Chapter 1

Question 0

Scientific Method steps:

Answer 0

1. Identify research topic
2. Formulate the hypothesis
3. Select research method
4. Collect data
5. Analyse data
6. Draw conclusions
7. Report findings
8. Test conclusion

Question 1

Hypothesis-

Answer 1

A tentative, testable, prediction of the possible relationship between 2 or more events and characteristics.

Question 2

Extraneous variable-

Answer 2

Any variable other than the independent variable that can change the dependent variable and therefore effect the results of the experiment in an unwanted way.

Question 3

Confounding variable-

Answer 3

A variable other than the IV that has a systematic effect on the value of the DV. If a confounding variable exists the research is usually a waste of time and no valid conclusions can be drawn.

Question 4

Population-

Answer 4

The group about which we wish to draw conclusions from.

Question 5

Sample-

Answer 5

The members of the population that have been chosen to take in the research.

Question 6

Random sampling-

Answer 6

every member of the population has an equal has an equal chance of being selected.

Question 7

Random allocation-

Answer 7

A subject selection procedure where all participants who have been selected for an experiment have an equal chance of being in the E-group or C-group.

Question 8

Control group-

Answer 8

The group of research participants which is not exposed to variations in the IV.

Question 9

Experimental Group-

Answer 9

The group of research participants which is exposed to the IV.

Question 10

Validity-

Answer 10

The extent to which an instrument measures what it is supposed to measure.

Question 11

Generalisation-

Answer 11

A judgement about the extent to which the research findings can be applied to the population represented by the sample.

Question 12

Random sampling example-

Answer 12

Tatslotto draw

Question 13

Stratified sampling-

Answer 13

is a process by which the effects of a certain variable can be eliminated as a possible confound in an experiment. This is done by ensuring that this variable is distributed within the sample in the same proportions as it is within the population.

Question 14

Examples of stratified sampling-

Answer 14

if we wanted to draw conclusions about Unit 3 and 4 Psychology students, we should first note that there are 16 000 of these, 12 000 of which are female. This means that if our sample was 50:50 males and females, the sample would not represent the population and our results could not be generalised to the population. In this case stratification by gender would mean that we should take a sample of (say) 160 students – 120 females and 40 males – in order to eliminate the possible confounding effects of gender.

Question 15

Stratified sampling procedures-

Answer 15

• Identifying a property that we believe may interfere with the effects of the IV on the value of the DV.
• Measuring that property for each member of the population.
• Dividing the population into particular strata (groups) based on the value of that variable.
• Deciding on the number of participants required for the experiment.
• Selecting participants in the same proportions as exist in the population to make up the sample (a stratified sample).
• Selecting a random sample from each stratum, in the same proportions as exist in the population (a stratified random sample).

Question 16

The matched participants design enables:

Answer 16

a researcher to identify a variable that is likely confound, and to eliminate the effects of this variable from the experiment. Participants can be ranked in accordance with their scores on this variable and then allocated to the respective groups.

Question 17

Strength of matched participants design-

Answer 17

The variable on which the participants are ‘matched’ will not influence the results because its effects will be the same in the E-group and the C-group.

Question 18

Weakness of matched participants design:

Answer 18

It is very time-consuming (and therefore expensive) to find out the value of this variable for each participant. Also, if one of the pair drops out, the scores for the other must also be eliminated.

Question 19

In repeated measures design:

Answer 19

each participant is part of both the E-group and the C-group. For example, in the research described above, looking at the effects of sleep deprivation on problem-solving ability, all participants would be tested for problem-solving on two occasions (once in a normally rested state and once in a sleep-deprived state) and the results for each participant would be compared.

Question 20

Repeated measures designs strengths:

Answer 20

Using the same participants as the E-group and the C-group means
that confounds caused by ‘participant variables’ will be eliminated. It is also possible to use fewer participants than with other designs.

Question 21

Weakness of repeated measure design:

Answer 21

The repeated measures procedure takes a long time – participants
have to take part in both conditions, so ‘drop-outs’ are likely. The procedure can also suffer from confounding variables known as order effects.

Question 22

The independent groups design-

Answer 22

The independent groups design (also known as between participants design) allocates participants to the E-group or the C-group at random.

Question 23

Strength of independent groups design-

Answer 23

The independent groups procedure can all be done at once and drop-
outs are unlikely.

