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Research Skills > Week 12 > Flashcards

Week 12 Flashcards

1
Q

Why has a quantitative approach often been used in psychology?

A

In early days, it felt important that the subject was taken seriously as a genuine science

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2
Q

Who opened the first psychology lab?

A

Wilhelm Wundt, university of Leipzig

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3
Q

What is the main criticism of a quantitative approach in psych?

A

Research in psych does not always fit neatly into this type of scientific approach.

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4
Q

What are three smaller criticisms of the quantitative approach to psych research?

A
  1. it can be artificial
  2. it can over simplify complex phenomena
  3. it can be limited of some topics for logistical or ethical reasons
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5
Q

What does the ‘positivist’ quantitive approach to research imply?

A

That it is based on what people tend to think of as scientific methods

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6
Q

What type of observation is the quantitive approach?

A

An empirical one, meaning it is based on observable phenomena which can be supported by data or not

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7
Q

What assumption does the quantitative approach work on?

A

That there is an explanation for all phenomena.

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8
Q

What does the quantitative approach state about phenomena?

A

That phenomena, or behaviour, can be accurately predicted if enough information is known

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9
Q

Does the qualitative approach work by constructing and testing hypothesis?

A

no

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10
Q

How does the qualitative approach to research work?

A

A much more explorative approach which produces much richer information -the emphasis is on drawing theory from data, rather than testing theories with data

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11
Q

What does a qualitative approach to research aim to do?

A

Aims to understand the individual’s experience of the world and how they construct that view.

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12
Q

Denzin and Lincoln (2000) argue that the qualitative approach should be characterised by five points. what is the first?

A
  1. Concern with the richness of the description -qualitative research uses techniques that are less restrictive than the scales and measures used in quantitative research
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13
Q

Denzin and Lincoln (2000) argue that the qualitative approach should be characterised by two points. what is the second?

A
  1. Capturing the individuals perspective - qualitative research places more emphasis on the subjective experience of the individual, instead of looking at comparisons between groups of individuals
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14
Q

Denzin and Lincoln (2000) argue that the qualitative approach should be characterised by two points. what is the third?

A

Rejection of positivism and the use of post-modern perspectives - in contrast to quantitative researcher qualitative research states that there is no single reality to be explained and that creating generalisable findings is not the goal of the research

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15
Q

Denzin and Lincoln (2000) argue that the qualitative approach should be characterised by two points. what is the fourth?

A

Adherence to the postmodern sensibility -qualitative research is more involved and may include the researcher bringing about change for social good

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16
Q

Denzin and Lincoln (2000) argue that the qualitative approach should be characterised by two points. what is the fifth?

A

Examination of the constraints of everyday life - qualitative research acknowledges and includes factors beyond the focus of the study

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17
Q

Instead of validity and reliability to assess the quality of research studies in quantitive methods, what are the four concepts that qualitative research use instead of this?

A
  1. Dependability
  2. Auditable
  3. Transferable
  4. Idiographic
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18
Q

What does dependability mean in regard to qualitative research?

A

The knowledge from the research is obtained in a rigorous and systematic way

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19
Q

What does auditable mean in regard to qualitative research?

A

The research process has been recorded in detail

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20
Q

What does transferable mean in regard to qualitative research?

A

The extent to which the research findings can be transferred to other findings and groups

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21
Q

What does idiographic mean in regard to qualitative research?

A

Findings have an intrinsic worth even if they are not transferable

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22
Q

Why are epistemology and ontology important in analysing qualitative data?

A

Because they partly determine what kind of analysis we choose

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23
Q

What are some examples of where we might get data from for qualitative data?

A
  • interviews
  • focus groups
  • newspaper
  • social media sites
  • children’s drawings
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24
Q

What is involved in a structured interview?

A

a pre-set list of questions. Does this make it a qualitative study then?

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25
Q

What are the pros and cons in a structured interviews?

A

pros:
-questions are prepared in advanced and hence well-formulated
-easier to compare responses
cons:
-questions are inflexible with no opportunity to follow up on unexpected comments
-questions may not be applicable to every participant

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26
Q

What are semi-structures interviews also known as?

A

Qualitative or in-depth interviews

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27
Q

What happens in a semi-structured interview?

A

The researcher has an interview schedule, but also deviate from questions where appropriate

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28
Q

What are the pros and cons of semi-structured interviews?

A

pros:
-the participant is free to raise issues which may lead to richer info
cons:
-becomes more difficult to generalise outcomes
-can be difficult to keep the interview on track
-the researcher has to come up with questions on the spot

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29
Q

What are the three types of interview probes?

A
  1. detail orientated probe
  2. elaboration probe
  3. clarification probe
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30
Q

What is a detail orientated probe?

A

Asking the participant for more detail, such as where an event took place

31
Q

What is an elaboration probe?

A

Using either a question or gesture to encourage the participant fo reveal more info about a topic

32
Q

What is a clarification probe?

A

used when the interviewer has misunderstood something, should always be phrased as a mistake by the researcher not the participant

33
Q

What are the 6 steps in an interview structure?

A
  1. establish a rapport
  2. describe the purpose of the interview (consent)
  3. conduct interview
  4. end interview (summarise and thank)
  5. transcription (important as soon as possible)
  6. analyse the data
34
Q

What are three good characteristics of an interviewer?

A
  1. familiar with the topic
  2. flexible and critical
  3. social judgement
35
Q

What is a focus group?

A

Speaking to several participants at once. Focuses on the interaction between the individuals.

36
Q

It can be argued that focus groups tend to be used more often in what type of research?

A

Explanatory

37
Q

What are two ways to control participant interaction in focus groups?

A
  1. direct questions to group members who have not yet spoken by name
  2. avoid eye contact with members who keep directing comments to you and push your chair back
38
Q

Textbook characteristics of quantitative vs. qualitative methods

A
  1. quantitative measures all tend to cover the same material in textbooks
  2. qualitative textbooks are much more diverse as methodologies vary greatly
39
Q

the majority of qualitative research that is conducted consists of what?

A

interview or focus group data

40
Q

how long can it generally take to transcribe a single hour of interviewing?

A

ten hours to properly do this

41
Q

What happens if an interviewer transcribes an interview or focus group?

A

They are most familiar with the interview, but they may struggle to recognise the gaps in their own speech

42
Q

What happens if the lead researcher transcribes an interview or focus group?

A

they may be the most familiar with the research area, but their time can be limited

43
Q

What happens if a research assistant transcribes an interview or focus group?

A

They may be the most objective, but as with the interviewer and lead researcher, they will make mistakes

44
Q

What is the Jefferson system?

A

One of the most popular transcribing methods. Does not use any special symbols. Does not record kinetic communication.

45
Q

What does (0.2) mean as a Jefferson Symbol

A

The length of a pause between words

46
Q

What does (.) mean as a Jefferson symbol?

A

A micro-pause -short but noticeable

47
Q

What does ::: mean as a Jefferson symbol?

A

An extended sound such as ‘Emmm’

48
Q

What does [ ] mean as a Jefferson symbol?

A

Two people speaking at the same time

49
Q

What does = mean as a Jefferson symbol?

A

Two people overlapping slightly

50
Q

What does > < mean as a Jefferson symbol?

A

Speaking at a faster rate

51
Q

What does_ mean as a Jefferson symbol?

A

Emphasising a particular syllable

52
Q

What does * mean as a Jefferson symbol?

A

higher pitch

53
Q

What does oWORDo mean as a Jefferson symbol?

A

Word is quietly spoken

54
Q

What does (??) mean as a Jefferson symbol?

A

Inaudible speech, sometimes shown as xxxx

55
Q

Thematic analysis has in the past been unpopular with researchers, why is it now resurfacing?

A

it has changed and resurfaced because it is relatively straightforward and produced easily communicable results to non-academics

56
Q

Why is thematic analysis sometimes criticised?

A

For lacking consistency in how it is applied.

57
Q

Which three times can thematic analysis be useful?

A
  1. When there is no strong theoretical perspective to drive the analysis
  2. Data consists of written transcripts of documents
  3. the data is rich with detail and covering a lot of ground
58
Q

How many different types of thematic analysis are there?

A

several

59
Q

All variation of thematic analysis vary on the basis of identifying what?

A

themes

60
Q

What does a theme refer to in thematic analysis?

A

A word or phrase which represents a pattern of issues raised in interviews

61
Q

Even though there are many approaches for thematic analysis, should they all eventually arrive at the same outcome?

A

yes

62
Q

What is Braun and Clarkes model of six stages of thematic analysis?

A
  1. data familiarisation
  2. initial coding generation
  3. search for themes based on initial coding
  4. review of themes
  5. theme definition and labelling
  6. report writing
63
Q

Describe step 1 of thematic analysis: data familiarisation

A
  • researcher must become familiar with the data, ideally by writing the transcription
  • however because it is difficult for a researcher to do all the transcription, the should at least read the transcript
64
Q

Describe step 2 of thematic analysis: initial coding generation

A
  • going through transcript and summarising

- a common mistake at this stage is trying to interpret what was said rather than just labelling it

65
Q

Describe step 3 of thematic analysis: searching for themes based on initial coding

A

-start to see certain repeated codes and some are linked together
for example it might generate help, problematic or argument codes
-should be willing to revise codes

66
Q

Describe step 4 of thematic analysis: review of themes

A
  • unlikely that the first list of themes will be the last
  • make sure your conclusions are justified and themes are supported by codes and evidence
  • must be transparent, even thought there’s no “correct” outcome
67
Q

Describe step 5 of thematic analysis: theme definition and labelling

A
  • once found, themes need to be examined and clearly defined (the most accurate word for it)
  • ensure there is no overlap between themes (likely to identify sub themes)
68
Q

Describe step 6 of thematic analysis: report writing

A
  • might be in presentation form
  • diagrams might be useful to show codes and how these support themes
  • reflective approach
  • more selective of data, individual quotes can help this
69
Q

What is one problem with the step 6 report writing part of thematic analysis?

A

temptation for researcher to “pick out the best quotes” which supports their own view. Often treated with scepticism as easy for researcher to provide own agenda.

70
Q

What is the most easily learned system and this understood by non-academics?

A

Thematic analysis

71
Q

What are three strengths of thematic analysis?

A
  1. easily understood by target population
  2. used to process larger amounts of data
  3. easy to read, more likely to be used by policy makers
72
Q

What are four limitation os thematic analysis?

A
  1. difficult to distinguish themes
  2. caution when interpreting
  3. certain codes which don’t contribute can be ignored or minimised
  4. not really compatible with the Jefferson system
73
Q

how has the structure of thematic analysis been criticised?

A

For lacking clearly defined steps

Research Skills (13 decks)

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