

Back 21

set of guidelines for the TREATMENT OF PARTICIPANTS

Front 22

beneficence (from belmont report)

Back 22

Maximum results,
minimum risks

Front 23

benefits from beneficence

Back 23

education
treatment for condition
satisfaction with contributing to research
money

Front 24

risks from beneficence

Back 24

physical harm
psychological stress
debriefing
loss of privacy and confidentiality
-naturalistic observation and privacy issues

Front 25

autonomy (belmont report)

Back 25

decision whether or not to participate
-INFORMED CONSENT FORM-can quit at any time..etc.

Front 26

justice (from belmont report)

Back 26

selection of participants
make sure to choose a variety of participants
equally exposed to drugs

Front 27

IRB

Back 27

Needs to have IRB
-at least 5 people, 1 from outside institution
-NOT peer review process
-submit application to IRB for review and approval

Front 28

debriefing (from belmont report)

Back 28

researcher reveals full nature of experiment
makes sure not distress was experienced

Front 29

operational definition of a variable

Back 29

in terms of the operations of techniques that a researcher uses to MEASURE/MANIPULATE

Hint 29

ex: anxiety:
self report questionnaire
number of foot taps
amount of sweat

Front 30

nonexperimental method

Back 30

observe or measure variables of interest
behavior is observed as it NATURALLY HAPPENS

Hint 30

CORRELATIONAL method
cannot determine direction of cause and effect

Front 31

experimental method

Back 31

directly manipulating and CONTROLLING variable
MANIPULATE 1 variable and measure another

Hint 31

researcher manipulates the IV and controls all other variables either by RANDOMIZATION or by DIRECT EXPERIMENTAL CONTROL

Front 32

Variable that is MANIPULATED to observe its effect on the dependent variable

Back 32

IV

Front 33

Variable that is the subject's response to, and dependent on the level of the independent variable

Back 33

DV

Front 34

a relationship in which INCREASES in the values of the first variable are accompanied by both increases and decreases in the values of the 2nd variable

Back 34

curvilinear relationship

Front 35

diagional lines-show relationship between variables-like correlation (pos and neg)

Back 35

linear relationship

Front 36

flat line

Back 36

no relationship

Front 37

degree to which a measurement device accurately measures the theoretical construct it is designed to measure

Back 37

construct validity

Front 38

certainty with which results of an experiment can be attributed to the manipulation of the IV rather than to some other confounding variable

Back 38

internal validity

Front 39

different measures of the SAME CONSTRUCT give the SAME RESULT

Back 39

convergent validity

Hint 39

if life satisfaction and pos. affect are not related-not correlated

Front 40

measure of the 2 constructs that are not related so they allow us to discriminate between the 2 constructs

Back 40

discriminant validity

Front 41

subjects behavior changes because of the awareness of the observer

Back 41

reactivity-like cameraman following around

Hint 41

to minimize this, allow subject to get used to observer
-conceal observer

Front 42

true score

Back 42

real score on the variable

Front 43

measurement error

Back 43

an unreliable measure of intelligence contains considerable measurement error and does not provide an accurate indiciation of an individuals true intelligence

Hint 43

-little measurement error=reliable
-yield identical (or close) intelligence score EACH TIME

Front 44

pearson product moment correlation coefficient

Back 44

r=-1 to 1
the closer r is to 1 or -1=stronger

Front 45

measuring same individuals at 2 points in time

Back 45

test-retest reliability

Front 46

measures what it is supposed to measure

Back 46

face validity

Front 47

reliability coefficient determined by the correlation between scores on half of the items on a measure with scores on the other half

Back 47

split-half reliability

Front 48

an indicator of reliability that examines the agreement of observations made by 2 or more raters

Back 48

interrater reliability

Front 49

measurement scale with categoreis with NO numeric scales
ex. males/females
introverts/extroverts

Back 49

nominal

Front 50

measurement scale with rank ordering/numeric values limited
ex. 2, 3, 5 star restaurants
-intervals between variables NOT known

Back 50

ordinal

Front 51

measurement scale with numeric properities that are literal
-assume equal interval between values
ex. inteligence/aptitude test score/temp
no true 0

Back 51

interval

Front 52

measurement scale where zero indicates absence of variable measured
does have absolute 0
ex. reaction time/weight/age

Back 52

ratio measurement scale

Hint 52

can form ratios (someone weighs 2x as much as another person)

Front 53

does not test hypothesis framed before study
-qualitative in nature but can be quantative also

