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Psychology > Research Methods > Flashcards

Research Methods Flashcards

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1
Q

Scientific Inquiry

A

is a process of developing an explanation of a question in the natural world by testing, investigating and collecting data that will either support or reject your idea.

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2
Q

Non Scientific Inquiry

A

Is one that does not use a systematic collection of evidence or one that tries to find answers to questions about things other than the external world

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3
Q

7 Steps of Psychological Research

A 
Identify the Research Problem
Hypothesis 
Method: 
      - select partipants
      - how many participants 
      - which data collection method
Collect Data
Analyse Data
Interpret Data
Report Findings
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4
Q

Sample

A

A sample is the group of people who take part in the investigation

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5
Q

Population

A

The target population is the total group of individuals from which the sample might be drawn.

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6
Q

Ethics

A

Confidentiality, Withdrawal Rights, Voluntary Participation, Debriefing, Deception, Informed Consent.

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7
Q

Experimental Hypothesis

A

A general prediction about the direction of interactions between the IV, the DV and the population.

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8
Q

Operational Hypothesis

A

A testable prediction that explains exactly how the variables will be measured/manipulated + the population from which the sample has been drawn (workable/testable/repeatable)

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9
Q

4 Elements of a Operational Hypothesis

A
  • testable prediction
  • population
  • operationalised IV
  • operationalised DV
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10
Q

Extraneous Variables + Types

A

Any variable other than the IV that causes change in results and an unwanted effect on experiment.

  1. Partipant
  2. Experimenter
  3. Situational
  4. Confounding
  5. Artificiality
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11
Q

Confounding Variable and Effect

A

is an uncontrolled variable that has affect on DV.

If EV is not controlled then EV not IV had effects on results leading to wrong assumptions on what has effected the DV

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12
Q

Experimental vs Control Groups

A

An experimental group is the group in an experiment that receives the variable being tested (IV). The control group does not.

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13
Q

Demand Characteristics

A

Participants know they are being studied and so they change.

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14
Q

Longitudinal Design

A

Studies same group of people at different points in time.
Limitations:
- expensive/time consuming
- loose participants (is sample still representative)
- practice effects can distort findings
- cross generalisation problems ie children in differing cohorts may experience different at each point in life span than other children in earlier/later cohorts.
Positives:
- no cohort effect

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15
Q

Cross Sectional Design

A

Studies cohorts who differ in age at the same time. Takes into account developmental differences amongst age and can compare children’s abilities of different ages.
Limitations:
- Cohort effect: cannot be sure if its not due to developmental or participant differences ie cultural/environmental
- cannot determine whether children in youngest group will reason like older children that age
Positives:
- easy, cheap

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16
Q

Longitudinal Sequential Design

A

Groups of participants are studied over time, and at each measurement a new group is added that was the same age as the first group when beginning the study.
Lets us look for changes in individuals across time (as a longitudinal) and age differences (as in cross sectional).
Limitations:
- complex and expensive
Positives:
- no cohort effect

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17
Q

Cohort

A

group of people at same age who have experienced same cultural conditions and environment

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18
Q

Independent Measures Design

A

Randomly sampled to control or experimental groups, with equal chance of being allocated to each.
Limitations:
- doesn’t minimise potential differences in characteristics
Strengths:
- popular and easy to administer

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19
Q

Matched Participant Design

A

Involves pairing each participant based on a characteristic they share. Randomly allocated to control and experimental group.
Limitations:
- pretesting required
Strengths:
- seeks to eradicate participant differences by separating into 2 groups

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20
Q

Repeated Measures

A

Same participants exposed to control and experimental groups.
Limitations:
- creates order effects; occur when their is change in results due to the sequence in which 2 tasks are completed
Strengths:
- eliminates partipant differences

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21
Q

Counterbalanced

A

Involves dividing the groups of participants in half and arranging them in order of the conditions so that each condition occurs equally as often in each position e.g half exposed to control then experimental condition and the other half experimental then controlled

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22
Q

Empirical Data

A

Is the information or observable facts that a psychologist systematically collects in a experiment, studies and investigations.

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23
Q

Subjective Data

A

Collected through observations of behaviour or information based on participants self reports. Can be biased and difficult to statistically analyse.

24
Q

Objective Data

A

Collected under controlled conditions, are easily measured and compared with other data. Often numerical and can be statistically analysed.

25
Q

Qualitative Data

A

Describes changes in the quality of behaviour and often expressed in words. Difficult to statistically analyse as responses take a wide variety of forms.

26
Q

Quantitative Data

A

Describes changes in numerical or categorical form. Can be statistically analysed,easily measured and compared with other data.

