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Research > Research 1 Midterm > Flashcards

Research 1 Midterm Flashcards

1
Q

Pretest/Posttest control group design

A

INDEPENDENT GROUPS

  • controls for history, maturation, selection bias, testing, instrumentation effects
  • threat to internal validity is attrition
  • threat to external validity is interaction of treatment and testing

Cause & effect; RCTs

Change scores

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2
Q

Two group pretest/posttest design

A

INDEPENDENT GROUPS

  • controls for history, maturation, selection bias, testing, instrumentation effects
  • threat to internal validity is attrition
  • threat to external validity is interaction of treatment and testing

Difference between two treatments

Unpaired t-test: interval/ratio data
Mann-Whitney U: ordinal data

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3
Q

Multigroup pretest/posttest

A

INDEPENDENT. GROUPS

  • controls for history, maturation, selection bias, testing, instrumentation effects
  • threat to internal validity is attrition
  • threat to external validity is interaction of treatment and testing

Control vs. treatment 1 vs. treatment 2

ANOVA - interval/ratio data
Kruskal-Wallis ANOVA - ordinal

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4
Q

Posttest only control group design

A

INDEPENDENT GROUPS

True experimental design
*strong internal/external validity

Unpaired t-test: interval/ratio data
Mann-Whitney U: ordinal data
ANOVA - interval/ratio data
Kruskal-Wallis ANOVA - ordinal

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5
Q

Factorial

A

Multifactorial design
Independent groups

2+ IVs

2 way ANOVA

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6
Q

Randomized block

A

Multifactor design

INDEPENDENT GROUPS

Concern over an extraneous factor such as age, sex, health→ factor becomes attribute variable

  • 2-way ANOVA
  • Multiple Regression Analysis
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7
Q

Nested

A

MULTIFACTOR DESIGNS FOR INDEPENDENT GROUPS

Some attribute variables can’t cross; experience becomes 3rd independent variable

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8
Q

One way repeated measures

A

REPEATED MEASURES

All subjects exposed to all levels of one treatment variable

  • Internal threat is carry over
  • Latin Square used for sequencing treatment

2 way ANOVA

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9
Q

Cross over

A

Repeated measures

½ subjects receive treatment A followed by B/ ½ subjects receive treatment B followed by A
Paired t-test

2 way ANOVA (interval/ratio)
Wilcoxon signed ranks test (ordinal)

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10
Q

Two way design with two repeated measures

A

MULTIFACTOR DESIGNS FOR REPEATED MEASURES

Repeated measures with more than one independent variable

2 way ANOVA with 2 repeated measures to measure main and interaction effect

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11
Q

Mixed Design

A

MULTIFACTOR DESIGNS FOR REPEATED MEASURES

2 independent variables, 1 repeated across all subjects, and the other randomized to independent groups

2 way ANOVA with 1 repeated measure for main effect

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12
Q

One group pretest/post test

A

Quasi

Time becomes IV

  • threat to internal validity: no comparison group
  • threat to external validity: potential interactions with selection b/c of no comparison group

Paired t-test (ratio/interval)
Wilcoxon signed rank test (ordinal)

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13
Q

One way repeated measures over time

A

Quasi

Time becomes IV
Time course of a disease

Repeated measures ANOVA

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14
Q

Time Series

A

Quasi

Effect of treatment on physiological or psychological variables over time

Graphic visual analysis
Multivariate methods (ARIMA)
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15
Q

Nonequivalent pretest/post test

A

Quasi

Subjects in fixed groups or self-selected
Threat to internal validity is interaction of selection with history and maturation

Unpaired t-test: interval/ratio data
Mann Whitney U: Ordinal data

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16
Q

Nonequivalent posttest only control group

A

Quasi

Pilot study or exploratory to generate hypothesis for further study

Regression
ANCOVA

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17
Q

Continuous Variable

A

can take on any value along a continuum within a defined range

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18
Q

Discrete Variable

A

described only in whole numbers (HR,BP)

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19
Q

Construct

A

an abstract concept that is invented or created to represent immeasurable behaviors or ideas

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20
Q

Sources of Measurement Error

A
  1. Rater error
  2. Inaccuracies in the measuring instruments
  3. Variability of the characteristics being measured
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21
Q

Development of testing instruments

A

Involve a specific protocol that maximizes the reliability of the instrument

Errors are identified and then controlled or eliminated
---Controlled or eliminated by:
•Careful Planning
•Clear Operational Definitions
•Inspection of Equipment
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22
Q

Correlation

A
  • Correlation-degree of association
  • Not cause and effect research
  • State two variables are related (X,Y)
  • No true variable manipulation
  • Positive and negative correlations
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23
Q

r

A

Pearson product

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24
Q

rs

A

Spearman rank

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25
Q

ICC

A

Intraclass

●Model 1-Raters randomly chosen for different subjects- difference among subjects
●Model 2-Each subject assigned a random set of raters -interrater
●Model 3-Each subject assigned the same set of raters -intrarater

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26
Q

k

A

Percent agreement

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27
Q

Test-Retest Reliability effected by:

A
  1. Testing Effects - practice or carry over effects
  2. Rater Bias - same rater can be influenced by the memory of the first score
  3. Controlled by blinding tester
  4. Test-Retest Interval Time
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28
Q

Internal consistency

A

items measure various aspects of the same characteristic and nothing else
●Cronbach’s coefficient alpha

29
Q

Percent Agreement

A

-how often raters agree on categorical scores,test-retest scores agree
●Kappa Statistic

30
Q

Response Stability

A

Stability of response over time is questionable.Separate out error.
●Standard Error of the Measurement (SEM)-is the SD of the measurement error

31
Q

Generalizabilty theory

A

Measurement theory is viewed as multidimensional and must be interpreted under specific measurement conditions

32
Q

Alternate forms of reliability

A

Internal consistency

Percent agreement

Response stability

Generalizability theory

33
Q

Face Validity

A

Instrument appears to test what it is supposed to test-ROM,length,sensation

34
Q

Content Validity

A

Indicates that the items that make up an instrument adequately sample the universe of content that defines that variable being measured-VAS vs McGill

35
Q

Criterion-related validity

A
  • Indicates the outcomes of one instrument, the target test that can be used as a substitute measure for an established gold standard criterion test
  • Can be concurrent or predictive
36
Q

Concurrent validity

A

establishes validity when two measures are taken at relatively the same time.

