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Research methods > All > Flashcards

All Flashcards

1
Q

Hypothesis

A

A testable statement/prediction which the researcher believes to be true

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2
Q

Operationalisation

A

Clearly defining the how the variables can be tested in detail

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3
Q

Directional/one tailed hypothesis

A

Predicts the direction the results will be

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4
Q

Non directional/two tailed hypothesis

A

Does not predict the direction of the results, but states there will be a relationship

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5
Q

Null hypothesis

A

Statement which says there will be no effect

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6
Q

Aim

A

A general statement which the researcher wants to investigate

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7
Q

Experiment

A

A scientific method/research method that investigates a hypothesis and to show cause and effect (which has an IV and DV)

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8
Q

Independent Variable

A

The variable which is manipulated by the researcher to have an effect on the dv

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9
Q

Dependant variable

A

Is measured by the researcher

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10
Q

Experiment types

A

Laboratory, field, natural, quasi

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11
Q

Laboratory experiment

A

An experiment in a controlled setting to manipulate the IV into having an effect on the DV

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12
Q

Quasi experiment

A

Usually in a lab, but instead of manipulating the IV using already existing differences such as age and gender

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13
Q

Natural experiment

A

No manipulation of IV as there are natural differences and no random allocation but can study effects of these

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14
Q

Field experiment

A

In a natural environment where the IV is manipulated but without those being aware

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15
Q

Experimental designs types

A

Independent groups, matched pairs, repeated measures

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16
Q

Independent groups

A

Each member is randomly allocated to just one condition

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17
Q

Repeated measures

A

Each member gets to experiences both conditions at different times

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18
Q

Matched pairs

A

Pairs are matched based on similarities as close as possible and then randomly allocated to either group

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19
Q

Experimental design

A

The way individuals are allocated to the conditions

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20
Q

Target population

A

The people that the researcher wants to study, and needs to be representative to be generalised to target population

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21
Q

Sampling types

A

Opportunity, volunteer, systematic, stratified, random

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22
Q

Opportunity sampling

A

Where those who are most available are asked if they want to participate

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23
Q

Volunteer sampling

A

Individuals are asked to volunteer to participate through advertisements

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24
Q

Random sampling

A

Everyone had an equal chance as everyone is identified and a random technique is used such as names in a hat

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25
Q

Systematic sampling

A

Names are gathered such as from a register and then a system is used such as every 5th name

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26
Q

Stratified sampling

A

Target population is found, and then divisors into factors for equal proportions and then random sampling is used

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27
Q

Sample

A

A group of participants that reflects the target population

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28
Q

Ethics

A

Ethics are the moral principles which given the conducting of an activity. Committees govern this by approving proposals. The bps have guidance on ethical research.

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29
Q

Code of ethics

A

Integrity, competence, respect and responsibility

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30
Q

Respect

A

Psychologist value respecting the participants such as their privacy and dignity.

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31
Q

Responsibility

A

Psychologist have a responsibility of the participants, public and workers. Such as protecting them from harm and abuse.

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32
Q

Competence

A

Psychologist value only doing work which is within their knowledge and skills/experience to make it high standard.

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33
Q

Integrity

A

Psychologists value honesty and fairness for everyone involved and in all areas.

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34
Q

Ethical issues

A

Ethical issues are the issues that can arise in research which breach the individuals rights. Therefore psychologist have to follow the BPS to prevent ethical issues.

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35
Q

The types of ethical issues

A

Informed consent, debrief, confidentiality, deception, right to withdraw, protection from harm

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36
Q

Informed consent

A

Informed consent is when the individuals get informed on what they will be doing so they can give informed consent.

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37
Q

Deception

A

Deception is when the individuals do not fully know the aim of the experiment

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38
Q

Confidentiality

A

Confidentiality is when the participants privacy is respected and they are kept anonymous

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39
Q

Right to withdraw

A

Is when participants understand they can withdraw at any time and take their information with them

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40
Q

Protection from harm

A

Is when the participants physical and psychological health is protected

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41
Q

Debrief

A

This covers what the full aim was, and allows any questions to be asked

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42
Q

Validity

A

Made up of internal and external

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43
Q

Internal validity

A

is the extent to which it measured what it claims to measure, and that the results are due to the manipulation and not other variables.

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44
Q

External validity

A

is the extent to which the results can be generalised to setting such as ecological, historical and population validity.

