Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
93 Cards in this Set
- Front
- Back
|
Credited as 1st to address questions about the nature of human beings and behavior
|
Aristotle
|
|
|
First research psychologist
|
Willhelm Wundt
|
|
|
1st Lab in US?
|
William James
|
|
|
What kind of research seeks to increase knowledge?
|
Basic Research
|
|
|
What kind of research seeks to find solutions to certain problems?
|
Applied Research
|
|
|
What uses behavioral research methods to assess effects of social or institutional programs on behavior?
|
Evaluation Research
|
|
|
What are the 3 goals of behavioral research?
|
1) Describing Behavior
2) Predicting Behavior 3) Explaining Behavior |
|
|
Is behavior simple common sense?
|
No
|
|
|
Why is research valuable to the student?
|
-Relevant to profession
-Better research consumer -Increase critical thinking -Helps one become an authority |
|
|
The practice of relying on observation to draw conclusions about the world
|
Empiricism
|
|
|
Scientific observation must necessarily be...
|
Systematic
|
|
|
3 facts of "the scientific approach" are:
|
1) Empiricism
2) Public Verification 3) Sovable Problems |
|
|
Easy to recognize; violates the basic criteria of science systematic empiricism, public verification, and solvability
|
Pseudoscience
|
|
|
Psudoscience characteristics:
|
-Nonempirical
-Unverifiable -Irrefutable hypotheses |
|
|
What are scientists' two jobs?
|
Detecting and explaining phenomena
|
|
|
A set of propositions that attempts to specify the interrelationships among a set of concepts
|
Theory
|
|
|
A _______ specifies how and why concepts are interrelated , a ________ describes only how they are related
|
-theory
-model |
|
|
Explanations made after the fact
|
Post-Hoc
|
|
|
Hypotheses made prior to data collection
|
Priori
|
|
|
A specific proposition that logically flows from a theory
|
Hypothesis
|
|
|
A process of reasoning from a general proposition (theory) to specific implications of that proposition (hypothesis)
|
Deduction
|
|
|
Abstracting a hypothesis froma collection of facts.
|
Induction
|
|
|
Hypotheses based solely on previously observed patterns of results
|
Emperical Generalizations
|
|
|
Specifically, hypotheses must be open to ___________.
|
Falsifiability.
|
|
|
When researchers use many different methods and designs as they test theories.
|
Methodological Pluralism
|
|
|
When research confirms one theory while discrediting others
|
Strategy of strong inference
|
|
|
Like the dictionary definition
|
Conceptual Definition
|
|
|
Defines a concept by specifying precisely how the concept is measured or maniupulated in a study
|
Operational Definition.
|
|
|
Can hypotheses ever be completely proven?
|
No, only supported or un-supported.
|
|
|
Certain variables that are not related to human behavior
|
Null findings..
|
|
|
What are the strategies of Behavioral Research?
|
1) Descriptive Research
2) Correlational Research 3) Experimental Research 4) Quasi-Experimental Research |
|
|
Describes the behavior, thoughts or feelings of a group.
|
Descriptive Research
|
|
|
Investigates the relationships among various psychological variables.
|
Correlational Research
|
|
|
When a variable is changed or manipulated to see changes in behavior.
|
Experimental Research
|
|
|
The variable that is changed or manipulated.
|
Independent Variable.
|
|
|
The variable that is observed or recorded
|
Dependent Variable.
|
|
|
The researcher either studies the effects of some variable or event that occurs naturally (and doesn't manipulate the independent variable) or else manipulates the ind. variable but doesn't control extraneous factors.
|
Quasi-Experimental Research
|
|
|
A cognitive generalization that organizes and guides the processing of information.
|
Schema
|
|
|
All behavioral research attempts to answer questions about ______________.
|
Behavioral Variability.
|
|
|
Behavior varies across what 3 things?
|
1) across situations
2) among individuals 3) over time |
|
|
Used to summarize and describe the behavior of participants in the study.
|
Descriptive Statistics.
|
|
|
Used to draw conclusions about the reliability and generalizability of one's findings.
|
Inferential statistics
|
|
|
A statistic used by researchers to indicate the amount of variability in participants behavior.
|
Variance.
|
|
|
= systematic variance + error variance.
|
Total Variance
|
|
|
The part of variability in participants' behavior that is related in an orderly, predictable fashion to the variables the researcher is investigating
|
Systematic Variance
|
|
|
Variance that remains unnaccounted for...
|
Error Variance
|
|
|
The statistics that measure the strength of relationships are called ________ _________ or _____________________.
|
1) Effect Sizes
2) Measures of strength of association. |
|
|
what are the cutoffs for small, medium and large association among variables?
|
.01, .06, and .15 (.15 being a relatively strong relationship).
|
|
|
An effect size of ____ of the total variance in a variable is considered a large effect.
|
.15 or 15%
|
|
|
Used to analyze and integrate the results from a large set of individual studies.
|
Meta-analysis
|
|
|
Involve the direct observation of behavior
|
Observational measures
|
|
|
Use bodily processes and behavior
|
Physiological measures.
|
|
|
Involve the replies people give to questionaires and interviews
|
Self-Report Measures
|
|
|
Involve how participants "feel"
|
Affective self-reports
|
|
|
Involve how participants "think"
|
Cognitive self-reports
|
|
|
Involve how participants "act"
|
Behavioral self-reports
|
|
|
The study of psychological measurement
|
Psychometrics
|
|
|
When different kinds of measurement provide the same results there is more confident in their validity.
|
Convergent Operations
|
|
|
Basically the numbers assigned to participants, ie. 1, 2, 3...
|
Nominal Scale (name)
|
|
|
The rank ordering of a set of behaviors or characteristics
|
Ordinal Scale
|
|
|
Involves the rank ordering of a set of behaviors or characteristics.
|
Ordinal Scale
|
|
|
Equal differences between the numbers reflect equal differences between participants. i.e., IQ test
|
Interval Scale
|
|
|
Highest level of measurement. Has a true zero score, involves real numbers that can be added, subtracted, etc.
|
Ratio scale.
|
|
|
Refers to the consistency or dependability of a measuring technique.
|
Reliability
|
|
|
The score that the participant would have obtained if our measure were perfect and we had no error.
|
True Score
|
|
|
Error not attributed to true score
|
Measurement Error
|
|
|
Assessing a measure's reliability involves an analysis of the ___________
|
Variability.
|
|
|
What factors attribute to measurement error
|
1)transient states
2) stable attributes 3) situational factors 4) characteristics of the measure itself 5) recording mistakes. |
|
|
Reliability = ________ + _______
|
Variance due to true score + Variance to to measurement error.
|
|
|
Assessing a measure's reliability involves an analysis of the ___________
|
Variability.
|
|
|
The proportion of the total variance in a set of scores that is systematic variance assoc. w/ participants true scores.
|
Reliability.
|
|
|
The proportion of the total variance in a set of scores that is systematic variance assoc. w/ participants true scores.
|
Reliability.
|
|
|
What is the range in measure of reliability?
|
.00 (no reliability) - 1.00 (perfect reliability)
|
|
|
This statistic expresses the strength of the relationship between two measures on a scale from .00 to 1.00
|
Correlation Coefficient
|
|
|
Refers to the consistency of participant's responses on a measure over time.
|
Test-retest reliability.
|
|
|
Measures the degree of consistency among the items on the scale.
|
Interitem reliability.
|
|
|
The correlation between a particular item and the sum of all other items on the scale.
|
Item-total correlation.
|
|
|
What level do researchers want the item-total correlation between each item to be?
|
.30 or greater.
|
|
|
When the researcher divides the items on a scale into two sets.
|
Split-half.
|
|
|
Equivalent to the average of all possible split-half reliabilities.
|
Cronbach's alpha
|
|
|
As rule of thumb, researchers consider a measure to have adequate inter-item reliabliity if Chronbach's alpha exceeds _______?
|
.70 or 70%
|
|
|
Involves consistency among two or more researchers who observe and record participants.
|
Inter-rater reliability.
|
|
|
What are 4 ways to increase reliability of measures?
|
1) standardize the measure
2) clarify the instructions/questions 3) train observers 4) minimize errors in coding data. |
|
|
The extent to which a measurement procedure actually measures what it is intended to measure
|
Validity
|
|
|
What are 3 ways to assess validity?
|
1) Face Validity
2) Construct Validity 3) Criterion-Related Validity |
|
|
The extent to which a measure appears to measure what it's supposed to measure. Not scientific, based on the judgement of the researcher.
|
Face Validity
|
|
|
Entities that cannot be directly observed but are inferred on the basis of empirical evidence.
|
Hypothetical Constructs
|
|
|
Seeing whether a particular measure relates as it should to other measures.
|
Construct validity.
|
|
|
Correlate with measures that it should
|
Convergent Validity
|
|
|
Does not correlate with measures that it should not.
|
Discriminant Validity.
|
|
|
Refers to the extent to which a measure allows us to distinguish among participants on the basis of a particular criterion.
|
Criterion-Related Validity.
|
|
|
Two measures administered at roughly the same time.
|
Concurrent Validity.
|
|
|
Occurs when particular measure is not equally valid for everyone who takes the test.
|
Test Bias.
|
