Term
| ___ occurs when an extraneous variable is not controlled |
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Definition
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Term
| we can conclude that the Independent Variable caused the results only is there are no ____ |
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Definition
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Term
| when the results can be attributed to the Independent variable, the experiment is said to have _____ |
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Definition
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Term
| 7 threats to Internal Validity... |
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Definition
| history, maturation, testing, instrument decay, regression toward the mean, mortality, selection |
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Term
____ design = a researcher must obtain:
-2 equivalent groups
-introduce the independent variable
- measure the effect of independent variable on dependent variable |
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Definition
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Term
| ____ design = pretest given before experimental manipulation is introduced |
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Definition
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Term
| 3 advantages of a pretest... |
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Definition
1. verification of equivalence
2. assessment of mortality effects
3. selection of participants with specified characteristics |
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Term
| 1 disadvantage of pretest... |
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Definition
| increased vulnerability to demand characteristics |
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Term
| ____ are a problem in which any feature of the experiment could reveal to the participants the true purpose of the study and skew your results |
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Definition
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Term
| _____ design = participants are randomly assigned to the various conditions so that each participates in only one group... AKA "Between Subjects" |
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Definition
| Independent Groups Design |
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Term
| a coin toss, computer generated assignment, and table of random numbers are all example of _____ |
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Definition
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Term
| ____ = decision to assign an individual to a particular condition is completely random and beyond the control of the researcher |
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Definition
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Term
| _____ design = people are matched on a participant variable |
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Definition
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Term
| The goal of Matched Pairs Design is... |
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Definition
| to achieve the same equivalency of groups that is achieved by repeated measure design without the necessity of having the same participants in both conditions |
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Term
| _____ design = in an experiment with 2 conditions, such as when each participant is assigned to both levels of the independent variable, each participant is measured after receiving both levels of the independent variable... AKA "Within Subjects" |
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Definition
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Term
| cohort effects are a potential confounding variable in ____ analysis |
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Definition
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Term
| it would be of advantage to the researcher to use independent groups design in dealing with: ___, ___, and ____ |
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Definition
| carry-over effects, generalization to real world, and treatment that has a relatively permanent effect |
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Term
| it would be of great advantage to the researcher to use repeated measures design in dealing with: ___, ___, and ___ |
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Definition
| generalization to the real world, number of participants needed, and sensitivity for detecting differences. |
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Term
| 2 types of manipulations of the independent variable... |
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Definition
| straightforward or staged |
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Term
| ____ manipulations = manipulate variables with instructions and stimulus presentations (video, verbal, written, etc) |
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Definition
| straightforward manipulations |
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Term
| ___ manipulations (AKA event manipulation) = used when the researcher is trying to create a psychological state in participants or it is necessary to simulate a real world situation |
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Definition
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Term
| ___ = people who appear to be participants but are actually part of the manipulation |
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Definition
| confederates or accomplices |
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Term
| The dependent variable can be measured through: ____, ____, and ____. |
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Definition
| self-reports, behavioral measures, and pysiological measures |
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Term
| ____ = are used to determine/measure attitudes, liking for someone, judgments about someone's personality, intended behavior, emotional states, attributions about why someone performed well or poorly on a task, confidence in one's judgment, and other aspects of human thought/behavior. Rating scales with descriptive anchors (endpoints) are commonly used |
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Definition
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Term
| ____ measures = direct observations |
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Definition
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Term
| ___ measures = GSR, EMG, EEG, MRI, fMRI |
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Definition
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Term
| ___ is always important when measuring human performance |
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Definition
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Term
| 2 types of range effects are... |
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Definition
| floor and ceiling effects |
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Term
| ___ = when the task is so easy that everyone does well on it |
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Definition
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Term
| ___ = when the task is so hard that everyone does poorly on it |
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Definition
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Term
| 2 ways to control for demand characteristics... |
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Definition
| filler items and placebo group |
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Term
| ____ = items unrelated to the study that are used to asses whether the demand characteristics area a problem by asking participants about their perceptions of the purpose of the research |
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Definition
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Term
| ____ = commonly used in drug studies. this is the group of people who get the DUD treatment to see if they react to it as if they had been given the REAL treatment |
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Definition
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Term
| ____ or ____ = the experimenters are aware of the purpose of the study, so they develop expectations about how participants should be responding |
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Definition
| experimenter bias or expectancy effects |
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Term
| 5 solutions to experimenter bias/ expectancy effects... |
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Definition
1. well-trained and diligent experimenters
2. data collected from all conditions simultaneously
3. automated procedures
4. double-blind design
5. replication as a self-correcting mechanism |
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Term
| ____ design = neither the experimenters or the participants know if the placebo or the REAL treatment is being administered |
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Definition
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Term
| ___ = trial run on a small number of people to work our the kinks before the real study is conducted |
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Definition
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Term
| ___ = attempt to measure whether the independent variable manipulation has the intended effect on the participants |
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Definition
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Term
| ___ = clearing the air after the experiment by telling participants what you did to them and why |
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Definition
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Term
| the two-level (bivalent) independent variable is limited because... |
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Definition
| it can reveal only linear relationships, thus it may not give a complete or accurate depiction of the actual relationship between the independent variable and the dependent variable |
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Term
| ____ design = more that one independent variable (factor); all levels of one independent variable are combined with all levels of the other independent variables |
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Definition
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Term
factoral design: 2X2... there are
___ independent variables
and ___ levels of each |
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Definition
2 independent variables
and 2 levels of each |
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Term
factoral design: 5X3...there are:
___ independent variables
___ levels of each |
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Definition
2 independent variables
5 levels on one variable and 3 levels on another variable |
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Term
factoral design: 2X2X2 there are:
___ independent variable
___ levels of each |
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Definition
3 independent variables
2 levels for each variable |
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Term
| ____ = the effect of (1) od the independent variables depends on the particular levels of the other independent variables |
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Definition
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Term
| ____ = influence the relationship between the other 2 variables |
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Definition
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Term
| ____ = info about the effect of each independent variable BY ITSELF |
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Definition
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Term
| ___ = examines the differences AT EACH LEVEL of the independent variable |
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Definition
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Term
| ___ = "between subjects"; in a 2x2 factural design, there are 4 conditions. A different group of participants will be assigned to each of the 4 conditions |
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Definition
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Term
| _____ design = "within subjects"; the same individuals will participate in ALL the conditions |
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Definition
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Term
| ____ = a combination of repeated measures design and independent measures |
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Definition
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Term
| ____ design = developed from a need to determine whether an experimental manipulations had an effect on a SINGLE research participant |
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Definition
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|
Term
___ designs follow the format of:
A(baseline period)-> B(treatment phase) _. C (baseline period again) |
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Definition
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Term
| _____ designs = the effectiveness of the treatment if demonstrated when a behavior changes ONLY after the manipulation is introduced |
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Definition
| multiple baseline designs |
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Term
| ___ = research on programs that are implemented to achieve some positive affect on a group of individuals |
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Definition
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Term
| 5 phases of program evaluation... |
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Definition
1. needs assessment
2. program theory assessment
3. process evaluation
4. outcome evaluation
5. efficiency assesment |
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Term
| 1/5 phases of program evaluation that asks... "is it needed?" |
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Definition
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Term
| 1/5 phases of program evaluation that asks... "does is address the needs?" |
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Definition
| program theory assessment |
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Term
| 1/5 phases of program evaluation that asks... "is it running as designed? and reaching the target population?" |
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Definition
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Term
| 1/5 phases of program evaluation that asks... "does it have the desired effect?" |
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Definition
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Term
| 1/5 phases of program evaluation that asks... "is it cost effective?" |
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Definition
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Term
| ____ design = addresses the need to study the effect of an independent variable in settings in which the control features of the experimental designs cannot be achieved... How does the independent variable effect the dependent variable? |
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Definition
| quasi-experimental designs |
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|
Term
| _____ design = (quasi experimental)"one shot" case study that does not have a control of comparison group |
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Definition
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Term
| ____ = (quasi experimental) obtains comparison measure of participants before and after the manipulations |
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Definition
| one-group prettest-posttest |
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Term
| history, maturation, testing, instrument decay, regression toward the mean, selection, and mortality/attrition are all examples of ___________ |
|
Definition
| threats to internal validity |
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|
Term
a threat to internal validity:
___ = can be caused by any confounding event that occurs at the same time or before the experimental manipulation occurs |
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Definition
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|
Term
a threat to internal validity:
___= any changes that occur systematically over time |
|
Definition
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|
Term
a threat to internal validity:
___= a problem of simply taking a pretest changing the participants' behaviors |
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Definition
|
|
Term
a threat to internal validity:
___ = when basic characteristics of the measure change over time |
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Definition
|
|
Term
a threat to internal validity:
___ = is likely to occur if paticipants are selected because they scored very high or very low on some variable... when you test them again later, the scores tend to change in the direction of the mean |
|
Definition
| regression toward the mean |
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|
Term
a threat to internal validity:
___ = differences in the type of subjects who make up each group; problem arises when participants get to pick which group they want to be in |
|
Definition
|
|
Term
a threat to internal validity:
___ = the drop out rate |
|
Definition
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|
Term
| ___ design = employs a separate control group but participants in 2 conditions (experimental and control groups) are not equivalent |
|
Definition
| nonequivalent control group design |
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Term
| ___ design = non-equivalent groups are used, but a pretest allows assessment of equivalency AND a pretest-posttest change comparison |
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Definition
| non-equivalent control group pretest-posttest design |
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Term
| ___ design = effectiveness of treatment if determined by examining a series of measures made over an extended time period BEFORE and AFTER treatment... NOTE: it is NOT just introduced at some random time |
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Definition
| interrupted time series design |
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Term
| nonequivalent control group design typically has a problem with ___ |
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Definition
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|
Term
| non equivalent control group pretest-posttest design is a good alternative to ____ |
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Definition
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|
Term
| ___ method = people of different ages are studied at only 1 point in time |
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Definition
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|
Term
| ___ method = the same people are observed repeatedly as they grow older |
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Definition
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|
Term
| in the cross-sectional method, the one group of various aged people is a proxy for ______ |
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Definition
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|
Term
| ____ method = used top answer developmental research questions |
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Definition
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|
Term
| ___ method = a hybrid combination of cross sectional and longitudinal methods |
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Definition
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Term
| ___ = the degree to which results can be generalized |
|
Definition
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|
Term
| ___ design = experimental and control groups are studied with and without a pretest |
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Definition
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Term
| ___ = similarity to the real world' trappings of the real world |
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Definition
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Term
| ___ = impact on subjects; how compelling is the experience? to what extent do subjects get involved? |
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Definition
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|
Term
| ___ = repeating the research to determine if the results can be duplicated |
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Definition
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|
Term
| ____ replication = SAME procedures for measuring AND for manipulating are used |
|
Definition
|
|
Term
| ___ replication = DIFFERENT procedures for manipulating OR measuring the variables used int he original design |
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Definition
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|
Term
| ___ = when a reviewer reads and number of studies that address a particular topic and then writes a paper to summarize and evaluate the literature |
|
Definition
| traditional literature reviews |
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|
Term
| ___ = set of statistical procedures for combining the results of a number of studies in order to provide a general assessment of the relationships between variables |
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Definition
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|
Term
| 3 major issues in psyc research: |
|
Definition
1. informed consent and harm to participants
2. withholding of beneficial treatment
3. invasion of privacy |
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Term
| Milgram's obedience experiments are an example of unethical practices in the realm of: |
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Definition
| informed consent and harm to participants |
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Term
| the Tuskegee syphilis study is an example of unethical practices in the realm of: |
|
Definition
| withholding beneficial treatment |
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Term
| doing HIV/AIDS research in economically impoverished areas may be unethical in the realm of: |
|
Definition
| withholding beneficial treatment |
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Term
| Humphrey's study of "tearoom trade" is an example of unethical practices in the realm of: |
|
Definition
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