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Critical Eval - fall 2021 > week 3 > Flashcards

week 3 Flashcards

1
Q

Define a construct

A

are hypothetical attributes or mechanisms that help explain and predict behavior in a theory

can not directly observed or measured , it is possible to observe and measure the behaviors associated with the construct

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2
Q

Define a variable

A

characteristics or conditions that change or have different values for different individuals

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3
Q

Identify examples of well defined and easily measured variables

A

to evaluate difference or changes in variables it is essential that we are able to measure them

easily measured variables: age, weight, height
abstract: intelligence

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4
Q

Identify examples of variables are abstract

A

anxiety, intelligence

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5
Q

Briefly explain what an operational definition is and why operational definitions are sometimes necessary.

A

is a procedure for measuring and defining a variable that cannot be observed or measured directly

necessary to convert an abstract variable into a concrete entity in order to be observed and studied

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6
Q

operationally define Receptive vocabulary

A

Number of words recognized upon seeing them.
Ability to follow commands
Answer simple complex yes/no questions.
Open-ended questions after being read a story.
Ability to point to correct objects or pictures given an auditory command.

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7
Q

operationally define expressive vocabulary

A

Count the amount of words spoken.

looking at a picture and describing what they see

Use a battery of expressive language assessments such as clinical evaluation of language fundamentals three, which measures phonological awareness, sentence structure, language content and memory, etc.

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8
Q

operationally define Hoarseness

A

Clinician rating of hoarseness.
volume and pitch
vocal rating scale

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9
Q

operationally define breathiness

A

Clinician rating

vocal rating scale

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10
Q

[type of validity] is demonstrated when scores obtained from a new measure are directly related to scores obtained from an established measure of the same variable.

A

concurrent validity

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11
Q

[type of validity] is demonstrated when scores obtained from a measure accurately predict behavior according to a theory.

A

predictive validity

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12
Q

[type of validity] requires that the scores obtained from a measurement procedure behave exactly the same as the variable itself. This type of validity is based on many research studies that use the same measurement procedure and grows gradually as each new study contributes more evidence.

A

construct validity

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13
Q

Define test-retest reliability

A

is established by comparing the scores obtained from two successive measurements of the same individuals and calculating a correlation between the two sets of scores

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14
Q

Define inter-rater reliability

A

is a degree of agreement between two observers who simultaneously record measurements of behaviors

used when measurements are obtained by direct observation of behaviors

can be measured by computing the correlation between the score from the two observers

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15
Q

What is a ceiling effect, and how can it be a problem?

A

ceiling effect is a sensitivity problem where the score obtained in a research study tend to cluster at one end of the measurement scale. For ceiling effect the range is restricted at the high end - it can’t go any higher

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16
Q

What are demand characteristics, and how do they limit the validity of the measurements obtained in a research study?

A

demand characteristics refers to any of the potential cues or features of a study that 1) suggest to the participants what the purpose and hypothesis is and 2)influence the participants to respond or behave in a certain way

might limit the validity because participants who are aware they are being observed and measured may react in unpredictable or unnaturally thereby influencing the measurements they produce

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17
Q

What is a population?

A

the larger group of interest. although the entire populaion usually does not partiicpate in a resaerch study the results from the study are gnerlaized to the entire population

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18
Q

A speech-language pathologist has developed a new test for measuring receptive language and would like to determine the validity of the test. The new test and an established measure of receptive language are both administered to a sample of participants. Describe the pattern of results that would establish concurrent validity for the new test.

A

first must identify if the test is accurately measuring an individual’s receptive language ability

should compare the new test results with another test that is already used in the field to establish the accuracy/validity of the new test

identify the correlation of results between two tests: if positive, negative, or no correlation

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19
Q

What are the four scales of measurement? Identify examples of each.

A

nominal – qualitative variables (gender, country, hair color)
ordinal – different names but organized sequentially (ranked data, educational level)
interval – organized sequentially, all intervals are same size, arbitrary 0 point (temperature in Fahrenheit)
ratio - organized sequentially, all intervals are same size, has true 0 point (# of stuttered syllables in 5 min conversation)

20
Q

Under what circumstances can a sample be biased?

A

selection bias occurs when participants or subjects are selected in a manner that increases the probability of obtaining a biased sample

a biased sample is a sample with different characteristics from those of the population

21
Q

identify the five research designs

A

descriptive, correlational, experimental, quasi-experimental, and nonexperimental

22
Q

name the broad research design category: Designs that examine individual variables (instead of relationships between variables)

A

descriptive research strategy: describes current state

23
Q

name the broad research design category: Designs that examine relationships between variables by measuring two (or more) variables for each participant

A

correlational: relationships between 2 variables (linear, curvilinear, positive, negative)

No causation
How does x compare to y
Good external validity
Low internal validity because can’t control

24
Q

name the broad research design category: Designs that examine relationships between variables by comparing two (or more) groups/sets of scores.

