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GCSE Psychology (AQA) 2022 > Research Methods complete > Flashcards

Research Methods complete Flashcards

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1
Q

define aim

A

A general statement that explains the purpose of a study

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2
Q

define theory

A

A suggested explanation for behaviour

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3
Q

define independent variable (IV)

A

The variable that is changed by the researcher or varies naturally

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4
Q

define dependent variable (DV)

A

The variable measured by the researcher

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5
Q

define hypotheses

A

A clear, precise testable statement that states the relationship between the variables

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6
Q

define alternative hypothesis

A

A statement of relationship between the variables

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7
Q

define null hypothesis

A

A statement of no relationship between variables

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8
Q

define operationalisation

A

Making variables clear and precise and identifying operational instructions

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9
Q

what is cause and effect?

A

The changes in the DV are due to the IV only

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10
Q

define extraneous variable (EV)

A

Something affecting the DV that is not the IV

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11
Q

what are standardised procedures?

A

All participants receive the same instructions so that the study can be easily repeated

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12
Q

what is randomisation and why is it used?

A

Randomisation is using chance to design the investigation, used to reduce bias

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13
Q

define quantitative method/data

A

Collecting data in numbers

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14
Q

define qualitative method/data

A

Collecting data in words

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15
Q

what are the 3 types of experiments?

A

Lab
Field
Natural

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16
Q

define lab experiment

A

Highly controlled conditions, conducted in a laboratory

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17
Q

define field experiment

A

Study conducted in its natural setting where researcher manipulates the IV

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18
Q

define natural experiment

A

Study conducted in its natural setting with a naturally occurring IV. Researcher records the change in DV

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19
Q

give 4 brief evaluation points of lab experiments

A

STRENGTH - EVs can be controlled

STRENGTH - can use standardised procedures

WEAKNESS - the environment is not like everyday life

WEAKNESS - participants may be aware of testing

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20
Q

elaborate strength of lab experiments (EV’s can be controlled)

A

EV’s can be controlled so cause and effect can be established

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21
Q

elaborate strength of lab experiments (can use standardised procedures)

A

Standardised procedures allow for the experiment to be repeated so validity can be confirmed

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22
Q

elaborate weakness of lab experiments (environment unlike everyday life)

A

Environment unlike everyday life

Participants may behave unnaturally so behaviour can’t be generalised to the wider world

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23
Q

elaborate weakness of lab experiments (participants may be aware)

A

Participants may be aware they’re being tested and change their behaviour to ‘help’ the researcher
This makes the data invalid

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24
Q

give 4 brief evaluation points of field experiments

A

STRENGTH - more realistic than lab experiments

STRENGTH - some control of EVs

WEAKNESS - researcher may lose control of some EVs

WEAKNESS - there may be ethical issues with people not being aware of their participation so can’t give informed consent

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25
Q

elaborate strength of field experiments (more realistic than lab)

A

More realistic than lab because the natural environment enhances the realism of the experiment and increases validity of the results

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26
Q

elaborate strength of field experiments (some control of EV’s)

A

Standardised procedures can be used to control some EV’s so cause and effect can be shown and conclusions are more valid

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27
Q

elaborate weakness of field experiments (may lose control of some EV’s)

A

A real life setting makes it hard to control all EV’s and this makes it difficult to show cause and effect

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28
Q

elaborate weakness of field experiments (ethical issues)

A

Ethical issues as participants are unaware and can’t give informed consent due to the nature of the experiment type

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29
Q

give 4 brief evaluation points of natural experiments

A

STRENGTH - high validity

STRENGTH - EV’s well controlled

WEAKNESS - few opportunities to conduct

WEAKNESS - partcipant variables

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30
Q

elaborate strength of natural experiments (high validity)

A

High validity

Often variables are naturally occurring and relate to everyday life increasing validity

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31
Q

elaborate strength of natural experiments (EV’s well controlled)

A

EV’s well controlled

The DV is often tested in a lab and standardised procedures can be followed, eliminating EV’s

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32
Q

elaborate weakness of natural experiments (few opportunities to conduct)

