experimental power point research
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AN ANALYSIS OF STUDENTSWRITING ABILITY IN
FORMING IRREGULAR VERB AT THE EIGHTGRADE OF SMP NEGERI 2 PADANGSIDIMPUAN
Tittle of Thesis Seminar
IAIN P.SIDIMPUAN, 25 Sept 2014
Raja Inal Siregar
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A. BACKGROUND OF THE STUDY
English is a universal language, an internasional language, it must
be learned by most of people to do business, students exchange,
and tourism. So thatswhy it should not be a problem for students
in studying English (include forming Irreguler Verb) at the class.
Some students of SMP Negeri 2 Padangsidimpuan find the
difficult in forming irreguler verb /IV ( include my sister who
studies there).
Above the second reason, the researcher want to know how good
students of SMP Negeri 2 Padangsidimpuan sability in forming
irreguler verb is.
Maybe, from this research. We know if students of SMP Negeri 2
ability in forming irreguler verb is good or not. Then, what is the
solution or suggestion to do and to solve the problem?
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B. THE FORMULATION OF THE PROBLEM
1. How is studentswriting ability in forming irregular verb at
the eight grade of SMP Negeri 2 Padangsidimpuan?
2. What are students at the eight grade of SMP Negeri 2
Padangsidimpuan problems in forming irregular verb?
3. How does teacher solve students problem in forming
irregular verb?
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C. THE OBJECTIVE OF THE STUDY
1. To identify the ability of the students in forming irregular verb
2. To recognize the studentsat the eight grade of SMP Negeri 2
Padangsidimpuan problems in forming irregular verb or not.
3. To find out how teacher solves the problems of the students in
forming irregular verb.
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D. SIGNIFICANCE OF THE STUDY
This research will do for all redaers especially for:
1.Teachers, it can inform the teacher whether the students
are able to form irregular verb or not, and also the problemthat students face in forming irregular verb. So that the
teacher can make good method and way for teaching
English especially for irregular verb.
2.Students, it can inform their ability in forming irregular
verb, so they can improve their ability when they think they
are not able enough in forming irregular verb
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experimental research
the researcher selects participants
and divides them into two or more
groups having similar characteristics
and, then, applies the treatment(s) to
the groups and measures the effectsupon the groups
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Conducting an experimental study
1.select the problem
2.select participants and instrument3.selection and execution of a
research plan
4.data analysis and formulation ofconclusions
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Types of experimental comparison
1.comparison of two different approaches
(A versus B)2.comparison of an existing approach
to a new approach (Aand ~ A)
3.comparison of differingamounts of a single approach
(Aand a or aand A)
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where:
Aexperimental (treatment) groupBcontrol (no treatment,
nonmanipulated) group
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Variable...
a concept (e.g., intelligence, height,
aptitude) that can assume any one ofa range of values
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Dependent
the change or difference occurring aa result of the independent variable
(syn.) criterion variable, assigned
variable, effect, outcome, posttest
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Confounding
the fact that the effects of the
independent variable may intertwine
with extraneous variables, such that
it is difficult to determine the unique
effects of each variable(syn.) criterion variable, assigned
variable, effect, outcome, posttest
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Group experimental designs
1.single-variable
2.factorial
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single-variable designs
involve one manipulated independent
variable
pre-experimental
quasi-experimental
true experimental
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types of pre-exper imental design s
one-shot case studyX O
a single group exposed to a
treatment ( X ) and thenposttested ( O )
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one-group pretest-posttest design
O X O
a single group is pretested ( O ),
exposed to a treatment ( X ) and,
then, is posttested ( O )
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static group comparison
X1 OX2 O
involves at least two groups ( X ), one
receiving a new, or experimentaltreatment ( X1) and another receiving a
traditional, or control treatment ( X2)
and, then, are posttested ( O )
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types o f quasi-exper imental designs
nonequivalent control group
design
O X O
random assignment of intact groupsthat are pretested ( O ), exposed to a
treatment ( X ) and then posttested
( O )
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time-series design
O O O O X O O O O
a single group is pretested ( O )
repeatedly until pretest scores are
stable, exposed to a treatment ( X )and, then, is repeatedly posttested
( O )
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types o f true exper imental designs
pretest-posttest control group design
R O X1 O
R O X2 O
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at least two groups are formed by
random assignment ( R ),administered a pretest ( O ), receive
different treatments ( X1, X2), are
administered a posttest, and posttestscores are compared to determine
effectiveness of treatments
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posttest-only control group design
R X1 OR X2 O
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at least two groups are formed by
random assignment ( R ), receivedifferent treatments ( X1, X2), are
administered a posttest, and posttest
scores are compared to determineeffectiveness of treatments
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Solomon four-group design
R O X1 OR O X2 O
R X1 O
R X2 O
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four groups are formed by random
assignment ( R ) of participants, two
groups are pretested ( O ) and two are not,one pretested and one unpretested group
receive the experimental treatments ( X1,
X2
), each group is are administered a
posttest on the dependent variable, and
posttest scores are compared to
determine effectiveness of treatments
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factorial designs
involve two or more independent
variables with at least oneindependent variable being
manipulated by the researcher
