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Experimental Psych
Mid term Exam
| Question | Answer |
|---|---|
| Non-Emperical Methods | Indirect, Authority, Logic |
| Emperical Methods | Based on Experience (observations), Intuition, Science |
| Authority | "mom told me so" plays diminished role in science compared with other social institutions |
| Logic | A>B, B>C, A>C plays an important role in science but is secondary in importance to observation |
| Intuition | spontaneous perception/judgment not based on reasoned mental steps common sense- practical intelligence shared by a large group of people |
| Science | a way of obtaining knowledge by means of objective observations rests on a certain kind of common sense sometimes counterintuitive, scientic method |
| 5 Step Scientific Method | Define Problem, Form Hypothesis (based on theory), Collect & Analyze Data, Draw Conclusions, Communicate Findings |
| Theory | system of ideas/principles to explain phenomena ex. evaluation, global warming |
| Hypothesis | a specific prediction about 2 or more variables that can be tested in a experiment or study |
| Goals of Science | Description, Prediction, Explanation |
| Description | Observing behavior in order to describe it ex. do males & females behave differently? |
| Prediction | Identifying specific factors that are associated ex. in gender predictive of certain behaviors? |
| Explanation | Determining the causes of behaviors/events ex. what causes these gender differences? |
| Descriptive Methods | Observation, Case Studies, Surveys |
| Observation | Naturalistic or laboratory observation |
| Case Studies | In-depth study of one or more individuals |
| Surveys | asking questions through "self-report" |
| Predictive Methods | Correlational, and Quasi-experimental methods |
| Correlational Methods | assess the degree of relationship between two variable Positive correlation: income & education Negative correlation: grades & drinking |
| Quasi-experimental method | Compare groups of individuals across a "naturally occurring" variable "Subject" or "participant" variable Can't be assigned or manipulated ex. gender, age, ethnicity |
| Explanatory Methods | Experimental method, independent variable, dependent variable |
| Experimental Method | determining if there is a cause-and-effect relationship between 2 variables 1.manipulation of independent variable 2.measurement of dependent variable 3.control over extraneous variables |
| Seven Characteristics of Science | Empirical, Objective, Self-Correcting, Progressive, Tentative, Parsimonious, Concerned with Theory |
| Concerned with Theory | figuring out "why?" and "how?" |
| Good Theories are... | Falsifiable Don't try to prove theories but falsify them Gain confidence in theory by collecting data that: supports theory, doesn't support competing theories, & fails to falsify testable hypotheses |
| Philosopher Sir Karl Popper | No matter how much evidence supports a theory, there are always other possible explanations The best evidence is that which contradicts a competing theory Gain confidence in the leading theory |
| Empirical | based on experience |
| Peer review | a process of critical review by fellow experts in a scientific field that evaluates a work for quality before recommending it for publication in a scholarly journal |
| Objective | same observations made by anyone |
| Self-Correcting | new evidence may contradict what is currently known |
| Reading Articles Strategically | Focus on Abstract, Introduction & Discussion Skim Methods and Results Ask: what are major theories, any unsolved problems Look for knowledge gaps and statements on future research areas |
| Variables | Aspect of a testing condition that can change or take on different characteristics with different conditions |
| Types of Variables | Independent, Dependent, Subject, Confounded, Extraneous |
| Operational Definitions | Statements of the precise meaning of procedures of concepts within an experiment Including IV & DV ex: easy- BP, HR, cholesterol; hard-agression, attraction, depression, hunger |
| Converging Operations | Using different operational definitions to arrive at the meaning of a concept Each one may be observed, measured, andtested to see how it relates to concept Often leads to experiments with multiple DVs that capture diff. aspects of a concept |
| Independent Variable | Conditions manipulated by the experimenter to determine their effect ex. taking vitamin C |
| Levels | different values/conditions of the IV |
| Confounded Variable | another variable that varies systematically with the IV such that the possible effects of this variable cannot be separated from the IV |
| Dependent Variable | measure of behavior (outcome variable) ex. cold symptoms |
| *Common ways to Measure Behavior | Frequency: #times behavior occurs Rate: #behaviors relative to time Duration: time the behavior lasts Latency: delay until onset of behavior Topography: style/quality of behavior Force: intensity of behavior Locus: location where behavior occurs |
| Describing Variables | Categorical:varies in kind (college major) Quantitative:varies in amount (response time) |
| Quantitative Variables: Discrete | Distinct categories or whole units ex: #of children, marriages, murders |
| Quantitative Variables: Continuous | Allows for meaningful partial/fractional units ex: height, weight, length.. |
| Continuous Variables: Apparant limits | the individual points on a scale of measurement ex: points on a test, centimeters |
| Continuous Variables: Real limits | The real interval represented by that number ex: plus or minus 1/2 point, 1/2 inch, cent... |
| *Nominal Scale | Naming categorical variables -only features property of identity ex: NAMING political candidates & breakfast cereal |
| *Ordinal Scale | Ranking categorical variables -features both identity and magnitude ex: RANKING favorite candidates and cereals |
| *Interval Scale | Measuring units -features identity, magnitude & equal unit size ex: MEARSURING person's height or calories in cereal |
| *Ratio Scale | Measuring units (including zero) -features identity, magnitude, equal unit size & absolute zero ex: MEASURING time speaking or ounces eaten |
| *Error Variance | random error; variability in the DV not associated with IV not usually a problem, but reduces precision |
