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Psychology A-Level > RM1- Types of Experiments, Variables, Hypotheses and Experimental Designs > Flashcards

RM1- Types of Experiments, Variables, Hypotheses and Experimental Designs Flashcards

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1
Q

hypothesis

A

a state of measure of prediction

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2
Q

independent variable

A

what you change as the researcher

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3
Q

dependent variable

A

what you measure

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4
Q

extraneous variables

A

other variables that may affect our results

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5
Q

participant sample

A

the people you use in the study

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6
Q

quantitative

A

numerical data

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7
Q

nomothetic approach

A

use quantitative data analysis and preferably large samples of participants to explain behaviour

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8
Q

laboratory experiment

A

conducted in a controlled environment
the researcher directly manipulates the iV

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9
Q

field experiment

A

conducted in a real world setting
the researcher directly manipulates the IV

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10
Q

quasi experiment

A

the reswarcher has no control over the IV
it is a characteristic of the individual
can put a task in place to measure the DV
has some control over EVs

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11
Q

natural experiment

A

the researcher has no control over the IV- naturally occuring
e.g. studying effects of real life events
DV is naturally occuring
little control over EVs

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12
Q

what is internal validity?

A

is the research accurately measuring what is claims to?

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13
Q

what is external validity?

A

can the research findings be accurately generalised beyond the study itself?

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14
Q

3 types of external validity

A

temporal
population
ecological

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15
Q

what is ecological validity

A

-setting/ environment
-are participants eliciting natural behaviors?
-natural or artificial setting?
a lab experiment would lack this validity

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16
Q

what is temporal validity

A

-eras/ times
-attitudes can change overtime- homosexuality was once defined as a mental illness

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17
Q

what is population validity

A

-people
can they guess the aims of the research and display demand characteristics- change their behaviour
occupation
sex
age
cultural background

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18
Q

demand characteristics

A

behaving in a way we think is expected /what they want to find

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19
Q

cause and effect

A

being confident that one variable has led to a change in another- IV caused effect on DV

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20
Q

reliability

A

how consistent the results are likely to be

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21
Q

standardised procedures

A

exactly the same procedure for every person

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22
Q

lab experiments and reliability

A

HIGH
-use standardised procedures
-take place in highly controlled settings
-extraneous variables are limited
-study can be easily replicated

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23
Q

lab experiments and ecological validity

A

LOW
-take place in highly controlled settings
-artificial setting to the participant
-behaviour is unnatural

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24
Q

lab experiments and internal validity

A

HIGH
-strict level of control over extraneous variables
-isolation of the effect of IV on DV
-we can establish cause and effect relationships
-confident that a change in the DV is due to a change in the IV

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25
Q

but
lab experiments and internal validity

A

LOW
-demand characteristics are likely in unnatural settings
-may use environment or researcher for clues to how to act
-not realistic behaviour

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26
Q

field experiments and reliability

A

LOW
-use standardised procedures but take place in a natural environment
-less control over extraneous variables
-study is more unpredictable- can’t always be replicated

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27
Q

field experiments and ecological validity

A

HIGH
-take place in natural environments
-behaviour is more natural and realistic

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28
Q

field experiments and internal validity

A

HIGH
-demand characteristics are less likely
-more accurate
-behave more naturally

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29
Q

but
field experiments and internal validity

A

LOW
-can’t control EV- decrease validity
-cannot establish cause and effect

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30
Q

field experiments and ethical issues

A

-may not be aware they are being studied
-cannot give informed consent

31
Q

quasi experiments and internal validity

A

LOW
-ramdon allocation of participants is not possible- IV is a characteristic- can’t be changed
-participant variables may confound the results- cannot say if they are a direct result of the DV.

32
Q

strengths of natural experiments

A

-allow researches to investigate topics that would be impractical and unethical to investigate using other experimental methods
-ecological validity is extremely high compared to laboratory experiment
-demand characteristics are greatly reduced compared to a lab experiment

33
Q

limitations of natural experiments

A

-no random allocation of participants
-researcher has no control over the environment

34
Q

what is a variable

A

anything in a research study that can vary

35
Q

the independent variable….

A

is taken advantage of if its naturally occurring

36
Q

the dependent variable……

A

is what we measure

37
Q

what is operationalising variables

A

expressing variables in a form that can be measured accurately.

38
Q

how would we operationalise an IV?

A

what different conditions could pps be put into?
e.g. if gender- male or female
sociability- introvert or extrovert

39
Q

how would be operationlise a DV?

