- general summary of the article - always start with the abstract
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introduction
- will go through other existing research - might mention theory that based its entire study on
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method
- will always mention participants - how they were recruited - will always talk about material used in the study - anything they're using in their study - will include measures & procedures
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results
- more technical - will try to summarize what certain terms mean
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discussion
- go over major findings and why they found it - talk about limitations & future directions
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references
- will cite every article for this paper - any methods that they borrowed, etc..
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searching for a journal article: SEARCH TERMS
- "or" \= gives you more - "and" \= gives you more - "not" \= gives you less - * asterisk \= helps you get all related terms
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searching for a journal article: DATABASES
- PsycINFO (library in UH) - Google Scholar
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Types of Hypotheses
- describing a phenomenon or population - difference between groups - relation between variables - mediator of relation between variables - moderator of relation between variables
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describing a phenomenon
- focuses on a SINGLE variable within a SINGLE population (ONE variable, ONE population) - works in: --\> percent --\> proportion --\> frequency --\> amount
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difference between groups
- focuses on the difference between two or more groups on a variable --\> observational --\> causal - you can look at only 2 or many more
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relation between variables
- focuses on a positive or negative relation between two variables - POSITIVE relation: as one variable increases, the other increases - NEGATIVE relation: as one variable decreases, the other decreases
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mediator of relation between variables
- focuses on a variable that EXPLAINS the relation between two other variables - EXPLAINING a relationship !! - EX: pizza --\> increase work motivation (the mediator) --\> productivity
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moderator of relation between variables
- focuses on a variable that CHANGES the relation between two other variables - CHANGES. a relationship - EX: experience increases, salary also increases --\> moderator of GENDER may change strength/direction
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Types of Research
- descriptive - correlational - experimental
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descriptive research
- aims to observe and describe naturally occurring phenomena or behaviors
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correlational research
- aim to describe and PREDICT behavior - explain the relation between two or more variables
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experimental research
- aim to demonstrate a causal relation --\> A causes B - its own category with its own goal - the only type of research that can provide a cause & effect relationship
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Research Claims
- frequency claims - association claims - causal claims
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frequency claims
- describes a particular rate or degree of a single variable - EX: 15% of undergrads live on campus - telling you the frequency of behavior
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association claims
- when one variable changes, the other variable changes too - two measured variables - TERMS: predict, covary, related, associated, correlated - EX: in a scatterplot, it shows us the pattern of responses between two variables
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causal claims
- a claim arguing that a specific change in one variable is responsible for influencing the value of another variable - TERMS: cause, increase, decrease, influence, affect, change
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Measured Variable
- variable whose values are observed and recorded - EX: note-taking (electronic or written)
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Manipulated Variable
- variable whose values a researcher controls - EX: assign how you note-take
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Nominal Variable
- variable whose values are NAMES - sometimes referred to as a categorical variable - EX: religion
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Numeric Variable
- variable whose values are NUMBERS
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interval variable
- distance between each consecutive value is equal - EX: age (53 & 54 yrs are considered the same)
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ratio variable
- has an absolute point - zero means a lack of that variable
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ordinal variable
- the distance between each consecutive value is not equal - EX: placement in marathon (1st, 2nd, 3rd place) --\> distance between each runner may not be the same
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Independent Variable (IV)
- X - manipulated - applied in experimental research
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Dependent Variable (DV)
- Y - measured - applied in experimental research
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Conceptual Def.
- focuses on the variable as an abstract, theoretical construct - what IS happiness?
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Operational Def.
- focuses on the observable or measurable construct - how will I MEASURE happiness?
- ask people to report their own thoughts, behaviors, and experiences either in real time or retrospectively - BENEFITS: --\> often efficient (you can do it very easily and inexpensively while getting lots of info.) --\> privileged access (you would be able to tap into what people's thoughts and perspectives are just by asking them) - DRAWBACKS: --\> potentially biased (in the way that questions are asked which may not be accurate) (the answers may be biased AKA providing a socially acceptable response)
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other-report measures
- ask teachers, caregivers, or other observers to report about someone else - BENEFITS: --\> often efficient --\> different perspective (getting more of an unbiased perception by asking somebody else) - DRAWBACKS: --\> potentially biased --\> potentially distorted
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observational behavioral measures
- capture a variable through behavioral expressions of it - BENEFITS: --\> more objective --\> EX: counting how many drinks someone has in a night - DRAWBACKS: --\> less efficient (time-consuming) --\> situational (distorted based on the context in which you're measuring) (behavior may be different in different contexts)
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physiological measures
- capture a variable through physiological indications of it - BENEFITS: --\> more objective - DRAWBACKS: --\> less efficient (very time-consuming and expensive)
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Three Types of Reliability
- test-retest - interrater - internal
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test-retest reliability
- consistency in the pattern of scores - most relevant for constructs that are theoretically STABLE - EX: personality, intelligence - EX: measuring head circumference --\> you should still get scores in the same range
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interrater reliability
- independent observers come up with consistent findings - most relevant for observational measures - EX: operationalizing aggression on a 1-10 scale
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internal reliability
- only relevant for measures that combine multiple items that measure the same construct - people should respond consistently across items - EX: do you get energy from people? \= yes --\> which means: do you get energy from being alone? \= no - ANSWERS MUST BE CONSISTENT
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Construct Validity
- captures how well a conceptual def. has been translated into an operational def.
- does it appear to measure what it says it is measuring? - align well with conceptual def. - subjective (making your own judgement calls)
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content validity
- does the measure capture ALL PARTS of the defined construct? - EX: student achievement defining performance in school (operationalization \= measure test scores in math class) --\> low content validity because it's only looking at ONE content of that goal - subjective (saying "that doesn't capture what it needed to capture") - EX: depression
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criterion validity
- the measure is associated with a concrete behavioral outcome it theoretically SHOULD be associated with - it SHOULD make sense it is associated with, theoretically
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convergent validity
- does the measure show a similar pattern to other related measures?
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criterion validity VS convergent validity
- criterion: focuses on KEY BEHAVIORAL outcomes - convergent: focuses on PATTERN among SIMILAR measures
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discriminant validity (AKA divergent validity)
- does the measure discriminate between constructs that different? - what the construct involves & doesn't involve
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* reliability and validity are two independent measures of assessments *
a measurement can be reliable without being valid - however if a measurement is valid, it is most likely reliable
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Internal Validity
- the extent to which we can identify a single, trustworthy explanation of results
- threats to internal validity \= aspects of the study that limit interpretation of its findings
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External Validity
- the extent to which we can GENERALIZE results of research beyond specific instances in the study
- threats to external validity \= aspects of the study that limit application of its findings
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ways assess validity empirically
- scatterplots - correlation coefficients --\> can assess criterion, convergent, and divergent validity - known-paradigm --\> can assess criterion validity
- the people, places, or things you want to learn more about through research (want to make a conclusion about) --\> population of interest --\> target population
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Sample
- the smaller subset of the target population included in your study - EX: UH students \= pop. --\> UH students in a certain class \= sample
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Sampling Methods
- probability sampling - non-probability sampling
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probability sampling
- every member of the target population is known and their selection into your sample is through a RANDOM PROCESS - each member of the target population has AN EQUAL CHANCE of being selected for the sample
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- simple random sampling -
- every member of the pop. has an equal chance of being selection - time-consuming, sometimes impossible, very expensive - EX: using a random number generator --\> birthday party \= putting names into a jar and choosing names 4 teams
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- stratified random sampling -
- individuals are randomly selected from predetermined categories - within each category, you are still going through a randomized process - EX: race, gender --\> studying taxes \= stratify based on income and randomly sample within income brackets
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- other types -
- systematic \= sample based on two randomly selected numbers --\> EX: start with 7th person, select every 3rd person - cluster: randomly selecting from pre-existing clusters --\> randomly select 3 high schools and include all students from those schools
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non-probability sampling
- NOT every member of the population is known and their selection into your sample is NOT through a random process
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- convenience sampling -
- using a sample of people are easy to contact and are readily available to participate - easy access, not resource intensive - most common technique in psych. research - EX: sona \= sampling college students in psychology courses
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- quota sampling -
- similar to stratified random sampling - fulfilling a quota for each specified subset using non-probability methods - EX: college sample \= first years, second years, etc.. --\> smokers VS non smokers
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self-selection (sampling biases)
- do those who volunteer to participate DIFFER SYSTEMATICALLY from the target population?