| *Systematic Error | Error due to some consistent bias; not a problem if its the same for all conditions Problematic if its due to a variable thats confounded with the IV |
| Reliability | Degree to which a measurement gives the same result on different occasions |
| Test-Retest Reliability | Test gives the same score on different occasion ex:get similar IQ score over time |
| Internal Consistency | Different items on a test measure the same idea ex: people respond similarly to related items |
| Measurement Validity | Degree to which a measurement tests what it's supposed to test |
| Construct Validity (measurement) | Idea that a test measures the theoretical constuct that its supposed to measure and not something else |
| *Face Validity | Related to Construct Validity; test seems valid superficially (by appearance) ex: Rorchach test(problems with face validity) |
| *Content Validity | Related to construct validity; tests measures the full range of construct ex: IQ tests with verbal, spatial, quantitative.. |
| *Criterion Validity | Related to construct validity; test correlates with other tests of same construct A. concurrent validity:similar scores on diff IQ tests at same time B.Predictive validity:ability for SAT scores to predict college GPA |
| "Research Validity" | Degree to which conclusions from research math reality; ex: researcher's conclusions are true |
| Construct Validity (research) | Extent to which the results support the theory behind the research |
| *Internal Validity | Extent to which an experiment provides evidence of a cause-effect relationshop between the IV & DV Confounding is a major threat to internal validity and problematic with subject variables |
| *External Validity | How well the findings generalize the other situations. ex: diff populations, settings |
| *Ecological Validity | How much experimental and laboratory setting mimic a real-world situation |
| Statistical Validity | Confidence that an observed cause-effect relationship between an IV & DV is true and not simply due to chance or accident Requires: Sampling-large sample/statistical power; Measurement-correct scale/precision; Analysis-inferential stats/hypothesis tests |
| Internal Validity Major Threats | Effects of repeating testing-learing the test; regression toward the mean-extreme scores tend to move toward the middle on 2nd test; selection bias-picking subjects not representative; attrition-some subjects drop out; experimenter bias |
| External Validity Major Threats | Other subjects-sample participants dont represent population; Other times-results do not apply to current real world contexts; Other settings-results wouldn't occur outside the lab |
| *Statistical Validity Major Threats | Improper statistical analysis-Type 1 Error: conclude that an effect is true when in reality it isn't; Low power(small sample size)-Type 2 Error:conclude that there's no effect when in reality there is |
| *Genuine Behavior Major Threats | Good Subject Tendency(participant reactivity)-participants behave how they think experimenter wants them to behave; Evaluation Apprehension:participants alter their behavior in order to appear more socially desirable ex. racism |
| *Experimental Control | Any technique used to eliminate threats to validity throughout the research process -experimental setting, accurate instruments/measurements, accounting for nuisance variables and random assignment/matching |
| *Within-Subjects Experiment | Each subject experiences ALL experimental conditions |
| *Between-Subjects Experiment | Each subject experiences only ONE experimental condition |
| True Experiments | Scientists have complete control, subjects are randomly assigned to conditions, researchers have control over what, when, where and how |
| Condition or Treatment | The way the subjects experience the IV Subjects are either in the experimental or control condition |
| What to ask yourself about articles while reading.. | What are the major theories in this area? What are the major unsovled problems? What are the weaknesses of the article? Could the weaknesses have influenced the results? |
| Research Proposal | preliminary statement outlining lit review statement of the problem, research design, expected results and their significance |
| Purpose of Scientific Writing | Convey clear, concise, interesting message; persuade and inform; present an argument for a thesis |
| Abstract | objective of study; describe participants; describe procedure; statement of results; implication of findings |
| Intoduction | State the question; background of the problem |
| Method Section | Enough info to repeat study Includes:participants, materials, design, and procedure |
| Results Section | Statistics; References to Tables or Figures |
| Discussion | Interpretation of intro; Weakness in study; Ideas for future experiments |
| References | List only those cited in paper; secondary citations should be appear in list |
| APA Reference Style | Author, A.B., Author, C.D., & Author, E.F. (Year). Title of the article. *italics*Name of the Journal, Volume*italics*, page range. |
| Ethics in Scientific Writing | Truth in Data Reporting; Refrain from Plagiarism; Take authorship only for work performed; publish data only once; share data after publication; review the work of others professionaly |
| APA Ethics Code Entitles Participants to.. | To a competent investigator; to be protected from harm; to a written informed consent document |
| Progressive | moving forward toward truth |
| Informed Consent Document | Lists: general requirements of study; risks & benefits to participants; any consequences for leaving study; participation is voluntary; guarantee of privacy |
| Informed Consent Requires | All participants are provided with enough info to assess risks and benefits associated with research; requires the capacity to give conset legally by written permission to participate; not obtained through coercion |
| *Rules of Deception in Research | Only used if: non-deceptive procedures aren't feasibly; will not cause lasting physical/emotional pain; the deception will be revealed & explained to participants asap |
| *Debriefing | Participants are told of the true purpose and expected results of the experiment at the end of the session |
| Tentative | able to be changed |
| Parsimonious | as simple as possible |
Created by:
kbronson12
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