Test 2

Question 1

Non-systematic attrition

Answer 1

Dropout more equally across groups

Question 2

Systematic attrition

Answer 2

More people drop out of one group than another

Question 3

Issues with BS designs

Answer 3

Comparable treatment of groups; sensitivity of DV; control techniques; differential attrition; diffusion/imitation of treatments; compensatory equalization; compensatory rivalry; resentful demoralization

Question 4

Ceiling effect

Answer 4

The IV is meant to increase scores but pretest scores are so high you can’t continue; control with pretesting

Question 5

Floor effects

Answer 5

The IV is meant to decrease scores but pretest scores are so low you can’t continue; control with pretesting

Question 6

Single blind study

Answer 6

The participant doesn’t know which group they’re in but the experimenter does

Question 7

Double blind study

Answer 7

Neither the participant or the experimenter knows which group they’re in

Question 8

Diffusion of treatments

Answer 8

Participants tell possible participants the true IV

Question 9

Compensatory equalization

Answer 9

The control group and the experimental group communicate and the control wants what the experimental is getting and demand equal treatment

Question 10

Compensatory rivalry

Answer 10

Example of the kids without computers in school, the kids without them work harder because they don’t have the IV and want to prove themselves to earn the IV

Question 11

Resentful demoralization

Answer 11

The participants give up and don’t do anything

Question 12

What test to use for a single factor two group design

Answer 12

Independent samples t test

Question 13

What test to use for single factor multiple groups design

Answer 13

Use between subjects ANOVA

Question 14

Characteristics of within subjects designs

Answer 14

Smaller sample size, reduced error variance, order effects (carryover effects, practice effects, fatigue effects)

Question 15

Carryover effects

Answer 15

Something in a previous part of the study carries over into another part of the study

Question 16

Practice effect

Answer 16

The participants improve because of repeated testing

Question 17

Fatigue effect

Answer 17

Participants do progressively worse because of repeated testing

Question 18

Counterbalancing

Answer 18

Controls for order and carryover effects

Question 19

Complete counterbalancing

Answer 19

Every participant gets the variables in every order possible

Question 20

Intrasubject counterbalancing

Answer 20

Every subject gets the condition in every order; type of complete counterbalancing

Question 21

Counterbalancing for linear order effects

Answer 21

ABBA = 0123 -> equal increments

Question 22

For nonlinear order effects

Answer 22

ABBABAAB = 02340234; 1/2 subjects do ABBA and 1/2 do BAAB

Question 23

Incomplete counterbalancing

Answer 23

Ss don’t do all sequences, only some; each treatment must appear in each position an equal number of times; each treatment must precede and be followed by each treatment an equal number of times

Question 24

Balanced Latin square

Answer 24

ABCD
BCDA
CDAB
DABC

Only works for an even number of conditions; 1, 2, n, 3, n-1, 4, n-2, 5

Question 25

Balanced Latin square reversed

Answer 25

For odd number of conditions, cannot control for nonlinear carryover effects ``` ABECD DCEBA BCADE EDACB CDBEA AEBDC DECAB BACED EADBC CBDAE ```

Question 26

What does a true experiment have?

Answer 26

Manipulation (IV), measurement (DV), comparison (different groups), and control

Question 27

Characteristics of IV

Answer 27

Create treatment conditions with levels; manipulate by: presence or absence, different amounts, and type

Question 28

Controlling extraneous variables

Answer 28

Hold constant across conditions/groups so everyone has the same amount, control with randomization

Question 29

Randomization

Answer 29

Theoretically controls all extraneous variables

Question 30

Matching

Answer 30

Match individuals in one group with another; types: constancy, precision control ('twins'), frequency precision control

Question 31

Reactivity/ Hawthorne effect

Answer 31

People react differently because they knew they were being watched (example of the lightbulb factory); can we really generalize to people who haven't experienced this?

Question 32

Confounding variables

Answer 32

Variable that can confuse the results

Question 33

History confound

Answer 33

Anything external to the study that could happen across time frame of study

Question 34

Maturation confound

Answer 34

Happens within the individual

Question 35

Testing/sequencing confound

Answer 35

Repeated testing can cause practice effect or fatigue effect

Question 36

Instrumentation confound

Answer 36

Whatever you use in the experiment; reasons for observer training

Question 37

Subject and experimenter effect confound

Answer 37

The participant figures out what the study is about through the demand characteristics which can bias their behavior; the experimenter has a hypothesis made which can influence how they see things

Question 38

Statistical regression confound

Answer 38

Participants test really high or really low the first time, they will test closer to the mean the second time

Question 39

Selection confound

Answer 39

The way the sample was selected or assigned to groups is biased; sample doesn't represent the general population

Question 40

Mortality confound

Answer 40

People drop out of the study

Question 41

Manipulation check

Answer 41

A question that makes sure the IV is having the intended effect; goes at the end of the survey

Question 42

Characteristics of between subjects designs

Answer 42

Larger sample size, equivalent groups (random assignment, matching), potential confounds (experimenter bias, demand characteristics, instrumentation, mortality/attrition)