PSYC 204: EXAM 1
48 Cards in this Set
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methods of acquiring knowledge
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science
tenacity (superstitions)
common sense
intuition
mysticism (altered state of consciousness)
authority
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science is based on a set of assumptions which are
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realism
rationality
regularity
causality or determination
discoverability
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realism
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objects exist outside of the mind
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rationality
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reasoning and logic are the basis for solving problems
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regularity
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phenomena exists in recurring patterns
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causality or determination
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all events happen because of preceding events
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discoverability
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it is possible to learn solutions to questions, our only limitations are time and resources
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characteristics of scientific approach
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control
operational definition
empirical
objective
replication
self-correcting
progressive
tentative
parsimonious
concerned with theory
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validity
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appropriateness of inferences drawn from data
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research validity types
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internal
external
statistical conclusion
construct
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test and measurement validity types
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criterion-related
content-related
construct-related
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research validity
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conclusion based on a research study is valid when it corresponds to the actual or true state of the world
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internal validity
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we can infer that a relationship between two variables is causal or that the absence of a relationship implies absence of cause
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extraneous variable
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any variable other than the IV that influences the DV
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confounding
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an extraneous variable that systematically varies with the IV
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threats to internal validity
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history
maturation
testing
attrition or mortality
selection
regression effects
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how to correct for threats to internal validity
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random assignment
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external validity
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causal relationships can be generalized to the general population
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threats to external validity
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population validity (other participants)
ecological validity (other settings)
temporal validity (other times)
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how to correct threats to external validity
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random sampling
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statistical conclusion validity
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appropriateness of inferences made from data. Are IV and DV statistically related?
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threats to statistical conclusion validity
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low statistical power
violated assumptions of statistical tests
reliability of measures' scores
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construct validity
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correct labeling. Do our results support the theory underlying the research
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threats to construct validity
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loose connection between theory and study
changes in research participants' behaviors that result from their tendency to alter their behavior because they are being studied
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how to correct threats to construct validity
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double-blind procedures
single-blind procedures
deception
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ex of artificial discrete variable
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young/old
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ex of natural discrete variable
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male/female
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list of worst to best ways to create artificial discrete variables
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mean split
median split
extreme groups
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pearson's correlation
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both variables are continuous
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point-biserial
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one variable is true dichotomy, cannot assume normal distribution
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biserial
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one variable is artificial dichotomy, we can assume normal distribution
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phi coefficient
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both variables are dichotomies
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categorical variable
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qualitative
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labels
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the use of numbers that cannot be mathematically analyzed (ex. UIN)
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nominal scale
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grouping objects and giving them a number (men 1, women 2)
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ordinal scale
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ordered from most to least (ex. top five contestants)
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interval scale
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most common
tells how far apart objects are from one another but not the absolute magnitude
(1=do not like, 5=really like)
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ratio scale
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preceding 4 levels of measurement in addition to a true zero (ex. speed)
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correlation coefficients are a characteristic of
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reliability
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correlation coefficient range
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-1 to +1
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criterion-related validity
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effectiveness of a test in predicting an individual's behavior in specific situations
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concurrent
predictive
postdictive
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criterion-related validity
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content-related validity
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the degree to which a predictor convers a representative sample of the behavior being assessed
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construct-related validity
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extent to which the test may be said to measure theoretical construct or trait
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convergent validity
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construct-related validity
different measures of the same construct should be correlated to each other
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discriminant validity
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construct-related validity
different constructs should not be correlated to each other
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multi-trait/multi-method matrix
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most common approach to assessing the construct-related validity
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a test's scores cannot be
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valid but not reliable
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Study Guide: Final Exam