A

May be few opportunities to conduct this research as it is focused on natural, infrequent events
This reduces the usefulness of the experiment type

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33
Q

elaborate weakness of natural experiments (participant variables)

A

Participant variables may affect the outcome

As the researcher can’t use randomisation this may act as an EV affecting the results

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34
Q

define experimental design

A

The different ways participants can be organised in relation to the conditions of an experiment

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35
Q

give the 3 types of experimental design

A

Independent groups
Repeated measures
Matched pairs

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36
Q

define independent groups

A

Seperate groups who are each allocated a different level of the IV

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37
Q

define repeated measures

A

Each participant takes part in both conditions, receives all levels of the IV

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38
Q

define matched pairs

A

Participants are allocated another person based on participant variables and each do a different level of the IV

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39
Q

give 2 evaluation points of independent groups

A

STRENGTH - no order effects

WEAKNESS - participants in each group are different

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40
Q

elaborate strength of independent groups (no order effects)

A

Independent groups have no order effects as each participant does the task once and has no practice

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41
Q

elaborate weakness of independent groups (participants in each group are different)

A

Participants in each group are different

which means a difference in performance can be attributed to this rather than the IV

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42
Q

give 3 evaluation points of repeated measures

A

STRENGTH - no participant variables
STRENGTH - fewer participants needed
WEAKNESS - has order effects

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43
Q

elaborate strength of repeated measures (no participant variables)

A

Each participant is compared against themselves so participant variables are removed and we can be sure that it is the IV affecting the results

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44
Q

elaborate strength of repeated measures (fewer participants needed)

A

Fewer participants are needed than an independent groups design so the study is cheaper and easier to conduct

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45
Q

elaborate weakness of repeated measures (has order effects)

A

Order effects occur when participants are tested twice The order in which they do the tasks may make a difference, e.g. a practice effect
This affects the validity of the results

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46
Q

give 3 evaluation points of matched pairs

A

STRENGTH - no order effects
STRENGTH - fewer participant variables
WEAKNESS - takes time and effort

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47
Q

elaborate strength of matched pairs (no order effects)

A

No order effects as participants only tested once

This means the results are representative of real life reactions

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48
Q

elaborate strength of matched pairs (fewer participant variables)

A

Fewer participant variables
Those taking part are matched on a variable that is important for the experiment
This enhances the validity of the results.

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49
Q

elaborate weakness of matched pairs (takes time and effort)

A

Takes time and effort
It takes time to collect the data and effort to match the participants
Matching may also be inaccurate so matched pairs is sometimes for very little gain

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50
Q

define sample

A

A subset of a target population that aims to be representative of the wider population

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51
Q

define target population

A

The group the researcher is interested in and wants to study

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52
Q

define random sampling and provide a method

A

Random sampling - a lottery method so every person in the sample has an equal chance of selection

Method:
Obtain a list of participants and assign a number 2 each
Randomly pick numbers out of a hat

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53
Q

define opportunity sampling

A

The researcher selects people who happen to be there at the time

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54
Q

define systematic sampling

A

Systematic sampling - selecting every nth person from a list of the target population

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55
Q

define stratified sampling and provide a method

A

Stratified sampling - Participants are selected from subgroups in the target pop. based upon their frequency in the pop.

Method:
Identify number of target pop. in each subgroup
Pick a sample size
Replicate proportion of people in sample

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56
Q

give 2 evaluation points of random sampling

A

STRENGTH - no bias

WEAKNESS - takes a lot of time and effort

57
Q

elaborate strength of random sampling (no bias)

A

There is no bias as everyone has an equal chance of selection, so the sample should be representative of the population

58
Q

elaborate weakness of random sampling (takes a lot of time and effort)

A

This takes more time and effort than other methods

as you need to obtain a list of all members and randomly select them

59
Q

give 2 evaluation points of opportunity sampling

A

STRENGTH - it is easy, quick and cheap

WEAKNESS - the sample is likely to be unrepresentative

60
Q

elaborate strength of opportunity sampling (easy, quick and cheap)

