Quasi-Experimental and Experimental Design – Essay …

Using the article by Fitzpatrick and Meulemans (2011), prepare a written analysis that addresses the following:
Determine the general strengths and weaknesses of quasi-experimental designs. Based on your findings, identify the strengths and weaknesses of this particular study.
Explain when a quasi-experimental design is most useful within an educational setting, and then summarize whether this is an appropriate use of a quasi-experimental design in this study. Explain why, and if it is not, recommend a more accurate research design.
Identify and explain the types of problems quasi-experimental designs could best address. Discuss if this study’s problem is best addressed by a quasi-experimental design.
Review the research question being asked in this study, and then provide a sample research question corresponding to a different hypothetical quasi-experimental design.
Support your assignment with at least this scholarly resource. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.
Length: 5-7 pages, not including title and reference pages and APA style.

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Quasi-experimental design. - Best Essay Writers

Quasi-experimental design - Best Essay Writers

Although this way of thinking about perception remains a minorityview, and certainly does not dominate perceptual theory in the waythat information processing theory once did, it has neverthelesscreated a theoretical space in which an enactive/motor theory ofimagery can be more plausibly entertained, and various versions ofsuch theory have indeed been broached again, by thinkers from adiverse range of disciplines (Thomas, 1987, 1997b, 1999b, 2009, 2014;Newton, 1993, 1996; Ellis, 1995; Ramachandran & Hirstein, 1997 p.442; Marks, 1990, 1999; Bartolomeo, 2002; Bartolomeo & Chokron,2002; Blain, 2006; Sima, 2011, 2013, 2014; Sima & Freksa, 2012; DePreester, 2012; Agnati et al., 2013; Troscianko, 2010, 2013,2014a,b; Bartolomeo et al., 2013). Thomas (1999b) arguesthat enactive theory can explain experimental cognitive psychology'sfindings about imagery (see sections 4.2 and 4.3 above) at least aswell as the better-known quasi-pictorial andpropositional/description theories, and, indeed, that ithandles the facts about imagery in the blind and image reconstrual(see ) in a more principled and plausible way thanthey do. It has also been argued that enactive theory can provide amore satisfactory explanation of the neurological evidence aboutimagery (i.e., the ways imagery experience and abilities may beimpacted by various forms of brain damage), and, in particular, thesyndrome of representational neglect (see ) than other theories can (Bartolomeo, 2002; Bartolomeo& Chokron, 2002; Dulin et al., 2008).

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However, if mental images are (as just about everybody believes) a species of mental representation, these latter claims are at odds with the idea that mental representations are token identical to brain states. The majority of cognitive scientists (and sympathetic philosophers) remain firmly committed to that idea, and perhaps it islargely for that reason that enactive theory remains a minority viewpoint. Certainly it has yet to receive anything like the amount of attention (either supportive or critical) that experimenters and theorists have devoted to quasi-pictorial and description theories.

be the advantages of using a true experimental design over a quasi-experimental design? In what situations might a quasi-experimental design be
Quasi-experimental design.

In these cases, a quasi-experimental design may be used

Explain why, in this case, a quasi-experimental design was used (rather than an experimental design).4.

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Quasi-experimental design

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