Question 24

Weakness of independent group design-

Answer 24

The procedure needs a large number of participants to ensure that
the spread of participant variables in the sample will match the spread in the population.

Question 25

Strengths and weekends of observation:

Answer 25

Strength: Highly realistic – especially if the observer is not visible.
Weakness: Lack of ability to control the IV – must wait for naturally occurring variations in behaviour.

Question 26

Strength and weakness of Questionaries:

Answer 26

Strengths: Easy to replicate, easy to score; Likert scales provide a means of quantifying subjective data.
Weakness: May be open to bias if participant is trying to appear in a particular way.

Question 27

Strength and weakness of interview:

Answer 27

Strength: Easy to compare among participants. Easy to replicate.
Weakness: Data may be missed through limited choice in response.

Question 28

Strength and weakness of longitudinal-

Answer 28

Strengths: Less interference from personal characteristics.
In studies of progressive mental health conditions, such as Alzheimer’s disease, longitudinal studies are the only means of investigating how the condition progresses.
Weakness: Time-consuming; participant ‘drop-out’ likely.

Question 29

Strength and weakness of cross-sectional-

Answer 29

Strengths: All data are collected at once and are readily available. Cheaper and less time-consuming than longitudinal studies. Less chance of participants ‘dropping out’ of the study.
Weakness: Large numbers of participants needed.

Question 30

reliability-

Answer 30

meaning how consistent a measuring instrument is.

Question 31

Variance-

Answer 31

Variance is a more useful measure than range because it uses
information from each score in the dataset and gives us a measure of how much, on average, the scores differ from the mean.

Question 32

Standard deviation:

Answer 32

The standard deviation is a very useful measure that tells us how far, on average, scores are different from the mean. This is done by taking the square root of the mean variance.

Question 33

Statistically significant:

Answer 33

a result is called statistically significant when the likelihood of a finding occurring by chance is less than 5 in 100 (probability less than 5%; p

Question 34

The role of the experimenter:

Answer 34

The researcher must always act in a professional manner, making sure that the best interests of the participants, and of society in general, are met.

Question 35

Participants’ rights (respect for participants):

Answer 35

Researchers must always maintain respect for the participants. Participants’ rights include those listed below.

Question 36

Confidentiality (privacy):

Answer 36

Participants must not be identified in any way in terms of test results, their involvement in the study or any other confidential data. Data needs to be stored and disposed of using secure procedures.The means by which confidentiality is to be established and maintained should be described to the participants at the beginning of the study.

Question 37

Voluntary participation:

Answer 37

Participants have the right to refuse to take part in a study.There must not be any pressure to take part in a study, nor should the participants be tricked into taking part by deception.

Question 38

Withdrawal rights:

Answer 38

Participants have the right to leave a study at any stage, regardless of the possible effects on the results.They also have the right to withdraw their results after the study has been completed.This must be explained to the participants before beginning the study.

Question 39

Informed consent:

Answer 39

Participants must be given information about a study before they agree to take part. For participants who are either too young or too intellectually disabled to give their consent, their guardian must be given the information before giving consent on their behalf.

Question 40

Deception in research:

Answer 40

This is only permitted if the results would be confounded if the participants had much information before taking part in the study. The researcher must ensure that participants do not unexpectedly suffer distress; the study must be stopped immediately if this occurs. Participants must be debriefed when the study is complete

Question 41

Debriefing:

Answer 41

Debriefing occurs after completion of the study and participants are told the results and conclusions of the study. Any erroneous beliefs about the study are corrected, especially if there was any deception involved. Participants are informed of the availability of, and how to obtain, counselling if they feel they need it.

Question 42

Research with animals:

Answer 42

Although animals are used in research today, the guidelines protecting them are much more strict than they were in the 1950’s and 60’s). Animals must be protected, pain must be minimised and the animals must be well cared for.

Question 43

Reliability-

Answer 43

The extent to which a measure could be expected to produce the same result with the same subject under the same conditions on other occasions.

Question 44

parallel form reliability:

Answer 44

used to assess the consistency of the results of two tests constructed in the same way from the same content domain.

Question 45

test–retest reliability:

Answer 45

the extent to which a test produces the same result if retested to the same person under the same conditions at a different time.