Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Chapter1 - Ind Psych
Intro to I/O Psychology
| Question | Answer |
|---|---|
| branch that applies principles of psych to workplace | industrial/organizational psychology |
| enhance dignity & performance of human beings & org. work in by advancing science/knowledge of human behavior | purpose of I/O psychology |
| application of __ __ is what best distinguished I/O from related fields typically taught in business colleges | psychological principles |
| advocate unstructured interview as excellent solution for selecting best employees | HRM texts |
| consider unstructured interviews of less value & find psychological tests, behavioral interviews, work samples, biodata, & assessment centers of more value | I/O psychologists |
| I/O psychologists examines factors that affect __ in an organization | people |
| I/O programs focus almost exclusively on issues involving __ __ __ | people in organizations |
| research that involves the use of previously collected data | archival research |
| intelligence test developed during WWI & used by army for soldiers who can read | Army Alpha |
| intelligence test developed during WWI & used by army for soldiers who cannot read | Army Beta |
| result of well-controlled experiment that researcher can confidently state independent variable caused change in dependent variable | cause-and-effect relationships |
| group of employees who do not receive particular type of training so their performance can be compared with that of employees who do receive training | control group |
| nonrandom research sample used because it is easily available | convenience sample |
| statistical procedure used to measure relationship between 2 variables | correlation |
| statistic, resulting from performing correlation that indicates magnitude & direction of a relationship | correlation coefficients |
| informing subject in experiment about purpose of study that he/she was participant & providing any other relevant information | debriefing |
| measure of behavior that is expected to change as result of changes in independent variable | dependent variable |
| type of effect size used in meta-analysis signified by letter 'd' & indicates how many standard deviations separate mean score for experimental group from control group | difference score |
| formal research paper required of most doctoral students in order to graduate | dissertation |
| used in meta-analysis; statistic indicating amount of change caused by experimental manipulation | effect size |
| type of research study in which independent variable is manipulated by experimenter | experiment |
| in experiment; group of subjects that receives experimental treatment of interest to experimenter | experimental group |
| extent to which research results can be expected to hold true outside specific setting in which they were obtained | external validity |
| research conducted in a natural setting as opposed to a laboratory | field research |
| extent to which research results hold true outside specific setting in which they were obtained; similar to external validity | generalizability |
| standardized admission test required by most psychology graduate schools | Graduate Record Exam |
| when employees change their behavior due solely to the fact that they are receiving attention/are being observed | Hawthorne effect |
| series of studies that have come to published 1930s; represent any change in behavior when people react to a change in environment | Hawthorne studies |
| Hawthorne studies were conducted at the __ __ __ in Hawthorne, Illinois | Western Electric plant |
| field of study concentrate on workplace design, human-machine interaction, ergonomics, & physical fatigue/stress | human factors |
| educated prediction about the answer to a research question | hypothesis |
| manipulated variable in an experiment | independent variable |
| formal process by which subjects give permission to be included in a study | informed consent |
| committee designated to ensure the ethical treatment of research subjects | Institutional Review Board (IRB) |
| situation in which student works for organization, paid/volunteer, to receive practical work experience | internship |
| third variable that can often explain relationship between 2 other variables | intervening variable |
| written collection of articles describing the methods and results of new research | journal |
| unscientific collection of articles about a wide range of topics written by professional writers w/no training on topic | magazine |
| alteration of variable by experimenter in expectation that alteration will result in a change in dependent variable | manipulation |
| used in meta-analysis; statistic that is average of effect sizes for all studies included in analysis | mean effect size |
| field of study that investigates behavior of employees within context of an organization | organizational psychology |
