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Quiz 2: Research Met
Ch. 4
| Term | Definition |
|---|---|
| development of specific definitions for relevant factors related to the topic of interest. | Define: Operationalization |
| Operationalization turns ____ concepts into ______ descriptions, which can be measured. | vague/ ambiguous, detailed |
| Operational definitions lead to the development of _________ | variables |
| Define: Variables Variables should be ____-_______ & feasible to ____ or ______ | defined as anything that can vary or has different values -> well-defined -feasible to observe or measure |
| Goes from _____ -> Operationalization -> ________ Give an example: for a concept of walking | Concept, -, Variables Walking -> walking for activity -> steps per day |
| Variables can have different qualities called _______ | attributes |
| Lowest number of attributes a variable can have an still be a variable is __. | two |
| influences the way which the independent variable affects dependent variable | Meditating variable |
| influences the strength of direction of the IV-DV relationship and contextualizes effect between the IV and DV | Moderating variable |
| Difference between meditating and moderating variable | -Does the idependent variable cause the variable (meditating or moderating) If the answer is no: it is moderating, if the answer is yes: it is mediating |
| Controlled vs. constant | -controlled variable researcher controls -constant has no variation |
| Differences in correlation -positive -negative -curvilinear | -pos: IV and DV increase or decrease in the same direction as IV -neg: variables change in opposite direction -curvilinear: relationship variables transforms at certain variable levels -> to make u shape |
| outlines the theoretical or logical relationships among variables, and the progression from the IV to the DV | Conceptual framework: |
| When developing a conceptual framework start with the ___ point and work __________ | -end -backwards |
| Next step after you develop a conceptual framework | identify potential correlates of the outcome of interest -ID casual relationships |
| Define alternative hypothesis | says there are differences in attributes |
| What do you call.. -variables with 2 attributes -variables with multiple attributes | -dichotomous or binary -polychotomous |
| 4 basic levels of measurement nominal: ordinal: interval: ratio: explain them | nominal: named/ categorizied by some characteristic (omnivore, vegan, pesca) ordinal: ordered (satisifed, unsatisified, very unsat) interval: order AND equal interval -> NO TRUE ZERO ex: fahrenheit ratio: order, equal intervals, true zero (income) |
| imprecise measure due to the way data were collected or factors related to those who provided the data | systematic error |
| people tend to answer questions in a way they think is socially desirable | Social desirability |
| social desirability may lead to agreeing or disagreeing with all statements in order to provide what one think to be favorable responses | Acquiescent response set bias |
| -the degree of consistency something has -the more ____ the measure is, the less likely it is to be impacted by random error | -reliability -reliable |
| the measure of stability over time | -test-retest reliability |
| the degree of agreement or consistency among multiple observers | -inter-rater reliability |
| -extent to which a measure is a true reflection or real meaning of the concept it is tended to measure | -validity |
| -subjective judgment of whether a measure is a reasonable way to measure some concept or if a logical relationship between the variable and the proposed measure exists | face validity |
| -is the degree to which a measure covers an entire concept. vs. -how accurate a test measures the outcome it was designed to measure | -content validity vs. -criterio validity |
| occurs when scores on one measure can predict the scores on a similar measure. | -define predictive validity |
| -is a type of criterion validity that exists when scores on one measure are closely related to scores on another measure ex: stress and coping skills measures | -concurrent validity |
Created by:
ashleyemessineo24