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69 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Research process (12 steps) |
Question Hypothesis Design a study Research method Pilot study Recruit participants Run study Analysis Conclusion Report Peer interview Publish |
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Types of data + evaluation |
Quantitive numerical +Easy to analyse, objective -Narrower scope= less representative Qualitative +Detail, external validity -difficult to analyse, subjective |
Q+Q |
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Types of research |
Primary research- collected for investigation- field Secondary research- already exists-desk Meta analysis- combines secondary from different sources |
P+S+M |
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Different types of variables |
Variable= anything that can change or vary Independent variable= manipulated by the researcher Dependant variable= variable being measured by the researcher |
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Levels of the IV |
We need something to compare the experiment to: 1- test the participant before and after, find difference 2- two different groups Eg. If the experiment is testing the effects of redbull: Experimental Con= redbull Control Con= no redbull/water |
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Levels of the IV |
We need something to compare the experiment to. 1- test participants before and after (find difference) 2- two different groups |
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Operationalism definition |
Defining variables with measurable form |
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Research aim definition |
What the researcher intends to study- purpose |
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Hypothesis+ what it must include |
Testable statement- the relationship between variables. Must include: 1- all conditions of IV 2- the DV 3- 'significant' |
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Types of hypothesis |
Directional- states particular outcome and highest scoring group Non-directional- difference is expected but not group specified Null- no difference/correlation if there is it is due to chance |
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Extraneous variable |
Variable that may affect the DV and need to be controlled- don't carry systematical with IV |
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Confounding variable |
Variables that have affected the DV and have confounded the results and have varied One condition more than the other |
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Types of CV and EV |
Situational- environmental variable eg noise, time Participant- characteristics of participants eg confidence, sleep |
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5 ethics |
(lack of) informed consent Deception (Failure to) protect from harm (Lack of) confidentiality (Lack of) privacy |
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Type of experiments (4) |
Lab Field Natural Quasi |
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Lab experiment+ evaluation |
Controlled artificial environment Researcher manipulates IV +High level of contribute=strengthen cause and effect -demand characteristics=reduces internal validity -low ecological validity=lacks external validity -might be low in mundane validity |
+--- |
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Field experience+ evaluation |
-not artificial environment -researcher manipulates the IV +High ecological validity +Finding can be generalised (external validity) -Lack of control -Cause and effect may be low |
++-- |
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Quasi experiments + evaluation |
-in any environment -No manipulation or change to IV +Less open to researcher bias -Likely to be extraneous or confounding variables |
+- |
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Natural experiment + evaluation |
-in any environment - change in IV is natural
+Can provide opportunities that wouldn't otherwise be ethical +High external validity -high chance of confounding valiables |
++- |
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Experimental designs (3) |
Independent groups Repeated measures Matched pairs |
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Independent groups and evaluation |
Two groups of people, each perform one condition of the IV
+Controls demand characteristics +Controls order effect -More participants needed -participant variables |
++-- |
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Repeated measures and evaluation |
One group perform both conditions +Fewer participants +Controls participant variables -Demand characteristics -Order effect |
++-- |
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Matched pairs and evaluation |
People matched on certain characteristics likely to effect the DV, do opposite conditions +Partially controls participant variables +Controls for order effect -Time consuming -More participants needed |
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Counterbalancing |
Controls order effect by using an ABBA order- half do a then b, others do b then a |
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Random allocation |
Partially controls participant variables as there is an equal chance of either condition Pull out of hat |
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Randomisation |
Controls for the effect of bias by making everything possible random |
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Standardisation and brief |
Each participant should be treated the same. Includes a list of standardised instructions |
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Sampling |
Method used to select research participants from the population |
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Target population |
The population you are hypothesising about |
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Sample population |
The people you use from the target population. Ideally representative= generalise |
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Bias |
Where one group is over/under represented in sample |
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Generalisation |
The extent that findings can be generalised to the target population |
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Sampling methods: 5 types |
Opportunity sampling Self selected/volunteer Random sampling Systematic sampling Stratified sampling |
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Opportunity sampling |
Willing and available at time of study +Convenient, save time, effort, money -Unrepresentative, researcher bias |
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Self selected/volunteer |
People who volunteer to take part + Useful for unusual samples, easy - only certain types of people volunteer |
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Random sampling |
Everyone in the target population have equal chance + No researcher bias, equal chances - difficult and time consuming, unrepresentative |
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Systematic sammpling |
Predetermined system + No researcher bias - difficult and time consuming |
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Stratified sampling |
Proportion from subgroups + Very representative - difficult and time consuming |
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Single blind procedure and strength |
Participants don't know the aims or hypothesis- researcher does +Lessons demand characteristics |
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Double blind and a strength |
Neither researcher or participant knows the details + Lessens DC, reduces researcher bias |
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Investigator effects |
Researcher bias. Can be controlled through randomisation, standardisation, double blind |
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Participant reactivity |
Demand characteristics- extraneous variable |
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Pilot study |
Small scale- can make changes |
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6 types of observations |
Naturalistic Controlled Participant Non participant Covert Overt |
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Naturalistic |
Where the behaviour would naturally occur + External validity- generalised -lacks control- replication |
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Controlled |
Some controlled variables, control of extraneous variables + Extraneous V less of a factor - may not be able to generalise |
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Participant |
Joins workforce +Insight> validity -Objectivity lost |
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Non participant |
Researcher remains separate +Objective view -lose valuable insight |
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Covert |
Participants unaware they are the focus + Removes participant reactivity> validity -Ethics questioned |
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Overt |
Participants know they are being studied + Ethically acceptable - may influence their behaviour (DC's) |
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Observational design |
Unstructured or structured -writing down everything > okay on small scale Various systems eg behavioural checklist |
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Sampling methods (2) |
Time sampling- at time intervals Event sampling- no. of times a behaviour occurs |
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Inter-rater-reliability (inter-observer reliability) |
To ensure reliability- two or more researchers independently record and compare |
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4 things not to do in questionnaires |
Use jargon Emotive language Double barreled questions Double negatives |
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Evaluation of questionnaires |
+easy> more data> generalisability - truthful?> Leading Q, social desirability bias> validity |
+- |
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Evaluation of open questions |
+ more detailed - subjective to interpret |
+- |
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Evaluation of closed questions |
+objective data- analyse - not as much information |
+- |
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Evaluation of interviews |
+structured- easy repitition- reliability-easily analysed +Unstructured- more detailed- opinions -interviewer bias -Social desirability |
++-- |
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Correlation |
A relationship between covariables Must be continuous covariables |
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Evaluation of correlations |
+useful as a starting point +Provide quantitative measure of strength and direction -Cannot establish a causal relationship -intervening variables |
++-- |
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Correlation coefficient |
A calculation to statistically analyse and generate a precise quantitative measure |
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Measures of central tendency |
Mean Median Mode |
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Mean + evaluation |
Adding up and dividing by number of scores + Most sensitive -easily distorted- doesn't tell us range |
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Median + evaluation |
The middle number when put in order +Extreme scored don't affect it -Less sensative |
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Mode + evaluation |
Most often- may be bimodal + Easy to calculate -Very 'crude' measure |
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Range (measure of dispersion) |
Take lowest from highest +1 + Easy to calculate - distorted by extremes |
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Standard deviation (SD) |
Tells us how far the scores deviate from the mean, the larger the SD the further from the mean |
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3 types of questionairres |
Likert scale- strongly agree/ disagree Rating scale- 1 2 3 4 5 Fixed choice- °interesting •easy |
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Two types of interviews |
Structured (predetermined questions) Unstructured (questions vary from predetermined) |
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