| field of study that concentrates on selection & evaluation of employees, through choosing/creating tests; constantly evaluates tests for fairness & validity | personnel psychology |
| extent to which the results of a study have actual impact on human behavior | practical significance |
| paid/unpaid position with organization that gives student practical work experience | practicum |
| research method in where experimenter does not manipulate independent variable/where subjects are not randomly assigned to conditions | quasi-experiments |
| random, unbiased assignment of subjects in a research sample to various experimental & control conditions | random assignment |
| sample where every member of relevant population had equal chance of being chosen to participate in study | random sample |
| graduate programs that offer a master’s degree but not a PhD | terminal master’s degree programs |
| systematic set of assumptions regarding the cause & nature of behavior | theory |
| collection of articles for those “in the biz,” about related professional topics, seldom directly reporting methods & results of new research; main audience are practitioners in field | trade magazines |
| I/O psych relies extensively on __, __ __, & __ __ | research; quantitative methods; testing techniques |
| I/O psychologists are trained to used __ __ & __ rather than clinical judgment to make decisions | empirical data; statistics |
| psychologists who work for organizations helping employees with problems (i.e. drug/alcohol abuse) are considered __ not I/O psychologists | counselors |
| I/O psychologists act as __ when conducting research as practitioners when working w/actual organizations | scientists |
| reliance on factor that helps differentiate I/O psych from other fields of psych | scientist-practitioners model |
| I/O psychologists act as __ when they apply research findings so that work performed w/organizations will be of high quality & enhance organization's effectiveness | scientist-practitioners |
| I/O professionals can have __ __ on lives of other people | positive impact |
| I/O psychologists can improve quality of life by increasing __ __, which reduces cost of goods sold by improving __ __ | employee effectiveness; product quality |
| focuses in determining competencies needed to perform jobs, staffing org. w/employees who had competencies, & increasing competencies through training | industrial approach |
| creates structure & culture that will motivate employees to perform well, give necessary info to do jobs, & provide safe working conditions | organizational approach |
| practice in areas of analyzing jobs, recruiting applicants, selecting employees, determining salary levels, training employees, & evaluating employee performance | I/O psychologists & HRM professionals involved in personnel psychology |
| examine various methods that can be used to train/develop employees; usually work in training dept. | personnel psychologists |
| concerned w/issues of leadership, job satisfaction, employee motivation, org. communication, conflict mgmt., org. change, & group processes | organizational psychologists |
| organizational psychologists often conduct __ of employee attitudes to get ideas about what employees believe are org. strengths/weaknesses | surveys |
| organizational psychologists, usually serve in role of __, making recommendations on ways problem areas can improved | consultants |
| professionals in __ __ implement organization-wide programs designed to improve employee performance; such as team building, restructuring, & employee empowerment | organization development |
| psychologists in field of human factors often work with __ & other __ professionals to make workplace safer & more efficient | engineers; technical |
| has been around since 1879 | field of psychology |
| either 1903: Walter Dill Scott The Theory of Advertising / 1910: Hugo Munsterberg Psychology and Industrial Efficiency / 1911: Scott Increasing Human Efficiency in Business | beginning of I/O psychology |
| psychology 1st applied to business | Theory of Advertising |
| 1st published in English in 1913 | Psychology and Industrial Efficiency |
| James Cattell, Walter Bingham, John Watson, Marion Bills, & Lillian Gilbreth | pioneers of I/O psychology |
| term "industrial psychology" was seldom used | pre-WW I |
| "economic psychology". "business psychology", & "employment psychology" were common pre-WW I terms for | industrial psychology |
| I/O made 1st impact during WW I due to large number of __ who needed placement in armed forces | soldiers |
| I/O psychologists were employed during WW I to test recruit then place them in appropriate positions through | Army Alpha & Beta tests of mental ability |
| pioneer of behaviorism; served US Army WW I & developed perceptual/motor tests for potential pilots | John Watson |
| results from Army Alpha/Beta tests assigned more intelligent troops to | officer training |
