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| Clarifying underlying processes, carried out to increase understanding of fundamental principles |
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| Examines effectiveness of particular practices, practical application, solving practical problems and employs empirical methodologies. |
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| Characteristics of Scientific Research |
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Scientific Method- 1. Identify problem. 2. Define Problem. 3. Determine what information would solve problem (gather information or do research). 4. Organize information 5. Analyze information
Can be repeated, studied, and criticized |
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| Record of ones direct observation and experiences |
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| Empirical Evidence Vs. Theory |
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Empirical Evidence- record of ones direct observations or experiences
Theory- generalized thinking, contemplative, rational, abstract |
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| What is a research problem? * |
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| Questions that indicate gaps in our knowledge. Current ideas that are challenged by new hypotheses |
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| explanation of aspects of the natural world based on a body of facts that have been repeatedly confirmed though observation and experiment |
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| An idea or ideal, typically within the mind (IE motivation or intelligence) can't be directly observed |
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| Empirically Testable Questions |
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| Theory that has not yet been tested or verified with evidence |
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| Characteristics of a Good Research Question |
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Feasible, clear, significant, and ethical
Often investigates a relationship |
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| self regulation process by group of qualified individuals within relevant field to evaluate research work and validity of work |
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| Describe the Literature Review Process* |
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Assessment of a body of work that pertains to a specific question.
1. locate other work dealing with area
2. evaluate this work in terms of relevance to research question |
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| Publications where authors describe work of others (textbooks), report on or cite other sources |
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Created Ethical Principles and Guidelines for the Protection of Human Subjects in Biomedical and Behavioral Research, same as the National Research act.- Tuskegee
States- Respect for Persons, Beneficence, and Justice |
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| Created protection of human subjects in Biomedical and Behavioral research and regulates use of human experimentation in medical research- response to Tuskegee syphilis study |
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FERPA, 1974- Family Educational Rights and Privacy Act
Gives students access to their educational records and protects that information from being shared unknowingly |
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| Legal procedure to ensure participants in student are aware of all the potential risks and costs involved in study. Inform of nature of treatment, risks, and benefits. Consent should be given voluntarily and participant may choose to leave. |
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| after collection researcher makes sure no one has access to data collected, names of subjects are removed |
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| State of being unknown or unacknowledged |
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| **Levels of HSRB (IRB) review ** |
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Category 1- Exempt- no risk to adults, no informed consent needed (Observation, anonymous survey)
Category 2- Expedited- minimal risk, oral consent (classroom research (children), individual or group behavior)
Category 3- Full- questionable elements to study, IRB meet required (Special populations, vulnerable individuals, deception, unusual equipment, intervention or invasive measurement) |
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Those who can not decide for themselves or are unaware of implications of research
IE- Children, Fetuses, Pregnant Women, Decisionally/Mentally impaired, Prisoners, Students |
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| When is deception appropriate? |
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| Find other ways, if not possible, inform subject as soon as possible with sufficient explanation |
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| What is a conflict of interest? |
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| Something that changes with in a class of objects (Gender, ethnicity, etc) |
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| No variation within a class of objects |
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Variables that describe a difference in quality (not degree), categories, qualitative variable
For example- male/female, race, religion, favorite type of... |
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Quantitative variable, variable that differs in degree or #
For example- height, weight, IQ |
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| Groups data with no rank (gender, place of birth) |
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| Ranks data, categorical (placement on test, socio-economic status, student rank) |
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| Equal distance/differences between score/points, continuous variable (Test scores, personality scales) |
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| Equal differences/distance plus a true 0 point, continuous variable (weight, height, income, length, # of resources) |
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Variable being changed, variables that affect change
(IE- exercise program changes to heart rate= IV=exercise program) |
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| Variable being acted upon, variable being changed by an intervention The hypothesized outcome variable.(IE- exercise program changes to heart rate= DV=heart rate) |
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| Variable that isn't controlled, try to control in research as much as possible (ex. personality, resources, $, etc) |
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| Proposed explanation of a phenomenon, prediction of the outcome of a study based on theory |
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Indication of the outcome in a specific direction (increase, decrease, positive relationship, negative relationship, etc)
Closed but more grounded, cuts out other possibilities |
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| Non-Directional Hypotheses |
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| No specific prediction about outcome of study, less convincing but more open to change |
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More narrowly defined populations are better described, more consistent, more cost effective
However, more difficult to generalize findings |
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| More difficult to generalize if sample is taken from a smaller or more homogenous group |
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(Thought to be best representation of population)
Simple, Stratified, Cluster
Every member has equal/independent chance |
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| Convenience sampling (volunteers), purposive sample (specific population) |
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| Degree to which evidence and theory support eh interpretations of test scores entailed by proposed uses of test. Reliable if valid |
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Ways we interpret and use measurements
Considered in terms of Validity |
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Focus on what is on or not on measurement,
appropriate to populations, aligned with assessment, irrelevant content off |
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Way we use scores in the world
Performance on a task predict real world
Driver's license= better driver, SAT scores high= smarter |
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| Underlying cognitive skill reflected n the measurement score, what is trying to be measured |
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| Not necessarily valid, consistency of measurements (can be measuring off target), accuracy of results |
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| Always present, efforts should be made to account for and reduce |
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| How to test the reliability of a set of scores? * |
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| test/retest, consistency measures |
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| Errors because of researcher, what researcher does that can lead to mistakes in research measurements (10 items) |
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| Selection Bias and control |
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Subject characteristic threats (comparing unlike groups)
Control- be mindful, random sample and assignment, pretest, measure before and after |
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Systematic loss of participants (attrition), selectively limiting populations, shifts study
Control- take upfront measurement to see if loss is random or systematic, try to prevent loss, random assignment |
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Inconsistency of location may affect test/treatment, environment influences measurement, setting
Control- try to stay in the same place |
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| Instrumentation and control |
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Decay, once good not always good, nature of measurement shifts, data collector bias
Control- consistency of measurement, same data collectors, blind scoring |
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| Testing (Pre and Post) and control |
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Participants may figure out study or learn from original test
Control- use control group, be careful about inclusion/placement of instruments (test) |
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Unrelated events to the treatment/test affect treatment/test
Control- avoid holidays, use control group, be mindful |
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changes occur with in sample populations due to natural occurrences that are confused with treatment/test (ie Kids learn naturally)
Control- comparison/control group, be mindful |
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| Attitudes of Subjects and control |
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Feeling special or different due to treatment/test
Control- equal special treatment, control group |
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| Regression to the Mean and control |
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Extreme scores, tend to drift to middle
Control- use comparison or control group |
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| Implementation and control |
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Personal bias or unequal treatment is unintentionally introduced
control- random assignment and being mindful |
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