Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

GCSE Psychology (AQA) 2024 > Research Methods > Flashcards

Research Methods Flashcards

You may prefer our related Brainscape-certified flashcards:
GCSE Geography - AQA flashcards GCSE Religious Studies - Edexcel Route B flashcards AP® Psychology flashcards Psychology 101 flashcards GCSE Religious Studies - Eduqas Route A flashcards GRE® Psychology flashcards GCSE Religious Studies - Edexcel Route A flashcards GCSE Religious Studies - Eduqas Route B flashcards
1
Q

theory

A

explanation for behaviour, tested using objective research methods

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

aim

A

general statement explaining the purpose of a study (to investigate)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

independent variable

A

deliberately changed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

dependent variable

A

what is being measured

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

operationalisation

A

making variables clearly defined and measured

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

hypothesis

A
  • clear and precise testable statement

- states the relationship between the variables being investigated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

hypothesis

A

statement of a relationship between variables (there is a difference)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

null hypothesis

A

statement of no relationship between variables (there is no difference)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

cause and effect

A

the only thing that should cause a change in the DV is the IV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

extraneous variables

A
  • unwanted “extra variables” that may interfere with the relationship between the IV and DV
  • can affect DV
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what happens if extraneous variables aren’t controlled?

A

the researcher cannot truly know what caused the change in the DV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

why are research procedures enforced?

A

its important to design studies in a systematic way in order to control possible extraneous variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

requirements for instructions to participants

A
  • all participants must receive exactly the same information throughout an investigation (standardised)
  • this ensure that what is said to participants doesn’t act as an EV
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

standardised procedures

A
  • using the exact same methods and procedures for participants in a research study
  • to control EVs
  • only the IV should vary
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

randomisation

A

-using chance (eg.flipping a coin) to control effects of a bias when designing a study

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

demand characteristics

A
  • characteristics of a study that may give away the purpose of the experiment
  • participants might become aware of aim
  • participants may change their behaviour to be seen in a better light/different way
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

experiments

A

looks at a measurable change in the DV caused by a change to the IV
(quantitative approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

lab experiment (type of experiment)

A
  • experimenter has a high control over what happens

- takes place in a laboratory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

evaluate the use of lab experiments

A

strengths:
weaknesses:
-behaviour in a lab is less “normal”-difficult to generalise
-participants may change their behavior (they’re aware that they’re being watched)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

field experiment (type of experiment)

A
  • takes place in a natural setting

- IV is manipulated by experimenter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

evaluate the use of field experiments

A

strengths:
-more realistic than lab experiments (natural environment)
-can use standardised procedures (some control)
weaknesses:
-may lose control of EVs (difficult to show cause and effect)
-ethical issues (participants aren’t aware of the study

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

natural experiment (type of experiment)

A
  • takes place in a natural setting

- IV isn’t changed by experimenter (naturally occurring)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

evaluate the use of natural experiments

A

strengths:
-high validity (due to the real world variables)
-can standardise procedures (some control over EVs)
weaknesses:
-few opportunities to do this kind of research as behaviours may be rare
-may be EVs (due to the fact that participants aren’t randomly allocated to conditions)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

experimental designs

A

different ways participants can be organised in relation to IVs/conditions of the experiment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

order effects

A

EV arising from the order in which conditions are presented (in repeated measures)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

independent groups (experimental design)

A
  • different group of participants for each level of the IV (condition)
  • control and experimental group
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

evaluate the use of independent groups

A 
strengths:
order effects aren't a problem because participants only do the experiment once
weaknesses:
-different participants in each group
-participant variables can act as an EV
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

participant variable

A

differing individual characteristics of participants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

how do you deal with participant variables?

A

allocation: using chance or a systematic method to allocate participants to conditions, this way the researcher doesn’t influence who goes in each group and also makes participant variables even across the different conditions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

repeated measures (experimental design)

A

all participants take part in all levels of the IV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

evaluate the use of repeated measures

A

strengths:
-no participant variables
-fewer participants needed so its less expensive
weakness:
order effects reduce validity (eg. practice effect: participants may do better the second time)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

how do you deal with order effects?

A

counterbalancing: half the participants do the conditions in one order, other half do the opposite order

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

matched pairs

A
  • participants tested on variables relevant to the study

- participants are matched, and one member of each pair goes into each condition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

evaluate the use of matched pairs

A 
strengths:
-no order effects
-fewer participant variables
weaknesses:
-takes time to match participants 
-doesn't control all participant variables
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

sample

A

subset of target population which aims to be representative of that population-aims to avoid bias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

sampling method

A

system used to produce sample

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

target population

A

group that the researcher is interested in studying

purpose is to be able to generalise all findings/results to the target population

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

research bias

A

process where the scientists performing the research influence the results in order to to portray a certain outcome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

random sampling

A
  • each person has equal chance of selection

- numbers of target population in hat/number generator

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

evaluate the use of random sampling

A

strengths:
-no bias (because everyone has an equal chance of selection)
weaknesses:
-takes time (have to make a list of members of the target population)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

opportunity sampling

A

selecting people that are available

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

evaluate the use of opportunity sampling

A

strengths:
quick+cheap (participants are just there)
weaknesses:
only represents the population from which it was drawn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

systematic sampling

A

selecting every nth person from a list of the target population

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

evaluate the use of systematic sampling

A

strengths:
avoids researcher bias
weaknesses:
may end up with unrepresentative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

stratified sampling

A

selecting participants in proportion to frequency in target population

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

evaluate the use of stratified sampling

A

strengths:
very representative
weaknesses:
very time-consuming to sort sub-groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

what is the issue with psychological studies?

A

conflict between participants’ rights and well-being and the need to gain valuable results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

informed consent

A

participants must be told comprehensive information (nature, purpose and role) at the beginning and they can make an informed decision about whether or not they want to take part (consent)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

right to withdraw

A

they should be told that they can leave the investigation at any time they wish

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

deception

A

participants shouldn’t be lied to or misled about aim

—mild deception can be justified (withholding info about the other group/condition)

51
Q

privacy

A

participants have the right to control about themselves

52
Q

confidentiality

A
  • personal data must be protected and respected
  • data collected belongs to that person
  • personal details shouldn’t be accessible (usually anonymous)
53
Q

protection from harm

A
  • participants shouldn’t be placed at risk
  • physical and psychological safety should always be protected
  • not made to feel stressed or embarrassed
  • right to withdraw
54
Q

BPS guidelines

A

-code of conduct all professional psychologists in the UK need to follow

55
Q

how to deal with informed consent

A

participants (or guardians) sign a form that tells them what is to be expected

56
Q

how to deal with deception and protection from harm

A
  • participants have a full debrief to explain true aims and other conditions ect
  • participants are allowed to withhold data if unhappy with some aspects of study
  • reduce stress (assure them it was typical behaviour)
  • might be offered counseling)
57
Q

how to deal with privacy and confidentiality

A
  • participants must be anonymous (given numbers or referred to by initials)
  • data must not be shared unless given consent
  • participants should be reminded that data will be protected and remain confidential
58
Q

interviews

A
  • self report method

- face to face, real time contact and can also be done over phone or text

59
Q

structured interviews

A
  • reads list of questions
  • can have prepared follow up questions
  • follows exact script
60
Q

unstructured interviews

A
  • some questions prepared before
  • new questions created depending on what the interviewee says
  • much like a conversation
61
Q

semi-structured interviews

A
  • some questions decided before but follow up questions emerge at certain points
  • “goes with the flow”
62
Q

evaluate the use of interviews

A

strengths:
-produce a lot of info
-insight gained into thoughts and feelings
weaknesses:
-data can be difficult to analyse
-people may feel uncomfortable talking face to face

63
Q

questionnaires

A

prepared list of questions which can be answered in writing, over the phone, internet ect

64
Q

open questions

A
  • more likely in an interview
  • no fixed range of possible answers
  • respondents are free to reply in any way they wish
  • produces qualitative data
65
Q

closed questions

A
  • more likely in questionnaires
  • fixed range of possible answers
  • use rating scales, yes/no ect
  • produces quantitative data
66
Q

evaluate the use of questionnaires

A

strengths:
-can gather info from many people quickly
-questionnaires produce data that is easier to analyse than interviews (closed questions)-easier to make comparisons
weaknesses:
-social desirability bias (might not answer truthfully and give the answers they think is more appropriate/puts them in a better light—low validity
-may be unclear
-maybe be leading questions—lacks validity

67
Q

leading questions

A

a question that prompts or encourages the desired answer

68
Q

observation

A

a researcher watches or listens to participants and records data

69
Q

natural observation

A

researcher records behaviour where it would normally occur

70
Q

controlled observation

A

researcher manipulates aspects of the environment

71
Q

covert observation

A

participants aren’t aware behaviour is being recorded

72
Q

overt observation

A

told that they’re being recorded in advance

73
Q

participant observation

A

researcher is part of the group being recorded

74
Q

non-participant observation

A

researcher remains separate from the group that is being recorded

75
Q

categories of behaviour

A
  • systematic method of collecting data

- target behavior broken into separate observable changes

76
Q

interobserver reliability

A
  • observational studies should be carried out by more than one researcher because bias can be a problem
  • a single researcher may overlook important details or only record data that fits expectations
  • the group or pair should produce the same records of behavior
  • they would watch at the same time, have the same categories of behaviour and correlate data
77
Q

evaluate the use of observations

A

strengths:
-greater validity as it’s based of what people actually do (opposed to what they say they do which they could lie about)
-covert and natural observations show real life behaviour so it has high validity
weaknesses:
-ethical issues as researchers cant gain consent if they’re observing in a public place which invades their privacy
-observer bias:observers expectations affect validity as they may only record data that fits their expectations or may look over details

78
Q

correlations

A

shows how things are linked together (associations)

79
Q

co-variables

A
  • analysis of qualitative (numerical) data

- continuous data

80
Q

scatter diagrams

A
  • a special graph used to plot correlation data
  • one co-variable is on the x-axis and the other is on the y- axis
  • a dot is placed where they meet
81
Q

positive correlation

A

as one co-variable increases the other increases

82
Q

negative correlation

A

as one co-variable increases the other decreases

83
Q

zero correlation

A

no relationship between co-variables

84
Q

evaluate the use of correlations

A

strengths:
-allows psychologists to carry out investigations on things that cant be experimented on
-high level of ecological validity as nothing is set up or manipulated
weaknesses:
-don’t show cause and effect
-no control over EVs so wrong conclusions may be drawn

85
Q

case study

A

in-depth investigation of an individual, group, event or institution

86
Q

case studies:qualitative method

A
  • collect information about people’s experiences in words
  • data in a case study may be describing past events or interviews (qualitative)
  • some case studies may involve experimental testing that produces quantitative data (eg. intelligence tests which produce a numerical score) to see what the person can and cant do
87
Q

case studies:longitudinal

A
  • often carried out over a long period of time so we can see how behaviour changes
  • may also collect retrospective case history
88
Q

evaluate the use of case studies

A

strengths:
-triangulation:more than one method to collect data on the same topic
-naturally occurring
-high ecological validity
-rich and detailed qualitative data
weaknesses:
-lack of replication (every case is relatively unique)
-cant generalise findings (as it deals with only one person/group/event so you can never sure whether conclusions drawn from this case can be applied elsewhere)
-time consuming
-subjectivity bias causes low validity (findings are based on the psychologists opinion)

89
Q

reliability

A
  • if it can be repeated its reliable

- measure of consistency

90
Q

reliability of quantitative methods

A
  • tend to be more reliable
  • lab experiments are controlled and easy to repeat exactly
  • interviews/questionnaires: same person should answer the same questions in the same way- closed questions are likely to be more reliable
  • observations:one or two observers (interobserver reliability) should produce the same observations if repeated
91
Q

reliability of qualitative methods

A
  • less reliable

- case studies and unstructured interviews are difficult to repeat in the same way

92
Q

validity

A

relates to whether a result is a true reflection of “real world” behavior

93
Q

validity of sampling methods

A
  • the sample may not represent the target population
  • high representativeness=stratified
  • low representativeness=opportunity
94
Q

validity of experimental designs

A
  • repeated measures:order effects challenge validity (can be overcome by counterbalancing)
  • independent groups:participant variables challenge validity (can be overcome by random allocation)
  • matched pairs:overcome both problems (though it isn’t perfect)
95
Q

validity of quantitative methods

A
  • lab experiments: task, setting and participant awareness challenges validity=reduces naturalness and has high control
  • field experiments:artificial tasks and lack of control of extraneous variables challenge validity=more natural
  • methods for producing numerical data (eg questionnaires) lack validity as they reduce behavior to a score=therefore we get little to no insight into other aspects of their behavior
96
Q

validity of qualitative methods

A
  • case studies have greater validity as they give deeper insight into behavior, thoughts and the participant’s point of view
  • difficult to analyse=reduces validity, findings are fairly subjective and the researcher’s own expectations influence the analysis
97
Q

quantitative data

A
  • quantities (numbers)

- can measure thoughts/feelings

98
Q

evaluate the use of quantitative data

A 
strengths:
-easy to analyse an draw conclusions
-straightforward to make comparisons
-statistics are open to less interpretation=less chance of bias
weaknesses:
-lacks depth and detail
-lacks validity
-doesn't reflect real world complexity
99
Q

qualitative data

A
  • data in words

- can be turned into numbers by counting themes

100
Q

evaluate the use of qualitative data

A

strengths:
-more depth and detail
-better insight (participant is free to fully express thought)
-more validity
weaknesses:
-difficult to analyse and summarise (a lot of material)
-difficult to draw conclusions
-conclusions may be based on the researcher’s own opinions=open to bias

101
Q

primary data

A
  • data that has been obtained first hand

- collected data matches the aim of the study (collected for the purpose of the research)

102
Q

evaluate the use of primary data

A

strengths:
-suits the aims of the research=more useful
-authentic
weaknesses:
-takes time and effort to collect
-costly
-much easier and quicker to use that is already validated

103
Q

secondary data

A
  • second hand data
  • from other studies or government statistics
  • already exists
104
Q

evaluate the use of secondary data

A 
strengths:
-easy and convenient to use
-saves expenses
-saves time
-little effort
weaknesses:
-may not fit what the researcher is investigating 
-secondary data may be out-of-date, not quite complete or of poor quality=may waste time
105
Q

descriptive statistics

A

express numbers in a way that shows the overall pattern

106
Q

range

A
  • spread of data

- arranges data in order and subtracts the lowest from the highest score

107
Q

evaluate the use of ranges

A

strengths:
easy to calculate
weaknesses:
-can be distorted by extreme scores

108
Q

mean

A
  • mathematical average

- add up all the scores and divide by the number of scores

109
Q

evaluate the use of means

A

strengths:
-uses all the data (most sensitive measure)
weaknesses:
-can be distorted by extreme values

110
Q

median

A
  • data put in order from lowest to highest

- middle value

111
Q

evaluate the use of medians

A

strengths:
-not affected by extreme scores
weaknesses:
-less sensitive than the mean to variation in values

112
Q

mode

A

most common score

113
Q

evaluate the use of modes

A

strengths:
-very easy to calculate
weaknesses:
-can be unrepresentative

114
Q

frequency tables

A

-frequency: number or times it occurs-frequency tables are a systematic way to organize data in rows and columns

115
Q

frequency diagrams

A
  • histogram: continuous categories, no spaces between bars
  • bar chart: bars can be in any order
  • normal distribution: symmetrical spread forms a bell shape with mean, median and made at peak
116
Q

decimals

A
  • any number written with a decimal
  • position represents value
  • eg. 0.2
117
Q

fractions

A
  • reduce to simplest form

- eg. 1/2

118
Q

ratios

A
  • way to express fractions

- 8:2=4.1

119
Q

percentages

A
  • fractions out of 100

- eg. 58%

120
Q

finding the mean

A

add all scores and dividing by the number of scores

121
Q

standard form

A

mathematical shorthand to represent very large or very small numbers

122
Q

significant figures

A

numbers expressed to the required degree of accuracy eg.2 significant figure:

  • 32,462=32,00
  • 0.003256=0.0033
123
Q

estimate results

A

rough calculation

GCSE Psychology (AQA) 2024 (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions