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35 Cards in this Set
 Front
 Back
how well your operationlization REPRESENTS the constructs

TRANSLATION VALIDITY


HOW well a meaure APPEARS to measure what you want

face validity


how well a emasure covers the material included in a construct and avois material not cinlude idn a construct

content validity


validity of a measure based on its relationship to another IV measure as PREDICTED BY YOUR THEORY how hwo emasure hsould behave

criterionrelated validity


how wella emasure predicts what you'd expect it to predict

predictive validity


how wella measure can distingiosh b/w ggroups that it should theoritically be able to distinguish

concurrent validity
ex: measure of intelligence should predict GPA as well 

how well a measure matches up with another measure of the same construct

convergent validity
ex: one measure of intelligevent should correlate highly with other accepted measures of intelligence 

how DIFFERENT your measure is from other measures that it should theoricatlly be different from them

discriminate validity


when you use only ONE VERSIONS OF A TREATMENT or program in your study
ex: you say studying affects grades, but you only look at one type of studying 
monooperation bias


when you give some group a treatment, but they may also be gettingsome OTHER TREATMENTS THAT MAY AFFECT YOUR OUTCOME

interaction of different treatments


only ONE MEASURE fo a construct
ex: you're intersted in the effect of age on depression, but you only measure depression with one test 
monomethod biasq


this is when testing or measuring makes peoplemore/less sensitive to your treatment

interaction of testing and treatment


treatment has unintended consequences

restricted generalizbility accros construct


when you only look at one level of your construct but label it as if it was for ALL LEVELS
ex: saying studying doesn't improve grades, but you only measured grade improvement after 20 sec. of studying 
confounding constructs and levels of constructs


measurement error that is randomly distributed ACROSS measurements
 one way to reduce this is to use multiple ways of measurement 
random error


error in measurement that occurs in the same direction in most cases
 one way to reduce this is by being careful in the design of your study 
systematic error


what is the difference between an experiment and a quasiexperiment?

the participants are not randomly assigned to condition in a quasiexperiment


this type of varialbe averages out betwee/ groups with randoml selection.
ex: age, social status 
extranous variable


it is a variable that does not avergae out and causes the results of the experiment to be questionable

confounding variable


the double blind procedure is used to control _____________ bias

experimental


an experimental design where the sample is grouped into relatively homogenous subgroups and then members of each subgroup are randomly assigned to conditions.

randomized block design


t or f: the randomlized block design helps there be no other plausable altnernative explanation

TRUE


is a statistical method for reducing variance caused by extraneous variables, by factoring out pretest measurements of the extraneous variable.

COVARIANCE DESIGN


Analysis of covariance is...

ANCOVA


A ttest has one IV with how many levels?

only 2


a single factor anova has one IV with how many levels?

only 3+


T OR F: you use an ANCOVA when you have preexperimental data you want to account for as well

TRUE


________ Validity the degree to which conclusions you reach about relationships in data are reasonable.

conclusion


what is a type I error?
possibility of a this increases as your alpha level increases instead bring the rejection region closer to the mean 
where you think there is a relationship, when it actually DOES NOT EXISTS


What is a type II error?

when you conlude there is no relationship, but it actualy
EXISTS 

t/f: generally .80 or higher is acceptable power level for a study

true


t/f: low power makes us conclude that no relationship exists, when it really does (Type II Error)

true


t/f: a correlation coefficient is a numerical index of the degree of relationship b/w 2 variable

true


________ reasoning: uses specific observsations to inder wider, more geneliable theories or conecept
bottom up appraoch 
inductive


________reasoning: uses a broad theory to predict specific occurences

deductive
