Dealing with Behavioral Challenges in Pre School Children - Workshop day 3
Challenges of Behavioral Science Research Class 11.
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Transcript of Challenges of Behavioral Science Research Class 11.
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Challenges of Behavioral Science Research
Class 11
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Face Validity
Construct
Hostility
Prejudice
Need for affiliation
Attraction
Empirical Realization
No. of shocks to harasser
RT: see Black or White target, ID pos/neg words
Choosing to be alone or with another person
Pupil dilation
Face Valid?
(High, Med., Low)
High
Med/low
High
Low
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Criterion Validity
Match or fit between specific, empirical DV (i.e., the one used in study) and an independent (and presumably stable, encompassing) measure of DV (i.e., the criterion).
Concordant validity: Criterion exists in the present.
Predictive validity: Criterion represented by future behavior.
DV Criterion
"How fit are you today?" Treadmill Endurance
Conscientiousness # of missed classes Survey (at week 1) at end of semester
Type
Concordant
Predictive
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Construct Validity
Face validity and criterion validity refer largely to the validity of the measure.
Construct validity refers to the validity of the underlying conceptual DV.
Typically requires multiple measures
Convergent Validity
Different measures that have only the underlying construct in common.
Neurotic: moderately related to stress, negative affect, self-preoccupation, fear of judgment
Divergent Validity
Measure is not tightly related to similar constructs
Neurotic introversion, perfectionism
CONSTRUCT: Neuroticism
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Validity
Sexism scale items include: Women demand too many rights Wives should vote as their husbands do
Validity Type
Face Validity
“Acrophobia Survey” verified with heart rate, sweating, hyperventilation
Criterion
Aggressiveness Measure taken at prescreening predicts shocks delivered in experiment, 3 weeks later
Predictive
Method
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Validity (continued)
“Nurturance” = Attn. to other’s emotions Listening to problems Willing to help AND ≠ gregariousness
Validity Type
Construct Validity
Self Esteem measure is moderately related to: Self-confidence; Self-Clarity; acceptance
Convergent Validity
Method
Self Esteem is not highly correlated with self-efficacy, positive mood
Divergent Validity
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Boosting Validity
Avoid “response set”: Alternate (or mix) the positive and negative valence of questions, in survey DV.
Systematic Replication: Several experiments, each one accounts for alternative explanation (Batson Empathy and Helping research, e.g.)
Disguise measure: “Chicken game” in Culture of Honorstudies—non obvious measure of aggression.
DV outside of conscious control, e.g., physio reactions
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Weighing the Alternatives
I had to shed 20 pounds or else I’d lose my job and my wife would leave me and I’d die an early death. I was desperate for a solution. Then I found Chubby Checkers ®. Within 2 months I lost 15
pounds! You can, too!
Implied causal story?
Alternative explanations?
Program led to weight loss
Sense of urgency, increased motivation, etc.
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Saturday Academy Research Design
Pre-test SAT= 940
Class sessions
Post-testSAT = 991
SAT gain pre to post test = 51 points, p < .01
Implied causal story?
Alternative explanations?
What does design need to do to address alternative explanations?
Program produced results
Motivation, other influences, etc.
Control Condition
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Control Groups
Purpose: To establish causality; that it is IV, and only IV, that accounts for DV.
Attributes of Control Group:
1. Random selection: * Each participant is equally likely to be
assigned to expt'l or control conditions. * Provides a check on systematic error
But, does not control for random error
2. Control condition should mimic experimental condition in all respects other than the IV.
3. Assign Ss to control or experimental conds. just before
introducing IV
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Counterbalancing
Sub. No.
1
2
3
4
5
6
7
8
Confederate Race
Black
White
Black
White
Black
White
Black
White
Confederate Temperament
Friendly
Friendly
Unfriendly
Unfriendly
Friendly
Friendly
Unfriendly
Unfriendly
Essay Topic
TV
TV
TV
TV
Environ
Environ
Environ
Environ
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MID TERM POSTPONE TO
THURSDAY OCTOBER 20
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Single Factor Design
(1 X 2) (From Interracial Feedback Research)
Black White
Writer Race I II
1 Factor: Race of Writer
2 Levels: Black writer or White writer
Shows main effect only (whether phenomenon exists).
