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Psychology > Research Methods- Year 1 > Flashcards

Research Methods- Year 1 Flashcards

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1
Q

Why study research methods ?

A

We need to gather evidence to help develop and support psychological theories

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2
Q

Aim

A

general statement of what the researcher intends to investigate the purpose of the study.

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3
Q

Hypothesis

A

A clear, precise and testable statement that states the relationship between the variables to be investigated, stated at the outset of any study

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4
Q

Variables

A

Factors that change in an investigation. They are usually used in experiments to determine if changes in one thing result in changes to another

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5
Q

Independent variable

A

Researcher manipulates or it changes naturally so the effect on the DV can be measured

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6
Q

Dependent variable

A

Is measured by the researcher to see how it changed. Any effect on the DV should be caused by the IV

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7
Q

Levels of the independent variable

A

In most experiments the IV has two conditions, the control group and the experimental group

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8
Q

Operationalism

A

Turning abstract concepts from your aim into clearly defined variables that can be measured

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9
Q

Directional hypothesis (one tailed)

A

States the kind of difference or relationship between the IV and DV.

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10
Q

Non- directional hypothesis (Two tailed)

A

Simply predicts that there will be a difference between conditions.

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11
Q

How do researchers decide what type of hypothesis to use

A
  • One tailed if previous research suggests an outcome.
  • Two tailed if no previous research or it’s inconclusive
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12
Q

Extraneous variable

A

Any variable other than the IV that may have an effect on the DV (if it is not controlled). They do not vary systematically with the IV

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13
Q

Confounding variable

A

A kind of extraneous variable that systematically change with the IV.
Any variable other than the IV that may have affected the DV so we cannot be sure of the reason for the DV changing.

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14
Q

Participant variable

A

any individual differences between participants that may affect DV

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15
Q

Situational variables

A

any features of the experimental situation that may affect DV

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16
Q

Examples of participant variables

A

Personality, age, gender, motivation

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17
Q

Examples of situational variables

A

weather, instructions, temperature, time of day, noise

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18
Q

Demand characteristics

A

Any cue from the researcher or from the research situation that may be interpreted by participants as revealing the purpose of an investigation. This leads to a participant changing their behaviour within the research situation

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19
Q

Investigator effects

A

Any effect of the researcher’s behaviour that could change the outcome of the results.

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20
Q

How can we control extraneous and confounding variables ?

A
  1. standardisation- All participants should be subject to the same experimental conditions
  2. Randomisation- Using chance in order to control for the effects of bias in an experiment
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21
Q

Participants

A

People who take part in research

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22
Q

Population

A

the group of people from which the sample is drawn

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23
Q

Bias

A

when certain groups are under-or overrepresented in a sample (not representative)

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24
Q

Random sampling

A

Every member of the target population has an equal chance of being chosen.

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25
Q

How is random sampling done ?

A
  1. compile a list of all target population
  2. assign each a number
  3. select a sample using a random number generator
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26
Q

Advantages of random sampling

A

-No researcher bias
- Confounding variable should be distributed evenly

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27
Q

Disadvantages of random sampling

A
  • Difficult to get a complete list of target population
  • time consuming
  • participants might not be willing to partake
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28
Q

Systematic sampling

A

Every nth member of the target population is selected. (e.g. every 5th person on the register)

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29
Q

How is systematic sampling done ?

A
  1. create list pf the target population in an order (e.g. alphabetical) - this is a sampling frame.
  2. take a sample from the list
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30
Q

Advantages of systematic sampling

A

-objective, avoids researcher bias as there is no influence once the system is chosen

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31
Q

Disadvantages of systematic sampling

A
  • could draw a non-representative sample
  • time consuming, costly
  • participants may refuse to take part
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32
Q

Stratisfied sampling

A

composition of the sample reflects proportion of certain subgroups in the target population

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33
Q

How is stratified sampling done ?

A
  1. Identify different subgroups in the population
  2. work out the proportion of each group
  3. participants in each subgroup are selected randomly in the same proportion as the target population
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34
Q

Advantages of stratified sampling

A
  • avoids researcher bias
  • more representative of the whole population so findings are more generalizable
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35
Q

Disadvantages of stratified sampling

A
  • stratification is never perfect, complete representation of population is not possible.
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36
Q

Opportunity sampling

A

sample from people who are available and willing when the study is carried out.

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37
Q

Advantages of opportunity sampling

A
  • quick
  • convinent
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38
Q

Disadvantages of opportunity sampling

A
  • unrepresentable
  • researcher bias
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39
Q

Volunteer sampling

A

self- selected sampling- participants become part of the study when asked or in response to an advert.

