psy290 chapter 7
single factor designs: may be _____ or _____ design
between subjects, within subjects
multilevel designs example: Bransford and Johnson on context and memory: group ____ had higher recall than groups ___ and ____, which were _____. Having 3 groups allowed them to test 2 possible reasons for differences in memory: _____ and ______. results provided a _____ explanation of the effects
2, 1 and 3, the same, context and timing of memory cue, more clear
multilevel designs example: Plotter, Over, Carpenter, and Tomasello tested the bystander effect in children: results indicated that the help rate was nearly _____ in both the _____ and the _______ conditions, but roughly _____ that in the _____ condition
100%, alone and bystander unavailable, half, bystander
within subjects design example: Stroop study on color word interference: had ____ males and ____ females, performed ___ tasks: ______ was 100 color names and the ink ______, and ______ was 100 color names and the ink ______
14, 56, 2, RCNb, is black, RCNd, did not match the word
single factor designs: the simplest version has ____ levels
2
multilevel designs example: Ebbinghaus and memory: had he only tested _____, it still would have shown that ______, but the _____ would have been very different depending on which ______ had been tested
2 levels, forgetting happens, rate, 2 time points
matched groups designs have minimum of ____ levels of the IV, are a ______ subject design, IV type is _____, and equivalent groups are created by ______
2, between, manipulated, matching
independent group designs have minimum of ____ levels of the IV, are a ______ subject design, IV type is _____, and equivalent groups are created by ______
2, between, manipulated, random assignment
ex post facto designs have minimum of ____ levels of the IV, are a ______ subject design, IV type is _____, and equivalent groups are created by ______
2, between, subject, matching
repeated measures designs have minimum of ____ levels of the IV, are a ______ subject design, IV type is _____, and equivalent groups are created by ______
2, within, manipulated, n/a
multilevel designs example: Plotter, Over, Carpenter, and Tomasello tested the bystander effect in children: there were ____ conditions:
3, alone, bystander, bystander unavailable
multilevel designs example: Steele, Ball, and Runk tested for the Mozart effect: _____ participants were tested, using a ____. they were told the study was testing the effect of _____ on ______
36, 3x3 latin square, relaxation on recall
within subjects design example: Stroop study on color word interference: used ______ (reverse color balancing). _____ saw the condition one way, the other ____ the opposite. no difference between _____
ABBA, half, half, conditions
yoked-control group example: Dunn, Schwartz, Hatfield, and Wiegele studied effectiveness of EDMR: group 1 = thought about their trauma, reported their SUD level, used _____ until they achieved a SUD level of ______ and group 2 = same procedure, but instead of using ____ they _____
EDMR, 0-1, EDMR, started at red dot
yoked-control group example: Dunn, Schwartz, Hatfield, and Wiegele studied effectiveness of ____
EMDR
_____ conducted the seminal work on memory
Ebbinghaus
ex post facto design example: TBI study by ____ and ____, since the IV involves ____, random assignment is not possible. groups were selected be as _____ as possible, with the exception of ____. matched for ____, ____ and _____
McDonald and Flanagan, brain damage, similar, TBI, age, education, gender
multilevel designs example: Steele, Ball, and Runk tested for the ______, which a number of studies, including one by Steele and others, _______ to replicate
Mozart effect, failed
multilevel designs example: Steele, Ball, and Runk tested for the Mozart effect: there were 3 conditions: listening to ______, listening to _______, and listening to ________
Mozart for 10 min, soothing sounds for 10 min, nothing and relax for 10 min
single-factor, between-subject designs: _____ and _____ (2014) use of _____ to _____
Muller and Oppenheimer, laptops, take notes
within subjects design example: Stroop study on color word interference: experiment 2: _____ was slower than _____ and also had more errors. because of the nature of the ____ (perception and info processing) the within subjects design is appropriate
NCWd, NC, DV
single factor multilevel design: example: _______ studies the effect of shock on learning in mice. found that as shock level increased, learning ______, but _______. after that point, performance _____. this evolved into a more general law about _____ and ______, and is usually shown as an _____
Yerkes-Dodson law, increased, only up to a point, decreased, performance and arousal, inverted U
placebo and wait-list control group combo example: Merle and Skanes evaluated the effectiveness of subliminal weight-loss tapes: results were that each group lost ______ weight
about the same amount of
single factor multilevel design: Yerkes-Dodson "inverted u": increasing arousal leads to increasing ____ and _____. At the peak, optimal arousal and optimal performance, then impaired performance because of ______
attention and interest, strong anxiety
multilevel designs example: Plotter, Over, Carpenter, and Tomasello tested the _____ in children
bystander effect
ethical issues with control groups: participants are suffering unduly until the study is completed counter-argument = use of such designs are _______ and participants may experience _______
carefully evaluated, check ins
within subjects example: Stroop studied ______
color word interference
wait-list control group: the purpose is it provides a _____ group for those in the ______ group that are similar (they have the same ____, for example). this can tell us about what percentage of people _______
comparison, experimental, diagnosis, naturally get better
single factor designs: within subjects: repeated measures design: if tested once per condition, _____ or ______ is used
complete or partial counterbalancing
multilevel designs example: Bransford and Johnson studied the effect of _____ on ______
context on memory
