Research Design/Statistics/Tests and Measurements

Question 1

William Wundt

Answer 1

Wundt was the one who brought fields together to study psychology as a science. He believed that experimental psychology was very limited since the methodology could not be used to study higher mental processes.
He also believed that there was no thought without mental image.

Question 2

Ebbinghaus

Answer 2

Demonstrated that higher mental processes could be studied using experimental methodology.

Question 3

Oswald Kulpe

Answer 3

Disagreed with Wundt and proposed that thought could be without mental images, his work went on to prove his hypothesis.

Question 4

Cattel

Answer 4

A student of wundt, he brought mental testing to the USA.

Question 5

Alfred Binet

Answer 5

published the first intelligence test (The Binet-Simon Test) with Theodore Simon. Test was originally used to determine which ID children in France would not benefit from ordinary schooling. Binet also introduced the concept of a mental age.

Question 6

William Stern

Answer 6

Developed an equation to compare mental age to chronological age, later known as an IQ score.

Question 7

Lewis Terman

Answer 7

Revised the Binet-Simon test (The Stanford-Binet Intelligence Test) to be used in the USA.

Question 8

Operational Definitions

Answer 8

How does the researcher plan to define the variables in the experiment so that the variables are measurable.

Question 9

IV and DV

Answer 9

Independent Variable: The variable whose effect is being studied

Dependent Variable: The variable expected to change due to variation in the IV.

Question 10

Three Types of Research

Answer 10

True Experiments: When there is random assignment and a manipulation

Quasi-Experiments: When there is manipulations, but no random assignment.

Correlational Studies: When no manipulations take place

Question 11

Naturalistic Observation

Answer 11

When the research does not intervene and just measures behavior as it naturally occurs. Also called field studies.

Question 12

Sample Selection Types

Answer 12

Random Selection: each member of the population being studied has an equal chance of being selected for the study.

Stratified Random Sampling:Technique of ensuring that each subgroup of the population is randomly sampled in proportion to its size.

Question 13

Research Study Designs

Answer 13

Between-Subjects Design: Each subject is exposed to only one level of each IV.

Matched Subjects Design: When research groups are created based upon matching demographic information in pairs and splitting them between groups.

Within Subjects Design (aka repeated measures design): When each subject is exposed to multiple conditions, to separate the effects of individual differences from the effects of the IV.

Question 14

Counterbalancing

Answer 14

When all subjects experience both levels, but the orders are changed to ensure that there are no order effects.

Question 15

Confounding Variables

Answer 15

Unintended IVs which may affect the DV in an unintended way.

Question 16

Nonequivalent Group Design

Answer 16

When the control group is not similar to the experimental group due to non-random assignment.

Question 17

Experimenter Bias

Answer 17

The fact that due to their expectations, the experimenter might inadvertently treat groups of subjects differently.

Question 18

Demand Characteristics

Answer 18

Any cue that might suggest to subjects what the researcher expects from them. (if the subject knows, they may try to act as expected)

Question 19

Hawthorne Effect

Answer 19

The tendency of people to behave differently if they know they are being observed.

Question 20

Two Types of Statistics

Answer 20

Descriptive Statistics: concerned with organizing/quantifying/summarizing a collection of observations

Inferential Statistics: Concerned with making inference from the sample involved in the research to the population of interest.

Question 21

How do Outliers Effect Central Tendency

Answer 21

Generally, outliers don’t effect the median and mode, but will drastically effect the mean.

Question 22

Normal Distribution Percentiiles

Answer 22

68% in 1 SD
96% in 2 SD
4% beyond 2 SD

Question 23

z-score

Answer 23

When you subtract the mean of the distribution from your score, and divide the difference by the standard deviation.
0 is mean, negative means below mean, positive means above mean. 1 means 1sd about, -1 means 1sd below, etc.

34% fall bw 0->1 and 0->-1
50% on either side of 0.

Question 24

t-scores

Answer 24

mean of 50, SD of 10.

Question 25

Correlation Coefficients

Answer 25

Type of descriptive statistic that measures to what extent two variables are related. Helps us understand the correlation and the degree of association between two variables. (always between 1 and -1).

Question 26

Factor Analysis

Answer 26

Attempts to account for interrelationships found among various variables by seeing how groups of variables are related

Question 27

Inferential Statistics

Answer 27

Allows us to use smaller batches of observations to make conclusions regarding an entire population of interest.

Question 28

Experimental Hypothesis

Answer 28

an experimental hypothesis is confirmed by disconfirming the null hypothesis. Generally, the null hypothesis is that the population mean is the same as the sample mean.

Question 29

Alpha Level

Answer 29

The criterion of significant, generally we use 5%, meaning that we need 95% confidence in a finding to reject the null hypothesis

Question 30

Errors in Significance Testing

Answer 30

Type I: False Positive. The chance of making this error is the same as the alpha level (usually 5%) Type II: False Negative. Chance of making this error is represented by beta.

Question 31

The Three Relevant Significance Tests

Answer 31

t-test: used to compare the means for two groups ANOVA: used to compare the means of more than 2 groups chi-square: tests the equality of two proportions/frequencies

Question 32

F Ratio

Answer 32

Used in ANOVAs, it estimates how much group means differ from each other (done by comparing between group variance to within group variance). An F Ratio of 1 would mean there is no group differences.

