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RMDA exam 1
| Term | Definition |
|---|---|
| ways of knowing | intuitions and anecdotes; authority and tradition; empiricism and direct experience; rationalism and skepticism |
| intuition | "I believe my gut feeling"; hunch and emotionality; sudden insight but no science or data to prove |
| advantages of intuition | origin of novel hypotheses; can move a field beyond the data; provide emotional/personal insight |
| disadvantages of intuition | no empirical data; consider confirmation bias and false consensus effect |
| authority | "I believe what they tell me to"; credible/powerful/influential people; institutions and traditions (e.g. religion) |
| advantages of authority | stable set of beliefs/principles; move a field beyond data (visionaries, e.g. Freud) |
| disadvantages of authority | insensitive to proof/evidence, susceptible to political bias; ignore scientific procedures; distorts/ignores evidence and science |
| empiricism | "I believe what I can see"; direct observation, data, reliability, repeatability; doesn't exist until problem faced directly |
| advantages of empiricism | can confirm hunch with real data; grounds knowledge; confirm intuition by observation; makes knowledge public |
| disadvantages of empiricism | validity of tools; confirmation bias; spurious correlations; susceptible to illusions and misperceptions |
| rationalism/skepticism | "I believe what makes sense"; logical coherence; organize understanding, guide new hypotheses, summarize empirical data |
| advantages of rationalism/skepticism | dvp coherent principles/theories, articulate hypothetical constructs underlie behavior, correspond conclusions-knowledge |
| disadvantages of rationalism/skepticism | potential bias in data used to support theory; consider ideological bias and authority-based belief systems |
| goal of behavioral science | description, prediction, determining cause, explaining behavior |
| description | describe observable behavior; describe how events are systemically related; e.g. do ppl study better w/ tv or no? |
| prediction | once events have shown to be related, predictions can be made; considers likelihood |
| determining causes (of behavior) | correlation is not causation; to know how to change behavior, we need to know the causes of behavior |
| explaining behavior | explain relationship by testing theories; understand why a behavior occurs |
| temporal precedence | specific, consistent order to the events; cause must happen before effect |
| covariation of cause and effect | observing a change in one variable should lead to a change in another; effect doesn't occur w/out cause |
| covariation of cause and effect: when one isn't present | if effect occurs without cause, it's not the cause; if cause isn't present, effect doesn't occur |
| eliminate alternative explanations | determine effect isn't caused by a different variable; rule out other explanations; can use survey; eliminate other factors |
| basic research | understand nature of behavior without having irl application; e.g. address theoretical questions abt areas of the mind |
| applied research | conducted to address issues in which there are practical problems and potential solutions |
| e.g. basic research | general; e.g. differences between men and women, bst method for learning; has implications for applied research, not solution |
| using applied research | use theory and evidence to design courses; applied research often guided by findings of basic research |
| variable | event, situation, behavior, or characteristic that varies; at least 2 values; with humans, only thing not variable = species |
| operational definition | statement that determines how a variable will be measured to determine its existence, duration, or quantity |
| operational definitions are | quantifiable; objectively measured; behavioral; very clear/specific |
| e.g. operational definition "memory improvement" | pre and post test of words to memorize (different words for post-test) and improvement is more words memorized |
| confounds | third variables; variables you aren't measuring, that may impact results |
| independent variable (IV) | cause; the variable being manipulated/ whose effect is being studied |
| dependent variable (DV) | effect; measurable behavior; may change in response to independent variable |
| random selection | when recruiting from large population, everyone has equal chance of being in sample; no cherry-picking |
| random assignment | randomly putting people in experimental vs control groups; reduces bias; equate experimental and control groups besides IV |
| within-subjects design | same people in experiment conditions; same person is their own control |
| between-subjects design | different people in each group |
| risk-benefit analysis | compare potential risks with potential benefits; minimize risks, maximize or equalize benefits |
| APA format | there was (not) a statistically significant correlation between variable A and B, r(df) = x, p ><= .05 or .10; such that... |
| correlation | the measure of the extent to which 2 factors vary together and how well either factor predicts the other |
