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A Level Pychology > Research methods - Social pyschology 2 > Flashcards

Research methods - Social pyschology 2 Flashcards

1
Q

what is a questionnare

A

where participants record there own answers and opinions in a written form

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2
Q

advantages of questionnares

A
  • can easily be repeated as it is easy to control since all participants can do it at the same time
  • participants may feel more willing to reveal confidential information in a questionnaire than in an interview as they feel more anonymous
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3
Q

disadvantages of questionnares

A
  • people may not tell always tell the truth due to a lack of knowledge about their own opinion of a topic, not knowing how they would act in a situation or social desirability bias
  • the sample of people involved might be bias as only a literate individuals who are willing to spend time on the Q will be involved
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4
Q

factors affecting the validity of the answers in the questionnaires

A
  • length of questionnare
  • promise of confidentiality
  • social desirability (demand characteristics)
  • poorly designed quesions
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5
Q

examples of poorly designed quesions on a questionnaires

A
  • leading questions
  • ambiguous questions
  • ambiguous overlapping questions
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6
Q

factors that affect the reliabilty of the answers in a questionnare

A
  • standardised questions means that the questionnaire can be replicated
  • using standardised procedures - so participants should answer the the questionnaires in simular environments, with the same researcher and at the same time
  • standardised instructions can help improve replication and ensure results are reliable
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7
Q

what is a closed questionnare

A

questions with a fixed number of possible answers that provide quantatative data

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8
Q

advantages of closed questions

A
  • easy to analyse as the data is in numbers which can be summarised using averages, making it easier to draw conclusions
  • answers are more objective as they are more likely to be interpreted the same way by any researcher
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9
Q

disadvatages of closed questions

A
  • does not alllow people to express their precise feelings as there is only a fixed number of possible answers so data collected may be low in validity and does not uncover new insights
  • oversimplifies reality and human experiences as it suugest that there are only simple answers to a question whereas people are likely to think of several possible answers that reflect their views
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10
Q

what are the different designs of questionnaires

A
  • closed question
  • open question
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11
Q

example of closed question

A

do you find making flashcards annoying? Yes/No/Not sure

how much stress do you feel when making flashcards at the last minute (circle the number which best describes your feeling) - also known as a ranked scale
no stress 1 2 3 4 5 a lot of stress

flashcard making is annoying how much do you agree with this statement - a likert scale
strongly agree agree disagree strongly disagree

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12
Q

types of data used in closed questions

A

quantatative data

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13
Q

what are open questions

A

questions that allow participants to sate their opinions and attitudes and recall their experiences in their own words which links to a certain topic

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14
Q

advatages of open questions

A
  • provides detail of how people behave as they can express what they think and not be restricted by preconceived categories, increasing the validity of the data
  • as participants can provide any answer it means that the researcher may discover new findings
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15
Q

disadavatages of open questions

A
  • difficult to draw conclusions as there are likely to be a wide range of respondent answers, so the researcher would have to draw conclusions from patterns rather than descriptive statistics
  • its subjective as the researcher has to interpret what participants mean and each researcher may have a slightly different view of what a participant meant
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16
Q

advatages of ranked scales (a type of closed question)

A
  • objective way to present feelings and attitudes related to a topic being researched
  • produces more quantatative data which is easy to analyse or repersent in graphs and is easy to draw conclusions
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17
Q

factors affecting the generalisability of questionnaires

A
  • questionnaires are only limited to literate people
  • open questions may only be completed by those with more advanced language skills, more time or more motivation making the results unrepresentative
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18
Q

types of sampling

A
  • random sampling
  • stratified sampling
  • volunteer sample/ self selected
  • oppurtunity sample
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19
Q

genralisability of sampling

A
  • you have to make sure that your sample is repersentative to the target population otherwise you cannot genralise the results
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20
Q

disadavtages of having a large sample

A
  • it is not clear what variables is affecting the factor you are testing as there us lots of individual differences
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21
Q

what is a volunteer sample

A

a sample produced by asking people who are willing to take part

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22
Q

advatahes of volunteer sample

A
  • a convinient way to find willing participants as researchers need committed participants for time consuming studies as pps are less likely to drop out as they volunteered
  • a good way to get specialised group of participants, called purposive sampling
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23
Q

disadvatages of volunteer sampling

A
  • sample is biased as volunteer participants are likely to be more highly motivated and have more extra time on their hands than the population in general (volunteer bias)
  • volunteers may also be more willing to be helpful which will make it more likely for them to guess the aim of the study causing demand characteristics
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24
Q

what is stratified sampling

A

a type of sampling method in which the target population is divided into subroups

