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PSY 311 Ch.10
Book notes and Lecture
| Question | Answer |
|---|---|
| Nonexperimental research strategy | attempts to demonstrate a relationship between 2 variables by comparing different groups of scores, but makes no attempt to minimized threats to internal validity or to explain the relationship |
| Quasi-experimental research strategy | attempts to limit threats to internal validity and produce cause and effect conclusions but lacks one of the critical components-manipulation or control. Typically compares groups or conditions that are defined with a nonmanipulated variable |
| These 2 methods of defining groups produce 2 general categories of non-experimental and quasi-experimental designs: | 1. Between-subjects design (nonequivalent group designs) 2. Within-subject design (pre-post designs) |
| Which of the following is an example of a nonexperimental study? | a study comparing self-esteem scores of children with a learning disability vs. scores for children without a learning disability |
| Nonequivalent group design | different groups of participants are formed under circumstances that do not permit the researcher to control the assignment of individuals to groups, and the groups of participants are considered nonequivalent -cannot use random assignment |
| Nonequivalent groups are threatened by | individual differences (internal validity) |
| 3 common examples of nonequivalent group designs: | 1. differential research design 2. posttest-only nonequivalent control group 3. pretest-posttest nonequivalent control group |
| Differential research design and posttest-only nonequivalent control group | make no control to minimized individual differences as a confound and are nonexperimental designs |
| Pretest-posttest nonequivalent control group | classified as quasi-experimental because it does attempt to minimize the threat of individual differences as a confound |
| Differential research design | nonexperimental design that compares preexisting groups rather than randomly assigning. Groups defined by a participant characteristic such as gender, race, or personality -similar to correlational research strategy |
| Nonequivalent control group design | uses preexisting groups, one of which serves in the treatment condition and the other in the control condition. -no random assignment |
| posttest-only nonequivalent control group design | compares 2 nonequivalent groups of participants. One group is observed (measured) after receiving a treatment, and other group is measured at same time but receives no treatment |
| Pre-test-posttest nonequivalent control group design | compares 2 nonequivalent groups. One group is measured twice, once before treatment is administered and once after. Other group measured 2 times but no treatment. Attempts to limit threats to internal validity, classified as quasi-experimental |
| Differential effects | time-related threats to internal validity that affect the groups differently |
| Which of the following is the primary threat to internal validity for nonequivalent group designs? | individual differences between treatment groups |
| Which research design is used by a researcher comparing self-esteem scores for children from divorced families vs. scores for children from families with no divorce? | differential research design |
| Which of the following is the primary advantage of a pretest-posttest nonequivalent control group design, in comparison to other nonequivalent group designs? | the pretest scores can help reduce the threat of individual differences between groups |
| Pre-post design | research study in which a series of observations is made over time for one group of participants -has no control group, threatened by factors related to time (internal validity) |
| 5 categories of time-related threats: | 1. History 2. Instrumentation 3. order effects 4. maturation 5. statistical regression |
| Time-series design | series of observations for each participant before a treatment or event and a series of observations after the treatment or event. Event is an outside occurrence that is not controlled or manipulated by the researcher. single-case design. |
| Interrupted time-series design | a quasi-experimental research design consisting of a series of observations before and after an event |
| which of the following is common in within-subjects experimental designs but is impossible in a pre-post design? | counterbalance order of treatments |
| what can a researcher determine by using a series of observations before treatment? | if scores are influenced by some factor unrelated to the treatment |
| developmental research design | are used to examine changes in behavior related to age -2 types: cross-sectional and longitudinal design |
| cross-sectional developmental research design | used different groups of individuals, each group presenting a different age. The different groups are measured at one point in time and then compared |
| Cross-sectional developmental: Advantages | researcher can observe behavior changes as people age without waiting for a group of participants to grow older -data can be collected in a short period of time -not require long-term cooperation between researcher and participant |
| Cross-sectional developmental: Disadvantages | researcher cannot say anything about a particular individual how she/he develops overtime because they are not followed over yrs. -Cohort/Generation effects: differences between age groups caused by unique characteristics or experiences other than age |
| Longitudinal development research design | examines development by observing or measuring a group of cohorts over time -example of a within-subjects design -no treatment |
| Longitudinal development research design: Advantages | absence of cohort effects because researcher examines one group of people over time -can discuss how a single individual's behavior changes with age |
| Longitudinal development research design: Disadvantages | extremely time-consuming, very expensive -Participant attrition: when participants drop out of a study, move away or die -same individuals are measured repeatedly |
| Cross-sectional longitudinal designs: | examining the development of phenomena other than individual aging -compare results obtained from separate samples that were obtained at different times |
| a cross-sectional developmental design is an example of which general category of research designs? | nonequivalent group designs |
| what is the appropriate statistical analysis for comparing non-numerical data for a differential design comparing samples representing 2 populations? | chi-square test for independence |
| what is the appropriate statistical analysis for evaluating the after treatment mean difference for a posttest-only nonequivalent control group design? | independent-measures t-test |
| In a differential research design, what term is used identify the participant variable that is used to define the groups? | quasi-independent |
| Advantages of Quasi-experimental designs | can examine the effect of variables that we cannot manipulate |
| Disadvantages of quasi-experimental designs | cannot establish causality -other variables might account for your results |
| One-group posttest-only design | Participants--> IV introduced--> DV assessed (posttest) |
| One-group posttest-only design: disadvantages | Results are tough to interpret without a comparison group -cannot assess whether DV actually changed -other variables may have changed the DV -may still have uses though- milligram obedience (shock experiment) |
| One-group pretest-posttest design | Participants--> DV assessed (pretest)---> IV introduced--> DV assessed (posttest) |
| One-group pretest-posttest design: Advantage | can assess changes in the DV -difference between pre- and posttest |
| One-group pretest-posttest design: Disadvantages | other variables (not IV) may have been caused those changes -these are threats to internal validity |
| History Threat | anything occurring outside of the study that may affect the DV |
| Maturation threat | naturally occurring changes in participants -Ex: get older, stronger, wiser |
| Testing threat | testing increased future performance due to practice, familiarity with the test -easy solution for all of these-include a control condition |
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