Does not show interaction
Does not show moderation
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Components of Factorial Design
Factors: The independent variables
Factor 1: Writer race Factor 2: Writer friendliness
Levels: The dimensions within factors
Race: Level 1 = Black, Level 2 = WhiteFriendliness: Level 1 = Friendly Level 2 = Unfriendly
Conditions: The combination of factors and levels
Condition I: Friendly, Black writerCondition IV: Unfriendly, White writer
Black White
Friendly Black/Friendly White/Friendly
Unfriendly Black/Unfriendly White/Unfriendly
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2 X 2 Friendly Unfrnd
Black Ia 1b
White 2a 2b
2 X 3 Friendly Unfrnd Neutral
Black 1a 1b 1c
White 2a 2b 2c
3 X 3 Friendly Unfrnd Neutral
Black 1a 1b 1c
White 2a 2b 2c
Asian 3a 3b 3c
Friendly Unfrnd
Black Ia 1b
White 2a 2b
Friendly Unfrnd
Black Ia 1b
White 2a 2b
2 X 2 X 2Race-relevant Essay Race-Irrelevant Essay
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Factorial Designs as Coherent Sentences
Number of Factors
Factorial “Sentence”
1 Ethical decisions (blind/don/t blind) are affected by discussion opportunity (discuss vs. don’t discuss). NOTE: Blinding is DV.
2 Ethical decisions are affected by group discussion and social contexts (Ghakistan vs. NY)
3 Ethical decisions are affected by group discussion and by social context as a function of gender.
4 Ethical decisions are affected by group discussion and by social context, as a function of gender—but only among the college educated.
5 Ethical decisions are affected by group discussion and by social context, as a function of gender—but only among the college educated, who specialized in humanities rather than engineering.
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Factorial Design Not Requiring Neutral Control
Wegner “White Bear” Paradigm
Rate of Unbidden Thoughts as a Function of Mental Control and Nature of Topic
Topic
Sex Dean of Students
Mental Suppress High Low
Task Express Low Low
Note: What would be “neutral” condition in this study? Is it possible for there to be one?
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Determining Number of Levels w/n Factors
How does arousal affect test performance?
0
2
4
6
8
10
Low Arousal High Arousal
02468
10
LowArousal
Mod.Arousal
HighArousal
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Yerkes-Dotson Law
Perfo
rman
ce L
evel
Low Moderate High
Arousal Level
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TIME CHATTING W' NEW ACQUAINTANCE
Perceived Similarity and Friendliness
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Impact and Control
Control Reduce the effect of anything that can obscure thetrue effect of IV on DV.
Impact Create strong enough empirical realizations of IVand DV to demonstrate how conceptual IV effectsconceptual DV.
Goals of Control and Impact Often Conflict
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Helping in a Hurry(A shameless Cribbing of Darley & Batson)
Hypothesis: The amount of time people spend helping strangers is determined by time pressure
Design: Ss arrive at study, told that "kindness expt." has been moved to another location, and they have either little time (hurry cond.) or much time (no hurry cond.) to get to lab.
On way to lab, Ss stopped by harried stranger who asks fordirections to UMDNJ. The stranger is confused, and repeatedly requests clarifications on directions.
Outcome measure: How much time does S spend giving directions to stranger?
Predictions: Ss in “hurry” cond. will spend less time giving directions than will Ss in “no hurry” cond.
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Time (seconds) Talking to Stranger
Time Giving Help Due to Hurry/No Hurry
Hurry No Hurry
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Time (seconds) Talking to Stranger
Time Giving Help Due to Hurry/No Hurry
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Time (seconds) Talking to Stranger
Time Giving Help Due Hurry/No Hurry
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Time (seconds) Talking to Stranger
Time Giving Help Due Hurry/No Hurry
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Impact
Control
Advantages Drawbacks Advantages Drawbacks
Closer realization of conceptual IV
Isolation of IV is muddled.
Cleaner realization of IV
Weaker realization of IV
Tells a more compelling story
Tells a more complicated story.
Tells a concise, specific story
Tells a less compelling, more narrow story
Increases between group differences
Increases within group differences
Reduces within subject differences
Reduces between group differences
More powerful Less precise More precise Less Powerful
Stronger influence on behavior
Raises ethical problems
Fewer ethical problems.
Weaker influence on behavior.
Trade-Offs Between Impact and Control
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The "frustration experience" involved subjecting the subjects to some ten to twelve hours of food deprivation, inducing them to drink from a pint to a quart of water and preventing urination for approximately three hours, taking a blood sample with a sterilized spring lancet in such a way as to cause considerable pain, and finally forcing them to fail in a group situation. The latter aspect of the situation was the most crucial, the earlier, physiological assault being designed mainly to lower the subject's threshold of annoyance or frustration.
