Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Research Methods > Year 1 > Flashcards

Year 1 Flashcards

1
Q

Define the ‘Aim’

A

General statement that describes the purpose of the investigation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Define hypothesis

A

Statement made at start of study that clearly states the relationship between the two variables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Directional/ non directional

A

Directional: states the anticipated difference between two variables
Non-directional: there will be a difference but unspecified

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

When would research’s generally use a directional

A

When there has been previous research in a similar area so can be confident

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Define variables

A

Anything that can vary or change within the experiment. Used to determine if one change results in another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Define IV

A

Aspect of experimental situation that is manipulated by the researcher- or changes naturally- so affect on DV can be measured

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Define DV

A

Variable that is measured by the researcher. Any affect on DV should be caused by IV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Define operationalisation

A

Clearly defining variables in terms of how they can be measured

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Define extraneous variables

A

Any variable other than IV that could affect DV. Unwanted. Not vary systematically with IV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Define confounding variables

A

Any variable other than IV that may have affected (past tense) the IV. Cannot tell rude source of change in DV. Vary systematically with IV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Define demand characteristics

A

Any cue from researcher or research situation that that may reveal purpose of investigation. May lead to change in behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Investigator effects

A

Any affect (conscious or not) from investigators behaviour that could affect DV. Could include design or interactions with participants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Randomisation

A

Use of chance to control affects of bias when deciding conditions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Standardisation

A

Using exactly same procedure for all participants in study

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Define experimental design

A

Different ways in which testing of participants can be organised in relation to experimental condition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What are the 3 experimental designs

A
  1. Independent groups: 2 separate groups in 2 separate conditions
  2. Repeated measures: all groups take part in all conditions
  3. Matched pairs: matched on rebrand variable the assigned to condition A or B
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Evaluate independent groups

A
  1. Participant variables may affect DV
  2. Counter with random allocation
  3. Order effects not a problem so less likely to guess aim
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Evaluate repeated measures

A
  1. Order of tasks may have a significant affect (order effects a confounding variable)
  2. ABBA counter balancing
  3. Increases demand characteristics
  4. Participant variables are controlled
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Evaluate matched pairs

A
  1. Only take part in single condition so no order effects or demand characteristics
  2. Participants can never be exactly matched
  3. Time consuming so less economical
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What are the 4 types of experiment

A
  1. Lab
  2. Field
  3. Natural
  4. Quasi
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Strengths of Lab

A
  1. High control of extraneous variables, ensuring change in DV is IV
  2. Higher internal validity
  3. Replication is easy (no new extraneous variables in repeats)
  4. Gives better validity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Limitations of Lab

A
  1. Artificial so hard to generalise to real life
  2. Unfamiliar context may affect behaviour (low external validity)
  3. Participants know they are bong tested so demand characteristics
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Define Field experiment

A

IV manipulated in natural, every day setting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Strength and weakness of field

A

Strength: environment more natural so behaviour more natural so more bald and authentic (higher external validity)

Weakness: no control over extraneous variables, hard to isolate IV/ DV relationship. Hard to replicate.
Ethical issues as no consent given

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Define natural experiments

A

When researcher takes advantage of pre-existing IV the records DV. Would happen without researcher there

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Strengths of natural experiment

A
  1. Provide opportunities that may otherwise have been blocked by ethical or practical reasons
  2. High external validity as study real life issues
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Limitations of natural experiments

A
  1. Event may only happen rarely so limits score for generalising
  2. No random allocation so less sure of affect on DV
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Describe quasi experiments

A

IV based on existing difference between people (age, gender). The variable is not manipulated or simple exists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Strength and limitations of quasi

A

Carried out in labs

May be confounding variables as no control over IV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Define population

A

Group of people who are focus of research

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Define sample

A

Group of people drawn from target population. Meant to be representative so can generalise

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What are the 5 sampling techniques

A
  1. Random
  2. Systematic
  3. Stratified
  4. Opportunity
  5. Volunteer
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Outline a random sample