A

It is easy, quick and cheap to carry out because you choose people who are easily nearby

61
Q

elaborate weakness of opportunity sampling (the sample is likely to be unrepresentative)

A

The sample is likely to be unrepresentative especially if drawn from one place so generalisability of the results is reduced

62
Q

give 2 evaluation points of systematic sampling

A

STRENGTH - it avoids researcher bias

WEAKNESS - may still be biased

63
Q

elaborate strength of systematic sampling (it avoids researcher bias)

A

It avoids researcher bias

Once system has been selected researcher has no say increasing the representativeness of the sample

64
Q

elaborate weakness of systematic sampling (may still be biased)

A

May still be biased

May end up with a sample consisting of one particular group of people, decreasing representativeness

65
Q

give 3 evaluation points of stratified sampling

A

STRENGTH - most representative method
WEAKNESS - can be biased
WEAKNESS - lengthy process

66
Q

elaborate strength of stratified sampling (most representative method)

A

The most representative of all the sampling methods Researcher identifies important subgroups and makes sure they are represented in proportion - this enhances representativeness

67
Q

elaborate weakness of stratified sampling (can be biased)

A

Can be biased

Researcher chooses subgroups to use, decreasing representativeness

68
Q

elaborate weakness of stratified sampling (lengthy process)

A

Lengthy process
Participants chosen may not always give consent or want to take part at all
So the method is not used often

69
Q

define ethical issue

A

When there is a conflict between a participants right to be safe and the goals of research

70
Q

what are the 5 main potential ethical issues

A 
Informed consent
Deception
Protection from harm
Privacy
Confidentiality
71
Q

what is informed consent?

A

Participants should be given comprehensive info about the nature and purpose of a study and their role in it.

This should include the aims, procedures and right to withdraw

72
Q

what is deception?

A

Participants shouldn’t be lied to about the aims of a study, mild deception is justifiable.

Major deception only permitted if the benefits outweigh the harm.

73
Q

what is protection from harm?

A

Participant’s physical and psychological safety should be protected at all times
Stress and embarrassment is included in this

Participants must be reminded they can leave at any time

74
Q

what is privacy?

A

Participants have the right to control data about themselves

It is acceptable to make public observations but there is no universal definition of a public place

75
Q

what is confidentiality?

A

Personal data should be protected and respected

76
Q

what are the BPS guidelines?

A

A code of conduct every researcher in the UK must follow

77
Q

how do you deal with informed consent

A

Participants sign a form that tells them what is expected of them
If this is not possible at the start, they sign a form at the end of the study (retroactive consent)

78
Q

how do you deal with deception and protection from harm

A

Participants should be given a full debriefing at the end to explain the true aims and reduce distress
They should also be offered counselling and the chance to withdraw their data

79
Q

how do you deal with privacy and confidentiality

A

All participants should be anonymous

they can be referred to by a number or initials

80
Q

define interview and give the 3 types

A

An interaction between an interviewer and interviewee in which questions are asked to determine thoughts and feelings on a particular topic

Structured, Unstructured and Semi-structured

81
Q

define structured interview

A

Questions are pre prepared and follow up questions also follow a script

82
Q

define unstructured interview

A

Questions are not prepared and instead asked based on a general aim and previous answers

83
Q

define semi structured interview

A

Some questions are prepared and follow up questions are asked from previous answers

84
Q

give 4 evaluation points of interviews

A

STRENGTH - produce extensive information
STRENGTH - insight can be gained into a person’s thoughts and feelings

WEAKNESS - data can be difficult to analyse
WEAKNESS - people may feel uncomfortable giving info face2face

85
Q

elaborate strength of interviews (produce extensive information)

A

Produce extensive information especially unstructured interviews which means unexpected results can occur

86
Q

elaborate strength of interviews (insight can be gained into a person’s thoughts and feelings)

A

Insight can be gained into a person’s thoughts and feelings

This provides a different perspective to observations which only show what people do, not what they think

87
Q

elaborate weakness of interviews (data can be difficult to analyse)

