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A2 Psychology > Research Methods > Flashcards

Research Methods Flashcards

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1
Q

Hypothesis

A

A precise, testable statement about the predicted outcome of the investigation

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2
Q

Directional hypothesis (one tailed)

A

A prediction which states the direction between two conditions

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3
Q

Non directional hypothesis (two tailed)

A

A prediction which states that there will be a difference between conditions or that there will be a correlation but which doesn’t state the direction the difference will go in

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4
Q

Extraneous variables

A

Any variable which may affect the dependent variable other than the IV

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5
Q

Confounding variable

A

One which affects the dependent variable and which varies systematically with the independent variable

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6
Q

Independent groups

A

Different participants in each condition of the independent variable

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7
Q

Repeated measures

A

Each participant does both conditions of the independent variable

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8
Q

Matched pairs

A

Each person only does one condition of the independent variable but they are matched with another person doing the other condition on some extraneous variable

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9
Q

Counterbalancing in repeated measures

A

Half the participants do conditions in one particular order and the other half do the condition in the opposite order

This is done to balance possible order effects

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10
Q

Advantages and disadvantages of independent groups

A

No chance of practise effects between the first time and second time
No chance of participants becoming bored

Participant variables

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11
Q

Advantages and disadvantages of repeated measures

A

Controls for differences between people
Requires fewer participants

There may be order effects
Boredom
Practise

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12
Q

Lab experimental method

A

Conducted in a controlled environment

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13
Q

Fired experimental method

A

Conducted in a real world environment

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14
Q

Natural experiment

A

The independent variable has not been manipulated by the experimenter but it has changed or occurred naturally

Eg Romanian orphanages

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15
Q

Quasi experiment

A

The independent variable is not manipulated

Eg investigating differences between men and women on a certain variable

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16
Q

Quantitative data

A

Information that is gathered that is in numerical form

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17
Q

Negatively skewed distribution

A

The curve leans over to the right
The mean is less than the median and the mode
Mean, median,mode

Eg test too easy (more students getting high scores)

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18
Q

Positively skewed distribution

A

Curve leans overs to the left
The mean is more than the median and mode
Mode, median, mean

Eg test too hard

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19
Q

Name the measures of central tendency

A

Mean
Median
Mode

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20
Q

Name the measures of dispersion

A

Standard deviation
Interquartile range
Range

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21
Q

Standard deviation

A

The average about that the scores differ from the mean

The larger the standard deviation, the more the data is spread out

Tells us how consistent people’s scores were

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22
Q

Advantages and disadvantages of standard deviation

A

Much less affected by outliers compared to the range
Much more sensitive measure of dispersion compared to the range as it uses all the data from the sample in its calculation

Much more difficult to interpret

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23
Q

Name the levels of measurement

A

Nominal
Ordinal
Interval

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24
Q

Levels of measurement- nominal

A

Categories

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25
Q

Levels of measurement- ordinal

A

Rank order

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26
Q

Levels of measurement- interval level

A

Precise intervals

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27
Q

Safe and unsafe interval scales

A

Safe- each unit on the scale is exactly the same (eg tape measure)

Unsafe- not directly observable eg depression
We can’t be sure that the distance between each interval is always exactly the same

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28
Q

When to use the sign test

A

When the DV has been organised into categories (nominal)
When it is a repeated measures of matched pairs design
When we are testing for a difference between conditions

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29
Q

In the sign test, when is the result significant?

A

If our observed value is equal to or less than the critical value

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30
Q

What does it mean if a result is significant?

A

It means that is is very unlikely to have occurred by chance

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31
Q

Type one error

A

You mistakenly conclude that there is an effect when it was just coincidence

To recede the possibility of a type 1 error: choose a stricter level or significance, repeat the study

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32
Q

Type 2 error

A

You mistakenly conclude there is no effect when there was an effect

To reduce the possibility of a type 2 error: pick a more lenient level of significance

33
Q

Pilot studies

A

A small scale trial run which is done before the main study to identify any problems of confusions and to correct these problems.

34
Q

Random sampling

A

Every member of the target population has the same chance of appearing in the sample

35
Q

Opportunity sampling

A

The researcher uses whoever is available from the target population at the time

36
Q

Volunteer sampling

A

Participants chose themselves

Eg replying to a newspaper advertisement

37
Q

Demand characteristics

A

The features of a study which may bias the participants to behave in certain ways

38
Q

Investigator affects

A

Investigator effects occur when a researcher influences the outcome of research they are conducting. They may have biased the results. For example, if they expect something to happen, this may be reflected through the results (e.g give a certain group of people a higher score)

39
Q

How to minimise demand characteristics

A

Testing people without them knowing, using standardised instructions, using a single blind procedure, deceiving people about the true purpose of the study

40
Q

Reliability

A

The extent to which findings of measures have been repeated with similar results or the extent to which a measure is consistent