37
Q

Predictive validity

A

establishes that the outcome of the target test can be used to predict a future criterion score.

38
Q

Prescriptive validity

A

establishes that the interpretation of a measurement is appropriate for determining effective intervention

39
Q

Construct validity

A
  • Establishes the ability of an instrument to measure an abstract construct
  • The degree to which the instrument reflects the theoretical components of the construct
40
Q

Evidence to support construct validity

A

Known Groups Method
●discriminate between those who have it and those who do not

Convergent validity
●high correlation when comparing to a similar outcome measure

Discriminate validity
●low correlation when comparing to an outcome measure that is assessing a different construct

41
Q

Sensitivity

A
  • The ability of the test to obtain a positive test
  • When the target condition is present
  • True Positive
42
Q

Specificity

A
  • Is the ability of the test to obtain a negative test
  • When the condition is really absent
  • True Negative
43
Q

Positive Predictive Value

A

estimates the probability that a person who tests positive actually has the disease

44
Q

Negative Predictive Value

A

estimates the probability that a person who tests negative is actually disease free

45
Q

Deductive Sampling

A

●Target Population
●Accessible Population
●Subject Selection
●Group Assignment

46
Q

Simple random sampling

A
  • using table of random numbers
47
Q

Systematic Sampling

A

Use random starting point (every 66th person) to sample from the population

48
Q

Stratified random sampling

A

Based on members’ shared attributes

49
Q

Disproportional sampling

A

male vs. female. More males so females receive a proportionately larger mathematical representation in the analysis of scores than males

50
Q

Cluster sampling

A

involves successive random sampling of a series of units in the population (multistage)

States -> counties -> schools -> class

51
Q

Nonprobability Samples

A

created when samples are chosen on some basis other than random selection

  • Convenience sampling-available
  • Quota sampling-stratification
  • Purposive sampling-handpicks
  • Snowball sampling-difficult to find
52
Q

Design Strategies for Controlling Intersubject Differences

A
  1. Homogenous selection study
  2. Blocking
  3. Matching
  4. Subjects as their own control
  5. Analysis of covariance
53
Q

Analysis of covariance

A

select an extraneous variable as a covariate adjusting scores statistically to control for the difference of the extraneous variable. Makes them artificially equivalent.

54
Q

STATISTICAL CONCLUSION VALIDTY

A

Is there a relationship between IV and the DV?

●Low statistical power
●Violated assumptions of statistical test
●Error rate
●Reliability
●Variance
●Failure to use Intention to treat analysis

55
Q

INTERNAL VALIDITY

A

Given that a relationship does exist, is there evidence that one causes the other?

●History & Maturation
●Attrition
●Instrumentation
●Testing
●Regression toward the mean
●Selection bias
●Diffusion,equalization of tx,compensatory rivalry
56
Q

CONSTRUCT VALIDITY OF CAUSE AND EFFECT

A

Given that a cause - effect relationship is probable to what theoretical constructs can the results be generalized?

●Operational definitions
●Multiple treatment interactions
●Experimental bias
●Hawthorne effect

57
Q

EXTERNAL VALIDITY

A

Can the results be generalized to persons, settings, and time that are different from those employed in the experimental situation?

●Interaction of treatment and selection
●Interaction of treatment and setting
●Interaction of treatment and history

58
Q

3 Major sources of starting points of identifying the research topic

A

Clinical experience

Professional literature

Clinical theory

59
Q

A good research question should be…

A

Important

Answerable

Feasible

60
Q

Operational definition

A
  • Defines a variable according to its unique meaning within a study
  • This is when disagreement in literature begins
61
Q

Hierarchy of Evidence

A
  1. Systematic Review/Meta-Analysis of RCTs
  2. One RCT
  3. Research without randomization
  4. Descriptive/Correlational Studies
  5. Case Studies
  6. Expert Opinion
  7. Animal/Bench Research
62
Q

Scientific Method

A

●Most rigorous process for acquiring new knowledge
●Incorporates elements of deduction and induction
●Systematic and controlled
●Minimizes bias
●Empirical- Documentation based on observation and experiment
●Cause & Effect

63
Q

Basic research

A

Acquisition of new knowledge for its own sake

64
Q

Applied

A

Solving an immediate problem

65
Q

Translational

A

Bench to bedside

application of basic scientific finding to clinically relevant issues while simultaneously generating new scientific questions based on clinical dilemmas

66
Q

Experimental

A

Cause and effect, manipulation of variables, control

Ex) ●True experimental
●Quasi-experimental
●Sequential clinical trials
●Single-case experimental designs
●Epidemiological
67
Q

Descriptive Research

A

Correlational

Secondary analysis

Qualitative

68
Q

Characteristics of Theories

A

●Rational explanation of observed facts, observations and phenomena
●Economical - efficient
●Important
●Consistent with observed facts
●Building blocks are concepts and constructs
●Once concepts are delineated
●Propositions are formed which state the relationships between variables
●Models are schematic representation of the phenomenon
●Theories can change

69
Q

Theory Development

A

●Not discovered but created

●Basic process is one of induction

●Multiple observations collection of facts

Research (1 decks)

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