Studies for support of Research Methods & Theory and Methods Flashcards
1
Q
Rosenthal and Jacobson - Pygmalion Effect in Classroom
Field Experiment
https://www.youtube.com/watch?v=hTghEXKNj7g
A
- Teacher labelling has an impact on outcomes.
- Researchers gave false info about IQ scores of some pupils to see if teachers actions changed
- Found that students transformed by teacher’s positve expectations of student; students got smarter when expected to be smarter by teacher.
2
Q
Sissons - The Paddington Train Station
Field Experiment
A
- Hired an actor to dress up in a suit and Bowler hat and stand around Paddington station
- Asked for directions from passers by
- Then changed in to labourer clothes and asked for directions
- Found they were more willing to help the business man than the labourer
3
Q
McIntyre - Chelsea Football Hooligans
Participant Observations
https://www.youtube.com/watch?v=0sxTJfQug7k
A
McIntyre (1999)
- Study into the Chelsea headhunters (football hooligans)
- Looked at police files to locate troublemakers.
- Got a Chelsea tattoo.
- Went abroad to matches.
- Learnt Chelsea history.
- Drove hooligans tomatches.
4
Q
What is ‘guilty knowledge’? and how does it apply to McIntyre’s study?
A
- This term is used when you know that an unlawful situation exists but you choose to ignore, such as accepting goods you know are stolen.
- MacIntyre had to keep a calm resolve and not break his cover when he heard that a hooligan killed a policeman by slashing his throat.
5
Q
What is the moral dilemma of ‘dirty hands’?
A
- Illegal behaviours and inevitably breaking the law in order to acquire valid data from study participants.
6
Q
How might have access to the gatekeeper in the McIntyre study have been difficult?
A
- The Headhunters kept irregular hours.
- They were very suspicious of strangers - hard to access hooligans.
- To gain trust, he had to mirror or perform behaviour that aligns with the hooligans.
7
Q
How may McIntyre’s saftey have been threatened?
A
- Was assaulted by the Copenhagen Fans; a target of violence - beaten up.
- Hooligans had fascist links and tried to make offensive comments to incite violence.
8
Q
Griffin - Sun Lamp Experiment
Participant Observations
A
- Griffin who was a white American took pills and a sunlamp treatment to change his skin colour to see whether he would face racism; he took part in a participant observation for one month.
- He then travelled around the Deep South of the USA, experiencing first hand the impact of racism users black people faced
9
Q
James Patrick’s Glasgow Gang Observed
Covert Participant Observation
A
- James Patrick - Glasgow Gangs. Patrick asked the leader of one of the Glasgow Gangs (one of his students) to allow him in to observe the violent behavior of the teenagers in a gang in Glasgow.
- Although the leader knew, nobody else did which is why it’s classed as covert.
10
Q
What are the ethical limitations of covert participant observation (taking into account James Patrick’s research)?
A
- Informed consent - although the leader gave permission to infiltrated the gang, the gang members never gave permission to be watched as they didn’t know.
- Vulnerability of respondent - Patrick couldn’t step in a help any of the gang members if they were in danger with fighting, etc.
- Danger - he had to carry weapons, take drugs, drink heavily.
11
Q
Laud Humphries research Tearoom Trade: Covert Observation
https://www.youtube.com/watch?v=ThuhwPdI-04
A
- Humphries pretended to be a ‘watch queen’ for males frequenting public toilets to have sex with other men.
- Covertly observed homosexual relations in public bathrooms; to gain insight on homosexual subcultures
- Recorded license plate numbers of some involved, tracked them down and interviewed a handful to better understand the identity/lives of those involved
- In deceiving his participants by not informing them of his role as a researcher, Humphries violated their trust and confidence.
12
Q
What was the procedure of Zimbardo’s Stanford Prison Experiment?
Laboratory Experiment
https://www.youtube.com/watch?v=iXv91xFipLM
A
- They were very serious about treating the experiment as a simulation. They set up a basement at Stanford, making it look like a real prison rather than a mock prison. They were first arrested in public by the local police and then deindividualized (stripped off their identities) This was done by them being: taken into prison, booked, fingerprinted, stop-searched and having the guards refer to the prisoners by numbers rather than their names.
- The guards were given authority and were allowed to behave however they wanted towards the prisoner group. However, they had to follow two rules; they couldn’t hit them or put prisoners in solitary confinement for more than an hour.
13
Q
What were the findings of Zimbardo’s Stanford Prison Experiment?
A
- Individuals listen and follow the social roles demanded of a situation, even when these social roles go against a person’s moral beliefs about what is right and wrong about their personal behaviour.
- The guards used psychological and physical abuse such as sleep deprivation to punish and tyrannize the prisoners throughout the study.
14
Q
What was the conclusion of Zimbardo’s Stanford Prison Experiment?
A
- Individuals listen and follow the social roles demanded of a situation, even when these social roles go against a person’s moral beliefs about what is right and wrong about their personal behaviour.
15
Q
What was the procedure of the Milgram Experiment?
Laboratory Experiment
https://www.youtube.com/watch?v=vuMt8b4UrcI
A
- The teacher and the learner were put into two separate rooms
- The learner is strapped to a chair with electrodes. After he has learned a list of word pairs given him to learn, the “teacher” tests him by naming a word and asking the learner to recall its partner/pair from a list of four possible choices.
- The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time. There were 30 switches on the shock generator marked from 15 volts (slight shock) to 450 (danger – severe shock).
- The Experimenter had a set of pre-scripted “prods” that were to be said if the Teacher questioned any of the orders. If all four prods had to be used, the observation would stop. It also stopped if the Learner got up and left or reached 450V.
