Intro to Psych and Research Methods Flashcards

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1
Q

Difference between positive and negative correlation

A

positive - variables increase together
negative - as one increases the other drops
REMEMBER CORRELATION ≠ CAUSATION

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2
Q

What is the sample

A

a group chosen from a population, info from sample applied to whole population

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3
Q

What is a population

A

A group of people, animals, objects that share a common factor

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4
Q

What are the 4 different types of variables

A

Extraneous – other variable apart from IV that could influence DV
Confounding – other variable that affects DV in systematic way
Independent – what is controlled or changes
Dependent – what is measured or recorded

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5
Q

What is the difference between a directional and non-directional hypothesis

A

directional predicts direction of relationship between IV on DV (eg what will do better)
non-directional predicts a relationship but you don’t know the difference difference (difference between variables, not what the difference is)

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6
Q

What is the null hypothesis

A

Prediction that there is no relationship between key vairables, the first prediction, accept alternative hypo if proven false

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7
Q

What are the 2 types of data

A

Quantitative and Qualitative

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8
Q

What are the 5 types of hypothesis and define them

A

Null hypothesis - no relation
Alternative - opposite of first hypo that is proven wrong
Directional - predicts a difference and what the difference is
Non-directional - predicts a difference without the difference explained
Operational - directional hypo involving population, method, DV, IV

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9
Q

Mode, Mean, Median and Range?

A

Mode - features the most
Median - middle
Mean - average
Range - max value-min value

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10
Q

What are the 7 steps of psychological research

A
  1. Identify research problem
  2. Hypothesis
  3. Design the method
  4. Collect the data
  5. Analyse the data
  6. Interpret your results
  7. Report findings
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11
Q

What are the 4 types of sampling and describe them

A
  1. Random sampling - Everyone has equal chance, increase likelihood of representative sample (names out of a hat)
  2. Systematic sampling - random sample, with a fixed periodic interval, is selected from a larger population.
  3. Stratified sampling - Divide population into groups, then select separate sample from each group
  4. Self-selecting sample - volunteers
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12
Q

What is the difference between validity and reliability

A

validity - does it measure what its supposed to

reliability - does it consistently measure what its supposed to

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13
Q

what are 6 types of validity

A
  • Face/content – does the test measure what we want it to measure
  • Construct – whether scores on a test are consistent with the trait being measured
  • Concurrent – how the test correlates with other tests
  • Predictive – performance of the test - predicts later performance
  • Internal – if the experiment shows that it was the IV that had an effect on the DV and not anything else
  • External – findings can be generalised beyond the experiment setting
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14
Q

What are the ethical responsibilities of the experimenter

A

Protect PP’s - psychological and physiological

Remain objective

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15
Q

What are the participants rights

A
Informed consent
Voluntary participation
Privacy
Confidentiality
Anonymity
Withdrawal rights
Deception must be approved by ethics committee
Debriefing of nature of experiment and must ensure no damage has been done
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16
Q

What is deindivisualisation?

A

Become so immersed in the norms of the group that you lose your sense of identity and personal responsibility.
Give up individual responsibility for actions and sees behavior as a consequence of group norms and expectations.
Acting less self conscious and inhibited and not think about potential consequences

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17
Q

What was Johnson and Downing 1979 experiment ?

A

PPs put in KKK uniform or nurses uniform and became deindivisualised. They administered shock to other partner.
Findings- people respond to normative cues associated with social context they find themselves in, thus making it easier to deviate from norms

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18
Q

Factors that influence obedience

A
  1. Social proximity- the further away the person having the negative action is from the aggressor obedience is decreased
  2. Legitmecy of authority - the more legitimate or prestigious the authority figure seems, obedience is increased
  3. Group pressure- when another person refuses to follow orders obedinde is reduced
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19
Q

Raven and French 1958 and social power

A

Social power is linked with status and may be literal or implied.

  1. Legitimate - position/role e.g. teachers in charge
  2. Reward - ability to give rewards e.g. verbal praise
  3. Coercive - ability to punish e.g. detention
  4. Expert - having superior knowledge e.g. already know what you teach
  5. Referent - perceived as caring e.g. best interest of students
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20
Q

What was Zimbardo’s Standford prison experiment?

A

24 males from Standford University and randomly allocated as prisoners or guards. Prisoners were collected from homes, sprayed for lice, and stripped of any individuality
Conclusion- staus given to people is internalized

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21
Q

What is the Bystander Effect and what is a famous case?

