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A Level Psychology - Research Studies > Paper 2 Mistakes Review > Flashcards

Paper 2 Mistakes Review Flashcards

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1
Q

Keys in hypothesis

A

IV, DV, “significantly”!

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2
Q

Writing standardised instructions

A

Participants are going to…
Participants will be…
Participants will then…
Ask for consent

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3
Q

“Discuss” 4m needs…

A

at least 2 relevant evals

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4
Q

Case studies > Quantitative data

A

Richer/detailed data
Possibly longitudinal (increases internal validity)
More eco. v.

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5
Q

Designing a report (specific methods section)

A

Design = type of experiment, experimental design, identifying IV and DV, control over EVs, ethical considerations
Participants = Target population, sampling method, allocation of participants to testing conditions
Materials = equipment needed
Procedure = Logical step-by-step description

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6
Q

SLT key terms

A

Observational learning, modelling, imitation, influence
“vicarious reinforcement”
“mediating factors”

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7
Q

Theoretical models (cognitive)

A

+Ve Allows experimental study of processes (such as attention, memory, problem solving, and perception).
-Ve Dehumanising.
-Ve Inferences lack cause/effect

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8
Q

Features of biological approach

A

Genetic explanations
Biochemistry; imbalances of chemicals influencing behaviour (e.g. low serotonin = depression).
CNS, endocrine system
Interaction bw genotype and phenotype

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9
Q

Maslow 3 categories

A

Deficiency needs, growth needs, personal growth

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10
Q

Rogers key term for counselling

A

Unconditional positive regard

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11
Q

One negative for humanist

A

Western ideals

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12
Q

Standard deviation vs range

A

distance from mean > distance from highest/lowest values
less easily distorted by a single extreme score

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13
Q

How to obtain stratified sample

A
  1. Put all names of one strata into a hat, another strata into another.
  2. Determine proportion (strata/total population * participants)
  3. Randomly select from 1st hat and assign to condition A. Again random select and assign B. Repeat
  4. Repeat process with other stratas.
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14
Q

Why do type I and II errors occur

A

Level of significance set too low.
Lack of statistical evidence to reject null.

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15
Q

“Test-retest reliability”

A

later date set to assess whether research correlates.

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16
Q

Advising economic implications

A

use public money elsewhere (education, teaching, etc)

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17
Q

Designing a consent form

A

Purpose
Ethical considerations
Format (name, date, sign)

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18
Q

Outline Maslow’s hierarchy

A

Physiological
Safety/Security
Love/Belonging
Esteem
Self actualisation

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19
Q

Genotype vs Phenotype

A

Genotype = genetic make up, not observable.
Phenotype = Traits/characteristics, combine G + E, is observable/measurable (height, weight).

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20
Q

Case study ao1 and ao3

A

Indepth analysis, typically qualitative, longitudinal, idiographic.
-Ve Researcher bias,
NO generalisability, replicability, cause-effect, statistically analysed, prediction/control.

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21
Q

Difference bw qualitative and quantitative

A

Qual - Descriptive, cannot be statistically analysed but has depth of understanding.
Quant - numbers, mean/median/mode

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22
Q

e.g. qual data (not case study)

A

“unstructured” interviews

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23
Q

Retrospective data

A

fill in the gaps = : ( low reliability

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24
Q

Key point on standardisation

A

not always for others, for self too!

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25
Q

“Evaluate the use of [ ] in this study” 6m breakdown

A

ao1 = 2, <——-
ao2 = 2
ao3 = 2.

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26
Q

Observer bias

A

Looking for particular behaviour fitting own expectations or misinterpret behaviour to fit in with pre-existing ideas.

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27
Q

Format of informed consent

A

Letter

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28
Q

Intermediate premise for content analysis (before giving specific e.g.s)

A

create checklist of lots of behaviours looking for behaviour in terms of positives and negatives.

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29
Q

Stages of psychodynamic

A

O (0-1), A (1-3), P (3-5), L (6-12), G (12+, puberty, sexual desire conscious).
1st 3 stages = focuses of pleasure
Latency = resolved and repressed, early years forgotten
Unconscious conflict at each stage which must be resolved before next stage reached

30
Q

Mediational processes (SLT)

A

Attention
Retention
Reproduction
Motivation

31
Q

READ DETAILS AND VISUALISE CORRECTLY!

A

How many? What is the scenario? How does this have influence?

