Quiz 5

Question 1

longitudinal design

Answer 1

can provide evidence for temporal precedence by measuring the same variables in the same people at different times, used by developmental psychologists to get us closer to causal claim

Question 2

types of longitudinal designs

Answer 2

cross-sectional correlations, autocorrelations, and cross-lag correlations

Question 3

criterion variable

Answer 3

dependent variable, what you are trying to predict or explain

Question 4

predictor variables

Answer 4

independent variables, variable used to predict or explain outcome

Question 5

beta testing

Answer 5

a positive beta indicates a positive relationship between the predictor variables and the criterion variables when the other predictors are statistically controlled for, a negative beta reflects a negative relationship. A beta that is 0 or not significantly different from zero suggests that there is no relationship. The further away from 0 the better

Question 6

multi regression analysis

Answer 6

helps control for several third variables at once but can’t establish temporal precedence

Question 7

mediator

Answer 7

once relationship has been established, we want to know why it took place- what causes the correlation to happen? third variable that mediates relationship between the 2, example- physical health (quality of sleep)

Question 8

moderator

Answer 8

are these two variables linked in the same way for all participants or in every situation? split into groups, look at each group separately. Example- when you sleep/wake up (time of day)

Question 9

third variable problem

Answer 9

external to the bivariate correlation (problematic), example- screen time before bed

Question 10

results of laptop experiment

Answer 10

could be influenced by the type of notes, the professor, difficulty of questions

Question 11

results of pasta experience

Answer 11

could be influenced by the type of pasta eaten, the time of day, how hungry participants are

Question 12

what makes an experiment an experiment

Answer 12

at least one variable was manipulated and at least one variable was measured

Question 13

manipulated (independent) variable

Answer 13

researcher assigns participants to a level of the variable

Question 14

measured (dependent) variable

Answer 14

researcher record what happens in terms of behavior of attitudes based on self-report, behavioral observations, or physiological measures

Question 15

selection effects

Answer 15

when random assignments result in too big of a difference between the two groups

Question 16

within group design

Answer 16

requires less participants, less of an effect of random results from randomly selected participants

Question 17

cross sectional correlation

Answer 17

correlations between two variables measured at the same time

Question 18

autocorrelation

Answer 18

correlations of the same variable across different time points

Question 19

cross-lag correlations

Answer 19

correlations between one variable at time 1 and another variable at time 2

Question 20

covariance

Answer 20

when the cross-sectional correlations are significant, covariance is established

Question 21

temporal precedence

Answer 21

when one cross-lag correlation is stronger than the other, it moves us closer to discovering what variable causes the other, biggest flow in bivariate correlations

Question 22

internal validity

Answer 22

longitudinal designs do not rule out third variable explanations by measuring only 2 variables

Question 23

internal validity- more variables

Answer 23

less likely for there to be a third variable problem

Question 24

control group

Answer 24

no treatment condition, held constant

Question 25

treatment group

Answer 25

one or more treatment conditions

Question 26

placebo group

Answer 26

placebo control group

Question 27

design confounds- systematic

Answer 27

variability is the problem. example: large dish group having higher quality pasta than small dish group

Question 28

design confounds- unsystematic

Answer 28

variability that is random/haphazard and affects both groups. example: how hungry was everyone during study

Question 29

design confounds

Answer 29

second variable varies systematically with IV, provides alternate explanation for results. Threatens internal validity- cannot support a causal claim

Question 30

selection effect

Answer 30

occurs in an experiment when participants in one level of IV are systematically different than participants in other levels of IV. example: some children with autism getting new treatment and some continuing with their current treatment

Question 31

posttest-only design

Answer 31

randomly assigned, given test

Question 32

pretest posttest

Answer 32

pretested, notes taken, posttest

Question 33

concurrent measures design

Answer 33

participants are exposed to all levels of the IV at roughly the same time, single preference is the DV. example: looking preference in infants

Question 34

repeated measures design

Answer 34

repeatedly doing the action that is being measured

Question 35

order effects

Answer 35

exposure to one level of the IV influences reactions to other levels of the IV

Question 36

order effects- practice

Answer 36

participants get better t a task from practice

Question 37

order effects- fatigue

Answer 37

participants get worse at a task from fatigue

Question 38

order effects- carryover

Answer 38

contamination carrying over from one condition to the next

Question 39

avoiding order effects

Answer 39

counterbalancing

Question 40

counterbalancing

Answer 40

all possible condition orders are presented (full) only some conditions are presented (partial)

Question 41

pilot study

Answer 41

way to make sure experiment works ahead of time