A

People who see an event, feel less responsible to intervene, and the bigger the group the less likely to intervene.
Kitty Geneve was murdered in a busy apartment complex in Queens 1964 with multiple witnesses

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22
Q

What is diffusion of responsibility and what does it lead to?

A

The tendency to divide personal responsibility to help by the number of bystanders present.
Less likely to intervene in emergency situations as the size of the group increases, as they feel less personal responsibility. It leads to the Bystander Effect

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23
Q

What was Milgram’s Obedience study (1963) about and what was the key findings?

A

Learner and PP were placed in a room with a lab-coated man (authority figure) and the teacher had to give shocks to the learner if incorrect. 65% went up to deadly shock.
Key findings- Diffusion of responsibility was found where responsibility was passed on to the authority figure

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24
Q

What is the difference between conformity, obedience, and compliance?

A

Compliance involves changing behavior at the request of another person, conformity which involves altering your behaviour on order to go along with the group while obedience involves altering your behaviour because a figure of authority told you to

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25
Q

What is obedience?

A

Obedience is a form of social influence that involves performing an action under the orders of an authority figure

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26
Q

Social explanation on why we conform? (Turner 1991) and (Deutch and Gerard 1955)

A

Turner 1991 -
Conform to groups we believe we are a part of
Deutsch and Gerard 1955 -
Avoid conflict with the majority
Need for social approval
Avoid being embarrassed and publicly agree with the group but privately disagree

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27
Q

What is Festinger’s (1954) social comparison theory?

A

We have an innate need to compare ourselves to others
Two ways:
1. Upward comparison: we look at groups better than us and use them to evaluate our skills/worth
2. Downward comparison: we look at people less than us and use them to feel confident about our abilities

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28
Q

Crutchfield (1995) why do we conform?

A
Believed those who conformed were 
- less intelligent
- less ego strength
- less leadership skills
- more narrow-minded
Widely disproven
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29
Q

What was Asch’s study for the theory of conformity and how can conformity be influenced?

A

Lines were presented to PPs and asked to state which one matched the length of others

  1. Provide friend = decrease conformity
  2. Make task harder = increase conformity
  3. Written response not oral = decrease conformity
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30
Q

What are the three types of conformity?

A

Kelman (1958)

  1. Compliance - change in behavior without changing opinion
  2. Internalisation - a change in behavior an opinion
  3. Identification - a change in behavior and opinion and now identifies with influencing group
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31
Q

What is conformity?

A

Observing group pressure and pressure can be real or implied

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32
Q

What is the theory of Reasoned Action?

A

Our intention to behave in a certain way is influenced by:

  • our social values
  • our own personal attitudes towards the behavior – evaluation of cost and benefits of engaging in that behavior
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33
Q

What is a Just world phenomenon and an example?

A

The tendency to believe that the world is just and that people get what they deserve
E.g. Homeless people put themselves in that situation and they are lazy and hopeless

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34
Q

What is a self-fulfilling prophecy?

A

When a stereotype directly or indirectly becomes true of a person due to positive feedback from others on belief or behavior

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35
Q

What three ways do you learn to socially categorize?

A
  1. Personal interactions
  2. Learning from others
  3. Learning from media
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36
Q

What is Social categorization?

A

Process of identifying people as a member of a certain group because of a feature they share

37
Q

What is a stereotype?

A

Widely fixed but oversimplified categorization of a group of people

38
Q

Causes of prejudice

A
  1. Just world phenomenon
  2. Social Categorisation
  3. Social influence
  4. Group competition
39
Q

What is prejudice?

A

Having an unjustifiable and usually negative attitude towards a group or individual

40
Q

What is diffusion of responsibility and what is a famous case?

A
41
Q

What was Zimbardo’s Standford prison experiment?

A

24 males from Standford University and randomly allocated as prisoners or guards. Prisoners were collected from homes, sprayed for lice, and stripped of any individuality
Conclusion- staus given to people is internalized

42
Q

Raven and French 1958 and social power

A

Social power is linked with status and may be literal or implied.

  1. Legitimate - position/role e.g. teachers in charge
  2. Reward - ability to give rewards e.g. verbal praise
  3. Coercive - ability to punish e.g. detention
  4. Expert - having superior knowledge e.g. already know what you teach
  5. Referent - perceived as caring e.g. best interest of students
43
Q

Raven and French 1958 and social power

A

Social power is linked with status and may be literal or implied.

