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PSYA01 > chapter 2: methods > Flashcards

chapter 2: methods Flashcards

1
Q

the belief that reason and logical argument is to how we acquire knowledge instead of experience

A

rationalism

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2
Q

what we think is true about behaviour is often different from how we actually behave

A

flaw in rationalism

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3
Q

rational explanations to describe and predict future behaviour

A

scientific theories

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4
Q

a six steps, logical approach to methodologically answer questions

A

scientific method

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5
Q

the six steps of scientific method

A

identify the problem, gather information, generate a hypothesis, design and conduct experiments, analyze data and formulate conclusion, restart the process

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6
Q

any means to capture, report, record, or describe a group, interested in identifying “what is” not necessarily understanding “why it is”

A

descriptive methods

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7
Q

the four methods of descriptive methods

A

naturalistic observation, participant observation, case studies, surveys

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8
Q

happens in a natural environment without any attempt to manipulate or control the conditions of the observation

A

naturalistic observation

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9
Q

researchers manipulate and control the conditions of the behaviour under observation

A

field experiments

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10
Q

pros and cons of naturalistic observation

A

pros: generate new ideas about an observed phenomenon
cons: lack of control over the environment with factors that may influence the data, difficult to replicate

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11
Q

where two or more observers agree with each other about the observations

A

interrater reliability

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12
Q

the extent to which research findings in the lab can be generalized to the real world

A

ecological validity

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13
Q

reactivity also known as Hawthorne effect, the novelty of being observed leads humans to perform better

A

reactivity

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14
Q

researcher becomes part of the group under investigation to gain access to a group

A

participant observation

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15
Q

pros and cons of participant observation

A

pros: provide enriching experience and greater access, opens up to new perspectives not would not be obtainable from naturalistic observation
cons: could increase reactivity and change behaviour, observer may become biased and too involved, they can influence participants’ behaviour, low degree of reliability

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16
Q

the consistency or repeatability of research findings

A

reliability

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17
Q

became a part of a psychiatric ward with either other researchers to observe the diagnostic techniques in the early 1970s, which demonstrated that physicians at the time could not reliably tell the difference between sane and insane people

A

David Rosenhan

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18
Q

in-depth analysis of a unique phenomenon or individual

A

case studies

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19
Q

“H.M.”, the most studied person in the history of psychology, study the role of the hippocampus in the formation of memory which led to the identification of different types of memories (episodic, semantic, procedural memories)

A

Henry Molaison

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20
Q

plays a role in behaviour and memory

A

entorhinal cortex

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21
Q

efficient way to quickly collect information and understanding of the current state of people’s opinions, perspectives, and experiences with a variety of waysp

A

surveys

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22
Q

all members of a group

A

population

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23
Q

a portion of a population

A

sample

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24
Q

sampling error a sample that deviates from a true representation of the population

A

sampling error

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25
Q

the tendency for people to answer a certain way that they feel are expected to answer

A

response bias

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26
Q

the tendency for people to agree with most or all items on a survey regardless of their actual opinion

A

acquiescent response bias

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27
Q

people respond in specific way that they think would be acceptable by others

A

socially desirable bias

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28
Q

“better-than-average effect”, the tendency for describe our own behaviour as better than average

A

illusory superiority

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29
Q

the influence of language or wording on people’s choices in a survey

A

wording effects

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30
Q

revolutionized the understanding of people’s sexual attitudes and behaviour from the data collected from survey

A

Alfred Kinsey

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31
Q

small few who are willing to take the survey are likely overrepresented in the survey

A

volunteer bias

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32
Q

how a research decides to measure a variable (the standard in an experiment)

A

operational definition

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33
Q

a set of principles of behaviours that psychologists follow in research

A

research ethics

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34
Q

a set of general principles that outline how people should be educated, treated, and respected in studies

A

ethics

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35
Q

which institution developed the five ethical principles

A

the American Psychological Association (APA)

36
Q

research should strive to do good and avoid harm (benefits of the research vs the costs that participants may experience)

A

beneficence and non-maleficence

37
Q

the ethical principle of developing trusting relationships between researchers and participants

A

fidelity

38
Q

researchers must be honest and reliable with participants, they have a responsibility to hold the high standards of conduct and protect participants

A

fidelity and responsibility

39
Q

psychologists should engage in accurate, non-biased practices in the science, teaching, and practice of psychology

A

integrity

40
Q

fabricating or manipulating research data

A

falsification

41
Q

strive to establish equality, participants should also be the same people who benefit from the outcomes

A

justice

42
Q

an attribute that is essential in participant to answer the research question

A

inclusion criterion

43
Q

attributes that would prevent participation because they can’t address the question

A

exclusion criterion

44
Q

a set of characteristics shared by all participant that ensure they will meaningfully help to address the research question

A

eligibility criteria

45
Q

researches should take measures to respect and protect participants’ rights, privacy, and welfare, and communicate openly and honestly about all details

A

respect for people’s rights and dignity

46
Q

Institutional Review Board (IRB)

A

a committee of independent people who review and assess if the research project will be consistent with the general ethical principles

47
Q

participants learn and understand about the purpose and potential risk of participating

A

consent

48
Q

any group of individuals who are not able to give free and informed consent to participate

A

vulnerable populations

49
Q

any instance when a potential participant has the inability to provide informed consent (child or mentally disabled)

A

decisional impairment

50
Q

instances when the freedom of choice to participate is compromised as a result of undue influence from another source (feel forced our of fear or expectation of benefits)

A

situational vulnerability

51
Q

affirmative person to take part in the study, given along with consent

A

assent

52
Q

withholding information about the purpose and procedure of the study during the informed consent process

A

deception

53
Q

another researcher who is acting like a participant

A

confederate

54
Q

denoted as “r”, a measure that captures the direction and strength of a relationship between variables, does not prove cause and effect

A

correlation

55
Q

provides a visual representation of relationships between variable, strong relationship = points cluster tightly together in a linear manner

A

scatterplot

56
Q

variables change in the same direction, one increases the other increases as well

A

positively correlated

57
Q

an increase in one variable leads to a decrease in the other

A

negatively correlated

58
Q

indicates that there is no apparent relationship between variables

A

zero correlation

59
Q

a straight line on a scatterplot showing the general relationship of the data

A

line of best fit

60
Q

numerical representation of the strength of the relationship between variables, from -1 to +1, the closer the number is to either negative or positive 1, the stronger the correlation

A

correlation coefficient

61
Q

another variable that may influence the outcome, which randomness in the study can eliminate

A

confounding variable

62
Q

the notion that one variable directly affects another

A

causality

63
Q

educated prediction about the outcome of an experiment

A

hypothesis

64
Q

a good hypothesis should be

A

as simple as possible, specific, testable, and be falsifiable

65
Q

the variable experimenter will manipulate and must contain at least two levels

A

independent variable (IV)

66
Q

the variable the experimenters measure, the outcome

A

dependent variable (DV)

67
Q

the confounding variable that are not the focus of the study but may influence the outcome if not controlled

A

extraneous variable

68
Q

a type of sampling where individuals in a population has an equal chance of participating

A

simple random sample

69
Q

a more careful approach to random sampling and particularly useful when there are two or more identifiable subgroups in the population (divided population into subgroups then randomly take samples in subgroups)

A

stratified random sample

70
Q

not all individuals are equally likely to participate

A

non-random sample

71
Q

a group of individuals that are selected because of a pre-existing condition or easy access to participation

A

convenience group

72
Q

the group that receives treatment of interest

A

experimental group

73
Q

receives placebo to compare results with the experimental group

A

control group

74
Q

when there are no other explanations for the relationship between an independent and dependent variable (no extraneous variables), it should be able to repeated and the results would be the same

A

internal validity

75
Q

whether the results from a study can be applied beyond the scope of the original study

A

external validity

76
Q

external validity of how the results can be applied to other settings, people, or time periods

A

generalization

77
Q

serves to establish internal and external validity

A

replication

78
Q

“quantitative” statistical information that describes a dataset (measures of central tendency such as mean, median, and mode, and standard deviation)

A

descriptive statistics

79
Q

tests and analyses that allow us to draw conclusions from our data, whether there is a measurable difference between two groups

A

inferential statistics

80
Q

a single point to describe the centre of data

A

measure of central tendency

81
Q

the average score, the most commonly used form of central tendency

A

mean

82
Q

the middle number in a data set

A

median

83
Q

the most frequently occurring number in a data set

A

mode

84
Q

the most commonly used measure of variability
the average of the squared deviation score is variance, the square root of variance is standard deviation

A

standard deviation (SD)

85
Q

probability of an event is less than 5%, the finding is real, reliable, and not due to chance.

A

statistically significant

86
Q

bell-shaped curve, symmetrical, with a single central peak in the middle and the spread of data (SD) gets smaller and smaller as we move away from the mean

A

normal distribution

87
Q

determined that around 1.64 standard deviations away from the mean represents the most extreme 5% of the population on one side of the distribution

A

Ronald Fisher

PSYA01 (8 decks)

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