Super-High Impact
"An Experimental Examination of the Scapegoat Theory of Prejudice"
Lindzey, G (1950) Journal of Abnormal and Social Psychology, 45, 296-309
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Content Vs. Mechanics If Done as Between-Group Factor
Content MechanicsBlack Writer n = 20 n = 20White Writer n = 20 n = 20
0123456789
10
Black Writer Cond White Writer Cond
ContentMechanics
Within subjects SDBetween subjects SD
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Non-Obvious Within Subjects ManipulationHarber & Hartley, 1983
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Examples of Multiple Meanings
1. Terror Management:a. Conceptual IV: mortality fearsb. Empirical realization: Write about last 15 minutes
prior to own death.
Alternative Explanation? Bad Mood
2. Happinessa. Conceptual IV: Positive mood stateb. Empirical realization: Succeed on a task
Alternative Explanation?Self-Esteem
Self-efficacy
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Definition Problem
1. Aggression = Harmful act?= Willingness act harmfully?= Intent to cause harm?
2. Empathy = Perspective taking?=
Compassion?= Simulating?
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Systematic Replications of Independent Variable in Biased Feedback Research
Conceptual Variable: Performance on a task that can be evaluated in
terms of subjective and objective features.
Empirical Realizations of Independent Variable
Task Subjective Objective
1.
Written Work
Arguments, Beliefs
Spelling, Grammar
2.
Landscape Painting Harmony, tone Proportions, Shading
3.
Photo Journalism Honesty, immediacy Focus, Depth of Field
4.
Architecture Originality, comfort Ventilation, Lighting
5.
Modern Dance Mood, Energy Timing, Control
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Systematic Replications in Dependent Variable: Feedback Studies
1. Number/type of critical comments supplied in summary rating sheet and copy-edit comments. (Harber, 1998)
2. Number/type of critical comments supplied during face-to-face interaction. (Harber, 2004)
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Cognitive Dissonance
Attachment Theory
* People are more likely to help a fellow shopper pick up spilled groceries after they, themselves, break a stranger’s camera.
* People who form ambivalent romantic relationships tend to be unsure about the existence of a supreme being.
* Paying children to do a task that they already like doing will make them like the task less.
* Young children are more likely to freely explore if they have non-depressed mothers.
* People become more loyal believers in a cult if the cult’s own predictions don’t come true.
* People who tend to avoid close relationships also tend to be more mentally rigid.
Classic Systematic Replications
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Successful and Unsuccessful Replications
Successful Replication: Increases confidence that effects are reliable and generalizable. Greater confidence that conceptual variable is valid.
Unsuccessful Replication
Efficacy of replication Implications for Implications forOriginal Findings Conceptual Variable
Replication correctly done
Replication incorrectly done
Orig. study did not account for all vars.
None
None
None
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U.S. IMMIGRATION IQ TEST (circa 1900-1920)
Type of Question
Nationality U.S. Specific E. European Specific
E. Europeans Perform Worse Perform Better
Native Born U.S. Citizens Perform Better Perform Worse
E. European U.S. Residents
Perform Better Perform Better
MIXED (DIRECT AND SYSTEMATIC) REPLICATION
Test Questions:
1. Who was Benedict Arnold?
2. What is the name of Paul Bunyon's ox?3. Where was the Maine sunk?
1. Where was Mozart born?
2. What is the name of King
Arthur's sword?3. What city did Vesuvius destroy?
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Experimental Realism and Mundane Realism
Experimental Realism: The experiment appears real to the subject.
Mundane realism: The experiment resembles real world situations.
Experimental realism and mundane realism are not polar opposites.
Experimental Realism
Mundane Realism High Low
High Feedback: Confederate studyCult. Honor: "Chicken" game
Adler: Police Vignettes
Low Asch: Conformity StudyMilgram: Obedience Study
Kahneman & Tversky: Framing study
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Internal Validity and External Validity
Internal Validity: The degree that treatment, or IV, has a significant effect on the DV. And this effect is due to IV and not some extraneous variable.
* IV & DV should have impact on Ss -- Take them seriously; attend to them, engage w’ them * Appear to Ss as examples of conceptual IV & DV * Do not appear to represent other kinds of IV or DV * Internal validity boosted by expt’l realism
External Validity: The effects of study are generalizable. The empirical realization is a good representation of underlying conceptual variable.
* Systematic replication * Increase expt’l realism: study works w’ all subs, not just cooperators * Heterogeneous populations
Which is more important, Internal Validity or External Validity?