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Stats Exam 2
| Question | Answer |
|---|---|
| apa | american psychological association |
| title page | - no running head needed for student papers - includes page numbers (always pg. 1) - check fonts match |
| abstract | - summary of the article - written last -lengths depends on the assignment/journal - always page 2 - normally has a word count - not indented |
| intro section | - states the research question and hypothesis - justifies the study (why is it important) - presents relevant research - should lead to hypothesis to make sense - where you review the relevant literature - typically ends with the hypothesis |
| method section | - titled "_______" - has 3 subsections - like a recipe |
| participants in method | - who you selected - their relevant characteristics - how you selected them |
| materials in method | - what materials you used to complete the study |
| design and procedure in method | - your design considerations go in here - variables, type of study, counterbalancing - your steps, in order, are listed |
| results | - presentation of descriptive stats followed by inferential stats - what data analysis were conducted and what they showed - no tables or figures |
| discussion | - author's interpretation of the results - relates to the findings back to the relevant research and hypothesis - should specify limitations/problems with the study - suggests further lines of research |
| references | - must match in text citations - in apa |
| empirical article formatting | 1. title page 2. abstract 3. intro 4. method 5. results 6. discussion 7. references |
| proposal formatting | 1. title page 2. abstract 3. intro 4. method 5. data analysis plan 6. references |
| data analysis plan | where you lay out how you would analyze the data if you were to conduct the study. include descriptive and inferential stats to be calculated |
| apa style contains 2 concepts | citations and references |
| when to cite? | anytime you are taking any info from anywhere |
| when to quote? | never. only when extreme emphasis is needed |
| summarizing | taking ideas from a large passage of other sources and condense them using your own words |
| paraphrasing | using ideas from other sources but changing the phrasing into your own words |
| what doesn't need to be cited? | general knowledge |
| what should be included in citing an author? | last name |
| citation when referencing in a sentence | Davis (2026) |
| citation when citing after a quote or paraphrase | (Davis, 2026) |
| citation for 2 authors in a sentence | Davis and Harget (2026) |
| citation for 2 authors in a citation | (Davis & Harget, 2026) |
| citation for 3 or more authors in sentence | Davis et al. (2026) |
| citation for 3 or more authors in a citation | (Davis et al., 2026) |
| separate 3 or more authors in a citation with | a ; |
| how do you list last names in a citation? | in alphabetical order by last name |
| what is the point of references? | transparency and replication |
| what do references contain? | authors name, title of work, publication info |
| observation | - there are systematic, proper ways to do it - allows for description (not causation) - most useful in first steps of research |
| behavioral categories | first step in observation that is an operational definition |
| what goes into behavior categories? | - a specific description of what is to be observed - observation often leads to refining the categories |
| obtrusive observation | participants aware that they are being observed |
| unobtrusive observation | participant is unaware they are being observed |
| participant observation | being an active member of a group or activity under observation |
| non participant observation | observe without being an active participant |
| naturalistic observation | observing something in its unaltered, natural setting |
| external validity | applying the findings to situations/settings beyond the particular study |
| ecological validity | ability to apply research findings to real world settings |
| interrater reliability | the degree agreement between observers who record the same behaviors in the same place at the same time |
| percent agreement | amount of times researchers agree |
| (total # agreement/total # observation) X 100 | percent agreement calculation |
| archival research | involves existing records |
| what does archival research must have? | a clear hypothesis |
| secondary data analysis | another term for archival research |
| content analysis | - systematic techniques used to examine archival, qualitative data - involves specific and intentional categorization |
| case history | thorough description of a single case, or a limited number of cases, that does not include a treatment/manipulation |
| case study | thorough description of a single case, or a limited number of cases, that does include a treatment/manipulation |
| surveys/questionnaires | you directly question your participants |
| what is the purpose of surveys/questionnaires | 1. evaluate specific attitudes 2. predict behavior |
| designing surveys/questionnaires | start with a clearly defined topic and decide what questions to include |
| open ended questions | gives the opportunity for the participant to say what they want |
| closed ended questions | gives the participants set responses to the question |
| partially open ended | adding "other" to a closed ended question |
| rating scales | variability |
| likert-type | indicates level of agreement |
| semantic differential | measures attitudes and perception with opposing adjectives and anchors |
| test re-test | administer surveys two times and compare results |
| split half | divide survey into equal halves, score each half, and compare the score |
| content validity | assesses whether the survey covers all behaviors associated with phenomenon |
| flashbulb memories | very surprising, very emotional, and very consequential |
| concurrent validity | the ability of the instrument to produce results that agree with other established measures of the same variable/behavior |
| predictive validity | the ability of the instrument to predict future behavior |
| descriptive stats | procedures for summarizing and describing the characteristics of a data set |
| descriptive stats are enhanced by | pictures and graphs |
| distribution | how the data falls/the arrangement of data |
| at the population level, the distribution is always | normal/bell curve |
| tail | outliers/extreme values |
| body | grouping of most scores |
| Skewness | sk |
| what is sk | measure of a balance in a distribution |
| symmetrical distribution | has no sk |
| positive sk (sk+) | tail trails to the right-lower scores |
| negative sk (sk-) | tail trails to the left-higher scores |
| kurtosis (kurt) | measure peak in a distribution |
| leptokurtic | highly peaked distribution |
| mesokurtic | normally peaked distribution |
| platykurtic | low peaked distribution |
| central tendency | a statistic measure that identifies the center of a distribution |
| measures of central tendency | one score that describes the entire distribution |
| 3 measures of central tendency | mean, median, and mode |
| mu | arithmetic average for the population |
| mean | - arithmetic average for the sample - most commonly used measure - very sensitive to outliers/skewed distributions |
| median | - will be an occurring score with an odd n - not affected by outliers or skewed distributions - can change with added scores |
| mode | - most reoccurring score - can possibly change with added scores - not sensitive to outliers, but affect by sk distributions (pushed away from extermes) |
| unimodal | 1 mode |
| bimodal | 2 modes |
| multi-modal | many modes (3+) |
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