| results from Army Alpha/Beta tests assigned less intelligent troops to | infantry |
| I/O psychologist responsible for increasing efficiency w/which cargo ships were built, repaired & loaded | Henry Gantt |
| 1920, created 150-item knowledge test, administered to over 900 applicants, test/passing score so difficult only 5% of applicants passed | Thomas A. Edison |
| most interesting figures in early years of I/O psychology | Frank & Lillian Gilbreth |
| among 1st, if not 1st, scientists to improve productivity & reduce fatigue by studying motions used by workers | Gilbreths |
| contractor; famous for developing improvements in bricklaying that reduced number of motions needed to lay brick from 18 to 4.5 | Frank Gilbreth |
| highly educated; PhD Brown University 1915; 1935 professor of management & engineering at Purdue, 1st woman to hold such a position | Lillian Gilbreth |
| efficiency methods used by Gilbreths to raise their children was inspiration for book/1950s movie | Cheaper by the Dozen |
| prominent psychologist(s) who applied psychology to problems in industry in Switzerland | Jules Suter |
| prominent psychologist(s) who applied psychology to problems in industry in Australia | Bernard Muscio |
| prominent psychologist(s) who applied psychology to problems in industry in Germany | Franziska Baumgarten-Tramer, Walter Moede, William Stern, Otto Lipmann, & Emil Kraepelin |
| prominent psychologist(s) who applied psychology to problems in industry in Canada | Edward Webster |
| prominent psychologist(s) who applied psychology to problems in industry in Great Brittan | Cyril Burt, Charles Myers, & Sir Fredrick Bartlett |
| 1930s I/O psych greatly expanded its __ | scope |
| I/O psych involved primarily in personnel issues such as selection & placement of employees | prior to 1930s |
| publishing of Hawthorne studies caused psychologists to become __ __ in quality of work environment, as well as attitudes of employees | more involved |
| Hawthorne studies demonstrated that employee behavior was __ | complex |
| Hawthorne studies demonstrated that __ __ between mgr/employee played tremendous role in employee behavior | interpersonal interactions |
| Hawthorne studies were __ __ to investigate issues, such as effects of lightening levels, work schedules, wages, temperature, & rest breaks on employee performance | initially designed |
| Hawthorne study researchers were surprised that the actual __ __ did not affect productivity in predicted manner | work conditions |
| inspiring psychologists to increase their focus on human relations in workplace & explore effects of employee attitudes was the __ __ of Hawthorne studies | major contribution |
| in 1960s HR professionals started ti focus on developing fair selection techniques, due to laws from civil rights legislation, there was | increased demand for I/O psychologists |
| characterized by use of sensitivity training & T-groups for managers | 1960s |
| laboratory training groups | T-groups |
| great strides in understanding of many org. psych issues involving employee satisfaction/motivation; development of many theories about employee behavior in organizations | 1970s |
| resulted in increased use of behavior-modification techniques in organizations; by BF Skinner 1971 | Beyond Freedom and Dignity |
| brought 4 major changes to I/O psychology | 1980s/1990s |
| path analysis, meta-analysis, multivariate analysis of variance (MANOVA), & casual modeling; 1980s/1990s | complex statistical techniques |
| t-tests & analysis of variance (ANOVA); prior to 1970s | simpler statistical techniques |
| reliance on __ explains why students enrolled in I/O psych doctoral program take at least 5 __ courses as part of education | statistics; statistics |
| new interest in application of __ psychology to industry took place during 1980s/1990s | cognitive |
| articles written about performance articles written about __ __ in 1970s primarily described & tested new methods for evaluating employee performance | performance appraisal |
| articles written about performance appraisal in 1980s/1990s approached by examining __ __ used by managers when conducting such appraisals | thought processes |
| in 1980s/1990s, there was increased interest in effects of work on __ __ & __ __ | family life; leisure activities |
| during 1980s/1990s __ __, especially resulting in workplace violence, received I/O psych attention | employee stress |
| in 1980s/1990s, renewed interest in developing methods to __ employees | select |
| 1960s/1970s courts still interpreting major __ __ __ of 1960s, resulting in I/O psych to be cautious in selecting employees | civil rights acts |
| mid-1980s, courts less strict about civil rights acts, & wider variety of __ developed & used to select employees | instruments |
| cognitive ability tests, personality tests, biodata, & structured interviews are examples of | mid-1980s instruments for employee selection |
