Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

EPPP > Research Design > Flashcards

Research Design Flashcards

1
Q

Independent Variables (IV)

A

The groups that are being compared in a research study

Ex-Contrasting 3 txs for depression, type of tx is one IV, gender might be another

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

2 Main types of IVs

A

Manipulated IVs-directly manipulated by the researcher

Non Manipulated IVs-cannot be manipulated b/c they are pre-existing, like gender

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

Dependent Variables (DV)

A

Outcome measures in a study
Ex- a depression measure
Can be nominal, ordinal, interval or ratio

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

Types of Research

A

True Experimental
Quasi-Experimental
Observational, Passive, or Non-experimental

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

True Experimental Research

A

At least one IV is manipulated & subjects are randomly assigned

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Quasi-experimental

A

At least one IV is manipulated, but non-random assignment of subjects
Ex- 2 school programs tested at 2 different schools

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Observational, passive, non experimental research

A

No intervention or manipulation, but still looking at group differences
Ex- comparing rates of smoking between males & females

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Types of Group Designs in Research

A

Between Groups
Within Subjects
Mixed Design

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Between Groups Design

A

Compares groups that are independent

Ex- comparing reading levels of 2 different 2nd grade classrooms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Within Subjects Design-3 types

A

Groups contrasted are related

  1. Repeated measures
  2. subjects matched prior to assignment to groups
  3. subjects have an inherent relationship (twins)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

With repeated measures design, important to account for ____ effects by use of _____

A

carryover; counterbalancing

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

Latin Square

A

most sophisticated method for counterbalancing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Mixed Design Groups

A

Involves groups that are both independent & correlated
Ex- patients assigned to 2 different treatment groups (independent) but also complete before & after measures (repeated measures, correlated)

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

Idiographic

A

Single subject approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Nomothetic

A

Group approach

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

Autocorrelation

A

Effect of measuring the same person repeatedly, resulting in highly correlated data
Main problem of any single subject design

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

AB Design

A

Single Subject Design
Baseline condition (A) followed by treatment cond (B)
Ex: Weight measured at baseline then during/after prescribed diet

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

Major problem w/AB design

A

History- is the change due to the treatment being researched or some other event

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

ABAB Design

A

Single Subject Design
Baseline (A), Treatment (B), baseline (A), treatment (B)
Protects against effects of history

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

Major problems w/ABAB Design

A
  1. DV (which is measured daily) is unlikely to return to baseline after 1st round of tx
  2. Ethical issue of removing an effective tx
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Types of Single Subject Designs

A 
AB
ABAB
Multiple Baseline
Simultaneous Tx Design
Changing Criterion Design
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Multiple Baseline Design-3 Types

A

Across Subjects
Across Situations
Across Behaviors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Ex of Multiple Baseline Across Subjects Design

A

3 children w/ADHD complete baseline measures daily for a week
1 child then given ADHD tx and measured daily for one week
Other 2 children measured daily without tx for one week
(other 2 children gradually phased into tx)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Ex of Multiple Baseline Across Situations

