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Research methods Flashcards

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1
Q

6 types of observations

A

naturalistic vs structured
overt vs covert
participant vs non-participant

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2
Q

event sampling

A

observer records the number of times a certain behaviour occurs

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3
Q

Time sampling

A

observer records behaviour at perceived intervals

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4
Q

content analysis

A

typically used as a research tool to analyse the certain content for the incidence of certain words books filmks
usually use coding units

  • enable comparisons and contrasts
  • done in own time
  • can be repeated
  • gain inter-rater reliability
  • some results subtle and missed
  • subjective
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5
Q

Observations

A

no control
look for patterns
no cause and effect
inter rate reliability

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6
Q

extraneous variable

A

variable that needs to be controlled

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7
Q

situational variable

A

variable such as the environment

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8
Q

participant variable

A

affected by mood of participants

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9
Q

confounding variable

A

variables not controlled and effects results

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10
Q

counterbalancing

A

RMD when there is a problem with order effects

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11
Q

randomisation

A

IGD when there is a problem with ppts variables

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12
Q

internal validity

A

testing what you intent to test

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13
Q

external validity

A

extent to which findings can be generalised to other settings

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14
Q

ecological validity

A

extent to which findings still explain behaviour in different situations

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15
Q

predictive validity

A

able to accurately predict same future behaviour from results

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16
Q

concurrent validity

A

comparing questions to another test to see if they agree

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17
Q

face validity

A

seeing if the question makes sense

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18
Q

inter-rater reliability

A

assessed by comparing results from 2 or more raters

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19
Q

internal reliability

A

consistency of measure within itself

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20
Q

test-retest

A

measure of whether something varies from one time to another

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21
Q

researcher effects

A

researchers expectations (bias) may encourage certain behvaiours

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22
Q

demand characteristics

A

behaving in a way that they think should fit with what they perceive the aim of the study to be

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23
Q

nominal data and example

A

where data forms discrete categories e.g. hair colour

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24
Q

ordinal data

A

level of measurement when numbers are rankings

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25
Q

stratified sampling

A

when sample contains a proportional representation of target population

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26
Q

social desirability

A

respondent does not give genuine answer but one thats desirable to social norms

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27
Q

survey

A

self-report method to gather info

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28
Q

questionnaire

A

consist of questions

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29
Q

closed questions

A

fixed answers

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30
Q

4 BPS ethical guidelines

A

respect
responsibly
competence
integrity

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31
Q

hypothesis

A

statement about the effect of the IV on the DV

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32
Q

directional hypothesis (1 tailed)

A

specific outcome is clear

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33
Q

non-directional hypothesis (2 tailed)

A

not sure what the effect will be

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34
Q

null hypothesis

A

a statement of no difference

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35
Q

range

A

difference between the highest and lowest

- affected by extreme scores

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36
Q

measures of dispersion define

A

cluster of results

37
Q

standard deviation

A

value that shows how scores are spread out around the mean

38
Q

pros and cons of the mean

A
  • takes into account all values

- affected by extreme scores

39
Q

pros and cons of the median

A
  • is not affected by extreme scores

- doesn’t take into account all values

40
Q

pros and cons of the mode

A
  • useful is data is in categories

- bad if there are many modes

41
Q

pros of standard deviation

A

uses all the data collected in a set of results to calculate how much variation there is from the mean
therefore outliers have less of an effect on the dispersion

42
Q

pilot study

A

small trial versions of proposed studies to test their effectiveness and make improvements

43
Q

peer review

A

assessment of scientific work by others who are experts in the same field
- to ensure any research that is conducted and published is of high quality

44
Q

the decision about whether to publish a research article depends on:

A
  • the article being seen to make significant contribution to knowledge
  • the strength of the methodology and results analysis
  • usefulness of the conclusion that are drawn
  • whether the study follows ethical guidelines
45
Q

structured interview

A

pre-determined questions

46
Q

semi-structured

A

some questions, pre-determined, others developed

47
Q

unstructured

A

no questions are decided in advance

48
Q

pros and cons to a random sample

A

each person has equal chance of selection

  • unbiased
  • can use a subgroup of population
  • takes time
  • may be biased if some decline to take part
49
Q

pros and cons to stratified sampling

A

participants selected from subgroups in proportion to frequency in population

  • most representative
  • select subgroups, reduces EV
  • selection of subgroups may be biased
  • lengthy process and some may decline
50
Q

pros and cons to volunteer sampling

A

advertise for willing participants

  • committed participants
  • specialised group
  • volunteer bias
  • more likely to response to demand characteristics
51
Q

pros and cons to opportunity sampling

A

most easily available

  • convenient and quick
  • only option if can’t list whole population
  • biased because only drawn from part of target population
  • refusal means we end up with a volunteer sample
52
Q

structured observation

A

staged observations that are usually carried out in an environment where researcher has some control

53
Q

naturalistic observation

A

observing behaviour of participants in a natural environment

54
Q

participant observation

A

observation when the researchers takes an active role in the situation being observed

55
Q

non-participant observation

A

where researcher observes behaviours of others but does not form part of the group study

56
Q

overt observation

A

a form of observation where those being observed are aware of the presence of the observer

57
Q

covert observation

A

a form of observation where those being observed do not know

58
Q

why is SD better than the range

A

The standard deviation takes account of all the figures in the data set individually whereas the range does not, it just takes the bottom score from the top score

The standard deviation can take account of the effect of outliers, and the range takes the most outlying scores into account but just the top and bottom scores

59
Q

control group

A

a group of participants that does not experience the experimental situation but acts as a baseline against which to judge any chance