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40
Q

advantages of volunteer sampling

A
  • convenient
  • less time consuming
  • no researcher bias
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41
Q

disadvantages of volunteer sampling

A
  • often unrepresentative- volunteer bias
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42
Q

Experimental design

A

refers to how you allocate your participants to the different conditions in an experiment

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43
Q

what are the 3 experimental designs

A
  • independent groups
  • repeated measures
  • matched pairs
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44
Q

Independent groups

A

Participants only take part in one condition
Requires a separate group for each condition
Results from each group are compared

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45
Q

Advantages of independent groups

A
  • avoids order effects
  • Reduces demand characteristics
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46
Q

Disadvantages of independent groups

A
  • needs lots of participants (costly)
    -differences between groups may affect the results (random allocation may help to overcome this)
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47
Q

Order effects

A

When the order of the conditions in an experiment has an effect on particular behaviour

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48
Q

Repeated measures

A

Participants take part in all conditions
Everyone experiences the control and the experimental condition
Results for the two conditions are then compared.

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49
Q

Advantages of repeated measures

A
  • Avoids participant variables as everyone does all conditions
    -fewer people needed
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50
Q

Disadvantages of repeated measures

A

-Order effect more likely-requires counterbalancing
-Demand characteristics more likely as participants are more likely to guess the aim

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51
Q

counterbalancing

A

Alternating the order in which participants take part in different conditions

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52
Q

Matched pairs

A

-Participants are matched in each condition for any characteristics that may affect performance (age,gender,IQ)
-Results are compared between members of each pair

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53
Q

Advantages of matched pairs

A

Reduces participant variables
reduces order effects and demand characteristics

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54
Q

Disadvantages of matched pairs

A

Very time consuming - costly
impossible to match pairs exactly (even for twins) may be unexpected confounding variables

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55
Q

Types of experiment

A

Lab, field, natural, Quasi

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56
Q

What is an experiment ?

A

There is an IV sometimes manipulated by the researcher
The effects of the IV on the DV are observed or measured so that the hypothesis can be tested
The participants are allocated randomly to the conditions, where possible.

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57
Q

Lab experiments strengths

A

control extraneous variables- increases objectivity + validity
- can be standardised, easy to replicate

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58
Q

Lab experiments limitations

A

Artificial conditions-low ecological validity, demand characteristics, experimenter bias, low mundane realism, ethics

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59
Q

Field experiment strengths

A

Greater ecological validity, more mundane realism, behaviour more valid, fewer demand characteristics

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60
Q

Field experiment limitations

A

Less control- more possible extraneous variables, harder to replicate, ethics

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61
Q

Natural experiments strengths

A

High ecological validity, can research areas that would make experiments impossible forethical reasons

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62
Q

natural experiments limitations

A

Very difficult to replicate, fewer opportunities for research, little control over extraneous variables

63
Q

Quasi experiments

A

Not true experiment
IV based on existing differences between people (E.g., age, gender)

64
Q

Pilot study

A

small scale version of a study carried out before the main study

65
Q

BPS code of conduct

A

In Britain ethical guide- lines for research are published by the British psychological society

66
Q

informed consent

A

Participants should be given as much information as possible to enable them to make an informed judgment on whether they will partake

67
Q

Deception

A

Should only be used when there is no other alternative

68
Q

Right to withdraw

A

participants must know they are free to leave the study at any time (even if they have been paid)

69
Q

Protection from physical and psychological harm

A

Participants safety must be ensured

Cannot be exposed to greater risk than in their normal life experiences

70
Q

Confidentiality

A

Information about participants is protected by the data protection act
- participants must not be identifiable in published research
-Participants are given numbers or referred to by code

71
Q

Privacy

A

Participants right to privacy must be maintained
-Often tricky when conducting observations and participants are unaware they are being observed
-We should only observe people where they would expect to be observed by others in pubic places

72
Q

Debriefing

A

Participants should be debriefed following study:
- Allow them to ask questions
- Remind them of the right to withdraw

73
Q

Dealing with informed consent

A

-Participants issues with a consent letter or form detailing all relevant information that might affect their decision to participate
-If they are under 16 parents need to sign

74
Q

What if getting consent would ruin the study ?

A
  • Presumptive
  • Prior general
  • Retrospective
75
Q

Right to withhold data

A

Participants can object to their data being used

76
Q

Single blind procedure

A

Participants does not know which experimental condition they are in

77
Q

Double blind procedure

A

Participant and researcher do not know which experimental condition the participant is exposed to

78
Q

observations

A

watching how people behave without asking them to complete in an experiment

79
Q

Naturalistic

A

Watching/recording behaviour in the setting where it would normally take place
-All aspects of the environment are free to vary

80
Q

Controlled

A

Watching/recording behaviour in a controlled setting
- control certain variables

81
Q

Covert

A

Participants behaviour is watched and recorded without their knowledge or consent

82
Q

Overt

A

Participants behaviour is watched and recorded with their knowledge or consent

83
Q

participant observation

A

researcher becomes a member of the group whose behaviour they are observing

84
Q

Non - participant observation

A

Researcher remains outside of the group whose behaviour they are observing

85
Q

Issues in observational design

A

-ways of recording data
-behavioural categories
- sampling methods

86
Q

Unstructured recording

A

write down everything you see which provides rich detail - often too much

87
Q

Structured recording

A

Target behaviour for a main focus
- allows the researcher to quantify their observations using a pre-determined list of behaviours and damping methods

88
Q

behavioural categories

A

targeted behaviour is broken up into components that are observable and measurable.

89
Q

Target behaviours should be:

A

-precisely defined
-observable
-measurable

90
Q

Event sampling

A

Count the number of times a particular behaviour occurs

91
Q

Time sampling

A

Record behaviour with a pre-established time frame

92
Q

Strengths and limitations of naturalistic

A

strengths - more external validity, findings can be generalised to real life
limitations- replication is difficult

93
Q

Controlled strengths and limitations

A

Strengths - replications is easy due to control
limitations - lacks ecological validity, cannot be generalised

94
Q

Covert strengths and limitations

A

Strengths - removes participant reactivity, increases validity
limitations - ethical issues

95
Q

Overt strengths and limitations

A

strengths- ethically accepted
Limitations- could increase participant reactivity

96
Q

Participant strengths and limitations

A

strengths - researchers experience the whole situation, gives them insight
limitations- lose objectivity

97
Q

non participant strengths and limitations

A

Strengths - maintain objective in observations
limitations - may lose insight due to being on the outside

98
Q

self reporting methods definition

A

state or explain their own feelings, opinions, behaviours and/or experiences related to a given topic.

99
Q

Questionnaires

A

Set of written questions used to assess a persons thoughts and/or experiences.
- May be used to asses the DV

100
Q

2 types of questions ?

A

open or closed

101
Q

Open questions

A

Provide qualitative data but it’s hard to analyse (rich data)
- Allows people to give opinions and feelings

102
Q

Closed questions

A

Fixed choice (yes/no, tick box) provide quantitative data - easy to analyse

103
Q

Strengths of questionnaires

A

-cost effective
- large amount of data
- easy to distribute to large numbers of people
- easy to analyse data

104
Q

Weaknesses of questionnaires

A

-demand characteristics (social desirability bias)
-response bias (acquiescence bias)

105
Q

acquiescence bias

A

tendency to agree with items on a questionnaire regardless of the content of the question

106
Q

Scale of questionnaires

A

-likert scale
- rating scale
- fixed choice options

107
Q

writing good questions

A
  • don’t overuse jargon
  • don’t use emotive language or leafing questions
    -Don’t use double negative or double barrelled words
108
Q

Interviews

A

may be conducted over the phone however most involve face-to-face interactions between interviewer and interviewee

109
Q

structured interview

A

made up of pre-determined set of questions that are asked in a fixed order

110
Q

Unstructured interview

A

-no set questions
- there is a general aim that a certain topic will be discussed
- interactions are free flowing

111
Q

Semi structured interview

A
  • a list of questions had been worked out in advance
  • interviewers are feee to ask follow up questions
112
Q

Designing interviews

A
  • interview schedule
  • should be standardised to reduce bias
  • interviewers usually record/take notes to analyse later
  • normally one-to-one
  • conducted in quiet rooms
  • start with neutral questions
113
Q

Qualitative data

A

Data that is expressed in words and non-numerical

114
Q

Quantitative data

A

Data that can be counted, usually given as numbers.

115
Q

primary data

A

Information that has been obtained first-hand by a researcher for the purposes of a research project. In psychology, such data is often gathered directly from participants as part of an experiment, self-report or observation.

116
Q

secondary data

A

Information that has already been collected by someone else and so pre-dates the current research project. In psychology, such data might include the work of other psychologists or government statistics.

117
Q

Meta analysis

A

The process of combining the findings from a number of studies on a particular topic. The aim is to produce an overall statistical conclusion (the effect size) based on a range of studies. A meta-analysis should not be confused with a review where a number of studies are compared and discussed

118
Q

Correlation

A

A mathematical technique in which a researcher investigates an association between two variables, called co-variables.

119
Q

Co-variable

A

Co-variables The variables investigated within a correlation.

120
Q

Positive correlation

A

As one co-variable increases so does the other

121
Q

Negative correlation

A

As one co-variable increases the other decreases.

122
Q

Zero correlation

A

When there is no relationship between the co-variables.

123
Q

The difference between correlation and experiments

A

In an experiment the researcher controls or manipulates the independent variable
(IV) in order to measure the effect on the dependent variable

In contrast, in a correlation, there is no such manipulation of one variable and therefore it is not possible to establish cause and effect between one co-variable and another.

124
Q

Testing the strength of a correlation

A

We can calculate a correlation coefficient to show how strong the association is between two variables

125
Q

Correlational hypothesis

A

Can’t be written the same (no IV or DV)

126
Q

Bar chart

A

-results in categories
- also called discrete data or discontinuous data

127
Q

Histogram

A

Used when the data is continuous in the form of intervals

128
Q

Scattergrams

A

Used to show the relationship between 2 co-variables
- each point usually represents 1 participant

129
Q

Line graph

A

used to show a trend

130
Q

Descriptive statistics

A

the use of graphs, tables and summary statistics to identify trends and analyse sets of data.

131
Q

Measures of central tendency

A

General term for any measure of the average value in a set of data.

132
Q

Mean

A

The arithmetic average calculated by adding up all the valued and dividing by how many there are
+ includes all data (representative)
- can become easily distorted by extreme values

133
Q

Median

A

The central value in a set of data when values are arranged lowest to highest.
+extreme values don’t affect it, easy to calculate
- less representative

134
Q

Mode

A

The most frequently occurring value in a set of data.
+ easy to calculate
- not representative

135
Q

Measures of dispersion

A

The general term for any measure of the spread or variation in a set of scores.

136
Q

Range

A

Simple calculation of the dispersion in a set of scores which is worked out by subtracting the lowest score from the highest and adding 1 as a mathematic correction
+ easy to calculate
- only take into account extreme values

137
Q

Standard deviation

A

Sophisticated measure of dispersion in a set of scores. It tells us by how much on average each score deviated from the mean
+ precise
- distorted by a single extreme value

138
Q

small standard deviation

A

scores cluster around the mean

139
Q

large standard deviation

A

scores are spread out from the mean

140
Q

Normal distribution

A

A symmetrical spread of frequency data that forms on a bell shaped pattern

141
Q

Skewed distribution

A

A spread of frequency data that is not symmetrical, where the data clusters to one end

142
Q

positive skew

A

frequency distribution in which the long tail is on the positive (right) side of the peak and most of the distribution is concentrated on the left

143
Q

negative skew

A

The opposite to a positive skew

144
Q

Probability

A

Probability refers the likelihood that the results in a study occurred by chance. The accepted level of probability level used in psychology is 0.05 = 5%
P< 0.05
This means there is less than or equal to, 5% probability the results occurred by chance, or to put it another way we can be 95% certain the results are due to manipulating the independent variable.
The researcher can be pretty certain the difference found was because of the independent variable not just chance.

145
Q

Requirements for a Sign test

A

o use the Sign test we need to be looking for a difference in our data sets (not a correlation)
We need to use a repeated measure design in our experiment (we assign each participant with a +, - or = depending on how their performance has changed or not).
We need data that is organised into categories (nominal data)

146
Q

Calculated and critical value

A

When the data has been put through the Sign test we are left with a small number
This is known as the calculated value/observed value
This needs to be compared with a critical value (see pg 200) course text book, to establish if the result is significant or not.

147
Q

Peer Review

A

The assessment of scientific work by others who are specialists in the same field to ensure that any research intended for publication is of high quality.

148
Q

What is peer review used for

A

Validate quality and relevance of research
Suggest amendments or improvements
Allocate research funding
(e.g. by Medical Research Council)

149
Q

Problems with the Peer Review Process

A

Anonymity
Reviewers may use anonymity to negatively affect other researchers (their competitors).
Publication Bias
Journals may prefer to publish ‘headline’ research to increase readership of their journal.
Also tend to favour research with positive results.
Maintaining the Status Quo
Reviewers are usually established researchers.
May be less likely to pass innovative research (especially if it contradicts their own research!).
This may slow down the progress of research.

150
Q

Define ‘economy’

A

The state of a country or region in terms of the production and consumption of goods and services.

151
Q

“The implications of psychological research for the economy”

A

How does psychological research affect, benefit or devalue financial prosperity?

152
Q

Treatment of mental health disorders

A

Absence from work estimated to cost £15 billion per year.
1/3 related to mental health (anxiety, depression, stress).
Effective treatment allows patients to manage their conditions and return to work.

153
Q

Randomisation

A

the use of chance methods to control for the effects of bias when designing materials and deciding the order of experimental conditions

154
Q

Standardisation

A

using exactly the same formalised procedures and instructions for all participants in a research study

Psychology (11 decks)

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