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Cognitive Research Methods Flashcards

1
Q

What are the 4 ethical principles?

A

Respect
Responsibility
Integrity
Competence

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2
Q

What are the main five ethical guidelines?

A

Deception
Debrief
Right to withdraw
Informed consent
Competence

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3
Q

Give the situations where there is likely to be risk within research

A

Vulnerable participants
Sensitive topics
Deception
Records
Sensitive data
Harm
Experiences
Labelling
Biological samples

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4
Q

Define aim

A

A general statement about the purpose of an investigation

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5
Q

Define hypothesis

A

A precise, testable statement about the expected outcome of the experiment

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6
Q

Name the 2 types of hypotheses

A

Research
Null

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7
Q

Define a research hypothesis

A

They state results are not due to chance and are significant in supporting the idea being investigated

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8
Q

Define a null hypothesis

A

They state results are a fluke and are due to chance factors

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9
Q

Name the 2 types of research hypotheses

A

Directional (one tailed)
Non directional (two tailed)

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10
Q

Define operationalising a variable

A

The process of devising a clear way of measuring something so that another person knows exactly what you have done

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11
Q

Define experimental control

A

The change in the IV alone causes change in the DV and not any other variables

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12
Q

Define standardisation

A

Making an experiment the same experience for all participants

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13
Q

What is the purpose of a single blind trial?

A

To control for demand characteristics

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14
Q

What is the purpose of a double blind trial?

A

To control for experimentar effects and demand characteristics

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15
Q

Define objectivity

A

Impartial and judgement free (opposite of subjectivity)

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16
Q

Why is objectivity important?

A

So that the opinions of the researcher do not affect how the DV is recorded

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17
Q

Define reliability

A

The consistency of findings from research

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18
Q

Define validity

A

Whether the study is measuring the behaviour or construct it intends to measure

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19
Q

Define internal validity

A

How well the procedure of a study establishes a casual relationship between the manipulated IV and the measured DV

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20
Q

Give the 2 types of internal validity

A

Predictive validity
Construct validity

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21
Q

Define predictive validity

A

The extend to which the results from a study can predict future behaviour

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22
Q

Define construct validity

A

The extent to which the test measures what it claims to measure

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23
Q

Define external validity

A

How well research findings can be generalised beyond the study itself

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24
Q

Give the two types of external validity

A

Ecological
Population

25
Define ecological validity
The extent to which the findings explain the behaviour in different situations
26
Define population validity
The extent to which the findings can be applied to other people
27
Define a lab experiment
An experiment conducted in a controlled environment
28
Define a field experiment
An experiment that takes place in the setting where the behaviour would naturally occur
29
Give the strengths of lab experiments
Easier to replicate (standardised procedure has been used) Allow for precise control of independent variables (allows cause and effect relationship to be established)
30
Give the weaknesses of lab experiments
Demand characteristics or experimenter effects may bias results and become confounding variables Artificial setting would produce unnatural behaviour - not possible to generalise findings to real life setting
31
Give the strengths of field experiments
Behaviour would reflect real life (higher ecological validity) Less likelihood of demand characteristics (study is covert)
32
Give the weaknesses of field experiments
Less control over extraneous behaivours (difficult to replicate)
33
Define the repeated measures design
Where all participants take part in all conditions in the experiment (helps to resolve individual differences) Participants results in one condition can be compared to the same participants results in a different condition
34
Define individual differences
Natural variation in human characteristics
35
Define the independent groups design
When the participants are divided into groups and and are only involved in one of the conditions of the experiment.
36
Define the matched pairs design
When the participants are paired according the what the researcher thinks are important factors
37
Name the 2 experimental variables
Extraneous variables Confounding variables
38
Define extraneous variables
A variable that may have affected the DV that isn’t the IV
39
Define confounding variables
A variable that findings if the study directly so much that you are no longer measuring what was intended
40
Give the two types of extraneous and confounding variables
Situational Participant
41
Define situational variables
Environmental factors
42
Define participant variables
When participants may bring different characteristics to an experiment than could have an effect on the DV
43
Define order effects
When the performance of the participants in one condition is influenced by the previous condition (eg practice and fatigue)
44
Give the 2 methods of minimising order effects
Counterbalancing Randomisation
45
Define counterbalancing
When the researcher alternates the conditions for each participant
46
Define randomisation
When the order in which the participants do the conditions is randomised
47
What is ‘The Hawthorne effect’?
When individuals change their behaviour as a result of attention they are receiving from researchers (caused by experimenter effects)
48
What is random sampling?
Where every member of the target population has the same chance of appearing in the sample
49
Give the strengths of random sampling
No bias (no one is systematically excluded) - likely to represent target population It is clear how the sample was chosen (results and conclusions are more widely recognised and added to body of psychological knowledge)
50
Give the weaknesses of random sampling
Difficult to ensure that everyone in the sampling frame is available (and Data Protection Act 1998 means it is hard to include everyone’s names) May still be bias
51
What is stratified sampling?
Where it is calculated how many participants are needed within each group
52
Give the strengths of stratified sampling
Each group is bound to be represented Limits the numbers needed to obtain representation from each group
53
Give the weaknesses of stratified sampling
It’s difficult to know how many of each group choose in order to make sure that the findings are generalisable
54
What is opportunity sampling?
Taking whoever is available to take part
55
Give the strengths of opportunity sampling
More ethical Quick and efficient
56
Give the weaknesses of opportunity sampling
More change of bias Rules out anyone unavailable or unwilling
57
Give the strengths of volunteer sampling
More ethical Volunteers are interested so less likely to give biased information or go against researchers instructions
58
Give the weaknesses of volunteer sampling
Can take long time to get sufficient numbers Volunteers may be similar in some ways due to how they saw the advertisemeng
59
Define bias
Distorted in some way so we don’t get a clear reflection of the behaviour or attitude being studied

Psychology (7 decks)

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