41
Q

How to test reliability

A

Inter rater reliability- the observations are made by more than one researcher and the scores between the two researchers are compared to see how similar they are

Test retest reliability- the test is done again on the same sample of participants. We should expect to find a high correlation between the scores on the two different occasions

42
Q

How to improve reliability

A 
Standardised instructions 
Train the observers so they mane their observations consistent 
Operationalise variables
Pilot studies 
Controlled conditions
43
Q

Validity

A

The extent to which something accurately investigates what it intends to

44
Q

Face validity

A

The extent to which a measure appears on the surface to measure what it is supposed to measure

45
Q

Concurrent validity

A

A way of assessing validity by comparing the results with another relevant measure. Eg comparing the results of an IQ test with school results

46
Q

Ecological validity

A

The extent to which we can accurately generalise from the results to the real world setting

47
Q

Temporal validity

A

The extent to which we can accurately generalise from Feb results of a study that was conducted several years ago to today

48
Q

How to improve the validity

A

Control confounding variables
Minimise demand characteristics
Minimise investigator bias
Use objective measures where posible

49
Q

Primary data

A

All the data that is gathered by the researchers

50
Q

Secondary data

A

Data that wasn’t gathered by the researchers themselves but was gathered for another purpose

51
Q

Structured interviews

A

Rigid questions asked in a set order with no variation

52
Q

Unstructured interview

A

No set questions decided before the interview

53
Q

Semi structured interview

A

Some set questions but time for follow up questions allowed

54
Q

How to make objective observations

A

Clearly define the behavioural categories
Train observer thoroughly
Use more than one observer and check inter observer reliability

55
Q

Case studies

A

In depth studies of an individual or a small group of individuals regarding a topic of interest to the researcher

56
Q

Qualitative data

A

Information collected in non numerical form

57
Q

Ethical issues

A 
Protection of participant 
Deception 
Debriefing 
Withdrawal 
Informed consent 
Confidentiality
58
Q

Peer review

A

The scrutiny of research by independent experts

59
Q

The purpose of peer review

A

Means that poor quality research shouldn’t be published

60
Q

Aim

A

A statement about the purpose of an investigation

61
Q

What should be included in a debrief?

A

The aim of the study, the results, the procedure, whether they were deceived, ethical issue considered.

62
Q

Why are behavioural categories used?

A

Behavioural categories allow observers to tally observations into operationalised categories. This makes the results easier to analyse

63
Q

Advantages of open questions in interviews

A

Lots of information received, more detail

64
Q

Advantages of closed questions in interviews

A

Easy to compare specific responses, able to collect and display information easily

65
Q

Advantages of independent groups

A

Performances aren’t effected by order effects because each participant only takes part in one condition

66
Q

Why it is important for research to be replicated

A

The likelihood of the same differences occurring twice, by chance alone are much smaller than when they occur the first time

Effects that occur in a study are more likely to be reliable if they occur is a repeat of the study- replication increases external reliability

67
Q

What is a limitation of nominal level of measurement

A

Does not enable very sensitive analysis

68
Q

Distinguish between a type 1 and type 2 error

A

A type 1 error occurs when a researcher claims support for the research hypothesis when they were actually by chance

A type 2 error occurs when the effect the researcher was attempting to demonstrate does exist but the researcher claims there was no significance and accepts the null hypothesis s

In a type 1 error, the null hypothesis is rejected when it is true and in a type 2 error it is retained when it is false

69
Q

Explain one limitation of a self report technique

A

Questionable validity, lack objectivity

70
Q

Discuss how observational research might be improved by conducting observations in a controlled environment

A

Controlled environment affords the opportunity for control of extraneous variables- could affect the outcome of a study if not controlled

Exclusion of extraneous variables allows for greater inference about cause and effect

Allows the researcher to replicate the observation to check for reliability of the effect.

71
Q

Explain what is meant by event sampling

A

Observers/researcher decide on a specific event relevant to the investigation

Relevant event is recorded every time is happens

72
Q

Explain how using the standard deviation rather than the range would improve a study

A

Standard deviation is a measure of dispersion that is less easily distorted by a single extreme score (anomaly)

73
Q

What is a covert observation?

A

Participants aren’t aware they are being watched

Deception

74
Q

What is an overt observation?

A

Participants are aware they are being observed

The observer can be seen by participants

75
Q

What is content analysis?

A

A way of indirectly studying concepts in media

76
Q

What is a pilot study?

A
  • An initial run through of the study
  • Check participants know what they are doing
  • Check the instructions are clear
  • Check the equipment workd
77
Q

What is concurrent validity?

A

Comparing a test with another test measuring the same variable.

E.g comparing the results of a maths score with the results of an IQ test

78
Q

What is counter balancing?

A

A way of trying to control for order effects in a repeated measures design, e.g. half the participants do condition A followed by B and the other half do B followed by A

A2 Psychology (11 decks)

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