Teachers Notes And Ch 5 And 6 Research Methods For Behavioral Sciences

Front 1

A population includes_

Back 1

every member of the group of people (or animals) you want to study.

Hint 1

ch 5 notes

Front 2

It will be impossible for you to study all elderly persons in the US that are presently depressed. Instead you will study_

Back 2

a ‘representative sample’ of persons who are members of your accessible population.

Hint 2

ch 5 notes

Front 3

A sample is _

Back 3

simply the group of individuals who actually participate in your study.

Hint 3

ch 5 notes

Front 4

Most of the content of this class is about_

Back 4

quantitative research.

Hint 4

ch6 notes

Front 5

QUALitative research is based on _

Back 5

observation of research participants and ethology (data is from observation, doesnt need statistical analyses.)

Hint 5

ch 6 notes

Front 6

QUANtitative research where data are reported_

Back 6

in terms of statistical analyses

Hint 6

ch 6 notes

Front 7

The descriptive research strategy is _

Back 7

is the simplest research strategy. Variables are not compared or related to one another. (The investigator simply explores the state of a variable or variables in a population.)

Hint 7

ch 6 notes

Front 8

Relationships between variables are often reported in graphic form. There are four remaining research strategies that identify relationships between variables:

Back 8

1. linear relationship: (6.1c) straight line pattern
2. curvilinear relationship: (6.1d) curved line
3. negative relationshi: (6.1c)one variable increase, the other decrease
4. positive relationshi: (6.1b)one vari increase, the other increase

Hint 8

p 161

Front 9

In correlational research scores on two variables _

Back 9

are compared in a single group of individuals. (Correlational research only describes relationships among variables, it does not explain them.)

Hint 9

ch6 notes

Front 10

experimental research is to explain

Back 10

cause and effect relationships are examined.

Hint 10

ch 6 notes

Front 11

Quasi experiments are similar to experiments, however they often lack random assignment to treatment conditions so_

Back 11

cause and effect relationships are not as certain as in true experiments.

Hint 11

ch 6 notes

Front 12

A common situation where quasi-experiments are done is when we want to study a phenomenon where _

Back 12

it would be impractical or unethical to randomly assign participants to an experimental condition.

Hint 12

ch 6 notes

Front 13

Non-experimental designs attempt to show that variables are related _

Back 13

without trying to explain why they are related.

Hint 13

ch 6 notes

Front 14

correlation do not involve comparing different groups of scores, it studies

Back 14

measures two different variables for each and tries to find a pattern

Hint 14

p166

Front 15

The validity of a study is the degree to which it _

Back 15

accurately answers the question it intended to answer. (Anything that makes us question the accuracy of results or the quality of the study can be described as a threat to validity)

Hint 15

p167 and in ch6 notes

Front 16

External validity (p. 168) is the degree to_

Back 16

which we can generalize findings.

Hint 16

ch6 notes and p168

Front 17

Three types of generalization are noted:

Back 17

Generalization from a sample to the general population. Or, is the sample really a representative sample? Is treatment A better than treatment B for all people, or was the sample not very representative?
(Cross-species generalization p174)

Generalization from one research study to another. Or, can the study be replicated with a different sample of individuals? (multiple treatment interference, fatigue and practice, p174-175)

Generalization from a research study to a real world setting. Or, will treatment A work in a busy community mental health center where the clinicians may not have as much time to spend with each client, or as much expertise or motivation as the investigators? (Sensitization p175)

Hint 17

ch 6 notes and p 169

Front 18

Internal validity (p. 169) is the degree to which _

Back 18

we are confident that the outcome was caused by the variable of interest. (if it produces a single, unambiguous explanation for the relationship between two variables p170)

Hint 18

ch 6 notes

Front 19

Extraneous variables and confounding variables threaten _

Back 19

internal validity, that is, they may explain for the observed outcomes. (any variable in a research study other than the specific variables being studied p177)

Hint 19

p176 and ch 6 notes

Front 20

A confounding variable is one that changes systematically along with the variable being studied and provides an alternate explanation for the outcome

Back 20

it is an extraneous variable (usually monitored) that changes systemically along with the two variables being studied. it is a threat to internal validity)

Hint 20

p178

Front 21

Environmental Variables: _

Back 21

a threat to internal validity in all studies

Hint 21

p180

Front 22

Individual differences: threats to _

Back 22

internal validity for studies comparing different groups (p. 181)

Hint 22

p181

Front 23

Notice that the more one tries to control threats to external validity the more _

Back 23

one introduces threats to internal validity

Hint 23

187

Front 24

An artifact is an external factor that can influence or distort measurement. Your textbook describes three types of artifacts:

Back 24

experimenter bias, demand characteristics and participant reactivity, and exaggerated variables.

Hint 24

187-188