Exam 4 Learning Objectives PDF

**Exam 4 Learning Objectives** Exam 4 will contain material you learned in this quarter as well as some comprehensive learning objectives (listed below). Week 12 1. What is pilot-testing? Be able to recognize an example of a pilot test. 2. 3. What is a manipulation check? Be able to recog...

**Exam 4 Learning Objectives** Exam 4 will contain material you learned in this quarter as well as some comprehensive learning objectives (listed below). Week 12 1. What is pilot-testing? Be able to recognize an example of a pilot test. 2. 3. What is a manipulation check? Be able to recognize examples. 4. Be able to recognize the kind of questions used to assess suspicion. 5. If a researcher removes a participant from their analyses (e.g. because they reported suspicion), what MUST they do? 6. What are confounds? (this question keeps getting repeated because it's very important!) 7. Know the threats to validity inherent one-group, pre-test/post-test designs. If you are given a description of a pre-test/post-test design, be able to list alternative explanations for the effect. 8. Be able to define and recognize examples of maturation, history, regression to the mean, attrition, testing effects, instrumentation threat. 9. What are the two ways you can get a null effect? Ethics 1. While watching the video, think about what you have learned about good experimental design. What are some issues with the design of the Zimbardo prison experiment? Be able to identify the design issues in the Zimbardo prison experiment for your exam. 2. Be able to describe some of the aspects of the Zimbardo prison study that could be considered unethical. Be able to discuss the costs and benefits of this study. Be able to give an opinion on the ethicality of the study (based on what you learn about the study in this class AND on the standards you will learn more about over the next few classes). 3. Know what happened in the Tuskegee Syphilis experiment 4. Know the results of the Milgram experiment. Know which aspects are considered unethical by modern standards. 5. Know the three broad ethical guidelines ("Do good," "Do no harm," and "Justice"). Know what each means. 6. What information is included in an Informed Consent? 7. Know what a debriefing is meant to accomplish 8. What is coercion? How is it avoided? 9. Be able to recognize examples of deception. 10. What are the APA guidelines for deception? What are some alternatives to deception? 11. How is authorship ordered? What are two unethical ways to handle authorship? 12. Who are Diederik Stapel and Marc Hauser? 13. Why does research fraud occur? 14. How can psychology protect against fraud? 15. What are the ways that researchers increase their chance of getting Type 1 Error? (If you need to, review what Type 1 Error is) Be able to list and describe the techniques. If you are given a description of the study an author did and the results they reported, you should be able to say what they did wrong. Week 13 & 14 1. Be able to recognize an example of a mediator. Be able to identify a mediator in an example. Be able to generate an example of a mediator. 2. Be able to recognize an example of moderation. Be able to identify a moderator in an example (e.g. if I tell/show you the results of a study, you should be able to identify which variable is the moderator). Be able to generate an example of a moderator. 3. Know the threats to validity inherent one-group, pre-test/post-test designs. If you are given a description of a pre-test/post-test design, be able to list alternative explanations for the effect. 4. What is regression to the mean? 5. Be able to define and recognize examples of maturation, history, regression to the mean, attrition, testing effects, instrumentation threat. 6. What three things do you need to claim causality? (a question worth repeating) 7. Be able to differentiate a quasi experiment from a true experiment. (You don't need to be able to differentiate between a quasi-experiment and a correlational study). 8. What is qualitative research? 9. What is an ethnography? 10. What is a case study? 11. What is a meta-analysis? 16. Be able to define replication 17. Be able to define and recognize examples of a direct replication, a conceptual replication, and/or a replication with extension. What kind of replication typically measures mediators and/or moderators? 18. What are the possible explanations for a failure to replicate (review the ways to get null effects) 19. What are the two barriers to knowing if a study replicates? 20. What kind of replications do the most reliable studies have? 21. Know that sampling on just a small percentage of cultures can be problematic for external validity. 22. Know the examples of cultural differences and cultural universals discussed in class. Capstone Worksheet (helping you apply everything you've learned!) There will not be content unique to your textbook on this exam. However, please use the book to reinforce learning for any of the course content you are struggling with. Overall course learning objectives This is the information (not covered in the last section) I would most like you to leave this class knowing. 1. Know the steps of the research process in order.\ Use HOMER rather than the way the steps are listed in the book. 2. List the three things that empirical articles contain. What three things should you look for to tell if an article is [empirical] (not just scholarly)? Be able to tell if an article is empirical. 3. Know the difference between independent and dependent variables. Be able to recognize examples of each. 4. Be able to define and recognize examples of the three kinds of scientific claims (frequency, association, causal). Be able to identify what kind of claim an article (or even just a sentence) is making. 5. Know what kind of design best allows researchers to eliminate confounds. 6. Know you can't draw causal conclusions from correlational data. 7. If two variables are correlated, what are the three things this could mean? 8. What about the design of an experiment makes it different from a correlational study? Be able to identify whether an experiment or a correlational study is being described. Be able to differentiate between different kinds of studies (within-subjects or between-subjects; longitudinal) 9. Be able to define and recognize examples of a confound in a study. 10. Know the sections of an empirical journal article **in order**. 11. What is the name of the writing format used in psychology? 12. Be able to spot an error in a reference. 13. Be able to define the four forms of validity discussed in class (external, internal, statistical conclusion, construct). If you are given an example of a study, correctly identify whether it meets each of these four forms of validity. 14. Be able to interpret whether an effect was significant based on its p value. 15. Be able to explain what happened in a study, based on the text of a results section, a table, or a graph. Be able to identify what kind of claim is being made based on the text of a results section, a table, or a graph. 16. Be able to identify the x and y axes in a graph. Know what each commonly represents 17. Be able to identify individual means in a table or graph. If I give you the description of a number I'm looking for (e.g. the average number of pretzels eaten by men), you should be able to give me the number from a graph. If I give you a number, you should be able to tell me what that number represents in the graph. 18. What is reliability? Be able to distinguish reliability from validity. 19. Be able to describe what is wrong with an individual question in a scale 20. Know the three measures of central tendency. Be able to determine each based on a set of numbers. Know when each is appropriate to use. 21. What are the three things you need make a causal claim? 22. Be able to recognize the graph or description of a positively skewed, negatively skewed, and normal distribution. 23. Be able to define and recognize examples of Type I and Type II error. 24. What is a control group? 25. What is counterbalancing? 26. What is a main effect? Be able to recognize a description or a graph that contains main effect(s). 27. What is an interaction? Be able to recognize a description or a graph that contains interactions. 28. Know that you need at least two IVs to be able to detect an interaction. If you are given a description of a few different study designs, you should be able to identify which predicted an interaction.