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A Level Psychology > Exta Bits (experiments) > Flashcards

Exta Bits (experiments) Flashcards

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1
Q

What are the three measures of central tendency?

A

Mean
Median
Mode

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2
Q

What are the three measures of dispersion?

A

Range
Variance
Standard deviation

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3
Q

How d you calculate variance?

A

Mean score per condition in experiment
Subtract the mean score for each individual score
Square each difference value
Add all the d2 values together
Calculate the man of the d2 scores by adding together and dividing by n-1

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4
Q

How do you calculate standard deviation?

A

Mean score per condition in experiment
Subtract the mean score for each individual score
Square each difference value
Add all the d2 values together
Calculate the man of the d2 scores by adding together and dividing by n-1
Square root answer

Square root variance

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5
Q

What type of data is represented on a histogram?

A

Continuous
Emphasises category width and frequency

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6
Q

What inferential statistical test should you use with NOMINAL LEVEL DATA and INDEPENDENT MEASURES DESIGN?

A

Chi Squared

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7
Q

What inferential statistical test should you use with NOMINAL LEVEL DATA and REPEATED
MEASURES OR MATCHED PARTICIPANT DESIGN?

A

Binomial sign test

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8
Q

What inferential statistical test should you use with ORDINAL LEVEL DATA and INDEPENDENT MEASURES DESIGN?

A

Man Whitney-U

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9
Q

What inferential statistical test should you use with ORDINAL LEVEL DATA and REPEATED MEASURES OR MATCHED PARTICIPANT DESIGN?

A

Wilcoxon Signed Ranks Test

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10
Q

What inferential statistical test should you use with ORDINAL LEVEL DATA and CORRELATION?

A

Spearman’s Rho

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11
Q

What parametric test should you use with INTERVAL/RATIO LEVEL DATA and INDEPENDENT MEASURES DESIGN?

A

Independent t-test

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12
Q

What parametric test should you use with INTERVAL/RATIO LEVEL DATA and REPEATED MEASURES OR MATCHED PARTICIPANT DESIGN?

A

Related t-test

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13
Q

What parametric test should you use with INTERVAL/RATIO LEVEL DATA and CORRELATION EXPERIMENT?

A

Pearson’s Product Moment

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14
Q

What are the three criteria that have to be met before using a parametric inferential statistic?

A

Interval level data
There is a normal distribution of the results
All groups in the research have similar variance

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15
Q

What is the purpose of statistical tests?

A

To tell you whether the alternative hypothesis has been supported

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16
Q

How is the standard level of significance written if it’s not been reached?

A

P>0.05
The probability the results are due to chance factors is greater than 1 in 20
SUPPORTS THE NULL HYPOTHESIS

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17
Q

How is the standard level of significance written is it is reached?

A

p<0.05
The probability the results are due to chance is less than or equal to 1 in 20
SUPPORTS ALTERNATIVE HYPOTHESIS

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18
Q

How is the standard level of significance written if it’s been exceeded?

A

P=<0.01
Probability the results are due to chance is equal to/less than 1 in 100
SUPPORTS ALTERNATIVE HYPOTHESIS

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19
Q

What is a type 1 error?

A

Researcher thinks they have found a significant result when they haven’t (false positive)

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20
Q

What is a type 2 error?

A

When researchers think they have not found a significant result when they have (false negative)

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21
Q

What does it mean when the normal distribution curve is negatively skewed?

A

So,e people have scored much lower than the others

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22
Q

What does it mean when the normal distribution curve is positively skewed?

A

A few people scored much higher than most/others

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23
Q

What does this symbol &laquo_space; mean?

A

Much less than

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24
Q

What does this symbols&raquo_space; mean

A

Much more than

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25
Q

What does this symbol mean ~

A

Approximately

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26
Q

What does reliability refer to?

A

The consistency of the test or measure

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27
Q

What is internal reliability?

A

The consistency of the measuring device (standardised and replicable procedure)

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28
Q

What is external reliability?

A

The consistency of a study’s findings

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29
Q

What is a split-half method?

A

Where the scores from one half of the questions and compared to the scores from the other half of the questions to see if participants scores consistent on both halves

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30
Q

What is the test-retest method?

A

Giving the participants the same test/measure at a different point in time to check whether their two scores are consistent

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31
Q

What is inter-rater reliability?

A

Two or more observers record the behaviour and then their results are compared to check their level of agreement (a high correlation between their scores of 0.8 or more would indicate high inter rater reliability)

32
Q

What is face validity?

A

Whether a test appears to be measuring what it intends to

33
Q

What is concurrent validity?

A

Whether a test or study measure gives the same results as another test or study measuring the same concept

34
Q

What is concurrent validity?

A

Whether a test or study measure gives the same results as another test or study measuring the same concept

35
Q

What is criterion validity?

A

Refers to how much one test or measure predicts the future performance of another test/meausre

36
Q

What is construct validity?

A

Refers to whether the test/study actually measures the concept it sets out to measure (and extraneous variables are controlled for)

37
Q

What is population validity?

A

Refers to the degree to which the sample used in the research is representative if a diverse group of people

38
Q

What is ecological validity?

A

Refers to how accurately a piece of research reflect real life situations

39
Q

What is REPRESENTATIVENESS

A

Refers to the sample in the research - if the sample is diverse and includes people from different ages, genders, occupations, education levels etc. it will be representative of the target population

40
Q

What is GENERALISABILITY?

A

Refers to the results of the research - if the sample used in the research is biased and not very diverse the results can’t be generalised to everyone in the target population

41
Q

What are DEMAND CHARACTERISTICS

A

Occur when participants work out the aim of the research either because it is obvious it as a result of repeated measures design. They may then change their behaviour and act in a way they think they researcher wants them to act

42
Q

What is SOCIAL DESIRABILITY

A

Refers to when participants change their behaviour to present an image of being a good member of society or to fir in to social norms, rather than sowing their true behaviours

43
Q

What is RESEARCHER BIAS

A

Refers to the way the researcher collects and interprets the results of the research. They may interpret behaviour based on their prior expectations and therefore this would lower the findings validity

44
Q

What are RESEARCHER EFFECTS

A

Refers to the way that participants behaviour is influenced by the presence (and their characteristics) of the researcher

45
Q

What are the 4 broad ethical guidelines?

A

Respect
Competence
Responsibility
Integrity

46
Q

What requirements come under the ethical guideline respect

A

Informed consent
Right to withdraw
Confidentiality

47
Q

What requirements come under the ethical guideline responsibility

A

Protection from harm
Debrief

48
Q

What is an abstract?

A

It summarises the research/report

49
Q

What is an introduction?

A

Discuses previous reports/research to link to

50
Q

What does the method include?

A

Design, sample, materials/apparatus, procedure

51
Q

What do the results include?

A

They contain raw data, graphs charts and explanations of what happened

52
Q

What’s involved in the discussion?

A

The findings their implications and limitations

53
Q

What is included in the appendicies?

A

Any relevant material used from the study

54
Q

What must be included in citing an academic reference?

A

Authors (surname followed by initial of first name)
Year if publication of article
Article Title
Journal Title
Volume of journal
Issue number of journal
Page range of article

55
Q

What is meant by peer review?

A

Academic articles need to be read and evaluated by experts in the same field before being published
so that they can ensure that the methodology used is robust (i.e. valid and reliable measures have
been used to collect the results).

56
Q

What are the strengths of peer review?

A

Can be used to check that research will
be useful before it is funded.
 Ensures only the most relevant and
robust research is published.
 It ensures that only valid results are
published so the journals retain their
reputation.

57
Q

What are the weaknesses of peer review?

A

Can take a long time.
 Some reviewers may not pass research
that contradicts their own.
 May not be possible to detect research
that has used false data.

58
Q

What is meant by the study of cause and effect?

A

Where a researcher can show that one variable is actually
causing a change in another variable.

59
Q

What is meant by falsifiability?

A

The ability, in principle, to prove a claim wrong

60
Q

What is meant by objectivity?

A

When a claim is a matter of fact, rather than opinion

61
Q

What is meant by replicability?

A

The ability to repeat a study and therefore test to see if its findings are reliable (the use of controls and standardised procedures make it more replicable)

62
Q

What is INDUCTION

A

Empirical research is carried out and then a theory is developed to make sense of findings

63
Q

What is DEDUCTION

A

A theory is developed and then empirical research is carried out to see if the theory is correct (i.e. supported by evidence)

64
Q

What is hypothesis testing?

A

Based on a psychological theory, a prediction is made about
how participants would be expected to behave, which can be
tested through research (e.g. experiment, observation, etc.)

65
Q

What is manipulation of variables?

A

When an independent variable is changed (manipulated) to
see what effect this has on a dependent variable (how it
affects behaviour)

66
Q

What is standardiseation

A

The test conditions are kept the same for all participants

67
Q

What are quantifiable measurements?

A

The use of numerical data, which can be used to compare
between conditions. This should be observable and objective.

68
Q

What is interval/ratio data?

A

This is the highest level of data. Analysis is
made of the scores achieved by individual
participants. It involves the use of standard
universal scales (e.g. seconds, kilograms,
metres, etc.

69
Q

What is ordinal data?

A

This is the medium level of data. Analysis is
made of individual scores achieved by
participants, but only in relation to each
other (i.e., what is analysed is their rank
position within a group

70
Q

What is nominal data?

A

This is the lowest level of data. It is a
‘headcount’ of the number of participants
who do one thing as opposed to another.

71
Q

What are the strengths of nominal data?

A

Quick and easy to obtain because it is just a
headcount
Can be displayed in pie charts (which can
be easily made sense of)

72
Q

What are the weaknesses of nominal data?

A

Can only analyse the mode of data and
cannot calculate the mean or median
Cannot analyse measures of dispersion (such
as range and standard deviation)
Less precise as data is grouped into
categories (we don’t know how individual
participants scored)

73
Q

What are the strengths of ordinal data?

A

Can calculate mean, median and mode as
measures of central tendency (so more
detailed)
Can also calculate measures of dispersion
Can calculate individual scores of
participants and see how they differ

74
Q

What are the weaknesses of ordinal data?

A

Ordinal data can be subjective (as people
may interpret rating scales differently)
Although we can work out the rank order of
participants, we don’t always know the exact
difference between individual scores
Worse than nominal because:
More time consuming and complex to
analyse

75
Q

What are the strengths of interval?

A

Can calculate mean, median and mode as
measures of central tendency
Can also calculate measures of dispersion
Can calculate individual scores of
participants and see how they differ
Better than ordinal because:
Scores can be compared directly as precise
values are recorded (i.e. you can see the
actual difference between scores rather
than just the rank position)
The scores are more consistent as the
same universal scale is used (e.g. a cm is
always measured in the same way)

76
Q

What are the weaknesses of interval data.

A

Can only be used with concepts that are
measurable through universal scales (can’t
be used with attitudes, opinions, etc.)
Worse than nominal because:
More time consuming and complex to
analyse

A Level Psychology (21 decks)

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