...behavior change to the second and then to the third. Establishing functional similarity and independence among target behaviors may not be easy. There are many variables that can impact internal validity some of those are history, maturation, testing effects, and instrumentation to name a few. The time to be concerned with internal validity is in the design phase when careful consideration needs to be used when which variable will be observed and recorded and this is the time to identify any rival behaviors because after he intervention is ran it is too late. Other behavior issues could surface with Steve and he may transfer his behavior to another setting that would affect external validity. Sometimes when increasing internal validity it may decrease external validity. Uncontrolled variability can be reduced only if you identify its sources. The first step in identifying these uncontrolled variables are to graph the data and look for uncontrolled variables in the baseline. These will be evident if the data points on the graph show moderate to high levels of instability across observation periods. If the observed variation is within acceptable limits then you accept the observed effects as reliable. To establish external validity intrasubject replication must occur. The threat to external...
Words: 630 - Pages: 3
...children's’ parents usually provide food for them, it seems obvious that parental attitudes to food will affect their children's attitudes to them. Children also learn what to eat by watching their parents. This can be explained by social learning theory. This occurs when children observe their parents eating. In this sense, the parents act as eating role models. Observing parents getting rewarded by enjoying eating certain foods, the children learn to imitate these food preferences as they expect to receive similar rewards by doing so. This theory would therefore argue that children should show similar preferences as their parents having learned these preferences from them through a process of vicarious learning. There is a great deal of research support the SLT. For example, Brown and Ogden found consistent correlations between parents and their children in terms of snack food intake, eating motivations and body dissatisfaction. These findings show that observation in childhood in the home...
Words: 6669 - Pages: 27
...Ways to Rock The Prepping you for the FCAT. Prepping you for the FCAT. L/A!!!!! Table of Contents Chapter 1-Reference and Research/Reliability/Validity/Synthesizing Page 1-2. Reference * What is Reference ? * Why is Reference important? * Think about it. Page 3-4. Research * What is Research? * Why is Research important? * Think about it. Page 5-6. Reliability * What is Reliability? * Why is Reliability important? * Think about it. Page 7-8. Validity * What is Validity? * Why is Validity important? * Think about it. Page 9-10. Synthesizing * What is Synthesizing? * Why is Synthesizing important? * Think about it. Table of Contents Chapter 3-Context Clue/Inference Page 1-2. Context clue * What is Reference? * Why is Reference important? * Think about...
Words: 1500 - Pages: 6
...recreate the context of the event with the witness encouraged to mentally recreate the environment or contacts they may have had. The EW will also be expected to recall the event in different orders such as in reverse order or at different stages. The last basic expectation from the EW Is to recall the event from different points of view or perspectives of what others may have been. These aspects of the cognitive interview were introduced because Geiselman et al realised the importance of recalled every detail, big or small. This is why he proposed looking at an event from different prospective, his thought process behind this was that people may recall more details if they take different routes to the memory. Geiselman (1992) based his research statistics of the accuracy of the EW’s statements with and without the cognitive interview. Geiselman found that when using the cognitive interview the number of correct statements produced was 41.1% compared to 29.4% when the cognitive interview wasn’t used. Kohnken et al’s meta-analysis of 53 studies found the cognitive...
Words: 835 - Pages: 4
...Outline and evalute the breakdown of relationships A01- Duck skills maintenance A02-Shavier, Rofhling IDA- gender bias PA- ccet - china A01-rollie and duck -stages of breakdown A02 - Tashiro and Frazier A03- methological flaws IDA - determinsitic Duck suggested that relationships breakdown due to various of reasons, such as lack of skills. This means that people in the relationships have a lack of interpersonal skills to make eachother mutally satisfyimg, if a person lacks interpersonal skills or social skills have poor conversational skills and are bad at indicatomg they like a particular person it could lead the other partner to believe they are unintresting, unrewarding in their interactions. This then leading to the breakdown of a relationship. Additionally, Duck suggested that if a raltaionship is lacking in stimulation then breakdown will occur. Lack of stiumulation is when you expect the relationship to change and develop but does not. This results in the partner being unsatisfied thus forming the relationship to stop. Maintenance diffulties is another reason why relationships breakdown. This is where there is a strain caused in a realtionship e.g if a couple can not see eachother for various of reasons. This may be due to not living close together or that their jobs causes them to find it difficult to spend time with eachother. Therefore if a relationship has maintenance difficulties Duck suggests it will lead to a breakdown in the relationship. ...
Words: 1050 - Pages: 5
...where they learnt the information. This means that they aren’t able to distinguish between original eyewitness memory and post event information. 2. What does this suggest about age and EWT? This suggests that age does affect EWT. 3. Explain why the story told at home could have been an extraneous variable… Interview bias (how the parents read the story) could have influenced the accuracy of the child’s response. The parents could have unintentionally prejudiced the child by how they read the story; techniques that could affect this could be their voice, their tone, or the time taken to read through the story. 4. How could this affect internal validity? This isn’t a controlled environment so this could have affected the results. 5. What ethical issues are there with Poole and Lindsay’s research? The research presents ethical issues because the children are unable to give fully informed...
Words: 1088 - Pages: 5
...Outline and evaluate the role of neural mechanisms in controlling eating. (4 marks + 8 marks) Topic: Aggression Outline the role of genetic factors in aggressive behaviour. (4 marks) Outline and evaluate one social psychological theory of aggression. (4 marks + 16 marks) So it’s important to know when and how much AO1 and AO2/3/IDA to write. Also, don’t skip revising any parts of topics as they might come up in the parted questions. Different types of evaluation. AO2: This is where you provide evidence to support an AO1 idea e.g. about a theory, model or study. AO3: In AS you did this as part of AO2. AO3 is where you comment on the strengths and weaknesses of the research methods used to investigate the topic, for example: (1) What methods the research uses: * experimental methods (lab experiment, field, quasi/ natural experiment) (must have an IV and DV) or * non-experimental methods (case studies, interviews, questionnaires, correlational studies, observations) If using experimental methods (+ve) from these the...
Words: 3260 - Pages: 14
...breakeve would increase by $1,262,478 and the breakeven volume would increase by 813 tickets. SMS: measures Internal Validity that could easily be understood by others Level 5: Randomized Control Experiment Level 4: Before- After, Comparable Controls (2x), controls other variables Level 3: Before- After, comparable conditions, control group Level2: Before- After, non-comparable conditions Level 1: correlation Randomized experiments are the most convincing but only if there is a significant amount of units have been assigned. (Bigger sample size means smaller margin of error) designs have a systematic effect on outcomes high degree of internal, construct, and statistival conclusion validity Differential Attrition: Both groups lose people so is there still a similarity between he subjects? Internal Validity: controls threats, greater results lower evaluations had stronger effects Replication: two studies are better than one Types of Reviews: Single Study: pilot study…is this going to work? Narrative Study: Comparison of many different studies( drawback: researcher bias) Vote Count Review: statistical significance findings in favor of the hypothesis and the number contrary to the hypothesis (tallying up) Systematic Review: strong external validity, researcher bias, quantitative technique shows all relevant data Threats to internal validity: History- something else is going on the same time as the experiment, Maturation-aging brings about change in the subjects...
Words: 330 - Pages: 2
...Validity Significantly different still closely related loyalty is known as validity. In game design validity is the correspondence between game world and real world. The approach I took was to review the article of threats to the validity of research by Parker, 1993. According to Parker, 1993, I define four type of validity. Which are internal validity, external validity, statistical conclusion validity and construct validity. To organize thoughts of paper, I would like to extend my point of view on validity I game design. By passing facts origins helps the community to find the truth in research. By collecting data and have the evaluate them and make it a valid structure. Validity can be use in adopting usability to group settings where validity represent the data from reality to meaning. For the design of games the distinction between internal and external validity have a slightly different meaning. Internal validity related to the content and how is it represented in the logic and structure of the game. Internal validity can be achieved by taking control some of the factors of a environment in a proper...
Words: 1104 - Pages: 5
...Types of Validity: External Validity: External validity should be thought up in a way of generalization. It is generalized in a form of population, setting, treatment variables, or measurement. External validity can usually be split into two separate types, which are population and ecological validity and they both help provide understanding to the experimental design and the strength of it (McBurney & White, 2009). Population Validity: The type of validity that helps put the population as a whole into perspective is population validity. The goal is for the sample to represent the population as a whole in order to collect data. In order to conduct this type of research it has to be done at random and different locations in order to receive an accurate picture of the population as a whole (McBurney & White, 2009). Ecological Validity: The second type of external validity is ecological validity, which focuses on testing the environment and determines how much behavior is influenced. The negative aspect to this type of test is receiving a clear picture on how the experiment compares to real world situations (McBurney & White, 2009). Internal Validity: Internal validity focuses in the researchers design in regards to an experiment and makes sure that they are following the principles of cause and effect. A better way of understanding internal validity is that it makes sure that there is not another possible cause that could have affected the outcome of the behavior...
Words: 512 - Pages: 3
...at the key research concepts of reliability and validity as they relate to ethnography, and will discuss the importance of context to ethnographic inquiry. In the final part of the chapter, I shall highlight some of the 'central concerns of this topic by contrasting psychometry and ethnography, The chapter seeks to address the following questions: • - What do we mean by ethnography? • - What are the key principles guiding ethnographic research? • - How might one deal with threats to the reliability and validity of this type of research? • - Why is context important to ethnographic research? • - In what ways does ethnography contrast with psychometric research? • Definition: Ethnography involves the study of the culture/characteristics of a group to real-world rather than Laboratory settings. The researcher makes no act to isolate or manipulate the phenomena under investigation, and insight generalizations emerge from close contact with the data rather than from theory of language learning and use. it is a qualitative type of research. Ethnography is provided by LeCompte and Goetz (1982). They use ethnography shorthand term to encompass a range of qualitative methods including study research, field research, and anthropological research. LeCompte and Goetz argue that Ethnography is defined by the use of participant and non-participant observation, a focus on natural settings, use of the subjective views and belief systems of the participants in the research process to...
Words: 4244 - Pages: 17
... Rather, the numbers (data) are generated out of research. Statistics are merely a tool to help us answer research questions. As such, an understanding of methodology will facilitate our understanding of basic statistics. Validity A key concept relevant to a discussion of research methodology is that of validity. When an individual asks, "Is this study valid?", they are questioning the validity of at least one aspect of the study. There are four types of validity that can be discussed in relation to research and statistics. Thus, when discussing the validity of a study, one must be specific as to which type of validity is under discussion. Therefore, the answer to the question asked above might be that the study is valid in relation to one type of validity but invalid in relation to another type of validity. Each of the four types of validity will be briefly defined and described below. Be aware that this represents a cursory discussion of the concept of validity. Each type of validity has many threats which can pose a problem in a research study. Examples, but not an exhaustive discussion, of threats to each validity will be provided. For a comprehensive discussion of the four types of validity, the threats associated with each type of validity, and additional validity issues see Cook and Campbell (1979). Statistical Conclusion Validity: Unfortunately, without a background in basic statistics, this type of validity is difficult to understand. According to Cook and...
Words: 827 - Pages: 4
...Chapter 10: Validity of Research Results in Quantitative, Qualitative, and Mixed Research Answers to Review Questions 10.1. What is a confounding variable, and why do confounding variables create problems in research studies? An extraneous variable is a variable that MAY compete with the independent variable in explaining the outcome of a study. A confounding variable (also called a third variable) is a variable that DOES cause a problem because it is empirically related to both the independent and dependent variable. A confounding variable is a type of extraneous variable (it’s the type that we know is a problem, rather than the type that might potentially be a problem). 10.2. Identify and define the four different types of validity that are used to evaluate the inferences made from the results of quantitative studies. 1. Statistical conclusion validity. • Definition: The degree to which one can infer that the independent variable (IV) and dependent variable (DV) are related and the strength of that relationship. 2. Internal validity. • Definition: The degree to which one can infer that a causal relationship exists between two variables. 3. Construct validity. • Definition: The extent to which a higher-order construct is well represented (i.e., well measured) in a particular research study. 4. External validity. • Definition: The extent to which the study results can be generalized to and across populations of persons, settings, times, outcomes...
Words: 3143 - Pages: 13
...CHAPTER 1: EDUCATIONAL RESEARCH: ITS NATURE AND CHARACTERISTICS THE NATURE OF EDUCATIONAL RESEARCH Educational Research: 1. is empirical 2. takes a variety of forms 3. should be valid 4. should be reliable 5. should be systematic Empirical - knowledge derived from research is based on data collected by the researcher The Systematic Process of Research 1. Identify the problem (and relevant related knowledge) 2. Review the information (via literature search) 3. Collect data (in an organized and controlled manner) 4. Analyze data (in a manner appropriate to the problem) 5. Draw conclusions (make generalizations based on results of analysis) The Validity of Educational Research Quantitative Research: Internal Validity - the extent to which research results can be accurately interpreted. External Validity - the extent to which research results can be generalized to populations and conditions. Internal validity is generally prerequisite to external validity. Qualitative Research: Truth Value/ Credibility - accurate representation of information from the researcher’s perspective and substantiating evidence) Comparability - the extent to which the characteristics of the research are described so that other researchers may use the results to extend knowledge. Translatability - the extent to which adequate theoretical constructs and research procedures are used so that other researchers can understand...
Words: 913 - Pages: 4
...EDUCATIONAL RESEARCH: ITS NATURE AND CHARACTERISTICS THE NATURE OF EDUCATIONAL RESEARCH Educational Research: 1. is empirical 2. takes a variety of forms 3. should be valid 4. should be reliable 5. should be systematic Empirical - knowledge derived from research is based on data collected by the researcher The Systematic Process of Research 1. Identify the problem (and relevant related knowledge) 2. Review the information (via literature search) 3. Collect data (in an organized and controlled manner) 4. Analyze data (in a manner appropriate to the problem) 5. Draw conclusions (make generalizations based on results of analysis) The Validity of Educational Research Quantitative Research: Internal Validity - the extent to which research results can be accurately interpreted. External Validity - the extent to which research results can be generalized to populations and conditions. Internal validity is generally prerequisite to external validity. Qualitative Research: Truth Value/ Credibility - accurate representation of information from the researcher’s perspective and substantiating evidence) Comparability - the extent to which the characteristics of the research are described so that other researchers may use the results to extend knowledge. Translatability - the extent to which adequate theoretical constructs and research procedures are used so that other researchers can understand the results. ! Validity is always...
Words: 913 - Pages: 4
