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research methods-stats Flashcards

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1
Q

what is meant by a peer review

A

the process by which psychological research before publication are subjected to independent scrutiny by other psychologists in the same field who consider the research in terms of its validity,significance and originality

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2
Q

what is the purpose of a peer review

A

to filter out flawed or unscientific research

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3
Q

peer review process

A

-psychological research before publication, subjected to independent scrutiny from psychologist in same field, decide if research should be published
-work is considered in terms of validity, reliability, originality
-assessment of appropriateness of methods and designs used
-the reviewer can accept, accept if improvements are made or reject
-review can be open, single blind or double blind

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4
Q

peer review purpose

A

-ensures quality of research (valid, reliable and relevant) - can also link to funding
-means research can be taken seriously
-prevent irrelevant findings from being disseminated
-prevent unwarranted claims or bias research being published

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5
Q

what is meant by quantitative data

A

-data that is expressed numerically
-can be gained from individuals scores on a test or from self report methods, using closed questions
-easily converted to graphs, charts

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6
Q

what is meant by qualitative data

A

-data expressed in words/descriptive
-description of ppts thoughts, feelings, opinions
-e.g open questions in a questionnaire

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7
Q

strengths of quantitative data

A

-more simple to analyse, allows comparisons to be drawn and trends to be established
-easier to make conclusions about behaviour

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8
Q

weakness of quantitative data

A

-lacks depth and detail
-prevents ppts from elaborating on thoughts, feelings
-lacks vital details therefore reduces internal validity of data

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9
Q

strength of qualitative data

A

-provides rich, detailed data on given subject
-provides greater understanding of behaviour being studied

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10
Q

weakness of qualitative data

A

-harder to analyse as it is difficult to summarise statistically and establish trends
-prone to researcher bias as analysis is based on their own subjective interpretations of data

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11
Q

discrete data

A

data that can be categorised into groups, can only appear in one group

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12
Q

continuous data

A

data that can be measured using scientific tools e.g height, time

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13
Q

nominal data

A

-discrete data
-data in the form of categories
-e.g how many boys and girls in a year group

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14
Q

ordinal data

A

-discrete data
-data is ranked/ordered
-doesn’t have equal intervals
-data based on subjective opinions

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15
Q

interval data

A

-continuous data
-data is a standardised/universal measurement
-based on objective, factual measures
-e.g time in seconds

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16
Q

what is primary data

A

-gathered directly from participants
-specific to aim of the study
-e.g data gathered by conducting an experiment, questionnaire

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17
Q

what is secondary data

A

-data that has previously been collected by a third party
-not specifically for the aim of the study
-e.g pre existing data (government statistics)

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18
Q

strength of primary data

A

-collected first hand from participants which allows researchers to specifically target info and organise it in a way that suits them and their aim
-this increases the internal validity of data

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19
Q

weakness of primary data

A

-requires time and effort to obtain the data and analyse findings
-e.g (context)
WHEREAS secondary data is easily accessed and requires minimal effort

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20
Q

strength of secondary data

A

-easily accessed and requires minimal effort to obtain
-may find that the data they require already exists so no need to collect primary data

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21
Q

weakness of secondary data

A

-may be poor quality and have inaccuracies
-may appear valuable but could be out-dated and not meet the direct needs of the researcher

22
Q

what is a meta-analysis

A

-form of research method that uses secondary data, as it gains data from a large number of studies
-combines this information from all studies to make a conclusion

23
Q

strength of meta-analysis

A

-gathers data from a number of studies which allows us to view data with more confidence
-increases generalisability of the findings to larger populations

24
Q

weakness of meta-analysis

A

-may be prone to publication bias as researchers may not choose all relevant studies
-or choosing to leave out studies with non significant results
-therefore data from meta-analysis will be biased because it only represents relevant data

25
Q

what is content analysis

A

-method of analysing qualitative data by changing qualitative data into quantitative
-done by identifying meaningful codes that can be counted enabling us to present data in a graph

26
Q

what is meant by coding

A

initial process of content analysis where qualitative data is placed in meaningful categories