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Experimental Design Characteristics
- manipulation - measurement - comparison
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manipulation
- independent variable (IV) - variable w/ categories within which participants grouped - manipulate IV to create two or more conditions
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measurement
- dependent variable (DV) - outcome of interest that is measured - measure all conditions (all levels of IV) - EX: measure anxiety symptoms
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comparison
- compare average (the mean) scores on DV for each condition - happens in the analysis step - "which group has a higher level of anxiety?"
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- comparison conditions -
- control group - comparison group
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\-- comparison group --
- alternate intervention (comparing something to something else) - can have multiple comparison conditions
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\-- control group --
- not giving the treatment
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business as usual (control group)
- one gets the condition and one doesn't
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placebo (control group)
- take a fake version of a medication
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waitlist (control group)
- one group receives treatment, one group gets the treatment when the study concludes
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control
- all extraneous variables are control methodologically - (extraneous variables \= all variables other than IV & DV) - anything that can influence your outcome - EX: desire to go to class, mental/physical health
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- holding constant - (control)
- removing an extraneous variable by ensuring it applies to every participant - we make sure everyone gets the SAME experience - EX: measure during semester
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- randomization - (control)
- random assignment: assigning participants to condition randomly. - EX: heads -\> condition A ; tails -\> condition B - each participant has an equal chance of being in each condition
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Experimental Designs
- independent groups design - within groups designs - factorial designs
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independent groups design
- separate groups of participants are placed into different levels of the independent variable - "between subjects" or "between groups" design
- BENEFITS: --\> confirm that random assignment worked! --\> track CHANGE in performance over time - COSTS: --\> different participants need to be recruited for each condition which can be difficult & expensive
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- posttest-only design -
- participants are randomly assigned to the IV and are tested on the DV once - EX: randomly assigning students to take notes on their laptops or on paper, and BOTH are taking a comprehension test - exposing students to the IV and collect the DV once
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- pretest/posttest design -
- participants are randomly assigned to the IV and are tested on the DV twice - BEFORE & AFTER exposure to IV - EX: testing students' GRE scores, then putting them thru a certain class, and then testing their GRE scores again
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within groups design
- ALL participants experience ALL levels of the IV - BENEFITS: --\> participants in your groups are equivalent because they are the same participants and serve as their own controls --\> within-groups designs require fewer participants than other designs - COSTS: --\> internal validity threats --\> practice & carryover effects may affect the outcome
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- repeated-measures design -
- participants are measured more than once, after being exposed to each level of the IV - EX: first, testing choco. with confederate, then rate choco. then, taste choco. alone, then rate choco. --\> you are getting all the conditions of the IV
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- concurrent-measures design -
- participants are exposed to all levels of IV at roughly THE SAME TIME, and a single DV is measured (& shared) - DV is often looking at attitudes or preference
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factorial designs
- two or more independent variables (IVs) - researchers will study each possible combination of the IVs - EX: young drivers, old drivers, on phones, not on phones - 2x2 design
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- interaction effects -
- whether the effect of one IV depends on the level of another IV - effect of Independent Variable A depending on level of Independent Variable B
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- main effects -
- Overall effect of Independent Variable A (collapsing across B) - Overall effect of Independent Variable B (collapsing across A)
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* Experiments have HIGH internal validity and LOWER external validity *
HIGH INTERNAL VALIDITY LOW EXTERNAL VALIDITY
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Quasi-Experimental Research
- doesn't use random assignment - BENEFITS: --\> high external validity --\> real world examples --\> solution for ethical constraints - COSTS: --\> no randomization (lower internal validity)
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nonequivalent group design
- when researching the difference between groups and manipulation/randomization are not possible or ethical
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nonequivalent control group posttest-only design
- has at least ONE experimental group and ONE comparison group - no random assignment to conditions - EX: organ donations \= doctors want to measure those who use the opt in VS opt out method for being a donor
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nonequivalent control group pretest/posttest design
- has at least one experimental group and one comparison group - no random assignment to condition - EX: looking at plastic surgery and self-esteem
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nonequivalent control group interrupted time-series design
- you know there is some intervention that's gonna happen but not WHEN it's gonna happen - measurement overtime with some intervention in between - when researcher doesn't know when that intervention happens and has no control over it