Back 53

naturalistic obeservation

Front 54

observation that is only interested in a few specific behaviors-
-much less global than naturalistic
-in defined settings

Back 54

systematic observation

Hint 54

reactivity is a problem here

Front 55

uses previous information to answer questions

Back 55

archival research

Hint 55

statistical records
survey archives
written records (content analysis)

Front 56

statistical records

Back 56

public records
ex. baseball records

Front 57

survey archives

Back 57

consisting of data from surveys that are stored in computers and available
-cheap/free and are about NATURAL samples

Front 58

written records

Back 58

diaries and letters

Front 59

content analysis

Back 59

systematic analysis of these existing documents (of statistical records, survey archives)

Front 60

answering in a socially desirable way
"faking good"

Back 60

response set

Hint 60

a pattern of individual response to questions on a self report measure that is not related to the content of the questions

Front 61

larger sample size = raises or lowers the size of CI?

Back 61

LARGER sample size REDUCES the size of CI

Front 62

confidence interval

Back 62

an interval of values within which there is a given level of confidence (ex 95%) where the population lies

Front 63

probability sampling

Back 63

each member of the population has an specific probability of being chosen

Hint 63

used when it is important to accurately describe the population

Front 64

non probability sampling

Back 64

we don't know the probability of any particular member of the population being chosen

Hint 64

this affects ability to generalize
ex. asking psych students to knock on doors in dorm buildings

Front 65

ex. a computer program randomly chooses 100 students from a list of all 10000 college students

Back 65

simple random sampling (prob)

Front 66

ex. the names of all 10000 college students are sorted by major and a computer randomly chooses 50 students from each major

Back 66

stratified random sampling (prob)

Front 67

ex. 200 clusters of psych majors are identified at schools all over the US. out of these 200 clusters, 10 clusters are chosen randomly and every psych major in each cluster is sampled

Back 67

cluster sampling (prob)

Front 68

ex. ask students around you at lunch or in class to participate

Back 68

haphazard (convenience) sampling (nonprob)

Front 69

ex. in an otherwise haphazard sample, select indiviuals who meet a criterion (age of a group)

Back 69

purposive sampling (nonprob)

Front 70

ex. collect specific proportions of data representative of percentages of groups within population, then use haphazard techniques

Back 70

quota sampling (nonprob)

Front 71

sampling frame

Back 71

the actual population of individuals (or clusters) from which a random sample will be drawn.

Hint 71

rarely will this coincide with population of interest-some biases will be introduced

Front 72

response rate

Back 72

the percentage of people in the sample who actually competed the survey. 100 out of 200 people mail back, response rate=50%

Front 73

when researchers are able to manipulate a variable by presenting written, verbal, or visual material to the participants

Back 73

straightforward manipulation

Front 74

when a confederate is used
or stimulating a situation like in the real world

Back 74

staged manipulation

Front 75

ceiling effect

Back 75

failure of a measure to detect a difference because it was too EASY

Front 76

floor effect

Back 76

failure of a measure to detect a difference because it was too DIFFICULT

Front 77

demand characteristics

Back 77

cues that inform the subject how they are supposed to behave
any feature of the experiment that informs the participants the purpose of the study

Front 78

experimenter bias (expectancy effects)

Back 78

any influence (intentional/unintentional) that the experimenter exerts on subjects to confirm the hypothesis under investigation

Front 79

manipulation check

Back 79

a measure used to determine whether the manipulation of the IV has had its INTENDED EFFECT on a subject

Front 80

confounding variable

Back 80

a variable that is not controlled in a research investigation

Front 81

internal validity

Back 81

certainty with which results of an experiment can be attributed to the manipulation of the IV rather than some other confounding variable

Front 82

what type of design (a true experimental design) where the DV is measured only ONCE, after the manipulation of the IV

Back 82

posttest-only design

Front 83

what type of design is an experiment in which DIFFERENT SUBJECTS are assigned to EACH GROUP?

Back 83

independent groups design

Hint 83

also called between-subjects design

Front 84

what type of design is an experiment where the same subjects are assigned to each group?

Back 84

repeated measures design

Hint 84

also called within-subjects design

Front 85

what is an order effect?

Back 85

the order of presenting the treatments affects the DV.
ex. greater recall in a certain condition could be because of the order of the conditions

Hint 85

repeated measures

Front 86

what is a practice effect? (order effect)

Back 86

an improvement in performance as a result of repeated practice with a task

Hint 86

repeated measures

Front 87

what is a fatigue effect? (order effect)

Back 87

when performance gets worse because the participant gets tired/bored/distracted

Hint 87

repeated measures

Front 88

what is a contrast effect? (order effect)

Back 88

when the response of the 2nd condition in the experiment is altered because the 2 conditions are contrasted to one another

Hint 88

repeated measures

Front 89

how would you solve order effects?