| positive correlation | both variables increase or decrease; e.g. as attendance increases, so does class grade |
| negative correlation | inverse relationship; as one variable increases, the other decreases; e.g. as freq of exercise increases, anxiety decreases |
| correlational/nonexperimental cons | no causality; third variable problem; difficult to control many aspects of situation |
| internal validity | ability to draw conclusions abt causal relationships from results of study; strong causal inferences with high validity |
| external validity | how well results match the real world; how generalizable results are; ecological validity |
| field study/experiment | type of experiment where IV is manipulated in natural setting (e.g. public places, like classrooms, parks) |
| ethical concerns of field study | stress; didn't sign up for it |
| experimental methods | manipulate independent variable and measure dependent variable |
| experimental control | all extraneous variables kept constant |
| random variability | ppl's responses can vary in any random way from each other; lots of factors determine random variability |
| uncertainty | don't know responses and population ahead of time |
| general experimental research hypothesis | the experimental (values of DV) caused only by experiment itself (values of IV) |
| construct validity | ensure the test you're using is appropriate for what you're studying; are the studied constructs appropriate? |
| constructs | intangible, complex ideas (e.g. personality, mood) |
| qualitative research | nominal/words description; simple observation (e.g. naturalistic); record patterns of behavior in specific groups and places |
| quantitative research | tracking patterns of behavior using numbers; e.g. surveys, polls, archival data; shows pattern of behavior but not why |
| predictions | an estimate at outcome of a specific measure or test in study; relate specifically to study measures |
| e.g. predictions | dominant hand will be quicker than the nondominant hand during the ruler drop |
| hypothesis | tentative idea or answer to a research question; need evidence to support/accept or disconfirm/reject; very general |
| e.g. hypothesis | dominant handiness influences reaction time |
| research questions | used to identify and describe the investigated topic, and conduct research to answer; can have smaller questions branch out |
| frequency distributions | pie charts, bar graphs, line graphs (frequency polygons), histograms |
| median | middle number when in order lowest to highest |
| mode | number that occurs most often |
| mean | the average (sum of numbers divided by number of numbers) |
| central tendency | means of measurement; mean, mode, median |
| standard deviation | spread of the numbers; 68–95–99.7 normal distribution; SD = square root of variance |
| variance (s^2) | square of standard deviation |
| null hypothesis (H0) | population correlation coefficient is 0.00; no change or effect; no relation; any relation between variables is by chance alone |
| research/alternative hypothesis (H1) | population correlation coefficient is not 0.00; there is a relationship between variables; can we reject null? |
| IRB | Institutional Review Board; consists of people with and without expertise in institution; assesses risk and permits/denies studies |
| Common Rule | comes from Belmont Report; 1991 basic standard of ethical guidelines |
| Belmont Report | 1979; basis of APA guidelines; beneficence, autonomy, justice |
| coercion | compelling a group to act or do things involuntarily |
| Informed consent | person should know info about the study in writing; possible risks or harm; reminders it's voluntary |
| ethical considerations in Tuskeegee | informed consent; do no harm/minimal risk; representative sample; should benefit participants; deception |
| ethical considerations in Zimbardo | no informed consent; risks outweighed benefits; severe harm |
| debriefing | at end of study, researchers explain purpose of study; explain deception; comfort/calm participant |
| deception | active misrepresentation about the nature of the study |
| double-blind study | neither the participants nor researchers know which group is the control group |
| self-selection | ppl who choose to be in a study; volunteerism bias etc |
| participant variables | aren't assigned but are measured; e.g. gender, age, eye color, etc |
| convenience sampling | e.g. using rcnj students; easy to obtain participants; not necessarily representative of population |
| self-fulfilling expectations/prophecy | researcher may be unaware they're treating participant a certain way; biased procedures |
| social desirability responding | esp. personal info; respond in a way they think is right; changes in responses with age |
| beneficence | minimize risks, maximize benefits; risk-benefit analysis |
| autonomy | right to exercise autonomy and make informed decisions |
| justice | research shouldn't involve groups unlikely to benefit from findings |
Created by:
lector_noche
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