RMDA Exam 2
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | -No numerical or quantitative properties
-Levels represent different categories or groups
-One category is not better than another category
-Ethnicity, zip code, gender, year in school, phone number, major, glasses/no glasses/ contacts, ect
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| Ordinal Scales | show 🗑
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| Interval Scales | show 🗑
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| show | -Equal intervals
-Absolute zero
-Can be summarized using mean
-Same as interval scale but also has a true zero
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| Writing Methods Section - Participants | show 🗑
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| show | Just how you use the thing front the POV of participant and how the participant did the thing
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| Writing Methods Section - Coding Schemes | show 🗑
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| show | -Participants
-Any materials used/ equipment
-Procedure
-Coding Schemes
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| Quantitative approaches | show 🗑
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| Qualitative approaches | show 🗑
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| show | -Observations made in a natural setting (over a period of time), uses several techniques to collect data
-Describe and understand how people in a social or cultural setting live, work, and experience the setting
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| show | -Describe setting, events, and persons
-Analyze categories that emerge
-Researcher interpret what's occurred
-Gen hypotheses that help explain data
-Write a final report of results organized around themes
-Accurate descriptions+objective interps
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| show | -Direct access to group
-May lose objectivity
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| show | -Useful in complex and novel settings
-Naturalistic behavior, most ecologically valid
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| show | -Cannot be used to study all issues
-Less useful when studying well defined hypotheses under
precisely specific conditions
-Must constantly reanalyze+revise hypothesis
-Time consuming
-No control over confounds
-Analyses depend on responses
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| show | -Just observing
-Remaining objective
-Never part of the group; may not choose to incorporate you; may change behavior
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| Naturalistic observation - Concealment about research purposes | show 🗑
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| show | -Observation of specific behaviors in a particular setting
-Coding schemes
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| show | -Equipment (paper and pens, recording)
-Reactivity
-Reliability / Consistency
-How are you ensuring reliability in your studies
-Interrater reliability
-Test retest
-Split half
-Sampling
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| show | -Description of an individual
-Used in medicine, psychiatry, psychology, ect
-Psychobiography
-Valuable for rare or unusual situations
-Limitations of these unusual situations
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| show | A type of case study where a researcher applies psychological theory to explain the life of an individual
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| Archival research | show 🗑
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| show | Region specific, difficult to obtain, original information collected by someone else may not be complete
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| What do surveys measure - Knowledge | show 🗑
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| show | -Preferences or evaluations (attitudes towards groups, ethnic groups, ect)
-Beliefs about political or social events (which party provides bete security)
-Feelings or moods (quality of life, depression, marital satisfaction, ect)
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| show | -Behavioral intentions (intent to vote, financial plans, ect)
-Self-reports of previous or on-going behavior (voting, drug use, ect)
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| show | -Descriptive
-Test hypothesis
-Examine generalizability of experimental results
-Predict an outcome
-Pragmatic/ applied
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| Constructing survey questions | show 🗑
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| show | -Specific rating scale or highly structured prompts
-Most relate for concrete behaviors
-An attitude can be addressed in several ways
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| Closed-ended items - Direct (face valid) assessment | show 🗑
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| Closed-ended items - Behavioral (content valid) indicators (same concept using open-ended questions) | show 🗑
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| Closed-ended items - Reasons to use | show 🗑
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| show | -Specific and concrete; we know exactly what the participant is responding to
-Easy to quantify and use statistically
-Can be tested for reliability
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| show | -Brief and simply worded; potentially superficial
-“Top down”; issues are imposed on the participant
-Discrimination studies; no options for “has no attitude”
-Attitudes / moods; not sensitive to participants' personal perspectives
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| show | -Closed-ended question can use specific responses on rating scale
-Provide alternatives
-Likert rating scale
-Graphic rating scale
-Semantic differential scales
-Nonverbal scales for children
-Labeling response alternatives
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| show | -Two end points and participants enters answer along a line that is 100mm long
-Using a ruler experimenter can now score answer from 1 to 100
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| Semantic differential scales | show 🗑
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| Nonverbal scales for children | show 🗑
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| Labeling response alternatives | show 🗑
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| Likert rating scale | show 🗑
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| Open-Ended Questions | show 🗑
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| show | -“Paper and pencil” or internet based
-Assume at least a moderate reading level
-Cheap and easy to administer
-Internet: representativeness very dubious
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| Face-to-face interview | show 🗑
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| show | -Different methods are more/ less likely to reach certain populations
-Disfranchised / poor populations often not reached by internet or telephone
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| show | -Participants may not be able to accurately report certain topics
-Rationality bias; many questions (incorrectly?) assume a rational reason for behavior
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| show | -Clear face-valid items addressing embarrasing topics yield less valid responses
-Wording elicts innaccurate responses
-Populations differ in social desirability responding; may be a confound in studying group differences
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| show | -Questions trigger participant’s memory or attention, and can bias questions that follow
-You want questions on survey to be first rather than demographic information because getting the information is better than knowing the demographic
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| Bias/ fraud in survey research | show 🗑
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| Probability (random) sampling | show 🗑
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| show | -Uses available samples for convenience, or targeted outreach to unusual or small populations
Selection may be either systematic or haphazard
Often most ext. valid approach to unusual groups,
No sampling frame available
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| Snowball / respondent driven sampling (RDS) | show 🗑
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| Internal validity | show 🗑
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| show | The experimental outcome (values of DV) is caused only by the experiment itself (IV)
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| show | -Only a test done after IV is done
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| show | -A pretest is given to each group prior to introduction of the experimental manipulation
Assures that groups are equivalent at the beginning of the experiment
Can quickly measure changes that occur from the pretest to the posttest
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| Independent groups design | show 🗑
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| show | Within-subjects design
Same participants in all conditions
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| show | -All possible trial orders are presented
Typically done with along with gender or other participants variables
Used with repeated measures design because same person serves as own control
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| Latin squares | show 🗑
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| show | Goal is to match people on a participant characteristic
Not completely random assignment
Find 2 ppl w/ same characteristic then each gets randomly assigned to a condition
Usually for experiments with two conditions
Useful to control for confounds
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| Cross-sectional | show 🗑
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| show | Age (when kids are 6, 12, and 18 months old)
Ability (when kids go from crawling to walking)
Pre/post intervention
Microgenetic
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| show | H0: the means of the populations from which the samples were drawn equal
H0: any difference between the M for the experimental group and the M for the control group is by chance alone
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| Research hypothesis | show 🗑
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| Statistical significance | show 🗑
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| show | Made when the null hypothesis is rejected but the null hypothesis is actually true
We think there's an effect but there's actually not
Means are same but think they are diff
Called a false positive
Obtained when large value obtained by chance
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| show | -Made when the null hypothesis is accepted although in the population the research hypothesis is true
We think theres no effect but there actually is an effect
Called a false negative
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| show | larger the tscore, more dif there is between groups
smaller tscore,more similarity there is between groups
tscore of 3 means that the groups are three times as diff from each other as they are w/in each other
Every t value has a p value to go with it
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| Independent samples t test | show 🗑
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| show | Used to compare a pair of values from same participant
Same person contributed data (two memory test scores in two different conditions, height and weight for same person, ect)
Data should be continuous not categorical
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| show | -According to Jones and Smith (2002), [paraphrase of idea]
-According to some researchers (Jones & Smith, 2002), [paraphrase of idea]
-According to some researchers, [paraphrase of idea] (Jones & Smith, 2002).
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| Paraphrasing | show 🗑
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| show | Smith, G.R, Ferguson, T (2001). Sigmund Freud: Champion of the unconscious, Great Psychologists, 13, 241-276.
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