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Psych Yr 11 > Science inquiry > Flashcards

Science inquiry Flashcards

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1
Q

Non experimental research

A

Non-experimental research is the label given to a study when a researcher cannot control, manipulate or alter the predictor variable or subjects. high level of external validity, meaning it can be generalized to a larger population.

relies on- Interpretation, Observation or interactions to come to a conclusion.

eg. correlations, surveys

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2
Q

Case studies

A

In-depth investigations of a single person, group, event or community. Data is gathered from a variety of sources and methods, Research may continue for an extended period of time, so processes and developments can be studied as they happen. eg. Phineas Gage

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3
Q

Case studies pros and cons

A

pros- Provides detailed (rich qualitative) information, Provides insight for further research.

cons- Can’t generalise the results to the wider population, researcher bias, Difficult to replicate, Time consuming.

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4
Q

Correlation

A

A correlation refers to a relationship between two variables.
Correlations can be strong or weak, as well as positive or negative. Used in psychology as a way to gather information about a topic or in situations where performing an experiment is not possible.

Three types: naturalistic observation, survey method, archival research.

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5
Q

Correlation- observational

A

Research tool in which a subject is observed in its natural habitat without any manipulation by the observer. The environment is in no way being manipulated by the observer nor was it created by the observer.

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6
Q

Correlation- Surveys

A

Method for collecting information or data as reported by individuals. Allows researchers to collect a large amount of data in a relatively short period of time.
-Less expensive than many other data collection techniques, Can be created quickly and administered easily.

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7
Q

Correlation- Archival

A

A method of collecting data from sources that already exist.
Common examples of archival research sources are census records or survey data that was collected in the past.
eg. Harvard Research Archive

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8
Q

Longitudinal

A

Look at the variables over an extended period of time. This type of study is useful when studying development and lifespan issues.
Cons- Cost of running the experiment, participants may drop out reducing the sample size, extended time to get the results.

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9
Q

Cross sectional

A

Looks at data at a single point in time. It does not involve manipulating variables. It can provide information about what is happening in a current population
- Snapshot of a particular group of people at a given point in time.

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10
Q

Experimental research

A

Researchers actively manipulate the IV, Manipulate the subjects, Experimental and control group, Useful in finding out the cause-effect relationship, correlation, Goal is to test the hypothesis

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11
Q

Non-experimental studies

A

Cannot experimentally control, manipulate or alter the IV Looks at naturally occurring factors, Must define the population to study, then collect sample data from that population, Goal is to find out what naturally occurs in the environment without directly manipulating anything, No variables are changed during the experiment.

Examples: Correlation studies, case studies, observational, cross sectional and longitudinal.

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12
Q

Scientific research

A

research that follows scientific method and the findings of scientific research can be reproduced and demonstrated to be consistent (the results can be reliable).

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13
Q

Non-scientific research

A

research that does not follow scientific method and cannot be reproduced and demonstrated to be consistent (the results are not reliable).

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14
Q

Population

A

the complete collection of people, objects or events that can possibly be measured. The population is the entire group of people belonging to a particular category. It is the larger group of research interest from which a sample is to be drawn.

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15
Q

Sample

A

a group of participants selected from, and representative of, a population of research interest. A sample must represent the population from which it is drawn in order for inferences to be made about that population.

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16
Q

Selection of participants

A

Identify the population you can select from to conduct your research –> Select the sample group from the population using: Convivence sampling, Snowballing, Random sampling
or Stratified sampling

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17
Q

Non-probability sampling

A

The process of selecting a sample from a population without using (statistical) probability theory. Each member of the population DOES NOT have an equal chance of being included in the sample.
Example
– convenience sampling and snowball sampling

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18
Q

NP sampling- convenience

A

Select participants that are readily available. Researcher find participants in the most accessible places. Examples include: online and social media surveys, surveying people in a shopping center, workplace, school.
pros- Data collection is easier and anyone can do the research, Quick and low cost, Fewer rules, Ease of future participants, Great for initial research (pilot testing)
cons- Sampling bias, May exclude a range of demographics.
Low external validity.

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19
Q

Np sampling- snowballing

A

Research participants are asked to assist researchers in identifying other potential subjects. It is a way of recruiting new participants via the existing participants
steps:
Identify potential subjects
Ask those subjects to recruit other people
Repeat these steps until you reach your sample size
ADVANTAGES- Allows for some studies to take place, Quick to find participants, Cost effective, Sample hesitant subjects come forward.
DISADVANTAGES- Usually impossible to determine sampling error or make inferences, Lack of cooperation, Sampling bias

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20
Q

Probability sampling

A

When the participants in the population have an equal chance of being selected.

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21
Q

P sampling- stratified random sampling

A

Break the population into groups/strata, Randomly select participants from each group/strata in the same proportion they appear in population and put into sample.

Advantages: more representative of the population
Limitations: time consuming.

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22
Q

P sampling- stratified sampling

A

Break the population into groups/strata, Select participants from each group/strata in the same proportion they appear in population and put into sample.

Advantages: more representative of the population.
Limitations: time consuming.

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23
Q

P sampling- random

A

Every member of the population has an equal chance of being selected for the sample.
1. Collate names of members in population.
2. Draw names out of hat or use a computer-generated program to select random numbers.

Advantages: free from bias, quick and easy.
Limitations: it may not be representative of the population.

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24
Q

Extraneous variable

A

any variable you’re not investigating that can potentially affect the outcome of your research study. if left uncontrolled, can lead to inaccurate results due to conditions such as weather or time of day

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25
Q

Independent variable

A

variable that you manipulate, found on the x axis

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26
Q

Dependent variable

A

The variable that changes as a result of the independent variables manipulation. it is the variable that is measured.

27
Q

Confounding variable

A

Is a variable other than the IV that has systematically affected the DV. Affects the internal validity of an experiment because they provide an alternative explanation for the results. Confounding variables are extraneous variables that are connected to both the independent and dependent variables

28
Q

Minimize affect of extraneous variable

A

Utilizing a consistent setting, experimental design (single blind experiment) , and randomization.

29
Q

Qualitative data

A

Qualitative data: Data used to describe changes in behavior; often written in words. Often based on personal accounts, can be linked to biases.

cons- Can not generalize results to the population, Cannot analyze statistically.
pros- Provides rich/detailed information, Provides flexibility for individuals to explain their views.

30
Q

Interviews

A

A meeting between a participant and an interviewer to collect data for research.

Participants do not need to be able to read or write, Structured or semi structured in design.

31
Q

Structured interviews

A

Structured; questions are completely planned and created in advance. Advantages – all participants are asked the same questions, making it easy to compare their answers. Limitations: other areas of interest may arise that the researcher cannot explore, less personalized.

32
Q

Semi-structures interviews

A

Semi structured: some questions are planned, while the remaining questions are not planned having less structure, giving subjects more opportunities to fully express themselves. Advantages: researcher can spontaneously explore topics relevant to the research. Limitations: less objective and harder to collect data.

33
Q

Types of interview structures

A

Focus groups: small number of people that the researcher asks group members about their ideas, perceptions and opinions. Advantages, quicker to get responses, limitations may cause bias.

Individual interviews: One on one interview between the researcher and the participant. Advantages; responded may talk more openly, limitations; time consuming to interview your sample group and costly.

Open Ended surveys: allow participants to respond freely without guidance. The advantages is they allow for unanticipated responses, uncover more information that may not have been considered. Limitations: takes longer to formulate results as more time needs to be taken to analyses every different response.

34
Q

Quantitative data

A

Quantitative data is data that can be counted or measured in numerical values.
1.Subjective quantitative methods: rating scales, Likert scales, checklists, questionnaires.
2. Objective quantitative methods: physiological measures (e.g. heart rate).

35
Q

Mixed methods

A

when a combination of both qualitative and quantitative methods are used. Mixed methods can help you gain a more complete picture than a standalone quantitative or qualitative study, as it integrates benefits of both methods.

36
Q

Reliability

A

the degree to which an assessment tool/test produces stable and consistent results.
eg. if a person takes the same IQ test multiple times, they would have achieved the same score each time if it was reliable.

37
Q

Internal consistency reliability

A

all parts of the test contribute equally to what is being measured. This is done by comparing the results of one half of a test with the results from the other half, if the two halves of the test provide similar results, this would suggest that the test has internal reliability.

38
Q

Test-retest reliability

A

a measure of reliability obtained by administering the same test twice over a period of time to a group of individuals.

39
Q

Validity

A

the extent to which the results of a study/experiment reflect what the measurement tool says it is measuring.

40
Q

Internal validity

A

how well an assessment tool/test measures what it is designed to measure.

41
Q

Face validity

A

the degree to which an assessment tool/test seems to measure what it reports to measure.

42
Q

Construct validity

A

your test or measure accurately assesses what it’s supposed to.

43
Q

Predictive validity

A

performance on a test is related to later performance that the test was designed to predict.

44
Q

Concurrent validity

A

a measure of how well an assessment tool/test correlates with a previously validated measure.

45
Q

Sources of error in data

A

participants not randomly selected, participants in groups not randomly allocated, experimenter effect/experimental bias, participants changing behavior due to predictions regarding research.

46
Q

How to reduce source of error

A
  1. Random sampling can be used to ensure that the sample is representative of the population.
  2. Random allocation is used to allocate participants to groups and can be used as a way to reduce differences between experimental and control groups.
  3. Try to eliminate the experimenter effect. - any influence a researcher may have on the results of his or her research, derived from either interaction with participants or unintentional errors of observation, measurement, analysis, or interpretation.
  4. Use a placebo to reduce participant error (when participants change their behaviour due to being part of a study).
47
Q

Issues with research

A
  • Obtaining ethical consent before being able to carry out the research.
  • Making sure the ethical guidelines are followed throughout the research.
  • Obtaining an appropriate sample.
  • Carrying out research that will be valid as well as reliable.
  • Carrying out research that will be statistically significant.
  • Trying to eliminate extraneous variables.
  • Trying to eliminate the experimenter effect.
  • Can be difficult to minimize costs/keep to a budget (especially if studying 1 participant at a time)
48
Q

Draw evidence-based conclusions

A
  • determine to what extent evidence from an investigation supports the purpose of the investigation
  • draw conclusions consistent with evidence and relevant to the question under investigation
  • identify, describe and explain the limitations of conclusions, including identification of further evidence required
  • discuss the implications of research findings and proposals
49
Q

Ethics three Rs

A

Replacement- experiment that can be achieved without animals
Reduction- reduce the number of animals used
Refinement- minimize potential harm/pain/distress to animals

50
Q

6 Ethical consiterations

A
  1. protection from harm
  2. informed consent
  3. withdrawal rights
  4. confidentiality
  5. deception
  6. debriefing
51
Q

Experiments must be:

A
  1. Valid
  2. Humane
  3. Justifiable
  4. Considerate
52
Q

Mean

A

a measure of central tendency found by adding up the values in the data set then dividing by the number of values that were added.

53
Q

Median

A

a measure of central tendency found by listing the values of the data set in numerical order and identifying the value that appears in the middle of the list.

54
Q

Mode

A

a measure of central tendency found by identifying which value in the data set occurs most often.

55
Q

Advantages of using the median instead of the mean as a measure of central tendency

A

1.The median is not affected by extreme scores/outliers.
2.The median is not affected by/does not depend on the size/value of the other scores.

56
Q

Continuous data

A

each piece of data is related to the next. There is a pattern or trend occurring.

57
Q

Discrete data

A

pieces of data don’t have a relationship with each other, the compared categories aren’t continuous.

58
Q

Probability

A

calculated by dividing the number of successful outcomes by the number of all outcomes. research is likely to confirm the hypothesis with a high degree of probability, but cannot be said to be definite

59
Q

P-value

A

a statistical measure used to determine the likely hood that an observed outcome is the result of chance

60
Q

Extraneous variabl

A

is any variable other than the IV that may affect the DV.
- If left uncontrolled, extraneous variables can lead to inaccurate conclusions about the relationship betweenindependent and dependent variables.
- introduce a variety ofresearch biasesto your work, particularlyselection bias
- When extraneous variables are uncontrolled, it’s hard to determine the exacteffectsof the independent variable on the dependent variable, because the effects of extraneous variables may mask them.
- When you control an extraneous variable, you turn it into acontrol variable.

61
Q

How to minimize effects of extraneous variables

A

-Random allocation of participants
-Single-blind procedures (when the participant does not know if they have been given the placebo medication)
-utilizing a consistent setting, experimental design, and randomization.

62
Q

Confounding variables

A

-Is a variable other than the IV that has systematically affected the DV.
-Affects the internal validity of an experiment because they provide an alternative explanation for the results.
- Confounding variables are extraneous variables that are connected to both the independent and dependent variables
-They have a confounding affect on the interpretation of results.

63
Q

Sources and effects of extraneous variables and confounding variables

A

Experimenter effect
The researcher consciously or unconsciously shares the expected outcomes of the research project.
Experimenter enters data collected inaccurately or does not follow the procedure correctly.

Demand Characteristics
When subjects are aware of the aim of the study or think they know the aim of the study, this can change their behaviors.

64
Q

Causation and corelation

A

A correlation between variables, however, does not automatically mean that the change in one variable is the cause of the change in the values of the other variable. Causation indicates that one event is the result of the occurrence of the other event; i.e. there is a causal relationship between the two events.

Psych Yr 11 (14 decks)

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