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PSYC1010 > research approaches > Flashcards

research approaches Flashcards

1
Q

what is the research cycle

A

process undergo to conduct research

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2
Q

what are ethics necessary

A

can’t be trusted to behave all the time; need to ensure no lasting effects to ppts

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3
Q

give an example of a study highlighting why we need ethics

A

little albert by Watson

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4
Q

what does ethical approval do

A

constrain behaviour of researchers with moral principles and rules of conduct

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5
Q

what 3 things does the Belmont Report cover

A

respect for people
beneficence
justice

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6
Q

what are the 5 points covered by the ‘respect for people’

A 
informed consent
voluntary participation 
minimal deception 
anonymised data 
confidentiality
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7
Q

what is beneficence about

A

ensuring ppt welfare; that the experiment is beneficial and not harmful

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8
Q

what is justice in ethics

A

ensuring that ppts are not exploited and that there is a fair selection

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9
Q

what are the 5 principles of the BPS code

A 
respect
scientific value
social responsibility
max benefits
minimising harm
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10
Q

what other 6 things does the BPS code cover

A 
risk
consent
confidentiality 
giving advice
deception
debriefing
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11
Q

what does an ethics committee check ? (7)

A 
risk assessment 
information sheet
consent form 
debriefing statement 
general info abt study
posters and adverts
recruitment methods
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12
Q

what questions should information sheets include

A 
what happens if take part
bens/risks 
confidentiality
what happens if change mind 
what happens if something goes wrong 
follow up info?
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13
Q

what 3 things should a consent form do

A

confirm :
have read and understand info sheet
data can be used for study
understand are volunteer and have right to withdraw

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14
Q

what are the 2 ways to approaching research

A

descriptive/observational and hypothesis testing

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15
Q

outline characteristics of the descriptive approach

A

no control
non experimental
diffs btwn groups
can lead to theory formation

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16
Q

outline characteristics of hypothesis testing

A

control
experimental
causal rels
seeks evidence for supporting or refuting theories

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17
Q

what does a relationship between an IV and DV mean

A

that the IV has an effect and thus we must manipulate the IV

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18
Q

What does a rigorous research process mean for our results

A

stronger evidence
more credibility for interpretation
can rule out other possible explanations from experimental, lab based methods

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19
Q

what are experimental methods

A

full control with standard studies

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20
Q

what are non experimental methods; give an example

A

correlations
observation
e.g. effects of traumatic brain injury on reading

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21
Q

what is a quasi experiment; give an example

A

where there’s some element of control but not complete control
e.g. big data studies of live tasks

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22
Q

what is a benefit of experimental methods

A

minimises confounding variables

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23
Q

why is there often a slight questioning of data and inferences from quasi experiments

A

because of the slight difference in individual ppts; not full control

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24
Q

give an example of a correlation

A

average time slept per night and average exam grades

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25
Q

what is key to remember about correlation

A

correlation does NOT IMPLY causation

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26
Q

what are the 4 examples of different types of observational research

A

case studies
surveys
interviews
focus groups

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27
Q

what does observational research encompass

A

analysis
descriptions of thought and behaviour
more controlled subsequent research

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28
Q

give an example of observational research

A

the Brazelton Neonatal Behavioral Assessment Scale

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29
Q

what are the 3 weaknesses of observational research

A

Bias in how we choose observed behaviour
May try to create behaviours want to study from social pressure
Participant reactivity where behave differently from others as know are being observed as part of experiment

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30
Q

how do we minimise participant reactivity in observational research

A

unobtrusive observations
unobtrusive measures
taking caution with examining behaviour in ‘wild’
ethical consideration

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31
Q

what is different about the IV of quasi experiments and what does this mean for the experiments

A

often IV occurs naturally so can’t guarantee people experience what we want; have less control in experiments

32
Q

give an example of a quasi experiment

A

Cialdini et al,. 1990

33
Q

what do quasi experiments lack

A

random assignment to conditions as result of natural IVS

34
Q

what are non-equivalent groups

A

non random allocation to conditions so systematic differences btwn groups may account for effect shown

35
Q

what is a sampling error

A

when sample doesn’t represent population

36
Q

what is an example of a non equivalent group

A

natural quasi experiments

37
Q

what are 4 examples of data collecting approaches

A

lab studies
field study
field investigation
field experiment

38
Q

what are lab studies, consider how this advantages them

A

purposely artificial and controlled/manipulated studies

39
Q

what are weaknesses of laboratory studies

A

generalisation is limited

40
Q

what are strengths of field studies

A

representative of true setting and participant data

41
Q

what do the strengths of field studies link to

A

eco and pop validity

42
Q

what are the weaknesses of field studies

A

reduced control and ethical issues

43
Q

what are the 2 differences between field investigations and field experiments

A

Investigations are non/quasi experimental; experiments are experimental
Investigations lack control whilst experiments have full control

44
Q

what are the 2 examples of control and bias

A

internal and external validity

45
Q

what is an example of internal validity

A

construct validity

46
Q

what is a threat to internal validity

A

features of research designs that could result in invalid conclusions about the nature of the effect

47
Q

what is construct validity and what type of validity is it

A

whether measure measures what we design it to

Internal

48
Q

give an example of construct validity

A

IQ tests

49
Q

what is external validity

A

whether effect, if effect is genuine, can be generalised

50
Q

what are 2 types of external validity

A

ecological

population

51
Q

what is ecological validity

A

whether result applies to different settings

52
Q

what is population validity

A

whether result applies to whole population

validity across population of data though; should they be only pops?

53
Q

give an example of population validity

A

Smith and Bond 1998 textbook bias of UK and US books citing their own studies, respectively

54
Q

what is a sample

A

subset of pop

55
Q

what do statistical techniques allow us to do from samples

A

estimate measures for whole pop

56
Q

why must samples be representative

A

so estimate information for population is correct

57
Q

what points does representativity encompass

A

If sample has certain properties then whole pop must have those properties
Sample is obtained from sampling frame
This part of population is accessible to us for sampling

58
Q

What is probability based sampling and what is this also known as

A

random people selected out of everyone on earth

pure random sampling

59
Q

how do we obtain random samples in probability based sampling

A

assign number to each possible participant in sampling frame

select some at random via computer program or random number table

60
Q

what is systematic sampling

A

every nth from list selected

effectively random; list order is inconsequential to experiment

61
Q

what is stratified sampling

A

sample proportionally from each relevant strata
sample needs to reflect proportions of strata; so sample is randomly selected but makes sure proportions in strata match those in existing pop

62
Q

when is stratified sampling used

A

if have pop where diff proportions of categories

63
Q

what is a strata

A

diff layers of pop

64
Q

what are participant effects

A

ppts can have expectations of how to behave in experiment as are good at interacting with others, thus this can influence their perfomance

65
Q

what are demand characteristics

A

experimental artefact where ppts form interpretation of experiment purpose and subconsciously change behaviour to fit interpretation

66
Q

what are 3 ways to minimise participant effects

A

blind procedures
post experiment questioning
consistency across conditions

67
Q

what are blind procedures

A

when ppt unaware of unexpected result

68
Q

what happens in post experiment questioning

A

ask if knew what was expected

69
Q

how is consistency achieved across conditions

A

placebo

70
Q

give an example of minimising participant expectations

A

Latane and Darley, 1968 with deception
ppt has convo over headphones; hear someone have health issue but acc interested in how ppt responded and if they attempted to get help

71
Q

give an example of experimenter effects

A

rosenthal and lawson, 1964
students asked to run rat training maze experiment
one told rats were good at mazes, others opposite.
actually rats randomly allocated but rats expected to be good performed better
experimenter changes way ppt behaves

72
Q

what are experimenter effects

A

when researches own expectations on others behaviour influence ppt behaviour

73
Q

give examples of 2 controls for experimenter expectations

A

double blind procedures

test observer/rater reliability

74
Q

what are double blind procedures and why are they helpful controls

A

ppts and experimenter unware of expected result

minimises risk of experimenter or ppt effects

75
Q

how do you test observer/rater reliability and why is it useful

A

test across different raters and within same rater

useful for subjective rating scenarios

PSYC1010 (10 decks)

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