Quiz 2 (Lessons 3-4)

Question 1

Independent Variable

Answer 1

an event, condition, attribute, or characteristic that the reseracher seeks to isolate and measure

**must have 2+ levels or groups to compare (Houser p39)

Question 2

Dependent variable

Answer 2

Defined in terms of changes in the subject as a consequence or administration of the independent variable (Houser p 39) What is being measured as a result of the various levels of of IVs

Question 3

Control Variable

Answer 3

an extraneous variable or condition that the researcher has identified and has developed ways to control for its effects on the dependent variables

Question 4

Confounding Variable

Answer 4

Variables that are undesirable confound or “flaw” the experiment. (We only want our chosen IVs to influence DVs.

Question 5

Hawthorne Effect

Answer 5

If subjects know they are a part of an experiment/given more attention bc of the experiment, performance generally improves. AKA: an observer effect

Question 6

Rosenthal Effect

Answer 6

experimenters belief about the participant may cause the participant to be treated in a special way so that the participant begins to fulfill the experimenter’s expectations

Question 7

Pygmalion Effect

Answer 7

experimenter falls in love with their own hypothesis, and it becomes a “self fulfilling prophecy”

usually subconscious influence from the experiementer

Question 8

Golem Effect

Answer 8

antithesis to Pygmalion, another self-fulfilling prophesy where the circumstances lead a participant to perform poorly bc hypothesized expected that outcome

Question 9

Halo Effect

Answer 9

a trait which is not being evaluated influences a researchers rating on another trait

(This is why the rater is often different than the test administrator)

Question 10

True Experimental Research

Answer 10

Gold Standard for Quanitative Reserach
3 things:
Control Group
IV that can be manipulated
Random assignment for participants to either the effect group or the control group

3 types: Pre-test post test, Post test only,

Question 11

Quasi-Experimental Research

Answer 11

a manipulation that is controlled by the researcher but no random assignment to groups (usu, for practical or ethical reasons)

Question 12

Descriptive Research

Answer 12

aims to accurately and systematically describe a population, situation or phenomenon. It can answer what, where, when and how questions, but not why questions.

Question 13

Pre-test Post-test Design

Answer 13

does not consist of random assignment to groups and a manipulation of an individual variable, groups cannot be separated, pretest and posttest are administered to all groups involved, comparison btw experimental group and control group

Question 14

Post-Test Only Design

Answer 14

No baseline measurement (as that can clue the participants into what you are looking for, or it is less effective to measure something twice)

Ex: hospital funding for treatment based on patients getting better, scores lagged because they wanted to keep free counseling

Question 15

Factor Design

Answer 15

Several experimental variables are investigated, interactions noted

Has levels, control group and test group, include 2 or more IVs

Sometimes the IVs in a factorial design are called levels

the term levels does not connote hierarchy (4 sessions vs 8 sessions for treating depression, is one better?)

Question 16

Soloman four group Design

Answer 16

1 experimental, one control group are pretested, the other experimental and control group are post-test only, so that you can see the effect of the pre-test.

Question 17

Matched Pairs Design

Answer 17

the subjects are directly paired in regard to any variable that could be correlated with the DV,

Ex: want to test a new treatment for autism but you thought the IQ might be correlated with the DV, then you match equivalent IQ subjects to see the results

Question 18

Repeated-measures Design

Answer 18

or within subjects design is a specific kind of matched subjects design.
It uses the same participants for both the control condition and the experimental IV contitions

Question 19

Within subjects Design

Answer 19

aka repeated-measures design

Question 20

Pretest-Posttest Non-Exquivalent Group Design

Answer 20

does not consist of random assignment to groups and a manipulation of an individual variable, groups cannot be separated, pretest and posttest are administered to all groups involved, comparison btw experimental group and control group

Question 21

Time Series Design

Answer 21

no random assignment but does include a manipulation
once group is used with an assessment or observations taken over a period of time
no comparison group
one group serves as its own control with multiple assessments over time