A

Experimental - highest level of research evidence; establishes causation using strict controls

quasi-experimental - can draw causation; less control than experimental like no randomization

Non experimental - looks at preexisting data, produces a description of the relationship b/w 2 variables but not causation

25
Q

Experimental research studies tend to have very (high/low) internal validity but often have relatively (high/low) external validity.

A

Experimental research studies tend to have very LOW internal validity but often have relatively HIGH external validity.

Experimental research studies tend to have very HIGH internal validity but often have relatively LOW external validity.

26
Q

Under what circumstances can a sample be biased?

A

selection bias occurs when participants or subjects are selected in a manner that increases the probability of obtaining a biased sample

a biased sample is a sample with different characteristics from those of the population

usually n = 30, larger sample more representative

selection bias

27
Q

what is the accessible population

A

a portion of the target population consisting of individuals who are accessible to be recruited as partipcants in the study

28
Q

what is a correlational research strategy

A

examines the relationship between 2 variables as they exist naturally for a set of indiivudals

does not try to explain relationship between the 2 variables –> no cause and effect

a research study that simply measures two variables for each individual and produces the kind of data in which each variable is measured with numerical scores

29
Q

what is an experimental research strategy

A

is intended to answer cause and effect questions about the relationship between two variables

30
Q

what is a quasi-experiemtnal research strategy

A

quasi-experimental: attempts to answer cause-effect but not as rigorously controlled

31
Q

Describe the concept of a study’s internal validity

A

a research study has internal validity if it produces a single unambiguous explanation for the relationship between two variables

32
Q

What are the common threats to internal validity?

A

is any factors that allows for an alternative explanation; any factors that generate doubts about the accuracy of the results or raises questions about the interpretation of the results

-environmental variables
-individual differences: characteristics differ from one person to another
-time-related variables:
history
maturation – occurs over time/longitudinal
instrumentation
testing effects: fatigue, carry-over effects
regression to the mean: the more you take a test, the more it will hover around the true score

33
Q

Describe the concept of a study’s external validity

A

refers to the extent to which we can generalize the results of a research study to people, settings, times, measures and characteristics other than those used in that study

34
Q

What are the common threats to external validity?

A

is any characteristic of a study that limits the ability to generalize the results from a research study

threats include –
generalization from a sample to the general population
- selection bias
- volunteer bias

generalization from one research study to another

  • novelty effect – reactions can vary
  • experimenter characteristics

generalization from a research study to a real world situation
- generalizability across measurements

35
Q

what is the goal of a research study?

A

is to measure a sample and then generalize the results to the population

Experimental research studies tend to have very (high/low) internal validity but often have relatively (high/low) external validity.

36
Q

what is a correlational research strategy

A

examines the relationship between 2 variables as they exist naturally for a set of individuals

does not try to explain relationship between the 2 variables

Relationships between 2 variables (linear, curvilinear, positive, negative)

Good external validity
Low internal validity because can’t control

37
Q

what is nonexperimental research strategy

A

is intended to demonstrate a relationship between variables but it does not attempt to explain the relationship or establish causation

Looks at preexisting data

38
Q

what is a descriptive research strategy

A

is intended to answer questions about the current state of individual variables for a specific group of individuals

Example type: case study

Weak internal validity - no control because looking at how something exists
Weak external - not enough to generalize

39
Q

which 3 research strategies involve comparing groups of scores

A

experimental, quasi experimental, non experimental

40
Q

what is validity of measurement and what is validity of a reasearch study

A

validity of a measurement is refers to whether the procedure actually measures the variable that is claims to measure

validity of a research study refers to the quality of the research process and the accuracy of the results

41
Q

what is validity of measurement and what is validity of a reasearch study

A

validity of a measurement is refers to whether the procedure actually measures the variable that is claims to measure

validity of a research study refers to the quality of the research process and the accuracy of the results

42
Q

what is a confounding variable

A

is an extraneous variable that changes systematically along with the two variables being studies

the key to achieving internal validity is to ensure that no extraneous variable is allowed to become a confounding variable

43
Q

what is a confounding variable

A

is an extraneous variable that changes systematically along with the two variables being studies

  • enviromental variables
  • individual differences
  • time-related variables

the key to achieving internal validity is to ensure that no extraneous variable is allowed to become a confounding variable

44
Q

Compare and contrast interval and ratio scales.

A

ratio has a true zero

temperature in C or F is interval because 0 is not the lowest point whereas temp in Kelvin is ratio bc 0 is the lowest possible

45
Q

What are the defining characteristics of a between-subjects design as compared to a within-subjects design?

A

between-subjects: compares scores different groups

within-subjects: compares scores in two or more tx conditions by observing the same individual in each condition

46
Q

Explain the general advantages and disadvantages of a within-subjects design.

A

advantages:
requires fewer participants
eliminates/reduces individual difference confounding bc it’s the same participant

disadvantages:
performance is susceptible to time-related factors
fatigue, sentimental changes btwn conditions, practice affects, attrition

47
Q

What are the two measures of variability?

A

variance: average squared distance of scores from mean

standard deviation: avg distance of scores from mean
easier to interpret bc in same units of measure

Critical Eval - fall 2021 (8 decks)

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