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CDS 501 Week 5
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Single Subject Research Designs
evaluated as separate individuals, not a group
detailed analysis of behavior under controlled conditions
series of measurements of DV over time
each participant receives all level of IV
Population
all persons of interest for a study
Sample
people who actually participate in a study
Parameters
numbers that come from observation of a population
Statistics
numbers that come from observation of a sample
Representative Sample
good match for characteristics of the general population
select subjects that represent everyone so that we can make inferences from the study (inductive reasoning)
Unbiased Sample
all members have an equal chance of being selected
Simple Random Sampling
a drawing
equal chance of being assigned to either control or experimental group
even distribution of participants within the sample
Systematic Random Sampling
establish sampling interval
select subjects according to the number representing the sampling interval
Stratified Random Sampling
divide possible subjects into groups
select people from subgroup
make a sample that represents the diversity in the population being studied
Cluster Sampling
from a large population
usually regional studies
ID predefined groups from a wide area range (all kindergarten classes in the district)
Purposive Sampling
get perspective of individual, unique experiences
select participants considered to be the best source for particular issue
goal not to generalize findings to larger population
Convenience Sampling
choose subjects from available pool of people
align as closely as possible
major source of bias
Sample Sensitivity
ability of study to detect significant treatment effects when present
too low and the treatment is ineffective
Subject Matching
attempt to match two groups on as many extraneous variables as possible
Validity
does a test measure what it says it will measure?
the test is made for a purpose
Reliability
are the results consistent and repeatable
the test is consistent under certain circumstances
test may be reliable only when child is attentive
Face Validity
person's judgement on how well a test appears to accomplish its purpose
Content Validity
established by a panel of experts in particular content area
Criterion Validity
comparing a new test/measure to an existing one that serves as a standard of comparison
Concurrent Validity
same subjects take new test and established test close together or at the same time
*type of criterion validity
Predictive Validity
predict how participants will perform when reevaluated at a later time
did scores on the old test successfully predict their future performance?
Construct Validity
patterns or relationships among test items
relationship between test items and external patterns of comparison
how we expect kids to respond to test items
ex) kids know 50 words by 18 months
Inter-observer/ Interater Reliability
two different examiners use procedure to test the same group of participants around the same time
the two different examiners should achieve similar results
Test-retest Reliability
subjects tested by same examiner two times and the results are similar
Parallel Forms Reliability
occurs after researchers have developed and administered two equivalent forms of a measure
Split-half Reliability
test items are split in two equivalent forms
scores from each form are compared
*you don't have to look at the whole test, just look at half to
compare the changes over time
Internal Validity
how we control for interference of extraneous variable
degree to which relationship between IV and DV is observed without the influence of extraneous variables
Did the experimental treatments make a difference in this instance
*most common weakness in research studies are related to internal validity
*affects the researcher's ability to show cause and effect between IV and DV
External Validity
how comfortable we are making inferences about the general population from the results of our study
can used to predict behavior
*it can't apply to everyone, that's why we replicate it in different settings with different populations
Reactive Arrangements
how the setting interacts with the IV and changes the DV
commonly known as Hawthorne effect
: subjects behavior changes because they know they are in a study
Multiple-Treatment Interference
how various parts of multiple treatments affect the DV
likely when more than one treatment given to same group of subjects
Transferability
how externally valid qualitative findings are
ability to apply results of research to multiple, similar contexts
Pilot Research
protects internal and external validity
subjects selected using preset criteria
subjects receive exactly the same instruction
cannot modify design
Subject Selection
are the subjects representative of the population the research is examining?
Interactive Pretest
how reactive pretest may interact with the IV and affect the DV
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Author
Annjones430
ID
342703
Card Set
CDS 501 Week 5
Description
CDS 501
Updated
2018-10-09T15:47:18Z
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