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Psychology Research Methods > Test 1 > Flashcards

Test 1 Flashcards

(60 cards)

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1
Q

Popper’s falsification approach to science

A

We accept something until we find it to be incorrect

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2
Q

Ways of acquiring knowledge: authority

A

It’s this way because I said so

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3
Q

Ways of acquiring knowledge: tenacity

A

Superstition, longetivity (habit), familiarity (exposure)

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4
Q

Ways of acquiring knowledge: empiricism

A

Relying solely on the senses

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5
Q

Ways of acquiring knowledge: rationalism

A

Philosophy

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6
Q

Ways of acquiring knowledge: expert

A

Presents data and let’s you decide

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7
Q

Ways of acquiring knowledge: intuition

A

Common sense (common experience), mysticism (mystical)

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8
Q

Ways of acquiring knowledge: science

A

Combines rationalism and empiricism

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9
Q

Independent variable

A

The variable we manipulate

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10
Q

Dependent variable

A

The variable we measure

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11
Q

Confounding variable

A

variable that could confuse results

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12
Q

History confound

A

Anything external to the study that could happen a cross the time frame (ex: 9/11 happening between pre and post testing)

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13
Q

Maturation confound

A

Happens within the individual

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14
Q

Testing/sequencing confound

A

Repeated testing can cause practice effect or fatigue effect

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15
Q

Practice effect and fatigue effect

A

Repeated testing can cause the participant to get better because because of practice; repeated testing can cause the participant to get worse because they’re worn out

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16
Q

Instrumentation confound

A

Whatever you use in the experiment; reasons for observer training

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17
Q

Subject and experimenter effect confound

A

The participant figures out what the study is about (because of demand characteristics) which can bias their behavior; the experiment has a hypothesis made which might influence how they see things

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18
Q

Statistical regression confound

A

Someone tests really low or really high the 1st time, the next time they’ll test closer to the mean

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19
Q

Selection confound

A

The way the sample was selected or put in groups is biased; sample doesn’t represent the general population; something that’s different between experimental and control groups

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20
Q

Mortality confound

A

People drop out of the study

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21
Q

Type I error

A

Saying there is a difference when there isn’t; rejecting the null hypothesis when the null is true

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22
Q

Type II error

A

Saying there is no difference when there is; failing to reject the null when the null is false

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23
Q

Null hypothesis

A

There will be no difference between the groups; statistical analyses always test the null

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24
Q

What kind of hypothesis has one tail and why?

A

A directional hypothesis because it says the IV will either increase or decrease the DV; there are only two options

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25
What kind of hypothesis has two tails?
Non directional because it says the IV will have an effect on the DV, whether that be increasing, decreasing, or anything; there are more than two options, so it has two tails
26
IRB and IACUC
An IRB is for human participants and an IACUC is for animals
27
Informed consent
The participant knows they are participating in a study and they have the right to drop out at anytime
28
Reliability
Same results occur over and over again
29
Validity
The degree to which we know the test is measuring what it is supposed to
30
Face validity
Does it look like its measuring what it's supposed to?
31
Concurrent validity
Compare the results of your test to the results of an already established test that measures the same thing
32
Predictive validity
Does the test predict behavior?
33
Construct validity
Is it measuring the construct that it's supposed to
34
Convergent data
Several different measures of the same thing should match up
35
Divergent data
Unrelated scores shouldn't match up
36
Internal validity
The IV is causing the effect on the DV and not some extraneous variable
37
External validity
How well the results generalize
38
Population validity
People
39
Ecological validity
Settings
40
Temporal validity
Time
41
Sampling
Sampling is a type of external validity
42
Random assignment
How participants are assigned to the different groups
43
Random selection
How the sample is selected from the population
44
Population
The general population of people that the sample comes from
45
Sample
The people actually involved in the study
46
Representative sample
Making the sample accurately represent our target population; can be biased
47
Random sample
Randomly picking your sample
48
Systematic sampling
Randomly pick the first person from the table and pick the rest systematically; population/sample size (ex: 100/25 --> every 4th person)
49
Stratified random sampling
Ex: target population is science majors at LU, pick from an equal amount of people from each major, this doesn't truly represent the population so it would be better to use proportion stratified random sampling
50
Cluster sampling
Ex: schools already have defined groups in classrooms, so you randomly choose entire classrooms
51
Multi-stage sampling
Start with one type of sampling and finish with another
52
Central tendency
Mean, median, and mode
53
Correlation coefficient
-1.00 - +1.00
54
Nominal data
Identity
55
Ordinal data
Identity, magnitude
56
Interval data
Identity, magnitude, equal intervals
57
Ratio data
Identity, magnitude, equal intervals, has an absolute zero
58
Ceiling effect
Your IV is supposed to increase the DV, the pretest scores are too high to continue
59
Floor effects
Your IV is supposed to decrease your DV, the pretest scores are too low to continue
60
Occam's Razor
Cut away anything extra, then you're left with the simplest explanation possible.

Psychology Research Methods (2 decks)

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