Practical

Question 1

Types of data
Nominal

Answer 1

Most basic,
data put in a tally chart/categories, sometimes referred to as category data
Gives very little information

Question 2

Types of data
Ordinal

Answer 2

When data can be put in order
Units of measurement not in equal or definable size
Doesn’t tell gap between each one
Usually based on opinion so tend to be subjective rather than objective

Question 3

Types of data
Interval

Answer 3

Most complex
Equal gap between each unit of measurement

Question 4

Hypothesis
Alternative

Answer 4

H1
States there is a relationship between the two variables

Question 5

Hypothesis
Null

Answer 5

H0
States there is no relationship between the two variables being studied

Question 6

Hypothesis
Directional

Answer 6

scientific prediction Stating that an effect will occur and whether it will specifically increase or decrease depending on changes to independent variable. (One tailed)

Useful as if the study is repeated you know what you are looking for and what to follow

Question 7

Hypothesis
Non directional

Answer 7

Doesn’t predict the direction or difference of the relationship (two tailed)

If there is doubt and results could go either way it is better to play safe

Question 8

What is repeated measures

Answer 8

Using more than one measurement

Question 9

Correlational research
Negatives

Answer 9

Can see relationship between two variables but not which is the causal value
Could be coincidental
Can’t tell there could be a third variable affecting

Question 10

Correlation
Positives

Answer 10

Can be used to see we there further more expensive research may yield useful results
Starting with a large experiment is costly if it emerges the initial idea was wrong
Using correlation to see if relationship exists is much more cost effective
Procedures can be repeated again making reliable

Question 11

What was the rational and aim for the study

Answer 11

The rational is 2D:4D digit ratio has been linked to pre natal exposure to testosterone. Our aim was to see whether there was a correlation between 2D:4D digit ratio (measured in cm) and self reported aggression levels on a scale of 1-10.

Question 12

What were the hypothesis for the study
Alternative

Answer 12

H1 there will be a significant relationship between 2D:4D digit ratio (measure in cm) and self reported aggression on a scale out of ten whereby 0 = no aggression and 10 = High aggression

Question 13

What were the hypothesis for the study
Null

Answer 13

H0 there will be no significant relationship between 2D:4D digit ratio (measured in cm) and self reported aggression on a scale out of ten, whereby 0 = no aggression and 10 = High aggression. ANY RELATIONSHIP WILL BE DUE TO CHANCE

Question 14

What were the operationalised variables

Answer 14

Levels of aggression as measured by a self reported score out of 10 based on the past month, whereby …….

2D:4D Ratio calculate by dividing the length in cm of the index finger of the right hand by the length (in cm) of the ring finger of the right hand. ( a longer index finger will result in a ration higher than 1 while a longer ring finger will result in a ration less than 1)

Question 15

Methodological strengths

Answer 15

Considered ethical implications and gained informed consent. Informed all participants of full aims which was investigating 2D:4D digit ratio and self reported aggression levels of physical agression over the last month. Therefore ensuring all participants were aware of what they were consenting to take part in so there was no deception

Used a reliable method to gain 2D:4D ratio measurements as instructions were standardised all participants were asked to measure the length of their index finger in cm from crease to tip and ring finger …. (Excluding finger nail length) before dividing the index finger length by the ring finger length. Therefore this can be repeated and is reliable.

Question 16

Why use spearman’s rho

Answer 16

Test was correlational to see if….
Was ordinal level and above as we used ratios (based on measurements participants ring and idea digit on right hand in cm and numerical measurements of rank 1-10 whereby…)
Design was repeated measures as correlated pairs of data with measurements of the two covariables taken from each participant

Question 17

Describe the sample and sampling method

Answer 17

Our sample consisted of 13 (male = 1, female = 12), Caucasian participants aged 16-17 all of whom lived in the same area (Bristol) and the uk and were privately educated at the same school. The sampling method was opportunistic as we asked the pupils in our psychology class to take part

Question 18

Weaknesses of the practical

Answer 18

Method to take measurements of finger length as each participant took a measurement, using a rigid 2D ruler of their finger lengths. This could have been inaccurate due to the awkward fit of the ruler and the 3D finger. Also only single measurement was taken which could have been erroneous but wasn’t checked. As participants knew the aim of the study and were measuring their own finger length these could have been subjective snd again were not checked. For the reason the reliability and validity of the study can be criticised as the data may not have been accurate.

Question 19

Describe how you would overcome the weakness outlined above

Answer 19

We could have taken scanned images of the participants right hands to enable a more accurate measurement of finger length in cm, based on a 2D image. We could have repeated the measurements three times and taken a mean average to work from. We could have used a blind procedure with 4 disinterested colleagues measuring the finger lengths, to eliminate bias or subjectivity and also to give inter rater reliability as any measurements disagreed upon could have been discarded from the study