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PSY 351 Chapter 2
Exam 1
| Question | Answer |
|---|---|
| Theory | integrated set of statements that explain and predict behavior, leads to a hypothesis |
| Naturalistic observation | descriptive method; no manipulation, depends on strong operational definitions and good interrater reliability; observing and recording behavior in their natural environment |
| Interviews | descriptive method; gain information on participants’ thoughts and feelings, feasibility depends on child’s age, may not be as accurate as observational methods |
| Case studies | descriptive method; good for gaining in-depth knowledge about rare conditions, can use cases to develop and revise current theories; a con is that it is difficult to generalize |
| Correlational research | tell us how two variables are related to each other; does not equal causation |
| Experimental research | determines cause and effect relationships |
| Quasi-experimental research | comparing groups/testing cause and effect but cannot manipulate because it’s unethical |
| Ensuring objectivity | focusing on directly observable characteristics and clearly defining the constructs to be studied |
| Meta-analysis | a method of reviewing the research literature on a given topic that uses statistical procedures to establish the existence and size of effects; researchers determine a global overall effects by collapsing across many studies |
| Structured observation | controlled environment |
| Unethical about the case of Little Albert | cased psychological harm by inducing fear, did not consent, did not reverse the fear |
| Principle A of ethics standards | beneficence and nonmaleficence; do no harm |
| Longitudinal | study the same group of children across multiple time points; no cohort effects; downsides are attrition, time-consuming/expensive, repeated testing can affect results |
| Cross-sectional | study multiple age groups at a single time point, quick and low-cost, no problems of attrition; drawbacks are potential for cohort effects (unique to children you are studying) |
| Cross-sequential | cross between longitudinal and cross-sectional; ideal design but most expensive and time consuming and not as realistic |
| Microgenetic | longitudinal design with “squished time points”, in-depth info about the children, often used with math concepts |
Created by:
AliRutherford
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