27
Q

how is content analysis carried out

A

-read/view the transcript
-identify/create coding categories e.g ….
-re read the questionnaire or re watch the video and tally every time each code appears
-present the quantitative data on a graph/table

28
Q

what is a thematic analysis

A

method of analysing qualitative data by identifying emergent themes, enabling us to present the data in qualitative formats e.g interview recordings

29
Q

how is a thematic analysis carried out

A

-read and re-read the transcript (familiarisation)
-identify coding categories, words which emerged repeatedly
-combine these codes to reduce the number of codes into 3 or 4 THEMES e.g…
-present data is qualitative format

30
Q

test re-test of content analysis

A

-researcher completes the content analysis by creating a series of coding categories and tallying each time they occur
-the SAME researcher repeats the content analysis on the SAME qualitative data
-compare the results from both sets
-correlate the results from each content analysis using a stats test
-strong positive correlation of +0.8 shows high reliability

31
Q

inter-rater reliability of content analysis

A

-two raters would read through the qualitative data separately and create coding categories together
-two raters read exactly the same content separately but tally the occurrences of categories together
-they compare tallies from both raters
-then correlated using appropriate stats test
-a strong positive correlation of +0.8 shows high reliability

32
Q

how to improve reliability of content analysis

A

operationalising of coding categories so they are more specific and clear, making them more measurable

33
Q

how to assess validity of content analysis

A

FACE VALIDITY
-independent psychologist in the same field seeing if a coding category looks like it measures what it claims to measure at face value
-if they say YES the content analysis is valid

34
Q

how to assess validity of content analysis

A

CONCURRENT VALIDITY
-comparing the results of a new content analysis with the results from a similar pre existing content analysis that has already been established for its validity
-if results are similar assume the test is valid
-correlate two sets of results using appropriate stats test
-co efficient correlation of +0.8

35
Q

how to improve the validity of content analysis

A

-operationalise the coding categories
-researchers are properly trained to use coding categories

36
Q

what does the standard deviation tell us

A

HIGH SD
-more spread of data around the mean
-more variation in scores
-less consistent
-more individual differences
LOW SD
-less data spread around the mean
-less variation in scores
-more consistent
-less individual differences

37
Q

what data do bar charts display

A

discrete/categorical

38
Q

what data do histograms display

A

continuous
(represent frequencies)

39
Q

what data does a scattergram display

A

a relationship between two co-variables

40
Q

what is a type 1 error

A

-researcher has used a lenient P value
-researcher thinks the results are significant when they are actually due to chance/error
-wrongly accept alternative hypothesis
-wrongly reject null hypothesis

41
Q

what is a type 2 error

A

-researcher uses a stringent P value
-researcher thinks the results are not significant when they could be
-wrongly accept the null hypothesis
-wrongly reject the alternative hypothesis

42
Q

what is the purpose of an abstract

A

allows the reader e.g a student to gain an overview of the study

43
Q

what goes in an abstract

A

a summary of the study covering the aim,hypotheses, method, results and conclusions

44
Q

what goes in an introduction

A

-begins by describing previous research in the area is described
-links are made with previous research
-ends with the researcher stating the aims and hypotheses of the research

45
Q

what is the purpose of an introduction

A

gives background on relevant theories and studies to explain how aims and hypothesis developed

46
Q

what goes in a method section

A

S- sampling method
P-procedure
E-equipment
E-ethics
D-design

47
Q

what is the purpose of the results section

A

to present the overall summary of the findings rather than reviewing the raw data

48
Q

what goes in a results section

A

DESCRIPTIVE STATISTICS
-tables, graphs showing frequencies, measures of central tendency etc
INFERENTIAL STATISTICS
-stats tests are reported and calculated values/significance levels are detailed

49
Q

what is the purpose of a discussion section

A

discuss the findings and suggest possible uses of research

50
Q

what goes in a discussion section

A

-summary of results
-compare with other results
-limitations and modifications
-implications and future research

51
Q

what is the purpose of a reference

A

to give details of any other articles/books that are mentioned

psych (7 decks)

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