Psych 2018 Quiz 2

Front 1

Developing Measures

Back 1

know the literature, modify commonly used measures/see new uses for old ones, refine constructs of interest in study,

Front 2

Constructs

Back 2

which behaviours will adequately reflect the construct will be inferred and not directly observable

Front 3

Habituation

Back 3

a gradual decrease in responding to stimuli

Front 4

Habituation Procedure

Back 4

show stimuli, repeat, then show new stimuli done in order to see if young children know certain concepts (natural vs unnatural test events)

Front 5

Natural Test Event

Back 5

show image/video that naturally occurs n reality (a ball rolling down a hill aka gravity)

Front 6

Unnatural Test Event

Back 6

show image/video that does not naturally occur in reality (a ball rolling up a hill)

Front 7

Mental Rotation

Back 7

rotate objects in mind to see if they match others, an experiment on this judged reaction time

Front 8

Reliability

Back 8

if the results are repeatable when behaviours are remeasured

Front 9

Measurement Error

Back 9

if a great deal of this reliability is low, instruments used to test this

Front 10

Validity

Back 10

if a behavioural measure measures what it is supposed to, not another construct

Front 11

Content Validity

Back 11

whether or not the actual content of the items on a test makes sense in terms of the construct being measured (also if it includes items that assess each of the attributes)

Front 12

Face Validity

Back 12

whether the measure seems valid to those taking it in order for subjects to take the task seriously

Front 13

Criterion Validity

Back 13

whether the measure can a) accurately forecast some future behaviour or b) is meaningfully related to some other measure of behaviour

Front 14

Construct Validity

Back 14

concerns whether a test adequately measures some construct and it connects directly with the operational definitions (gets better with more supportive research)

Front 15

Convergent Validity

Back 15

scores on a test measuring 1 construct should relate to scores on other tests that are theoretically related to the construct

Front 16

Discriminant Validity

Back 16

shouldn't relate to unrelated constructs

Front 17

Measurement Scales

Back 17

assign numbers to events: type being used helps determine appropriate statistical analysis to be completed

Front 18

Nominal Scales

Back 18

classify into 1 group or another (categories)`

Front 19

Ordinal Scales

Back 19

sets of rankings showing the relative standing of objects/individuals

Front 20

Interval Scales

Back 20

include in rankings the concept of equal intervals between ordered events

Front 21

Mean

Back 21

average

Front 22

Median

Back 22

middle

Front 23

Mode

Back 23

most frequent

Front 24

Outliers

Back 24

scores far removed from others in data sets

Front 25

Range

Back 25

the difference between high and low scores (estimate variability)

Front 26

Standard Deviation

Back 26

a set of sample scores is an estimate of the average amount by which sample scores deviate from the mean score

Front 27

Variance

Back 27

standard deviation squared

Front 28

Interquartile Range

Back 28

used when there are outliers (median of scores above and below the median of the entire data set)

Front 29

Histogram

Back 29

graph showing the number of times each score occurs (normal bell curve)

Front 30

Frequency Distribution

Back 30

a table that records the number of times each score occurs

Front 31

Inferential Statistics

Back 31

study small sample and hope it applies to wider population

Front 32

Null Hypothesis

Back 32

assume there's no difference in performance between conditions you're studying

Front 33

Research/Alternate Hypothesis

Back 33

outcome you're hoping to find

Front 34

Alpha Level

Back 34

probability of obtaining your particular results

Front 35

Type 1 Error

Back 35

rejecting the null hypothesis (H0) when it is actually true (suspected when a study fails to be replicated)

Front 36

Type 2 Error

Back 36

when you fail to reject the null hypothesis (H0) but you're wrong (when there are unreliable measures/not sensitive enough)

Front 37

Statistical Determinism

Back 37

establish laws about behaviour and make predictions with probability greater than chance

Front 38

Inferential Analysis

Back 38

analyze 2 types of variability (systematic variance and error variance)

Front 39

Systematic Variance

Back 39

the result of an identifiable factor, either the variable of interest or some factor you've failed to adequately control

Front 40

Error Variance

Back 40

non systematic variability due to individual differences and random events

Front 41

File Drawer Effect

Back 41

studies finding no difference are less likely to be published

Front 42

Effect Size

Back 42

provides an estimate of the magnitude of the difference among sets of scores while taking into account the amount of variability in the scores

Front 43

Meta Analysis

Back 43

uses effect size analysis to combine results from several experiments that use the same variables even if they have different operational definitions

Front 44

Confidence Intervals

Back 44

a range of values expected to include a population value with a certain degree of confidence

Front 45

Power

Back 45

the chance of rejecting the null hypothesis (h0) when it is false, as this increases the chance of type 2 error decreases and vice versa

Front 46

Correlation

Back 46

establishes whether or not there is a relation between or among 2 variables (no manipulation only naturally existing variables)

Front 47

Experiment

Back 47

involves random assignment to different conditions being investigated, the manip of the IV and the measurement of a DV

Front 48

Independent Variable

Back 48

manipulated and under the experimenters control

Front 49

Dependent Variable

Back 49

something expected to depend on/vary with the manipulation of the IV

Front 50

Extraneous Variable

Back 50

the factors being held constant (need various IV levels to compare)

Front 51

Field Experiments

Back 51

take place in the field

Front 52

Field Research

Back 52

broader term for any empirical research outside the lab, including both experimental and non experimental studies/methods

Front 53

Situational Variables

Back 53

features in the environment that subject might encounter

Front 54

Task Variables

Back 54

researchers vary the type of task preformed by subjects (ex. give groups of subjects dif types of problems to solves)

Front 55

Instructional Variables

Back 55

manipulate by telling different groups to preform a specific task in different ways

Front 56

Control Group

Back 56

receives no experimental treatment (baseline for comparison)

Front 57

Confounds

Back 57

effects intermixed with IV, like third variable in correlational studies, they make the results difficult/impossible to interpret

Front 58

Measuring DV

Back 58

know prior research and use already established DV's that are reliable and valid

Front 59

Cieling Effect

Back 59

occurs when average scores for the groups in the study are so high that no difference can be determined between conditions

Front 60

Floor Effect

Back 60

when all scores are extremely low, usually because a task is too hard for everyone, produces a failure to find any differences between conditions

Front 61

Subject Variables

Back 61

existing characteristics of the individual participating in the study. can't be manipulated, must select based on desired characteristics (quasi experiment)

Front 62

Quasi Experiment

Back 62

when subjects are selected based on characteristics and are then sorted into random groups and studied

Front 63

Drawing Conclusions with Subject Variables

Back 63

cant draw causal conclusions bc limited to making educated guesses about the reasons why something is true (bc subjects may differ from each other in ways unknown to you)

Front 64

Validity of Experimental Studies

Back 64

psych research is said to be valid if it provides the understanding of the behaviour it is supposed to

Front 65

Statistical Conclusion Validity

Back 65

concerns the extent to which the researched uses stats properly and draws the appropriate conclusions from analysis

Front 66

External Validity

Back 66

the extent to which results can be generalized beyond the study

Front 67

Ecological Validity

Back 67

research with relevance for everyday cognitive activities of people trying to adapt to their environment

Front 68

Internal Validity

Back 68

when the effect can be confidently attributed to the manipulation of the IV

Front 69

Pretest

Back 69

to judge whether change occurs, evaluate people prior to experience (need control group to compare with)

Front 70

Posttest

Back 70

measure taken after experience to see if change occurs

Front 71

History

Back 71

an event occurs between pre and posttest that produces large changes unrelated to the treatment program itself (use control group to account for this)

Front 72

Maturation

Back 72

developmental changes that occur with the passage of time and impact studies that extend over time (control group can account for this)

Front 73

Testing

Back 73

the mere fact of taking part has an effect on posttest (control account)

Front 74

Instrumentation

Back 74

when measurement instrument changes form pre to posttest

Front 75

Subject Selection Effects

Back 75

if the groups aren't equivalent there is a confound

Front 76

Hist x Selection Confound

Back 76

some historical events might affect one group but not the other, as well the group may mature at different rates,respond to testing at different rates, or have different degrees of regression from the mean

Front 77

Attrition

Back 77

people leave the study so a subject selection problem arises because the group starting the experiment is not equivalent to the group completing it

Front 78

Between Subjects Design

Back 78

if the subjects receive either A or B treatments but not both, comparison of conditions will be a contrast between 2 groups of individuals

Front 79

Equivalent Groups

Back 79

sometimes experience at one level of Iv makes it impossible to do other levels because of experience

Front 80

Random Assignment

Back 80

every person volunteering for the study has equal chance of being placed in any of the groups being formed

Front 81

Blocked Random Assignment

Back 81

a procedure ensuring that each condition of the study has a subject randomly assigned to it before any condition is repeated a second time. each block of the study contains all conditions in a randomized order

