Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

From Flashcardlet > HAN 251: Final "Study" > Flashcards

HAN 251: Final "Study" Flashcards

1
Q

Phenomenological Design

A
  • Pertains to lived experience
  • Relies on interviews
  • Must bracket preconceived notions/personal interpretations (Focus on common & divergent experience of phenomena/experience)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Ethnographic Design

A
  • In-depth look at an entire group to describe a culture/aspect of a culture
  • Over time, researcher will develop detailed portrait of group’s shared culture, behaviors, beliefs & language (verbal/non-verbal)
  • Study culture from subject’s POV to gain a subjective understanding of behavior (Gatekeeper, key informants, participant observation [building trust])
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Content Analysis Design

A
  • IDs a research question that then examines data in relation to framework (inherent sexism in 1950s TV shows, war attitudes in tweets, use of religious symbols in Native American Art)
  • Entire group/subgroup
  • Defines characteristics/qualities
  • IDs occurrences in material/themes
  • Can also use statistical methods of analysis
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Case-Study Design

A
  • In-depth look at particular program/event/individual (in Health Science often a pt with rare disease/outlier)
  • Studied for prescribed period of time to understand, in form practice/illustrate how something changes as the result of new event
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Grounded-Theory Design

A
  • An approach for developing theory that is “grounded in data systematically gathered and analyzed”
  • To begin with data and let theory develop from data
  • This involves researcher doing iteration (back and forth movement between data collection and analysis)
  • Substantive theory (specific, everyday-world situations) grounded in experiences and views of participants
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Grounded Theory Codings

A
  • Open Coding - Fragmented and analyzed for commonalities
  • Axial Coding - Patterns, interconnects emerge
  • Selective Coding - Overall picture of data
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Experimental Design

A
  • Variables are manipulated by investigator
  • Seeks to ID cause/effect relationship
  • Must involve: Random assignment and Control Groups
  • Random sampling methods only
  • Greatest degree of internal validity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Non-Experimental Design

A
  • Does NOT manipulate variables
  • Does NOT seek to ID cause/effect relationship
  • Seeks to discover relationships
  • Typically involves one group
  • Numerous methods
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Quasi-Experimental Design

A
  • Can include control groups, but not yield cause/effect results
  • Random assignment is not always possible
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Random Sampling

A
  • Any differences between groups are small and only due to chance
  • Everyone in study has an equal chance of treatment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Simple Random Sampling

A

Everyone in population has an equal chance of being selected.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Stratified Random Sampling

A
  • There is a population with different strata/subgroups (i.e. gender, education, level, religion)
  • Random selection of equal number of samples from each strata
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Proportional Stratified Sampling

A

Population with different strata/subgroups of different sizes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Cluster Sampling

A
  • Used when studied population is spread across a wide area and may not be feasible to study everyone
  • Must have clusters be as similar to one another, each containing an equally heterogeneous mix of individuals
  • Intact naturally occurring groups (zip codes, school zones, precincts, airports, geographical regions, etc.)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Systematic Sampling

A

Selecting individuals/clusters according to predetermined sequence, which originates by chance occurs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Convenience

A

There are readily available participants (Ease in selection, like a class).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Quota

A

Selections based on same proportions found in general populations happen (must have 10 individuals from every age range).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Purposive

A
  • Select participants for a particular purpose
  • Knowledge of group is required before selection
  • Risk of researcher bias
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Internal Validity

A

Degree to which extraneous variables have been controlled; experimental effects can be attributed solely to treatment or intervention.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

“O”

A
  • Observation/measurement

- Vertical alignment of “O”s shows that pretest and posttest are measured at the same time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

“R”

A

Random assignment.

22
Q

“X”

A

Manipulation/treatment/intervention.

23
Q

Solomon Four-Group Design

A

Controls for pre-test effects.

24
Q

Pretest-Posttest Control Group Design (First 2 groups of Solomon Design)

A

Controls for many threats to internal validity.

25
Q

Posttest-Only Control Group (Last 2 groups of Solomon Design)

A

Sometimes cannot pretest

26
Q

Simple Time-Series Design

A
  • Includes several measurements of dependent variable over time
  • Measurements prior to intervention are called “baseline”
27
Q

Control Group Time-Series Design

A

Where it yields greater internal validity; parallel series of observation.

28
Q

Non-Equivalent Control Group

A

Same as experimental design, but without randomization.

29
Q

Multiple Baseline Design

A

Shows the effect of a treatment by initiating it at different times for different groups or individuals, or perhaps in different settings for a single individual.

30
Q

Developmental Design

A
  • Study of characteristics/variables as the develop over time
  • Most frequency used by developmental researchers
31
Q

Cross-Sectional Design

A

People from different age groups are sampled, data collected once and compared (i.e. how people in their 70s, 80s, 90s spend their leisure time).

32
Q

Longitudinal Design

A
  • A single group is followed over time (months and or years)

- Many data collection points

33
Q

Observational Design

A
  • Can provide QUAN alternative to QUAL (grounded theory, ethnography) approaches
  • Pre-specified focus to observations, underlying theoretical framework
  • More than one independent raters
34
Q

Correlational Design

A

Examines the extent (strength and direction, degree of association) of a relationship between characteristics or variables within a group or between two or more groups.

35
Q

Correlation exists if…

A
  • One or more variables increase/decrease in relation

- Discrete combination of variables combined can predict phenomena

36
Q

Survey Research Design

A
  • Can correlate variables, but the main focus is on learning about a population
  • Can collect data bout knowledge, attitudes/feelings, perceptions/beliefs, behaviors
37
Q

Example of a Nominal Question.

A

What is your occupation?

  • Physician
  • Doctor of Osteopathy
  • Nurse Practitioner
  • Physician Assistant
38
Q

Ordinal Question.

A

Asks participant to rank their choices (i.e. preferred exercises) with numbers (possibly 1-4).

39
Q

Likert Scale.

A

1 strongly disagree to 5 strongly agree.

40
Q

Guttman Scale.

A

Yes or no dichotomous format.

41
Q

Descriptive Statistics

A

Allows researcher to describe sample, organize, and summarize data (frequencies, percentages, description of central tendency [mean, median, mode]).

42
Q

Inferential Statistics

A

Allow inferences and correlations to be made from sample to population.

43
Q

Parametric Data

A
  • Interval and ratio

- T-test

44
Q

Non-parametric Data

A
  • Nominal and Ordinal

- Pearson’s chi-squared test

45
Q

Statistical Significance

A

When it allows researcher to reject the null hypothesis at a pre-specified level of confidence or probability (chi-squared and t-test).

46
Q

Practical Significance is where the researcher must consider…

A
  • Quality of research questions
  • Relative size of the effect
  • Confidence intervals
47
Q

Clinical Significance

A

Refers to practical, applied value, or importance of effect of the intervention.

48
Q

Convergent Design

A

QUAN and QUAL are used at the same time.

49
Q

Explanatory Design

A

QUAN then QUAL.

50
Q

Exploratory Design

A

QUAL then QUAN.

From Flashcardlet (104 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions