research methods 2

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1

main characteristic of a study

manipulation

2

independent variable

factor of interest to the experimenter in which they systematically manipulate

the one being studied to see if it has an effect/ will influence behavior

must have at least 2 levels - ex: dose 1 and dose 2

3

subject variables

characteristics inherent in the subjects

4

field experiments

research conducted outside the lab, using experimental and non-experimental methods

5

3rd variable

any variable that you have not included in your design that you are not trying to find a cause and effect

6

factor that is varied vs. held constant

independent variable vs. control

7

dependent variable

result that is observed

measured outcomes of experiments

8

situational variables

variations in the features of the environment the participant encounters

ex: person in need of help - one bystander vs many bystanders is the different situations

room with all women vs. room with mixed genders

9

door-in-the-face

big request then small request

makes people more likely to say yes because the small request seems so small compared to the big request from before

10

task variables

variation in type of task performed by participants

ex: levels of complexity of a puzzle, maze, etc.

11

instructional variable

variations in instructions given to groups of participants

ex: participants in a memory study are told to memorize the content in different ways

12

control group

identical to those in experimental group, but do not get the manipulation

13

random sample

allows us to generalize to the population of interest (representativeness)

14

interaction effects

IV's interact if the effect of one of the variables differs depending on the level of the other

multiple IV's allow for hypotheses

15

random assignment

roughly gets rid of extraneous variables (group equivalence)

16

extraneous variables

uncontrolled factors, not of interest to the researcher, that might influence the behavior being studied

17

confound

a variable that co-varies with the independent variable

could be an explanation for results

as the IV changes, the other moves at the same time

ex: age vs. driving ability
confound = years of experience
extraneous variable = eyesight, car they drive

18

quality of study depends on...

choice and operational definition of dependent variable

19

subject variables

compare groups based on already existing characteristics of individuals

ex: gender, age, personality characteristic

20

ceiling effect

the results of a study are so high that no difference can be determined between conditions

21

floor effect

the results of a study are so low, usually because the task was too difficult, so there is no observed differences between conditions

22

when can we rule out extraneous variables

only in a manipulated study, not when using subject variables.

when we manipulate the variable, we are able to remove the extraneous variables, with subject variables we cannot

23

why can't we say subject variables cause the change

we cannot eliminate alternative explanations because we are unable to rule out extraneous variables and hold everything else constant

we can say the IV precedes the dependent variable and covaries with it/ the groups performed differently on the dependent measure

24

studies using subject variables are called

ex post facto studies, or quasi experiments

25

statistical conclusion validity

making conclusions about the associations between the independent and dependent variables in a study

were statistics used and interpreted correctly?

26

how is statistical conclusion validity reduced

(this is bad)

researcher leaves out some of the results, uses the wrong scale of measurement or wrong analysis, violate some assumptions required for some particular analysis

27

construct validity

did you describe the IV and DV properly?

are the operational definitions accurate?

28

external validity

how well do the findings from a study generalize beyond the specific context of the experiment

do the results generalize to other populations

can you say this is relatable to other parts of the country/world?

29

convenience sampling

using people that are available to you

ex: PSY 110 studies

must be skeptical about that

30

internal validity

to what degree is a study methodologically sound and confound-free

are the results most likely due to the independent variable and not some other factor - if so, high internal validity

31

threats to internal validity

pre-post design - history, maturation, regression, testing, instrumentation

participant problems - subject selection, attrition

alternate explanations for the results

32

pre-post studies

will people change as a result of some experience?

pretest -> experience -> posttest

33

history

an event that takes place between pre and post testing that produces change unrelated to the treatment program

34

maturation

natural changes in the organism due to the passing of time

the participants mature in some area which changes the results

ex: college students questioned as freshman may have adjusted and matured to college life by the second time they are questioned

35

regression (towards the mean)

if your pre-test measure was crazy high, your next testing measure will have a score closer to the mean

based on chance alone

having a control group allows a researcher to spot possible regression effects

36

testing

having taken the test before affects your results on the next test

practice effect may arise because they have taken the test before and know what to expect

37

ecological validity

will results from a lab be transferred to the real world well

research with relevance for the everyday activities of people trying to adapt to their environment

another form of external validity
do results generalize to other times?

38

how is internal validity reduced

any uncontrolled, extraneous factor

big problem when there is no control group

39

pretest sensitization

participants taking the pretest get a hint on what the test is about so they pay closer attention to that topic before taking the posttest and score higher than normal

40

instrumentation

when measurement instrument changes from pretest to posttest

- is posttest "easier" than pretest?
- are observations more accurate at posttest?
- is the same measure appropriate at both tests?

41

subject selection effects

participants in different conditions must be equivalent to each other, except for the independent variable

ex: effect of teaching method on performance
students take lecture or lecture/discussion and who does better?

could this be because of the method or because of the difference in the students?

42

participant problems

characteristics of the participants can affect the internal validity of your study

43

attrition

people who did not finish the study for any reason (moving, death, lost interest)

longer studies lose more people over time

44

what should you do about attrition?

compare the people who dropped out for similarities/differences and make note of this - was there a connection?

are the people who dropped out different in characteristics than the ones who finished?

45

how is attrition a threat to external validity?

maybe the people who finished were the ones who needed the money, while the people who dropped out didn't.

this means the final sample relates to desperate people, and not everyone

46

why can't you have pre-post threats when you only test a person once?

because you have nothing to compare them to

how can you know there was an effect?

47

what increases the likelihood of pre-post threats?

the longer the time between the pre and post test

longer amount of time = longer time for one of these threats to occur

48

two types of experimental design

between subjects (independent groups) and within subjects (repeated measures)

49

between-subjects design (independent groups design)

different groups of participants contribute data for different levels of the independent variable

each participant only experiences one level of the IV - either control or IV group

ex: each person gets either A OR B

50

within-subjects design (repeated measures designs)

same participants contribute to all the levels of the independent variable

each participant experiences all levels of IV

often used for sensation and perception studies

ex: each person gets A AND B

51

pros of between-subjects design

- each person comes in equally naive to the independent variable (come in, do experiment, leave)

- they don't have to stay long because they only do one level of IV (come in, do experiment, leave)

52

cons of between-subjects design

- needs a large number of subjects to fill all experimental conditions

- differences between conditions may be due to IV (you hope so), but could be due to pre-existing differences between the groups

- need to create equivalent groups that are the same in all important ways except the IV

53

when would a between-subjects design be the only design option?

- when the independent variable is a subject variable
ex: males vs females, introvert vs extrovert

- if experience of participating at one level makes it impossible to participate in other levels
ex: eyewitness memory from watching a video - you can't "unsee" it without bias/influence

54

random assignment

method of placing participants into different groups, where each subject has an equal chance of being placed in any group

spreads potentially confounding factors evenly throughout the groups

sometimes you end up with unequal N

55

ways to create group equivalence

random assignment, block randomization, matching

56

block randomization

used to ensure an equal number of participants per group

each condition of the study has a participant randomly assigned to it before any condition is repeated a second time

57

matching

participants are grouped together on some trait and then randomly distributed to different groups

good because you can control for factors that would threaten the internal validity of the study

useful when there are not enough participants for random assignment to work well

ex: find two people with same IQ and match them

58

conditions needed for matching

- you need a good reason to believe that the matching variable is correlated with the dependent variable

- you need a good way of measuring the matching variable you're controlling for

59

pros of within-subjects design

- fewer people needed to fill all experimental conditions because everyone experiences everything

- don't need to worry about equivalent groups, you are your own control

60

cons of within-subjects design

- sequence or order effects - once a person has completed the first part of a study, the experience could influence performance in later parts

61

progressive effects

after trial 1, performance is better on trial 2 - practice effect

after trial 1, performance is worse on trial 2 - fatigue/boredom

62

carryover effects

order effect - the sequence in which the conditions are presented has an influence

A -> B has different effect than B -> A

63

counterbalancing

present conditions in more than one sequence

used to minimize progressive effects

less effective at minimizing carryover effects because the order in which the sequence is presented will have an effect
ex: unpredictable vs. predictable noise study - people who heard UPN first get annoyed when later doing PN and people who start with PN later think they can do UPN well cause they already did it once

64

counterbalancing when testing once per condition

complete counterbalancing

partial counterbalancing

65

complete counterbalancing

every possible sequence of conditions is used at least once

but this may require many sequences if there are many conditions because if the number of levels of the IV increases, this adds new possible sequences

66

partial counterbalancing

a subset of total possible sequences are used

use randomization to select for a few of all of the possible sequences

67

latin square

a way of making sure that each sequence is used only once and in only one order
ex: is A is first in any row, it will never be first again

ex: AB will never happen again but BA might

68

counterbalancing when testing more than once per condition

reverse counterbalancing and block randomization

69

reverse counterbalancing

for each participant, present the conditions in one order and then again in reverse order

ex: ABCD then DCBA

70

block randomization for controlling sequence effects

every condition occurs once before any condition is repeated a second time

use some kind of randomization to give a random order

ex: BCDA then CADB

71

types of design when independent variable is age

cross sectional or longitudinal

72

cross-sectional design

a between-subjects design

ex: compare 3 y/olds to 4 y/olds to 5 y/olds all at the same time

problem of cohort effects - history effect, rapid changes, people born at different times vary in many ways

73

longitudinal design

a within-subjects design

ex: compare language performance in the same group of kids at 3, 4 and 5 yrs/old

problems? attrition can occur - people move, drop out, are sick at follow up

feasibility of collecting data for 3 years - school board changes and doesn't allow data collection anymore

74

cohort

group of people born at about the same time

75

terman study

studied gifted children from 1877-1956 to see if students who scored high on the tests early in life, really went on to be gifted

longest running repeated-measures design in the history of psychology

found that the students (who started in the top 1% of the population with avg. IQ of 150) went on to produce tons of great things like books, scientific papers, etc

had no problems with attrition - the percentage of people who remained in the study even over that many years was over 90%

76

bias

preconceived expectation about what should happen in an experiment

77

experimenter bias

going into the study, the experimenter has some ideas of what they want the study to produce

the way the experimenter innocently interacts with the subject can influence results that confirm your hypothesis

ex: smiling at correct answers

78

rosenthal effect

independent variable was experimenter expectancy!!

study was conducted of participants seeing pictures and rating how successful the person looked

experimenters were told that either 1. to expect negative results or 2. to expect positive results

even though the pictures were the same for both groups, the negative experimenters group saw negative results and the positive experimenter's group saw positive results

79

double blind procedure

neither the experimenter nor the participant know what to expect of the study, neither know what condition group each participant is placed in

usually a researcher sets up the experiment and a grad student collects the data

80

single blind procedure

the subjects do not know which experimental group they are in, but the experimenter does

81

subject bias

knowing you are in an experiement can make you change your normal behavior

good subject - gives you the data they think you want

bad subject - wants to mess with data

82

ways of experimenter bias

ways in which instructions are given

facial expressions when answers are given
ex: participant changes response to get "positive" reaction from experimenter

personality characteristics
ex: preschoolers do better when experimenter is caring vs indifferent

83

ways to control for experimenter bias

minimize contact between experimenter and participant

ex: computerize assessment or double-blind procedure

have a research assistant administer the study rather than the researcher

84

hawthorne effect

you change your behavior simply because you know you're being studied

belief of participant that they are part of a special group and focus of attention, always get positive outcomes from this but it is NOT due to IV

85

evaluation apprehension

stress because you know you're being observed

make an effort to present yourself as a good subject

86

demand characteristics

characteristics of the study that demand the participant's attention

as a result, tend to show the participant what the study is about

(happens more in within-subjects because they see all varying levels)

87

controlling participant bias

minimize demand characteristics
ex: use deception so participant behaves more naturally

use of placebo or control group
ex: everything the same except content of treatment

manipulation check
ex: ask participant what they think the hypothesis is

88

anonymous studies

people still lie!

89

western electric

6 women workers were taken from an electric plant and put into a special room making special parts. they were observed for how efficient and quick they could make the parts. even when working conditions changed - work week extended, less rest given - they still produced more and more parts.

this is the origin of the hawthorne effect.

really they should have looked at this more deeply because it turns out that if you looked at the parts made per hour, it was much less than per week. they were afraid to complain about extended weeks because they didn't want to lose potential bonus money for being in the study

90

when are demand characteristics a bigger problem?

in within-subjects designs because participants are exposed to all levels so they may start catching on to the differences in exposures

91

placebo effect

being given a "fake" pill and thinking it actually worked

92

placebo

something that dies not have active ingredients

used to control for expectancies

93

manipulation check

take a small group of participants from the study, stop the study for them, and ask them what they think the hypothesis of the study is

this is to see if demand characteristics are playing a role

94

"other" manipulation check

to check if your IV is actually working

ex: you have a high/low anxiety group - give them an anxiety test to see if they actually are high/low

95

what is the defining feature of an independent groups design

random assignment to groups

96

why does an independent groups design have to be between subjects?

because the participants cannot be exposed to both levels of the IV

97

when is a matched group design useful?

when there are a small number of participants

there could be some attribute of the subjects that could affect the outcome

there is a good way to measure that attribute

98

matched groups design

use a matching procedure to match subjects on similar characteristics that are thought to affect the outcome

then use randomization to match each of those participants into either IV group

99

matching then random assignment vs. matching in ex post facto

matching then random assignment creates equivalent groups

matching in ex post facto makes the groups more similar to each other, but does NOT make group equivalence because they are groups based on subject variables

100

nonequivalent groups (ex post facto)

control groups are non-equivalent

groups are made on subject variables so you do not randomize

used to test differences in already existing conditions (IQ, head injury, etc)

101

repeated measures

always within-subjects, all participants experience both levels

102

how do you know if the two levels differ (one IV does better)?

