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PSYCHOLOGY UPDATED > research methods > Flashcards

research methods Flashcards

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1
Q

sample

A

participants selected and used in the research that are a part of the larger group (population) or a subset

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2
Q

population

A
  • entire group of research interest
  • the larger group
  • a sample is selected from
  • researcher apply (generalise) the results
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3
Q

sampling procedures

A

random sampling
random stratified sampling
stratified sampling

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4
Q

random sampling

A

ensures every member of the population has an equal chance of being selected to be part of the sample

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5
Q

how to obtain random sample

A

obtain a sampling frame e.g electoral roll
use simple ‘lottery procedure’ e.g names out of a hat

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6
Q

limitations of random sampling

A

the sample may not be representative (bc need to use law of large numbers)

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7
Q

random stratified sampling

A

ensures the sample is highly representative of the population= therefore not biased. participant randomly selected from each sub groups (strata)

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8
Q

stratified sampling

A

dividing population into different subgroups e.g gender, age, intelligence

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9
Q

limitations of stratified/random stratified sampling

A

need a complete list of the targets populations
time consuming

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10
Q

method to obtain a stratified sample

A
  1. the population is broken into differnt groups based on a variable you want to control e.g age
  2. individuals= selected from each group- usually in the same proportion that they appear in the population (e.g if pop. contain 20% year 9 students, then sample= include 20% of year 9 students.)
  3. ensures characteristics of the poulation= captured leading to a more representative sample
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11
Q

participant allocation

A
  1. random allocation
  2. counterbalancing
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12
Q

random allocation

A
  • less likely to be biased but risk of indiv. diff.
    -every participant has an equal chance of being selected for any of the groups used (experimental vs control)
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13
Q

counterbalancing

A

-use to minimise/ balance out order/ practice effect
- involves systematically changing order of treatments/tasks for p;articipants in a balanced way to counter the unwanted effects of order effect

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14
Q

experimental research

A

used to assess a cause-and-effect relationship between variables under controlled conditions

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15
Q

controlled variables

A

varibale= held constant in an investigation.
ensure the manipulation of the IV causes the changes in the DV

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16
Q

independent variable

A

variables that are manipulated
assumed to have a direct effect on the dv

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17
Q

dependent variable

A

varibale that is measured

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18
Q

extraneous variable

A

any varibales other than the iv that has been identified and controlled for

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19
Q

confounding variables

A

any variables other than the iv that has not been identified and controlled for

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20
Q

experimental group

A

group exposed to experimetal condition (iv)

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21
Q

control group

A

group that is exposed to control condition (iv is absent)

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22
Q

why operationalise

A

ensure IV and DV are testable
Helps to avoid experimenter bias
allows possible reptition of the experiment

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23
Q

hypothesis

A

It is hypothesised that those who are (exposed to IV) will (impact on DV) in comparison to those who have not (exposed to IV)

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24
Q

random error

A

unsystematic and occur due to chance

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25
Q

systematic error

A

consistently favours one condition over another (in-built flaw) hence errors in data that differ from the value by a consistent amount

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26
Q

within subjects design

A

the same participants are used in both experimental and control group

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27
Q

limitation of within subject design

A
  • order/practice effects = participants may perform better the second time around due to practice
    (control using counterbalancing)
  • fatigue effect = participant may perform worse the second time around due to fatigue or boredom
  • high drop out rates
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28
Q

between subjects design

A

participants randomly allocated to one of two (or more) entirely separate groups

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29
Q

strength of w/in sub design

A
  • less participants required
  • eliminates differences between groups as same participants are used in both groups
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30
Q

limitation of b/w sub design

A

-participants are not matched on characteristics (indiv diff)
- eed more participants compared to repeated measures

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31
Q

strenght of b/w sub design

A
  • avoid order/practice effect and fatigue effectb/c each participant only does experiment once
  • less time consuming
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32
Q

mixed design

A

elements of a b/w sub and w/in sub design are combined

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33
Q

why use mixed design

A

researcer examines not only the potential differences between 2 or more separate groups of participants but also assesses change in the individual members of each group over time

34
Q

strength of mixed design

A
  • differences in participant variables b/w groups= controlled in the w/in sub design element
  • can test the effect of multiple on a DV in one investigation
35
Q

limitation of mixed design

A
  • higher participant withdrawal rate from stud
  • can effect internal validity
  • less control over participant knowledge of the study (prior participation in the first condition may influence behaviour in the second condition
  • less control over differences in participant variables in the b/w sub element
36
Q

what does systematic error affect

A

accuracy

37
Q

what does random error affect

A

precision

38
Q

repeatability

A

produce the same results when carried out under identical conditions within a short period of time e.g same procedure, observer, instructions etc

39
Q

reproducibility

A

produce the same results when repeated under different conditions

40
Q

what needs to be considered when writing conclusion

A

the data (mean and SD)
what impact would EV and CV have on DV

41
Q

how to conclude conclusion

A

However, due to lack of inferential statistics, it is unclear the extent to which the results are due to error

42
Q

validity

A

refers to the extent to which procedures used for a research study measures what it intended to measure

43
Q

internal validity

A

the results obtained for a study are actually due to the variable(s) that was tested or measured and not some other factor (EV)

44
Q

external validity

A

the results obtained for a study can be generalised to the target population

45
Q

ethical concepts list

A

(can ben jump in, not run?)
The Concepts are:
Beneficence
Justice
Integrity
Non-maleficence
Respect

46
Q

ethical guidelines list

A

(can voldemort win if dembledore dies)
Confidentiality
voluntary partcipation
withdrawal rights
informed consent
deception
debriefing

47
Q

informed consent

A

needs to be signed-written contract and if minor or vulnerable, need to get consent from the parent. guardian and themselves

48
Q

four factors relevant to evaluating psychological issues, research and practice

A
  1. sociocultural factors
  2. economic factors
  3. political factors
  4. legal factors
49
Q

sociocultural factors

A

environmental conditions that impact the practices, beliefs, social norms and expectations of individuals or groups
e.g family support, education history and opportunity, and availibility of healthcare

50
Q

economic factors

A

financial factors e.g income of individuals, financial characteristics of a study e.g funding of research

51
Q

political factors

A

the environmental conditions that impact the beliefs and actions of groups and individuals, groups, and organisations

52
Q

non-experimental research studies

A

(Christopher Charles Calleja Loves Playing Fairies & Singing Material-girl )
Case study
Classification&identification
Correlational study
Literature review
Product, process or system development
Fieldwork
Simulation
Modelling

53
Q

case study

A

intensive, in-depth investigation of some phenomena of interest in an individual, group, organisation or situation

54
Q

strength of case study

A
  • provide highly detailed, rich information about a particular phenomenon under study
  • provide new knowledge about other phenomena
  • can incorporate other scientific methodologies to gain data
55
Q

limitation of case study

A
  • results cannot be generalised to a wider population as case studies often only involve a small group of people or one person
  • time consuming
  • subject to researcher bias and errors, as often conducted by one/only a few researchers
56
Q

classification and indentification

A

classification:
arrangement of phenomena, objecs or events into manageable sets
Identification:
assigning certain things to their respective label/group

57
Q

strength of class. and identif.

A

-allows scientists to form more targeted solutions/interventiosn to real problems
- provides a common language to communication about scientific phenomena (fact/situation that is observed to exist/happen)

58
Q

limitations of class. and identif.

A

-labels and language can be inaccurate and create bias
- over-simplify reality

59
Q

correlational studies

A

researchers observe and measure the relatiosnhip between 2 or more variables without any active control or manipulation of them

60
Q

correlational vs causation

A

correlation:
refers to strength of relationship b/w variables e.g how likely it is that they would occur together in some predictable way
Causation:
refers to a relationship between variables = change in one variable causes a change in another e.g hot weather causes sunburn and an increase in ice cream sales

61
Q

strengths of correlational studies

A

no manipulation of variables required

62
Q

limitation of correlational studies

A
  • can be subject to the influence of extraneous variables
  • results cannot draw conclusions about cause and effect
63
Q

fieldwork

A

research involving observation and interaction with people and environments in real-world settings, conducted beyond the laboratory
- data is collected in the real-world, authentic setting

64
Q

strength of fieldwork

A

can be conducted in naturalistic settings hence finding more applicable to the real world

65
Q

limiations of fieldwork

A
  • cannot manipulate environment
  • can be time-consuming and expensive to conduct and then record data
  • difficult to replicate b/c long procedures in a real world setting
66
Q

literature review

A

collating and analysing secondary data related to other people’s scientific findings and or viewpoints

67
Q

strength of literature review

A

may uncover patterns of knowledge/gaps of knowledge

68
Q

limitations of lit review

A
  • may be difficult to do if little research has been done on a topic
  • time consuming
69
Q

modelling

A

manipulation of a physical model
e.g a small/large-scale representation of an object/ a conceptual model that represents a system to help people understand, know/simulate the system

70
Q

conceptual model e.g

A

e.g multi-store model of memory

71
Q

physical model e.g

A

plastic human brain, plastic eye

72
Q

strength of modelling

A
  • can provide explanatory tools
  • allows researchers to know, understand and problem solve (physical model)
73
Q

limitations

A
  • as models are used to simplify and communcate ideas, they may over simplify or inaccurately represent reality
74
Q

product/process/system development

A

created on the basis of scientific research and development that help people in their daily life

75
Q

strength of product etc

A

creates products/ processes and systems that may meet a human need

76
Q

limitation of product etc

A

can be expensive and time-consuming

77
Q

simulation

A

using a model to study the behaviour of a real/ theoretical system

78
Q

strength of simulation

A
  • provides insight into potential circumstances and events
  • allows research to view micro, hard-to-see phenomena e.g neuron in detail
79
Q

limitations of simulation

A
  • time-consuming and expensive
  • subject to programming and human error so may not always be an accurate prediction/reflection of reality
80
Q
A

PSYCHOLOGY UPDATED (7 decks)

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