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Psych > RM Yr1 > Flashcards

RM Yr1 Flashcards

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1
Q

What is content analysis?
Why?

A

Observational research technique allowing indirect study of behaviour by examining communications

To summaries and describe communication in systematic way to make overall conclusions

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2
Q

Thematic analysis

A

Qualitative
Identity themes within data after coding

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3
Q

Coding

A

Quantitative
Initial stage of content analysis
Large set of data to analyse info categorised into meaningful units

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4
Q

Content analysis strengths

A

Public domain
External validity
Access sensitive nature

Flexible: produce quantitative and qualitative

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5
Q

Content analysis limitations

A

Indirect study- out of context
Attribute opinions and motivations not intended

Lack objectivity when descriptive forms of thematic analysis are employed

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6
Q

Content analysis steps

A
  1. Create categories
  2. Identify examples
  3. Look at artifacts
  4. Count behaviours when appear
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7
Q

Internal reliability

A

Extent something is consistent within itself
Eg all Qs on IQ test measure IQ

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8
Q

External reliability

A

Consistency over different occasions
Eg IQ test one week repeat same one week later

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9
Q

Assessing internal reliability

A
  1. Split half method:
    Test items divided in half (eg odd then even)
    complete both
    Scores compared
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10
Q

Assessing external reliability

A
  1. Test retest:
    Same test different occasions
  2. Inter observer:
    Establish inter observer reliability
    Eg pilot study- check apply same
    Record independently
    Correlation of +0.8 reliable
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11
Q

Improving reliability: questionnaires

A

Test retest (reliability over time)

Ambiguous- replace with closed Q
Or remove

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12
Q

Improving reliability: interviews

A

Same interviewer

Train (eg not asking too ambiguous Q- avoided in structured interviews)

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13
Q

Improving reliability: observations

A

Operationalised categories (measurable and self evident)

No overlapping categories

Need further training in use/ discuss

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14
Q

Improving reliability: experiments

A

Standardised procedures to compare performance

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15
Q

Concurrent validity

A

Compare results with another established test on same topic

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16
Q

Improving validity: experiment

A

Control group

Standardised procedures minimise investigator effects
Single blind and double blind

17
Q

Improving validity: questionnaires

A

Lie scale asses consistency control social desirability bias

Ensure anonymity

18
Q

Improving validity: observations

A

Minimal intervention by researcher especially covert so natural and authentic

Operationalised categories

19
Q

Improving validity: qualitative methods

A

Less interpretative

Demonstrate interpretive value through coherence of narrative and direct quotes

Triangulation: number of different sources as evidence

20
Q

Nominal date

A

Categories

21
Q

Ordinal

A

No equal increments eg rating scale

Subjective

22
Q

Interval

A

Numerical scale of precise equal

23
Q

Levels of central tendency

A

Mode
Median
mean

24
Q

Measure of dispersion

A

Range
Standard deviation

25
Q

Parametric tests

A

Unrelated t test
Related t test
Pearsons r

26
Q

Introduction

A

Theories concepts and studies

27
Q

Method

A

Design
Sample
Materials
Procedure
Ethics

28
Q

Discussion

A

Summaries findings is a verbal form
Limitations and how to address
Wider implications

29
Q

Paradigm

A

Shared assumptions and methods within a scientific discipline

Kuhn- none in psych

30
Q

Theory construction and hypothesis testing

A

Evidence via direct observation making principle

Clear and precise predictions

31
Q

Falsifiability

A

Possibility

32
Q

Replicability

A

Ss

33
Q

Objectivity and empirical method

A

Personal bias minimised

Collecting evidence through direct observation and experience

34
Q

Debrief

A
  1. Thank u
  2. Aim
  3. Conditions
  4. Ethics
  5. Ask
35
Q

Consent form

A
  1. Dear
  2. Task and aim
  3. Ethics
  4. Results used
  5. Space

Psych (8 decks)

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