Brainscape's Knowledge GenomeTM

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


See full index

Psychology Paper 2 > Research Methods Booklet 2 > Flashcards

Research Methods Booklet 2 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

What is a positive correlation

A

As one co variable increases so does the other

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

What is a negative correlation

A

As one co variable increases the other decreases

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

What is zero correlation

A

No relationship between the co variables

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

What is the correlation coefficient

A

A numerical measure of strength and direction of the relationship between the co variables always a number between -1 and 1 the stronger the relationship is if there is 0- no relationship.

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

What will the graph look like if there is a strong correlation

A

The points on the graph will be plotted closer together

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

What strength would +1 be

A

Strong positive correlation

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

What would 0 to -0.5 be

A

Weak negative correlation

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

What to include when writing a correlational hypothesis

A

Must include both variables that the correlation is testing and be fully operationalised
Never use difference, effect or link

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

What to include in a directional correlational hypothesis

A

State if the correlation is positive or negative

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

What to include in a non directional correlational hypothesis

A

Must state there is a relationship/correlation but no direction is stated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What to include in a null correlational hypothesis

A

State there will be no relationship/correlation

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

Strengths of correlations

A
  • used as initial research to see if Theres a relationship before a full experiment talked place, useful starting point for research and more ethical than an experiment (no manipulation)
  • quick and economical to carry out- use secondary data
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Limitations of correlations

A

Cannot establish cause and effect they can only tell us how variables and related not why.
-another untested variable could cause the relationship that we are interested in- third variable problem.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

3 differences between experiments and correlations

A

Experiments have an IV/DV- researcher manipulates IV to see affects on DV. Correlations dont- co variables no manipulation on IV.

Experiments establish cause and affect- how IV affects DV. Correlations don’t as no manipulation.

Experiments can and sometimes can’t control extraneous variables. Correlations do not(third variable problem)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Characteristics of case studies

A

In depth analysis of an individual group or event.
Involve analysis of unusual individuals or events.
Collect qualitative data: interviews, observations, questionnaires
Longitudinal in nature- long period of time

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

Strengths of case studies

A

Offer rich detailed insights into behaviour- qualitative data
Enhances our knowledge of unusual behaviours in the persons natural environments- increases ecological vadiloity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Limitations of case studies

A

Only one person is part therefore it can be difficult to generalise findings to the wider population.
Personal accounts can be prone to unnacuracy and memory delay

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

What is content analysis

A

Research technique that enables indirect study of behaviour by examining communications that people produce e.g texts emails and other media.

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

Aim of content analysis

A

Summarise and describe these communications using quantitative data so that overall conclusions can be made

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

How to conducts a content analysis

A

Coding-
1 decide on pre determined categories(codes) to look out for in the media.
2. Tally each time a behaviour appears for each category
3. Draw conclusions from the categories which could involve comparing different groups

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

How to gather thematic analysis

A
  1. Analyse media/communication
  2. Note emergent themes as they arise
    3.draw conclusions
    Not about pre detrimined categories
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Strengths of content analysis

A

‘Get around’ many of the ethical issues associated with psychological research
Many materials already exists within the public domain therefore there are fewer issues with obtaining permission.

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

Limitations of content analysis

A

People are studied indirectly so communication they produce is usually analysed out of the context within which it occurred.
Lack of objectivity, with the researcher attributing opinions and motivations to the speaker/writer which were not intended originally

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

Quantitative data evaluation

A

This is data that is numerical or can be turned into number form
Strengths- easy to analyse Put into graphs and identify patterns and trends and more objective- less bias
Limitations- limited detail in responses decreasing insight into results- lowers internal vadiloty

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

Qualitative data evaluation

A

Data that is descriptive in depth and detailed
Strengths- lots of detail which increases insight and increases internal vadility
Limitations- harder to analyse and put into graphs to identify patters and less objective and more open to bias

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

What is primary data

A

Info that has been obtained first hand by a researcher for the purpose of the research

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What is secondary data

A

Information that has already been collected by someone else;she and so pre dates current research project

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Strengths and limitations of primary data

A

Fits purpose- S
L- time consuming

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

Strengths and limitations of secondary data

A

S- less time consuming- not collecting themselves
L- outdated- not match researchers needs