| massive org. downsizing, greater concern for diversity/gender issues, aging workforce, increased concern about effects of stress, & increased emphasis on org. development interventions | changes during 1980s/1990s |
| total quality management (TQM), reengineering, & employee empowerment are examples of | organizational development interventions of 1980s/1990s |
| in 2000s greatest influence on I/O psych is __ __ in technology | rapid advances |
| administration of tests/surveys through computers/ Internet, recruiting/screening applicants online, & meetings being held in cyberspace | 2000s technological advances |
| changing demographic make-up of workforce is __ __ that will impact I/O psych | important factor |
| increasingly entering workforce & taking on managerial roles | women |
| now largest minority group in US population | Latinos/Hispanics |
| fastest growing segment on US population | Asian Americans |
| increasing number of workers, vendors, & customers have English as __ __ | second language |
| __ __ will also affect role of I/O psych | global economy |
| flexible work sched., family-friendly policies, accom. increasing # of employees w/child-care & elder-care resp., flatter org. structures w/fewer mgmt levels, populations shifts from urban/suburban locations, & increasing cost of health-care benefits | factors impacting I/O psych |
| college/universities, consulting firms, private sector, & public sector are the (4) areas where those with __ __ __ work | I/O psychology degrees |
| typically teach & conduct research, although some work in administration | I/O psychologists at college/universities |
| help org. select high quality/diverse workforce, design employee motivational systems fairly, training employees, & ensure applicants/employees treated in legal/ethical manner | I/O psychologists at consulting firms |
| work for single company | I/O psychologists in private sector |
| work for local/state/federal government | I/O psychologists in public sector |
| __ sector offers lower pay but more job stability as I/O psychologist | public |
| more likely to be employed in academic setting | I/O psychologists with PhD |
| more often employed as HR generalists, data analysts trainers, & compensation analysts | I/O psychologists with master's degree |
| median salary $72,000 as of 2006 | master's-level positions in I/O psych |
| median salary $98,500 as of 2006 | doctoral-level positions in I/O psych |
| top 10% of I/O psych with __ degrees earned more than $200,000 as of 2006 | doctoral |
| GRE is __ __ __ of Scholastic Aptitude Test, or SAT | graduate school version |
| __ degree in I/O psych takes btwn 1-2yr after completion of BS | master's |
| undergraduate GPA of 3.0 & score of 1,000 on GRE are not uncommon prerequisites | admission requirements for master's in I/O psych |
| I/O __ degree programs can be part of PhD program or terminate at end of __ program | master's; master's |
| at a school w/terminal master’s degree program master's degree is __ that can be earned at that school | highest |
| best suited for students wanting applied HR position in org. | terminal programs |
| terminal programs usually have __ __ entrance requirements & provide more financial aid/individual attention | less stringent |
| usually have more well-known faculty members, better facilities & research funding; best suited for students who eventually was to teach, do research, or consult | doctoral programs |
| completion of __ master's programs requires 40 hours of graduate coursework | most |
| 15-18hrs of coursework considered full __ semester load | undergraduate |
| 9-12hrs of coursework considered full __ semester load | graduate |
| many master's degree programs require an original research work created & conducted by student to be delivered in 2nd yr of graduate school, called a | thesis |
| most master's degree programs require student pass __ __ and/or __ examination before graduation | comprehensive oral; written |
| taken during final semester & cover material from all of courses taken curing graduate program | comprehensive oral &/ written examination |
| 3.5 GPA & GRE score of 1,200 | common entrance requirements of master's degree programs |
| dissertation is broader in scope, longer, & requires more original & independent effort than | the thesis |
| 1st 2 yrs wide variety of psych courses, I/O courses concentrated in 3rd-4th yrs, dissertation in addition to thesis, series of extensive comprehensive exams | doctoral degree programs for I/O psych |
| most important characteristic of I/O psych reliance on researcher is it ultimately | saves organizations money |
| I/O psych researchers have shown that the unstructured interview __ __ best predictor of future behavior on job | is not |
| helps to critically listen & analyze results of studies to make more intelligent decisions | understanding research |
| many of our __ __ have been & continue to be wrong | commonsense policies |
| 33 studies concluded that the majority of the time a test answer will changed from __ __ __ | wrong to right |
| 1st step in conducting research is to decide | what to research |
| majority of I/O psych research is conducted to test __ of theories | accuracy |
| conducting some form of research to answer a questions will undoubtedly lead to a __ __ than could be obtained by guesswork alone | better answer |
| many research ideas __ __ person starting sentence with "I wonder..." | stem from |
| 2nd step in deciding on research topic is | forming hypothesis |
| hypothesis is a __ usually based on a theory, previous research, or logic | prediction |
| to see if a hypothesis is correct, researcher could need to | conduct a study |
| if results from study conducted support hypothesis it becomes important to | test the theory |
| even though a study may support a hypothesis it is still important to __ __ hypothesis is true | determine why |
| it is important to determine why hypothesis is true because our ability to understand & use best theory, allows us to develop new methods to | improve productivity in workplace |
| when there is no previous research or theory proposed a(n) __ __ without a hypothesis can be conducted; practice is not uncommon but generally frowned upon by scientists | exploratory study |
| when a hypothesis may not be supported by a study, even though the logic & theory behind it is correct, is usually due to | poor research design or complexity of topic |
| no one theory about violence, by itself, is | the answer |
| once research idea created, the next step is to | search literature for similar research |
| even if your specific research question has not been studied before, similar research studies can provide ideas on | how to conduct your study |
| PyschINFO & Infotrac are | subject indexes |
| journals, bridge publications, trade magazines, & magazines are | 4 types of periodicals |
| journals are best source of __ & __ info about a topic | unbiased; accurate |
| Journal of Applied Psychology, Personnel Psychology, Academy of Management Journal, Academy of Management Review, & Organizational Behavior and Human Decision Processes are | leading journals of I/O psychology |
| designed to "bridge the gap" between academia & applied worlds; articles usually written by professors about topic of interest to practitioners | bridge publications |
| Academy of Management Executive, Harvard Business Review, & Organizational Dynamics are | leading bridge publications of I/O psychology |
| trade magazines contain articles written by professional writers who have __ __ in a given field | developed expertise |
| articles in trade magazines do not cover all research on topic so can be considered | biased |
| HR Magazine & Training are examples of | I/O-related trade magazines |
| magazine articles are good sources of __ but terrible sources to use in support of __ __ | ideas; scientific hypothesis |
| problem with relying on a secondary course, such as Internet, is one cannot be sure is info __ __ info in primary course | accurately reflects |
| once research idea created & hypothesis formed the next step is to decide whether to conduct study | in the field or laboratory |
| 32% of I/O Psych research is conducted in | laboratory |
| external validity, or generalizability are __ of laboratory research | disadvantage |
| research is often conducted in labs because researchers can control __ __ that are not of interest in the study | many variables |
| loss of control of extraneous variables that are not of interest to the researcher is | disadvantage of field research |
| found leadership training was more effective in lab studies than in field studies | meta-analysis by Avolio et al |
| found age bias stronger in lab settings than in field settings | Gordon & Arvey |
| in studies of teams, group cohesion, & group personality were related to performance __ in field studies of real groups than in lab studies of groups created for experiment | more |
| field research provides researchers with a(n) __ __, informed consent | ethical dilemma |
| in field studies obtaining informed consent can be difficult & may change | way people behave |
| informed consent may be __ only when research involves minimal risk to participants, waiver will not adversely affect rights of participants, & research could not be carried out without waiver | waived |
| when studies involve negative consequences for a subject informed consent __ __ waived if importance of study outweighs negative consequences | can be |
| one area IRB pays close attention to ethical treatment of research participants is | confidentiality |
| authors of studies conducted in organizations submitted their __ __ to IRBs only 44% of time | research plans |
| after deciding location for research, next step is determining which type of __ __ to use | research method |
