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| Question | Answer |
| Random Assignment | When each participant has equal chance of receiving each level of the independent variable |
| Internal Validity | The degree of success in eliminating confounding variables within the study itself |
| External Validity | The degree of success in readily allowing findings to generalise to the population at large |
| Discriminant Validity | Type of construct validity; measures of constructs that should not be related to each other are observed to not be related to each other (should be able to discriminate between dissimilar constructs) |
| Convergent Validity | Type of construct validity; measures of constructs that should be related to each other are observed to be related to each other (should be able to show a convergence between similar constructs) |
| Construct Validity | The degree to which a test measures what it claims to be measuring |
| Content Validity | The extent to which a measure represents all facets of a given social construct |
| Criterion Validity | Divided into predictive and concurrent validity; the extent to which one measure estimates or predicts the values of another measure or quality |
| Interval | On a scale that provides info on order; possesses equal intervals |
| Ratio | Possesses the qualities of interval, nominal, and ordinal, but also has an absolute zero (a point where none of the quality being measured exists) |
| Ordinal | Provides nominal information on order and direction |
| Nominal | Distinguishes name and category |
| What is the relationship between validity and reliability? | A measurement must be somewhat reliable in order for it to be valid |
| Inter-Rater Reliability | Used to assess the degree to which different raters/observers give consistent estimates of the same phenomenon |
| Test-Retest Reliability | Used to assess the consistency of a measure from one time to another |
| Parallel-Forms Reliability | Used to assess the consistency of the results of two tests constructed in the same way from the same content domain |
| Internal Consistency Reliability | Used to assess the consistency of results across items within a test |
| Measures of Variability | Range: difference between highest and lowest numbers Standard deviation: average amount a number differs from the mean Variance: how far away a number is from the mean |
| The p value must be BLANK in order to conclude significance | Less than or equal to .05 |
| 3 categories of research design | Experimental: manipulation, control of variables, random assignment Quasi-experimental: manipulation, control of variables, but no random assignment Non-experimental: no manipulation or random assignment, but control of variables |
| Fixed Factor | Within levels of the study; data has been gathered from all the levels of the factor that are of interest |
| Random Factor | Beyond levels of the study; has many possible levels, interest is in all possible levels, but only a random sample of levels is included in the data |
| 3 Functions of Research Design | Demonstration: conducted to establish existence of relationship Utilitarian: conducted to establish existence of a causal relationship Explanation: conducted to establish the processes that underlie links between variations |
| Ways to Increase Statistical Power | 1. Increased "n" 2. Using within-subjects design 3. Use covariates |
| Pearson's Correlation | When measuring strength of a relationship between 2 variables; cannot infer cause/effect; "r" |
| T-test | When assessing whether the means of TWO groups are statistically different from one another; "t" |
| Analysis of Variance | When assessing the means of SEVERAL groups are all equal to or different from each other; "ANOVA" |
| Regression Analysis | When estimating the average value of the dependent variable (y) when the independent variables (x) have been fixed; "B" or beta symbol |
| Chi-square | When investigating whether distributions of categorical variables differ from one another; compares tallies/counts of categorical responses between 2+ independent groups; "x^2"; only with qualitative data |
| 3 Purposes of Everyday Experience Studies | 1. Establishing prevalence and/or qualities of phenomena 2. Testing theoretically generated hypotheses 3. Serving as a "discovery" technique for generating new hypotheses |
| Pluralistic Observation | Taking advantage of all different observational modes; creates convergent evidence |
| 3 Domains of Experience/Inquiry | 1. Exemplary experience 2. Reconstructed experience 3. Ongoing experience |
| Exemplary Experience | Studies in which behavior is observed in specific, restricted, or otherwise special settings |
| Reconstructed Experience | Participants are asked to evaluate, summarize, or otherwise describe in questionnaire or interview format their experiences with specific entities or in particular situations |
| Ongoing Experience | Focuses on direct, usually immediate reports of everyday experience |
| Major Events | Higher intensity but infrequent; can become more minor in intensity over time after initial occurrence |
| Minor Events | Low intensity but frequent; can color perception of major event |
| Recency | The more recent an event, the better it's recalled and the more likely it is to influence retrospection |
| Salience | More distinctive events tend to be more influential |
| Sense-Making | Events tend to be interpreted in light of later developments or to conform to implicit theories or beliefs |
| State of Mind | Retrospections may reflect mood at the time of report |
| 3 Types of Everyday Experience Protocols | 1. Interval-Contingent Recording 2. Signal-Contingent Recording 3. Event-Contingent Recording |
| Ecological Validity | Representative of what happens in everyday life |
| Mediated Variable | Explains the relationship between two variables |
| Moderator Variable | Influences strength of relationship between two variables |
| Type 1 Error | Reject the null (accept hypothesis) when it's true |
| Type 2 Error | Accepting the null (rejecting hypothesis) when it's false |
| Priming | Occurs when situational factors trigger a certain mental representation that, in tern, alters our subsequent perceptions of events and/or our behaviour |
| Automaticity | Refers to individually held mental representations that allow us to carry out various tasks unconsciously |
| Conceptual Priming | Activating a specific mental representation in one task and then observing how participants respond during a subsequent task |
| Mindset Priming | Involves getting participants to act upon a mental representation first, and then observing the extent to which that same mindset "carries over" into subsequent tasks |
| Mundane Realism | Resembles real-life situations |
| Exemplary Experience | Refers to data that are collected in some type of controlled environment (a lab) |
| Reconstructed Experience | Refers to data based upon participants' accounts of their own personal experiences |
| Purposive | Not random; a criticism of qualitative research is that the sampling of data is purposive as opposed to random, which is the "ideal" for quantitative research |
| Saturation | The point at which you start hearing the same themes discussed being discussed repeatedly by participants, and no new info comes out; the goal of qualitative research |
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