research methods Flashcards
p2
wt is content analysis
- indirect obs method used to analyse human behav
- investigating thro studying human artefacts (things ppl make)
how 2 perform content analysis 4 steps
- decide research q
- select sample (random/systematic) from larger quantity of all possible;e data
- coding (researcher decides on categories/coding units 2 b recorded)
- work thr data (read thr sample & tally n. times pre determined categ appear)
- data analysis - can b performed on quantitative data to look 4 patterns
wt do the coding units need 2 be for cotenet Ana;ysis
operationalised- as clearly defined as possible to reduce subjective interoperation
e.g directly threatening violence instead of aggressive statements
AO3 content analysis pros
- “artefacts” not usually created 4 research but from real world.
- means high external validity & findings shld be generalisable 2 other real world situtatuobs
- as artefacts from real world often ez to gather sample
- other researchers shld be able to replicate content analysis using same coding units / behavioural categories and ez access to sample
AO3 content analysis cons
- researcher will often need 2 interpret subjective text may lead 2 researcher / observer bias coz may interpret in way 2 support study
- data is created 4 purposes other than research as data not created under controlled situations may lack validity
e.g written historical diaries may not contain accurate record of past but contain inaccuracies
wts thematic analysis
- researchers start by attempting 2 identify deeper meaning go text by reading first and allowing themes to emerge
how 2 perform thematic analysis
- collect text/ turn recording into text by transcription writing it down
- read texts/ transcripts first 2 spot patterns that can be coded & collected
- reread transcriptions looking for emergent themes
wts important ab thematic analysis
- u make clear themes r not predetermined by researcher but emerge from text
AO3 thematic analysis
- as theories come after discovery of themes can b argued thematic analysis stops researcher bias
- higher external valid
- ez to sample
- ez replciatie
- subjective interpretation
- data not created in controlled cobiditions
case study def
- range of data collected from individual group/institution.
- main data collected via interviews & obsv
- content analysis can b perfumed on written evidence & even experimental techniques can b included
wts a short case study called
snapshot
wts a long case study called
longitudinal case study
case study AO3 pro
- as case studies r in depth mostly qualitative inves range of data collected results in realism. holistic approach 2 conducting research favoured by humanist psych coz gives depth and detail ab true exp.
- case studies can b used to generate hypothesis that can b tested experimentally.
e.g testing 4 existence of Brocas area w use of highly controlled FMRI SCANS ON large n ppts
case study AO3 cons
- ppt in case study r unique, thus exact replications cant b conducted 2 check reliability of findings
-can suffer from researcher bias as they find which findings to include/exclude when writing up also may form personal rsp coz working over long time thus getting in way of main objective of study
- CA interviews form large part of case study and this depend on memory and memories recalled may b inaccurate or answers= 4 social desirability
wts an aim
- a clearly phrased general statement ab what the investigator aims 2 study
wts a hypothesis
- precise statement including levels of iv and dv or both covariables 4 correlational study
wts meaning of operationalise
- carefully stated variables demonstrating EXACTLT how they r to be measure e.g dependent v would b “n. words recalled” not “recall”
wts null hypothesis
states there r no change in measurement of DV as result of manipulating IV
wts alternative hypothesis
states there is a change in measurement of dependant variable as result of manipulation in the IV
wts hypothesis testing
- data collected & statistical testing conducted on data
- provides evidence if evidence is strong enough null hypothesis can b rejected & alternate accepted
how can alternate hypothesis b written
either
- directional 1 tailed
- non directional 2 tailed
wt does non directional hyp state
- is a diff in measurement of DV as result of manip of IV) but not the direction the results will go
wt does directional hyp state
- is diff in measurement of dependant v & states which direction results will go
example differentiating between directional and non directional
NON DIRECT: there is diff in number in words called by ppt in green or blue
DIRECT: there IS an INCREASE in words called by ppt in green or blue
DIRECR states how much of a diff
target pop def
- every member of group that investigator plans 2 study as target pop could contain millions of ppl who cant all b studies
random sampling
- each member of target pop has a MATHEMATICALLY equal chance of being in experiments sample
random sample AO3
- avoids researcher bias as researcher cannot choose ppt they want to form the sample to give preferred result
- could pick unrepresentative sample tho by chance so few members of 1 gender or no members of minority group
- can b diff and time consuming to get large target pop
systematic sampling def
- ppt chosen from list of target pop every nth (5th 10th or 100th) ppt chosen to form sample
how 2 conduct systematic sampling
- researcher needs full list of entire pop
- researcher reads down list selecting every nth ppt to form sample
- process continues until sample required is chosen
AO3 systematic Samp;ing
- avoids researcher bias researcher cant choose ppt they want in sample
- if all existing list of target pop e.g school can b quick method of selecting sample
- method by chance could choose unrepresentative sample
- if target pop size too big then maybe diff to conduct
wt is opp sample
researcher directly asks available members of target pop 2 take part in research likely 2 be individuals researcher has ez access 2 and familiar w
how 2 conduct oppurtu Samp
- researcher directly asks any members within target pop ti take part in research
- any individuals who agree 2 rake part r added 2 sample till n ppt required is met
AO3 opportunity sample
- fastest way 2 get sample 4 psych research reducing time & costs compared 2 complex sampling methods
- coz researcher asks ppl 2 participate might have researcher bias
- likely 2 be unrepresentative as ppt chosen r type of ppl who researcher has ez access 2 e.g uni students
wt is volunteer Samp
ppt offer 2 partake after finding out ab research
how 2 conduct volunteer sampling
- ads where likely 2 be seen by target pop e.g gym for gym rats
- adv contain details of researcher whom will enrol volunteer into. sample where contacted
AO3 volunteer Samp
- ads can reach large n. ppl
- ez sample 2 collect as ppt putting themselves forward
- sample may nit b generalisable to target pop coz of volunteer bias. coz choosing ppl who have certain interest their views likely 2 b diff to target pop
stratified sample def
- by selecting from within strata characteristics of ppt within sample r in same proportion as found within target pop
how 2 conduct stratfied samp
- strata r identified along w proportion in target pop
- random sampling used 2 select n. ppt required from each stratum
AO3 strat sampl
- sample is representative of larger target pop meaning results found within sample shld be generalisable to get target pop
- ppt randomly chosen avoiding researcher bias
- not every possible characteristic can b included in stratified samp
- researcher decided which strata important which may result in bias
- time consuming to establish strata
repeated measures how does it work
- SAME ppt complete 2 levels or more of independent variable
independent groups design
- DIFF ppt complete 2 levels or more of indepden variable
- ppt randomly allocated 2 each design avoiding researcher bias
wt kind of data does independent group designs make
- unrelated data
AO3 indepdemt measures design
- if more ppt w particular characteristic r randomly assigned to 1 of groups can influence measurement on DV (extraneous v
- need double ppt compared 2 repeated measures for same data so time consuming/ expensive 2 find
pro= ppt less likely 2 work out aim in independent whereas more likely in repeated measures
repeated measures design
- same ppt comp in each of 2 (or more) experimental conditions