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Psychology A-level context + evaluation > Research Methods > Flashcards

Research Methods Flashcards

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1
Q

What are aims developed from?

A

Theories made by psychologists about a certain topic e.g. do energy drinks make you chattier?

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2
Q

What is an aim?

A

A general statement of what the researcher intends to investigate = the purpose of the study.

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3
Q

What is a hypothesis?

A

A clear statement that states a relationship between two variables to be investigate.

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4
Q

Whats the difference between a directional and non-directional hypothesis?

A

Non-directional states the difference between conditions or groups, but unlike directional the nature of the difference is not specified.

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5
Q

When do you know when to use a directional hypothesis?

A

When there is already research in the area you want to study yourself.

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6
Q

When do you know when to use a non-directional hypothesis?

A

If there is no research, or findings are contradictory to other findings.

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7
Q

What is the independent variable?

A

What you change in an experiment

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8
Q

What is the dependent variable?

A

What you measure in an experiment

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9
Q

What two conditions do you need for an experiment to work?

A

A control condition and a experimental condition.

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10
Q

What is operationalising variables?

A

Clearly defining variables in terms of how they can be measured.

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11
Q

What is an independent groups design?

A

Participants are allocated to different groups where each group represents one experimental condition.

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12
Q

What is repeated measures?

A

All participants take part in each condition of the experiment e.g. do condition 1 and condition 2.

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13
Q

What is a matched pairs design?

A

pairs of participants are matched based on variables in the experiment, they are then allocated to either one of the conditions separately.

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14
Q

What is matched pairs able to control?

A

confounding variables.

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15
Q

Evaluation of independent groups (weakness)

A

P’s in different groups aren’t the same, if difference found may be due to individual differences as well as it only provides a single result, twice as many P’s needed to produce data like repeated measures.

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16
Q

Evaluation of independent groups (strengths)

A

Order effects aren’t a problem, P’s less likely to guess the aim of the study.

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17
Q

Evaluation of repeated measures (weakness - task twice)

A

Participant has to do task twice and the order may be significant to the experiment, to deal with this counterbalancing is used.

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18
Q

Evaluation of repeated measures (weakness - order effects)

A

two tasks = boredom or fatigue, deterioration of performance in second task or may improve as practised once already. (demand characteristics and confounding variables).

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19
Q

Evaluation of repeated measures (strength)

A

participant variables are controlled and fewer participants are needed.

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20
Q

Evaluation of matched pairs (strength)

A

Participants take part in a single condition so order effects and demand characteristics aren’t a problem.

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21
Q

Evaluation of matched pairs ( weaknesses)

A

Participants can never be matched exactly even if identical twins. It is also expensive and time-consuming = less economical.

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22
Q

What is a lab experiment?

A

controlled environment, researcher manipulates IV and records effects on DV whilst maintaining extraneous variables.

23
Q

What high validity does a lab experiment have?

A

Internal because of the control of extraneous variables.

24
Q

Can a lab experiment be replicated?

A

Yes as it has high control meaning it is easier to replicate than any other experiment, it is also vital to see how valid the findings are.

25
Q

What behaviour may arise from lab experiments?

A

Unusual behaviour because of demand characteristics of the artificial setting of the lab.

26
Q

What is a weakness of lab experiments because of not representing real-life situations?

A

Low mundane realism.

27
Q

What is a field experiment?

A

IV is manipulated in a natural setting whilst still measuring the DV.

28
Q

strength of field experiment

A

High mundane realism, thus behaviour is more valid and authentic = high external validity.

29
Q

limitation of field experiment

A

Less control of extraneous variables, harder to distinguish difference between IV and DV. Ethical issues as P’s don’t give consent.

30
Q

What are natural experiments?

A

Change in IV not brought by the researcher but naturally happened. Researcher records effect of DV.

31
Q

Strengths of natural experiments

A

Provides opportunities that researcher may not have known of. High external validity as completely natural.

32
Q

Limitations of natural experiments.

A

Event may happen rarely, limits scope to generalise. Participants may not be randomly allocated, less sure of IV effecting DV.

33
Q

What is a quasi experiment?

A

IV simply exists and is not manipulated e.g. age or gender.

34
Q

Strength of quasi experiment.

A

Controlled conditions, share strengths of lab experiments.

35
Q

Limitation of quasi experiment.

A

Cannot randomly allocate and therefore there may be confounding variables.

36
Q

What is the population?

A

A group of people that are the focus of researcher’s interest, from which a smaller group is drawn.

37
Q

What is the target population?

A

A subset of the general population e.g. women in their thirties.

38
Q

What is a sample?

A

A smaller group of the target population that is assumed to be representative of the population.

39
Q

What is bias?

A

In the context of sampling, when certain groups may be over or under-represented within the sample collected.

40
Q

Random sampling

A

All members of target population have equal chance of being chosen. List of all members, assigned a number, picked out like lottery.

41
Q

Systematic sampling

A

Every nth member of population is chosen e.g. 3rd or 5th. Sampling frame of everyone in order (alphabet and names) then the sampling system is nominated, random to reduce bias.

42
Q

Stratified sampling

A

Finds proportions of people in certain groups of the wider society. Stratum depending on number of each group from wider society e.g. 60% law students 10% maths students and 30% politics students.

43
Q

Opportunity sampling

A

Researcher asks anyone near them or around them at the time of the study. e.g. in the street.

44
Q

Volunteer sampling

A

Self-selection, people choose if they want to do it, researcher may place an add in the newspaper asking for people.

45
Q

Strength of random sampling

A

Free of researcher bias, prevents researcher picking people who may support their hypothesis.

46
Q

Limitations of random sampling

A

Time-consuming, unrepresentative sample and P’s may refuse to take part.

47
Q

Strength of systematic sampling

A

Avoids researcher bias, no influence of who is chosen and fairly representative near to impossible to get all male candidates.

48
Q

Strengths of stratified sampling

A

Avoids researcher bias, produces representative sample of population, generalisation possible.

49
Q

Limitation of stratified sampling

A

Strata cannot reflect all the ways that people are different, so complete representation is impossible.

50
Q

Strength of opportunity sampling

A

Quick and time efficient, less costly.

51
Q

Limitation of opportunity sampling

A

Researcher biased, unrepresentative of population.

52
Q

Strength of Volunteer sampling

A

Requires minimal effort and is less time-consuming.

53
Q

Limitation of volunteer sampling

A

May attract a certain profile of people if volunteering, effect how it can be generalised.

Psychology A-level context + evaluation (9 decks)

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