Term
True or False
In Correlational studies we manipulate/control the variables |
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Definition
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Term
Correlation work is valued because
1.
2. |
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Definition
Can help in selecting variables to investigate
Can be used when impossible/unethical to manipulate variable |
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Term
| What is the fundamental difference between studies and experiments? |
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Definition
| Studies cannot make definitive "cause and effect" statements whereas experiments can |
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Term
| what are the three characteristics of an experiment? |
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Definition
Independent variables
Dependent variables
control variables |
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Term
| what are generally the two types of experiments? |
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Definition
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Term
What type of experiment is this?
PArticipants have equal chance to be assigned to a particular IV level/condition |
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Definition
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Term
What type of experiment is this?
People have own variables that may affect DV |
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Definition
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Term
What type of experiment is this?
"Quasi" experiment that does not use random assignment |
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Definition
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Term
True or false
A randomized experiment means random sampling |
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Definition
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Term
what is random sampling?
and what does it help with? |
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Definition
participants have an equal chance of being selected for the sample
helps with representative samples, makes people "blank slates" |
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Term
| What are the three principles of cause and effect? |
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Definition
The cause variable and effect variable co-vary
Cause must precede the effect in terms of time
No alternative explanation for effect |
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Term
| What are the four main reasons we do research? |
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Definition
| Demonstrate a theory, discover, refute a theory, replicate |
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Term
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Definition
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Term
| What are the two general types of RESEARCH? |
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Definition
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Term
| what is the difference between basic and applied research? |
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Definition
| Basis is science for science sake, research is to find out about the behavior and applied research is to find an answer to a practical problem |
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Term
| what are the three levels of inquiry? |
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Definition
Descriptive
Relational
Experimental |
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Term
| What is a descriptive level of inquiry? |
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Definition
| tell how things are in the world but not why or how like a survey |
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Term
| What is the relational level of inquiry? |
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Definition
| tell how things relate to each other in the world but nt why they are related e.g. correlations |
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Term
| what is the experimental level of inquiry? |
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Definition
| tell how things get to be the way they are in the real world (cause and effect) |
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Term
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Definition
| can you get the same/similar results with each use? |
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Term
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Definition
| are you measuring what you think you are measuring? |
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Term
| What are the four components of measurement validity? |
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Definition
content: items represent material
face: items look like good measure (IQ and spitting)
concurrent: Predicts current events (SAT and current grades)
predictive: predicts future events (SAT, future grades) |
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Term
| Experimental Validity consists of what four constructs? |
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Definition
Statistical conclusion: accuracy about conclusions reached from satistical analyses
Construct: IV/DV represent constructs of study (good operationalizations) and want to maximize it by multiple operations (ethnic strife)
Internal: accuracy in saying IV caused the DV. Can be key for experiments and have particular threats to it.
External: generalizability of our findings to other groups and situations (e.g. skiing and GRE) |
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Term
| What are the benefits of coming up with a covers story for an experiment? |
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Definition
Conceal your hypothesis or manipulation in the study
gives participants a framework for what they are doing in the study
keeps participants interested in study |
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Term
| what is a manipulation check? |
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Definition
| measures if participants have the desired psychological state |
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Term
| why are manipulation checks good? |
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Definition
| need to be sure you have good construct validity with your IV, the IV manipulation is suppose to create a certain psychological state in people |
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Term
| what are experimental artifacts? |
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Definition
| extraneous variables produced by/occurring with the experimental procedures |
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Term
| what are demand characteristics? |
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Definition
| participants respond to experimental procedures but also to their interpretations of what is expected from them |
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Term
| what is an impression (evaluation apprehension) threat? |
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Definition
| participant wants to give"correct" answer that makes them look "normal" |
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Term
| What is an outwit threat? |
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Definition
| a participant that wants to figure out what is going on by acting "incorrectly" or opposite to normal |
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Term
| what are some techniques to deal with demanding threats? |
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Definition
1. use false hypothesis to throw them off track
2. remove DV from experimental session by having them believe it is two experiments
3. get them to think they are the experimenter
4. keep them unaware they are in an experiment
5. use behavioral measures over verbal-type ones |
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Term
| what are experimenter effects? |
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Definition
| responses to subtle hints (unintentinally) and characteristics of experimenter |
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Term
| what is the expectancy effect? |
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Definition
| expectations of the experimenter may influence outcome? |
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Term
| what are some techniques to deal with expectancy threat? |
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Definition
| Use naive experimenters, keep experimenter blind to condition, use two experimenters (one does IV, other takes the DV), use automated instructions, keep experimenter blind to data so they treat all participants the same |
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Term
| what is a systematic error? |
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Definition
| an error that impacts one group but not others, bias is constant and may create a false picture of the IVs impact |
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Term
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Definition
| an uncontrolled "noise" in the experimenter, e.g. minor events during the session that may affect all conditions. |
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Term
| __% of the country believes in either telepathy, clairvoyance, psychokinesis, reincarnation, etc. |
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Definition
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Term
| in more than __ years of study, |
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Definition
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