32
Q

Controlled observation

A

Reduce EVs that may impact IV to DV (validity)

33
Q

Standardised testing implication

A

same thing for all participants, high control
If not, then unconscious, unintentional bias

34
Q

Behavioural categories

A

Break down into specifics

35
Q

Time sampling

A

Every x set interval, tick one/more from observation.
IGNORE those behaviours outside of intervals.
+Ve easier to manage, possibly many social behaviours (overwhealming)

36
Q

Inter-rater reliability

A

Two observers use the same behavioural categories and agree on common interpretation of each BC.
Independent observatins
Correlate 0.80

37
Q

Quantitative data (on social behaviours)

A

Lowers validity because social behaviours are complex and contextual

38
Q

Economic implications on parents

A

return to work EARLIER

39
Q

Abstract

A

1st section of reports.
Brief summary 100-300 words.
Contains summary of aims, methods, results, and conclusion.

40
Q

Self-report methods

A

Questionnaires, interviews (open/closed), avoidance of leading Qs, from post or by mobile?

41
Q

How does humanist explain psychological issues

A

Direct result from CoW

42
Q

What are conditions of worth

A

Constraints of inner beliefs placed on by significant others necessary to gain approval

43
Q

Counselling/therapy’s aim

A

provide unconditional +Ve regard, so resolve CoW and focus on authentic self.

44
Q

Research support on CoW

A

Harter - Teenagers who feel that they need to fulfil certain conditions to gain parents’ approval end up disliking themselves

45
Q

-Ve of Humanist

A

uses qualitative methods and rejects scientific methodologies.
-> CA - Richness and validity in discussion.

46
Q

Outline nervous system

A

NS
Central NS (spinal chord and brain), Peripheral NS
Somatic NS (sensory and motor neurons direct to CNS + reflex actions), Autonomic NS
Parasympatheic NS, Sympathetic NS

47
Q

Origins of localisation of function

A

Phrenology (observing and feeling brain through skull to detect mental traits)

48
Q

Key terms for localisation of function

A

neuroanatomical, contralateral organisation, hemispherically lateralised

49
Q

Research in gender differences

A

Harasty - language regions larger in female brains

50
Q

Differences in R and L handed people in function

A

L hemi controls speech, language.
R hemi dominant in visual-motor functions.

51
Q

fMRI evals

A

lower temp res
cannot establish cause/effect

52
Q

Endocrine system glands + hormones

A

Pituitary gland - ACTH, oxytocin
Pineal gland - melatonin
Thyroid gland - thyroxine
Adrenal gland - adrenaline, cortisol
Ovaries - Oestrogen
Testes - testosterone

53
Q

BE WARY OF SUBTTLTIES IN Q

A

They want to rinse out content to test our understanding

54
Q

Split-brain name and term

A

Sperry & Gazzaniga, commissurotomy

55
Q

+Ve of Sperry and Gazzaniga

A

Developed understanding (paradigm shift)
Scientific methods,
Standardised procedures
Quasi (no ethical issues)
Idiographic methods can be used, so deeper understanding

56
Q

Neurotransmitters effect post-synaptic neuron in what way

A

Having excitatory or inhibitory effects

57
Q

Electrical impulses (action potentials) reach pre-synaptic terminal to…

A

trigger release of neurotransmitters from the vesicles.

58
Q

Where does SCN lie and what does it do

A

Hypothalamus. Receives info about light levels from optic nerve.

59
Q

Melanopsin

A

protein in eye which is sensitive to light, carries this info to SCN

60
Q

Implications of disrupting bio rhythms

A

jet lag, night shift.
Economy and productivity

61
Q

Weaknesses of mode

A

May be bimodal
“Less sensitive”, doesn’t use all scores

62
Q

+Ve of behaviourism according to context

A

Contribution to psychology. After Freud, so setting psychology more scientifically.

63
Q

Sim and Dif of Behaviourism and SLT

A

S = Learning behaviour, influence of env.
D = Active vs passive. Direct and indirect (vicarious) reinforcement vs just direct. Mediational processes.

64
Q

All encompassing +Ve of EEG, ERP and fMRI

A

Non-invasive

65
Q

EEG vs ERP

A

Measures general brain activity (e.g. awake/asleep)
vs
Measures brain activity in response to stimulus.

66
Q

fMRI how works and one -Ve (not temp resolution)

A

Works by using magnetic field and radio waves to measure blood flow.
Cannot account for communication b/w reigons

67
Q

Key word for Broca/Wernicke damage

A

“aphasia”

68
Q

Role of ANS

A

Transmit info to/from internal organs.
Responds to perceived threat/stressful situation from senses.

69
Q

Role of adrenal glands

A

Medulla = adrenaline. Activation through the sympathomedullary pathway (SAM)

70
Q
A

A Level Psychology - Research Studies (13 decks)

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