60
Q

order effects

A

the problem with presentation order of stimulus material.

ppts may become practised at the test so improve performance or become tired so performance deteriorates

61
Q

type 1 error

A

when the null hypothesis is rejected and alternative hypothesis supported when the effect was not real
(too lenient)

62
Q

type 2 error

A

when the null hypothesis is accepted and alternative hypothesis rejected when there was actually a real effect
(too strict)

63
Q

impact of levels of significance and errors

A

in psychology we set level of significance at 0.05 (5%)

  • at a 0.1 (10%) level of significance there is a risk of type 1 error being too lenient
  • at a 0.01 (1%) level of significance (very significant) there is a risk of type 2 being too strict
64
Q

researcher bias

A

researchers performing the research influence the results, in order to portray a certain outcome

65
Q

researcher effects

A

researchers expectations (bias) may encourage certain behaviours

66
Q

what is thematic analysis

A

a way of analysing qualitative data and can be done inductively or deductively so record patterns within the data

inductively = researcher would read and reread the qualitative data and themes would emerge without researcher imposing any of their own ideas or expectations from it.

deductive = researcher specifying the themes that they will look for before analysing data

67
Q

how do researchers conduct thematic analysis

A

researcher will develop themes into ‘codes’ which represent the categories of themes found and use codes to analyse data and search for instances where it appears in data (reviewed continually and changed if necessary until themes can be stated and supported).

68
Q

pros and cons of thematic analysis

A
  • more detailed and meaningful info than quantitative
  • very little control over how thematic analysis is conducted
  • unscientific as themes are highly dependant on the subjective opinions of researcher = researcher bias
    e. g. preconceived ideas that affect theme choice and interpretation
69
Q

response bias

A

tendency of a person to answer questions on a survey untruthfully or misleadingly

70
Q

correlation

A

method used to assess the degree to which 2 co-variables are related

71
Q

pros and cons of a correlation

A
  • provides a means of looking at relationships and whether relationships are significant
  • useful way to conduct a preliminary analysis as a weak correlation = no causal relationship
  • cannot show a cause and effect relationship as there is not independent variable that has been deliberately altered
  • If co variables are correlated one may be causing the changes in the other but we do not know the direction of the possible effect
  • there may be intervening variables that can explain why the co- variables are linked
72
Q

co- variables

A

variables investigated in a correlation

73
Q

+1 correlation coefficient

A

perfect positive correlation

74
Q

pros and cons to peer review

A
  • allows for replication by other researchers
  • criticisms of methodology mean original researchers revise their procedures and enhance validity
  • anonymous so honest and subjective
  • anonymous so researchers may try to bury or sabotage rival group
75
Q

operationalisation

A

how you intend to measure the DV e.g. time taken

76
Q

pros and cons to a lab experiment

A
  • prevents EV affecting behaviour
  • replication is easy
  • high control
  • no natural behaviour
  • lacks ecological validity
77
Q

pros and cons to a field experiment

A
  • high ecological validity
  • reduced demand characteristics
  • replication is hard
  • sample bias
  • time consuming
  • ppts unaware of participation
78
Q

independent measures design

A

ppts allocated to different conditions

79
Q

repeated measures design

A

ppts take part in all conditions

80
Q

matched pairs

A

ppts matched in some way e.g. age, gender

81
Q

pros and cons of quantitative data

A
  • easier to analyse
  • more objective
  • may not express ppts precise thoughts
  • oversimplifies human experience
82
Q

pros and cons of qualitative data

A
  • details of how people think and behave as they express
  • represents true complexities of behaviour
  • harder to detect patterns and draw conclusions due to large variety of data
  • very subjective
83
Q

primary data

A

directly by researcher

  • up to date info
  • high reliability
  • time consuming
84
Q

secondary data

A

evidence by other researchers
- quicker

  • unaware of validity and reliability
85
Q

Advantages of adoption studies

Disadvantage of adoption studies

A
  • Removes extraneous variable; environment
  • Useful in showing twin studies overestimate genetic factor
  • Children adopted in to families similar to biological ones
  • Adopted parents ‘unusual’ so not representative
86
Q

Advantage of twin studies

Disadvantages of twin studies

A
  • Look at influence of genes of MZ compared ti DZ
  • Twin registries so large amounts of data
  • Twins share same environment so nature VS. nurture
  • Cannot tell which specific gene
87
Q

Adoption study

A

leve et al 2010
A: see interaction between adopted childs genes and adoptive environment whilst seeing what interventions might be put to help child and families

S: 360 sets of triads

  • children began school
  • child adopted before 3 months
  • no medical conditions
  • families given chance to opt out

M: longitudinal study \9infancy/toddler

  • face-face interviews, questionnaires, observations
  • saliva samples 3-6months - 7yrs

R: children kept attention when adoptive mother had anxiety/depression

C: genetic issues in an adoptive child interacted with environmental issues. Used to inform interventions to help children and adoptive families

88
Q

Twin study

A

Brendgen 2005
A: examine genetic and environmental effects on social and physical aggression using 6 year old twins

S: 234 twins, longitudinal, Canada, opportunity sample
84% european decent 16 ethnic minoriteis

P: 25.2% twins attended same classroom
Teacher = 2 questionnaire; social and physical
Social: ‘tries to make other child dislike child’
Physical: 3 point scale questionnaire ‘hit’ ‘bites’
Peer review= children given pics of classmates checked if students could identify pics and asked if which child fit description

R: 82% twins 1 nom for social
62% twins 1 nom for physical
- teacher more likely to find boys more physically aggressive girls more socially
- peers more likely to find boys more physically and social

psychology (16 decks)

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