Research Methods A2 L1 - 4

Question 1

Content analysis:

Answer 1

Systematic research technique for analysing data, where the researcher creates a coding system of predetermined categories that can be applied to the content

Question 2

What is a pilot study often used to test?

Answer 2

Coding system to ensure they don’t overlap but are separate

Question 3

What type of data does content and thematic analysis generate?

Answer 3

Content: Quantitative
Thematic: Qualitative

Question 4

Thematic analysis:

Answer 4

Use of themes to collect new sets of data

Question 5

Theme:

Answer 5

An idea that reoccurs from interviews

Question 6

Stages of content analysis:

Answer 6

1) Sampling –> role/event sampling
2) How is data being recorded?
3) Analyse/categorise data
4) Tally up amounts

Question 7

Strengths and weaknesses of content analysis: (+3, -2)

Answer 7

+ Reliable way to analyse quantitative data –> coding units are not open to interpretation
+ Trends and patterns can be identified due to quantitative data
+ Not time consuming
- Causality cannot be established because it merely describes the data
- Cannot extract any deeper meaning for data patterns arising

Question 8

Case studies:

Answer 8

Detailed investigation of single individual or group

Question 9

Aim of case studies:

Answer 9

Be scientific and objective in their methodology

Question 10

What different types of data can be collected from case studies?

Answer 10

Qualitative and quantitative data

Question 11

Strengths and weaknesses of case studies: (+3, -2)

Answer 11

+ Good use of research to support key theories
+ Use of qualitative data
+ Allows study of cases that would usually be deemed impractical or unethical
- Individual differences between people that cannot be generalised
- Difficult to replicate as it is just one individual

Question 12

How can psychologists assess for reliability in observations?

Answer 12

• Test retest method
• Pilot study

Question 13

How can psychologists improve reliability in observations?

Answer 13

• Inter observer reliability

Question 14

How can psychologists assess for reliability in self-reports?

Answer 14

Test retest

Question 15

How can psychologists improve reliability in self-reports?

Answer 15

• Altering questions used in the interview
• Inter researcher reliability

Question 16

How can psychologists assess for reliability in experiments?

Answer 16

Test retest

Question 17

How can psychologists improve reliability in experiments?

Answer 17

Standardisation of instructions

Question 18

Test retest method: (4)

Answer 18

• Conduct the observation/experiment/ self-report once and collect the results
• Repeat again a few weeks later w/ same pps in same way
• Compare the results
• If results are similar, there should be a correlation coefficient of 0.8 or more

Question 19

Pilot study: (4)

Answer 19

• Conduct small trial of observation
• May include standardised instructions, debriefing and planning procedures
• Operationalised categories
• Minimises human error and variation

Question 20

How can inter observer reliability be improved and what should the results show?

Answer 20

• Use more than one observer
• Ensuring behavioural categories were operationalised properly
• Further observer training about which behaviour should be observed
• Correlation coefficient of 0.8 or more

Question 21

How should reliability be improved if results from pilot study are not clear?

Answer 21

Give more training to observers

Question 22

What factors should be considered when reviewing the questions used in the interview?

Answer 22

• Type of data required –> qualitative/quantitative affects whether open/closed questions are asked
• Ambiguity –> avoid vague questions
• Double barrelled questions –> Avoid 2 in 1 questions
• Leading questions
• Complexity –> avoid jargon

Question 23

How can reliability be improved through standardisation of instructio?

Answer 23

If experiment is conducted twice:
- repeat same procedures twice
- use operationalised variables

Question 24

Internal validity:

Answer 24

Extent to which a study is investigating the tru affects of independent variable and dependent variable

Question 25

Factors that can reduce internal validity: (5)

Answer 25

• Investigator effects
• Demand characteristics
• Confounding variables
• Social desirability bias
• Lack of operationalisation

Question 26

Give 2 examples of internal validity:

Answer 26

• Face validity
• Concurrent validity

Question 27

How can concurrent validity be assessed?

Answer 27

• Scores from new test can be compared against an older, established test where validity is already known
• If positive correlation coefficient

Question 28

How can concurrent validity be assessed?

Answer 28

One or more experts in the field examine test questions and see whether the questions appear to be measuring what they should ‘on the face of it’

Question 29

How can concurrent and face validity be improved?

Answer 29

Remove/rewrite/re-word irrelevant questions

Question 30

External validity:

Answer 30

• Refers to factors outside of research setting
• How well can results gained be generalised to other settings, people and time eras

Question 31

Types of external validity:

Answer 31

1) Ecological validity
2) Temporal validity

Question 32

Ecological validity:

Answer 32

Ability to generalise findings of piece of research to other settings

Question 33

Temporal validity:

Answer 33

Results of study can be generalised to people in today’s contemporary society