Question 33

Chi-Square Tests

Answer 33

work with categorical data (categories, not continuous, AKA nominal data). Return from a chi square test is a frequency or proportion

Question 34

Two ways to Interpret Test Results

Answer 34

Norm-Referenced: Assessing an individuals performance in terms of how they compare to others. Population of test takers need to be large and representative though Domain-Referenced: AKA criterion-referenced testing. Assesses the individual's knowledge regarding specified content domains.

Question 35

Reliability

Answer 35

Consistency with which a test measures something.

Question 36

Standard Error of Measurement

Answer 36

Index of how much, on average, we expect a person's observed score to vary from the score they are capable of receiving. (ideally this would be zero, but tests aren't perfect).

Question 37

Three (basic) Methods to Test Reliability

Answer 37

test-retest: when the same test is administered to the same group twice alternate-form: two different forms of the test are given to the group at two separate times split-half: test takers only take one test, and group is split in two, with one group taking one form, and the other group taking the other form.

Question 38

Types of Validity

Answer 38

* Content: test's coverage of the skill area it's supposed to measure * Face: if the test *appears* to measure what it's supposed to measure * Criterion: how well the test can predict an individual's performance on an established test of the same skill * Construct: how well performance on the test fits the theoretical framework related to what you want to measure

Question 39

Construct Validity

Answer 39

How well performance on the test fits the theoretical framework related to what you want to measure * convergent: if people score high on this test, will they score high on tests of related skills? * discriminant: if people score high on this test, is it correlated with other variables that are not related?

Question 40

Criterion Validity

Answer 40

How well the test can predict an individual's performance on an established test of the same skill * Predictive: can it predict future performance * concurrent: can it predict performance on a different test

Question 41

Reliability + Validity

Answer 41

A test with zero reliability will have zero validity. | HOWEVER, a test can have 100% reliability, and zero validity.

Question 42

Four Types of Measurement Scales

Answer 42

Nominal: (AKA categorical): labels observations Ordinal: observations are ranked in terms of magnitude Interval: uses numbers (i.e. % correct) Ratio: when there is a true zero point that indicates absence of the quantity

Question 43

Two Types of Ability Tests

Answer 43

Aptitude: used to predict what one can accomplish through training Achievement: used to assess what one can do/knows now.

Question 44

Personality Inventory

Answer 44

type of personality test where individuals self-rate themselves on how applicable 100-500 statements are to them While fairly accurate, there are some biases which effect the accuracy due to self reporting.

Question 45

Minnesota Multiphasic Personality Inventory (MMPI)

Answer 45

consists of 550 statements which subjects respond true/false/idk to. It yields scores on 10 clinical scales (i.e. depression, schizophrenia, etc). Also has scales to indicate if the person is malingering (intentionally or unintentionally). Content scales were later added, which were formed from theoretically derived questions. Created with the empirical criterion-keying approach.

Question 46

Empirical Criterion-Keying Approach

Answer 46

Testing thousands of questions and retaining those that differentiate between patient and non-patient populations (even if the item seemed random).

Question 47

California Psychological Inventory (CPI)

Answer 47

Based on the MMPI, it is a personality inventory for typical populations ages 13+/ Especially oriented to HS and college students. Has 20 scales (3 validity) and measures personality traits (ie dominance, sociability, femininity, etc)

Question 48

Projective Tests

Answer 48

Stimuli are ambiguous and test taker is not limited to small number of responses. Generally, people are presented with a vague stimuli, and asked to interpret what they see. Scoring is subjective.

Question 49

Rorschach Inkblot Test

Answer 49

Most famous projective test, it's made up of ten cards that appear to be inkblots. Clinician interprets scores based upon the remarks the person says regarding the inkblot.

Question 50

Thematic Apperception Test (TAT)

Answer 50

Created by Morgan and Murray, consists of 20 pictures depicting ambiguous scenes. Test taker is told to tell a story about what is happening in the picture. Scoring is completely qualitative and subjective.

Question 51

Blacky Pictures

Answer 51

Projective test, devised specifically for children. Features 12 pictures of "blacky" the dog. Each picture represents different stages in psychosexual development, and the child is asked to tell stories about the pictures they are shown.

Question 52

Rotter Incomplete Sentences Blank

Answer 52

Projective test, specifically a sentence completion test. | Provides 40 sentences for subject to fill in to see what is on their minds.

Question 53

Barnum Effect

Answer 53

The tendency of people to accept and approve of the interpretation of their personality that you give them. This is a form of psuedo-validation.

Question 54

Interest Testing

Answer 54

Used to assess an individual's interest in different lines of work.

Question 55

Strong-Campbell Interest Inventory

Answer 55

Best known interest test. Interpretation of results in based on the Holland model of occupational themes. Holland's Six Themes were: realistic, investigative, artistic, social, enterprising, conventional.

Question 56

Standard Deviation calculation

Answer 56

The Square Root of the variance

Question 57

Variance calculation

Answer 57

The standard deviation squared

Question 58

z-score calculation

Answer 58

(your score - the mean)/(standard deviation)

Question 59

Deviation vs Ratio IQs

Answer 59

Deviation IQ: norm is 100, is standardized for the person's age Ratio IQ: (mental age/chronological age)*100