Question 22

Survey

Answer 22

a descriptive design (non-eperiemental) the researcher attempts to gather a large amount of data, self-reported, requires a completion rate of 50-75%, sample size needs to be at least 100

Question 23

Observational Design

Answer 23

descriptive research, an attempt to avoid problems with self-reporting and still clarify personal characteristics through observations by raters

Main focus is behaviors, you cannot observe feelings or attitudes

Question 24

Correlational Design

Answer 24

researchers correlational methods to ID and understand the relationship btwn multiple variables, or how several variables interest covary

ESP useful in education and counseling, bc it helps us understand complex human situations

Question 25

Casual comparative Design

Answer 25

concerns comparative descriptive reserach concerns attempting to ID the effects of an indep. variable after the fact Usu, pre-true experiement

Question 26

Random Assignment

Question 27

Baseline

Answer 27

an analysis of the current situation to identify the starting points for a programme or project. It looks at what information must be considered and analyzed to establish a baseline or starting point, the benchmark against which future progress can be assessed or comparisons made

Question 28

Observation

Answer 28

taking time to look at behviors of participants three different types of methodologies: controlled observations, naturalistic observations, and participant observations.

Question 29

Intervention

Answer 29

the independent variable

Question 30

Random Sampling

Answer 30

In Random Sample each individual in the population has an equal chance of being selected, by chance, protects against bias, allows info to be generalizable

Question 31

Stratified sampling

Answer 31

focuses on a special characteristic in a population, include 20% of a certain factor to represent the larger population of a community (ex: gender, education, ethnicity)

Question 32

Cluster Sampling

Answer 32

can be used to help a certain percentage of the population, uses an existing sample or cluster of people or selects a portion of the overall sample, will not be as accurate as a random sample, yet it is often used due to time and practical considerations

Question 33

Horizontal sampling

Answer 33

happens when a researcher selects subjects from a single socioeconomic group

Question 34

Vertical Sampling

Answer 34

occurs when persons from 2+ socioeconomic classes are utilized

Question 35

Snowball Sampling

Answer 35

aka: chain referral sample, uses subjects to connect with other subjects for a study when the population is so specific that you would not be able to easily find the people you need without the help of people in that specified population

Question 36

Systematic Sampling

Answer 36

in order to simplify large populations, systematic sampling utilizes every "nth" person, (ex: every 100th person)

Question 37

Qualitative Research

Answer 37

collecting, analyzing and interpreting data by observing what people do and verbalize Subjective, includes in-depth interviews and focus groups, exploratory and open ended Qualities: Naturalistic, descriptive data, emphasis on process, inductive approach, focuses on meaning

Question 38

Naturalistic Approach

Answer 38

a qualitative research method where you record the behaviors of your research subjects in real world settings

Question 39

Inductive Approach

Answer 39

begins with a researcher collecting data that is relevant to the research study. Post-data collection, a researcher will analyze this data broadly, looking for patterns in the data to develop a theory that could explain the patterns.

Question 40

Phenomenological Study

Answer 40

Aims to find the essence or structure of an experience by explaining how complex meanings are built out of simple units of inner experience

Question 41

Grounded Theory Study

Answer 41

theory grounded in collected data,involves comparing collected units of data against one another until categories, properties, and hypotheses about them emerge

Question 42

Case Studies

Answer 42

A descriptive intensive analysis of an individual, event or phenomena selected for its depiction or uniqueness.

Question 43

Ethnographic Study

Answer 43

Researchers become insiders in the community to observe behaviors. JUST observing, collecting data

Question 44

Historical Studies

Answer 44

seeks to systematically understand the past events and phenomena to obtain a clearer understanding of current issues ( may involve the use of systematic methods: diaries, oral records, relics) close to descriptive research

Question 45

Bracketing

Answer 45

Bracketing is a method used in qualitative research to mitigate the potential effects of preconceptions that may taint the research process.

Question 46

Emerging Concept

Answer 46

Theories, methodologies, methods and/or protocols being developed to study problems that cannot be adequately understood with existing approaches, or to take advantage of new information, tools, and/or technologies.

Question 47

Cultural Immersion

Answer 47

also called "participant observation." In these types of studies, a researcher interacts with the people she's studying, living with them, sharing meals, even cooking for, and otherwise participating in the life of a community, all while collecting data

Question 48

Purposive Sampling

Answer 48

done with purpose, not haphazard. selects information rich cases,

Question 49

Deviant Sampling

Answer 49

(deviant: different than the norm) people outside the case study

Question 50

Intensity Sampling

Answer 50

Excellent examples of the phenomenon of interest but not highly unsual cases

Question 51

Heterogeneous Sampling

Answer 51

sample people with diverse characteristics to see whether there are common pattersn

Question 52

Homogeneous Sampling

Answer 52

describe a particular sub-group in depth

Question 53

Transcribing Data

Answer 53

written description of researcher data time consuming, est time is 5:11, produces searchable and groupable for coding tape analysis, taking notes from play back of audio, easier but requires more validation should note tone and inflection

Question 54

Content Analysis

Answer 54

procedure for categorization of verbal or behavioral data, researcher starts labling or coding every item for information to recongize differences and similarities between all items within and between participants

Question 55

Manifest Content Analysis

Answer 55

aka basic descriptive, what was litteraly seen and heard

Question 56

Latent Content Analysis

Answer 56

aka higher or interpretive, what was meant by responses

Question 57

Interpretative Level of Ananlysis

Answer 57

same as latent content analysis

Question 58

Data Check

Answer 58

check the initial notes, consider if any previously excluded data is relevant and should be included in results

Question 59

Mixed Methods Research

Answer 59

combines quantitative and qualitative (6 types)

Question 60

Time Orientation Dimension

Answer 60

defines the when and how methods of mixed method designs are combined

Question 61

Convergent Parallel

Answer 61

involves conducting both methods equally and simultaneously, which moderates the weakness of quantitative and qualitative the data is collected separately, then examined the analysis is converged into one report

Question 62

Explanatory Sequential

Answer 62

characterized by initial use of quanitative followed by qualitative general picture (quant) then deeper more textured understanding (qual)

Question 63

Exploratory Sequential

Answer 63

1. qual 2. quant Starts by understanding a particular phenomenon, and then going through in-depth data gathering, to see if the data is characteristic of a larger sample through the quant

Question 64

Embedded Design

Answer 64

uses both quant and qual simultaneously or sequentially. one form of data play a supportive role to the other collects the data using both quant and qual, and analyzes separately researcher then determines which method is primary and which is supporting

Question 65

Transformative Design

Answer 65

reserachers employ the 4 major designs (convergent, explanatory, exploratory, or embeded) Set up the study and interpret data from a marginalized group perspective

Question 66

Mulitphase Model

Answer 66

focuses on a researcher studying a complex issue and using phases to gather and collect data purpose is to study a series of research questions that are theoretically linked in hypothesis various phases may involve using any of the four major categories of mixed methods studies

Question 67

Single Case Research Design

Answer 67

practical strategy for making inferences about the efficacy of an intervention usu unproven interventions est evidentiary support for counseling practices and gives voice to counseling activities with small or understudied populations is not always a single case unlike the name describes, as families and groups are also used, but usually a homogenous group each outcome variable must be measured systematically (repeatedly) over time by more than one assessor. 3 phases: study must include 3 different interventions and 3 different "after" results each phase must have 3 data points

Question 68

AB Design

Answer 68

A is the baseline and B is the intervention

Question 69

ABA Design

Answer 69

A new Baseline is observed (second A)

Question 70

ABAB Design

Answer 70

gold standard, the pattern for the second AB mimics the first AB, giving more validity to the intervention also called the "withdrawal design" bc you withdraw the treatment/intervention