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PSY 121
Chapter 10 and Chapter 11
| Term | Definition |
|---|---|
| factorial design | general format for describing factorials: [# of levels of IV 1] x [# of levels of IV2] etc. (Ex: 2 x 3 --> has 2 IVs, one with 2 levels, one with three levels, 6 conditions (2 times 3)) |
| why factorial design is used | closer approximation of real-world conditions, provides more information about the relationship, investigate effects of 2 or more IVs on a DV |
| multiple baseline designs | reversal of some behaviors is impossible or unethical. Treatment effectiveness is determined when behavior changes ONLY after manipulation is introduced. Must be observed multiple times to rule out other possibilities |
| multiple behaviors across subjects | behavior measured over time for each RP. Manipulation introduced at different times |
| multiple behaviors across behaviors | different from multiple baseline across subjects, several behaviors of single RP are measured, same manipulation applied to each behavior, manipulation applies at different times, should provide same treatment |
| multiple behaviors across settings | same behavior measured in different settings (home, work, school), manipulation is introduced at a different time in each setting |
| cross-sectional method | RPS of different ages are studied at one point in time, conceptually similar to an independent groups design, compare performance across groups (more common, less expensive, harder to interpret, yields results faster) |
| longitudinal method | same RPs observed at different points in time as they age, conceptually similar to a repeated measures design, have mortality rate (more expensive, more time consuming, easier to interpret, can take decades for results, differences ARE due to age) |
| history | any event that occurs between the pre and post measurement that is not part of the manipulation |
| maturation | any changes that occur systematically over time, great lapse between pre and post measurement (ex. infants naturally improve after experiment, compared to beginning --> due to development or maturation) |
| testing | taking the pretest changes the participant's behavior. Solomon four-group design can examine this: If pretest has no impact, then posttest scores will be the same in group with and without pretest |
| instrument decay | basic characteristics of the instrument change over time |
| statistics regression | occurs when RPs are selected because of extreme high or low scores on a characteristic (Those low at pretest will, on average, have higher scores when tested again). With retest, scores change in the direction of the mean |
| mortality | aka attrition, drop out factor (can be related or unrelated to the study), higher in longitudinal studies, gets higher when the study takes longer (years, months, etc.) |
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senthis1
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