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

What are pilot studies

A

Small scale version of an investigation before real one is conducted- make sure all works
Can make changed or modifications
Saves money and time

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

Why would pilot studies be used for experiments

A

Check materials that are used are relevant and that IV and DV are fully operationalised to the study to replicate on a larger scale

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

Why would pilot studies be used for an observation

A

Check suitability of the behavioural categories e.g check all observers interpret them in the same way and understand them

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

Why would pilot studies be used for a self report

A

Used to check participants can understand the questions in the questionnaire/interveiw and ones that are ambiguous or confusing can be altered for the actual one

34
Q

What is meta-analysis

A

Form of research method that uses secondary data. Number of studies are identified which have investigated same aim/hypothesis. Results can be pooled together and a joint conclusion produced.

35
Q

Strengths of meta analysis

A

Create larger, more varied sample and results can be generalised across larger target population

36
Q

limitations of meta analysis

A

Prone to publication bias. May not select relevant studies. So biased because only represent some relevant data

37
Q

Strengths and limitations of mean

A

Strengths- includes all values- represents data set
Limitations-less quick to calculate and distorted by extreme values

38
Q

Strengths and limitations of median

A

Strengths- not affected by extreme values
Limitation- doesn’t include all data only middle so less representative

39
Q

Strengths and limitations of mode

A

Strengths-can’t be distorted by extreme values, easy to calculate
Limitation- doesn’t include all numbers- less representative

40
Q

What are the measures of central tendency

A

Mean median mode

41
Q

What are the measures of dispersion

A

Range standard deviation

42
Q

What does standard deviation tell us

A

How far scores deviate from the mean
Larger the SD the greater dispersion within a set of data- inconsistent
The lower the SD- tightly clustered- similar results- consistent

43
Q

Strengths and limitations of the range

A

Strengths- easy to calculate- simple formula compared to SD
Limitations-does not account for distribution of the scores- only lowest and highest values included- not indicate whether spread out or close to mean
Affected by extreme values

44
Q

Strengths and limitations of standard deviation

A

Strengths- more precise measure of dispersion than the range- includes all values within final calculation
Limitations- bc all values are included- SD can be distorted by extreme values

45
Q

What are the 2 ways to present quantative data

A

Tables
Graphs

46
Q

What to include in graphs

A

Choose appropriate graph (bar, histogram, scatter)
Labelling axis
Drawing to appropriate scale
Writing a title

47
Q

When do we use bar charts

A

Data that shows different groups in reasearch-discrete data
Each displayed by own bar

48
Q

When do we use histograms

A

Display data that is continuous on both axis
As both axes are frequencies- no gap

49
Q

When do we use scatter graphs

A

Display correlational data- no line of best fit
Interpret strength and direction of the relationship between two co variables
Both sets of data- continuous

50
Q

What format should be followed when submitting work to be published

A

Abstract (summary of study)
Introduction (literature review)
Method (detailed enough for replication)
Results(a summary of key findings)
Discussion(evaluating the outcome)

51
Q

What to include in the abstract

A

A short summary (15-200 words) that includes all of the major elements of the study: aims, hypotheses, method/procedure, results and conclusions

52
Q

What to include in the introduction of reporting psychological investigations

A

Relevant theories, concepts and studies
Research review should follow logical progression - beginning broadly and becoming more specific until the aims and hypotheses are presented.

53
Q

What to include in the method of reporting psychological investigations

A

Design and justifications for the choice
Sample e.g how many, sampling method and target population
Apparatus/material
Procedure- list of what has happened- standardised instructions and debriefing
Ethics- how these were addressed within the study

54
Q

What to include in the results of reporting psychological investigations

A

Descriptive statistics e.g tables, graphs
Inferential statistics e.g choice of statistical test, level of significance and final outcome

55
Q

What to include in the discussion of reporting psychological investigations

A

Summary of findings in written format
Relationship of results to previous research
Limitations of study and how these might be addressed in future
Wider real world implications of the research

56
Q

Referencing format of a book

A

Authors (surname, initials), date, title of book, place of publication, publisher

57
Q

Referencing format of a journal article

A

Author (surname, initials), date, article title, journal name, volume (issue), page numbers

58
Q

Referencing format of a website

A

Source, data, title, weblink, data accessed

59
Q

Two reasons its important for scientific reports to include a referencing section

A

Gives credit to other researchers
Enables other people to find the sources used

60
Q

What is peer review

A

Before publication all aspects of the investigation are scrutinised by experts in the same field

61
Q

Aims of peer review

A

To reduce chances of flawed/unscientific research being published and treated as a ‘fact’ and misinforming the public.
Increases the credibility and status of the subject
To improve quality of published reports by suggesting amendments or improvements of the study

62
Q

Limitations of the peer review process

A

Anonymity- a minority of researchers may use their anonymous status to criticise rival researchers this could be due to a competition for limited funding.

Publication bias- editors of journals want to publish ‘headline grabbing’ findings so research that does not meet this is ignored- no significant results.

Ground breaking research may be buried- reviewers may be more critical of research that contradicts their own view. This may slow down the rate of change within scientific disciplines

63
Q

What is reliability

A

Refers to the consistency of findings from an investigation or measuring tool. A measuring device is said to be reliable if it produces consistent results each time it is used.

64
Q

What are the ways of assessing reliability

A

Test-retest reliability
Inter-observer reliability

65
Q

What is test-retest reliability

A

A method of assessing the reliability of a questionnaire or psychological test
The same person is assessed on two separate occasions
The two sets of scores are correlated to make sure similar
Shows to what extent the test produces same answers and is reliable
If correlation is significant (and positive) then the reliability of the measuring instrument is assumed to be good

66
Q

What is inter-observer relibilty

A

The extent to which there is an agreement between two or more observers involved in observation of behaviour.
This is to check that observers are applying behavioural categories in the same way
If the correlation between observers is +0.80 then data has a high interobserver reliabiloty

67
Q

How to improve reliability in questionnaires

A

One that produces low test- retest reliability may need to questions de selected or written
The researcher may replace some open questions (interpreted inconsistently) with closed questions that are less ambigious

68
Q

How to improve reliability in interviews

A

Use same interviewer each time and if not possible all interviewers must be trained so they ask the same questions in the same way

69
Q

How to improve reliability in observations

A

Behavioural categories should be operationalised and measurable so they are less open to interpretation.
If the above does not happen different observers have to use their own judgement in deciding what to record and may end up with inconsistent results.

70
Q

How to improve reliabiloty in experiments

A

To compare the performance of different participants the procedures must be the same each time therefore standardised procedures should be used.

71
Q

What is vadility

A

Refers to whether an observed effect is genuine and represents what is actually out there in the real word- LEGITIMACY of results

72
Q

What are the different types of vadility

A

Internal and external

73
Q

What is internal vadility and how is it increased

A

Refers to how well a study has measured what it sets out to measure at the start of the research
It’s increased if there is a lot of control implemented in the procedure- allows researcher to simply measure what they set out to in their aim.

74
Q

What is external vadility

A

The extent to which the finding of a study can be generalised to factors outside of the research

75
Q

What are the two types of external vadility

A

Ecological- refers to whether the task and/or the setting reflects real life situations and can therefore be generalised to the real world
Temporal- refers to the extent to which findings from a research study can be generalised to other historical times and eras.

76
Q

Ways of assessing vadility

A

Face vadility
Concurrent vadility

77
Q

What is face vadility

A

Extent which something looks as if it will measure what it is supposed to measure- can check with other people to look

78
Q

What is concurrent vadility

A

Extent which a test correlates well with a measure of the same thing that has been previously validated- compare results of new measure with a previously validated measure

79
Q

How to improve vadility in an experiment

A

Having a controlled procedure means researcher us mire certain that the changed in the DV were due to the affect of the IV. Controls could include: a control group, single/double blind procedure, randomisation

80
Q

How to improve vadility of questionnaires

A

Filler questions can control for the effect of social desirability bias
If respondents know their data is confidential they are more likely to be thruthful

81
Q

How to improve vadility of observations

A

Behavioural categories should be well defined and thoroughly operationalised to reflect the behaviours being measured

82
Q

Possible extraneous variables

A

Temperature, age, noise, gender, amount of sleep

Psychology Paper 2 (4 decks)

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