Reading quizzes

Reading quiz questions will be posted here, after each Wednesday class. Questions should be pasted into your Reading Quiz Log (template here), which is also where you will answer the questions. Reading quizzes are due Mondays at 2:10pm (before class).

11/10

This reading quiz is due before class on 11/10.

What do we mean when we talk about narrative identity? How might we operationalize that concept? Cite a specific example of operationalizing from the readings, as well as a finding that contributes to our understanding of narrative identity.
We’ve talked a lot in this class about crime and incarceration, but often with an eye to the data that is associated with those phenomena. However, it’s important to link that data to the psychological experiences of the people who are affected or involved. Highlight a finding from the readings that you think can help us better interpret administrative data, and describe how.
Both of these readings contain qualitative research. Describe an idea for a quantitative psychology study that draws on the same theories as the readings. The study can either be an experiment, a non-experiment, or a quasi-experiment. Be sure to state which one it is.
Think more about how narrative identity might be altered or changed by one’s environment. What might cause it to change? How can we measure it? What are the implications of changes to narrative identity for justice-related policy?

10/27

This reading quiz is due before class on 10/27.

Compare the pros and cons of probability sampling and non-probability sampling. Which specific kind of sampling would be good to use if you want to compare effects for different demographic groups?
How does the equation for a slope of a line (Y = mx + b) relate to linear regression, and research questions more broadly? What is the difference between “simple regression” (the kind outlined in Ch 14 of van Holm) and “multiple regression” (Ch 15)?
Identify two results that you find interesting from the Legewie and Fagan paper. For each one, briefly discuss the theoretical grounding that motivated that analysis, what the IV(s) and DV in the analysis are (and any confounds/covariates/third variables they include), and explain what that finding means in terms of psychological theory and policy. (This question is worth 1 point, rather than the typical 0.5 points for RQ questions.)

10/20

This reading quiz is due before class on 10/20.

Jhangiani reviews many different types of quasi-experimental designs. Which type of design is the study described in Matthay et al, and how do you know? What are the pros and cons of this design, and how does it impact our ability to interpret the paper’s results?
Pick two other types of quasi-experimental designs, and describe what the Matthay et al study would look like if it used each of those designs.
What are some of the mechanisms that the authors of Matthay et al. think explain their results? Do you agree? Anything they’re missing? How should these conclusions inform policy?
Describe what a noisy distribution would look like in comparison to a non-noisy distribution, and be sure to compare measures of variance in each. In which type of distribution would we be more likely to find a significant effect, and why?

10/13

This reading quiz is due before class on 10/13.

The paper on Cure Violence used some fancy statistical methods to draw their conclusions. But in a way, this paper describes a factorial experiment. What are the independent variables, and what are their levels? Is it between, within, or mixed? Are any of the independent variables manipulated?
Describe the differences between main effects and interactions, and how you can detect each one in a graph.
Describe the differences between measures of central tendency and measures of variability. How can we use both to help us compare groups or conditions?
What does it mean for a result to be significant? What do we need to do to determine a result’s statistical significance? How does statistical significance translate to real-world importance?

10/6

This reading quiz is due before class on 10/6.

Describe in plain language what it would mean for a measure to have low reliability and high construct validity. Provide an example of such a measure, why we would expect it to have low reliability, and one way we might test its reliability.
Identify and briefly define three important considerations when designing effective and valid surveys.
What is the dependent variable in Nardone et al 2021? Do you think their operationalization has face validity? How might you test its criterion validity?
Imagine you wanted to instead measure this same dependent variable with a survey. Provide an example of an effective survey question (with possible responses) that might help you measure that dependent variable, and why you designed it the way you did.

9/29

This reading quiz is due before class on 9/29.

What are some examples of qualitative research methods? What are the pros and cons in comparison to quantitative research? How can it be effectively used in combination with quantitative research?
What is structured observation, and what does coding mean in that context? Provide two examples of behaviors you might code in a structured observation, and what psychological variables/phenomena they might signify.
Evaluate the internal and external validity of Babvey et al. Do you agree with the authors’ conclusions?
Provide an idea for an experimental study that builds on the non-experimental findings of Babvey et al.

9/22

This reading quiz is due before class on 9/22.

In the Kahn and Davies article, what were the independent variables in each study, and what were the dependent variables?
Describe the differences between confounding variables and noise variables. Identify one potential confound and one potential source of noise in the Kahn and Davies study, and how each might have impacted the results.
Describe the differences between within-subjects and between-subjects design. The Kahn and Davies study was within-subjects; what issues could that potentially cause in the study design, and how did the authors deal with those issues, if at all?
In your own words, what is construct validity? Do you think the way Kahn and Davies operationalized their independent and dependent variables was valid?

9/15

This reading quiz is due before class on 9/15.

How do theories and hypotheses go hand in hand when conducting research? Be sure to define both, in your own words.
What did the authors hypothesize in the Reddan et al. article, and what theories motivated this hypothesis?
What does it mean to operationalize a variable? What were the primary independent and dependent variables in the Reddan article, and how did the authors operationalize them? Did they consider any extraneous variables?
Describe the pros and cons of laboratory vs field research.

9/8

This reading quiz is due before class on 9/8.

Identify the three principles of the Belmont Report and explain in your own words what they mean. Then, think of a psychology study you’ve learned about in your classes. Imagine you’re a member of an IRB and a researcher has proposed conducting this study. Write out your thought process on whether or not to approve it according to the Belmont Report principles.
What is secondary psychology research, and how does our understanding of justice differ in this context from other types of psychology research? Provide two examples of additional considerations regarding justice when conducting secondary research.
Provide two real-world examples from the readings of scientific research – one with experimental data, and one with secondary data – that are unjust. Explain why, and explain what the researchers could/should have done to have made the research more just.
Identify a data point, study, or piece of evidence that made you think differently about something related to justice. Link to it here or write briefly about what it is. Be ready to talk about it in class for 1-2 minutes.