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| Believing something because we keep hearing it. |
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Believing something just because it comes from an authority figure..
Ex: Teacher, parent, Law enforcement |
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| Believing something because our experience suggests it's true |
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| Believing something because logic, reason or common sense suggest it's true. |
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| Objective and empirical (observable) |
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| Based on objective and systematic observation, verifiable evidence |
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| Follows rules of logic, doesn't make false assumptions, consistent with known facts. |
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Verifiable through direct observation.
Come up with ways to test.
Two ways: 1.Specific predictations can be made
2. Falsifiable |
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| Able to be replicated by others |
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| Tentative and self correcting |
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| Be willing to disregard explanation if facts are against it |
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| Steps In the resaerch process |
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Definition
1. Find a problem to solve
2. Literature review
3.Hypothesis development
4.Research design
5.Conduct research study
6.Data analysis( Goes in results section)
7.Interpretation of results( Goes in discussion section)
8.Report results |
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Step 1 in research process Find a problem to solve.
Ways to get ideas for research |
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1.Curiosity
2.published research reports
3.Theories
4.Practical problems (Applied Research)
A. Basic research
B. Applied Research
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| Step 2 in research process Literature Review |
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Find out what is already known
stimulate new ideas
replication if needed
avoid past problems |
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| Going back and looking at what was cited in research papers. |
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What is a primary source of a journal article (1st person)
They wrote the article |
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| What is a secondary source ( Summarizes years of research) |
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| A generally accepted statement that summarizes existing knowledge about a phenomenon |
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| A predicted relationship between variables that is to be tested. |
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| acquires general information a phenomenon |
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| Attempts to solve a specific problem |
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| Can determine cause and effect because at least one variable is manipulated |
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| Single factor designs has how many Independent Variables? |
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| Single factor- mulitple levels |
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| One IV with more than 2 levels |
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| Measuring what we really want to measure ( accurate) |
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| Set of procedures used to measure or manipulate |
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| Extraneous variables that affect groups differently, not individual subjects |
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| Distribute effects of extraneous variables by randomly assigning subjects to groups. |
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| Eliminate the extraneous variable or hold it constant. |
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| A true experiment consist of what? |
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| Manipulation and randomization and controling of extraneous variables |
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| Which variable is manipulated in an experiment? |
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| Which variable is measured in an experiment? |
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| What is ex post facto research? |
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| Composing an experiment on data that has already happened. |
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| What is predicting in an experiment saying? |
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| That something will happen |
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| What is descripting in an experiment saying? |
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| Telling what has happened. |
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| Saying something happened, but it did not |
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| Saying that nothing happened, but it did. |
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| Another name for between subject group? |
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| How many levels do the participants recieve in a between groups study? |
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| What are the advantages of between subjects design? |
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| What is a disadvantage of a between subjects design? |
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| What is another disadvantage of a between subjects design? |
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| More variability between groups makes it harder to show statistical difference. |
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| How do you assign participants in an independent group design? |
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| Randomly distribute subjects among groups |
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| What is the purpose of a between subjects design? |
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| To be able to compare what you are measuring. |
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| Compares the means of 2 groups |
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| Repeated Measure is another name for what design? |
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| How many levels do the participants get exposed to in a within subjects design? |
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| What is a advantage to a repeated measure design? |
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| What is another advantage to a within subjects design? |
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| Less variability between groups ( Same people) easier to show differences |
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| What is a disadvantage of a within subjects design? |
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| more time consuming for each subject |
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| What is another disadvantage of a within subjects design? |
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| Carry over effects are potential confounds |
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| What is another disadvantage to a within subjects design? |
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| Counterbalance to minimize carryover give each subject a different order of treatment. |
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| What is a matched pair design? |
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| Matching subjects on an important extraneous variable and divide them between groups |
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| What is meant by statistical significance? |
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| A significant result is one that has a very low probability of occuring if the population means are equal. |
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| What are the 2 types of errors? |
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| What kind of error is type 1? |
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| What kind of error is type 2 |
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| In a type 1 error if Ho=p>.05(greater than) than you should |
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| In a type 2 error if Ha=p<.05(Less than) then you should |
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| A false alarm is also known as what type of error? |
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| What does the t-test take into account? |
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| Variability in each data set, maganitude of difference between means and number of samples in each set. |
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| When you reject the null you are saying what about the probability? |
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| One group is significantly different |
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| When you do not reject the null you are saying what? |
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| There is not a significant difference and they are equal |
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| The Iv goes on what axis? |
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| What Dv goes on what axis? |
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| What is construct validity? |
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| Measuring what you say you are measuring |
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| What is external validty? |
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| The ablitity to genernalize it to the world. |
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| What is internal validity? |
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| Experiment done correctly without confounds |
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| Why is testing a possible confound? |
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| Pretesting may change performance on post test |
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| Why is history a possible confound? |
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| Some event other the the iv could change the behavior |
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| Why is maturation a possible confound? |
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| Subjects tested more than once may chnage between tests, or different groups of subjects may become unequal if you wait long enough between test |
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| why is statistical regession to the mean a possible confound? |
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| Subjects chosen because of extreme scores are likely to score less extremely next time |
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| Why is selection a possible confound? |
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| Subjects not chosen randomly, groups may differ |
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| What might selection interact with? |
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| Maturation, regression and history |
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| When death of subjects cause unequal withdrawal from groups may cause groups to differ. |
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| The dropping out causing the unequal withdrawal from groups may cause groups to differ. |
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| What experimenters characteristics may cause confounds? |
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| Personality, apperance and authority |
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| What experimenter expectancies may produce confounds? |
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| Single blind experiment and double blind both subjects |
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| What kind of volunteers would create a volunteer bias? |
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Definition
Subjects who tend to be more highly educated and in a higher ses.
Have a higher need for approval
More intelligent |
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| What are demand characteristics? |
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| Cues that give subjects ideas whether right or wrong about purpose. |
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| What is a response set? ( what they think the experimenter expects) |
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| Tendency to respond to questions from a particular perspective. |
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| What are some ways to control subjects perceptions? |
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| Single and double blind experiments and deceptions |
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| What do single factor experiments test? |
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| The effect of one IV on one or more DV |
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| What is the ceiling effect? |
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| Failure of measure to detect a difference because it was too easy. |
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| What is the floor effect? |
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| Failure of a measure to detect a difference because it was too difficult. |
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| The act or instance of inferring an unknown from something that is known. |
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| The act or process of interpolation or the state of being interpolated. |
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| What is a quasi experiment? |
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| design that approximates the control features of true experiments to infer that a given treatment did have its intended effect. |
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| Non experimental reasearch can not what? |
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| Determine cause and effect because no variable is manipulated |
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| determine how variables change together using correlational statistics |
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| A measurement may be _ but not _ |
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| Control increases_ and Decreases _ |
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| Randomization decreases _ and Increases _ |
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