A

Data can be difficult to analyse

Data in words tends to be of larger range making it hard to draw clear conclusions from it

88
Q

elaborate weakness of interviews (people may feel uncomfortable giving info face2face)

A

People may feel uncomfortable giving information face2face, especially if questions are on a sensitive topic
This can limit the amount of information collected

89
Q

define questionnaire

A

A prepared list of written questions completed in writing, over the phone or online

90
Q

give the difference between open and closed questions

A

Open questions are answered in more detail, qualitative data

Closed questions have a fixed range of possible answers, produce quantitative data

91
Q

give 4 evaluation points of questionnaires

A

STRENGTH - lots of information gathered quickly
STRENGTH - data easier to analyse than interviews

WEAKNESS - social desirability bias
WEAKNESS - leading questions

92
Q

elaborate strength of interviews (lots of information gathered quickly)

A

Lots of information can be gathered quickly as questionnaires can be sent to many people
This makes research easier and generalisations easier

93
Q

elaborate strength of interviews (data easier to analyse than interviews)

A

Data is easier to analyse than interviews because closed questions produce quantitative data which is easy to put on a graph

94
Q

elaborate weakness of interviews (social desirability bias)

A

Social desirability bias
People may not always answer truthfully as they want to be liked
This reduces the validity of their results and the data collected

95
Q

elaborate weakness of interviews (leading questions)

A

Leading questions
Some questions may hint at an answer or be unclear meaning respondents find it difficult to answer them
Therefore responses may lack validity

96
Q

define observation

A

Researcher watches or listens to participants engaging in whatever behaviour is being studied and records observations

97
Q

what are the three types of observation studies

A

Naturalistic versus controlled
Covert versus overt
Participants versus non-participant

98
Q

categories of behaviour

A

When behaviour is broken down into units that can be observed and recorded

99
Q

interobserver reliability

A

The extent to which there is agreement between two or more observers involved in the observation study

100
Q

how to determine interobserver reliability

A

Create behaviour checklist and observe

Compare the data recorded and discuss differences

If there are many differences then categories need to be changed or rewritten

101
Q

give 4 evaluation points of observations

A

STRENGTH - better indicator of behaviour than interviews or questionnaires
STRENGTH - look at real life behaviour

WEAKNESS - may be ethical issues
WEAKNESS - observers may be biased

102
Q

elaborate strength of observations (better indicator of behaviour than interviews or questionnaires)

A

Better indicator of behaviour than interviews or questionnaires
People are acting and data is based upon what people do, enhancing the validity of data

103
Q

elaborate strength of observations (look at real life behaviour)

A

Look at real life behaviour

People may be unaware that they are being observed so the data will have greater validity

104
Q

elaborate weakness of observations (may be ethical issues)

A

May be ethical issues
You can’t always gain consent when in public
so some observations shouldn’t be conducted

105
Q

elaborate weakness of observations (observers may be biased)

A

Observers may be biased

An observer’s expectations can influence what they see and therefore observations lack validity

106
Q

define correlation

A

A mathematical technique used to investigate the relationship between two variables, co-variables

They tell us the strength and direction of association between the co-variables

All plotted on a scatter diagram

107
Q

positive correlation

A

As one variable increases so does the other

upward slope

108
Q

negative correlation

A

As one variable increases the other decreases

downwards slope

109
Q

zero correlation

A

no relationship between the co-variables

110
Q

give 4 evaluation points of correlations

A

STRENGTH - good starting point
STRENGTH - can be used to investigate more complex relationships

WEAKNESS - do not tell us if a co-variable causes the other
WEAKNESS - intervening variables may affect the correlation

111
Q

elaborate strength of correlations (good starting point)

A

Good starting point for research

If two variables are related this gives researchers good basis and ideas for future investigations

112
Q

elaborate strength of correlations (can be used to investigate more complex relationships)

A

Can be used to investigate more complex relationships
e:g the curvilinear relationship between alertness and time of day
This means correlations have many uses

113
Q

elaborate weakness of correlations (do not tell us if a co-variable causes the other)

A

Do not tell us if a co-variable causes the other
meaning it is hard to establish cause and effect
This limits the usefulness of the technique

114
Q

elaborate weakness of correlations (intervening variables may affect the correlation)

A

Intervening variables may affect the correlation
as there is no control of EV’s
This means it is possible to draw incorrect conclusions

115
Q

define case study

A

An in depth investigation of a single individual,institution or event
Often involves unusual events

116
Q

what type of method is a case study?

