Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology > Research methods > Flashcards

Research methods Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

Hypothesis

A

A tentative and testable explanation of the relationship between two or more variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Types of variables

A

Variables is a characteristic or property that varies in amount and can be measured

IV - Variable whose effect is being studied; antecedent of DV; which the experimenter manipulates

DV - Variable that depends on IV; is a consequence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Types of Research

A

Correlational study - Researcher does not manipulate the IV

Quasi-experimental - Researcher does not use random assignment and lacks sufficient control over variables

True experiment - Researcher controls the levels in the IV and uses random assignment

Field study - Researcher does not interfere in what’s being studied; naturalistic observation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Types of sampling

A

Population - Group the researcher wishes to generalize their results to

Representative sample - Sample which is a miniature version of the population

Random selection - Every population member has an equal chance to be selected for the sample

Stratified random sample - Relevant subgroups of population are randomly sampled in proportion to size

Opportunity sample - Take whoever is available; easiest way; might not be representative of population

Volunteer sample - People who sign up themselves

Deliberate: selection of particular units that constitute sample [certain shops to interview, etc.]

Systematic: random number on the list is selected and every nth element is selected until number is secured

Cluster: Researchers divide a population into smaller groups - clusters; then randomly select among these clusters to form a sample. Used to study large popl, geographically dispersed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Confounding variables

A

Unintended independent variables, a type of extraneous variable that are related to a study’s independent and dependent variables that DO effect the DV

Eg: testing if lack of exercise affects weight gain, amount of food consumed is a confounding variable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Control group

A

The group that does not receive the treatment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Problems in research design [and remedies]

A

Experimenter bias - Due to their expectation, experimenter treats groups differently [Sol: double-blinding, using standard instructions]

Demand characteristics - Cues that might suggest to the subject what researcher expects from them [Sol: single blind effect]

Placebo effect [control groups]

Hawthorne effect - Tendency of people to behave differently if they know they’re being observed [control groups]

External validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Types of statistics

A

Descriptive stats - Organizing, describing & summarizing a collection of observations

Inferential - Go beyond actual observations to make inferences and provide estimates of popular characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Measures of central tendency

A

Mode - Value of the most frequent observation in set of scores [two modes - bimodal]

Median - Middle value when observations are listed in ascending or descending order

Mean - numerical halfway point between the highest and lowest score [arithmetic average]

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Measure of variability / dispersion / spread

A

Range - Highest minus lowest score

Standard Deviation - ‘Average’ scatter away from the mean; spread of scores around the mean

Valence - Square of SD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Percentile

A

Percentage of scores that fall at or below that particular score

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Z-score

A

To calculate how many standard deviations above or below the mean your score is.

Subtract the mean of distribution from your score and divide the difference by the SD.

Negative z-score fall below the mean and positive z-score fall above the mean.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

T-score

A

Has a mean of 50 and SD of 10, often used in test score interpretations. Easier to use because there are no negative numbers like in z-scores.

Calculate: (10 x z-score) + 50

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Correlational coefficients

A

Correlation coefficients are used to measure how strong a relationship is between two variables.

They range from -1.00 to +1.00. The closer it is to these extreme, the more accurate the prediction. If they have a correlation of 0, then value of first variable doesn’t help predict the other.

Positive correlation - When one increases, other increases and vice versa

Negative correlation - When one increases, other decreases and vice versa

Graphical representation of correlational data is called a scatterplot.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Significance testing

A

Used by researchers to draw conclusions about populations based on research conducted on samples

A formal procedure for comparing observed data with a claim (also called a hypothesis), the truth of which is being assessed

Experimental hypothesis are confirmed by disconfirming the null hypothesis (by showing it is not supported by the data)

When null hypothesis is rejected, observed difference is statistically significant.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Types of significance tests

A

T-test - Used when you have two groups

ANOVA - More than 2 groups. Estimate how much group means differ from each other by comparing between group variance to the within-group variance using a ratio [F ratio]

Chi-square tests - Used when individual observations are names or categories. Significance tests that work with categorical data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Meta-Analysis

A

Statistical procedure used to make conclusions on the basis of data from different studies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Applied vs fundamental research

A

Fundamental - Concerned with generalization and formation of a theory

Applied - Find solutions to existing problem in society, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Conceptual vs empirical research

A

Conceptual - related to an abstract theory; used by philosophers to develop new theories

Empirical - Based on observation; data-based

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Types of quantitative research approaches

A

Inferential - Use data to infer relationships between populations

Experimental - Variables can be manipulated to see influence

Simulation - Creation of artificial environment where data is generated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Working hypothesis

A

Tentative assumption made to draw out and test its logical or empirical consequences; precise defined terms

22
Q

Census inquiry

A

Enumeration of all items in the population for highest accuracy; impractical

23
Q

Sample design

A

Definite plan determined before any data is actually collected for obtaining sample from given population

24
Q

Ways to collect data

A 
Observation 
PI
Telephone interview 
Mailing questionnaire 
Schedules
25
Q

Parts of research design

A

Sampling design - how items are selected

Observational design - conditions under which observations are made

Statistical design - how info is analysed

Operational design - techniques to carry out all procedures

26
Q

Extraneous variables

A

Independent variables not related to the purpose of the study that MAY affect dependent variable

27
Q

Confounded relationship

A

When DV is not free from extraneous relationships, the relationship between DV and IV is said to be confounded

28
Q

Research design for exploratory studies

A

Used to investigate a problem which is not clearly defined; conducted to have a better understanding of the existing problem, but will not provide conclusive results; development of ideas

  • Survey of literature
  • Experience survey
  • Insight-stimulating examples
29
Q

Research design in descriptive studies

A
  • Formulating precise objective
  • Designing methods of data collection
  • Selecting sample
  • Collecting data
  • Processing data
  • Reporting findings
30
Q

Principle of replication

A

Experiment needs to be repeated more than once to increase statistical accuracy; avoid experimental error

31
Q

Principle of randomisation

A

Design a experiment in a way to protect it from effect of extraneous factors; better estimate of experimental error

32
Q

Principle of local control

A

A device to reduce or control the variation due to extraneous factors and increase the precision of the experiment.

  • Grouping: placing similar (homogenous) subjects into a group
  • Blocking: creating different blocks for attainment of grouping
  • Balancing: grouping and blocking should create designs that are balanced
33
Q

Informal experimental designs

A
  • Before-and-after without control design
  • After-only with control design
  • Before-and-after with control design
34
Q

Formal experimental designs

A
  • Completely randomized design (C.R. Design)
  • Randomized block design (R.B. Design)
  • Latin square design (L.S. Design)
  • Factorial designs
35
Q

Non-probability sampling

A

The sample is selected based on non-random criteria, and not every member of the population has a chance of being included.

Eg: Convenience sampling, snowball sampling, voluntary sampling

36
Q

Probability sampling

A

AKA ‘random sampling’ or ‘chance sampling’; every item of the universe has an equal chance of inclusion in the sample

37
Q

Systematic sampling

A

Sample members from a larger population are selected according to a random starting point but with a fixed, periodic interval

Eg: From a population, randomly 33 is picked as a number, so every 33rd item is taken into the sample

38
Q

Between-subject design

A

Each subject is exposed to one level of IV.

Subjects randomly divided into two groups and 1 groups gets one level of the IV and other group gets another.

39
Q

Matched subject design

A

Matching subjects on the basis of the variable to control; one from each pair takes part in diff conditions

  • Can partly control individual differences
  • No order effects
40
Q

Within-subject design

A

Using the same subjects as participants in both groups - exposing the participants to two levels of IV; reducing the chance of individual difference

41
Q

Strong coefficient correlation have ____ scatter along the y axis and ____ scatter along the fitted line.

A

More, less

42
Q

Weak coefficient correlation have ____ scatter along the y axis and ____ scatter along the fitted line.

A

Less, more

43
Q

2 ways to interpret test results

A

Norm-referenced test: Assessing individual’s performance based on how they do compared to others

Domain/criterion-referenced test: Measure how much test-taker knows about content domain; derived from test norms

44
Q

Triangulation

A

Multiple methods of data collection and analysis to arrive at conclusive results

45
Q

Qualitative Data Analysis

A

Narrative Analysis - understanding data from stories
Discourse Analysis – understanding that different situations create different meaning
Archival Research – using past information such as written stories, past census, personal diaries etc.

46
Q

Order effects

A
  • The order of the conditions having an effect on the participants’ behavior.
  • Performance in the second condition may be better because the participants know what to do (i.e. practice effect)
  • Or their performance might be worse in the second condition because they are tired (i.e., fatigue effect).
47
Q

Ways to control extraneous variables

A
  • Random allocation [standardisation, counterbalancing]

- Randomisation: conditions to be completed are randomly generated and not decided by experimenter

48
Q

Standard Deviation

A

Larger the SD, larger the spread = more individual differences between scores

Smaller the SD, lesser the spread = more consistency in scores

49
Q

P-value

A

How likely that the results occurred by chance; anywhere between 0 & 1

Closer to 1, more likely results came by chance
Smaller value of p, more likely to accept hypothesis & reject null

50
Q

Significance

A

Set by probability; smaller p value more significant results

Usually set at = 0.05

51
Q

Type I & II errors

A

Type I error: Rejecting the null hypothesis when it’s actually true [optimist error / false positive]

Type II error: Accepting the null hypothesis when it’s actually false. [pessimist error / false negative]

Psychology (25 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions