Psych 300 Final

Front 1

verification

Back 1

involves operationalizing variables

Front 2

naturalistic observation

Back 2

meets descriptive goals

Front 3

descriptive goals

Back 3

ex. narratives, DSMIV criteria, naturalistic observation

Front 4

goal of understanding

Back 4

ex. CAUSES of attitude change

Front 5

systemic observer error

Back 5

caused by telling your assistant what you are proving

Front 6

descriptive stats vs. inferential stats

Back 6

descriptive = summary
inferential = hypothesis testing

Front 7

quasi experiment

Back 7

done when you went to make a causal inference of the effect of the IV on the DV but can't control many of the variables

Front 8

correlation

Back 8

-is the covariation between naturally occuring variables
-measured by surveys

Front 9

if you can make a causal inference, what kind of validiity do you have?

Back 9

Internal validity

Front 10

internal consistency reliability

Back 10

consistency of items in a multi item scale as shown as the average of correlation.

Front 11

What does representativeness allow you to do?

Back 11

generalize your findings

Front 12

natural groups design looks like one thing but actually is another. What are these things?

Back 12

natural grps design looks experimental but is correlational

Front 13

features of repeated groups design

Back 13

-more sensitive
-can involve practice effects

Front 14

longitudinal studies good for..

Back 14

measuring change in an individual

Front 15

differential transfer

Back 15

manipulation in one condition carries over

Front 16

ceiling effect

Back 16

dependent variable reaches a maximum

Front 17

what is the major threat to sucessive indep samples?

Back 17

nonrepresentative successive sampling

Front 18

differential transfer

Back 18

manipulation in one condition carries over

Front 19

parallel lines on a graph means

Back 19

no interaction

Front 20

a circle on a graph means

Back 20

correlation value of zero

Front 21

If a prof is teaching a class 2x per day, and uses an experimental technique in only one of the classes, what is the problem with his experiment?

Back 21

intact groups

Front 22

definition of interaction

Back 22

effects of one IV on the DV
differs depending upon the level of another IV

Front 23

*ceiling effect of floor effect*

Back 23

make you conclude that an INTERACTION exists when it doesn't

Front 24

placebo controls are used to minimize

Back 24

demand characteristics

Front 25

double blind controls are used to minimize

Back 25

experimenter effects

Front 26

Natural groups IV

Back 26

ex.participants peronality (introvert/extrovert)

Front 27

Random groups IV

Back 27

ex. level of arousal (ie high, medium, or low caffine)

Front 28

advantages of case study method (5)

Back 28

-develop hypotheses
-tenative evidence
-evidence against a theory
-useful for studying rare event
-useful for trying new intervention

Front 29

disadvantages of case study method (5)

Back 29

-oberver bias
-experimenter effects
-very limited internal validity
-limited external validity
-incomplete methods

Front 30

ways to strengthen case studies (3)

Back 30

-use several ways of data collection
-conuduct multiple case studies, either by replication of by finding cases that vary on IV (to see DV effects) or cases varying on DV (to see IV effects).
-expand a case study with intervention to a single case experiment or interrupted time series design

Front 31

explanations for lack of return to baseline in ABAB (reversal) design (3)

Back 31

-effect of treatment remains even after it is withdrawn
-confounding variable caused the effect, not the treatment
-new variables might emerge to effect the behavior (ie, behavior becomes self-reinforcing)

Front 32

definition of multiple baseline design

Back 32

-establish multiple baselines of a behavior,usually in diff settings
-introducte treatment in one setting at a time

Front 33

What evidence supports the effects of treatment in a multiple baseline design? (2)

Back 33

- baseline remains stable in a setting before treatment applied in that setting
-behavior changes as predicted after treatment applied to that setting

Front 34

Does a quasi experiment involve random assignment to conditions?

Back 34

No

Front 35

Does a quasi experiment have a control group?

Back 35

No, but sometimes a pseudo control, called a "comparison group" is used.

Front 36

Does a quasi experiment involve a change in an IV?

Back 36

yes

Front 37

Quasi Experiments

Back 37

-include an intervention (change in IV)
-no control, but comparison grp
-no random assigmnemt
-scarce control of potentially confounding variables

Front 38

How do quasi experiments handle the dependent variable?

Back 38

Quasi exper include measures of the dependent variables taken after (and possibly before) the intervention).