| experiments, quasi-experiments, archival research, observations, surveys, & meta-analyses | types of research methods |
| most powerful of all research methods because it is only one that can determine cause-and-effect-relationships | experimental method |
| if it is important to know whether one variable produces/causes another variable to change, __ is only method that should be used | experiment |
| manipulation of one/more independent variables & random assignment of subjects to experimental & control conditions | characteristics defining an experiment |
| if either of (2) characteristics defining an experiment are missing it is called | quasi-experiment, study, survey, or investigation |
| independent variables is one/more aspects of question of interest that researcher intentionally __ | manipulates |
| dependent variables is the measure of changes that occur as __ of manipulation of independent variable | result |
| quasi-experiments often used to evaluate results of __ __ implements by an org. | new program |
| when using quasi-experiment results other __ __ should be referenced when deciding on making changes | research evidence |
| archival research is not obtrusive/expensive however records in files are not always __ or kept __ | accurate; up-to-date |
| greatly increased potential for archival research | computerization of information |
| can be conducted by mail, personal interviews, phone, fax, email, Internet, or magazines | surveys |
| depends on sample size, budget, & amount of time avail. to conduct study, & need for rep. example | survey method factors |
| less expensive & time-consuming; result in lower response rates & lower-quality answers | mail surveys |
| inexpensive, limited to specific population w/access, more subject to size & format restrictions, & result in lower response rates than mail surveys | email surveys |
| inexpensive, limited to specific population w/access to computers | Internet surveys |
| comparing Internet surveys to traditional methods indicates Internet more accurately reflect population in terms of __ & __ __ | gender; social class |
| comparing Internet surveys to traditional methods indicates Internet less accurately reflect population in terms of __ | race |
| surveys in magazines & professional publications are common, but they may not result in a(n) | representative sample |
| results about survey methods found employees from US, Japan, & France preferred automated phone response tech., whereas employees in Germany, Italy, & UK preferred traditional paper-and-pencil method | multinational study by Church in 2001 |
| easy to understand, use simple language, do not ask hypothetical questions, & are relatively short in length | well-designed survey questions |
| when surveying sensitive/controversial issues the extent to which responses to survey questions are accurate is | an issue involving surveys |
| inaccurate responses to survey questions can be result of person not actually knowing | the correct answer to a question |
| statistical method of reaching conclusions based on previous research; researcher determined effect size then finds statistical average of effects sizes across subject resulting in mean effect size | meta-analysis |
| correlation coefficients (r) are used as __ __ when researchers are interested in __ between 2 variables | effect size; relationship |
| majority of studies use correlation coefficients as their __ | statistical test |
| studies looking at relationship between personality & job performance, integrity test scores & employee theft, or relationship between job satisfaction & performance are all | examples where correlation coefficients are used |
| studies looking at effectiveness of a training methods, effect of goal setting, & effects of shift work are all | examples where difference score are used |
| effect sizes can be interpreted by __ them to norms | comparing |
| effect sizes can be interpreted by __ __ them to particular situations | directly applying |
| effect sizes >.40 are considered to be | small |
| effect sizes between .40 & .80 are considered to be | moderate |
| effect sizes <.80 are considered to be | large |
| .44 is average effect size for a(n) | organizational intervention |
| actual practical significance of an effect size depends precisely on __ available | formulas |
| when directly applying effect size to particular situation you need to know __ __ of variable in question | standard deviation |
| the standard deviation of variable in question is multiplied by effect size, from meta-analysis, to yield a(n) | meaningful score |
| because meta-analysis studies summarize __ __ studies on a topic, they __ __ __ than reference to 1 or 2 studies | all available; carry more weight |
| indicates the actual correlation from meta-analysis | r |
| correlation after it has been corrected for factors that can reduce the size of a correlation | p |
| p is known as | rho |