A

A qualitative method

Tend to be longitudinal so the researcher can observe how behaviour changes over months or years

117
Q

give 4 evaluation points of case studies

A

STRENGTH - tend to not have a specific aim
STRENGTH - good method for studying rare behaviour

WEAKNESS - only focus on one individual or event
WEAKNESS - researcher may be subjective

118
Q

elaborate strength of case studies (tend to not have a specific aim)

A

Tend to not have a specific aim

This means they are more open minded and don’t mind what they discover, increasing validity

119
Q

elaborate strength of case studies (good method for studying rare behaviour)

A

Good method for studying rare behaviour that can’t be investigated in experiments
This gives a greater insight into unresearched topics

120
Q

elaborate weakness of case studies (only focus on one individual or event)

A

Only focus on one individual or event

This means it is difficult to generalise the results to other people, reducing the validity

121
Q

elaborate weakness of case studies (researcher may be subjective)

A

Researcher may be subjective
Information collected may be biased by the researcher’s reading of the case
so conclusions may lack validity

122
Q

define reliability

A

The consistency of an measurement, the results should be the same each time

123
Q

defne validity

A

Whether a result is true, how far do the results represent real life

124
Q

give 2 evaluations of quantitative data

A

STRENGTH - easy to analyse

WEAKNESS - lacks depth and detail

125
Q

elaborate strength of quantitative data (easy to analyse)

A

Easy to analyse
Data can be converted into averages,charts and graph
This means groups can easily be compared

126
Q

elaborate weakness of quantitative data (lacks depth and detail)

A

Lacks depth and detail

This is because we gain little information about thoughts and abilities

127
Q

give 2 evaluations of qualitative data

A

STRENGTH - has more depth and detail

WEAKNESS - more difficult to analyse

128
Q

elaborate strength of qualitative data (has more depth and detail)

A

Has more depth and detail
Participant is not restricted to the type of data they provide so the researcher gains more insight
For this reason qualitative data has higher validity

129
Q

elaborate weakness of qualitative data (more difficult to analyse)

A

More difficult to analyse
Data collected may be hard to summarise and draw conclusions from
This means conclusions may be based on the researcher’s opinion

130
Q

define primary data

A

Data collected firsthand by the researcher for the purpose of the research

131
Q

define secondary data

A

Data collected by someone other than the researcher

132
Q

give 2 evaluation points of primary data

A

STRENGTH - suits the aims of the research

WEAKNESS - takes longer to collect than secondary data

133
Q

elaborate strength of primary data (suits the aims of the research)

A

Suits the aims of the research
Primary data comes from the participants themselves
This means the data may be more useful

134
Q

elaborate weakness of primary data (takes longer to collect than secondary data)

A

Takes longer to collect than secondary data
Designing an experiment is time consuming and costly as the researcher has to design, test the procedures and find participants
It is much easier to use data that is already validated

135
Q

give 2 evaluation points of secondary data

A

STRENGTH - easy to access

WEAKNESS - may not meet the researchers aim

136
Q

elaborate strength of secondary data (easy to access)

A

Easy to access
Time taken to develop and carry out the research is not needed
This means the research involves little effort and little expense

137
Q

elaborate weakness of secondary data (may not meet the researchers aim)

A

May not meet the researchers aim
For example, the data may originate from out of data or poorly designed studies
This may reduce the validity of the research

138
Q

define normal distribution

A

A symmetrical spread of data that forms a bell shaped curve

Mean, mode and median are all at the same point

GCSE Psychology (AQA) 2022 (12 decks)

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