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measure to evaluate the quality of journals from perspective of library science
# of references/ # of articles published |
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| Most highly influential research |
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| highest quality, strongest, and/or most innovative |
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| impact factor of journals |
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measure of "influence" of a journal
produced by Thomson Institute for Scientific Information |
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| Impact factors are available through: |
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| 1. university libraries 2. journal's website |
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| journal impact factors must be calibrated relative to the field of publication (T/F) |
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| true: compare impact factors of SLP journals to those of other SLP journals |
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| Journals which publish on more specialized topics will have lower impact factors than those on more general topics (T/F) |
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| Factors influencing impact factors: |
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| date of publication, size of journal, avg. # of citations, # of review articles, type of field |
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| impact factor can be misleading because... |
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| it's much more to consider overall research design strength and degree of validity |
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| summarized the data and statistical analysis; report numerical data and analyses of the data |
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| Two types of data in results section: |
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descriptive statistics: in which data is described
inferential statistics: which examine statistical significance and generate statistical inference |
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| (T/F) data is interpreted in the results sections |
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| the scale on which data are measured or counted |
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| Statistical conclusion validity is affected by .... |
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| the appropriateness of the descriptive and inferential statistics for data |
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| Different ways that data can be quantified |
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different scales of measurement
-based on how closely the measurement scale matches the real number system |
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| (T/F) real numbers include decimals, pi, sqrt |
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| Different scales of measurement |
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| nominal, ordinal, interval, ratio |
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each number reflects a category
-can only look at frequencies or proportions (can't add, subtract, multiply, or divide) |
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indicate rank order
can calculate mean ranking but not much more
e.g. socioeconomic class, easy/moderate/difficult |
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discrete: can only be represented by integers (whole numbers)
--nominal and ordinal data
continuous: theoretically capable of taking on fractional units
--interval and ratio data |
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scales with equal intervals, no zero point
--assessments
can add and subtract; typically not multiply or divide |
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scale that fits the number system
-equal intervals and a true zero
-produces score data
-any mathematical operation |
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x-axis (abscissa)
y-axis (ordinate) |
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| bar graph showing a count on the y-axis |
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| line graph showing a count on the y-axis |
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| Relative frequency distribution |
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shows the % of proportion of scores that fall within each range of values
(different y-axis than histogram) |
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| whole pie is 100%; pieces represent fractions for each category |
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| smooth distributions are _________ |
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symmetric
-- normal distribution = bell curve |
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| tail tends toward positive direction |
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| tail tend toward negative direction |
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| If a child scores high on a language assessment with a negatively skewed distribution they scored (similar;differently) than others |
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| similar: most scores are high |
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measures: mean, mode, and median
-where most of the observations (or participants) fall on the distribution |
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| Central tendency is the measure of the middle or central value of distribution (T/F) |
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| Nominal scales --> only meaningful measure of central tendency = |
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| Ordinal, interval scales --> preferred measure of tendency |
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| median is preferred (mean is sometimes calculated) |
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| Ratio scales --> central tendency |
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| the median is preferable measure of central tendency |
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variance, standard deviation, range
--quantify variability of a distribution |
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| find the mean, subtract the mean from each number, work out the average of those squared differences |
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| true: variance is the square of standard deviation |
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| standard deviation = ___________ |
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| The standard deviation tells you about ________ |
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horizontal spread (variability) of data
-common type of unimodal distribution is the normal distribution |
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| For a normal distribution: |
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68% of the distribution is within +/- 1 SD
95% of the distribution is within +/- 2 SD
99% of the distribution is within +/- 3 SD |
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summarize, simplify, and describe measurements
e.g. mean, median, mode, range, variance, SD |
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help researchers interpret data
e.g. t tests, ANOVA, ANCOVA, Wilcoxon sign-rank test, |
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| Why are inferential statistics helpful and necessary? |
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Definition
test statistics take into account group mean differences relative to variability and number of participants in group
--test statistics are the basis of inferential statistics |
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| What do inferential test statistics provide? |
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Definition
| standard way of telling whether differences in means across levels of the IV outweigh the variability in each level relative to number of participants |
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| if the inferential test statistic passes a specified threshold the there is a significant effect of that ___________ |
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| if there is a statistical equality, then there's ________ effect of the IV |
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| If there is statistical difference, there there is a ___________ effect of the IV |
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| statistically significant |
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| Test statistic is used for answering the question |
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| Is there statistical equality or statistical difference for the IV or IVs being examined? |
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| ideally, test statistics can determine one or more _______ |
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| cut off values based on the number of levels and number of participants in each level |
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| _______________ specifies the boundary between an extreme score from a non-extreme score |
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| extreme scores--> ____________ |
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summarize, simplify, describe measurements
measures of central tendency: mean, median, mode
measures of variability: range, variance, standard deviation |
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helps researchers interpret the data
T-tests, ANOVA, ANCOVA, Wilcoxon sign-rank test, Tukey's HSD, etc. |
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| test statistics take into account: |
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Definition
| group mean differences relative to variability and number of participants in groups |
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| If inferential test statistic passes a special threshold, |
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Definition
| then there is a significant effect of that variable; otherwise there is not a significant effect |
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| If there is statistical equality, then there's |
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| no significant effect of the IV |
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| If there is statistical difference, |
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| then there is a statistically significant effect of the IV |
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| How do you determine cutoff values? |
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based on the number of levels and number of participants in each level
-specifies an extreme score from a non-extreme score
-extreme= statistically significant |
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very unlikely outcomes
alpha = .05 is cut off |
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very unlikely outcomes
alpha = .05 is cut off |
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| the standard deviation tell you about _______ |
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| horizontal spread (variability) of data |
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| are abstract or ideal values of sample statistics |
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1. consider study design and its implications
2. select the proper inferential statistical test
3. from the collected data in the study, calculate the test statistic values
4. compare test statistic to critical values- significant? |
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unexpected patter of data in which one or more condition(s) do not follow the trends seen for the individual IV's in the rest of the study
"the effect of one IV depends on the level of the other IV" |
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the hypothesis to be nullified or rejected
-no difference among groups |
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| the logical opposite to the null; states that there is a difference |
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| unexpected pattern of data in which one or more condition(s) do not follow the trends seen for the individual IV's in the rest of the study |
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when there is more than one IV and there are participants in all possible pairings of the levels of the IV's
-the norm when there is more than one IV |
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| for each possible significant main effect and interactive, there will be a |
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| as a follow-up test when both an IV has 3 or more levels and an ANOVA or other appropriate test revealed a significant difference |
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| as a follow-up test when both an IV has 3 or more levels and an ANOVA or other appropriate test revealed a significant difference |
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| # of participants and/or number of levels of the IV |
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| sketch a z-test, F-test, t-test, Chi-square test |
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