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Check out the exam
handout for more information about the exam (12/1).
Terms:
Terms
from previous exams (extra credit question):
conceptual/operational; definition of constructs
reliability and validity (and reliability vs. validity)
purpose of each section of research paper
External
vs. internal validity - how to improve external validity in studies
Analyzing Data (Ch. 5, 10 & t-test and Chi-square handouts)
* you may bring clean copies of the t-test and
chi-square handouts with you for use on exam. Any necessary statistical
tables will be provided.
z-scores - be able to compute
and interpret
descriptive
versus inferential statistics
statistical hypothesis testing
and logic behind it (what does "significant" mean?)
null hypothesis/experimental hypothesis
t-test - be able to do problems like those on problem set
be able to INTERPRET t-test
alpha and type I and Type II error
power and what increases power
interpreting non-significant results (e.g., power or error)
Chi-Square (be able to compute and interpret)
critical values/using tables (for t-test & Chi Square)
when
to use t-test, chi-square, r (correlation), ANOVA (F)
Experimental
Design (Ch. 9, 12) :
levels
and variables
questions to consider in designing studies (e.g., How many
variables/levels to test?)
(pre-experimental) pretest-posttest designs (e.g., one-shot case study) -
and problems with these designs
two-group experimental design (experimental group/control group)
random assignment vs correlated assignment (matched or natural pairs,
repeated measures)
Independent (between groups) vs. correlated/repeated measures (within
groups) designs
Repeated
measures designs - Advantages and disadvantages of repeated measures
designs and when to use
Order effects, practice effects, carry-over effects
Ways to increase design
complexity and advantages of doing so
Factorial designs
main effects vs. interaction effects (and their interpretation)
be able to draw and interpret 2X2 design results
advantages of factorial designs
**Note: be able to identify or evaluate a study's design
Developmental Designs (Brown et al. supplementary reading)
Special problems associated with the study of
development/change
developmental
designs as quasi-experimental designs
Cross-sectional vs. longitudinal designs (and advantages and disadvantages
of each)
Cohort (and problems with cohort in developmental research)
Ethics
(Ch. 14 + guiding questions from chapter)
informed
consent/problems obtaining informed consent
balancing benefits and costs
Deception (when can/should you use deception? Are there times when
deception research may be useful?)
debriefing
invasion of privacy/confidentiality
coercion to participate
physical and mental harm/risk
courtesy
scientific misconduct
special considerations in doing research with children
Institutional
Review Boards
in-class discussion
+ guiding questions
Short
Essay
One
of the following questions will be selected for the essay portion of the
exam.
1)
Discuss ethical issues associated with behavioral research.
Specifically:
-
What
are some general principles that all researchers must abide by? How do
researchers go about ensuring that ethical standards are met?
-
Why
are children especially vulnerable and what (special) steps must be
taken to ensure their protection as subjects?
-
When
and how should deception be used, and under what circumstances?
2) How
is it that developmental psychologists go about studying development (or
change)? Discuss the difficulties associated with studying development and
the advantages and disadvantages of longitudinal and cross-sectional
designs. What role does cohort play in these designs and how does cohort
affect external or internal validity in these designs? (Be sure to provide
examples.)
3) Discuss
different ways that scientists increase the complexity of designs (e.g.,
increased # of levels of a variable, factorial designs) and the advantages
and disadvantages of doing so. As an example, design a factorial study to
test the effects of having a peanut butter sandwich and/or orange juice
for lunch on children's test performance. If you conducted the study and
found a main effect for having the peanut butter sandwich and an
interaction between peanut butter and orange juice, what might your data
look like (draw and label a graph and/or give hypothetical results in a
table)? How is this design an improvement over separate studies examining
the effects of peanut butter and orange juice?
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