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35 Cards in this Set
- Front
- Back
The Research Process |
1.come up with a theory/idea 2. formulate a testable hypothesis 3.gather evidence 4. update theory based on findings 5.repeat as necessary |
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Research Ideas |
how to come up with a research question? -personal experience -observations -previous research |
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Theory |
-hypothetical explanation of a natural phenomenon (can generate hypothesis) -although hypotheses are specific predictions about the association b/w two events, they don't explain how or why two events are connected. In contrast, theories provide potential explanations -ex. according to social learning theory, exposure to violence on TV leads to aggression |
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Hypothesis |
-testable prediction about the relationship b/w two or more variables |
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Operational Definition |
describes a specific procedure or measure of how you will test this hypothesis...researchers can define their variables in very different ways, which in turn can effect the findings |
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Conceptual Variable |
-abstract/general constructs (happiness, racism, stress, aggression) -to measure conceptual variables, an objective definition is often required..this may involve having an easily available validated instrument, inferring an operational variable from theory, establishing consensus, or all three |
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Operational Variable |
-specific manipulations/measurements of a conceptual variable in a study |
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Construct Validity |
-how well does the operational variable map on to the conceptual variable? -is the operational variable accurately measuring the conceptual variable? |
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What method to use if you want to describe phenomena? |
descriptive research
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What method to use if you want to know the relationship b/w variables? |
correlational research |
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what method to use if you want to know if one variable causes another? |
experimental research |
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Descriptive Research |
goal: describe people's thoughts, feelings, and behaviors methods:casey study, observation, surveys |
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Case Study |
*what type of research is it apart of? (descriptive) -strengths: -limitations: |
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Observation |
*what type of research is it apart of? (descriptive) -strengths:gather info, & develop ideas, avoids faulty or distorted recollections -limitations: may miss something, too many uncontrollable variables |
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Surveys |
*what type of research is it apart of? (descriptive) -surveys collect self-reported attitudes & behavs. through a representative & random sample -strengths: conclusions are more generalizable -limitations: distorted memory, social desirability, sampling bias, framing effects |
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Sampling |
representative: characteristics of sample match closely to larger population random: every potential participant has an equal chance of selection |
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Framing |
framing can be done through... 1.endpoints 2.Anchoring 3.Priming |
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Endpoints |
Endpoints: same question but change endpoints can affect answer--perception of normative behav/response (most people avoid endpoints) ex.how much time did you study for a test; answer=rate of scale 1-6, (1=up to 1 hr 2=1.5 hr 3=2 hr 4=2.5 hr 5=3 hr 6=3+ hr); change time frame of each level & receive diff. results |
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Anchoring |
Anchoring: anchor to gage info and guide response-response relates to anchor given *fewer/more than 30%?--give ex. of what you think?--25% *fewer/more than 60%--give ex. of what you think?--40% |
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Priming |
prime mood through question in order to gage response to following questions "What is the cutest anima?" "How likely are you to drive a friend?" --more likely to say yes, because primed by previous question |
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Correlational Research |
goal: discover relationship b/w 2 variables, how well one variable predicts the other methods: correlation coefficient |
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Correlation Coefficient (r) |
-what research is this method used in? (correlational research) -varies from -1 to +1...tells direction of relationship,absolute value (w/o sign) tells us its strength -ex.1:professor notices students who sit in back of room get worse grades (neg. correlation, greater distance=lower grades) strengths: study associations of naturally occurring variables, can examine phenomena difficult or unethical to manipulate in a lab limitations: NOT CAUSATION |
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Experimental Research |
goal: establish cause & effect relationships methods: sample study |
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Independent Variables |
manipulated by the experimenter |
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Dependent Variables |
measured by the experimenter (outcome) |
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Subject |
pre-existing difference among subjects |
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What are the essential Characteristics of Experimental Research? |
random assignment of participants: P's assigned to conditions by chance in order to control for other factors Experimental Control of Variables: conditions are identical with the exception of the manipulated variable (s) |
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Sample Studies |
research ?:does emotion influence helping behavior?How will you manipulate emotion in your study? -Sad clip:the notebook -happy clip:the notebook *"helping behav"=measured by amount of hrs willing to help a cause after study ends *helping=higher in sad clip condition than happy clip (random ass. & control=confidence in result) **problem: there is no neutral condition |
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Sample Studies cont.(strengths/limitations) |
strengths: can rule out influences on subjects' behavior except independent variable limitations: cant/shouldn't manipulate some variables--ethical boundaries |
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External Validity |
do the results generalize? *replication across different populations/situations help rate external validity |
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Confounds |
-uncontrolled variables that vary systematically with the independent variable --threaten internal validity (bow sure you are the IV caused the DV) --did the experiment include control or comparison groups? |
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ex. of Confound |
-notebook clip study premise but allow P's to choose movie clip so they're not bored *RQ:does emotion influence helping behav? -sad clip=notebook, happy clip=crazy, stupid love -Results: helping=higher in sad than happy clip -limitations: people who are naturally sad choose sad clip (gets rid of random ass.);also no control (diff. movies) Confound: different medium=confound, even though the story is the same |
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Interpreting Results |
-main effect: overall effect of IV on DV -interaction:effect of an IV depends on the level of another IV *interaction overrides main effect* |
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Mediators |
(How or Why?) -explains relationship b/w IV and DV (describes psych process that occurs) ex. sad clip leads to helping behav. (mediator=empathy) |
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Moderators |
(when or for whom?) -alters direction and/or strength of the relationship b/w IV and DV --can be quantitative(Ex. amount of reward) or qualitative (Ex.sex, race) *ex. Sad movies sometimes lead to more helping...when?(movies dont affect you as much) *ex. long lines sometimes lead to aggression. For whom? (waiting for what?) |