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Psychology - Research Methods > Planning And Conducting Research > Flashcards

Planning And Conducting Research Flashcards

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1
Q

Research question

A

The question the researcher asks

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2
Q

Research aim

A

What the researchers are intending to investigate

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3
Q

Research hypothesis

A

The hypothesis for any study

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4
Q

Experimental hypothesis

A

The hypothesis written for a experiment

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5
Q

Null hypothesis

A

States there will be no difference between the conditions

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6
Q

Alternative hypothesis

A

Predict the effect of the IV on the DV

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7
Q

One tailed hypothesis (directional)

A

The specific effect is predicted

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8
Q

Two tailed hypothesis (non directional)

A

The effect is predicted, but isn’t specified. It has two possible outcomes

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9
Q

Random sampling

A

Every member has an equal chance of being selected

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10
Q

Strengths of random sampling

A

Sample should represent the target population

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11
Q

Disadvantages of random sampling

A

Hard to achieve - time effort money

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12
Q

Snowball sampling

A

Psychologist will find one ppt with a characteristic and ask them to introduce them to someone else and ask that person to introduce them to someone else

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13
Q

Advantages of snowball sampling

A

Researchers can investigate populations have are hard to find

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14
Q

Disadvantages of snowball sampling

A

Sample could be biased as they may all be from the same place or be same age

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15
Q

Opportunity sampling

A

Researcher selects the most convenient people to study

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16
Q

Strengths of opportunity sampling

A

Researchers have access to large groups of people

Quick and easy

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17
Q

Disadvantages of opportunity sampling

A

Could be a biased sample and might not be representative of everyone

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18
Q

Self selected sample

A

When people choose to take part in research

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19
Q

Strengths of self selected sampling

A

Can rely on ppts to take part

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20
Q

Disadvantages of self selected sampling

A

May not be representative as only some people will see the advertisement
May be certain characteristics about the people who volunteer

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21
Q

Repeated measures design

A

Each ppt is tested in every condition

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22
Q

Related design

A

When each pair of scores for the conditions is only from one participant

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23
Q

Strengths of repeated measures design

A

Participant variables are controlled for as they do both conditions - increases internal validity
Uses less ppts so time effective

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24
Q

Weaknesses of repeated measures design

A

Order effects

Ppts may work out the IV by picking up on the demand characteristics

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25
Q

Counterbalancing

A

Controlling variables, such as order effects (varying the order of conditions)

26
Q

Matched pairs design

A

Each ppt is paired up with someone else in the sample on the basis of the variables that matter to the study (gender, age, aggression, intelligence)

27
Q

Strengths of matched pairs design

A

Not effected by order effects or demand characteristics

Controls ppt variables

28
Q

Weaknesses of matched pairs design

A

Time consuming to match participants

Impossible to match ppts enough to be sure that the study isn’t effected by EV’s

29
Q

Independent measures design

A

Each ppt is only tested in one condition

30
Q

Unrelated design

A

Compares the whole experimental condition scores with the whole of the control condition scores

31
Q

Strengths of independent measures design

A

Not affected by order effects or DC’s

Less time consuming

32
Q

Weaknesses of independent measures design

A

Participant variables aren’t controlled for

Large samples are needed to ensure the effect of the DV is caused by the IV

33
Q

Independent variable

A

The variable which psychologists are testing, they predict that it will have an effect on behaviour

34
Q

Dependent variable

A

The behaviour which psychologists are measuring and recording

35
Q

Operationalising variables

A

Clearly stating how the variables are being measured

36
Q

Participant variables

A

Factors within a person that can vary over time or vary with a situation (gender age ethnicity)

37
Q

Situational variable

A

Factors which can vary in the environment (level of noise, time of day)

38
Q

Confounding variables

A

An EV that hasn’t been controlled for

39
Q

How are EV’s controlled for

A

Standardisation
Randomisation
Counterbalancing

40
Q

Standardisation

A

Keeping test conditions the same for every participant, this controls situational variables

41
Q

Randomisation

A

Where ppts are randomly allocated to experimental conditions on a chance basis - this is to stop researcher bias

42
Q

Counterbalancing

A

Method of controlling variables, order effects controlled by varying the order of tasks to ppts so there is no effect of the order

43
Q

Behavioural categories

A

Researcher makes an observation schedule, so what is going to be observed and how it will be observed is all decided before the observation takes place

44
Q

Advantages of behavioural categories

A

Provide quantitative data

45
Q

Disadvantages of behavioural categories

A

Could give a restricted view of what is actually happening as researcher could miss important behaviour and then data won’t be as in depth

46
Q

Coding frame

A

Groups of categories which shows how qualitative data has been turned into numbers. Researchers need to observe the behaviour and identify key features of the behaviour and then code the behaviour. Then categories can be identified and the observation can continue with each behaviour being noted in the right category

47
Q

Advantage of coding frame

A

Enables researcher to analyse data

48
Q

Time point sampling

A

Where the observer records what the ppt is doing at fixed intervals (every 5 seconds over 20 mins)

49
Q

Time event sampling

A

Where a fixed period of time is set for an observation (first 10 mins of every hour)

50
Q

Advantages and disadvantages of time sampling

A

Researcher has a manageable way of sampling the behaviour that they are interested in, however in the time periods that they are observing they may miss some behaviours so the data won’t be valid

51
Q

Event sampling

A

When an event is recorded each time that it happens. Observers use observation schedules or observation categories

52
Q

Open questions

A

Ppts can respond how they like

53
Q

Advantages of open questions

A

Qualitative rich detailed data

Validity is increased as ppts aren’t forced to answer in a certain way

54
Q

Disadvantages of open questions

A

Hard to analyse and compare and can’t be repeated so can’t be tested for reliability

55
Q

Closed questions

A

Give the ppt a limited range of responses to choose from

56
Q

Advantages of closed questions

A

Quantitative data which can be easily summarised and compared between participants or conditions and can be tested for reliability

57
Q

Disadvantages of closed questions

A

Low EV as ppts are forced to answer in a certain way, something important might be missed as they can’t explain answers
Ppts might feel frustrated by the limited range of responses available which could affect their attitude so they might answer randomly

58
Q

Likert scale

A

A scale which provides a range of answers for people to select the one which represents the extent to which they like/dislike or agree/disagree with something. Researchers can assign numbers to the responses which provides quantitative data. Increases EV as ppts have a range of verbal responses to choose from

59
Q

Rating scale

A

Set of values or categories which allow feelings and behaviours to be rated

60
Q

Semantic rating scale

A

A scare in which ppts are asked to rate something in terms of its position between 2 opposite descriptive words. Ppts have to have good vocab to understand this, so children might not understand it.

61
Q

Hypothesis

A

A statement of what you believe is true

Psychology - Research Methods (6 decks)

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