t-test will tell you if this difference is larger than you expect due to chance alone

t-test for independent groups - between-subjects

t-test for dependent groups - within-subjects

103

gabriel and richtel article

a paper discussing the mixed results on how well a new, computerized teaching system works. many places said it does, many said it doesn't, many said you cannot base learning off standardized test scores, many found flaws in experimental design

104

how can you test for non-linear effects

test multiple levels of an IV

allows you to test for other explanations

105

why can't you use a line to show means

this assumes that it is a continuous variable

106

what does multilevel mean

more than 3!
there is always 2 levels

control vs. experiment is not multi level

107

bransford and johnson balloon study

measured the amount of ideas that could be recalled by people who were given a weird paragraph to read, the weird paragraph and an image directly corresponding to it, or the paragraph and an image somewhat corresponding with it.

perfect example of how adding levels to an experiment can significantly enhance understanding of some phenomenon

108

why is the yerkes-dodson law an example of a non-linear study?

it is shaped like an inverted -U

if you looked at low arousal and medium arousal, it would look like as arousal increases, so does performance

if you looked at only low and high arousal, it would look like there is no difference

in reality, low and high arousal means low performance, medium arousal leads to the best performance

109

multiple level design

allows you to test for other explanations and non-linear effects

110

placebo control group

participants are led to believe that they are receiving some kind of treatment but they really aren't

just thinking you are getting treated actually does help sometimes

111

waiting list control group

used in treatment outcome studies

people are "told" they are on the waitlist but they always end up getting the treatment at the end, but this way they can compare people with the treatment to people without it

112

why is a wait list control group not sufficient

the people in the actual control group are told not to do anything else (ex: seek other treatment) but people who think they're on the waitlist may go try to get treated otherswise

113

yoked control group

each member of the control group is matched to a member of the experimental group so that the time spent participating or the types of events encountered are kept constant

used when the participants in the experimental group are exposed to a varying number of events for a variable amount of time

ex: learned helplessness studies

114

advantages of multi-level designs

allows you to test for non-linear effects

can test more specific hypotheses and rule out alternative factors that could affect outcome

ex: caffeine and reaction time

115

mozart effect

people told to remember as many numbers as possible while listening to mozart, gentle rainstorm or nothing.

everyone did better on the 3rd trial comapred to 1st no matter what order the IV came in

problem is practice effect! the more you recall numbers, the easier it becomes for you

116

problem with using multiple t-tests to compare possible pairs of conditions?

the probability of type-1 error increases with every t-test

117

instead of t-test you can use

ANOVA - then use t-tests if you find a difference

problem with ANOVA - only tests if there is a difference, not which group it is in

118

presenting discrete vs. continuous data

write numbers out in text - hard if more than 3 levels

make a table with results

make a graph
discrete - bar graph
continuous - line graph

119

factorial design

study with more than 1 IV or factor, not just multiple independent variables

you must test for interaction effects!!

120

variable does not = ...

value or level!

121

2 level design means...

IV1 has 2 levels

122

interaction effect

the effect of 1 IV depends on or changes with the level of the other independent variable

123

main effect

ignoring the other variables

124

continuous variable

variable in which a number of intermediate values exist

ex: dosage of drug

125

interaction vs. main effects on a table

main effects are on the margins - these tell you if A OR B have an effect, not the effect of them together

interaction effects are in the box - this tells you if the interaction of one changes with the other

126

main advantage of factorial design

you can show interactions of groups

line graph with X means there is an interaction

parallel lines means there is no interaction

127

if the means in the margins are different...

there is a main effect for that variable

128

if the patterns within the boxes are different...

there is an interaction effect

129

factorial design can be:

all between-subjects

all within-subjects

at least one of each (mixed factorial)

130

text case study 19 - spider study

tested people with high and low self-efficacy for their fear when watching a video with a spider coming at/away from them when being told they are tied up or free to roam the room

this was a good example of why you need to do enough trials to find an effect

131

text case study 18 - students and studying

college students studied for an exam with headphones either playing cafeteria sounds or no sounds and then took a test on that material in either a noisy or quiet room. noisy and quiet studying was tested with noisy and quiet testing for interaction effects

132

P x E factorial design

P = person or subject variable (always between)

E = environment created by experimental manipulation (could be between or within)

PxE can never be all within-subjects, only mixed or all between

133

key word for between-subjects design

either/or

means they are only receiving one treatment, which means it is between

134

block randomization to control for sequence effects

tests multiple orders to test for order effects

advantage - no preset orders so you can test for many orders

disadvantage - less people per order, when you have more orders

135

# people needed for PxE mixed design

# people needed for between-subjects x # conditions

136

# people needed for PxE all between-subjects

# people for each condition x # conditions


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