A
  1. All members of target population have equal chance of being picked
  2. Complete list of names of population assigned numbers
  3. Random number generator
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Evaluate random sample

A
  1. Free from researcher bias as no influence on who’s picked
  2. Difficult to obtain full list of pop
  3. Selected participants may not want to participate
35
Q

Outline a stratified sample

A
  1. Composition of sample reflects proportions of people in sub groups of population
  2. Identify different groups (strata)
  3. Appropriate proportions selected using random sampling
36
Q

Evaluate stratified sample

A
  1. No researcher bias as random sample
  2. Produces a representative designed to reflect composition of population
  3. Easier to generalise
  4. Strata cannot represent all the ways people are different so not entirely representative
37
Q

Outline systematic sample

A

Sampling frame produced (could
List people on age or alphabetical order) the selects every nth

38
Q

Evaluate systematic sample

A
  1. No researcher bias
  2. Once system of selection is established no influence over who’s picked
  3. fairly representative
39
Q

Outline opportunity sample

A
  1. As representative samples so hard to get

2. Simply select anyone who’s willing (like off the street)

40
Q

Evaluate opportunity sample

A
  1. Saves time, effort and money
  2. Not representative as drawn from one specific area so cannot generalise
  3. Researcher has complete control over who’s picked (researcher bias)
41
Q

Outline a volunteer sample

A
  1. Participant selects themselves

2. Advert or flyer

42
Q

Evaluate a volunteer sample

A
  1. Easy and requires minimal input from researcher

2. Volunteer bias; may attract a certain kind of participant

43
Q

Outline conformed consent

A
  1. Need to know roughly what they’re getting into (aware of aims)
  2. Aware of their rights (right to withdraw)
  3. What their data will be used for
  4. Should not feel coerced or obliged to take part
44
Q

Outline deception

A
  1. Not deliberately mislead or information withheld
  2. otherwise their have not given informed consent
  3. Deception can be justified if does not cause distress
45
Q

Protection from harm

A
  1. Should not be placed at risk
  2. Protected from physical and psychological harm
  3. Should not be given loads of stress or embarrassment
46
Q

Privacy and confidentiality

A
  1. Right to control the Information about themselvs
47
Q

What do researchers have to abide by in terms of ethics

A

BPS code of ethics

Set of ethical guidelines decided by a ethics committee

48
Q

How is informed consent obtained

A
  1. Issues with a consent letter outlining relevant information what might affect their decision to take part
  2. This is then signed
  3. Under 16s need parental consent
49
Q

What are the 3 alternative ways of gaining consent

A
  1. presumed consent: group of similar people give consent
  2. Prior general consent: agree to a number of different studies thereby consenting to deception
  3. Retrospective consent: asked in debriefing
50
Q

How to deal with deception and protection of harm

A
  1. At end given a full debrief
  2. Informed of full aim and other details
  3. Told what data will be used for and given the right to withhold it
  4. In extreme causes research should provide counciling
51
Q

Dealing with confidentiality

A
  1. Personal details protected
  2. Refer to participants by numbers rather than names
  3. In case studies use Intialis
52
Q

What is the purpose of a pioneer study

A
  1. Small scale trial run using a handful of participants
  2. To test procedures and identify any flaws or extraneous variables
  3. With interviews and questionnaire it’s helpful to try out questions in advance to remove or reword ambiguous questions
  4. In obs it good to decide behavioural categories
53
Q

Outline a double blind

A
  1. Participants not aware which condition they are in

2. Controls confounding effects of demand characteristics

54
Q

Outline double blind

A
  1. Neither participant or researcher knows the aims
  2. Important in drugs trials (placebo)
  3. No researcher bias
55
Q

What is the purpose of control groups

A
  1. To compare to experimental
  2. If change in behaviour of experimental group is significantly different to control the researcher can conclude that IV change this
56
Q

What are the 6 kinds of observational techniques

A
  1. Naturalistic; controlled
  2. Covert; overt
  3. Participant; non-participant
57
Q

Outline naturalistic ob

A
  1. takes place in context where target behaviour would usually occur.
  2. All aspects of environment free to vary
  3. High external validity
  4. lack control over extraneous variables and hard to replicate
58
Q

Outline controlled observation

A
  1. Watching and recording behaviour within controlled environment
  2. Where variables are controlled
  3. Such as strange situation
59
Q

Outline covert and overt observation

A

Covert: watched and recorded behaviours without their knowledge and consent
Overt: behaviour watched and observed with informed consent

60
Q

Participant/ non participant

A

Participant: researcher becomes part of group they are studying

Non: the researcher remains outside of the group

61
Q

Evaluate covert and overt

A

Covert:
1. As they do not know, removes participant reactivity and ensures natural behaviour (good validity)
2. Raises ethical issues
Overt:
More ethically acceptable but known they’re being observed may influence behaviour

62
Q

Evaluate participant/ non

A

Participant:
1. Researcher can experience situation giving insight
2. If they get too involved they may lose objectivity
Non:
Do not gain this insight as far removed but will remain objective

63
Q

Outline unstructured observation

A
  1. Wrote down everything they see
  2. Produce detail rich accounts of behaviour
  3. Appropriate for small scale/ few participants
64
Q

Outline structured observation

A
  1. When there is too much to observe
  2. Only not target behaviours
  3. Quantify their observations using pre-determined list of behaviours
65
Q

Outline behavioural categories

A
  1. Target behaviours should be precisely defined, observable and measurable so no inferences need to be made
  2. Should be no interpretation between observers
66
Q

Outline event and time sampling

A

Event: counting the number of time the behaviour occurs
Time: recoding behaviour within a pre-establishes time frame (behavioural check list every 30 seconds)

67
Q

Evaluate structured/un

A

Structured:

  1. Behavioural categories make recoding data easier and more systematic
  2. Quantitative data means easier to compare behaviour observed

Un

  1. Qualitative data is harder to compare
  2. More detail (something that might not be in category)
  3. Greater risk of observer bias
68
Q

What are the two types of self-report techniques

A

Questionnaires (open and closed questions)

Interviews
Structured, unstructured, semi-structured

69
Q

What type of data is collected from open/ closed questions

A

Open: qualitative
Closed: quantitive

70
Q

Describe the 3 types of interview

A

Structured: pre-determined questions asked in a fixed order

Unstructured: general aim is set but no set questions

Semi: some predetermined Qs but more like a conversation

71
Q

Strengths and limitations of questionnaire

A

Strength: large amount of data collected without researcher impute so cheap

Weakness: social desireability means response may be demand characteristic

72
Q

Evaluate structured/ un interviews

A

Structured: easy to replicate and reduces differences between researchers but cannot explore off topic points

Un: follow up points means deeper insight

73
Q

What are the 3 types of closed questionnaire

A
  1. Likert scale
  2. Rating scale
  3. Fixed choice options
74
Q

What 3 things to do when writing questionnaire

A
  1. No jargon
  2. No emotive language or leading questions
  3. No double negatives or subjective options
75
Q

What do correlations show

A

Strength and direction of an association between two co-variables

76
Q

What is primary and secondary data

A

Primary: original data collected for purpose of investigation

Secondary: already exists and has been stat tested. Such as books or journals

77
Q

Describe the mean

A
  1. Most sensitive as included all values so representative

2. Easily distirted by anomaly results

78
Q

Describe median

A

Not affected by extremes but not representative of all values

79
Q

When to use the mode

A

Data in categories

80
Q

When to use bar chart

A

Make sure bars are not touching

81
Q

Histograms

A
  1. Continuous data
  2. X made of equal size intervals of values
  3. Bars touch
82
Q

What is a positive/ negative skew

A

Positive: distribution centred to left of graph

Negative: to the right

83
Q

3 main aims of peer review

A
  1. Allocate research funding
  2. Validate quality of research
  3. Suggest improvements
84
Q

Why are 3 problems with peer reviews

A
  1. Reviewer might feel threatened
  2. Journals want to publish content that will sell
  3. Paradime breaking research ignored

Research Methods (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions