Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Research > Week 7 - Quant Research Design & Descriptive Stats Part 1 > Flashcards

Week 7 - Quant Research Design & Descriptive Stats Part 1 Flashcards

1
Q

t/f - correlation does not equal causation

A

true - Causes of health-related phenomena are usually probabilistic rather than deterministic

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

what is a counterfactual?

A

what would have happened to the sample people exposed to a causal factor if they simultaneously were not exposed to the causal factor

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

define an effect in terms of the counterfactual model

A

the difference between what actually did happen with the exposure and what have happened without it

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

what is a good model to keep in mind in designing a study to provide cause-and-effect evidence

A

counterfactual model

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

define the criteria for causality

A

Criteria for establishing a cause-and-effect relationship

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

what are the three criteria for causality

A
  • temporal
  • relationship
  • no confounders
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what are the three criteria for causality

A
  • temporal
  • relationship
  • no confounders
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what is temporal in terms of criteria for causality

A

A cause must precede an effect in time. Something had to have happened before the cause/effect

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

what is an example of temporal in terms of criteria for causality

A

Ex: If we test the hypothesis that smoking causes lung cancer, we need to show that cancer occurred after smoking commenced
Ex: If we were testing the hypothesis that aspartame causes fetal abnormalities, we would have to demonstrate that the abnormalities did not develop before the mothers’ exposure to aspartame

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

what is relationship in terms of criteria for causality

A

There must be an empirical relationship between the presumed cause and the presumed effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what are examples of relationship in terms of criteria for causality

A

Ex: Must show an association between smoking and cancer - that is, that a higher percentage of smokers than nonsmokers get lung cancer
Ex: Need to find an association between aspartame consumption and fetal abnormalities, that is, that a higher percentage of aspartame users than nonusers had infants with fetal abnormalities

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

what are no confounders in terms of criteria for causality

A

The relationship cannot be explained as being caused by a third variable

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

what are examples of no confounders for criteria of causality

A

Ex: If smokers tended to also live in urban environments. There would then be a possibility that the relationship between smoking and lung cancer reflects an underlying causal connection between the environment and lung cancer
Ex: Suppose people who used aspartame tended also to drink more coffee than nonusers of aspartame. It would then be possible that any relationship between maternal aspartame use and fetal abnormalities reflects an underlying causal relationship between a substance in coffee and the abnormalities

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

causality can be enhanced with what types of study design

A
  • experimental
  • quasi-experimental
  • non-experimental
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what are the types of experimental designs?

A
  • true experimental (RCT)
  • pretest-posttest (before-after)
  • posttest only (after only)
  • factorial
  • crossover
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what is a true experimental design

A

Researchers are active agents, not passive observers

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

what is needed for a true experimental design

A
  • manipulation
  • control
  • randomization
  • blinding
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

define manipulation in an true experimental design

A
  • The researcher does something to at least some participants - aka there is some type of intervention
  • Deliberate variation of the IV (the presumed cause) and observe the effect on the outcome (or end point)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

define control in an true experimental design

A

The researcher introduces controls over the research situation, including devising a counterfactual approximation - usually, a control group that doesn’t receive the intervention

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

define randomization in a true experimental design

A

The researcher assigns participants to a control or experimental condition on a random basis

21
Q

define blinding in a true experimental design

A

Used to prevent biases stemming from awareness. Involves concealing information from participants, data collectors, care providers, intervention agents, or data analysts to enhance objective and minimize expectation bias

22
Q

define pretest-posttest as an experimental design

A

With this design researchers examine change. Involves data collection before the intervention and then at multiple post-intervention points (sometimes called repeated measures designs)

23
Q

define posttest only as an experimental design

A

Data on the DV are only collected once - after randomization and completion of the intervention

24
Q

define factorial as an experimental design

A

Multiple variables are manipulated simultaneously. Permit us to test not only main effects (effects from experimentally manipulated variables) but also interaction effects (effects from combining treatments)

25
Q

define crossover as an experimental design

A

Involves exposing the same people to more than one condition (a type of within-subjects design). Has the advantage of ensuring the highest possible equivalence among participants exposed to different conditions

