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HSC 696 - Exam #2

sarah_walatka English 79 cards

Cards in this deck (79)

  1. 1most popular data collection techniquesurveys
  2. 2collect data at 2 or more time periodslongitudinal research
  3. 3data collected at one point in time, across a populationcross-sectional
  4. 4cohort effectyour life experiences will greatly affect how you view things
    (you are not the same as your parents were at your age)
  5. 5pros and cons of cross sectional research(+): quick, easy, cheap
    (-): less telling of the "true nature" of a population; only shows what occurred at a single point in time
  6. 6pros and cons of longitudinal research(+): provides a more accurate picture of a population
    (-): expensive, difficulty tracking subjects
  7. 7research that uses quantitative terms to describe the degree to which variables are relatedcorrelational research
  8. 8a comparison of the amount of variability between two variablescorrelational reseach
  9. 9small r means what?large variance
  10. 10do you want small or large variance?small variance; indicates a pattern
    means the data is more compact and similar
  11. 11the correlation coefficientr
  12. 12r always falls within what range?+/- 1
  13. 13common variance shared between 2 variablesr^2
  14. 14how much error you will takesignificance
  15. 15what kind of studies use correlations to gain insight into factors for future studies?relationship studies
  16. 16what kinds of studies assess complex issues with a variety of factors using correlations (what variables are related to each other)?relationship studies
  17. 17what are the benefits of relationship studies?cheaper and faster than experimental studies
  18. 18what kind of studies have two variables that are highly related and can be used to make predictions (example?)prediction studies
    ex: can GRE predict grad school success
  19. 19do prediction studies have IV and DVs? are they scientific? measurement based?no IV/DV; just used of variables as predictors
    highly scientific and measurement based
  20. 20what is the difference between experimental and causal-comparative research?C-C does not have manipulation of variables
  21. 21what kind of study has observation of differences between groups to see why conditions exist or why something happened? ...describes conditions which already exist?... attempts to determine causes?C-C
  22. 22what kind of research starts with the effect, then investigates the cause? (retrospective approach)C-C
  23. 23what are the limitations of C-C research?- the IV has occurred
    - interpreting results must be done carefully
    - cause and effect can never really be known unless we do experimental (think butterfly effect)
  24. 24how do you conduct C-C research?1. select 2 groups differing on one IV (experimental and control or comparison groups)
    2. compare then on some DV
  25. 25how do you randomize the assignment of control and experimental groups in C-C research?you can't randomize, so try and make two groups similar
    pair-wise matching of subjects
  26. 26which kind of research tests hypotheses that concern cause and effect?experimental research
  27. 27in the following hypothesis, what is the IV?DV? experimental group? TINSD in the blood triglycerides of those consuming a low carbohydrate diet versus those who are not consuming a low carbohydrate dietIV: diet
    DV: blood TG
    Experimental group: low CHO diet
  28. 28what are threats to experimental validity- any uncontrolled, extraneous variables
    - if the results seen are due to a reason other than the IV
  29. 29internal validity vs. external validityinternal: conditions observed are a result of the IV, within the study
    external: results are generalizable outside of the study
  30. 30an event occurred which is not part of the study (ex: Sept 11) threat to internal or external validity? what is it called?history effect
    internal validity
  31. 31physical or mental changes of subjects (ex: puberty) - threat to internal or external validity? what is it called?maturation effect
    internal validity
  32. 32pretest sensitization - potential of a treatment's effect on subjects - threat to internal or external validity? what is it called?testing effect
    internal validity
  33. 33invalid assessment tool - threat to internal or external validity? what is it called?instrumentation effect
    internal validity
  34. 34subjects selected on their extreme scores - threat to internal or external validity? what is it called?statistical regression effect
    internal validity
  35. 35loss of subjects - threat to internal or external validity? what is it called?attrition effect (mortality)
    internal validity
  36. 366 threats to internal validity - name 2- history
    - maturation
    - testing
    - instrumentation
    - statistical regression
    - mortality/attrition
  37. 37subjects respond differently d/t pretest given - threat to internal or external validity? what is it called?pre-rest treatment interactions
    external validity
  38. 38same subjects get more than 1 treatment - threat to internal or external validity? what is it called?multiple treatment interference
    external validity
  39. 39differential selection of subjects - threat to internal or external validity? what is it called?selection treatment interaction
    external validity
  40. 40problems with subject selection, variable definition, instruments, etc - threat to internal or external validity? what is it called?specificity of variables
    external validity
  41. 41biases, personal impact, influence subjects' behavior, etc. - threat to internal or external validity? what is it called?experimenter effects
    external validity
  42. 42number of factors used to control the study - threat to internal or external validity? what is it called?reactive arrangements
    external validity
  43. 436 threats to external validity - name 2- pre-rest treatment interactions
    - multiple treatment interference
    - selection treatment interaction
    - specificity of variables
    - experimenter effects
    - reactive arrangements
  44. 44degree to which a test measures an intended areacontent validity
  45. 452 kinds of content validityitem validity: do questions/items represent measurement in the content area
    sampling validity: are the questions/items a good representation of the content area (do they cover all bases)
  46. 46does the test appear to do what it wishesface validity
    (non-scientific concept)
  47. 47degree to which a test measures a desired observable traitconstruct validity
    (measures obscure concepts)
  48. 48degree to which a test is related to another testconcurrent validity
  49. 49degree to which a test can predict how a subject will do in the futurepredictive validity
  50. 507 types of validity - name 2content
    item
    sampling
    face
    construct
    concurrent
    predictive
  51. 51degree to which scores are consistent over timetest-retest reliability
  52. 52two tests that are identical except the actual items included (same structure, # of items, content is different)equivalent forms reliability
  53. 53make comparisons on two halves of a test used to measure internal consistency, appropriate when a test is longsplit-half reliability
  54. 54determines how all items on a test relate to all other items on the total test (Kuder-Richardson formula)rationale equivalence reliability
  55. 55important for subjective questions and when more than one person is scoring the testscorer/rater reliability
  56. 565 types of reliability - name 2test-retest
    equivalent forms
    split-half
    rationale equivalence
    scorer/rater
  57. 57format considerations for questionnaire constructioneye appeal
    logical arrangement of items
    off-set or underling important words
    number consecutively
    put name of who form should be returned to at beginning
    include brief, clear instructions
    avoid words "questionnaire" or "checklist"
  58. 58problems with survey questionso Double barreled
    o Response categories don’t align, don’t make sense, don’t match the questions
    o Badly worded sentences
  59. 59condition that exists in quantitative research when 2 or more variables measure the same thingsMulticollinearity
    - Want to be careful you don’t have this, but If you have this scale them together
  60. 60narrative and visual (non-numerical) datadescriptive data (qualitative research)
  61. 61research usually done over a period of time, with intensive data collection in a naturalistic setting, not trying to control, looks at bigger picture (feeling, beliefs, meanings)qualitative research
  62. 62T/F: Generalizability is not important in qualitative researchtrue
  63. 63what kind of sampling is often used in qualitative research?purposive sampling (since it is difficult to recruit)
  64. 64main data collection method for qualitative researchinterviews
  65. 65what are some things to consider when interviewing subjects for qualitative research- have a list of guiding questions related to study goals
    - allow questions to evolve between interviews
    - tape record as much as possible
    - make a paper trail
  66. 66"How education changed through history" is an example topic for what kind of qualitative research?historical research
  67. 67what kind of research involves watching participantsobservational
  68. 68non-participant observation - what is it? what are benefits?observer is not directly involved in the situation being observed
    - less intrusive, less likely for researcher to become emotionally involved
  69. 69participant-based observation - what is it? pros and cons?observer becomes participant in the situation being observed
    (+): may get data that was otherwise impossible to get if not involved
    (- ): more intrusive, more likely for researcher to become emotionally involved
  70. 70research where participants are observed in their natural settingnaturalistic observation
  71. 71research where participants role-play in a fake settingsimulation
  72. 72study of how different humans experience the world around them; involves photos and written accounts about experiences and meanings attachednarrative research
  73. 73study of cultural patterns and perspectives in a natural setting... what is it called? what is the goal?ethnographic research
    goal: to understand a group and their culture of people over time
  74. 74research that focuses on one unit; to study phenomena that are not easily studied by other research methodscase study research
  75. 75goals in data analysis/interpretation of qualitative research?- identify themes/patterns that keep arising
    - look for validity
  76. 76degree to which observations accurately reflect what was observedvalidity
  77. 77what method is used to ensure validity in qualitative researchtriangulation
  78. 78multiple methods used to verify the truth of what is being observedtriangulation
    (use interviews, observations, records, documents)
    aka: "chunking" the data
  79. 79—

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chapters 7-10 and 14-18 (see chapter 6 in other set of cards)
Created by
sarah_walatka
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