Chapter 6-14 Research Methods PDF

**Chapter 6: Selecting Research Participants** - **Key Concepts:** - **Population:** The entire group of interest. - *Example:* All college students in the U.S. - **Sample:** A subset of the population. - *Example:* 500 college students surveyed. - **Sam...

**Chapter 6: Selecting Research Participants** - **Key Concepts:** - **Population:** The entire group of interest. - *Example:* All college students in the U.S. - **Sample:** A subset of the population. - *Example:* 500 college students surveyed. - **Sampling Methods:** - **Probability Sampling:** Every member has a known chance of selection. - *Simple Random Sampling:* Each individual is randomly chosen. - Example: Drawing names from a hat. - *Stratified Sampling:* Population is divided into subgroups, and samples are taken from each. - Example: Sampling equal numbers of male and female students. - **Non-Probability Sampling:** Members are selected without randomization. - *Convenience Sampling:* Using easily available participants. - Example: Surveying students in a single class. - *Quota Sampling:* Ensuring specific subgroups are represented without random selection. - Example: Selecting a set number of students from each major. - **Key Terms:** - Representative sample - Sampling bias - Random selection **Chapter 7: The Experimental Research Strategy** - **Key Concepts:** - **Experimental Design:** Involves manipulation of the independent variable (IV) and measuring the dependent variable (DV). - *Example:* Testing whether a new study technique improves test scores. - **Control:** Ensures changes in DV are due to the IV. - *Random Assignment:* Distributing participants randomly into groups. - Example: Assigning students to either the \"new method\" or \"traditional method\" group. - *Control Groups:* Receive no treatment or a placebo. - **Causation:** Experimental designs allow researchers to infer cause-and-effect. - **Key Terms:** - Confounding variable - Control condition - Random assignment **Chapter 8: Nonexperimental and Quasi-Experimental Designs** - **Key Concepts:** - **Nonexperimental Research:** Observes relationships without manipulation. - *Example:* Studying the correlation between sleep and GPA. - **Quasi-Experimental Research:** Includes some elements of an experiment but lacks full control (e.g., no random assignment). - *Example:* Comparing test scores between schools that did or didn't implement a new curriculum. - **Types of Nonexperimental Designs:** - Cross-sectional: Data collected at one point in time. - Example: Surveying stress levels in freshmen, sophomores, juniors, and seniors. - Longitudinal: Data collected over time. - Example: Tracking study habits across four years of college. - **Key Terms:** - Pretest-posttest design - Nonequivalent control group - Longitudinal vs. cross-sectional **Chapter 9: Descriptive Research Strategies** - **Key Concepts:** - **Descriptive Research:** Describes characteristics of a population. - *Example:* Surveying student opinions on online learning. - **Types of Descriptive Research:** - Observational Research: Recording behaviors in natural settings. - *Example:* Observing how students interact in study groups. - Survey Research: Collecting data using questionnaires or interviews. - *Example:* Asking students about their study habits. - Case Studies: In-depth analysis of a single individual or small group. - *Example:* Examining the experiences of one student with ADHD. - **Key Terms:** - Naturalistic observation - Survey reliability - Case study **Chapter 10: Correlational Research Strategy** - **Key Concepts:** - **Correlation:** Measures the relationship between two variables. - Positive Correlation: Both variables increase. - Example: Hours studied and test scores. - Negative Correlation: One variable increases, the other decreases. - Example: Stress levels and hours of sleep. - **Limitations:** Correlation ≠ causation. - **Key Terms:** - Correlation coefficient (rr) - Scatterplot - Third-variable problem **Chapter 11: Between-Subjects Design** - **Key Concepts:** - **Between-Subjects Design:** Participants are divided into different groups, each experiencing a unique condition. - *Example:* Group A uses flashcards; Group B does not. - **Control for Confounding Variables:** - Random assignment - Matching participants - **Key Terms:** - Independent groups - Random assignment - Group differences **Chapter 12: Within-Subjects Design** - **Key Concepts:** - **Within-Subjects Design:** The same participants experience all conditions. - *Example:* A group of students completes a test in silence and another with music. - **Advantages:** Reduces variability due to individual differences. - **Challenges:** Risk of order effects (e.g., practice or fatigue). - **Key Terms:** - Repeated measures - Counterbalancing - Carryover effects **Chapter 13: Mixed-Design Studies** - **Key Concepts:** - Combines between-subjects and within-subjects elements. - *Example:* Comparing teaching methods (between-subjects) while tracking progress over weeks (within-subjects). - **Key Terms:** - Interaction effects - Mixed factorial design **Chapter 14: Statistical Evaluation of Data** - **Key Concepts:** - **Descriptive Statistics:** Summarize data. - Mean, median, mode, range, standard deviation. - **Inferential Statistics:** Test hypotheses and draw conclusions. - T-tests, ANOVA, regression analysis. - **Effect Size:** Indicates the strength of a relationship or difference. - *Example:* A larger Cohen\'s dd shows a stronger effect. - **Key Terms:** - Null hypothesis - P-value - Statistical significance **Comparison Chart with Examples** **Aspect** **Between-Subjects Design** **Within-Subjects Design** **Mixed Design** ------------------- ------------------------------------------ --------------------------------------------- --------------------------------- **Definition** Different groups for each condition Same participants in all conditions Combines both designs **Example** Group A gets a new app, Group B does not Students take a test with and without noise Group A and B tracked over time **Advantages** No carryover effects Fewer participants needed Combines strengths of both **Disadvantages** Requires more participants Risk of order effects Complex to analyze **Active Recall Questions** 1. What is the difference between random sampling and random assignment? 2. Describe the difference between a longitudinal study and a cross-sectional study. 3. Give an example of a scenario where you would use a mixed design. 4. What is the primary limitation of correlational research? 5. How can researchers control for order effects in a within-subjects design? Let me know if you\'d like additional details on any chapter!