Front 82

Matching

Back 82

subjects are grouped together on some subject variable and then distributed randomly to different groups in the experiment (smaller groups)

Front 83

Matching Criteria

Back 83

give reliable and valid measure of characteristic, must have reason to believe it will have a predictable effect on the outcome of the study, be confident that MV and Dv are correlated

Front 84

Within Subjects Design

Back 84

each participant receives both levels A and B of IV, everyone is measured several times

Front 85

Advantages to Within Design

Back 85

fewer people needed, good for when pop of interest is small, eliminate equivalent groups problem, individual variance not a problem

Front 86

Order Effect

Back 86

once a subject has completed the first part of the study, the experience/altered circumstances could influence performance in later parts of the study

Front 87

Progressive Effects

Back 87

it is assumed that performance changes steadily from trial to trial

Front 88

Carryover Effect

Back 88

some sequences might produce effects different from those of other sequences (if this exists usually a between design is chosen)

Front 89

Counterbalancing

Back 89

use more than one sequence (2 categories: Test Once Per Condition or Test More Than Once Per Condition)

Front 90

Complete Counterbalancing

Back 90

every possible sequence will be tested at least once (determined by calculating X! where X is # of conditions and ! is math calculation of a factorial)

Front 91

Problem with Complete Counterbalancing

Back 91

as the # of levels increases the possible sequences increase dramatically

Front 92

Partial Counterbalancing

Back 92

a subset of the total # of orders is used (either sample from complete set of possible orders or randomize order)

Front 93

Latin Square

Back 93

assured that a) every condition of the study occurs equally often in every sequential position and b) every condition precedes and follows every other condition exactly once

Front 94

Reverse Counterbalancing

Back 94

the experimenter presents the conditions in one order, then presents them again in the reverse order

Front 95

Error Bars

Back 95

indicate the amount of variability that occurred within each condition (show central tendency and variability)

Front 96

Cross Sectional Study

Back 96

between subjects approach with different age groups

Front 97

Longitudinal Study

Back 97

within subjects approach with a single group studied over time

Front 98

Problems with Longitudinal Studies

Back 98

attrition, ethical problems when people change their minds about participating, informed consent is an ongoing process

Front 99

Cohort Effects

Back 99

a group of people born at about the same time, differ in enviros and histories

Front 100

Cohort Sequential Design

Back 100

a group of subject is selected and retested every few years and additional cohorts are selected every few years and also retested over time

Front 101

Experimenter Bias

Back 101

desire to confirm a strongly held hypothesis might lead an unwary but emotionally involved experimenter to behave (w/o awareness) in such a way as to influence the outcome of the study

Front 102

Controlling for Experimenter Bias

Back 102

mechanize procedures as much as possible

Front 103

Protocols

Back 103

train people well and give highly detailed descriptions of the sequence of steps that should be followed in each research session

Front 104

Double Blind Procedure

Back 104

neither researcher or subject are aware of who has been placed in the treatment, placebo, and control groups

Front 105

Subject Bias

Back 105

can occur in several ways, depending on what subjects are expecting and what they believe their role should be in the study

Front 106

Hawthorne Effect

Back 106

when behaviour is affected by the knowledge that one is in an experiment and is therefore important to the study's success

Front 107

Good Subject

Back 107

be cooperative through repetitive/boring tasks in the name of science. Furthermore, if subjects figure out hypothesis they may try to behave in a way that confirms it

Front 108

Demand Characteristics

Back 108

aspects of the study that reveal the hypothesis being tested (reduce internal validity) more often occur in within designs

Front 109

Evaluation Aprehension

Back 109

subjects want to be evaluated positively so they may behave as they think an ideal person should

Front 110

Controlling for Subject Bias

Back 110

reduce demand characteristics to a minimum through methods like deception or placebo

Front 111

Manipulation Check

Back 111

ask subjects in a deception study what they think the true hypothesis is

Front 112

Ratio Scale

Back 112

numbers refer to quantities and intervals are assumed to be of an equal size, a score of zero denotes absence of phenom being measured

Front 113

Descriptive Statistics

Back 113

stats which describe the sample data without drawing inferences about the larger population

Front 114

Population

Back 114

the complete set of events you're interested in, must be clearly defnied

Front 115

Sample

Back 115

set of actual observations - subset of population

Front 116

Regression to Mean

Back 116

when selecting based on an extreme score subsequent scores tend to be less extreme