Back 89

counterbalancing

Front 90

what is counterbalancing?

Back 90

using all possible orders of presenting the conditions in the experiment

Front 91

what is a matched pairs design?

Back 91

RANDOMLY assigning participants to groups.
goal is to first match people on a participant CHARACTERISTIC.

Hint 91

matching variable will either be DV or something closely related to DV

Front 92

cross-sectional method

Back 92

randomly selecting participants from different AGE GROUPS.
different participants make up different age groups

Hint 92

adv: fast
disadv: generation (cohort) effects

Front 93

longitudinal method

Back 93

single group of participants is followed over time and tested repeatedly

Hint 93

disadv: may not apply to other generations
mortality (attrition)
improved performance
reactivity
adv: allow you to see the development of behaviors.

Front 94

Using more than 2 levels of an IV

Back 94

the results of an experiment with only 2 GROUPS (2 levels of an IV) will always appear to be LINEAR

Hint 94

using MORE than 2 levels of the IV reveals a CURVELINEAR or nomonotonic relationship

Front 95

complex design

Back 95

2 OR MORE IVs are manipulated SIMULTANEOUSLY in a single experiment

Front 96

complex design=factorial design

Back 96

can determine each IV alone (main effects) and the effect of the IVs in the combination (interaction effects)

Hint 96

1 2
3 4

Front 97

what is an interaction?

Back 97

when the effects of 1 variable depend on the level of another variable

Hint 97

you can't discuss the effect of 1 IV without considering the effect of the other IV
parallel lines generally indicate LACK of interaction

Front 98

what is the main effect?

Back 98

the DIRECT EFFECT of an IV on a DV

Front 99

what is a quasi experimental design?

Back 99

NOT a true experiment
approximates the control features of true experiments to infer that a given treatment DID have its intended effect

Hint 99

addresses the need to study the effect of an independent variable in settings in which the control features of true experimental designs cannot be achieved.

Front 100

internal validity

Back 100

are the conclusions telling us the truth?

Front 101

problems with one group pretest-posttest design
HISTORY

Back 101

can be caused by any confounding event that OCCURS AT THE SAME TIME as the experimental manipulation

Hint 101

threat to internal validity

Front 102

problems with one group pretest-posttest design
MATURATION

Back 102

any changes that occur systematically over time.
ex. problem in smoking reduction if more people become concerned about their heatlh

Hint 102

threat to internal validity

Front 103

problems with one group pretest-posttest design
TESTING

Back 103

taking any pretest changes the participants behavior.

Hint 103

threat to internal validity

Front 104

problems with one group pretest-posttest design
INSTRUMENT DECAY

Back 104

people may get tired of recording the number of cigarettes smoked per day-leads to an apparent reduction in cigarette smoking when is not really true.

Hint 104

threat to internal validity

Front 105

problems with one group pretest-posttest design
REGRESSION TOWARD THE MEAN

Back 105

when participants are selected because they score extremely high or low on some variable and when tested their scores are more likely to go in the direction of the mean.

Hint 105

threat to internal validity

Front 106

problems with nonequivalent control group design
SEECTION

Back 106

when participants who form the 2 groups in the experiment are chosen from existing natural groups.

Hint 106

threat to internal validity

Front 107

interrupted time series design

Back 107

the effectiveness of the treatment is determined by measuring both before and after treatment

Hint 107

the treatment is NOT introduced at random points in time.

Front 108

control series design

Back 108

interrupted time series design with a CONTROL GROUP

Front 109

what is a quasi experimental design?

Back 109

NOT a true experiment
approximates the control features of true experiments to infer that a given treatment DID have its intended effect

Hint 109

addresses the need to study the effect of an independent variable in settings in which the control features of true experimental designs cannot be achieved.

Front 110

internal validity

Back 110

are the conclusions telling us the truth?

Front 111

problems with one group pretest-posttest design
HISTORY

Back 111

can be caused by any confounding event that OCCURS AT THE SAME TIME as the experimental manipulation

Hint 111

threat to internal validity

Front 112

problems with one group pretest-posttest design
MATURATION

Back 112

any changes that occur systematically over time.
ex. problem in smoking reduction if more people become concerned about their heatlh

Hint 112

threat to internal validity

Front 113

problems with one group pretest-posttest design
TESTING

Back 113

taking any pretest changes the participants behavior.

