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| Clearly defining variables |
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| When faced with a problem solving or decision making situation, people retrieve from memory the information that seems relevant to the situation at hand. They are more likely to use the facts that are more accessible to solve a problem or make a decision. For example, remember the one instance where a friend had a problem with a certain type of vehicle and this made him not buy one like it because of what he heard, yet it has been deemed a good or safe buy in all consumer reports. |
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| reference source that summarizes information from a primary source and includes research reviews and theoretical articles |
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| more than likely but not true in all cases; baseline average, ex. men taller than women |
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| failure to recognize role of chance in determining outcomes; just because it happens once don’t mean it will happen again |
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| one that predicts the same outcome for all individs sharing the same characteristic...ex. age of 77 for non-smokers, age of 66 for smokers |
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| how adequately the content of a test samples the knowledge, skills, behaviors it’s intended to measure |
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| administering your tests and criterion test at same time and correlating the scores |
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| administering the criterion test at a later time and comparing the test/criterion test scores; example is SAT scores vs. college performance |
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| does the measure correlate with similar constructs |
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| does the measure negatively correlate with opposing constructs |
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| giving same test twice, separated by a long period of time; however, subject could remember answers or could mature during time between tests |
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| Parallel-forms reliability |
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| same as test-retest, except uses an “equivalent” test so that previous answers might be forgotten; there could be problems with the test being equivalent, the person could mature between the tests, costly and time-consuming |
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| the two tests are combined into one test taken in one sitting but scored separately; no time for subject to change, however again there could be problems with test equivalency |
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| This occurs when a factor that influences behavior may have different effects when operating in conjunction with another factor than when acting alone (example: GPAs of a group of adolescents going through school transition, pubertal development, early dating behavior, etc)….when these factors occurred alone, no disorder was evident in the children. However, when some occurred together, the combination of stresses skyrocketed the children’s stress |
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| This is thinking instead of breakthrough, or thinking in terms of gradual synthesis over “great leap” |
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| A new theory in science must make contact with previously established empirical facts. To be considered an advance in science, it must not only explain new facts, but account for old ones from previous research. In other words you don’t just dismiss other research on a subject you have to take in all older research to connect it all together and then look at the new theory. |
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