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examples of factor ial designs
two-by-two factorial design (four cells)2 X 2
two types of factors (e.g., method of
instruction) each of which has twolevels (e.g., traditional vs. innovative)
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A 2 X 2 factorial design
Independent Variable
A B
DependentVariable
O
O
Group #1 Group #2
Group #3 Group #4Cells
not manipulatedmanipulated
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A 2 X 2 factorial design
A
Interacting
factors
B
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A 2 X 2 factorial design
A
Interacting
factors
B
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two-by-three factorial design (six cells)
2 X 3
two types of factors (e.g., motivation;
interest) each of which has three levels
(e.g., high, medium, low)
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Single-subject experimental designs
1.ABA withdrawal
2.multiple baseline designs
3.alternating treatments designs
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simple AB design
baseline measurements ( O ) are
repeatedly made until stability isestablished, then the treatment ( X ) is
introduced and an appropriate number
of measurements ( O ) are made duringtreatment implementation
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simple AB design
O O O X O X O X O
baseline treatment
phase phase
A | B
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ABA withdrawal designs
baseline measurements ( O ) are repeatedly
made until stability is established, then thetreatment ( X ) is introduced and an
appropriate number of measurements ( O )
are made during treatment implementation,
followed by an appropriate number ofbaseline measurements ( O ) to determine
stability of treatment ( X )
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ABA withdrawal designs
O O O X O X O X O O O
baseline treatment baseline
phase phase phase
A | B | A
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multiple-baseline designs
used when a return to baseline
conditions is difficult or impossiblesince treatment effects oftentimes do
not disappear when a treatment is
removed
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instead of collecting baseline data on
one specific behavior, data arecollected on: (1) several behaviors for
one participant, (2) one behavior for
several participants, or (3) one
behavior and one participant in severalsettings
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then, over a period of time, the
treatment is systematically applied toeach behavior (or participant, or
setting) one at a time until all
behaviors (or participants or settings)
have been exposed to the treatment
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multiple baseline design
Example: one treatment for three behaviors in three settings
behavior 1 O O OXOXOXOXOXOXOXOXOXOXOXO setting #1
behavior 2 O O O O O OXOXOXOXOXOXOXO setting #2
behavior 3 O O O O O O O O OXOXOXO setting #3
A B
the baseline remains
the same
while the treatment
is applied at other
settings
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alternating treatments design
the relatively rapid and random
alternation of treatments ( T1 T2 Tn)for a single subject but not
necessarily within fixed intervals of
time
T1- T2 - T1 - T1 - T2 - T1 - T1 - T2
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The concept of validity
the experiment tests the variable(s)
that it purports to test
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Threats to validity
internal: factors other than the
independent variable that affect the
dependent variable
external: factors that affect the
generalizability of the study to groups
and settings beyond those of the
experiment
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Threats to internal validity
1.history
2.maturation
3.testing
4.instrumentation
5.statistical regression
6.differential selection of participants
7.mortality
8.selection-maturation interaction
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history
the occurrence of events that are not
part of the experimental treatmentbut that occur during the study and
affect the dependent variable
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maturation
the physical, intellectual, and
emotional changes that occurnaturally in a studys participants
over a period of time
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testing
refers to improved scores on a
posttest as a result of having taken apretest
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instrumentation
the unreliability or lack of
consistency in measuringinstruments that can result in an
invalid assessment of performance
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statistical regression
the tendency of participants who
score highest on a test to scorelower on a second, similar test and
vice versa
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differential selection of participants
the outcome when already formed
groups are compared raising thepossibility that the groups were
different before a study even begins
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mortality
the case in which participants drop
out of a study which changes thecharacteristics of the groups and
may significantly affect the studys
results
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selection-maturation interaction
if already-formed groups are used in
a study, one group may profit more(or less) from a treatment or have an
initial advantage because of
maturation, history, or testing factors
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Threats to external validity
1.pretest-treatment interaction
2.selection-treatment interaction
3.multiple treatment interference4.specificity of variables
5.treatment diffusion
6.experimenter effects7.reactive effects
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pretest-treatment interaction
the situation when participants
respond or react differently to atreatment because they have been
pretested
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multiple-treatment interference
the situation when the same
participants receive more than onetreatment in succession
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selection-treatment interference
the situation when participants are
not randomly selected for treatments
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specificity of variables
the situation when a study is
conducted with (1) a specific kind ofparticipant; (2) is based on a
particular operational definition of
the independent variable; (3) usesspecific dependent variables; (4)
transpires at a specific time; and, (5)
under a specific set of circumstances
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treatment diffusion
the situation when different treatment
groups communicate with and learnfrom each other
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experimenter effects
the situation when the researchers
present potential threats to theexternal validity of their own studies
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reactive arrangements
the situation when a number of
factors associated with the way inwhich a study is conducted interacts
with or shapes the feelings and
attitudes of the participants involved
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Types of reactive arrangements
Hawthorne effect: any situation in
which participants behavior is
affected not by the treatment per sebut by their knowledge of participating
in a study
compensatory rivalry: the controlgroup is informed that they will be the
control group for a new, experimental
study (John Henry effect)
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placebo effect: the situation in which
half of the participants receive no
treatment but believe they arenovelty effect: the situation in which
participant interest, motivation, or
engagement increases simply becausethey are doing something different
Controlling for extraneous
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Controlling for extraneous
(confounding) variables
1.randomization
2.matching
3.comparing homogeneousgroups or subgroups
4.using participants as their own
controls5.analysis of covariance (ANCOVA)
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randomization
the process of selecting and
assigning participants in such a waythat all individuals in the defined
population have an equal and
independent chance of beingselected for the sample
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matching
a technique for equating groups on
one or more variables, usually theones highly related to performance
on the dependent variable (e.g.,
pairwise matching)
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comparing homogeneous groups or
subgroups
a technique to control an extraneousvariable by comparing groups that
are similar with respect to that
variable (e.g., stratified sampling)
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using participants as their own controls
exposing a single group to different
treatments one treatment at a time
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Data analysis and interpretation
for sing le-subject research
a visual inspection and analysis of
graphical presentations of resultsfocuses upon: adequacy of the
design; an assessment of treatment
effectiveness (clinicalvs. statisticalsignificance)
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True and false
the manipulation of the independentvariable is the one characteristic thatdifferentiates correlational researchfrom other types of research
False
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True and false
an experimental study is guided byat least one hypothesis that statesan expected causal relationshipbetween two variables
True
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True and false
the experiment in an experimentalstudy is conducted to conform ordisconfirm the research problem
False
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True and false
experimental research has bothrandom selection and assignmentwhereas causal-comparativeresearch has random selection not
assignment True
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True and false
it is correct to state that a controlgroup always receives no treatmentin experimental studies
False
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True and false
in an experimental study, theresearcher makes every effort toensure that the two groups start asequivalently as possible on all
variables except the independentvariable
True
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True and false
in an experimental study, theresearcher collects data on theindependent variable from thegroups to determine whether there is
a significant difference between theirperformances
False
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True and false
in an experimental study, theresearcher endeavors to make thegroups as similar as possible so thatthe only major difference between
them is the treatment variable(s)manipulated by the researcher
True
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True and false
even though experimental researchis the only type of research that cantruly establish cause-effectrelationships, it is not universally
appropriate for all researchproblems or studies
True
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True and false
an experiment is valid if resultsobtained are due only to the controlvariable and if they are generalizableto individuals or contexts beyond the
experimental setting
False
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True and false
internal validity focuses uponthreats or rival explanations thatinfluence the outcomes of anexperimental study but are not part
of the independent variable
True
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True and false
if a studys results cannot bereplicated in other settings by otherresearchers, then the study has lowexternal reliability
False
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True and false
to conduct a valid experiment, all theresearcher has to do is to maximizeinternal and external validity
False
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True and false
true experimental designs control forall sources of internal and externalvalidity
False
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True and false
the more narrowed and controlleda research situation is, the lessrealistic and generalizable itbecomes
True
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True and false
a study that is not internally validis worthless
True
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True and false
the way a researcher controls for
selection-maturation interaction isto select a design that controls forpotential problems or to makeevery effort to determine ifselection-maturation interaction isoperating in the study
True
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True and false
pretest-treatment interactionmakes a studys resultsgeneralizable only to otherpretested groups
True
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True and false
the seriousness of pretest-treatmentinteraction threat is dependent uponthe research participants, the natureof the independent and dependent
variables, and the duration of thestudy
True
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True and false
even if intact groups are randomlyselected, the possibility exists thatthe experimental group is in someimportant way different from the
control group and/or from the largerpopulation
True
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True and false
selection-treatment interaction is anuncontrolled variable in researchdesigns involving randomization
True
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True and false
it is possible to know what aresearcher means by the termsassigned to variables without clearoperationalized descriptions
False
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True and false
good designs control for manysources of invalidity, poor designscontrol few
True
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True and false
ANCOVA is used to correct oradjust posttest scores for initialpretest differences
True
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True and false
ANCOVA is assumes that therelationship between theindependent and covariate variablesis curvilinear
False
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True and false
a researcher should not totallyaccept or reject a research designbecause of how it controls (or fails tocontrol) for sources of invalidity
True
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True and false
a researcher should decide whichresearch design is most appropriatenot only by the controls provided butalso by the nature of the study and
the setting in which it is to beconducted
True
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True and false
in a static-group comparison design,each group serves as a control orcomparison group for the othergroup(s)
True
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True and false
in a true experimental designs,participants should be randomlyselected or randomly assigned
False
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True and false
in the pretest-posttest control groupdesign, if groups are essentially thesame on the dependent variable atthe start of a study, a t-test can be
used for analysis; if not, ANCOVA isused
True
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True and false
the more dissimilar the intact groupsin a study are, the stronger the studyis
False
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True and false
when describing and symbolizingfactorial designs, the control variableis placed first
False
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True and false
the purpose of a factorial design is todetermine whether the effects of anindependent variable aregeneralizable across all levels or are
specific to particular variables
True
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True and false
factorial designs are very effectivefor testing research hypothesesthat cannot be tested with a single-variable design
True
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Fill in the blank
the two main ways that researchersequate groups participating inexperimental research
simple random sampling
stratified random sampling
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Fill in the blank
the researcher decides whattreatment(s) will constitute theindependent variable and whichgroup will get which treatment
manipulation
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Fill in the blank
the researchers efforts to removethe influence of any extraneousvariable that might affect scores onthe dependent variable
control
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Fill in the blank
the researchers concern withthreats or factors other than theindependent variable that affect thedependent variable
internal validity
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Fill in the blank
the researchers concern with theextent to which the study resultscan be generalized to groups andsettings beyond those of the
experiment external validity
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Fill in the blank
a threat to validity involving thetendency for scores to moretoward a average or expectedscore
statistical regression
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Fill in the blank
a threat to internal validity that maybe overcome by testing for initialequivalence between groups
differential selection of participants
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Fill in the blank
the population from which aresearcher endeavors to extract asample
target population
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Fill in the blank
the actual population from which aresearcher extracts a sample
accessible population
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Fill in the blank
the influences on the part of theexperimenter over which theexperimenter has no direct controlbut may affect study procedures
passive experimenter effects
experimenter personal-attributes effects
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Fill in the blank
the situation in which aresearcher's expectation of thestudy affect the researchersbehavior and the researcher
outcomes active experimenter effect
experimenter bias effect
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Fill in the blank
an external variable that effectsthe independent variable andintertwines with other extraneousvariables such that it is difficult
to determine the unique effectsof each
confounding variable
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Fill in the blank
the term referring to a design thathas more than one independentvariable
factor(ial)
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Fill in the blank
a study to compare the achievementof two groups: one group taught inan anxiety-producing environmentand one group taught in an anxiety-
reducing environmentexperimental
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Fill in the blank
the nonmanipulated variable in afactorial design
control variable
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Fill in the blank
a second study conducted by adifferent investigator, with differentparticipants, behaviors, and settings
systematic replication
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Fill in the blank
additional studies that addconfidence to the procedures thatproduced those results
replication
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Fill in the blank
a second study involving the
development of treatment packages,composed of two or moreinterventions that have been foundto be effective individually, designed
for persons with complex behaviordisorders
clinical replication
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Fill in the blank
a second study conducted on anumber of participants with thesame problem, location, or time
simultaneous replication
This module has focused on
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This module has focused on...
experimental studies
...which test hypotheses to establish
cause-and-effect relationships
The next module will focus on
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The next module will focus on...
descriptive statistics
the set of mathematical
procedures for describing,
synthesizing, analyzing, and
interpreting quantitative data