  1. Legitimate - position/role e.g. teachers in charge
  2. Reward - ability to give rewards e.g. verbal praise
  3. Coercive - ability to punish e.g. detention
  4. Expert - having superior knowledge e.g. already know what you teach
  5. Referent - perceived as caring e.g. best interest of students
44
Q

What was Johnson and Downing 1979 experiment ?

A

PPs put in KKK unofrom or nurses uniform and became deindivisualised. They administered shock to other partner.
Findings- people respond to normative cues associated with social context they find themselves in, thus making it easier to deviate from norms

45
Q

What are the two types of confounding variables?

A

Situational - found in experimental setting e.g. temp, light and background
Participant - variables associated with PPS themselves 2 types

46
Q

What are the two types of participant confounding variables?

A

Participant expectancy

Demand characteristics

47
Q

What is internal validity and what are some threats to it?

A

If an experiment shows that results were caused by manipulation of IV and not something else it has internal validity
Threats to internal validity
1. Existence of confounding factors
2. Use of unreliable or inconsistent measures
3. Investigator effects (due to their expectation)
4. Demand characteristics
If internal validity high = replication is higher
If internal validity is low = replication is lower/harder

48
Q

What is external validity?

A

Can findings be generalized beyond the experimental setting?

2 types

49
Q

What are the two types of external validity?

A

Population validity - the extent which the results from the research can be generalised to other groups of people
Ecological validity - the extent which the researcher’s findings can be generalised to situations outside the research setting

50
Q

What is reliability and what are the two types?

A

Does it consistently measure what it’s supposed to measure (same results over and over again)
Internal reliability
External reliability

51
Q

What is internal reliability?

A

Internal reliability assesses the consistency of results across items within a test.

Use the split-half technique where test is split into two and if PPs get same score then test has internal reliability

52
Q

What is external reliability?

A

The extent to which a measure is consistent when assessed over time or across different individuals.

53
Q

Difference between reliability and validity?

A

Reliability = consistency
Internal validity = truth
External validity = generalisability

54
Q

Again, what is reliability?

A

The extent to which the outcomes are consistent when the test is done more than once

55
Q

Again, what is validity?

A

The extent to which the instruments that are used in the experiment measure exactly what you want them to measure

56
Q

Types of data

A

Numerical - made of number (age, weight and number of children) 2 types
Categorical - made of words (eye colour, gender and blood type) 2 types

57
Q

2 types of numerical data

A

Continous - infinite options (age, weight and blood pressure)
Discrete - finite option (shoe, size or number of children) You cannot have 1.5 children

58
Q

2 types of categorical data

A

Ordinal - data has a hierarchy (pain severity, satisfaction rating, and mood)
Nominal - data has no hierarchy (eye colour, dog breed and blood type)

59
Q

What are the two common graphs used in psychology

A

Bar graphs - used for categorical or discrete data

Histograms - used for continuous or numerical data

60
Q

Evaluating experimental method

A

Good:
holds all variables constant (researcher can establish cause and effect)
can force pace of research (don’t have to wait for natural event to occur)
generates qualitative data
data can be generalised
Bad:
PPs know they are in study (demand characteristics)
may be unethical

61
Q

What is lab experiment?

A

Type of experimental method where you research cause and effect
Researcher directly intervenes by manipulating at least one variable

62
Q

Evaluating lab experiment (type of experimental method)

A

Good:
Highlest level of control over variables, good for studying memory and high applicability
Bad
Artificical conditions may produce unnatural behaviour meaning research lack ecological validity
Results may be biased due to sampling, demand characteristics and experimentor bias
Ethical issues

63
Q

What is field experiment?

A

Carried out in natural enviroment and researcher manipulates an IV to produce change in DV

64
Q

Evaluating field experiment (type of expeirmental method)

A

Good:
Greater ecological validity (surroundings are natural)
Less demand characteristics
Bad:
More possibility of influence from extraneous variables
Difficult to replicate
Time consuming
Ethical issues (consent, deception and invasion of privacy)

65
Q

What is natural experiment?

A

Type of experimental method where researcher makes use of natural occurring differences in IV (they do not directly control IV)

66
Q

Evaluating natural experiment

A

Good:
Greater ecological validity
Increased validity of findings due to lack of experimentor manipulation
Less demand characteristics as subjects are unaware they are being studied
Bad:
Difficult to replicate
Ethical issues
Difficult to infer cause and effect due to lack of control over extraneous variables and no manipulation of IV

67
Q

What is Quasi experiment ?