| factors that can reduce the size of a correlation | artifacts |
| rho is often referred to as __ or __ correlation | corrected; true |
| decisions about size, composition & method of selecting __ who will serve in sample study must also be made | subjects |
| is not necessary if experimenter can choose a random sample and control for many of extraneous variables | large sample |
| need only about 1,000 participants to generalize survey results to entire US population | properly conducted research studies |
| method of __ __ dependent on nature of organization | selecting |
| probably be forced to use all employees for sample, which means sample will be small but representative of intended population | small organization |
| to increase experimental rigor & decrease cost of conducting research many studies are conducted at | universities using students as subjects |
| served as subjects in 46% of research studies published in four leading I/O journals | college students |
| using college students as research subjects may not __ to real world | generalize |
| in order for sample to be representative as possible, it is essential to use __ sample | random |
| ethics of American Psychological Association (APA) requires | voluntary participation |
| although APA requires voluntary participation, sometimes __ participation is required | compulsory |
| random sampling is difficult, so many studies use convenience samples & then __ __ subjects to various experimental conditions | randomly assign |
| random assignment is important when using __ samples | convenience |
| research indicates that __ & __ assignment result in different outcomes | random; nonrandom |
| to ensure all data are collected in __ __, important that all instruction to subjects stated in standardized fashion at understandable level | unbiased fashion |
| once subject finished with participation they should be | debriefed |
| helps determine how confident results are real & did not occur by chance alone | statistical analysis |
| any __ __ __ collected will in all probability be different | set of numbers |
| question about set of numbers collected is, are they __ different? | significantly |
| statistical analysis determine if sets of numbers are significantly different by determining __ data were result of chance | probability |
| results are considered to be statistically relevant is analysis indicates probability data results from chance of | 5% or less |
| __ levels indicate only level of confidence we can place on a result being product of chance | significance |
| significance levels say nothing about __ of results | strength |
| to determine __ of a finding __ __ is used | strength; effect size |
| tell us statistical significance of a study | significance levels |
| combined with logic, __ __ tell us the practical significance of a study | effect sizes |
| correlational analysis does not necessarily say anything about __ | causality |
| correlation coefficient does not indicate a cause-and-effect relationship because of __ variable | intervening |
| good researcher should always be cautious about variables that __ __ | seem related |
| just because 2 events occur at same time or seem related does not mean that one event/variable __ __ | causes another |
| correlation coefficient is result of __ analysis | correlational |
| range from -1 to +1 | values of correlation coefficient |
| further value of correlation coefficient is from zero the __ the relationship between two variables | greater |
| direction of the correlation | - or + |
| means that as values of one variable increase, so do the values of a second variable | positive (+) correlation |
| means that as values of one variable increase, values of second variable decrease | negative (-) correlation |
| I/O psych finds __ __ between job satisfaction/absenteeism, age/reaction time, & nervousness/interview success | negative correlations |
| ambiguous situation that requires personal judgment of what is right/wrong because there are no rules, policies, or laws guiding such decision | ethical dilemma |
| when faced with an ethical dilemma, individuals often rely on their __ & __ __, which leads to different decision by different people in similar situations | morals; personal values |
| high level of uncertainty as to what is right/wrong, there appears to be no best solution, & there are both positive & negative consequences in a decision | Type A dilemma |
| drug research that uses animals to test drugs is an example of a __ __ dilemma | Type A |
| Type B Dilemmas are also called __ dilemmas | rationalizing |
| individuals know what is right but choose solution that is most advantageous for themselves | Type B dilemma |
| the ability to __ a dilemma, that because everyone else is doing it it's OK, is the reason that __ behavior is at all-time high in organizations | rationalize; unethical |
Created by:
lfrancois
Popular Psychology sets