Hint 113

threat to internal validity

Front 114

problems with one group pretest-posttest design
INSTRUMENT DECAY

Back 114

people may get tired of recording the number of cigarettes smoked per day-leads to an apparent reduction in cigarette smoking when is not really true.

Hint 114

threat to internal validity

Front 115

problems with one group pretest-posttest design
REGRESSION TOWARD THE MEAN

Back 115

when participants are selected because they score extremely high or low on some variable and when tested their scores are more likely to go in the direction of the mean.

Hint 115

threat to internal validity

Front 116

problems with nonequivalent control group design
SEECTION

Back 116

when participants who form the 2 groups in the experiment are chosen from existing natural groups.

Hint 116

threat to internal validity

Front 117

interrupted time series design

Back 117

the effectiveness of the treatment is determined by measuring both before and after treatment

Hint 117

the treatment is NOT introduced at random points in time.

Front 118

control series design

Back 118

interrupted time series design with a CONTROL GROUP

Front 119

single-subject experimental design

Back 119

NOT case studies
traditionally used in studies of reinforcement and behavior modification

Front 120

reversal design: ABA/ABAB

Back 120

A=baseline
B=treatment

Front 121

multiple baseline design

Back 121

measure baseline in several situations (ex. aggressive behavior at home/school/daycare)
introduce treatment at different times in different situations

Front 122

a measure of variability of scores about a mean.
the mean of a sum of squared deviations of scores from the group means

Back 122

variance

Hint 122

S^2

Front 123

the average deviation of scores from the mean (square root of variance)

Back 123

standard deviation

Hint 123

S

Front 124

regression equation

Back 124

a mathematical equation that allows prediction of one behavior when the score of another variable is known

Hint 124

y=a+bx

Front 125

null hypothesis

Back 125

assuming that there is no difference between the populations from which the samples were drawn
reject null if p<.05

Hint 125

ex. the drug will have no effect

Front 126

alternative/research hypothesis

Back 126

there is a difference between the populations

Hint 126

ex. the drug had an effect

Front 127

t-test

Back 127

tests the significance of the DIFFERENCE BETWEEN MEANS

Hint 127

independent groups
repeated measures

Front 128

one-tailed test

Back 128

group 1> or < than group 2
you hypothesize that group 1 LESS THAN OR GREATER THAN group 2

Front 129

two-tailed test

Back 129

you DO NOT SPECIFY a predicted direction of difference
say group 1 WILL DIFFER from group 2

Front 130

ANOVA (f-test)

Back 130

used to determine whether 2 or more means are significantly different.

Hint 130

F=ratio of systematic variance to error variance

Front 131

two-tailed

Back 131

h0: mean ofexperimental pop=control pop
hA: mean of experimental pop NOT=to control pop

Front 132

one-tailed

Back 132

h0: mean of experimental pop is less than OR EQUAL to control pop
hA: mean of experimental pop is greater than control pop

Front 133

if p<.05

Back 133

conclude that sample means are significantly different

Hint 133

IV had an effect

Front 134

if p>.05

Back 134

conclude that the sample means are not significantly different

Hint 134

IV did not have an effect

Front 135

type 1 error

Back 135

when the null hypothesis is TRUE but you REJECT it.
IV had no effect but you conclude IV had an effect

Hint 135

False alarm
ALPHA

Front 136

type 2 error

Back 136

IV had an effect but you conclude that it did not
null is FALSE but you DO NOT REJECT it

Hint 136

Miss
BETA

Front 137

prob of correctly deciding null is false

Back 137

1-B

Hint 137

POWER

Front 138

a limitation on generalization is an...?

Back 138

interaction

Hint 138

ex. 2 different subject groups of the population would BEHAVE DIFFERENTLY

Front 139

best evidence for external validity is ?

Back 139

REPLICATION with different populations/situations/times

Front 140

exact replication

Back 140

allows you to relate your results to previous results
to confirm a surprising or unexpected result

Hint 140

extraordinary claims require extraordinary proof

Front 141

conceptual replication

Back 141

replication of the conceptual relationship between variables using DIFFERENT PROCEDURES and DIFFERENT PARTICIPANTS

Hint 141

measuring DV in operationally different ways.

Front 142

meta-analysis

Back 142

a set of statistical procedures for COMBINING THE RESULTS OF A NUMBER OF STUDIES in order to provide a GENERAL ASSESSMENT of the relationship between variables