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45
Q

Reliability

A

Reliability is the extent to which the test is consistent and if the same results are received on different occasions.

46
Q

Replication

A

Repeating the test in the same settings to assess reliability.

47
Q

Confounding variables

A

Type of extraneous variables that vary just like the IV

48
Q

Extraneous variables

A

Variables that vary. Participant - social desirability, demand characteristics. Investigator - cues. Environmental - time, noise.

49
Q

Ecological validity

A

The extent to which the results can generalise to the real world

50
Q

Pilot test

A

A small version/tester to check the methods, materials, demand characteristics and procedures which increases internal validity.

51
Q

Increasing internal validity

A

Single blind study’s, double, pilot test, same time…, control group, counter balancing

52
Q

Measures of central tendancy

A

Tells us about the middle value: mode, median, mean

53
Q

Measures of dispersion

A

Tells us about how spread out the data is: range and standard deviation

54
Q

Mean

A

Adding up the values then dividing by how many there are

55
Q

Mode

A

The most common value

56
Q

Median

A

Put the values in order and chose the middle value

57
Q

Range

A

Take away the lowest value from the biggest value

58
Q

Standard deviation

A

How spread the numbers are around the mean. The bigger the value the more spread out they are and a greater variability of scores.

59
Q

Graphical representation

A

A graph that shows findings, has a title, x&y.

60
Q

Bar chart

A

Used when there’s an iv and dv. Iv is horizontal, dv is vertical and equally spaced.

61
Q

Levels of measurement

A

Quantitative data can be divided into different level of measurements: nominal, ordinal and interval

62
Q

Nominal data

A

Data is in categories, can only be in one categories, lacks precision, eg long or short hair

63
Q

Ordinal data

A

Data is ordered somehow (rank order), not with equal intervals, lacks precision, eg a scale

64
Q

Internal data

A

Based on scaled, with equal units, precise, only this if words are of the same difficulty

65
Q

Statistical tests

A

Used to see if findings are due to chance or if the results are significant

66
Q

Significance and probability

A

Psychologists use significance level of 0.05 and of the p number is less or equal it is significant. This has a 95% accuracy rate.

67
Q

Inferential statistics

A

r - (relationship) strength/correlation co-efficient
p - (probability) it was due to chance
n - (number) of participants

68
Q

Inferential to statistical tests

A

A statistical test decided which hypothesis is rejected/accepted

69
Q

Choosing a test

A
  1. Test of difference or correlation
  2. What is the experimental design
  3. What data was collected
70
Q

Correlational analysis

A

No IV or Dv just covariables which are strong or weak and positive or negative

71
Q

Correlation

A

The relationship between to variables

72
Q

Types of correlation

A

Positive - both variables increase together
Negative - one increases as other decreases
No - no correlation/relationship

73
Q

Correlation graphs

A

A scatter graph which has a x and y axis (either covarable) and where the scores meet are plotted with an x

74
Q

Correlation coefficient

A

This is the relation ship strength and direction of the results due to a statistics test. It gives a number from -1 to +1. - is a negative, + is a positive and this is weak or strong…

75
Q

Self report

A

Where the individual provides information about their feelings. Includes questionnaires and interviews.

76
Q

Questionnaires

A

Questions are written down before hand so the investigator cannot bias the way it is asked

77
Q

Question type

A

Open or closed.

78
Q

Sub set questions

A

Dichotomous, multiple choice, likert scale, rank order

79
Q

Dichotomous questions

A

Are yes or no questions which allows it to be organised into groups

80
Q

Multiple choice questions

A

Individuals get to chose the one or many from a list of options

81
Q

Likert scale

A

The individuals respond to a statement on a scale.

82
Q

Rank order questions

A

Rank presences in order, to understand weight of each option

83
Q

Questions to avoid

A

Double negatives, emotive language, technical language, clustered answers, ambiguity

84
Q

Piloting

A

At least one try is the questionnaires to arise any questions/misinterpretations and for feedback

85
Q

Good features in a questionnaire

A

Non clustering, wording backwards (likert scale), supported by tests of validity

86
Q

Interview types

A

Structured interview, semi structured, unstructured and groups

87
Q

Structured interview

A

Participants are asked questions in the same way and order, not elaborating or prompting

88
Q

Semi structured interview

A

Participants are allowed to elaborate through follow up questions to understand participants

89
Q

Unstructured interview

A

They use open ended questions as the main point is understanding individuals perspectives

90
Q

Observational research

A

Watching and recording behaviour in person, through a recording, one way mirror or checklist

91
Q

Controlled and Naturalistic

A

Controlled is when it is in a lab to control variables, naturalistic is when it is in a natural environment

92
Q

Overt and Covert

A

Covert: unaware they are in a study
Overt: aware

93
Q

Participant and non-participant

A

Participant: observer becomes part of group
Non-participant: observer remains separate

94
Q

Behavioural categories

A

They record using categories which are defined and observable. Either event sampling, record how many times a behaviour occurs or time sampling, record it in a time frame.

95
Q

Pilot study (observations)

A

To make sure equipment is right and that they can hear/see participants as well as making sure coding is right.

96
Q

Assessing reliability (observations)

A

Pilot test, conduct two times

97
Q

Improving reliability (observations)

A

2 observers, operationalised categories, communicate, record data

98
Q

Case study

A

Detailed investigation of an individual, group or event for a long period of time. Information is from individual and people close to the individual. Those studied are unique.

99
Q

Methods used in case studies

A

Observations, interviews and questionnaires. May also use experimental and psychological testing for more information. This therefore can produce both qualitative and quantitative information.

100
Q

Case studies examples

A

Phineas Gage, Anna O, Little Albert and Kitty Genovese

101
Q

Group interview

A

Meaning, beliefs and group norms are collected through a group. This challenges beliefs and add to them. Usually 8-10 and from an hour to 2 and half.

102
Q

Content analysis

A

A statistical process which categorises events/behaviours. It is a type of observation which studies indirectly via their communications. This uses qualitative research and converts this to quantitative to statistically analyse this.

103
Q

Content analysis procedure

A
  1. Choose sample
  2. Thoroughly understand the data
  3. Decide on the unit of analysis/what needs to be counted
  4. Sort coding manual and schedule
  5. Go through the data repeatedly
  6. Do the coding schedule using the manual
  7. Assess reliability through repeating the analysis and getting someone to do it at a separate time
104
Q

Thematic Analysus

A

By Braun and Clarke (2006) which is a way to analyse qualitative data and put it into themes.
This can be done either bottom up (data driven) or top down (theory driven)

105
Q

Thematic analysis process

A
  1. Read and analyse the data to make sense of it, really engage.
  2. Generate initial codes - those related to the question.
    - can be selective coding (that is interested in) or complete coding (anything that relates to the research).
    - can be data driven (mirror what p’s said) or researcher driven (based on the framework).
    - put this in a table.
  3. Searching for themes - patterns of codes which shows the most important features (meaningful over quantity). Themes have to be actively identified, they don’t just merge.
  4. Review themes - check it’s really meaningful to research question
  5. Name the themes - describe and name.
  6. Write the report - with evidence of themes from this
106
Q

Transcribing data (thematic analysis)

A

• transcript - the interpretation between audio and transcriber.
Notation system - clear translation of spoken language into written

107
Q

Good quality transcription

A

• all verbal utterances
No changes
Who is speaking
What is said
Anonymous

108
Q

Reliability - qualitative vs quantitative

A

In quantitative it is a important to make genrliable laws to minimise effect of researcher
However in quantitative data is derived from the interaction and this considers skills/Experience.
Therefore it is trust not reliability

109
Q

Validity quantitative vs qualitative

A

Qualitative says it’s not meaningful to generalise as the data comes from context, however some say it is valid just not as much as quantitative.
Quantitative says no point if it has no relevance to other studies.
Therefore transferability is better than validity
- this is the extent to which research can be transferred to people, settings and times.
- therefore settings, people and times need to be described in detail to see if the results can be transferred

110
Q

Member validation

A

Checking analysis with p’s so they can comment on trustworthiness/reliability to make sure not being misrepresented.

111
Q

Triangulation

A

2 or more methods of data collection to get closer to the truth instead of assuming. As this allowed a fuller story and multiple voices.

112
Q

Reflexivity and types of reflexivity, and how to be reflexive

A

Critical reflection of the research process and practice, which is a role of the researcher and part of quality control.
1. Functional - critically considering how the research process and tools might have affected the research.
2. Personal - making the researcher visible in the process (unlike quantitative) as who we are may impact research as people can make assumptions, or we can make assumptions.

• have a rea search journal for feelings, thoughts, and reflections of the process.

Research methods (1 decks)

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