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Chapter 6

Chapter 6

5 Pages
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Department
Psychology
Course Code
PSYB01H3
Professor
Connie Boudens

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Chapter 6: True Experiments I Basics of Experimentation  feature of an experiment is the degree of control a researcher has over it’s design  researchers directly control what levels of independent variables are manipulated  Experimental Control - exercised by holding constant as many extraneous variables as possible - relationship between independent and dependent variables cannot be confounded by a third variable provided this variable is held constant  Randomization - randomize unwanted effects that cannot be experimentally controlled either by holding them constant or by measurement - ex: memorizing a list of words → usually remember only the first few words (primacy effect) and the last words ( recency effect), not the middle → researcher would randomize the order of words so that each list has the same words but in different orders. - random assignment: used to assign participants to groups or to different levels of the independent variable ie. coin flip → get tails, go to group 1; ensure any extraneous influence is just as likely to influence one group as the other - psychology studies cannot use random assignment→ quasiexperiment: study where participants are not randomly assigned to an experimental and comparison group ie. comparing young and elderly participants (assignment by age, not random)  Independent Variable -directly and systematically manipulated by experimenter - referred to as factors -single-factor experiment: only one independent variable→ opposite of multifactorial designs - comparison group: gets a different treatment from the experimental group ie. in study to improve memory experimental group did the online brain training while comparison group just did computer-based training with no mental exercise - control group: doesn’t get anything → allows us to observe changes that happen in the absence of treatment  Dependent Variable - posttest: measurement of outcome of both groups after the experimental group has received treatment - pretest: measure the dependent variable prior to experimental intervention - using identical pretest and posttest is avoided  Control Variable - control var. can be a potential independent var. - control variables are used to show that these factors do not explain the result - other effects of other control variables that are not held constant in the study may be quantified/measured Research Design Alternative  between-subjects design: independent groups of participants receive the different levels of independent variable  within-subject design: all research participants receive all levels of the independent variable  Between-Subjects Design -different groups of participants must be assigned to each level of the independent variable - this design requires a large amount of people to enroll - often used in treatment outcome studies - good at making sure one treatment does not contaminate the other - concern is trying to make sure there are few differences among participants in the groups  Randomization and Matching - random assignment ensures groups are similar prior to manipulation of independent variable - neutralizes individual differences - pretest measure often used to evaluate whether random assignment was successful; check if groups are somewhat equivalent - randomized comparative change design: design with a pretest and posttest ie. memory study where a pretest was given before the treatment and a posttest afterwards to see the change -multiple posttests can be given to see how long the effect of a treatment is - dependent variable in some experiments cannot be measure in a pretest ie. studying effect of class size on student reaction to teachers → cannot measure their reaction until exposed to the treatment (different class sizes) - disadvantage of pretest: act of taking it can cause participants to change - random assignment removes bias but relies on chance which cannot guarantee perfect groups - the larger the group the less likely differences occur by chance - matching: used to equate groups by matching people from treatment and control groups (can be matched by age, gender etc) - unmatched characteristics may still influence results - when matching is used, the study becomes quasiexperimental - matched-pairs design: matching combined with random assignment; people are paired first and then randomly assigned to groups  Within-Subject Design - repeated measures: when the same participant can be tested repeatedly over time - efficient because performance can be observed across all experimental conditions - fewer research participants are needed - only used when experimenter is sure one treatment will not contaminate another - essential design for longitudinal studies - longitudinal research design: participants followed over time; able to collect data over decades ie. developmental psych studies - carryover effects: an error of this design where performance in one condition affects the performance in another - differences in treatment or between/among levels of independent variable may be masked by the order in which they are presented - carryover effects can also be caused by fatigued participants near the end of the study, and familiarity participants experience - randomization minimized carryover effects ( same idea as memorizing the list of words example)  Counterbalancing -technique used to control for the order of treatments - ensures each treatment or level of independent variable occurs in each time period of experiment - must calculate all possible treatment orders ie. for 5 treatments there are 120 different possible orders (5 x 4 x 3 x 2 x 1) - Latin-square design: an incomplete counterbalancing arrangement where each possible order of treatments occurs equally (pg.184 example of square) - there is still a possibility that the order of the treatments becomes confounded with the effects of the treatment - complete counterbalancing is the safest technique - experimental errors include participants have different answers to repeated testing  Selecting a Between- or Within-Subjects Design -if carryover effects are to be avoided then between-subject design is favoured - pharmacological investigations you between-subject designs because carryover would be fatal - for many psych studies individual differences are of interest ie. memory study would be within- su
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