26
Q

what is a quasi-experimental design

A

Involves an intervention but lacks randomization or even a control group

27
Q

what types of designs are quasi-experimental

A
  • pretest-posttest non-equivalent control group
  • after-only non-equivalent control group
  • one group pretest-posttest
28
Q

define pretest-posttest non-equivalent control group in terms of quasi-experimental design

A

Involves two groups of participants, for whom outcomes are measured before and after the intervention; Comparison group is used instead of control group

29
Q

what is an example of pretest-posttest non-equivalent control group

A

Ex: Testing effects of new chair yoga intervention for older people; Offered to everyone at a senior center so randomization is not possible. For comparison you’d look at a different senior center that didn’t have the intervention

30
Q

what is after-only non-equivalent control group in terms of quasi-experimental designs

A

Unable to have baseline data but still do a comparison posttest

31
Q

define one group pretest-posttest in terms of quasi-experimental design

A

Testing a group before an intervention and then testing that same group right after the intervention

32
Q

what are the two types of non-experimental (observational designs)

A
  • descriptive

- correlational/relationships

33
Q

what is a descriptive design in terms of a non-experimental design

A

purpose = to observe, describe, document aspects of a situation as it naturally occurs, sometimes serves as a starting point for hypothesis generation or theory development

34
Q

what are the two types of descriptive designs

A

-descriptive correlational

univariate descriptive

35
Q

what is a descriptive correlational design

A
  • used to describe relationships among variables rather than to support inferences of causality.
  • Studies designed to address dx/assessment questions typically uses this design
36
Q

what is an example of a descriptive correlational design

A

Ex: Study examining the relationship between respiratory sx and pain experiences in children and adolescents with sickle cell disease

37
Q

what is a univariate descriptive design

A

not necessarily focused on only one variable, looks at the frequency of a behavior or description. Primary purpose is to describe the status of each variable and not to relate them to one another

38
Q

define prevalence in terms of a univariate descriptive design

A

Prevalence (cross-sectional): done to estimate the prevalence rate of some condition (a disease or behavior like smoking) at a particular point in time. The researcher takes a “snapshot” of the population at risk to determine the extent to which the condition of interest is present

39
Q

define incidence studies in terms of univariate descriptive

A

Incidence studies (longitudinal): estimate the frequency of the developing new cases.

40
Q

what are the two types of correlational/relationship designs

A
  • retrospective design (case control)

- prospective design (cohort)

41
Q

what is retrospective design in terms of correlational design

A

studies in which a phenomenon existing in the present is linked to phenomena that occurred in the past

42
Q

what is an example of retrospective design

A

antecedent behaviors or health issues that might’ve led to them developing this condition. Looking at both groups and seeing what’s different about them and what’s not

43
Q

what is prospective design in terms of correlational design

A

researchers start with a presumed cause and then go forward in time to the presumed effect…looks at what develops over time, usually a longer study over many years

44
Q

what is time series design

A

Data collected over an extended period during which an intervention is introduced

45
Q

What is the key item that makes experimental or quasi-experimental studies different from non-experimental designs?
A. Demographic variables

B. Intervention or treatment

C. Number of groups

D. Sample size

A

B. Intervention or treatment

46
Q

Which design includes the administration of more than one treatment to each subject with the treatments being provided sequentially rather than concurrently?
A. Crossover

B. Descriptive

C. Factorial

D. Time series

A

A. Crossover

47
Q 
What type of design is a systematic investigation of relationships between two or more variables that is meant to explain relationships between variables instead of establishing cause and effect?
A. Randomized clinical trial (RCT)
B.  Correlational design
C.  Experimental design
D.  Quasi-experimental design
A

B. Correlational design

48
Q

The aim of a study is to evaluate the short and long term effects of smoking cessation strategies tailored to help pregnant adolescents attain and maintain abstinence from smoking. Specifically, the researchers want to compare differences in short and long term smoking behaviors in three groups (Teen Fresh Start, Teen Fresh Start Plus, and Usual Care control). What design would be most appropriate to use?
A. Case control

B. Crossover

C. Descriptive

D. Experimental

A

D. Experimental

49
Q

The aim of a study is to examine the relationship of less restrictive restraints with seclusion usage, average years of nursing experience, and mix of staff nursing degrees. What design would be most appropriate to use?
A. Case Control

B. Crossover

C. Descriptive correlational

D. Randomized controlled trial

A

C. Descriptive correlational

Research (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions