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Bsc Psychology > RMA: WEEK 4 > Flashcards

RMA: WEEK 4 Flashcards

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1
Q

Within-subjects design

A
  • AKA repeated measure designs.

- All participants receive all levels of the independent variable. (e.g: all ppts experience different doses of a drug)

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2
Q

Between-subjects design

A
  • AKA independent groups
  • Different groups of participants receive different levels of an independent variable.
  • e.g: Experimental and control group when testing the effectiveness of a drug.
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3
Q

Advantages of between-subjects design

A
  • No order effects.
  • Some experiments can only be between-subjects.
  • Naïve participants > no learning in between so ppt wont improve significantly in second condition
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4
Q

Disadvantages of between subjects design

A
  • Lots of participants. > expensive to gather for their time
  • Characteristics might differ between groups.
    e. g., how well they study generally, with or without music. (individual differences + participant variables) > don’t know if performance is due to IV or individual diff
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5
Q

How to counteract problems with between subject design

A
  • Participants randomly assigned to groups > random allocation
  • Match participants based on characteristics that may impact DV then assign to different conditions (some nuisance v cannot be controlled or some v matched however)
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6
Q

Advantages of within-subject design

A
  • Fewer participants required. > cheaper
  • Reduced individual differences.
    e. g., confounding variables from each participant (essay writing ability) > Participants are used as ‘their own controls’. (matched to themselves)
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7
Q

Disadvantages of within-subject design

A
  • Carryover effects. > Effect of one carries over to next session thus improves performance (e.g., ‘benefits’ from silent study affect following ‘with music’ behaviour.)
  • Order effects > could get tired and put in less effort
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8
Q

How to counteract problems in within-subject design

A
  • order of conditions could be randomised to avoid carryover effects
  • conditions could be counterbalanced (A>B then B>A)
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9
Q

Counterbalancing

A

Half the participants do the conditions in one order than the other half do the opposite order (eg: 1/2 do A-B, 1/2 do B-A) there will still be order eff, results will just be more representative and general as an average
-Controls for order effects in repeated measures

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10
Q

Counterbalancing + latin square design

A
  • if there are many conditions, there will be a higher amount of possible orders > inefficient to manually create this many orders so latin square resolves this
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11
Q

Latin square design

A
  • Doesn’t use all possibilities available but has X amount of rows and columns where each condition occurs an equal amount of times at different points
  • Carryover effects are still possible here > counterbalancing + latin square des doesn’t eliminate carryover effects but reduces them
  • To find out how many possible combinations there are, you should multiply each condition by each other so if you want to completely counterbalance 5 conditions, you do 5x4x3x2x1=120 > 120 possible orders
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12
Q

Quasi-experiment

A
  • One (or more) of independent variables are selected.
    i. e., not manipulated. > Experiment where the IV is natural and re-occuring (eg age or gender) and impacts the DV
  • e.g: effect of education on memory skills (whether you have a degree or not cannot be manipulated)
  • Participants not randomly assigned to the levels of the independent variable (education). > E.g., whether they have a degree or not.
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13
Q

Advantages of quasi-experiment

A
  • Examination of variables that would be unethical to manipulate. > e.g: studying kids who have been institutionalised cannot be manipulated (cannot send a child to a care home), it is something which has already happened so it is ethical to study
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14
Q

Disadvantages of quasi-experiment

A
  • Leads to more confounding variables that cannot be removed. > E.g., people with better memories more likely to go to university?
  • No strong conclusions about cause and effect possible. > many other variables could impact the person’s memory (e.g heritability)
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15
Q

How to counteract problems with quasi-experiments

A
  • Matching participants + correlating
  • If treatment study: tests before and after treatment.
    (participant are their own control)
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16
Q

Types of sampling

A
  • Random sample: Everybody has equal chance of being selected usually practically difficult as generators which may use emails e.g don’t truly include everyone like people who don’t have emails > randomly pick from a hat
  • Stratified sample: Random selection of each subgroup (e.g gender) of the population> advantage of this is key groups in sample.
  • Quota sample: Representative sample that meets quotas/targets. > e.g. 50% females (14% left-handed).
    50% males (16% left-handed).
17
Q

Psycho-physiological measurement

A
  • Aims to test the effect of psychological variables on physiological processes. (can be experimental OR non experimental)
  • E.G: Muscle activity, eye movements or eye blink rate + brain imaging / neurophysiological measures.
  • measured using brain imaging to see localisation of activity + timing of brain functions (such as EEG or FMRI)
18
Q

Electroencephalography (EEG)

A
  • Electrodes placed on the scalp > detect and measure patterns of electrical activity coming from the brain (event-related potentials > ERPs)
  • E.G: Comparing normal and abnormal developing children. (Differences in activity in the brain.)
19
Q

Advantages of EEG

A
  • Excellent temporal resolution > no time gap between what is measured + what happens in the brain > instant so we know exactly when certain activity occurs
  • Relatively inexpensive
20
Q

Disadvantages of EEG

A
  • Poor spatial resolution > looks at areas but cannot specify particular neurons
  • EEG artefacts from e.g blinking or eye movements can impact activity traced > think we are measuring something we aren’t
  • Surface activity > only measures electrical activity on the surface of the brain
21
Q

Functional Magnetic Resonance Imaging

FMRI

A
  • 2-D and 3-D views of the brain
  • Measures amount of blood oxygen in brain > is a measure for activity (more blood oxygen in active area)
  • E.g: Localization of visual and auditory functions.
22
Q

Advantages of FMRI

A
  • Excellent spatial resolution (2-3mm). > can see specific neurons
  • Accesses all areas of the brain > unrestricted unlike EEG
23
Q

Disadvantages of FMRI

A
  • Poor temporal resolution (5 seconds after a stimulus) > we won’t know what happens at the exact time
  • Expensive.
  • Claustrophobia inside the scanner + participants must not move > ppt are more likely to be uncomfortable thus less people will be willing to partake in the study

Bsc Psychology (55 decks)

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