RMDA Exam 2
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| Nominal Scales | show 🗑
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| Ordinal Scales | show 🗑
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| show | -Intervals between levels are equal in size, but may not be equal in a person's mind
-Can be summarized using means
-No absolute zero
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| Ratio Scale | show 🗑
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| show | -One paragraph
-Gender, mean age, range or SD of ages, ethnicity, number of participants, consent/ IRB approved consent, informed consent, different conditions (may put in procedure), missing data (attrition), how many people assigned to each condition
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| Writing Methods Section - Procedure | show 🗑
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| show | -If you use anything where you have a cut off
Manipulating turning the values into anything else that they are
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| show | -Participants
-Any materials used/ equipment
-Procedure
-Coding Schemes
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| show | -Focus: behavior that can be quantified
-Assign numerical values to responses and measures
-Typically uses larger samples
-Can do statistical analysis, calculate means
-Surveys, correlational studies, experiments
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| show | -Focuses on behavior in natural settings
-Focus groups
-Describe themes that emerge from data
-Data are non-numerical and depressed in words and/or images
-Researcher draws conclusions
-Studies can have quantitative and qualitative aspects
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| Naturalistic observation - Field work or field observations | show 🗑
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| Naturalistic observation - Goals | show 🗑
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| Naturalistic observation - Participate | show 🗑
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| Naturalistic observation - Pros | show 🗑
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| Naturalistic observation - Cons | show 🗑
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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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| show | -Decide if you’re gonna tell them about research purposes
-Pros and cons: reactivity, invasion of privacy
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| Systematic Observation | show 🗑
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| Systematic Observation - Methodological issues | show 🗑
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| Case studies | show 🗑
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| Psychobiography | show 🗑
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| Archival research | show 🗑
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| Archival research - Limitations | show 🗑
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| show | -Information re: current events, political or consumer choices
-Awareness of public health services, vaccines, ect
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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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| What do surveys measure - Behavior | show 🗑
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| Defining research objectives | show 🗑
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| Constructing survey questions | show 🗑
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| Closed-ended items | show 🗑
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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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| show | -Chief virtue: clear operationalization
-Chief liability: potentially insensitive
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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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| Closed-ended items - Rating scales | show 🗑
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| Graphic rating scale | show 🗑
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| show | -Examines respondents meaning of concepts
-Concepts rated on a series of bipolar adjectives
-strong/weak, active/passive, quiet/loud
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| show | -Range of faces for pain, or taste perception, satisfaction, happiness
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| Labeling response alternatives | show 🗑
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| Likert rating scale | show 🗑
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| show | -General / textual
-More sensitive to the respondent
-More difficult to interpret
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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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| General issues in surveys - Cost/ population access | show 🗑
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| General issues in surveys - Participant sophistication | show 🗑
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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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| Question order | show 🗑
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| show | -Social research is increasingly important to political and cultural debates
-Pressure for confirmity results encourages bias or outright fraud
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| show | -Recruit of part. to maz rep of sample to known pop
-Uses some form of random selection
-Requires each member of population has known probability of being selected
-Most ext. valid approach to sampling gen. pop.
-May not be totally naive to exp
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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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| show | -Early participants are paid to recruit others, who recruit others, ect
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| Internal validity | show 🗑
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| General research hypothesis | show 🗑
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| Posttest-only design | show 🗑
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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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| show | Between-subjects design
Participants only participate in one group
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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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| show | When you have many possible orders
Can be used for condition order and trial order in each condition
Each treatment only occurs once in each row and once in each column
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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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| show | Same age, no groups (demonstration studies)
Different age groups (most popular design)
Same age, different ability groups (age-matched controls and age-held constant design
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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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| show | H1: the means of the population from which the samples were drawn are not equal
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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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| Type II errors | show 🗑
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| Meaning of the t statistics | show 🗑
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| Independent samples t test | show 🗑
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| Paired samples t test | show 🗑
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| 3 ways to give authors credit for ideas in paragraph | show 🗑
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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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