Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
41 Cards in this Set
- Front
- Back
Negative skew |
Long tail to the left |
|
Describe the extent to which scores in a distribution differ from each other |
Measures of variability |
|
This represents the distance that separates the score from the mean |
Deviation |
|
The sum of the deviations around the mean is always equal to |
0 |
|
If we square each deviation, add these deviations together, and divide by the number of scores we get |
A variance score |
|
The square root value of the variance is |
Standard deviation |
|
Average distance of scores from the mean |
Standard deviation |
|
There are no differences between our groups beyond what we would expect by chance |
H0 |
|
The groups are different beyond what we would expect by chance alone |
H1 |
|
What do we reject if p< .05? |
The null hypothesis |
|
What happens if p> .05? |
Our results are inconclusive |
|
This is the procedure used for significance testing of two sample means from independent samples |
Independent samples t-test |
|
1. The dependent scores measure an interval or ratio variable 2. The populations of scores form roughly a normal distribution 3. The populations have homogeneous variance. |
Assumptions of the independent samples t-test |
|
Means that the variances of all populations being represented are equal |
Homogeneity of variance. |
|
What type of statistical analysis do we use when we are comparing more than 2 groups |
ANOVA |
|
What type of statistical analysis do we use when our IV is continuous |
Correlation |
|
A graph that shows the location of each data point formed by a pair of X-Y scores |
Scatterplot |
|
The descriptive statistic that, in a single number, summarizes and describes the important characteristics in a linear relationship |
Correlation coefficient |
|
Correlation coefficients may range between |
-1 & +1 |
|
The closer to ___ the coefficient is, the stronger the relationship, the closer to __ the coefficient is, the weaker the relationship |
1, 0 |
|
In this type of relationship, as the X scores increase, the Y scores tend to change in only one direction |
Linear relationship |
|
In this type of relationship, as the X variable increases, the scores on the Y variables also tend to increase |
Positive linear relationship |
|
In this type of relationship, as the scores on the X variable increase, the scores on the Y variable tend to decrease |
Negative linear relationship |
|
This describes the linear relationship between two interval variable, two ratio variables, or one interval and one ratio variable |
Pearson correlation coefficient |
|
1.Theexperiment has only one independent variable and all conditions containindependent samples 2.Thedependent variable measures continuous aka “scale” scores 3.Thepopulation represented by each condition forms a normal distribution |
Assumptions of the one way ANOVA |
|
When can't you use t-tests, ANOVAs, or Pearson correlations? |
When your DV is nominal (ex. death, can't be somewhat dead) |
|
In this test, we compare the frequencies observed (o) in each group, the frequencies we would expect (e) just by chance alone, and test the differences between O & E |
Chi-Square |
|
Historical research. Quantitative or Qualitative |
Qualitative |
|
Archival research. Quantitative or Qualitative |
Quantitative |
|
Belief that there is an objective reality and we can understand it through the laws by which it is governed |
Positivism |
|
Is positivism qualitative or quantitative? |
Quantitative |
|
Belief that the best way to study reality is using the scientific method to generate laws that describe and explain reality |
Epistemology of quantitative research |
|
Subjective view of reality, world & knowledge created by social and contextual understanding |
Interpretivism |
|
Beliefs about the best way to study reality, To do it in context and try to understand a person't unique point of worldview |
Epistemology of qualitative research |
|
Asks and tests very specific research questions looking for causal relationships between variables |
Quantitative |
|
Research questions tend to be more exploratory and focused on a detailed understanding of a central phenomenon |
Qualitative |
|
Understanding, an empathetic understanding of another's worldview |
Verstehen |
|
Interviews where the researcher has a script with a set of questions and asks only those questions |
Structured interviews |
|
A formal list of questions that the interviewer must follow in detail |
Interview schedule |
|
An interviewer is not consistent in asking questions or recording answers |
Intra-interviewer variability |
|
Lack of consistency in asking questions or recording answers between different interviewers |
Inter-interviewer variability |