despite what some people think, a ____ group isn't always needed
control
yoked-control group example: Dunn, Schwartz, Hatfield, and Wiegele studied effectiveness of EDMR: both groups experienced a _____ in distress, and did not ______
decrease, differ
ethical issues with control groups: participants are being '______' treatment
denied
multilevel designs example: Steele, Ball, and Runk tested for the Mozart effect: instead of using a spatial task, they used a _______ task. they listened (or not) to sounds, then completed _______ tasks, throughout the order they were assigned to.
digits backward memory, 3 memory
ethical issues with control groups: we know how things will go without the need for these groups counter-argument = we ______ know which is why we ______, it's also possible that the ______ may differ from the ones we have _____
don't, use these designs, current conditions, data about
placebo control group: the purpose of a placebo is to control for ______ of an effect
expectation
ex post facto design example: TBI study: due to the low sample size, some concern may be raised about _____. how well does the sample ______. researchers compared this group to another group from a comparable brain injury unit and found _____ on length of post traumatic amnesia
external validity, represent all TBI patients, no difference
____ is another term used for IV
factor
within subjects design example: chocolate: they rated the chocolate with a _____ in the room (thought was another _____). the _____ was either apparently rating the chocolate as well (______) or rating several paintings in the room (______)
female confederate, participant, confederate, shared condition, unshared condition
wait-list control group: another purpose is that it controls for the ______ that _______ is coming, or increased awareness and/or focus on the _____
hope or belief, relief, purpose of treatment
multilevel designs example: Plotter, Over, Carpenter, and Tomasello tested the bystander effect in children: by ______ they were able to rule out _____ of the explanations given for bystander inaction: _____ and _____. instead, ______ is the better explanation
including the third condition, 2, shyness and social referencing, diffusion of responsibility
single factor multilevel design: Yerkes-Dodson "inverted u": had they only studied two levels of shock, such as low and moderate, they would have determined that as shock increases, performance _______, not knowing _______. Had they studied only moderate and high shock, they would have come to the _______ conclusion. had they studied only low and high shock, they would have concluded that shock level is ______ performance. By testing and comparing multiple levels, they got a _____ idea of how the 2 variables are _______ related.
increases, anything more, opposite, unrelated to, better, actually
single factor designs: between subjects: manipulated IV: ______ design if simple random assignment is used, _____ design if a matching procedure followed by random assignment is used. groups are considered _____
independent groups, matched groups, equivalent
ethical issues with control groups: we already _______ without the need for these groups
know how things will go
ethical issues with control groups: participants are being denied treatment counter-argument = they can choose to _______ and seek a ______, the control group may be receiving _______ rather than _______
leave the study, different treatment, old treatment, no treatment
multilevel designs example: Ebbinghaus and memory: established that _____ fades with increasing ____ since study. however, the fade is neither _____ nor ______: the most memory loss happens _____, then _____ with time. however, the _____ continues at least as far as _____ days post-study
memory, time, steady nor linear, early, slows, loss, 31
______ designs have more than 2 levels
multilevel
single-factor, between-subject designs: Muller and Oppenheimer: taken together, these 3 simple, single-factor designs accounted for ______, but found _____ results
multiple interpretations, converging
multilevel designs example: Steele, Ball, and Runk tested for the Mozart effect: there was _____ between conditions and a significant ______ effect. this study, along with others, have called into question the ____ of the Mozart effect
no difference, practice, validity
a major advantage of multilevel designs is that this allows the researcher to test for ______ because they have more than ____ levels. if there are only 2 levels, the effect is always seen as _____
nonlinear effects, 2, linear
multilevel designs example: Ebbinghaus and memory: created 2300 "________" and spent several hours a day for several years memorizing and recalling lists of these _____. he studied a number of factors (_______, ______, _______) and established the famous _____
nonsense syllables, syllables, number per list, study trials per list, spread out or bunched up trials, forgetting curve
single factor designs: between subjects: subject variable: groups are considered ______. called an ______ design. attempts are made to make the groups as ______ on _____
not equivalent, ex post facto, similar as possible, other factors
single-factor, between-subject designs: Muller and Oppenheimer: study 2 asked participants to explicitly _____. ____ in results from study 1
not take notes verbatim, no difference
single-factor, between-subject designs: are _____ as often as they used to be and also not as _____ as more complex designs
not used, publishable
a single factor design in one that has ______
one IV
multilevel designs example: Bransford and Johnson on context and memory: participants read a _______ and then were tested on their memory of that info. group one: ____ topic, group two: topic ______, group 3: topic ____
paragraph that didn't make sense, no topic, before, after
within subjects design example: chocolate: to control for the possibility that sharing any experience might increase enjoyment, rather than the _____ being intensified, they conducted a second experiment. in this one, the participants rated ______. results indicated that those in the _____ condition had a greater dislike of it.
perception, bitter chocolate, shared
_______: a substance, experience, etc. that suggests a specific effect but in reality does not have a genuine effect
placebo
combinations of _____ and _____ control groups may be used
placebo and wait list
placebo and wait-list control group combo example: Merle and Skanes evaluated the effectiveness of subliminal weight-loss tapes: interpretation is they lost the same amount of wait which can't be due to the ______, otherwise the ______ group would have lost more weight than the _____ group. results may have been due to increased ______
placebo expectation, placebo, wait list, focus on weight
within subjects design example: chocolate: these 2 studies suggest that the ______ can intensify the ______, _____ or _____
presence of others, perception of an experience, positive or negative
single-factor, between-subject designs: Muller and Oppenheimer: ______ assignment to levels (_____ or _____), no difference on ______, clear advantage for the _____ group on conceptual answers
random, laptop or longhand, factual questions, longhand
within subjects design example: Stroop study on color word interference: experiment 2 compared ______ vs ______. there was the ____ test vs the _____ test
reading the word, naming the color, NC, NCWd
single factor designs: within subjects: _____ design: participants are tested more than once
repeated measures
single factor designs: within subjects: repeated measures design: if tested more than once per condition, _____ or _____ is used
reverse or block counterbalancing
a _____ control group is used when the amount of time in the study may vary from participant to participant
yoked
single-factor, between-subject designs: because of their _____,they are easy to set up and use
simplicity
within subjects design example: chocolate: these 2 studies have great implications and applications in the area of ______, _____, _____ psych, and others
social, industrial, school
______'s study on _____ is the most replicated study in psuch
stroop, color word interference
single-factor, between-subject designs: Muller and Oppenheimer: study 3 allowed participants to _____ before taking the _______ (higher _____ validity). _____ in results
study their notes, memory test, ecological, no difference
ethical issues with control groups: participants are ________ until the study is completed
suffering unduly
placebo and wait-list control group combo example: Merle and Skanes evaluated the effectiveness of subliminal weight-loss tapes: there were 3 conditions: _____, _______ (actually a tape to relieve ______), and _______
tape, placebo, dental anxiety, wait-list control
within subjects design example: shared v unshared experience of _____. ____ participants rated ____ on several _____ including _____
tasting chocolate, female, chocolate, dimensions, flavor
not all control groups are _____, nor do all of them mean that a group gets the ______
the same, 0 level of the IV
within subjects design example: chocolate: participants were told they were rating ______, but were actually _____. results indicated that _____ and _____ were rated higher in the _____ condition
two types of chocolate, the same, enjoyment and flavor, shared
a _____ control group is often used when evaluating the effectiveness of a treatment. Participants are told that there are ______ for treatment, but that _______. Participants must be given _____ at the end of the study
wait list, no spots, when one opens they have it, some treatment
placebo and wait-list control group combo example: Merle and Skanes evaluated the effectiveness of subliminal ________
weight loss tapes
yoked-control groups: the paired participant in the control group is ______ to their partner in the experimental condition which ensures they are in the study for the _______ of time so the overall time in the study for both groups will be _____
yoked, same amount, the same