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| What is the purpose of correlational research? |
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| It assesses the strength of relationships among variables. |
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| Describe correlational research |
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-no variables are manipulated
-compares two or more groups that differ on preexisting variables |
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| a design that compares performance of people of different ages or at different times in history. Often contrasted with longitudinal designs |
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| the concept that people of a given age and culture behave similarly to another and differently from people of other ages and cultures due to shared life experiences |
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| a research design in which a group of participants is followed over time. |
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| Research design in which multiple measures are taken before and after an experimental manipulation or event. |
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| Variables are this if they vary together, so that it is impossible to determine which variable was responsible for observed effects. |
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| any uncontrolled variable that might affect the outcome of a study. A variable can confound at study only if (1) There is a group mean difference on the variable and (2) the variable is correlated with the dependent measure |
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| Multivariate Correlational Designs |
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| correlational designs that include more than two variables |
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| data that describe the participants in a study |
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| expectations of the researcher that may affect accuracy of the observations, esp. when judgments are required |
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| questions that are included in the dependent measure, but not scored, in order to distract participants from the purpose of the study. |
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| any variable that has an effect on the observed relationship between two or more other variables |
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| Exploring psychological phenomena across more than one culture |
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| correlation between a criterion and a set of variables |
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| a correlation between two sets of variables |
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| a correlation between two variables, in which the effects of a third variable are statistically removed |
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| procedure that seeks to test causal models by factoring the correlation matrix to see how closely the correlational pattern fits the model |
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| coefficient of determination |
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| The square of the Pearson product-moment correlation. It represents the proportion of variability in one variable that can be predicted based on information about the other variable |
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| groups defined by a specified level of the independent variable |
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| a group of participants that serves as a basis of comparison for other groups. It should match the experimental group on all variables except the independent variable that defines the group |
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aka null hypothesis
states that the groups are drawn from populations with identical population parameters |
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| Confounding Variable Hypothesis |
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| States that a confounding variable may be responsible for the observed changes in the dependent measure |
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| states that the independent variable has causal effect on the dependent variable. To accept this hypothesis, we must REJECT the null hypothesis and all confounding-variable hypotheses |
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| accuracy of conclusions drawn from a statistical test |
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| validity of a theory. Most theories in science make many predictions, and this is established by verifying the accuracy of each of these predictions |
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| Extent to which a study's results generalize to a larger population |
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| When studies accurately reproduce real-life situations, thus allowing easy generalizations of their findings |
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| Changes in the dependent variable that are due to the normal maturation of the participant |
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| Changes in the dependent variable that are due to historical events that occur during the study, but that are unrelated to the study |
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| Any change in the participant's score on the dependent variable that is a function of having been tested previously |
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| Any change in the calibration of the measuring instrument over the course of the study that affects the scores on the dependent variable |
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| The tendency for participants who are selected because they have extreme scores on a variable to be less extreme in a follow-up testing |
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| Any factor that creates groups that are not equivalent at the beginning of the study. |
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| The loss of participants during a study; differential lost is problematic because the participants who drop out are likely to be different from those who continue |
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| Change in the response of participants in particular condition because of information that the participants gained about other research conditions from participants in those other conditions |
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| Effects on a participant's performance in later conditions that result from the experience that the participant had in the previous conditions of the study |
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| Any aspect of the research situation that suggests to the participant what behavior is expected |
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| any observed improvement due to a sham treatment |
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| repeating a study by using exactly the same procedure used in the original study |
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| repeating a study with small, theory-based procedural changes. |
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| repeating a study using different operational definitions |
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| Research procedure in which the researcher is unaware of the condition to which each participant is assigned |
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| When the researcher and/or participant is unaware of information that might bias their responses |
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| Research procedure in which neither the researcher nor the participant knows to which condition the participant was assigned |
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| An inert treatment that appears identical to the experimental treatment |
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| Any measure that requires little or no judgment on the part of the person making the measurement. |
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| A measure of the interrater reliability in which the percentage of times that the raters agree is computed |
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| Index of interrater agreement that adjusts for chance agreement |
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| Naturally occurring frequency of events |
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| Procedures used in research to hide the true nature of the study. Ethical use of this requires complete debriefing at the end of the study. |
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| a 2x2 design developed in alcohol research, in which the factors are (1) what participants consume and (2) what participants are told they are consuming. This design separates the pharmacological and expectation effects of alcohol. |
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| A defined set of objects or events |
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| Population to which we hope to generalize findings |
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| The subset of a target population that is available to the researcher and from which the sample is drawn |
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| Sample of participants that adequately reflects the characteristics of the population |
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| Procedure for selecting participants, in which each participant has an equal chance of being selected and the selection of any one participant does not affect the probability of selecting any other participant |
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| Stratified Random Sampling |
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| Sampling ins which population is divided into narrow strata, and participants are selected randomly from each strata |
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| Sample of participants drawn from an accessible population. This sample should be described in detail to define the limits of generalizability |
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| Principle of initial Equivalence |
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| The necessity of having experimental groups equal on the dependent measure before any manipulation occurs. |
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| Assigning participants to groups so that the assignment of any given participant has no effect on the assignment of any other participant |
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| Control procedure to reduce sequence effects, which involves using a block of one trial from each condition and randomizing participant assignment to these conditions before going on to the next block. This procedure is also used to assign participants to groups in a manner that assures that you have approximately the same number of participants in each group. |
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| matched random assignment |
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| Experimental procedure in which participants are matched on relevant variables, and set of matched individuals is randomly assigned so that one member of the set appears in each of the conditions of the study. |
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| Where participants are randomly assigned to groups, and all appropriate control procedures are used. |
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| Groups defined by a specified level of the independent variable |
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| A group of participants that serves as a basis of comparison for other groups. Ideally, it's similar to the experimental group on all variables except the independent variable that defines the group. |
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