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65 Cards in this Set
- Front
- Back
- 3rd side (hint)
The question is about the nature of the problems people report |
What problems cause distres and impair functioning (first) |
Important concept in examining abnormal ehavior |
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The question considers the causes, or etiology, of abnormal behavior; we explore strategies for discoving why a disorder occured |
Why do people behave in unusual ways (2nd) |
Important concepts in examining abnormal behavior |
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The reason is because we want to help people who have disorders, we describe how researchers evaluate treatments |
How do we help them behave in more adsaptiuve ways? (3rd) |
Important concepts in examininf abnormal behavior |
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An educated guess or statement to be supported by data |
Hypothesis |
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The ability to support the hypothesis |
Testability |
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The plan for testing the hypothesis. Affected by the question addressed, by the hypothesis, and by practical considerations |
Research design |
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Something that is expoected to change or be influenced by the study. Some aspect of the phenomenon that is measured and is expected to be changed or influenced by the independent variable |
Dependent variable |
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The factors that thought to affect the dependent variables. The aspect manipulated or thought to influence the change in the dependent variable |
Independent variable |
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The extent to which the results of the study can be attributed to the internal variable |
Internal validity |
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The extent to which the results of the study can be generalized or applied outside the immediate study |
External validity |
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Defined as any factior occuring in a study that makes the results uninterpretable because a variable other than the independent variable may also affect the dependent variable |
Confound (or confounding variable) |
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People who are similar to the experimental group in every way except they are not exoosed to the independent variable |
Control groups |
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Consists od the subjects exposwd to the independent variable |
Experimental group |
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The proces of assigning people to different research groups in such a way that each person has an equal chance of being placed in any group |
Randomization |
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Create in the controlled conditions of the laboratory aspects that are comparable to the phenomenon under study |
Analogue models |
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The extent to which results apply to everyone with a particulzr disorder |
Generalizability |
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A mathematical calculation about the difference between groups |
Statistical significance |
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Whether or not the difference was meaningful for those who are affected |
Clinical significance |
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The tendency to see all participants as one homogeneous group |
Patient uniformity myth |
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The descriptive record of an individual's experiences, behaviors, or both kept by an outside |
Case study |
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A statistical relationship between two variables |
Correlation |
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Great strength or quantity in one variable is associated with great strenght or quantity in the other variable |
Positive correlation |
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As one increases, the other decreases |
Negative correlation |
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Allows us to see whether a relationship exist between two variables but not to draw conclusions about whether either vatiable causes the effects |
Correlation |
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Even an extremely strong relationship between two variables show nothing about the direction of casuality |
Directionality |
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Study of incidence, distribution, and consequences of a particular problem or set of problems in one or more populations |
Epidemiology |
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The number of people with a disorder at any one time |
Prevalence |
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The estimated number of new cases during a specific period |
Incidence |
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Involves the manipulation of an independent variable and observation of its effects |
Experiment |
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More active; they actually change an independent variable to see how the behavior of the people in the group is affected |
Group experimental designs |
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Introducing or withdrawing a variable in a way that would not have occured naturally |
Manipuilating a variable |
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Experiment used to determine the effectiveness and safety of a treatment or treatment/s |
Clinical trial |
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When behavior changes as a result of a person'a expectation of change rather than as a result of any manipulation by an experimenter. |
Placebo effect |
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-inacive medications such as sugar pills -it is given to members of the control group to make them believe they are getting treatment |
Placebo |
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A variant of the placebo control group procedure |
Double-blind control |
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Unaware of what group they are in |
"Blind" |
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If the treatment that wasn't expected to work seemed to be failing, the reseracher might not push as hard to see it suceeded |
Allegiance effect |
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The researcher gives different treatyment to two or more comparable groups of people with a particular disorder and can then assess how owr whether each treatment helped the people who received it |
Comparative treatment research |
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Focuses on the mechanisms responsible for behavior change, or "why does it work?" |
Process research |
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It involves ythe systematic study of individuals under of variety of experimental designs |
Single-case experimental design |
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A behavior is measured several times instead of only one before you change the independent variable and once afterward |
Repeated measurements |
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One of the more common strategies used in single subject matter research, in which the researcher tries to determine whether the independent variable is responsible for changer in behavior |
Withdrawal designs |
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Periods when the medication is withdrawn so that clinicians can determine whether it is responsible for the treatment effects |
Drug holidays |
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Anoter single-case experimental design strategy used often that doesnt have some of the drawbacks of a withdrawal design |
Multiple baseline |
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Observable characteristics or behavior of the individual |
Phenotypes |
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Unique genetic makeup of indivudal people |
Genotypes |
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Genetic mechanisms that ultimately contreibute to the underlying problems causing the symptoms and diffficulties experienced by people with psychplogical disorders |
Endophenotypes |
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Scientists simple examine a behavioral pattern or emotional trait in the context of the family |
Family studies |
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Family members with the trait single out for the study |
Proband |
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Scientists identidy adoptees who have a particular behavioral pattern or psychplogical disorder and attempt to locate fiest-degree relatives who were raised in different family settings |
Adoptiom studies |
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In this study, the obvious scientific question is whether identical twins share the same trait more often than fraternal twins |
Twin studies |
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When a family disorder is studies, other inherited characteristics are assessed at the same time |
Genetic linkage analysis |
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Second strategy for locating specific genes; also uses genetic markers |
Association studies |
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An additional reason for studying clinical problems over time is that we may be able to design interventions and services to prevent these problems |
Prevention research |
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Involve efforts to blanket entire populations of people— even those who may not be at risk—to prevent later problems and promote protective behaviors. The intervention is not designed to fix existing problems but, instead, focuses on skill building |
Health promotion or positive development strategies |
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Focus on entire populations and target certain specific risk factors (for example, behavior problems in inner-city classrooms) without focusing on specific individuals |
Universal prevention strategies |
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Specifically targets whole groups at risk (for example, children who have parents who have died) and design specific interventions aimed at helping them avoid future problems |
Selective prevention |
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A strategy for those individuals who are beggining to show signs of problems (for example, depressive symptoms) bur do not yet have a psychplogical disorder |
Indicated prevention |
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A variation of correlation research is to compare diffetent people at different ages. Researchers take a cross section of population across the different age groups and compare them on some characteristic |
Cross-sectional designs |
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The confounding of age and experience, is a limitation od the cross-sectional design |
Cohort effect |
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Rather than looking at different groups of people of differing ages, researchers may follow one group over time and assess change in its members directly |
Longitudinal designs |
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Involves trying to generalize the findings to groups whose experiences are differemt from those of the study participants |
Cross-generational effect |
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Involves trying to generalize the findings to groups whose experiences are differemt from those of the study participants |
Cross-generational effect |
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Involves repeated study of different cohorts over time |
Sequential design |
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Replicating findings is what makes researchers confident that what they are observing isnt a coincidence |
Replication |
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