| Question | Answer |
| Independent variable | factor believed to bring about change in dependent variable. CAUSE or TREATMENT |
| Dependent variable | change that results from the intervention (independent variable) OUTCOME |
| Research/directional hypothesis | predicts expected relationship between variables |
| Null hypothesis | states that no relationship exists between the variables. relationship found result of chance or sampling error |
| Null hypothesis accepted | no significant difference observed |
| Null hypothesis rejected | Signif difference was observed |
| Nominal data | two or more mutually exclusive categories. male/female, tall/short |
| Ordinal data | classifies and ranks in terms of the degree they possess a common characteristic. NOT equal intervals. GPA, MMT. |
| Interval data | Ranks on predetermined EQUAL INTERVALS. NO true ZERO. IQ, F/C temp |
| Ratio data | ranks based on EQUAL INTERVALS and TRUE ZERO POINT. most precise level of measurement. Goni, weight, force. |
| Random sampling | all individuals in popn have equal chance of being chosen |
| Systematic sampliing | selected from a popn by specified intervals |
| Stratified sampling | Selected from a popn from identified subgroups (height, weight) |
| Double blind study | subject & investigator not aware of group assignment |
| Effect size | size of difference between sample means. Allows for a statistical test to find a difference when one really does exist. |
| Generalizability | the degree to which findings apply to an entire popn |
| Gold Standard | instrument with established validity that can be used as a standard fro assessing other instruments |
| Informed consent includes: | info about general nature of study, any risks, what will be done to minimize risks, possible benefits, ethical disclosure. |
| Control group | group resembling experiemental group that does not receive treatment |
| Intervening variable | variable that alters the relationship between IND and DEP variables |
| Validity | degree to which something accurately measures what it is supposed to |
| Internal validity | degree observed differences in DEP variable are result of IND variable and not some other variable |
| External Validity | Degree results are generalizable to popn or to environmental settings outside of study |
| Face Validity | assumption of validity based on appearance of an instrument, psychometrically unsound |
| Content validity | degree the instrument measures an intended content area - requires item & sampling validity |
| Concurrent validity | degree scores on one test are related to scores on another criterion test, usu gold standard |
| Predictive validity | degree test can predict future performance |
| Construct validity | degree test measures an intended hypothetical abstract concept ( non-observable behaviors or ideas) |
| Sampling bias | sampling error - sample of convenience, instead of randome selection |
| Learning effect | pretest influences scores on post test |
| experimenter bias | expectations of investigator influence results |
| Hawthorne effect | subject's knowledge of participation in experiment influences results |
| Placebo effect | subjects respond to a sham with positive effects |
| Reliability | Degree a test consistently measures what it is intended to |
| Interrater reliability | consistency of multiple raters |
| Intrarater reliabilatiy | Individual's consistency in rating |
| Test-retest reliability | scores on test are stable or consistent over time, measure of instrument stability. |
| Split half reliability | degree of agreement when test split in half. measure of internal consistency of an instrument |
| Sensitivity | correctly IDs TRUE POSITIVE |
| Specificity | correctly IDs TRUE NEGATIVE |
| Predictive Value | ability to estimate the likelihood that person will test positive or negative for a condition |
| Independent variable | factor believed to bring about change in dependent variable. CAUSE or TREATMENT |
| Dependent variable | change that results from the intervention (independent variable) OUTCOME |
| Research/directional hypothesis | predicts expected relationship between variables |
| Null hypothesis | states that no relationship exists between the variables. relationship found result of chance or sampling error |
| Null hypothesis accepted | no significant difference observed |
| Null hypothesis rejected | Signif difference was observed |
| Nominal data | two or more mutually exclusive categories. male/female, tall/short |
| Ordinal data | classifies and ranks in terms of the degree they possess a common characteristic. NOT equal intervals. GPA, MMT. |
| Interval data | Ranks on predetermined EQUAL INTERVALS. NO true ZERO. IQ, F/C temp |
| Ratio data | ranks based on EQUAL INTERVALS and TRUE ZERO POINT. most precise level of measurement. Goni, weight, force. |
| Random sampling | all individuals in popn have equal chance of being chosen |
| Systematic sampliing | selected from a popn by specified intervals |
| Stratified sampling | Selected from a popn from identified subgroups (height, weight) |
| Double blind study | subject & investigator not aware of group assignment |
| Effect size | size of difference between sample means. Allows for a statistical test to find a difference when one really does exist. |
| Generalizability | the degree to which findings apply to an entire popn |
| Gold Standard | instrument with established validity that can be used as a standard fro assessing other instruments |
| Informed consent includes: | info about general nature of study, any risks, what will be done to minimize risks, possible benefits, ethical disclosure. |
| Control group | group resembling experiemental group that does not receive treatment |
| Intervening variable | variable that alters the relationship between IND and DEP variables |
| Validity | degree to which something accurately measures what it is supposed to |
| Internal validity | degree observed differences in DEP variable are result of IND variable and not some other variable |
| External Validity | Degree results are generalizable to popn or to environmental settings outside of study |
| Face Validity | assumption of validity based on appearance of an instrument, psychometrically unsound |
| Content validity | degree the instrument measures an intended content area - requires item & sampling validity |
| Concurrent validity | degree scores on one test are related to scores on another criterion test, usu gold standard |
| Predictive validity | degree test can predict future performance |
| Construct validity | degree test measures an intended hypothetical abstract concept ( non-observable behaviors or ideas) |
| Sampling bias | sampling error - sample of convenience, instead of randome selection |
| Learning effect | pretest influences scores on post test |
| experimenter bias | expectations of investigator influence results |
| Hawthorne effect | subject's knowledge of participation in experiment influences results |
| Placebo effect | subjects respond to a sham with positive effects |
| Reliability | Degree a test consistently measures what it is intended to |
| Interrater reliability | consistency of multiple raters |
| Intrarater reliabilatiy | Individual's consistency in rating |
| Test-retest reliability | scores on test are stable or consistent over time, measure of instrument stability. |
| Split half reliability | degree of agreement when test split in half. measure of internal consistency of an instrument |
| Sensitivity | correctly IDs TRUE POSITIVE |
| Specificity | correctly IDs TRUE NEGATIVE |
| Predictive Value | ability to estimate the likelihood that person will test positive or negative for a condition |
