Quesrion 'formulas' Flashcards
Identify IV or DV (2marks)
- SAM CID
- Operationalised variable identified
- e.g. running time in seconds
Write suitable hypothesis for this study (3 marks)
- Clear x operationissd
- There will be a difference /relationship in DV
between Condition 1 and (than) Condition B (IV) ADD MORE/HIGHER FOR DIRECTIONAL
Should the hypothesis be directional or non-directional for this study? (2 marks)
- State
- As is/isn’t past research to indicate X
Explain how psychologists would have obtained the PPTS for their stratified sample (3marks)
- identify sub groups
- calc proportion to be representative
- Hat/ random sample to decide who goes into that sub-group
Explain how the psychologist would have obtained PPTS for their random sample.
- Write ALL names
- Names in hat
- Blindfolded select
Explain how the psychologist would have obtained PPTS for their systematic sample (3marks)
Explain how psychologists would have obtained PPTS for their opportunity sample (3marks)
Explain how psychologists would have obtained PPTS for their volenteer sample (3marks)
Explain how randomly allocated PPTS
- Names in hat
- Blindfolded select
- First e.g. 10 Group A, last remaining Group B
Name appropriate statistical test. Explain
why it is suitable for this study. (5,6,7 marks)
- State
- Diff/ corr between…
- IG, RM, MP used as…
- Data ordinal, nominal, interval, as (score, crude specific)
- Must explicitly link to study
Design a study question. (9-12 marks)
- Clear, coherent relevant info for each x well-developed, cover all.
- DETAIL NEEDED e.g. WHAT PPTS did, how recorded (sheet, chart?)
- Design= IV, DV, EX variables
- Materials- instrument, rating scale
What do the measures of central tendancy suggest? Justify your answer. (2 marks)
- Larger mean= X better than Y
- Standard deviation= similar- spread of performance similar.
- JUSTIFICATION- smaller, larger, e.g. use numbers in table
What do the measures of dispersion suggest? Justify your answer. (2 marks)
- Greater score variation (examples) means inconsistent results
- Range= spread more/ less consistent (which condition
Explain how content analysis could be used to analyse the data (4 marks)
- identify categories
- give example of categories
- listen to e.g. recording repeatedly
- tally number of times each category occurs
Explain how inter-obssrver reliability could have been established. (4marks)
- agree on categories
- independently watch as same thing
- tally occurrences of each category
- compare and correlate (+0.8)
Explain how test-retest reliability could have been established. (4marks)
- repeat content analysis using same interview data
- compare results
- Calculate correlation between 2 ratings
- +0.8 us reliable
Explain what is meant by X in the context of this study. (2 marks)
Explain how the researcher could create a matched pairs design. (2 marks)
- PPTS measure
- match them based on e.g personality of frequency of X.
- PPTS with two highest scores paired, then next two highest scores and so on until all ten are paired.
- One PPT from each condition is then randomly allocated to each condition.
Explain how the researcher could create a matched pairs design. (2 marks)
- PPTS measure
- match them based on e.g personality of frequency of X.
- PPTS with two highest scores paired, then next two highest scores and so on until all ten are paired.
- One PPT from each condition is then randomly allocated to each condition.
Identify an extraneous variable. Explain why it was important to control. Explain how it could be controlled. (3marks)
- identify e.g. time of day, mood, temp
- how FX DV
- control e.g. same instructions for each
Are the results significant? Explain why. (4marks)
- Yes/no
- calc value more/ less than critical
- in X tailed test, with X PPTS.
- where df is X
Explain how the observers could use time sampling. (4marks)
- Record behaviour at time intervals
- tick relevant categories when behaviour occurs
- Give examples
- ignore behaviour that occurs outside specified time intervals
Explain how the observers could use event sampling. (4marks)
Explain how the psychologists counterbalanced. (3marks)
- Divide e.g. 20 into two groups of 10
- Group 1 competes condition A then B
- Group 2 completes condition B then A
Explain what is meant by a Type I error in the context of this study. (2marks)
- A Type I error occurs when the lack of difference between data is overlooked, and is wrongly accepted as significant
- Accepting the experimental hypothesis in error
Explain what is meant by a Type II error in the context of this study. (2marks)
- A Type II error occurs when the real difference between data is overlooked, and is wrongly accepted as not significant
- Accepting the null hypothesis in error
- The 5% level is used as it strikes a balance between the risk of making a Type I and Type II error.
- Add examples from study
Explain how concurrent validity CV ould have been established. (4marks)
- Involves correlating results of X with results of same PPTS in established test
- Use the statistical tests X and Y
- If valid, then pos corr at 0.05 level
Explain how thematic analysis could be used to analyse the data. (3marks)
- use recordings to make transcript
- use coding to initially analyse transcript
- review transcript looking for reoccurring themes on X
