PSYC 217 Midterm 2 Study Guide 2024 PDF

PSYC 217 Midterm 2 Study Guide Exam Details – The exam is 80 minutes long and will only be available during class time from 9:30-10:50am PST (005) and 11:00am-12:20pm PST (006) so be sure to arrive before the exam starts! – The exam will be administered in our regular lecture space –...

PSYC 217 Midterm 2 Study Guide Exam Details – The exam is 80 minutes long and will only be available during class time from 9:30-10:50am PST (005) and 11:00am-12:20pm PST (006) so be sure to arrive before the exam starts! – The exam will be administered in our regular lecture space – Bring your ID, a pencil, eraser, and pen – Chapters 3, 5, 7 (p.25-36), 9, 11 & 12 will be tested – All materials (lectures, slides, and the textbook) are examinable unless marked to be omitted. Content in discussion forums will not be examined. – Approximately 30-35 multiple choice and/or fill-in-the-blank questions & 3-4 short answer questions – This is a closed book exam – no textbooks, notes, electronics, calculators, or dictionaries General Notes – Students are expected to write their exam independently (ie. do not discuss questions with others)! – If you’re ever uncertain about a question or a word, please raise your hand and ask!!! – Understand concepts, there will not be questions asking about specific studies that were used as examples – Review i>clicker questions! – Try explaining concepts to someone NOT in 217. If they understand your explanation, you likely have a good grasp on that material – Be able to apply concepts to novel examples presented in the exam – Be able to answer the “Review Questions” at end of each chapter (there isn’t a “correct answers” page) – Form a study group and discuss “Deepen You Understanding” questions found at the end of each chapter. – Student who purchased the etext or hardcopy that included the optional Connect Access may want to use the online resources to self-test. I have not evaluated the entire test bank, but please note that doing well on the online questions does not indicate that you will do well on the midterm. If you are unable to achieve a high score on the online questions, this is an indicator that more studying is required. – If you registered for this exam at Centre for Accessibility, you will be writing the exam in their space, as long as you’ve booked the exam at least 7 days in advance. Multiple Choice o Most questions drawn from the text (may overlap with lecture) o May be a few multiple-choice on materials that were only presented in lecture o 5 response options each. Choose the best answer. o Respond on both your exam booklet and your scantron sheet. o Please use pencil!! o No extra time will be provided at the end of the exam to fill in scantrons. Bubble during the exam! o Try to answer the multiple-choice question before looking at the response options o Read each response options and decided if it’s correct or incorrect. Mark this down on paper if it helps! o Be sure to read each and every response option before deciding on the best response o Guess if you don’t know! There is no penalty for incorrect answers. Short Answer Tips o Study terms/concepts that can be compared/contrasted. o Be able to describe and provide an example of major terms or concepts o Be able to apply concepts to novel examples presented in the exam REMINDER: This study guide highlights the most important topics on which to focus. All materials discussed in text, lecture, and in-class activities are examinable (unless otherwise specified to be omitted).  Chapter 3: Research Ethics Identify and discuss the three core principles for research with human participants, as outlined in TCPS2 o Respect for Persons  What is informed consent, why is it important & when should it be obtained?  What information should be included on a consent form?  What does autonomy refer to? Why is it important to consider? When is it threatened? o Concern for welfare  Describe possible benefits of participating in research.  Describe possible risks of participating in research. o Justice  Who should be included/excluded from participating in research?  Who should benefit from participation? Who should bear the burden of risks of participation? Explain when a researcher would want to conceal the true hypothesis from participants, and why. o What are the different forms of deception? o What are alternatives to using deception? o When is it necessary to debrief participants? What is the role of a Research Ethics Board (REB) at Canadian research Universities? o How do REBs impact research at universities? Discuss the criteria for determining whether research is considered exempt from REB review, minimal risk, or greater than minimal risk. o Given details of a specific research study, determine what form of REB review is required. Ethics and animal research o Is animal research important? Is it necessary? o Describe and differentiate between the three Rs of Good Animal Practice in Science. Ethics in Academic Life o Describe and differentiate between different forms of scientific misconduct. o What changes are being made to improve the trustworthiness of published research? Chapter 5: Measurement Concepts State the key questions used to evaluate a measure o What is reliability? What is validity? Why are these concepts important in research? How are they related? Define reliability & distinguish between its different types o Test-retest, interrater, internal consistency Define construct validity & distinguish between its types. o Face, Content, Predictive, Concurrent, Convergent, Discriminant. Given an example, be able to identify which type of reliability and/or validity is relevant. Describe and differentiate between the different measurement scales o Nominal, ordinal, interval, ratio What is reactivity?  Chapter 7: Survey Research (pages 125-136) Discuss reasons for conducting survey research Discuss important considerations when writing survey questions and choosing response options o Be able to identify problematic wording choices of survey questions o Compare and contrast different response options and the benefits and drawbacks of each Chapter 9: Conducting Studies Omit: Tables 9.2 & 9.3 Describe and give examples of ways to measure dependent variables o contrast floor and ceiling effects Summarize steps for preparing for ethical approval and running a study Explain experimenter expectancy effects and demand characteristics and ways researchers can address them Compare and contrast straightforward and staged manipulations Explain what is meant by the strength of an IV and the sensitivity of a DV o Discuss how the strength of an IV and the sensitivity of a DV are related o Explain how they impact your choice of research design (think variability in the DV!) Chapter 11: Complex Experimental Designs Define a factorial design and discuss reasons why a researcher might use this design. What does 2x2x3 mean? What about a 2x4 design? Given a factorial design, be able to discuss the conceptual meaning of the following: o Cell means & marginal means o Main effects, interactions, & simple main effects Explain how between-groups differ from within-groups and mixed factorial designs, with respect to the assignment of participants to each condition Given cell means in a factorial design, be able to generate a bar or line graph depicting the data and to interpret possible main effects, interactions, and simple main effects from either the table or graph. (practice using the factorial designs worksheet) Given a bar or line graph, be able to generate the data (ie cell means) and to interpret possible main effects, interactions, and simple main effects from either the table or graph. (practice using the factorial designs worksheet) Describe how factorial designs might increase in complexity beyond a simple 2x2 factorial. If given such a design, be able to interpret main effects and interactions.  Chapter 12: Describing Variables and Relationships Among Them Omit “Try it Out – Cohen’s d” on page 236 Describe why researchers use descriptive statistics. Distinguish between the different types of graphs commonly used in behavioural research and the rationale for the use of each. Calculate and interpret a mean, median, and mode. o Explain when it is appropriate to use each of these statistics. Explain how the mean is affected by outliers, and how sample size influences how much it’s affected. Effect size Interpret the standard deviation. o Given a specific mean and standard deviation, be able to calculate the associate percentile score. o Given a specific percentile score, be able to determine the mean or standard deviation. Interpret a squared correlation coefficient (r2). Compare and contrast regression and correlation. Predict a score using a regression equation. o Understand what each coefficient of a regression equation represents Define multiple correlation (R2). Describe how partial correlation helps us address the third variable problem