Front 39

History

Back 39

A threat to internal validity in which:
-an event is confounded with treatment
-ex. Hawthorne effect
-History =Could something else have happened at the same time to cause the effect?

Front 40

Maturation

Back 40

-A threat to internal validity in which natural changes occur in the participants over time.
-If maturation occurs, you'll see a gradual change in both exper & psedo controls

Front 41

Testing

Back 41

-threat to internal validity in which taking a pretest effects the posttest.
-If you don't see a change in the comparison group from pre-to post-, it's probably not an issue.

Front 42

Instrumentation

Back 42

-threat to internal validity in which measurement instruments change over time.

Front 43

Two categories of Quasi experimental design

Back 43

1. nonequivalent control group design (with or without pretest)
2. interrupted time series design

Front 44

Regression

Back 44

-A threat to internal validity in which extremem scores on the pre-test are less extreme on the post-test.

Front 45

If you pick the sample on the basis of extreme scores, what problem are you likely to have?

Back 45

Regression to the mean

Front 46

Selection

Back 46

A threat to internal validity in which there are differences between the treatment and comparison group due to lack of random assignment
- If there's no comparison group, selection will not be an issue.
-Selection is a big problem in nonequivalent grps design, both with and without pretest.

Front 47

Are the threats a problem for internal or external validity?

Back 47

Internal

Front 48

Threats cause you to believe that:
the intervention has an effect when it doesn't
or
the intervention does not have an effect when it does

Back 48

Threats cause you to believe that: the intervention has an effect when it doesn't

Front 49

Most plausible threats to a One-group pretest posttest design (O1 * O2)

Back 49

history, testing, mortality

Front 50

Interaction of selection with other threats....

Back 50

only happens when you have 2 grps (I'm assuming experimental and comparison).

Front 51

Least plausible threats for one grp pretest/post test design.

Back 51

maturation, instrumentation, selection, interaction of selection with other threats

Front 52

Most plausible threats to a nonequivalent control grp w/out pretest

Back 52

history (not as a main effect but as selection by history), *selection* (be/c 2 grps here), mortality.

Front 53

selection is a prob be/c of random assignment but it can only occur when...

Back 53

2 groups exist (like in nonequivalent control grps designs).

Front 54

Least probable threats to int validity in a nonequiv control grp w/out pretest

Back 54

maturation, testing (no be/c there's no pretest), regression, mortality won't be a prob if people don't leave differentially

Front 55

The "testing" threat to int validity is only a major threat when...

Back 55

A pretest and post test exist.

Front 56

If people in the treatment grp leave in greater numbers than the comparison grp, the threat that is a prob is...

Back 56

Mortality

Front 57

If you choose groups based on their feelings about a subject, the threat to int validity that exists could be..

Back 57

Regression to the mean

Front 58

The most plausible threat(s) in a non-equivalent control group with pretest are...

Back 58

history

Front 59

The least plausible threats to a non-equivalent control grp with pretest?

Back 59

selection (as long as the grps are similar on the pretest measure), maturation (be/c you'd see an effect in control and comparison if this occurs), mortality

Front 60

Interupted time series

Back 60

-quasi experiment that looks like a simple baseline design
-many measures of dv, treatment, and then more dv measures

Front 61

What are the major threats to interupted time series designs?

Back 61

history and instrumentation

Front 62

What are the least plausible threats to an interrupted time series design?

Back 62

maturation, testing, regression are not threats because they would not explain the abrupt discontinuty often present
SELECTION does not apply to an interupted time series design because there are not two grps

Front 63

Which threat is the interrupted time series with nonequiv control grp design unique in reducing? Why

Back 63

history. History threat is reduced with this design because an event that effects both groups cannot be responsible for the treatment effects

Front 64

What are the four questions in program evaluation?

Back 64

N. Poe
-Needs
-process
-outcome
-efficiency

Front 65

Label this question of program eval:
Is the program meeting the needs of the people that it serves?

Back 65

needs

Front 66

Label this question of program eval:
Is the program being implemented as planned?

Back 66

process

Front 67

Label this question of program eval:
Has the program met its goals?

Back 67

outcome

Front 68

Label this question of program eval:
Is the program cost-efficient relative to alternative programs?

Back 68

efficiency

Front 69

What type of testing would be used to eval needs?

Back 69

survey

Front 70

What type of testing would be used to eval process?

Back 70

observation

Front 71

What type of testing would be used to eval outcome?

Back 71

experiment or quasi experiment

Front 72

What type of testing is used to evaluate efficiency?

Back 72

experiment or quasi experiment

Front 73

nomothetic approach

Back 73

an approach to research that seeks to establish broad generalizations or laws that apply to large groups (populations) of individuals; the average, or typical, performance of the group is established

Front 74

idiographic approach

Back 74

general laws plus individual uniqueness

Front 75

Kuhn

Back 75

-scientific revolutions are due to anomolies that accumulate during normal science
-theory, concept, method

Front 76

using recording equipment in observational research can do one of two things (or both). What are they?

Back 76

1.It may help deal with observer bias
2. may only postpone the prob

Front 77

data vs. results

Back 77

data= responses of individual participants, issues of confidentiality are important here
results=summary of data from which conclusions are drawn

Front 78

Examples of direct observational methods
1.w/out intervention
2.w/intervention

Back 78

1.naturalistic observation
2.participant observation, structured observation, field experiment

Front 79

Examples of indirect observational methods

Back 79

1. physical traces
-use traces=unintended
-products
2.archival records
-running=continuous
-episodic

Front 80

Biases in archival records-
selective deposit vs. selective survival

Back 80

deposit = prob in production
survival = upkeep

Front 81

Reactivity

Back 81

knowledge of being observed affects behavior.
People use demand cues to guide their behavior

Front 82

solns to reactivity (4)

Back 82

1. allow participants to adapt to observer
2.use unobtrusive meas where the researcher isn't present
3. used disguised participant observation
4. conceal the observer

Front 83

observer bias

Back 83

Systematic error due to observer expectations
ie, you're more likely to notice behaviors that you expect

Front 84

solns to oserver bias

Back 84

1. automatic recording equipment
2. awareness of possible bias
3. blind observers who are not aware of the hypothesis.

Front 85

If the goal of your research is to describe, what kind of design will you use?

Back 85

observational or survey

Front 86

If the goal of your research is to predict, what kind of design will you use?

Back 86

correlational design

Front 87

If the goal of your research is to understand, what kind of design will you use?

Back 87

experimental or quasi-experimental design

Front 88

Reliability vs. Validity

Back 88

reliability= consistency of measures across time (test-retest reliab) and items (internal reliability)
validity = measure assesses what is intended convergently (correlates w/ other measures of construct) and divergently (correlates poorly with unrelated measures)

Front 89

Survey resesarch can be used to describe or predict. What are the three types of survey research designs?

Back 89

1. cross sectional - can't asses change be/c done at one time
2. sucessive independent samples - cross sections of diff samples; describes changes in a population
3. longitudinal design- same sample over time; describes individuals. It is the best way to asses change but people may drop out, responses may be artificially consistent, takes time and can be expensive.

Front 90

True experiments include...(5 things)

Back 90

1. 2 conditions
2. random assignment
3. control of extraneous variables
4. measure effects on DV
5. must have 1 IV w/ 2 levels & 1 DV.

Front 91

There are three requirements for internal validity. What are they?

Back 91

1. elimination of alternative causes
2. IV before DV (time order relationship)
3. Covariation (DV varies w/ IV)

Front 92

3 types of indep groups design

Back 92

1. random grps design
2. matched grps design
3. nat'l groups - based on individual diff variable, not a true experiment

Front 93

Repeated measures are ____ ___ designs and indep grps designs are ____ ____ designs.

Back 93

repeated = within
indep = between

Front 94

advantages of repeated measures designs

Back 94

1. requires fewer participants, so more efficient
2. more sensitive

Front 95

disadvantages of repeated measures designs

Back 95

1.can't be used if differential transfer occurs
2. practice effects (ANY change over trials)

Front 96

2 X 2 represents

Back 96

2 factor design
2 IVs?
4 conditions
two main effects - effect of each IV on DV
1 interaction - effect on one IV depends upon the level of the other IV

Front 97

How to id a main effect

Back 97

main effects
-represent the effects of each IV considered seperately
-effect of a single IV on a DV

Front 98

How to identify an interaction effect

Back 98

Interaction effects:
-occur when the effect of one IV on the DV differs depending on the level of another IV
-"both IVs have an effect" is NOT an interaction