Paper 2 Mistakes Review Flashcards
Keys in hypothesis
IV, DV, “significantly”!
Writing standardised instructions
Participants are going to…
Participants will be…
Participants will then…
Ask for consent
“Discuss” 4m needs…
at least 2 relevant evals
Case studies > Quantitative data
Richer/detailed data
Possibly longitudinal (increases internal validity)
More eco. v.
Designing a report (specific methods section)
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
SLT key terms
Observational learning, modelling, imitation, influence
“vicarious reinforcement”
“mediating factors”
Theoretical models (cognitive)
+Ve Allows experimental study of processes (such as attention, memory, problem solving, and perception).
-Ve Dehumanising.
-Ve Inferences lack cause/effect
Features of biological approach
Genetic explanations
Biochemistry; imbalances of chemicals influencing behaviour (e.g. low serotonin = depression).
CNS, endocrine system
Interaction bw genotype and phenotype
Maslow 3 categories
Deficiency needs, growth needs, personal growth
Rogers key term for counselling
Unconditional positive regard
One negative for humanist
Western ideals
Standard deviation vs range
distance from mean > distance from highest/lowest values
less easily distorted by a single extreme score
How to obtain stratified sample
- Put all names of one strata into a hat, another strata into another.
- Determine proportion (strata/total population * participants)
- Randomly select from 1st hat and assign to condition A. Again random select and assign B. Repeat
- Repeat process with other stratas.
Why do type I and II errors occur
Level of significance set too low.
Lack of statistical evidence to reject null.
“Test-retest reliability”
later date set to assess whether research correlates.
Advising economic implications
use public money elsewhere (education, teaching, etc)
Designing a consent form
Purpose
Ethical considerations
Format (name, date, sign)
Outline Maslow’s hierarchy
Physiological
Safety/Security
Love/Belonging
Esteem
Self actualisation
Genotype vs Phenotype
Genotype = genetic make up, not observable.
Phenotype = Traits/characteristics, combine G + E, is observable/measurable (height, weight).
Case study ao1 and ao3
Indepth analysis, typically qualitative, longitudinal, idiographic.
-Ve Researcher bias,
NO generalisability, replicability, cause-effect, statistically analysed, prediction/control.
Difference bw qualitative and quantitative
Qual - Descriptive, cannot be statistically analysed but has depth of understanding.
Quant - numbers, mean/median/mode
e.g. qual data (not case study)
“unstructured” interviews
Retrospective data
fill in the gaps = : ( low reliability
Key point on standardisation
not always for others, for self too!