A

Type of experimental method that can be in lab or field

Iv cannot be directly manipulated as it is already pre determined e.g. gender

68
Q

What are three types of non-experimental methods?

A

Correlation studies
Self report techniques
Case studies

69
Q

Evaluating case studies

A
Good:
Rich and interesting data 
May challenge existing theory 
Bad:
Low reliability 
Findings may be subjective (researcher bias)
Cannot be generalised
70
Q

What are the five main types of psychological approaches

A
Cognitive 
Behaviourist 
Biological 
Humanist 
Psychodynamic
71
Q

What is cognitive psych?

A

Internal processes to understand behaviour
Compare mind to computer to understand thinking
Brain is processor
Uses lab studies

72
Q

Evaluate cognitive pysch

A

Good
helps children with reading difficulties
Bad
Lacks validity in real world

73
Q

How does cognitive approach explain human behaviour?

A
Make sense of world by imposing order and meaning in things around us 
Atypical behaviour (phobias) explained through faulty processing of info about threats
74
Q

What is behaviourist psych?

A

Role of enviroment factors in influencing behviour
Main theory - Conditioning
Key theorist - Watson, Pavlov and Skinner

75
Q

Evaluate behaviourist psych

A

Good
Contributes a lot to behaviourist modification therapy and understanding learning, conditioning and use of reward and punishment

76
Q

What is biological psych?

A

The biological approach believes behavior to be as a consequence of our genetics and physiology. It is the only approach in psychology that examines thoughts, feelings, and behaviors from a biological and thus physical point of view.

77
Q

Evaluate Bio psych

A

Good
Good for nuture vs nature debate
Bad
Tend to be reductionist (simplify the complex structures and environmental factors)

78
Q

What is humanist psych?

A

Emphasizes looking at the whole individual
Stresses concepts i.e., free will, self-efficacy, and self-actualization.
Believes everyone is unique

79
Q

Maslow Humanist theorist

A

People have needs and those who satisfy needs might become self actualisers
If needs are not satisfied for long period of time results in fixation
Hierachy of needs

80
Q

Maslow Hierachy of needs

A

Physilogical needs: Air, food, shelter, sleep and clothing
Safety needs: personal security, employment, resources and health
Love and belonging: friendships, intimacy, family and sense of connection
Esteem: respect, self esteem status, recognition and strength
Self actualisation: desire to become the most that one can be
Self actualization:

81
Q

Rogers Humanist Theorist

A

We only reach our potential if we see ourselves positively (positively self regard)
Positive self regard only happens when we are valued by others unconditionally

82
Q

Rogers Conditon of worth

A

We think we are only valued if we meet conditions of worth
Conditions of worth create incongruity within real self (how we are) and ideal sense (how we think we should be) and results in people having self esteem
Large degree of incongruence may cause anxiety disorders
We try and close this gap by distorting our view of ourselves

83
Q

Evaluating Humanist pysch

A

Good:
Can be used in therapy,
optimistic,
recognises importance of consciousness
sees people as responsible for their own behaviour
Bad:
Lack of objectivity (seen as unscientific),
ignores mental processes,
concepts are culture bound
no analysis of personality characteristics

84
Q

Social learning theory

A

Observational learning
For behaviour to be imitated it must reinforced
Key theorist: Bandura

85
Q

What are the three Factors of modelling (Bandura)

A

Characteristics of a model: simpler the behaviour the more likelihood we will imitate
Attributes of observer: less confident and lower self esteem individual more likely to imitate
Consequences of imitating behaviour: if we believe imitating will bring positive response we’re more likely to imitate

86
Q

Self regulating - Bandura

A
Our goal achievemnt ability depends on internal self regulating process 
(self-efficency, evaluation of personal standards and self persuasion)
Self efficiency (most important self regualting process) - persons belief in their ability to affectively achieve their goals
87
Q

Likert scale - Good and bad

A
Good 
- Cheap to administer 
- Quantitative data can be statistically analysed 
- Quick to collect 
Bad
- PP's may not be completely honest
- Can take long type to analyse data
88
Q

Qualitative - Good and Bad

A
Good
- RIch detailed reasons behind the answer
- answers for complex social issues 
Bad
- Not easy to compare 
- Observer may be biased in interpreting  
- Time consuming 
- Expensive