Quiz
Exam IV
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1A factorial research design examines the influence of two or more independent variables or groups on the outcome of interest
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2A factor is an independent variable or group variable and is referred to as:
- APrimary, Secondary etc.
- BFactor A, Factor B only
- CFactor A, B, C etc.
- DLevel 1 and/or Level 2
3What does 2x4x2 mean?
- AFactor A with 2 levels, Factor B with 4 levels, Factor C with 2 level
- BTwo levels with 4 levels each, and the experiment will be done twice.
- CBaseline (2 levels), treatment (4 levels), baseline (2 levels)
- D2 groups, 4 IV's and 2 DV's
4A factorial design can only be experimental
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5This occurs when an IV has an overall effect on a DV
- AMeasurable interaction
- BRelation
- CPhase
- DMain effect
6Factorial designs save time
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7Pros of a factorial design
- Athere are as many main effects as there are factors
- BThere are as many interactions as there are potential combinations of the factors
- Cthe number of independent variables and levels of IV's increases exponentially as does the total number of conditions in an experiment
- DSaves time
8Factorial design options
- ACase study
- BBetween-subject
- CWithin-subject
- DMixed
9Single subject designs focus on only one subject
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10Single subject is the same thing as a case study
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11A single-subject research design uses the results from a single participant to establish the existence of cause-and -effect relationship
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12Single-subject designs
- Ainclude manipulation of an independent variable and control of extraneous variables
- BOften used in applied research, such as a clinician examining the influence of a treatment on a single client
- CCannot compute means or measures of variability, therefore no tests of statistical significance
- DEasy to assess whether changes in behavior are due to treatment, random chance or extraneous factors.
13A [blank_start]phase[blank_end] is a series of observations of the same individual under the same conditions
- Aqualitative experiment
- Bphase
- Ccase study
- Dwithin-subject research design
14A baseline phase is identified by the letter [blank_start]A[blank_end], whereas a treatment phase is identified by the letter [blank_start]B[blank_end]
- AA
- BB
- CP
- DS
- EA
- FB
- GP
- HS
15A baseline phase is a series of observations of the same individual when no treatment is being administered.
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16The purpose of a phase is to establish a clear picture of the participant’s behavior under the specific conditions that define the phase, and then observe how behavior changes with a new phase
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17What is a stable level
- AAll points cluster uniformly
- BAll points cluster around a sloping line
- CThe tend of points shows a clear increase or decrease over time
- DAll points cluster around a horizontal line
18What is a stable trend
- AAll points cluster in any straight line
- BAll points cluster around a horizontal line
- CAll points cluster around a sloping line
- DThe placements of points shows a clear and steady increase or decrease over time
19Ways to handle unstable data
- AWait for the data to stabilizer and reveal a clear pattern
- BRedefine the construct the treatment is meant to address and conduct another study
- CAverage a set of two more observations
- DLook at patterns within the inconsistent
20Goal of a factorial design is to observe behavioral changes that correspond to the phase changes. This is done by visual inspection
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21All the following are tendencies to look out for when visually inspecting data points from a single subjected design EXCEPT
- ALatency of change
- BChange in average level
- CImmediate change in level
- DChange in trend
22in single-subject research designs the subject is returned to the baseline
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23Pros of a single-subject design
- AEveryone receives treatment
- Bhigh internal validity
- Chigh external validity
- Destablishes cause and effect
24a benefit of a reversal design study over a single subject is that the cause inference is stronger
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25A reversal design is
- ABA
- BABAB
- CABA
- DBABA
26Behavior may not return to baseline when treatment is removed
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27Multiple baseline design
- AABB
- BIncludes a return to baseline
- CAAB
- DImplements more than one participant
28In a multiple baseline experiment the participant(s) are brought back to the baseline phase multiple times
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29Correlational research focuses on the relationship between variables
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30Correlational research approach, list all key features that apply
- AVariables are measured
- BVariables are manipulated
- CStrength of the relationship is examined
- DCause of the relationship is examined
31Which is NOT one of the possible associations of variables typically examined
- AX and Y are characteristics of the same people
- BX and Y are characteristics of different but related sets of people
- CX is a personal characteristic and Y is an environmental characteristic
- DX is characteristic of one set of people and Y is a characteristic of another set
32What is temporal order
- Awhen y causes x
- Bone factor that allows us to draw causal inferences
- Cwhen x causes y
- Da variable adjunct (z) causes y
33Temporal order states that there is ambiguity about whether X caused Y or Y caused X
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34 A positive correlation
- AAs X increases, Y increases
- BAs X decreases, Y decreases
- CAs X increases, Y decreases
- DAs X decreases, Y increases
35A negative correlation
- AAs X increases, Y increases
- BAs X decreases, Y decreases
- CAs X increases, Y decreases
- DAs X decreases, Y increases
36Curvilinear data set indicates when kind of relationship,
- AData points cluster around straight horizontal line
- BConsistent & predictable relationship between 2 variables
- CChanges in one variable tend to accompany changes in another, but the amount of change is not constant (not a straight line)
- DThe data forms a consistent slope and then straightens into a horizontal line
37 Curvilinear data sets are consistent & predictable relationship between 2 variables
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38 Pearson’s r
- Aa quantity calculated to indicate the extent of deviation for a group as a whole
- Bused to understand which among the independent variables are related to the dependent
- Cused to derive the central tendency of the data in question
- Da statistic that measures the direction and strength of the linear relation between two variables that have been measured on an interval or ratio scale
39Pearson's r is another name for standard deviation
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40What does the sign (+/-) indicate for an "r" value
- Athe strength of the relationship
- Ban increase/decrease in the dv
- Cx and y are both increasing
- Dthe direction of the relationship
41variance is how far the scores are spread apart from their means
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42Simple linear regression
- AIt is the process by which a researcher observes and systematically records the behavior of individuals
- BExplores the linear relationship between one variable and a set of two or more other variables
- CExplores the quantitative, linear relation between two variables
- DIt is often used to predict the scores of one variable based on the scores of another variable
43All is true about multiple regression EXCEPT
- AData points cluster around a straight horizontal line
- BExplores the linear relationship between one variable and a set of two or more other variables
- CThe sample of participants needs to be larger with multiple regression compared to simple regression
- DThe more predictors, the larger the sample needs to be
44Benefits of correlational studies
- AThe synergy with experiments
- BAnswering questions when an experiment cannot be conducted
- CValidating tests
- DPrediction in daily life
45What is observational research?
- AThe process by which a researcher integrates into a culture and records daily life
- BA research process in which a stimulus is used in naturally occurring environment and people (or animals) reactions are recorded
- CThe process by which a researcher observes and systematically records the behavior of individuals
- DA qualitative research method explicitly used to observe animals in their natural habitat
46Observational research can be used for exploratory studies or used to test hypothesis and theories
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47Requirements for observational research studies
- AResearchers must be hidden from site
- BDirect observation of behavior by a researcher
- CSystematic observation by a researcher
- DRecording devices are prohibited
48Systematic observations of participants by researchers pose a problem of not having a high degree of eternal reliability
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49Methods of observational research
- AExperimental
- BNaturalistic undisguised or disguised
- CParticipant undisguised or disguised
- DStructured
50In a disguised naturalistic observation, the participants do not know they are being observed
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51In an undisguised naturalistic observation, the participants do not know they are being observed
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52What is the participant method of observational research
- AResearchers passively observe behavior in a natural setting
- BThe observer becomes a part of the group or social setting being studied
- CParticipant directed mock experiment where the participant is also being observed
- DA researcher fully or partly configures the setting in which behavior will be observed
53Ethnography
- Athe systematic study of people and cultures
- BIt is designed to explore cultural phenomena where the researcher observes society from the point of view of the subject of the study
- CPredicts future behavior
- DMuch greater risk of influencing behavior being studied
54Structured observations occur in the laboratory setting
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55Internal reliability is the degree to which independent observers show agreement in their observations
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56The statistic chosen to calculate inter-rater reliability will depend on two factors:
- AThe method in which the behavior is being observed
- BThe participant power behind the data
- CThe type of data recorded
- DThe number of observers recording the same event
57 [blank_start]Kappa[blank_end] is a commonly used statistic chosen to calculate inter-rater reliability. It represents the percentage of times that two observers agree, over and beyond the degree of agreement that would be expected to occur by chance
- APearson's r
- Bt
- CKappa
- DSigma
58Techniques for quantifying observations
- AFrequency method
- BDuration method
- CInterval method
- DTime method
59Frequency method
- ACounting the instances of each specific behavior that occurs during a fixed time observation period
- BRecording how much time an individual spends engaged in a specific behavior during a fixed time observation period
- CDividing the observation period into a series of intervals and then recording whether a specific behavior occurs during each interval
- DObserve behavior for one-time interval, then pause during the next interval to record all observations, then repeat
60Duration method
- ACounting the instances of each specific behavior that occurs during a fixed time observation period
- BRecording how much time an individual spends engaged in a specific behavior during a fixed time observation period
- CDividing the observation period into a series of intervals and then recording whether a specific behavior occurs during each interval
- DObserve behavior for one-time interval, then pause during the next interval to record all observations, then repeat
61Interval method
- ACounting the instances of each specific behavior that occurs during a fixed time observation period
- BRecording how much time an individual spends engaged in a specific behavior during a fixed time observation period
- CDividing the observation period into a series of intervals and then recording whether a specific behavior occurs during each interval
- DObserve behavior for one-time interval, then pause during the next interval to record all observations, then repeat
62Recording multiple behaviors of multiple people is tedious. Researchers can instead sample a subset of potential observations
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63Methods of sampling observations
- AFrequency sampling
- BTime sampling
- CEvent sampling
- DIndividual Sampling
64Time sampling
- AObserve behavior for one-time interval, then pause during the next interval to record all observations, then repeat
- BRecord one specific event or behavior during the first interval, then switch to a different event or behavior in the next interval.
- Cobserve and record behaviors of one individual for one-time interval, and then switch to a new individual
- DDividing the observation period into a series of intervals and then recording whether a specific behavior occurs during each interval
65Event sampling
- AObserve behavior for one-time interval, then pause during the next interval to record all observations, then repeat
- BRecord one specific event or behavior during the first interval, then switch to a different event or behavior in the next interval.
- Cobserve and record behaviors of one individual for one-time interval, and then switch to a new individual
- DDividing the observation period into a series of intervals and then recording whether a specific behavior occurs during each interval
66Individual Sampling
- AObserve behavior for one-time interval, then pause during the next interval to record all observations, then repeat
- BRecord one specific event or behavior during the first interval, then switch to a different event or behavior in the next interval.
- CObserve and record behaviors of one individual for one-time interval, and then switch to a new individual
- DDividing the observation period into a series of intervals and then recording whether a specific behavior occurs during each interval
67[blank_start]Quantitative[blank_end] research relies primarily on numerical data and statistical analysis to describe and understand behavior. Where as [blank_start]qualitative[blank_end] research seeks to achieve a relatively holistic or thermic description and understanding of behavior, primarily through the non-statistical analysis of data.
- AQuantitative
- BQualitative
- CQuantitative
- DQualitative
68Between qualitative research and quantitative, if you are testing a hypothesis, the preferred method is qualitative
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69Qualitative research
- AMeasure, explain, predict, generalizable, test hypothesis
- BFocus on in-depth information from participants
- CResearchers provides very little guidance or structure to study
- DEstablishes cause and effect
70A method where a theory is developed from information provided by the participant’s direct experience
- ATop-down
- BBottom up
- CInferred
- DFocused interview
71A deductive approach where the researcher test preconceptions and established theories using the collected data.
- ATop-down
- BBottom up
- CInferred
- DFocused interview
72 Qualitative methods of interest for this class
- AIndividual interview
- BCorrelational
- CFocus group
- DGrounded theory technique
73 Interview types
- AQuasi-structured
- BSemi-structured
- CStructured
- DUnstructured
74Sequence of questions when conducting interviews
- ABefore asking about controversial matters, first ask about some facts
- BIntersperse fact-based questions throughout the interview
- CAsk questions about the present before questions about the past or future
- DThe last questions might be to allow respondents to provide any other information they prefer to add
75Groups size is not an important factor for a successful focus group
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76Common uses for a focus group
- AInterpreting previously obtained quantitative results
- BDiscovering the potential for problems with a new program, service, or product
- CTesting a hypothesis previously generated
- DObtaining general background info about a topic
77A couple down sides to group interviews is that the findings are not very generalizable and that researchers may put too much faith in their findings because of the pseudo-live nature of the method .
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78Ways to analyze information form a focus group
- ARAP technique
- BPile sort technique
- CGrounded theory technique
- DConstant comparative technique
79Transcripts are read and coded by pulling out themes, subthemes, and quotes. Used to build a theory
- ARAP technique
- BGrounded theory technique
- CPile sort technique
- DConstant comparative method
80New information is compared to existing information and information form one researcher is compared to another
- AGrounded theory technique
- BRAP technique
- CConstant comparative method
- DPile sort technique
81Developmental Research Designs are used to examine changes in behavior related to age
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82Types of developmental research designs
- AObservational
- BCross-sectional
- CLongitudinal
- DCross- sequential
83Compare different groups of individuals, each group representing a different age
- ACross-sectional
- BObservational
- CLongitudinal
- DCross- sequential
84Examines development by measuring the same group of individuals over time
- ACross-sectional
- BObservational
- CLongitudinal
- DCross- sequential
85Multiple age groups are examined over time
- ACross-sectional
- BObservational
- CLongitudinal
- DCross- sequential
86For cross-sequential research designs the cohort effect can act as a confound and equivalent measures problem is also an issue
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87Cohort effect is the differences between cohorts that are caused by unique characteristics or experiences other than age
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88Issues with longitudinal studies
- AHistory Effects
- BPractice/Fatigue Effects
- CCohort Effect
- DParticipant Attrition
89Participant Attrition
- ASample becomes more agreeable at each measurement but not because of age processes
- Bpeople who participate in a multi-step research study may negatively impact findings if they half-ass participant
- CThe increased likelihood of drop-out after the 3rd assessment
- DUnique characteristics of a particular cohort
90Practice/Fatigue Effects is an issue in longitudinal research. Participants improve IQ scores over multiple assessments due to familiarity with the test
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Informações
- Descrição
- Psychology 2500
- Autor
- Shelby Klein
- Idioma
- English
- Visualizações
- 11
- Etiquetas
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