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25
Q

advantages of stratified sampling

A
  • most repersentative sampling technique as its a proportional repersentatation of the target population so can be very repesentative of the whole population
  • specific subgroups are chosen according to the variables that are important to the researcher, this increases the control over the anomolies
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26
Q

disadvantages of stratified sampling

A
  • the decision of which subgroups are used (e.g age groups) may be biased reducing the genralisability of the sample
  • it is very time consuming and pps selected may not always agree to take part so cannot be used in pyschological research
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27
Q

what is an oppurtunity sample

A

a sample that is produced by selecting participants who are most easily available at the time of study

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28
Q

advantages of oppurtunity sampling

A
  • convienient as it takes little preperation as you use the first pp you can find so is less time consuming
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29
Q

disadvatages of oppurtunity sampling

A
  • biased as the sample is drawn from a specific part of a target population which has unique characteristics, so it cannot be genralised
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30
Q

what is random sampling

A

a sample of pp produced by using a random technique so that every member of he target population has an equal chance of being selected

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31
Q

advatages of random sampling

A
  • unbiased as all members of the target population have an equal chance if being selected
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32
Q

disadvatages of random sampling

A
  • takes more time and effort than the other techniques as you need to obtain a list of all members of your target population then identify the sample ans then contact the people identified if they want to take part
  • random samples are not often random as not all the participants identified can be accessed or agree to take part.
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33
Q

what is the measure of dispersion

A

how far scores spread

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34
Q

what is the measure of central tendency

A

different averages

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35
Q

types of measure of dispersion

A
  • range
  • interquartile range
  • standard deviation
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36
Q

types of measure of central tendency

A
  • mean
  • median
  • mode
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37
Q

advantages of mean

A
  • a sensitive masure as it reflects the value of all data in the final calculation
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38
Q

disadvantages of mean

A
  • can be unrepersentative of the data set if there are extreme results
  • an anomolous result can skew the data causing it to be unrepersentive of the data set
39
Q

advantages of the median

A
  • not affected by extreme scores
40
Q

disadvatages of median

A
  • not as sensative as the mean as not all values are reflected in the final calculations of the median
41
Q

advanatges of the mode

A
  • useful when the data is in categories
42
Q

disadvantages of mode

A
  • not a useful way of describing when there are several modes
43
Q

advantages of range

A
  • easy to calculate
  • a convenient way to express how spread out a data set is as highest and lowest value are used
44
Q

disadavatages of range

A
  • affected by extreme values
  • fails to take account of the distribution of the data set
45
Q

advatages of standard deviation

A
  • precise measure of dispersion because all the exact values are taken into account
  • shows consistency of results
46
Q

disadvantages of standard deviation

A
  • may hide some of the characteristics of the data set
  • cannot be immediately sensed from the data whereas the range is fairly quick to identify
47
Q

advantages of interquartile range

A
  • not affected by extreme values
48
Q

types of quantative data analysis

A
  • measures of central tendency
  • measures of dispersion
49
Q

what is standard deviation

A

spread of scores away from the mean

50
Q

advatages of quantative data

A
  • easier to analyse as data is in numbers which can be summaried using statistics, which makes it easier to draw conclusions
  • quantities are a more objective measure as measurements should be the same no matter who is doing measuring, this gives the measurements greater credibility as they are not biased by the person doing the measurements
51
Q

disadvantages of quantitative data

A
  • may not express pp precise feelings as the answers provided are fixed so may not repersent there true thoughts causing the data collected to be low in validity
  • oversimplifies reality and human experience as it suggest that there are simple answers, so its reductionists
52
Q

advatages of qualitative data

A
  • it has a holistic approach as it represents the true complexities of human behaviour as thoughts and behaviours are not reduced to numbers
  • provides rich detail of how people think and behave as they are given a free range to express themselves therefore is higher in validity as the researcher is more likely to be measuring the variable interest
53
Q

qualitative data disadvatages

A
  • more difficult to detect patterns and draw conclusions due to the large variety of information collected and because words cannot easily be reduced to a few simple points
  • its subjective as the data has to be interpreted
54
Q

types of qualitative analysis

A
  • thematic analysis
  • grounded theory
55
Q

what is the grounded theory

A

Grounded theory is a qualitative method that enables you to study a process and discover new theories that are based on the collection and analysis of secondary data

56
Q

what is thematic analysis

A

Thematic analysis is an analysis method used to analyse qualitative data. The data is analysed based on identifying themes in the data and grouping them into key themes and categories.

57
Q

advantages of thematic analysis

A
  • provides in depth information
  • unexpected results can be easily identifies
  • it is a flexible data analysis methods
58
Q

disadvatages of thematic analysis

A
  • its a time consuming prcess as every item is carefully considered and the data is gone through repeatably to see if the themes identified match the data
  • bias can easily influence the procedure
59
Q

types of interviews

A
  • structured interviews
  • semi structured interviews
  • unstructured interview
60
Q

what are structured interviews

A
  • predetermined questions delivered by an interviewer in the same order and contains same questions, and results in quantitative answers
61
Q

advantages of structured interviews

A
  • reclipable so has a higher reliability
  • easy to anaylse as the answers are predictable and quantitative
  • interviewer can provide extra information
62
Q

disadvantages of structured interviews

A
  • social desirable answers as the interviewer is present
  • researcher bias as the interviewer may ask Q in a specific way to get their desirable answer
  • pp may feel reluctant to feel personal information when face to face with an interviewer
63
Q

what are unstructured interviews

A

where no questions are determined in advance and all the questions asked are all open questions, so qualitative answers obtained

64
Q

advantages of unstructured interviews

A
  • flexiable as you can adapt different questions speciffically shaped to the pp allowing you to uncover more detail
  • can access information that may not be revealed in predetermined question
65
Q

disadvantages of unstructured interviews

A
  • not replicable
  • more affected by interviewer bias as the interviewer is developing questions on the spot
  • requires well trained interviewers which may be difficult to obtain and makes the research more expensive
66
Q

what are semi structured interviews

A
  • interviews where some questions are predetermined and others are newly developed questions as the interview proceeds
67
Q

advantages of semi structured questions

A
  • flexible as you can adapt different questions specifically shaped to the pp allowing you to uncover more detail
  • can access information that may not be revealed in predetermined question
68
Q

disadvatages of semi structured interviews

A
  • more affected by interviewer bias as the interviewer is developing questions on the spot
  • requires well trained interviewers which may be difficult to obtain and makes the research more expensive
  • difficult to analyse data
69
Q

comparison of interviews and questionnairs

A

questionnaires
- can be given out to lots of people and therefore the researcher can collect large amounts of data
- ppl are more willing to reveal confidential info since the interviewer is not present so they dont feel judged

interviews
- number of pp is restricted due to the time it takes to conduct an interview and the expense of training and employing interviewers
- people may reveal more info as a skilled interviewer can encourage more thoughtful responses

70
Q

what does BPS stand for in the BPS code of ethics and conduct

A

British Pyschological Society

71
Q

what is the BPS

A

The British Pyschological Society is the repersentative body for psychology and pyschologist in the UK which ensures that all proffessionals are behaving in an ethically acceptable manner

72
Q

how does the BPS ensures that all professionals are ethical

A

the BPS prepares and updates a code for ethics and conduct to guide pyschologists in their research and to guide pyschologists who are treating individuals with pyschological problems

73
Q

what is the BPS codes of ethics and misconduct and which ethical issues (EI) fall under each code

A

1) Respect (EI - informed consent, confidentiality, privacy and right to withdraw)
2) Competence (EI - professional ethics)
3) Responsibility (EI - protection from harm and debriefing)
4) Integrity (EI - deception)

74
Q

what are the ethical issues

A
  • confidentiality
  • deception
  • informed consent
  • privacy
  • right to withdraw
  • protection from harm
75
Q

protection from harm AO1 and AO3

A

A01 - Participants should not experience any negative physical or pyschological harm
A03 - Burger (2009)
- he used a two step screening process to eliminate anyone with anxiety or heart problems as they could be triggered during the experiment
- he stopped the volt shocks at 150V to avoid high lvels of anxiety and increasing distress as he argued that the 79% of pp in Milgrams study who gave 150V shocks continued to 450V so therefore he predicted that the pp who went up to 150V would have continued further

76
Q

right to withdraw AO1 and AO3

A

AO1: - participants are told that they can stop at any time of the study if they feel uncomfortable
A03: - In Milgram’s study for obedience he told the participants that they had the right to withdraw at any point of the study and still keep the money, and he found that only 12.5% dropped out

77
Q

informed consent A01 and A03

A

A01: - participants are told the true aim of the experiment and their role in it so that they can make a decision in taking part
A03: - no psychology study can have informed consent due to the risk of determined characteristics
- however this does not mean all studies should have a cost benefit analysis, which is when researchers should consider the costs of the study e.g pyschological harm and see if it outweighs the benefits e.g burger 2009 when he used a two step screening process and only taking pp up to 150V to reduce the costs of harming the pp

78
Q

confidentiality AO1 and A03

A

A01: a persons right to control the amount of information about themselves in the study and the results of the study
A03: BIOLOGICAL CASE STUDY : kety et al - the 4 danish psychiatrists used a blind test to asses the medical records of adoptive family members or biological family members to reduce experimenter bias when diagnosing the members with schizophrenia

79
Q

professional ethics AO1 and A03

A

A01: - the standards that direct the conduct of its professional members
A03: - Standford Prison Experiment - zimbado encouraged guard to be cruel and oppressive to the criminals

80
Q

Deception A01 and A03

A

A01: when pp are not told the true research aims of the study
A03: milgrams study of obedience - pp were told that the aim of the study was a punishment and learning instead of the levels of obedience

81
Q

Debreifing A01 and A03

A

A01: when the true aim is explained to the pp after the end of the study which will obtain uninformed consent
A03: Burger (2009)- PP were debreifed almost immediately after the study ended, they met the actor who played the learner and were told that the shocks were not real

82
Q

advantages of ethical guidlines

A
  • pp feel safe
  • society’s moral standards must be obtained
  • vulnerable pp need protection
83
Q

ways of dealing with ethical issues

A
  • consent and debriefing ( to restore pp in the state they were in at the start of the study)
  • risk assessments to identify the potential physical and psychological harm to pp during the study
  • research ethic community (REC) are ppl who approve a study before it begins by looking at all the possible ethical issues and how to deal and prevent theses issues
84
Q

what is competence

A

having the qualifications and ability to carry out the study safely and ethically or asking someone else about it

85
Q

aim of social practical

A

to determine if there was a difference in mean level of obedience in men and women

86
Q

hypothesis of social practical

A

the females would havea higher mean level of obedience than men on a score out of 10 on obedience questionnaire

87
Q

aim of social pratical

A

to determine if there was a difference in mean level of obediance in men and women

88
Q

what was your hypothesis for the study of your social approach

A

that females would have a higher mean level obediance than men on a score out of 10 in an obediance questionnaire

89
Q

what was your null hypotheis for the study you did in the social approach

A

there will no difference in mean levels of obediance between males and females on a score out of 10 on a obediance questionnaire any difference will be due to chance

90
Q

describe your sample and the sampling method you used for your study

A

we used an oppurtunity sample by randomly approaching Collegiate pyschology students within their pyschology classes, the sample consisted of 5 british caucasian males and 7 british caucasian females who were aged 16 - 17 yrs old and were all raised in Britain.

91
Q

method of social approach

A

1) collegiate students were approached within their pyschology class and were sampled in their pyschology lesson
2) all the students knew the study and its aim as they had been previously studying it
3) they were left to read a consent form (as they were 16-17)and instructions to fill out the form with a biro pen on their own individually in a class room and were instructed to return it to us after it had been filled out, a consent form was also sent to a legal guardian or parent to be approved
4) the pp were then handed a debrief slip to make them aware of the true aim of the study, and a questionnaire filled with open and closed questions and were given the right to withdraw their info on the Q
5) the closed q included a ranked scale out of 10 on obedience and likert scales
6) we converted the opened questions by using thematic analysis to convert the students qualitative data into quantitative data and then calculated the standard deviation, mean medium mode range and IQ (interquartile) range based on the answers on the closed questions and the converted open Q
7) the results were then plotted on a bar chart using the mean to compare the levels of obedience

92
Q

weakeness of practical

A
  • lacked G due to the androcentric gender bias as the were 7 f and only 5 m so it is not representative to m populations
  • lack G as all pp were raised in the westernised society from Bristol and is not representative of other locations so cannot be generalised to the wider population
93
Q

strengths of practical

A
  • replicable as we followed a standard procedure and used standardised questionnaire and instructions which all students followed so high levels of reliability
  • ecologically valid as the Q was conducted in a classroom enviroonment where pp would usually be subject to q and pyschological experiments
  • experiment was ethical as parental consent was obtained before Q was conducted and all pp were aware of their right to withdraw at all times
  • no researcher affect as there were no researcher present as they filled out the q in a classroom by themselves, so there were no demand characteristics that could affect the results of the experiment
94
Q

improvements of practical

A
  • a volunteer sample could be used with 20 white ppl 20 Asian 20 afro Caribbean with varying ages between 16 - 80 with an equal spread and having an equal amount of males and f so it is more representative to the wider population increasing G
  • to use students who do not know about milgram to reduce social desirability and produce more valid results

A Level Pychology (7 decks)

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