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!
“Evaluate the use of [ ] in this study” 6m breakdown
ao1 = 2, <——-
ao2 = 2
ao3 = 2.
Observer bias
Looking for particular behaviour fitting own expectations or misinterpret behaviour to fit in with pre-existing ideas.
Format of informed consent
Letter
Intermediate premise for content analysis (before giving specific e.g.s)
create checklist of lots of behaviours looking for behaviour in terms of positives and negatives.
Stages of psychodynamic
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
Mediational processes (SLT)
Attention
Retention
Reproduction
Motivation
READ DETAILS AND VISUALISE CORRECTLY!
How many? What is the scenario? How does this have influence?
Controlled observation
Reduce EVs that may impact IV to DV (validity)
Standardised testing implication
same thing for all participants, high control
If not, then unconscious, unintentional bias
Behavioural categories
Break down into specifics
Time sampling
Every x set interval, tick one/more from observation.
IGNORE those behaviours outside of intervals.
+Ve easier to manage, possibly many social behaviours (overwhealming)
Inter-rater reliability
Two observers use the same behavioural categories and agree on common interpretation of each BC.
Independent observatins
Correlate 0.80
Quantitative data (on social behaviours)
Lowers validity because social behaviours are complex and contextual
Economic implications on parents
return to work EARLIER
Abstract
1st section of reports.
Brief summary 100-300 words.
Contains summary of aims, methods, results, and conclusion.
Self-report methods
Questionnaires, interviews (open/closed), avoidance of leading Qs, from post or by mobile?
How does humanist explain psychological issues
Direct result from CoW
What are conditions of worth
Constraints of inner beliefs placed on by significant others necessary to gain approval
Counselling/therapy’s aim
provide unconditional +Ve regard, so resolve CoW and focus on authentic self.
Research support on CoW
Harter - Teenagers who feel that they need to fulfil certain conditions to gain parents’ approval end up disliking themselves
-Ve of Humanist
uses qualitative methods and rejects scientific methodologies.
-> CA - Richness and validity in discussion.
Outline nervous system
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
Origins of localisation of function
Phrenology (observing and feeling brain through skull to detect mental traits)
Key terms for localisation of function
neuroanatomical, contralateral organisation, hemispherically lateralised
Research in gender differences
Harasty - language regions larger in female brains
Differences in R and L handed people in function
L hemi controls speech, language.
R hemi dominant in visual-motor functions.
fMRI evals
lower temp res
cannot establish cause/effect
Endocrine system glands + hormones
Pituitary gland - ACTH, oxytocin
Pineal gland - melatonin
Thyroid gland - thyroxine
Adrenal gland - adrenaline, cortisol
Ovaries - Oestrogen
Testes - testosterone
BE WARY OF SUBTTLTIES IN Q
They want to rinse out content to test our understanding
Split-brain name and term
Sperry & Gazzaniga, commissurotomy
+Ve of Sperry and Gazzaniga
Developed understanding (paradigm shift)
Scientific methods,
Standardised procedures
Quasi (no ethical issues)
Idiographic methods can be used, so deeper understanding
Neurotransmitters effect post-synaptic neuron in what way
Having excitatory or inhibitory effects
Electrical impulses (action potentials) reach pre-synaptic terminal to…
trigger release of neurotransmitters from the vesicles.
Where does SCN lie and what does it do
Hypothalamus. Receives info about light levels from optic nerve.
Melanopsin
protein in eye which is sensitive to light, carries this info to SCN
Implications of disrupting bio rhythms
jet lag, night shift.
Economy and productivity
Weaknesses of mode
May be bimodal
“Less sensitive”, doesn’t use all scores
+Ve of behaviourism according to context
Contribution to psychology. After Freud, so setting psychology more scientifically.
Sim and Dif of Behaviourism and SLT
S = Learning behaviour, influence of env.
D = Active vs passive. Direct and indirect (vicarious) reinforcement vs just direct. Mediational processes.
All encompassing +Ve of EEG, ERP and fMRI
Non-invasive
EEG vs ERP
Measures general brain activity (e.g. awake/asleep)
vs
Measures brain activity in response to stimulus.
fMRI how works and one -Ve (not temp resolution)
Works by using magnetic field and radio waves to measure blood flow.
Cannot account for communication b/w reigons
Key word for Broca/Wernicke damage
“aphasia”
Role of ANS
Transmit info to/from internal organs.
Responds to perceived threat/stressful situation from senses.
Role of adrenal glands
Medulla = adrenaline. Activation through the sympathomedullary pathway (SAM)
