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Psychology C2 > Personal Investigations 1 > Flashcards

Personal Investigations 1 Flashcards

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1
Q

What is the title of Personal investiagtion1?

A

A quasi experiment on age and sleep

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2
Q

What is a quasi experiment?

A

The Iv cannot be manipulated by the researcher as it is a naturally occurring difference. In this study it is the age of the participants.

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3
Q

What is sleep?

A

A periodic, natural, reversible and near total loss of consciousness
- bein aware and responsive to surroundings but mostly unaware

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4
Q

What is the operationalised independent variable for personal investigation 1?

A

Age:
Teenagers- 13-18
Adults- 19+

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5
Q

What is the operationalised dependent variable?

A

PSQI: Pittsburg sleep quality index score out of 21
- sleep quality

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6
Q

What are the confounding variables and how did you avoid them?

A
  • amount a person drank before bed= can’t control
  • if Ps had young children or babies
    = remove adults from experiment
  • sleep disorders/medication
    = remove from experiment
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7
Q

What are the extraneous variables and how did you control them?

A
  • time of year- light, dark
    = test retest at different times of the year
  • temperature of the room
    = take them all into the same room
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8
Q

What is the operationalised alternative hypothesis?

A

There will be an increase in scores out of 21 on the PSQI in teenagers (13-18) compared to adults (19+)

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9
Q

What is the null hypothesis?

A

There will be no difference in scores out of 21 on the PSQI between teenager (13-18) and adults (19+) any changes will be due to chance

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10
Q

Is the hypothesis directional or non-directional, why?

A

A directional hypothesis because previous research suggests teenagers have a lower sleep quality than adults.

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11
Q

What is a self-report technique?

A

Use the PSQI whereby the participant logs their own sleep behaviour.
- subjectively answering about their own sleep quality

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12
Q

What are the strengths of a self-report technique?

A
  • qualitative data is rich, in depth detail
  • the PSQI is a pre-existing measure - more consistent/reliable
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13
Q

What are the weaknesses of a self-report technique?

A
  • subjective, less valid
  • harder to find patterns
  • difficult to analyse
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14
Q

What are the strengths of a quasi experiment?

A
  • no order effects
  • study real life problems
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15
Q

What are the weaknesses of a quasi experiment?

A
  • cannot always define cause and effect
  • many extraneous variables beyond our control
  • replication is impossible
  • participant variables
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16
Q

What was the experimental design for Personal Investigation1?

A

Independent groups design

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17
Q

What is an independent groups design?

A

An experimental design where the participant only takes part in one condition?

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18
Q

What are the strengths of independent groups?

A
  • no order effects
  • less demand characteristics
  • higher number of participants
  • less materials needed
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19
Q

What are the weaknesses of an independent groups design?

A

X individual differences
X P variables

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20
Q

What is the location of the research?

A
  • took place in Notre Dame school making the study a FIELD experiment
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21
Q

What are the strengths of a field experiment?

A
  • natural setting=more natural behaviour
  • lower chance of demand characteristics and the ‘screw you’ effect
  • harder for Ps to guess the aims
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22
Q

What are the weaknesses of a field experiment?

A

X can’t control variables
X less reliable as there are no standardised procedures
X results may just be due to chance

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23
Q

What is our target populations/personal characteristics for personal Investigation 1?

A

Teens age 13-18 and Adults age 19+

24
Q

Who is our sampling frame?

A

Students and teachers at Notre Dame

25
Q

What sampling methods did we use?
P1

A

Opportunity sampling
- could not gain access to school registers for safeguarding reasons

26
Q

What is opportunity sampling?

A

Asking the students and teacher at the time who is available if they are willing to participate- common room, canteen

27
Q

What are the strengths of opportunity sampling?

A
  • easier than other sampling methods to administer
  • quicker than stratified or random list of all student and we do not need a long list as a sampling frame- less time and costly
28
Q

What are the weaknesses of opportunity sampling?

A

X less representative sample
X can be longer if no one wants to take part of teacher stops you form access students during lesson time

29
Q

How did you ensure you investigation met ethical guidelines?
P1

A

PRIVACY
- removed Q10- asked about bed partner
CONFIDENTIALITY
- Ps created their own unique codes
- no deception was needed and they were given a debrief
RIGHT TO WITHDRAW
- reminded before during and after had 48 hours

30
Q

How did our investigation struggle with informed consent?
P1

A

The children were under 16 so we asked the headteacher to give her consent by proxy (on their behalf). All Ps were given a consents forms with clear info about the requirements of the study.

31
Q

How did the investigation risk stress, anxiety, humiliation or pain?
P1

A
  • may worry about their sleep score result
  • debrief after
  • directed for further support with email and websites
  • reassured they will not be judged by their scores and will remain anonymous
32
Q

How will you ensure reliability is high in your own experiment?
P1

A
  • used the same questionnaire
  • measured sleep in the same way at the same time
33
Q

How could you check for external reliability?
P1

A

You could get the same person to complete the PSQI again at a later date.
- test retest method- measures whether you still have the same results just at different times

34
Q

How can you ensure your investigation has internal validity?
P1

A

You could check for concurrent validity where you see if the results of your experiment are in agreement with other established test

35
Q

How can you ensure your personal investigation has external validity?
P1

A

You could apply temporal validity and do the same test after a period of time to see if the scores develop or stay the same, or give to other members of different groups to ensure cultural validity

36
Q

How does social desirability bias affect your P1?

A

People may change their answers and the number of hours of sleep they get in fear of judgment or may be embarrassed it it is higher or lower than the average.

37
Q

What is the procedure of your experiment P1?

A

1) go into classro0ms around the school and find a student (13-18) or teacher (19+)willing to participate
2) get them to fill in the PSQI generating a unique code if they want to withdraw
3) calculate their scores
4) fill in the table with their scores to compare groups
5) analyse their data

38
Q

What descriptive statistics did you use?
P1

A

MoCT
- mean
- median
- mode
MoD
-range
- standard deviation

39
Q

What were the results calculated in descriptive statistics?

A

MEAN
A- 6.73 T- 6.71
MEDIAN
A- 6 T- 7
MODE
A- 3 T- 7.5
RANGE
A- 14 T- 12
SD
A- 4.3 T- 3.2

40
Q

strengths and weaknesses of the mean

A
  • necessary for further statistical analysis such as SD
  • most sensitive, gives exact distance
    X influenced by anomalous results
41
Q

strengths and weaknesses of the median

A
  • not influenced by anomalous
  • had ratio data so it can be used ordinal n above
    X not useful in further statistical analyses
42
Q

strengths and weaknesses of the mode

A
  • definitely occurred in the data set
    X not useful if there are several modes
    X not display centre if skewed distribution
43
Q

Strengths and weaknesses of the range

A
  • relatively easy to calculate
  • gives and indication about the reliability of the data
    X influenced by anomalous results which limits validity
44
Q

Strengths and weaknesses of SD

A
  • more sophisticated as it reflects every score
  • gives indication of how close the results are to the mean in a normal distribution
    X time consuming
    X not all scores will be within one standard deviation, can be misleading when it comes to anomalies
45
Q

What is the graphical representation for P1?

A

Bar Chart

46
Q

Why is a bar chart the best choice of graph for P1?

A
  • other graphs wouldn’t represent the data
  • ages or in 2 categories (bars)
  • y axis for sleep scores
  • x axis for independent groups
47
Q

What inferential statistics did you use for P1?

A

Mann Whitney U test

48
Q

Why did you use the Mann Whitney U test?

A

1) it was a test for difference
2) the data was ratio level (at least ordinal)
3) independent data (independent groups design)

49
Q

What was the observed value?

A

74.5

50
Q

What was the critical value?

A

39

51
Q

What was the significance level?

A

0>0.05

52
Q

Were the results significant P1?

A

NO

53
Q

Why were the results non-significant?
P1

A

The observed value (74.5) was greater than the critical value (39), so the results are non significant because for this test, the observed value had to be LESS than the critical value (one-tailed test, p<0.05).

54
Q

Which hypothesis do we accept for non significant results?
P1

A

We accept the null hypothesis and reject the alternative hypothesis.

55
Q

What are the conclusions for p1?

A

In conclusion, there are no significant differences between teen and adults on the PSQI measure of sleep quality.

56
Q

How can we improve P1?

A

Sampling- equal number for each group, hard to get students
reliable- test retest, ensure all had a sleeping app
valid- population validity- remove people with glasses , medication, sleep disorders

Psychology C2 (7 decks)

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