A

Behavioral intervention for tantrums at home, at school, and in the park

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Ex of Multiple Baseline Across Behaviors
Intervention for 3 different bxs of one subject, intervention applied consecutively to the diff bx Ex- autistic child target head banging, then self biting, then rocking
26
Simultaneous (Alternating) Tx Design
2 or more interventions implemented concurrently thru research phase, but balanced & varied across time of day Ex- compare effectiveness of M&Ms vs praise to target head banging- alternate during day and balanced across days
27
Changing Criterion Design
Change bx in increments to match a changing criterion | Ex- reduce coffee consumption over time by setting gradual goals
28
Methods for Behavioral Measurement
Time Sampling | Event Recording
29
Time Sampling
Used when the bx being measured is not discrete (no distinct beginning & end) Breaks a period of interest into smaller chunks for measurement
30
2 types of Time Sampling
Momentary-record if target bx is present or absent at end of time interval Whole Interval- record target bx positively only if it is present the whole duration of the time interval
31
Event Recording
Tally the number of times a target bx occurs Useful when target bx is discrete and occurs relatively infrequently Ex-counting number of times a student is late to class in a semester
32
Analogue Research
Evaluates tx under conditions that resemble or approximate clinical situations Ex- college students volunteer as participants for a highly standardized group therapy treatment Limited generalizability of findings due to tight experimental control
33
Clinical Trials
Outcome investigations in real world clinical settings
34
Cross Sectional Research
Looks at diffs across sections, or ages, by sampling age categories of interest at one point in time. Ex: study internet usage at diff age brackets (20 year old, 40 year olds, 60 year olds)
35
Cohort effects
Homogeneity of particular age range or experience Ex- 20 yr olds may use internet more often than 60 yr olds just because they have grown up with computers *common problem w/Cross Sectional Research
36
Longitudinal Research
Follow group of subjects over many years
37
Cross Sequential Research
Takes several cross sections, or age groups, and follows them over briefer intervals of time than longitudinal research Ex- study health habits of different age brackets over 5 year time frame
38
Most important issue in subject selection is ___ ____
representative sampling
39
Major Sampling Strategies
``` Simple Random Stratified Random Proportional Sampling Systematic Cluster ```
40
Simple Random Sampling
Every member of population has equal chance of random selection Ex- random selection of all registered voters in a state
41
stratified Random Sampling
Population divided into strata (age, income, ethnicity) and random sample within each stratum
42
Proportional Sampling
Random selection in proportion to representation in the general population Ex- study mirrors racial demographics of the US
43
Systematic Sampling
Ex- select every 10th person out of 1000 to achieve 100 sample size
44
Cluster Sampling
Selection of naturally occurring groups of subjects | Ex-Randomly select 10 schools in a district, then test achievement of all 8th graders within those schools
45
Internal Validity is threatened when:
factors other than the IV may have caused the change in the DV
46
Common Threats to Internal Validity
``` History Maturation Testing or Test Practice Instrumentation Statistical Regression Selection Bias Attrition or Experimental Mortality Diffusion ```
47
History
Specific incidents that intervene between measuring points, making it difficult to know if change is due to intervention or the incident Best control for this is a control group
48
Maturation
Factors affecting subjects' performance simply due to passing of time, making it difficult to know if change is due to intervention or the natural maturation Best control for this is a control group
49
Testing or Test Practice
Occurs w/repeated testing, where cannot determine if change is due to prior experience w/the test vs. the intervention Best control for this is Solomon Four Group design
50
Solomon 4 Group Design
Subjects divided into 4 groups 1. Pre test, intervention, post test 2. Pre test, post test (no intervention) 3. Intervention, post test 4. Post test, no intervention
51
Instrumentation
Changes in observers or calibration equipment over time, threatens internal validity Control group controls for this
52
Statistical Regression/ Regression to the Mean
Extreme scores naturally become less extreme (closer to the mean) on retesting without any intervention Control group helps control for this
53
Selection Bias
Non random assignment of subjects Makes it difficult to determine if effects of a treatment are related to the treatment or the type of subjects who volunteer to participate
54
Attrition/Experimental Mortality
Differential loss of subjects from groups Ex- less depressed ind drop out of control group, more depressed drop out of treatment group Change in scores may be due to pattern of attrition rather than intervention itself Assess for attrition problems by comparing on variables through t tests
55
Diffusion
No treatment group actually gets some of the treatment, clouding treatment effects Ex- CBT therapy compared to non specific therapy, cognitive strategies may be discussed in non specific tx
56
Threats to Construct validity refers to:
factors other than the desired specifics of our intervention that result in differences Ex- CBT (IV) shown to decrease level of depression (DV), still difficult to say was if the change in automatic thoughts vs other strategies (behavioral activation) contributing to the change
57
Threats to Construct validity include:
Attention & Contact w/clients Experimenter Expectancies Demand Characteristics John Henry Effect
58
Rosenthal Effect
Experimenter expectancies impact the research outcomes and are communicated through cues from the experimenter to the subject, thus impacting their responses Ex-therapist nods while subjects on experimental medication describe reduction in sxs, resulting in subjects reporting more improvement Helps for experimenters to be blind to tx conditions
59
Demand Characteristics
Factors in study design that suggest how the subject should behave Ex- subjects told about possible side effects will report more side effects Helps for subjects to be blind to tx condition
60
John Henry Effect
Compensatory Rivalry-JH was steel driver who drove himself to death to outperform a steam drill Ppl in control group try harder than usual in spirit of competition with experimental group Experimental & control groups should not know about each other
61
External Validity
Generalizability of results to the larger population
62
Internal Validity
When group differences are found, ability to conclude that change in outcome (DV) is the result of intervention (IV)
63
Threats to External Validity
Sample Characteristics-diffs between sample & population Stimulus Characteristics-features of study with which intervention is associated (ex- testing memory in lab rather than natural setting) Contextual Characteristics-level of reactivity (extent to which subjects behave in a certain way b/c they are being observed (Hawthorne Effect)
64
Threats to Statistical Validity
Low Power-diminished ability to find sig results (small sample size, inadequate interventions) Unreliability of Measures Variability in Procedures-especially of concern in psychotherapy outcome research Subject Heterogeneity
65
The greater the internal validity, or experimental control, the lower the ____ validity, or ability to ___findings
external; generalize
66
Ipsative data
results from a forced-choice format. It can only describe relative strengths or interests within a subject and cannot be used for comparisons across subjects
67
Solomon 4 group design
true experimental design to evaluate effects of pre-testing when some groups are pretested and others aren't

EPPP (18 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions