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Psychology - Research Methods > Extension > Flashcards

Extension Flashcards

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1
Q

5 Sampling Methods

A 
Volunteer
Stratified
Random
Systematic 
Opportunity
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2
Q

Define Time Sampling

A

Recording behaviour is a given time frame. For example, noting what a target individual is doing every 30 seconds. During that time, the observer might tick from one or more categories.

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3
Q

Define Event Sampling

A

Counting the number of times a certain behaviour (event) occurs from a target individual within a given time frame. For example, counting how many times a person smiles in a 10 minute period.

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4
Q

Strength of Time Sampling

A

Less time consuming for researcher.

Gather results from all participants

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5
Q

Weakness of Time Sampling

A

Miss behaviour not in the time frame

More general

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6
Q

Strengths of Event Sampling

A

Allows more focus on one detail

More rich data

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7
Q

Weakness of Event Sampling

A

Misses other behavior

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8
Q

Define Validity

A

Accuracy

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9
Q

Types of Validity

A

Internal Validity

External Validity

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10
Q

Define Internal Validity

A

Whether the researcher is meaning what they intend to measure,or whether there are the factors affecting the DV

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11
Q

Define External Validity

A

How far the findings can be generalised outside of the research setting.

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12
Q

Examples of internal validity

A

Investigator / Experimenter effects = Ques from investigator

Demand Characteristics = Ques in the environment

Social Desirability = Lying for the desire to fit in.

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13
Q

Define Order Effects

A

Changes in participants’ performance due to their repeating the same of similar test more than once

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14
Q

Define Extrusions Variables

A

All variables, which are not the independent variable, but could affect the results (DV) of the experiment.

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15
Q

Define Confounding Variables

A

Variable(s) that have affected the results (DV), apart from the IV. A confounding variable could be an extraneous variable that has not been controlled.

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16
Q

Define Face Validity

A

Whether a measure looks like it is measuring what is meant to measure.

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17
Q

Define Concurrent Validity

A

Whether the current measure is accurate when compared to a previous, validated, measure.

If the data gathered is the same using both measures the concurrent validity of the current measure can be confirmed.

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18
Q

A perfect positive correlation?

A

Will have a correlation coefficient of +1.0

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19
Q

A Perfect negative correlation?

A

Will have a correlation coefficient of -1.0

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20
Q

Strong Correlations

A

+0.65 / -0.65

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21
Q

Carrying Out Content Analysis

A

Step One- Sample the data ( Analyse all data or just select a section)

Step Two - Coding the data (Done by using behavioural categories

Step Three - Representing the data ( Counting the instance in each category = Quantitative / Describing The instance In each category - QUALITATIVE)

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22
Q

Types Of External Validity

A

Population = Can it be generalised to a wider population?

Temporal = Cant generalise to other time periods or to modern day culture

Ecological = How valid can it apply to the real world

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23
Q

Strength of content analysis

A

increase reliability, multiple material and sources of information,can be replicated, Someone else could carry it out.

Real world applicable. Basing it on real life, more ecologically valid, is reflective of the real world, real emotions / views.

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24
Q

Weakness of content analysis

A

Bias view, Interpreter/ observer bias. Subjective to researcher

Culture bias, person coding is culturally different from who provided the material

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25
Q

Alternative Strengths of content analysis

A

Relatively easy to perform
Inexpensive
Does not require interaction with participants
no investigator effect

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26
Q

Thematic Analysis Define

A

Thematic Analysis is used when analyzing qualitative data in order to identify theme. Data can then be organised into themes and conclusions can be made

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27
Q

Steps of Thematic Analysis

A

Step 1: Read every transcript carefully
Step 2: Break the data up into smaller units, code the units.
Step 3: Combine the smaller codes into larger themes
Step 4: Identify the most common themes.

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28
Q

The Features of Science

A 
Empirical Methods
Objectivity
Replicability
Theory Construction
Hypothesis Testing
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29
Q

Define Empirical Methods

A

Refers to data being collected through direct observation or experiment.

o Empirical evidence does not rely on argument or belief.

o Instead, experiments and observations are carried out carefully and reported in detail so that other investigators can repeat and attempt to verify the work.

30
Q

Define Objectivity

A

o Researchers should remain totally value free when studying; they should try to remain totally unbiased in their investigations. I.e. Researchers are not influenced by personal feelings and experiences.

o Objectivity means that all sources of bias are minimized and that personal or subjective ideas are eliminated. The pursuit of science implies that the facts will speak for themselves, even if they turn out to be different from what the investigator hoped.

31
Q

Define Replicability

A

o This refers to whether a particular method and finding can be repeated with different/same people and/or on different occasions, to see if the results are similar.

o If a dramatic discovery is reported, but it cannot be replicated by other scientists it will not be accepted.

o If we get the same results over and over again under the same conditions, we can be sure of their accuracy beyond reasonable doubt.

o This gives us confidence that the results are reliable and can be used to build up a body of knowledge or a theory: vital in establishing a scientific theory.

32
Q

Define Theory Construction

A

In psychology, a theory is a proposed explanation for the causes of behaviour. To be scientific, a theory needs to be a logically organized set of propositions that defines events, describes relationships among events, and explains and predicts the occurrence of events. A scientific theory should also guide research by offering testable hypotheses that can be rigorously tested.

33
Q

Define Hypothesis Testing

A

o E.g. a statement made at the beginning of an investigation that serves as a prediction and is derived from a theory. There are different types of hypotheses (null and alternative), which need to be stated in a form that can be tested (i.e. operationalized and unambiguous)

34
Q

Define Falsifiability

A

It proposes that for something to be scientific it must be be able to be proven false. If things are falsifiable (able to possibly be proven false) then they can be used in scientific studies and inquiry.

35
Q

Explain Inductive Method (Bottom Up Method)

A

Reasoning Starts with a small observation or question then works its way to a theory by examining related issues

36
Q

Explain Deductive Method (Top Down Method)

A

Reasoning starts with a general theory statement or hypothesis than works its way down to a conclusion based on evidence.

37
Q

Example of Inductive Method Research

A

Piaget found his kids had different cognitive abilities

He tested their abilities with experience and observations

He concluded and developed his hypothesis

His theory of cognitive development was created after

38
Q

Example of Deductive Method Research

A

Newtons Law of Gravity was developed straight away as a theory

Then he proceeded to go and find evidence ad support for his theory,

39
Q

The Scientific Process: Induction

A 
Observation
Testable Hypothesis 
Conduct A Study to test the Hypothesis
Draw Conclusions
Propose Theory
40
Q

The Scientific Process: Deduction

A 
Observation
Propose Theory
Testable Hypothesis 
Conduct a study to test the hypothesis 
Draw Conclusion
41
Q

Define paradigm

A

Collection of Shared Belief.

A Shared set of assumptions about the subject matter of a discipline and the methods appropriate to its study.

42
Q

Define Paradigm Shift

A

When the set of beliefs change over time

43
Q

Define Probability

A

A numerical measure of likelihood/chance that a certain event will happen.

EG the probability of rolling an odd number on a dice is 50%

44
Q

Define Significance

A

A Statistical term used to indicate whether the research findings are sufficiently strong enough to reject a null hypothesis and accept the experimental hypothesis. In psychology the accepted level of significance is usually P<0.05

45
Q

Define Type 1 Error

A

An Error which occurs when a researcher rejects a null hypothesis which is true

46
Q

Define Type 2 Error

A

An error which occurs when a researcher accepts a null hypothesis which was not true.

47
Q

Reporting Investigations

A 
Abstract 
Introduction
Method
Results
Discussion
References
48
Q

Define Abstract In content of Reporting Investigations

A

The Key details of the research report

49
Q

Define Introduction In content of Reporting Investigations

A

A look at past research on a similar topic. Including a aim & hypothesis

50
Q

Define Method In content of Reporting Investigations

A

A Description of what the researchers did, including design, sample, appatus, materials, producer, ethics

51
Q

Define Results In content of Reporting Investigations

A

A Description of what the results of a research found including descriptive and inferential statistics

52
Q

Define Discussion In content of Reporting Investigations

A

A Consideration of what the results of a research study tell us in terms of psychological theory

53
Q

Define References In content of Reporting Investigations

A

Lists of sources that are refereed to or quoted in the article.

54
Q

What is the difference between results and discussion

A

Results are statistical

Discussion is verbal, Nit picking at the experiment

55
Q

Name the 8 Statistical Testing

A 
Mann-Whitney
Wilcoxon
Unrelated T-test 
Related T-test
Spearman's Rho
Pearson's R
Chi-Squared
Sign
56
Q

Which Statistical Tests, test for a difference

A 
Mann-Whitney
Wilcoxon
Unrelated T-test 
Related T-test
Sign
57
Q

Which Statistical Tests, test for a correlation

A

Spearman’s Rho

Pearson’s R

58
Q

Which Statistical Tests, test for an Assosiation

A

Chi-Squared

59
Q

What type of experimental Design are related

A

Repeated Measures

Matched Pairs

60
Q

What type of experimental Design are non-related

A

Independant

61
Q

Describe Nominal Data

A

When data is in the form of categories data can only appear it one category.

Most basic level of measurement

Everyday example, favorite animal: Cat, Dog, Sheep, Cow

62
Q

Describe Ordinal Data

A

Data/ Information that has been ordered ranked in some way.

More precise level of measurement than nominal.
Quite subjective.

Everyday example, Race position: 1st, 2nd, 3rd

63
Q

Describe Interval Data

A

Data which is based on measurements
Most Precise level of data
More objective than ordinal.

Everyday example, Time taken to run said race, 55 seconds, 39 seconds, 42 seconds.

64
Q

The Rule Of R

A

Statistical Tests with an ‘R’ in its name must be more or equal to the critical value.

65
Q

Describe Chi-Squared

A

Used to test associated correlations
Its Data should be nominal data
It is unrelated design

66
Q

Describe Mann-Whitney

A

Used to test for a difference
Data Should Be Ordinal
Unrelated Design

67
Q

Describe Wilcoxon

A

Used to test for a difference
Data should be ordinal
Related Design

68
Q

Describe Spearmans Row

A

Used to test correlation

Data should be Ordinal

69
Q

Describe Pearson’s R

A

Used to test Correlation

Data should be Interval

70
Q

Describe Related T-test

A

Used to test for difference
Data should be Interval
Related Design

71
Q

Describe Unrelated T-test

A

Used to test for a difference
Data should be Interval
Unrelated

72
Q

How to remember the Statistical Test Table
Unrelated Design - Related Design- Test of correlation
Nominal
Ordinal
Interval

A

Carrots Should Come
Mashed With Swede
Under Roast Potatoes

Psychology - Research Methods (4 decks)

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