A

how will it be precisely measured?
e.g. driving ability- score on driving test
memory- number of numbers or words remembered and recalled

40
Q

what are extraneous variables

A

variables extra to the independent variable that you are studying that might impact upon your dependent variable

41
Q

why should you control ev’s

A

allows us to establish a cause and effect
-to conclude that our results have greater internal validity

42
Q

what are the four different types of extraneous variables?

A

participant variables
situational variables
demand characteristics
experimenter effects

43
Q

what are participant variables?

A

-individual characteristics of participants that could affect study results

44
Q

how can we control PV?

A

random allocation
-random deciding process
-unbias

45
Q

what are situational variables?

A

-a change in environmental conditions that can alter behaviours in studies

46
Q

how can we control situational variables?

A

standardised procedures
-ensures every participant is treated the same way and with the same instructions, materials etc

47
Q

what are experimenter effects?

A

unintentional/ unconscious hints that the researchers may show which influence the study outcomes

48
Q

how can we control experimenter effects?

A

double blind
-reduces observer and participant bias
-neither know who is receiving a particular treatment

49
Q

what are demand characteristics?

A

characteristics that pps believe follow the expectations researchers are looking for

50
Q

how can we control demand characteristics?

A

double blind
-researchers cannot show subtly hints cuing this behaviour

51
Q

what are confounding variables?

A

a form of extraneous variable that has not been controlled for that could impact the dependent variable

52
Q

characteristics of confounding variables

A

-hard to control
-varies systematically with the IV

53
Q

what problem arises with lots of confounding variables?

A

weakens the validity of research
-cannot definitively establish cause and effect
-the IV is not causing impact on DV, instead its the CV

54
Q

what is a research aim?

A

identifies the purpose of the investigation
-what is the researcher trying to find out?

55
Q

what is an operationalised hypothesis?

A

an operationalised hypothesis is a precise, testable statement about the expected outcome of a piece of research.

56
Q

what are the 2 types of hypothesis?

A

null and alternate

57
Q

what is a null hypothesis?

A

null= nothing
-statement that the researcher will not find any results of statistical significance

there will be difference between the results (DV) for each condition (IV) and any difference will be due to chance

58
Q

what are the two types of alternate hypothesis?

A

directional and non-directional

59
Q

what is a non-directional hypothesis?

A

when a researcher is unsure of the likely outcome of the findings for a study
-predict a more general outcome
e.g. there will be a significant difference between ……

60
Q

what is a directional hypothesis?

A

when a researcher has a good idea what results are likely to be in a study
-predict a more specific outcome
e.g. participants will give more/ higher/ greater/ increase

61
Q

experimental design

A

refers to how participants are organised into conditions of the independent variable

62
Q

order effects

A

occur when participants are doing a task more than once, may become practiced and fatigued

63
Q

demand characteristics

A

cues that the participant is able to use to work out what the researcher is looking for or how they expect the participant to behave

64
Q

participant variables

A

characteristics of the participants that could affect the DV if they differ between experimental conditions e.g. age, gender, personalities and intelligence

65
Q

what are the three experimental designs?

A

independent groups
repeated measures
matched pairs

66
Q

describe independent groups design

A

different participants take part in each condition of the IV, only complete one condition
-reduces order effects
-reduces chance of demand characteristics

67
Q

describe repeated measures design

A

the same participants take part in each condition of the IV, takes part twice or more
-used to study the change in something
-reduces participant variables
-only need a small sample

68
Q

describe matched pairs design

A

different participants take part in each condition of the IV, they are matched on key variables with a participant in the other condition, similar characteristics form a pair.
-in the pair they are randomly allocated into one of the experimental conditions
-minimises participant variables
-reduces order effects

69
Q

strengths of independent design

A

no order effects
-take part in one condition
-not fatigued of practiced
-more accurate

more valid
-reduces demand characteristics
-behave more naturally

70
Q

weaknesses of independent design

A

-validity is affected
-PV affect findings, only take part in one condition
-different people each time

71
Q

strengths of repeated measures

A

valid results
-PV are controlled for- take part in all conditions

72
Q

weaknesses of repeated measures

A

-demand characteristics
affecting validity, may change behaviour accordingly

-order effects
participate in all conditions, inaccurate

73
Q

strengths of matched pairs

A

reduces confounding variables
-takes part once
-one set of materials needs to be made

increased validity
-one condition is experienced
-reduced order effects

reduced PV
-randomly allocated into one condition
-no demand characteristics

74
Q

weaknesses of matched pairs

A

PV only reduced not stopped
-pairs are not identical- still will be some differences
-affecting accuracy
-becomes time consuming and difficult

Psychology A-Level (7 decks)

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