27
Q

Non Experimental Designs Examples

A

Case studies, Correlational, Interviews, Scales, Observational, Self Reports, Brain Imaging, Archival Research

28
Q

Case studies

A

Provide detailed knowledge about single case or small number of related cases by studying an individual or small group. Uses a variety of data collection processes.
Limitations
- not generalisable/expensive
Positives:
- detailed/specific data
- can offer insight into cases otherwise unethical

29
Q

Interviews

A 
Has open ended questions and focussed on particular area of interest
Limitations:
- interviewer bias
Strengths:
- comparable data
30
Q

Scales

A 
provide scale on which individuals standing on an issue can be measured. Quantitative subjective data can make inferences/stats.
Limitations:
- limited scales
Strengths:
- easy to understand
31
Q

Observational

A

Involves individual observing another individual or a group of people in natural environment (no interference or observation) and recording behaviours.
Limitations:
- Observer bias/ Experimenter Effect
- Expensive, Time Consuming
- No scientific control of extraneous variables
- Hawthorne Effect
Strengths:
- forms a hypothesis that guides future studies
- qualitative subjective data

32
Q

Hawthorne effect

A

Aware of observer and so acts different (side effect of artificiality).

33
Q

Experimenter effect + strategy to fix

A

Experimenter treats one individual different to others (less interaction thus reduced). Controlled by standardised procedure/single and double blind side.

34
Q

Placebo Effect

A

A phenomenon that occurs when a person believes he or she is receiving real treatment and reports an improvement in his or her condition.

35
Q

Single Blind Procedure

A

Experimenters are aware of which subjects are receiving the treatment or independent variable, but the participants of the study are not - a technique for eliminating subjective bias

36
Q

Double Blind Procedure

A

Both the experimenters and participants are unaware of who is receiving the independent variable

37
Q

Self Reports

A 
Individuals asked to comment on own thoughts/emotions etc by answering series of questions on a particular topic
Limitations:
- unrepresentitive
- partipant variables
- subjective data that cannot be overtly seen
- difficult to compare
Strengths:
- easy/cheap
- lots of data and flexible
38
Q

Correlational Studies Definition and 3 types

A

Looks at relationships between different variables and are usually used in cross sectional studies.

  • naturalistic observation
  • survey methods
  • archival research
39
Q

Limitations and Strengths of Correlational Studies

A

Strengths:
- allows for researchers to determine strength/direction of relationship so later studies can narrow down findings
Limitations:
- only uncover relationships not provide a conclusive reason for relationships

40
Q

Reliability and Types (Internal/External)

A

the extent to which an assessment tool measures what it is supposed to measure consistently each time it is used

Internal:
- Internal Consistency
- Test- Retest Reliability
- Parallel forms of reliability
External:
- Inter-rater reliability
41
Q

Validity and Types (Internal/External)

A

The extent to which an assessment tool actually measures what it is designed to measure

Internal:
- Content Validity
- Construct Validity
External:
- External Validity
- Criterion-related Validity
42
Q

Archival Research

A 
is research involving primary sources held in an archives ie reports/documents etc
Limitations:
- dates may be missing
- unreliable research
- cannot change anything
Strengths:
- analyses studies
- less expensive
43
Q

Inferential Statistics

A

Allows us to make inferences, form conclusions, generalise findings and determine validity. Can determine whether differences in results due to manipulation of IV or to chance (P Values, Probability, Correlations)

44
Q

Internal Consistency

A

All items contribute equally to what is being measured

45
Q

Test Re-Test Reliability

A

Same results in same condition by same person at a different time

46
Q

Inter Rater Reliability

A

Same results when assessment tools used by different administrators

47
Q

Parallel Forms Reliability

A

Do two tests developed from the same content produce the same results

48
Q

Content Validity

A

Are research tools assessing what they are meant to

49
Q

Construct Validity

A

Are research tools assessing the content/theories they are meant to

50
Q

External Validity

A

Can finding be generalised to wider population

51
Q

Criteria Related Validity

A

Consistent with other research

52
Q

Descriptive Statistics

A

used to summarise, organise an describe data obtained. Allows data to be easily interpreted (percentages, graphs, measures of central tendency)

53
Q

Measures of Central Tendency

A

Mean, Mode, Median, Range, Variance, SD)

54
Q

Statistical Significance

A
  • Refers to the significance of the difference between two scores
  • whether we can attribute the results to the IV or to chance alone
  • Demonstrates the cause and effect relationship
55
Q

P Value

A

is the level of probability that the results (differences) are due to chance alone, and determines the statistical significance = 0.05%,p

56
Q

Correlations

A
  • seek to establish whether two variables are related
  • correlation does not cause causation, only association
  • e.g scatterplot and correlation coefficient (close to 1 is strong).

Psychology (9 decks)

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