Research Methods Flashcards
EXPERIMENTAL METHOD
What is an aim? What must it start with?
aim - the general statement that describes the purpose of the investigation
must start with ‘to investigate…’
EXPERIMENTAL METHOD
Define IV and DV
Independant variable = manipulated/changed
dependant variable = measured
EXPERIMENTAL METHOD
Contrast the different conditions of the IV
control condition: experience no manipulation
experimental condition: experience manipulation
EXPERIMENTAL METHOD
Define operationalisation
clearly defining the variables to more easily measure them
EXPERIMENTAL METHOD
What is a hypothesis?
How many hypotheses do we need to write for an investigation? Outline these and any strands of them.
What are the golden rules for writing hypotheses?
hypothesis: a prediction we have before tje experiment on the outcome of the study
we always write 2 hypotheses:
null: predicts no difference
alternative
alternative: predicts a difference/relationship
–> directional (one-tailed): we likely know the outcome (generally follows previous research)
–> non-directional (two-tailed): we don’t know what the outcome is likely to be
golden rules:
- “There will be…”
- include the operationalised IV and DV
RESEARCH ISSUES
Contrast extraneous variables with confounding variables using the example of the effects of video games on aggression. What are the different types of extraneous variables?
extraneous variables (EV): unwanted variables that could affect the DV
–> participant variables: individual differences
–> situational variables: any feature of the experiment
confounding variables (CV): type of EV which varies systematically with the IV
IV = video games, DV = aggression
EVs: sleep, hunger, upbringing/home life, stress, drug/alcohol use, circumstances, pre-existing anger issues
CVs: type of video game (violent or not), previous exposure/experience
RESEARCH ISSUES
Outline 2 ways we can reduce the effects of EVs and CVs, with examples
randomisation: use of change methods to reduce researcher’s unconscious biases when designing an experiment/investigation
e.g.) randomly allocating ptps to control or experimental groups/randomising the order that ptps complete conditions
standardisation: where all the ptps are subject to the same environment, info and experience
e.g.) giving same instructions to all ptps
RESEARCH ISSUES
Contrast demand characteristics with investigator effects, using examples
demand characteristics: cues revealing the aim of the study to the ptp, causing them to alter their behaviour
e.g.) questions asked, setting/location of experiment, researcher smiling at ptp in encouragement, ptp already heard about the study etc
investigator effects: unwanted influence of the investigator, giving away the aim of the study accidentally - subconscious or conscious influence
e.g.) conditions/groups obviously separated, odd/obvious instructions, different conditions for different groups
ETHICAL GUIDELINES
Name and outline the 5 ethical guidelines
- informed consent: ptps should be made aware of the aims procedure, their rights and how their data will be used
- deception: researcher should avoid deliberately misleading ptps at any stage of the experiment
- confidentiality: ptps have the right to control info about themselves (privacy) and the right to have any personal data protected
- right to withdraw: ptps should be able to stop the research at any time and request that the researcher withdraws their data
- protection from harm: ptps should not be placed at any more risk than they would experience in their daily lives - includes physical and psychological harm
ETHICAL GUIDELINES
Outline how to deal with each ethical guideline is it is broken. (i.e. ways to get around each one)
- informed consent: ptps should sign a consent form/we may seek additonal ways to get consent
- deception & right to withdraw: ptps should be given a full debrief, made aware of researcher’s true aims and any other details they were not supplied with; this will also include the right to withdraw
- confidentiality: personal details must be protected; researchers normally refer to ptps as numbers or initials; it’s stadard practise to remind ptps that their data will be kepy anonymous before and after the research
- protection from harm: ptps should be given a full debrief; they should be reassured that their behaviour was typical; in extreme cases, counseilling should be offered
ETHICAL GUIDELINES
Besides a consent form from the ptp before the research, what 3 methods can we use to get consent?
- presumptive consent: similar group of people to ptps is asked for consent, then ptp is assumed to also consent
- prior general consent: ptps give consent to take part in a number of different studies, including one that will involve deception; so ptps are effectively consenting to beibg deceived
- retrospective consent: ptps are asked for consent during debrifing after the research
ETHICAL GUIDELINES
Explain what is meant by a cost-benefit analysis.
weighing up the costs of the research (breaking ethical guidleines) and the benefits (what good can come of the research) - f the benefits ourwigh the costs then the research should go ahead
SAMPLING
Define participant, sample and target population.
- ptp = a person taking part in the experiment
- sample = the group of ptps
- target population = all the people a psychologist wants to study
SAMPLING
Name and outline the 5 sampling methods.
- random - every member of the target population has an equal chance of being selected
- systematic - every nth persn is chosen from a list
- stratified - the proportion of people in population subgroups (strata/layers) are refleted in the sample
- opportunity - whoever is available at the time of the sampling will be inclluded
- volunteer - ptps ‘self-select’
SAMPLING
Give one strength and one limitation of each sampling method.
RANDOM
+ potentially unbiased
- difficult and time-consuming to conduct (gathering a complete list of target population can be difficult)
SYSTEMATIC
+ objective
- time-consuming
STRATIFIED
+ reflective of taregt population
- the strata cannot reflect individual differences so a complete representation is not possible
OPPORTUNITY
+ convenient, cheaper
- researcher bias and not representative of target population
VOLUNTEER
+ easy, minimal input from researcher
- volunteer bias (may attract a certain ‘profile’ of people who want to impress the researcher => demand characteristics)
PILOT STUDIES
Outline what is meant by a pilot study. Why might researchers do this?
pilot study: a small-scale trial run of an investigation, used to identify any potential issues and to modify the design or procedure, saving time in the long run
- smaller sample
- ‘road checks’ the procedure to ensure it runs smoothly
- practise using the chosen self-report methods to remove or reword ambiguous or confusing questions
- in observational studies: useful to check coding systems
VALIDITY
Define internal validity. How can psychologists ensure high internal validity in their research?
internal validity: the extent to which we are measuring what we set out to measure.
ensuring high internal validity:
- standardised procedures
- careful control of extraneous variables
- clear operationalisation of IVs and DVs
VALIDITY
Differentiate a single-blind and a double-blind procedure.
single-blind: only the experimenter is aware of the conditions of the experiment
–> vulnerable to investigator effects by accidentally giving away hints
double-blind: neither experimenter nor ptp is aware of the conditions of the test being conducted.
VALIDITY
Define external validity and its 3 types.
external validity: the extent to which our findings are generalisable to different times, people and places.
population validity: the extent to which our findings are generalisable to the target population
ecological validity: the extent to which our findings are generalisable to a natural setting (as opposed to a lab)
temporal validity: the extent to which our findings are generalisable to modern day/into the future; this concerns the ‘shelf-life’ of the research
EXPERIMENTAL DESIGN
Define experimental design and the 3 types.
experimental design: the way participants are allocated to different conditions of the IV
types:
- independent groups: ptps only take part in one condition of the experiment
- repeated measures: ptps take part in both conditions of the experiment
- matched pairs: ptps are matched in terms of key variables such as IQ, gender and age. one is in control group and the other is in experimental group
EXPERIMENTAL DESIGN
Outline one strength and two weakness of a repeated measures design.
EXPERIMENTAL DESIGN
Outline three strengths and one weakness of a repeated measures design.
EXPERIMENTAL DESIGN
Outline one strength and one weakness of a repeated measures design.
