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| a tentative and testable explanation of the relationship b/w two or more variables |
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| a factor that varies in amt or kind and can be measured |
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| state how the researcher will measure the variables |
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| independent variable (IV) |
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| the variable whose effect is being studied; e.g. breakfast type |
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| the variable expected to change due to variations in the independent variable; e.g. spelling test performance |
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| researcher does not intervene; measures behaviors as it naturally occurs |
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| IV IS manipulated! subjects NOT randomly assigned to groups. |
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| IV is MANIPULATED! subjects ARE randomly assigned to groups |
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| the group the researcher wishes to generalized his/her results to |
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| sample is a miniature version of the population |
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| every population member has an equal chance to be selected for the sample |
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| relevant subgroups of the population are randomly sampled in proportion to size |
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all subjects are not in every condition
e.g. cond. 1 = grp 1; cond. 2 = grp 2 |
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| cond. 1=grp 1; cond. 2=grp 2; one-t-one pairing |
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all subjects are in each condition;
e.g. cond. 1=grp 1; cond. 2=grp 1 |
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| experimenter's expectations or attitudes that can affect results; prevention = double-blinding |
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| cues in research situation that suggest to the subject what is expected; prevention= deception? |
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| a type of demand characteristic where a placebo has a beneficial effect on the subjects; prevention= control groups |
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| the effect that being observed has on behavior; prevention = control grps |
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| highest score minus lowest score |
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| "average" scatter away from the mean (also the square root of the variance) |
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| the square root of the SD |
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| indicates the percentage of scores that fall at or below a given score (e.g., it your score is at the 90th %tile, 90% of the scores fall at or below your score) |
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| indicates the # of standard deviations your score is away from the mean |
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| about 68% of the scores w/in 1 standard deviation of the mean; about 96% of the scores fall w/in 2 standard deviations of the mean |
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| reject null when null is true |
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| accept null, when null is false |
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| use when you have more than two grps (factorial design or interaction) |
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| each level of a given IV occurs w/each level of the other IVs |
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| when the effects of one IV are not consistent for all levels of the other IVs |
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| use when individual observations are names or categories |
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| methods for assessing reliability |
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| test-retest, alternate form, & split-half |
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| the extent to which a test actually measures what it is purports to measure |
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| the test's coverage of the particular skill or knowledge area that it is supposed to measure. |
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| whether or not the test items appear to measure what they are suppose to measure |
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| how well the test can predict an individual's performance on an established test of the same skill or knowledge area. |
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| testing the criterion validity of a test on a second sample, after you demonstrated validity using an initial sample (2 or 3 times) |
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| how well performance on the test fists into the theoretical framework (construct) related to what it is you want to measure. |
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| aka construct validity; e.g. people who score high on your test of social adeptness should also score high on tests of IQ. |
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| performance on the test is not correlated w/other variables that the theory predicts that test performance should not be related to. |
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| equal intervals + true zero point (e.g. income, or kalvin) |
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| (mental age/chronological age) x 100 |
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| indicates how well a person performed on an IQ test relative to her/his same-age peers |
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| MMPI and CPI; self-rating device consisting of statements that can be answered by the person taking the test; the test taker is given a limited number of ways to respond to the statements (likert-type scale,or yes/no) |
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| Rorschach inkblot test, TAT, & Rotter incomplete sentences; relatively ambiguous stimuli are presented to the test-taker; the test taker is asked to interpret the stimuli |
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| the sum of observations/# of observations |
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| the # that divides the data in 1/2 |
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| the # w/the highest frequency |
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| highest score-minus-lowest score |
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| developed the Binet-Simon intelligence test; introduced the concept of mental age |
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| developed the RIASEC model of occupational themes |
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| suggested that there were genetically based racial differences in IQ; this suggestion has been much criticized |
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| developed the Thematic Apperception Test (TAT) |
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| developed the Rorschach inkblot test, a projective test designed to measure personality |
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| developed a sentence completion test; a projected test designed to measure personality |
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| developed the concept of the ratio IQ |
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| Strong, E. & Campbell, D. |
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| developed the Strong-Campbell interest Inventory; used to assess interest in diff. lines of work (actually, they don't work together: Campbell revised an earlier test of Strong's) |
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| Revised the Binet-Simon intelligence test; revision became known as the Stanford-Binet IQ test |
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| developed several intelligence tests for use with different ages (the WPPSI, WISC, and WAIS); these tests yield three deviation IQs: a verbal IQ, a performance IQ, & a full-scale IQ |
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