Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Research Methods Semester 2 2018 > Descriptive Methods, Qualitative Methods & Sampling > Flashcards

Descriptive Methods, Qualitative Methods & Sampling Flashcards

1
Q

Hey Sam

A

Just here to remind you that you are incredibly amazing, I love you heaps and you make me very happy. You’re a truly good person and it’s impossible not to smile when you’re around

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Non-experimental design

A

These methods allow you to describe a situation but don’t allow predictions or establish cause-and-effect.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Observational method

A

The basic form is observing human or animal behaviour. Not used often in psychology because we usually want to do more than ‘describe’ but it is a useful starting point. Also, some behaviours can’t be studied experimentally such as illegal behaviours.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

The two types of observational studies

A
  1. Naturalistic / Field

2. Laboratory / Systematic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Naturalistic Observation

A

Good for observing “natural” or true behaviours. Such as eavesdropping. Observe people/animals in their natural habitat which increases ecological validity (the extent to which research can be generalised to real-life situations.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

The options of Naturalistic Observation

A
  • Undisguised observation: Participants aware they’re being watched
  • Disguised observation: Ps unaware they’re being watched
  • Participant observation: Researcher does participate in situation
  • Nonparticipant observation: Researcher doesn’t participate in situation in which Ps are involved
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Laboratory Observation

A

Good for observing behaviour in a “contrived” setting such as the Strange Situation Test. It focuses on fewer behaviours, the participants often know they will be observed but there are exceptions such as the Strange Situation. Experimenters can be participant or nonparticipant, disguised or undisguised. For example the Strange Situation Test is undisguised for mothers, but disguised for children, nonparticipant observation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Potential problems of Laboratory observation

A

Undisguised observations may have a reactivity problem where they may simply react to being in a lab setting.

There are expectancy effects (is the researcher just paying attention to behaviours that support hypotheses).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Advantages of laboratory observation

A

Reduces time needed to conduct the study

Reduces cost

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What are the means of data collection in observational studies

A

Narrative records

Checklists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Narrative records

A

Can be hand-written notes or video-tape (& notes taken later). Purpose is to capture everything a participant said or did during specified time period. Can be subjective (e.g., expectancy effects). Data must be coded in order to be analysed (time-consuming). Should be coded by more than one person (inter-rater reliability).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Checklists

A

A tally sheet where the researcher records P’s attributes or whether behaviours were observed. There are static attributes which do not change and action attributes that change based on the participants behaviour. Researchers must be clear on operational definitions of behaviours they plan to observe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Qualitative Methods

A

Social research uses observations / unstructured interviews in natural settings. Qualitative data is analysed / interpreted without statistics. Qualitative researchers are interested in the subjective experiences of people. Quantitative researchers begin with an aim / hypothesis and then make observations. Qualitative researchers make observations and, in the course of doing so, may develop hypotheses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Characteristics of Qualitative researchers

A

Expect unknowns

Flexible skill set

Resourceful

Natural environments

Interested in quality measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Characteristics of quantitative researchers

A

Maintain detachment

Value experimental controls and hypothesis testing

Interested in quantity measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

“4 R’s criteria” for assessing quality, validity and value of qualitative research:

A

Rigour
Relevance
Resonance
Reflexivity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Rigour

A

Has the research been carried out competently?

Are the interpretations suitably justified and plausible?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Relevance

A

What contribution does the research make to the existing body of knowledge?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Resonance

A

Do the findings of their search ‘speak’ to the reader?

Does it resonate with many people’s experiences?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Reflexivity

A

Adopting an attitude of self-awareness & active reflection throughout the project > How do you influence the process?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Case Study Method

A

Comprises an “in-depth” study of one or a few individuals, groups, social settings or events. Provides foundation for future studies (i.e., hypothesis generating). Provides a method to study rare phenomena (e.g., split-brain patients).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Problems with the case study method

A

External validity: Individuals observed may be atypical (i.e., unrepresentative of population). Generalisations to population could be erroneous

Expectancy effects: Biased interpretation of observations or data collection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Archival method

A

Describing data that already exists. E.g. using case reports from welfare agencies to understand family violence. Many sources can be used such as the ABS.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Benefits of archival method

A

Low cost

No need to recruit/observe participants

Minimises reactivity

Less time consuming (because data already exist)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Problems of archival method

A

Low control

Hard to assess whether data are reliable/valid

Does archive provide ALL data that was collected?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Interviews

A

Typically involves asking questions in a face-to-face manner. They can be conducted anywhere.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

3 types of interviews

A

Standardised

Semi-standardised

Unstructured

28
Q

Standardised interview

A

Formal structure
Qs asked in specific order
Qs are read as they’re written
No explanation provided

29
Q

Semi-standardised interview

A

Some structure but wording of Qs is flexible.
Language can be modified to accommodate person.
Interviewer can provide further explanation.
Interviewer can add/delete Qs.

30
Q

Unstructured interview

A

No set order and no specific wording. Qs are spontaneous and free-flowing

31
Q

Pros of interviews

A

Can record non-verbal communication

Encourage responding

32
Q

Cons of interviews

A

Time consuming

Expensive

Interviewer bias (tendency for person asking the questions to bias the participant’s responses)

33
Q

Action research

A

Research conducted by a group to identify a problem (phase 1), attempt to resolve it (phase 2) and assess whether the resolution was successful (phase 3).

34
Q

Surveys

A

A set of self-report items that is completed by respondents at their own pace, often without supervision. Questions should be clear, precise and use simple language. They can be open ended, closed-ended, partially open or rating scale questions.

35
Q

Pros of surveys

A

Honesty due to perceived anonymity

Interviewing skill not relevant

36
Q

Cons of surveys

A

Questions can be emotionally laden or loaded. Leading questions can influence answers. Double-barrelled questions can be misleading (asking multiple things in one question). There cann be a response bias (such as agreeing o disagreeing with everything)

37
Q

Methods of undertaking surveys

A

Email surveys cam eliminate interviewer bias however it can lead to a low response rate.

Telephone surveys are more time consuming and costly but questions can be clarified.

Personal interviews can also be conducted however these have quite a lot of interviewer bias.

38
Q

Descriptive methods

A

Observational methods (naturalistic and laboratory)

39
Q

Qualitative methods list

A

Case studies

Archival methods

Interviews

Action research

Surveys

40
Q

Population

A

The entire group of people about whom a researcher wants to learn.

41
Q

Census

A

A survey of the entire population. Sampling the population is often impractical/impossible.

42
Q

Sampling

A

Sampling the population is often impractical/impossible. We select a sample of individuals (or objects) from the target population and inferences are made about the population based on this sample

43
Q

Sample

A

The group of people who actually participate in a research project

44
Q

Statistical Inference

A

The process by which we derive generalisations about populations on the basis of sample data. Our goal is to generalise findings from a sample to the population. For these conclusions to be reliable and valid, it is important that our sample closely represents the population.

45
Q

Representative sample

A

A sample that is approximately the same as the population in every respect.

46
Q

Probability Sampling

A

Sampling procedures used to ensure that each person in a population has a known chance of being selected to be part of the sample.

47
Q

Non-probability Sampling

A

Methods in which the odds of selecting a particular individual are not known.

48
Q

Types of probability sampling

A

Simple random sampling

Systematic random sampling

Stratified sampling

Cluster Sampling

49
Q

Simple random sampling

A

Every person in the population has an equal chance of being included in the sample. A sampling frame can be used (a list indicating an entire population). Random selection can also be used such as random number tables, computer programs and the internet.

50
Q

Systematic random sampling

A

Involves selecting every nth person from a sampling frame

51
Q

Stratified sampling

A

Involves dividing a sample into subgroups (or strata) and then selecting samples from each of these groups. There are two methods, proportionate and disproportionate.

52
Q

Strata

A

Population subgroups used in stratified sampling. Such as men and women in Fed Uni Psych

53
Q

Proportionate stratified sampling

A

Is stratified sampling where the sample size proportions for each subgroup correspond to each subgroup’s proportion in the population.

54
Q

Disproportionate stratified sampling

A

Is stratified sampling where the sample size proportions for each subgroup do not correspond to each subgroup’s proportion in the population

55
Q

Oversampling

A

A procedure used in stratified sampling in which a greater proportion of individuals are sampled from some strata than from others.

56
Q

Cluster sampling

A

A probability sampling technique in which a population is divided into groups (clusters) for which there are sampling frames and then some of the clusters are chosen to be sampled.

57
Q

Sampling bias

A

Occurs when a sample is not actually representative of the population because the probability with which members of the population have been selected for participation is not known.
If the characteristics of the sample do not approximate that of the population, it is said to be a biased sample e.g., if I only have Caucasian Australian males i`n my sample then it is a biased sample.

58
Q

Non-probability sampling methods drawbacks

A

Not every individual in the population has an equal probability of being selected. Thus, it is not a random process, and is less likely to result in a representative sample

59
Q

Non-probability sampling methods advantages

A

It is not always possible to obtain all the information necessary about a population to employ a probability sampling method. Non-probability sampling methods are much easier to use.

60
Q

Non-probability sampling methods list

A

Convenience samples

Quota sampling

Snowball sampling

61
Q

Convenience samples

A

Non-probability samples containing whatever individuals are readily available, with no attempt to make the sample representative of the population e.g.,1st year Psychology participant pool.

62
Q

Quota sampling

A

Identifies subgroups within the population on certain characteristics, but uses convenience sampling to obtain the participants. i.e., quotas are set for each subgroup. Once quota for subgroup is met, no other individuals from that subgroup will be recruited. For example 45 females from various age groups (e.g., under 25, over 65, and so on),

63
Q

Snowball sampling

A

A non-probabilistic sampling technique in which one or more members of a population are located and used to lead the researchers to other members of the population. e.g., participants might pass on slips of paper with details. Good when looking for an obscure population.

64
Q

Sample Size

A

Small sample sizes = big difference between population’s mean & sample’s mean. e.g., when sample size is 2, average distance between sample mean and pop mean is 5. If you increase sample size, there is likely to be less difference between pop’s mean and sample’s mean. Therefore, the larger the sample, the more accurately it represents the population

65
Q

The rule of thumb in regards to sample size

A

There are practical limitations that can make it difficult to achieve a large sample size so a compromise is needed. Rule of thumb; aim to have a minimum of 25-30 individuals for each group or condition. This depends on other things too like how big treatment effects are, and exactly what sort of statistics you will be using.

Research Methods Semester 2 2018 (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions