Experimental Social Psychology

Front 1

Experimental Method

Back 1

-cause and effect based on random sampling.
-Hypotheses: null and alternative.
-Manipulate IV(s) to affect DV to determine a possible causal relationship

Hint 1

-Problems: extraneous variables, environment, etc.

Front 2

Control Group

Back 2

-Get the inactive part of the IV
-Comparison for other levels/groups

Front 3

IV vs DV

Back 3

-IV: causal variable, at least two levels (not always enough)
-DV: result (effect) variable, sensitivity to change is important.

Hint 3

-IV is controlled to measure the impact of IV on the DV.

Front 4

Between Groups Design

Back 4

-Separate groups for each level of the IV, the results are compared.

Hint 4

-2 group design=1 IV and 2 levels

Front 5

Within Groups Design

Back 5

-Every group gets each level of the IV

Hint 5

-the results are usually aggregated.

Front 6

Simple Randomized Design

Back 6

-1 IV, more than two levels

Hint 6

-McKenna
-study the effects of noise on studying
-dorm noise, TV, rock 'n roll, birds/nature, silent.
-Subjects studied text for 30 min, later quizzed
-How well written/how informative was the text? Like text? Meet author?

Front 7

Correlational Research Design

Back 7

-Use data that already exists to find a statistical correlation.
-Never know if you're missing variables
-Measuring what exists

Hint 7

-Bushman and Anderson (2001)
-Refuting viewing violence and acting violently
-If viewing violence caused more violence, society would show it
-Violent crime, non-violent, MDK
RW: 13% 87% 2%
TV: 87% 13% 50%

Front 8

Pseudo-Experimental Design

Back 8

-A group is exposed to a treatment or condition and then observed for changes which are attributed to the treatment.
-IV exists but is not under control of researcher
-1 group pre-post test

Hint 8

-Static Group Comparison Design
-No premeasure only post

Front 9

Quazi-Experimental Design

Back 9

-Experimental design with selected subjects based on real world exposure to variables at hand.
-Allow for more control with a manipulated IV, also at least one non-manipulated grouping variable.
-Factorial in nature
-Lack random assignment
-no causal results

Front 10

Simple Time Series Design

Back 10

Period of time between points of measurement.

Hint 10

-quazi-experimental, within subjects design

Front 11

Equivalent Time Sample Design

Back 11

-Equivelant times of operations (ABAB design)
-Observe - Manipulate - Observe - M
(control) (experiment) (c) (e)

Hint 11

-quazi-experimental

Front 12

Strong Internal Validity

Back 12

What you manipulate is affecting the outcome.

Front 13

History Effect

Back 13

-2 points of measurements, within subjects design
-Something historical occurs between pre/post measure

Hint 13

-Ex: Study begins 9/9/2001 and ends 9/15/2001.

Front 14

Maturation

Back 14

Short term, internal to individual.

Hint 14

-Ex: getting bored, tired, hungry, etc.

Front 15

Instrumentation

Back 15

-Affects only the DV
-As a function of measuring DV, you change it
-Attitude can be changed by answering the question

Hint 15

-Ex: the pressure from a blood pressure cuff may affect the subject's performance.

Front 16

Statistical Regression

Back 16

-At least 2 measurements using same tool
-The tendency for extreme scores to regress toward the mean by the 2nd measurement.

Front 17

Selection Bias

Back 17

-Anything in the selection process skewing the results?

Hint 17

-Ex: time of day, location, etc.

Front 18

Mortality (attrition)

Back 18

Any change due to subject loss from various comparison groups.

Front 19

Experimenter Bias

Back 19

The experimenter's own ideas influence the data.

Front 20

Confirmation Bias

Back 20

The experimenter only looks for data to support hypothesis(es).

Front 21

Sequencing

Back 21

The order of conditions may be problematic.

Front 22

Interaction of problems

Back 22

There may be multiple threats to internal validity.

Hint 22

-Ex: History, maturation, instrumentation, statistical regression, selection bias, mortality (attrition), subject bias, experimenter bias, and/or sequencing.

Front 23

Subject Bias (Demand Characteristics)

Back 23

The subject gives what they think the experimenter wants.

Front 24

Latin Sqaure (counterbalancing)

Back 24

-Helps break down every possible condition.
-Treatments are assigned at random within rows and columns, with each treatment once per row and once per column.

Hint 24

-Usefull when the experimenter desires to control variation in two different directions.

Front 25

Between Subjects Design

Back 25

-The values of the DV for one group of participants (used) are compared with the values of another group of participants (never used).

Hint 25

-Ex: Used Never Used
10 ----------------4
8------------------6
14----------------5
(---- = 'compared to')

Front 26

Within Subjects Design

Back 26

-Each participant gets all levels of IV, individual scores are compared

Hint 26

-Ex: Before After
SubjA: 10------------------4
SubjB: 8-------------------6
SubjC: 14------------------5
(---- = 'compared to')

Front 27

Non-Equivalent Control Group

Back 27

-Find a group as close as possible to the treated group to be used as a control group.

Hint 27

-Can never be sure they are compatible

Front 28

Questions to ask when reading an abstract

Back 28

-What were the authors trying to figure out?
-What are the IV's and DV's?
-were the authors trying to show causality?
-How many groups did they use?
-How did they assign subjects to groups?
-What would worry the IRB?
-Threats to internal validity?

Front 29

Instructional Independent Variable

Back 29

-Manipulative
-Need attention of subjects
-Eye contact, appropriate pauses
-Leave room for questions
-keep as simple/clear as possible
-Impact: move subjects to respond
-Avoid more than one manipulation at a time
-People come in, say, "I need you to..."
-Manipulation takes place during instruction

Front 30

Event IV

Back 30

-Something happens, everything unfolds
-Any confederate is one
-As long as it is played out in front of the subject it is one
-create realism (such as fake newspaper which looks real)
-Generally have more impact
-Keeps people from guessing what the study is about because of the "surprise."
-False feedback is between instructional and event IV.

Front 31

Standardization

Back 31

-Important for consistency; every subject gets the same exposure

Hint 31

Live or recorded?
-Live gives the opportunity to make sure that people understand
-Recorded gives uniformity, but not everyone processes information the same way.

Front 32

Cross-Lagged Panel Technique

Back 32

-Establishes correlations over time

Front 33

What would worry the IRB?

Back 33

-Consent
-Risk
-What is the Purpose/objective?
-Debriefing
-Benefits
-Procedure
-Subjects (recruitment, how many?)