Descriptive And Correlational Research, Scales And Survey Measures, Ethics, Reliability And Construct Validity

Front 1

types of observation

Back 1

naturalistic
participant
contrived

Front 2

sampling procedures

Back 2

random
stratified
cluster
convenience
quota

Front 3

type of observation:
naturalistc

Back 3

observe them in their own environment

Front 4

type of observation:
participant

Back 4

get into group, be one of them

Front 5

type of observation:
contrived

Back 5

bring them to your observation location to watch them unnoticed

Front 6

problem w/ disguised vs. nondisguised observation

Back 6

social desirablity

Front 7

sampling procedure:
random

Back 7

random assignment

Front 8

sampling procedure:
stratified

Back 8

randomly sample from groups of interest
ex. race or gender

Front 9

sampling procedure:
cluster

Back 9

sample group rather than individual
ex. university or city

Front 10

sampling procedure:
convenience

Back 10

sample participants who are readily available
ex. teacher has class as participants

Front 11

sampling procedure:
quota

Back 11

representative proportions

Front 12

sampling

Back 12

selection of participants
*must be representative of population

Front 13

correlational studies

Back 13

-see if variables are related at all
-relation of variables to eachother
-two continuous variables
-can not determine causal effects

Front 14

structure of correlational hypotheses

Back 14

___ is (positively/negatively) associated with ___.

Front 15

factors that influence magnitude of correlations

Back 15

-restricted range/variance of scores
-low reliability of measures
-outliers
-sample size influences significance

Front 16

determining correlations

Back 16

-scatterplots
-Pearson's r

Front 17

Pearson's r

Back 17

-range +1 to -1
-r^2 (coefficient of determination): % of variance shared b/w variables
-influenced by sample size
-.10 is weak, .30 is moderate, .50 is strong
- +/- doesn't matter - only gives direction

Front 18

pros and cons of correlational designs

Back 18

pros
-can determine the unique relation of 2 variables
-mediation and moderation effects

cons
-can't determine direction of causation
-effects of outliers on magnitude

Front 19

structure of multipredictor hypothesis

Back 19

(variable1), (variable 2), and (variable 3) all predict unique variance in (variable 4).
(variable 1) predicts (variable 2) controlling for (variable 3) and (variable 4).

Front 20

controlling for

Back 20

-variance explained by competing variable is held constant
ex. violent crimes and ice cream sales
-controlling for regional temp.
-are ice cream sales related to violent crimes when the temp. is always the same?

Front 21

conceptual construct

Back 21

-abstract definition
-psychological construct
ex. aggression

Front 22

operational construct

Back 22

-concrete definition
-how you will measure the construct
ex. blasting another person w/ loud noises
-measurement issues

Front 23

reliability

Back 23

the consistency or dependablility of a measuring technique

Front 24

ways to test reliability

Back 24

-test-retest
-interitem
-interrater

Front 25

test-retest reliability

Back 25

consistency over time

Front 26

interitem reliability

Back 26

consistency of items to each other

Front 27

interrater reliability

Back 27

agreement of observations b/w raters

Front 28

measuring reliability

Back 28

-cronbach's alpha >.80
-item-total correlations >.30
-T1-T2 correlation >.70
-intraclass correlation for raters

Front 29

increasing the reliability of a measure

Back 29

-standard administration
-reword or discard bad items
-add items
-train your coders

Front 30

face validity

Back 30

-extent to which an instrument APPEARS to measure what it is supposed to measure
-often clear-cut items
-problem: social desirability

Front 31

construct validity

Back 31

the degree to which the study measures and manipulates the underlying psychological elements that the researcher claims to be measuring and manipulating

Front 32

testing construct validity

Back 32

-how does the measure relate to other measures?
-convergent validity
-discriminate validity

Front 33

convergent validity

Back 33

should correlate positively with similar measures

Front 34

discriminate validity

Back 34

should correlate negatively or not at all with dissimilar measures

Front 35

criterion validity

Back 35

the extent to which the measures allow researchers to distinguish among participants on the basis of a particular criterion

Front 36

ways to test criterion validity

Back 36

-concurrent validity
-predictive validity

Front 37

concurrent validity

Back 37

measure distinguishes b/w people in the present

Front 38

predictive validity

Back 38

measure distinguishes b/w people on a relevant behavior in the future

Front 39

two types of problems in measurement

Back 39

bias
-systematic errors that "push" scores int he desired direction
-needs to be resolved immediately

random error
-unsystematic errors due to chance
-typically avg. to zero w/ repeated use

Front 40

utilitarian perspective

Back 40

all research should be conducted as long as it serves a useful purpose for society as a whole

Front 41

deontological perspective

Back 41

no research should be conducted that violates the rights of the participants

Front 42

current ethics principle

Back 42

-no research should be conducted in which the costs outweigh the benefits
-determined by the Institutional Review Board (IRB)

Front 43

cost in conducting research

Back 43

-time
-money
-effort
-discomfort
-embarrassment
-pain
-stress
-threat to health
-boredom
-death (non-human)
-recalling trauma
-lack of significant impact

Front 44

benefits of research

Back 44

-knowledge
-improving assessments
-improving quality of life
-improving an established procedure
-resolving a societal problem

Front 45

informed consent

Back 45

informing the participants of the nature of the study and obtaining their agreement to participate

Front 46

informed consent must...

Back 46

-be presented in a way that is understandable
-be obtained from a person who can give valid, legal consent
-mention that participation is voluntary
-include a signature line
-describe the study and the potential risks involved
-encourage participation w/o coercion

Front 47

what if you use deception?

Back 47

-make sure it is necessary
-you must metion it during the debriefing

Front 48

confidentiality

Back 48

the data participants provide may only be used for the purposes of the research and may not be divulged to others

Front 49

assuring confidentiality

Back 49

-make the responses completely anonymous
-assign a unique number to each particpant
-keep all data in a locked cabinet

Front 50

debriefing

Back 50

the procedure through which research participants are told about the purpose of a study after it is completed

Front 51

debriefing should...

Back 51

-take place as soon as the study is complete
-clarify the purpose
-remove any discomfort
-obtain participant's reactions
-involve thanking the participant
-give the participant a "script" if you use deception

Front 52

professionalism

Back 52

all researchers should treat the particpants with respect and attend to any discomfort as soon as it becomes apparent

Front 53

violations to professionalism

Back 53

-failing to show up on time to conduct the study
-unable to run the study properly
-being disrespectful
-being ungrateful for participation
-falsifying data or results

Front 54

types of variables

Back 54

-categorical
-discrete
-continuous
-all analyses involve defining variables as either categorical or continuous

Front 55

categorical variable

Back 55

-yes or no
ex. male or female, did it or not, true or false

Front 56

discrete variable

Back 56

-ranges from high to low
-set increments (1,2,3,4,5)
-whole # and in betweens
ex. 2 or 2.5

Front 57

continuous variable

Back 57

-ranges from high to low
-infinite increments
-whole # and in betweens
ex 2 and 2.5

Front 58

types of scales

Back 58

-nominal
-ordinal
-interval
-ratio

Front 59

nominal scale

Back 59

-number assigned to characteristics
-aka categorical
-gender, race

nominal sounds like "name" - assign # to name

"1"-male taking survey
"2"-female taking survey

Front 60

ordinal scale (rank)

Back 60

-rank-ordering
-best performance, second best, etc

spaces between 1, 2, 3 not necessarily even
ex. race
1, 2, 3, 4

sounds like "order"

Front 61

interval scale

Back 61

-continuous scale with no zero point
ex. stress
-no point where there is an absolute zero point
-impossible to have none

Front 62

ratio scale

Back 62

-continuous scale with zero point
ex. weight, tempurature
-descrete variable
ex. 2 is 2x of 1
4 is 2x of 2

zero in ratio = scale has a zero in it

Front 63

self-report items

Back 63

-specific
-simple
-relevant
-proper and consistent response format
*answer same way for all questions, same format
-need some reverse-coded items
*other extreme "i like myself" and "i don't like myself"
ex. Rosenberg Self-Esteem Scale

Front 64

Rosenberg Self-Esteem Scale

Back 64

1-strongly agree
2-agree
3-neutral
4-disagree
5-strongly disagree

Front 65

interview

Back 65

-friendly atmosphere
-conceal personal reactions
-ask questions EXACTLY as worded
-do NOT lead the interview

Front 66

problems in self-report

Back 66

-social desirability
-leading questions
-double-barreled questions
*have 2 phrases in which participants don't know which to answer
ex. "i don't like to go out, I'd rather read a book" - they could say yes to one half but say no to other half
-response sets
*responses hang around 3 or only answer with 1 or 5
-length
*don't make it too long or participants won't answer truthfully if they are bored

Front 67

things to remember

Back 67

-don't "reinvent the wheel"
*if it already exists, don't make another one
-pretest your measure before you use it