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| Qualitative methods refers to |
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| a group of more than 30 approaches & designs. developed by social sciences |
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| Qualitative research (reporting) depends on? Quantative? |
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description,categories, words;
numbers & statistics |
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| Name the 10 interrelated themes/assumptions that are characteristics of qualitative methods |
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| Naturalistic inquiry,inductive analysis, holistic perspective, thick description, personal contact, dynamic systems, unique case orientation, contest sensitivity, empathic neutrality, design flexibility |
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| natural conditions, environments, observing people |
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| departing from diveristy of info (different places); propose/develop dif hypothesis |
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| btw researcher & examinee |
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| Novel situatation or case |
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| observint & not particpating; not making judgements/ethics; just collect info |
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| Qualitative research includes (4) |
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| Ethonography, Phenomenology, field research, grounded theroy |
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| Ehonography - what 2 things does it include |
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| describing a group, narrative ie living conditions, family organization, social organization; Includes triangulation & lamination |
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| comparing & contrasting data that are collected at different times,methods, & locations. comparing results across different research studies, congruency of these aspects; anthropology-w/in 1 study |
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| cross-cultural comparisons-compare different human groups |
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| How we perceive the world, phenomena as immediately experienced,only objects in the natural world can be known;ie how Px interprets their experience |
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| Obeservation in natural state or context. Not in Lab! |
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| develop theroires about phenomena of interest that are firmly grounded in observations; potentially results in theories |
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| Name the 6 research designs/methods |
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| Case study,discourse analysis,kinesic analysis, direct obervation, participant observation, unstructured in-depth interview |
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| Instrumental case studies |
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| unusual pathologies; critical indepth study of a clinical case; unusual to find |
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| investigate a general phenomenon by way of combining several cases 2-3 and comparing |
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| (used in linguistics); language use beyond the boundaries of utterance/sentence; analysis of language; not just how U produce sentences but how communicate.Naturally occuring |
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| Kinesic analysis (paralignusitic info) |
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| communication thru nonverbal body mvmts, facial expressions & gestures.communicating feelings, thru muscualar activites both conscious & unconscious |
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| 5 categories of kinesic analysis & what they are |
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| Emblems-ok sign;illustrators-body mvmts/gestures to illustrate what is said; affective displays-facial experssions; regulators-nonverbal signes to replace speech(nodding head); adaptors-postural changes such as sitting postures |
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| detailed systematic observation of person,location,topic of interest, reserach bias is min. |
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| researcher becomes participant ie playing w/child to record language |
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| Unstructured in-depth interview |
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| No defined set of questions. unstructured interviews on broad topics/concepts. Individuals or groups |
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| 2 critera for evaluation qualitative research |
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| credibility & transferability |
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| How is credibility improved |
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| by employing multiple methods & triangulating data from different sources. criticized for non-strigent can be bias. |
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| 5 techniques for evaluation credibility are |
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| Integrity of obeservations; peer debriefing; negative case analysis, referential accuracy; members checks |
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| revisions of conclusions, recasting conclusions, reconsidering |
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| how well results can be generalized |
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| 4 models of combinig qualitative & quantitative methods |
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| sequetial; parallel; coordianted sub-studies (piece of the research); integrated - both at each stage simultan. |
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| Single case designs include: |
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| Single Case studies; time-series designs |
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| description of a perticular case (individuals) |
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| series of behaviors(oberv) across some period ot time; try to correlate w/something else;significant effects across time; germany:suicide&economy |
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| Single designs vs group designs |
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| focus on indiv performance, different conditions(at least 2)w/in 1 partipant. Alternative conditions to a part at different pts in time; b4 & after TX (medicine,strategy) |
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| begins w/ observ of an indiv behavior b4 the tx is introduced; describes indiv of target behavior as it naturally occurs; predicts future behav. if intervention is not provided. Will behavior be maintained a stable way? several possiblities |
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| Things to know about B in ABA design |
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| Treatment; combine TX alternating w/baseline ABA, ABAB, may be permanent effect (possibly seen in next baseline) 1 IV=B multible -ABAC;ACAB to decrease carryover |
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| Replication of single-case design |
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| repet. w/very same conditions; same effect w/2 or more part.,may conclude that intervention is effective w/a variety of indiv (external valdity) |
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| intuitive;problem of reliability; visually analyzed; trend lines;interrupted time-series analysis; find the line that best describes a series of observations (data) |
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| tendency of a particular behavior (use mathematical formula to figure out) |
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| tendency of a particular behavior (use mathematical formula to figure out) |
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| Interrupted times-series analysis |
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| phenomenon/behavior across time |
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| Experimental Tx can be introduced several times,statistical analysis can be intro.-comprare A w/B (fundamental analysis) |
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| 3 possiblities of multiple baselines |
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| Different behav for 1 particp. observed in 1 setting; different parti. in 1 setting w/diff behaviors (repeat with 2nd indiv); different settings w/one participant & 1 behav. (in different conditions) |
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| intervention B is dividiend into subphases-A-B1-B2-B3; change baseline/criterion every min,3 min, 5 etc |
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| compare effects of alt Txs on a DV- to see what is more powerful; TX on differen alternations 1-2, 2-1 next day |
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| An alternative design is used when |
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| causality is not central to the research purpose. Provides a lot if info. |
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| What are the 6 types of alternative designs |
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| Case studies;ethnographic research; historical research, correlational research; survey research |
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| collects data for analysis from existing records. not collecting data, history of condition |
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| relationship btw 2 or more variables, Magnitude & direction of relationships; does not mean causality but a relationship. |
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| development over a long period of time; describing observing reporting bhv across time |
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| describes attitudes, beliefs, or behav of a particular pop. Finds attitudes or point of view. |
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| What is a correlation coefficient (Pearsons;s) |
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| Numerical index expressedas a # btw -1.0 & + 1.0. |
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| Scattergram or scatter diagram |
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| 1 variable is plotted in the abscissa X & the other in the ordinate Y |
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| Truncated Index of determination |
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| r squared (shared variance) commonality existing btw 2 variables |
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| Factor analysis (correlational) |
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| Intercorrelations of all the scores. Which R higher? how grouped? high correlation - testing something similar |
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| Problems with developmental research |
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Maturation; history-things may be chged
generational(cohort effect) |
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| Generational (cohort) effect |
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| Compare different age groups or historical events and experiences are different |
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| Following same subjects across time; repeating testing w/same people. Problem is attrition (kids move) |
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| Different pop (kids who are 1,2,3) not the same kids; validity isn't the same |
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| Semi-longitudinal research |
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| 2 or more groups who represent diff pts on the develop continuum; follows for some time (ie 1 yr); combine longitudanal & cross-sectional |
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| Different methods of survey research designs |
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| selecting people according to characteristics |
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| Replication designs and types |
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| repeatable; direct replication-as little as possible is changed; systematic replication-1 aspect changed Men instead of women; conceptual replication-same question different variables |
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| statements that describes the proposed relationship btw 2 or more variables |
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| describes the characteristics of the data (mean, sd, ranges) |
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| conclusions about the significance of the data-how sign are the associations. |
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| H0 is wrongly rejectd. False positive. says differences when there is not. |
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| Type II probability error |
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| h0 is not rejected when is should be. False negative. there are differences. Sample size too small |
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| probablity of rejectin h0 when it is false |
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| What tests measure Nominal |
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| Tests for interval & Ratio |
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| t-test(most popular), f-ratio-t squared =F; ANOVA:calculating F (type of ratio) dif DVs, simultaneously using f-ratios |
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| Non-parametric statistics |
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| no normal distribution-gender-nomianl values use chi-square |
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| normal distribution of scores is assumed - t test (most important) |
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| Distribution of a sample statistics |
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| Unlikely multiple samples will have the same mean & SD. SD of a sample mean is known as standard error of the mean. |
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| 3 things about the central limit theorem |
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| 1M of sampling dist= M of pop;2 variance of samp dist= pop var/N of samples; 3 pop is normal - sample dist is norm. If pop is not normal, the sampling dist will increasing approx a normal dist. |
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| Dependent t-test (related sample t-test) |
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| 2 possibilities; tests H0 that the means of 2 variables in 1 pop sample are equal. ex 2 variables/same particpants; 2 txs/1group |
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| Independent (unrelated) samples t-test |
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| Tests the h0 that the data from test variable is = in 2 independent groups. 1 variable 2 groups; w/in subject or btw subjects design |
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