Investigation 2

Question 1

What is the title of investigation 2

Answer 1

A correlation study involving the stroop test

Question 2

What is a correlation study

Answer 2

Used to analyse the relationships or association between 2 continuous variables ( co-variables)
Scatter diagram can be used to illustrate a correlation
The closer the coefficient is to 0 the weaker the coefficient - the closer it is 1 (+1/-1) the coefficient is strong

Question 3

What is the stroop test

Answer 3

The stroop test effect is the delay in reaction time between automatic and controlled processing of information, in which the names of words interfere with the ability to name the colour of ink used top print the words (tam 2015)

Question 4

What are the operationalised co variables

Answer 4

1- creativity scores on the Kellogg creativity questionnaire out of 116
2- time taken in seconds to accurately complete the stroop test

Question 5

What are the confounding variables

Answer 5

Dyslexia
Caffeine intake
Sleep
Food intake
Colour blindness

Question 6

How to overcome confounding variables

Answer 6

Discount certain scores

Question 7

What are the extraneous variables

Answer 7

Time of day
Weather
Noise levels

Question 8

How to overcome extraneous variables

Answer 8

Do it in a quiet classroom
Test retest

Question 9

How to overcome extraneous variables

Answer 9

Do it in a quiet classroom
Test retest

Question 10

Which hypothesis do we use

Answer 10

Alternative hypothesis - there will be a negative correlation between creativity scores out of 116 on Kellogg creativity questionnaire and the time taken to accurately complete the stroop test in seconds

Question 11

What’s the null hypothesis

Answer 11

There will be no correlation between creativity scores out of 116 on Kelloggs creativity questionnaire and the time taken in seconds to accurately complete the stroop test

Question 12

Methodology

Answer 12

Correlation

Question 13

Why have we used a correlation

Answer 13

Because we are testing for a relationship not a difference

Question 14

+/- of a correlation

Answer 14

+easily replicated, no manipulation, quicker
- doesn’t establish cause and effect

Question 15

What’s the target population

Answer 15

P’s over 11 years old

Question 16

What’s the sampling frame

Answer 16

Students over 11 at Norte dame / teachers

Question 17

What sampling technique did we use

Answer 17

Opportunity sampling

Question 18

Justify the sampling technique chose

Answer 18

Quicker and easier then stratified as we don’t need a list of the sampling frame

Question 19

How to ensure privacy

Answer 19

Results wont be available to everyone
Don’t ask personal info - stick to questionnaire

Question 20

How to ensure confidentiality

Answer 20

Code names e.g house number/bday

Question 21

How to reduce chance of deception

Answer 21

Will reveal the aims in brief and debrief

Question 22

How to ensure right to withdraw

Answer 22

Clearly state the right to withdraw at the start and throughout
Allow a 48h reflection period

Question 23

How to ensure informed consent

Answer 23

Some p’s are under 16 = no valid consent
Needs headteachers consent on their behalf ( consent by proxy)

Question 24

How to reduce protection from harm

Answer 24

Offer websites in the debrief for support or teachers emails as they may feel stressed or embarrassed about a low score
Stroop test may be stressful

Question 25

How to ensure internal reliability is high

Answer 25

Standardise procedures Same questionnaire, stroop test, researcher, wording of questions

Question 26

Could check for external reliability

Answer 26

Test retest after 6 months (same p’s and same method) then compare

Question 27

Validity issues

Answer 27

Social desirability - as its a questionnaire they may lie to seem more creative Demand characteristics- we give a full brief/debrief revealing the aims so they may guess the aims

Question 28

How to overcome the validity issues

Answer 28

SD- anonymous questionnaires so p’s cant be identified = less likely to lie DC-tell them the aims but not the hypothesis

Question 29

What measures of central tendency can we use

Answer 29

All - doesn’t matter if there’s a nonsense value at its time in seconds and all of the central tendency are quite equal

Question 30

Which measures of dispersion can we use

Answer 30

Both as there is no huge anomalies

Question 31

What graphical representation do we use and why

Answer 31

Scatter diagram as its a correlation

Question 32

What 3 steps determine which inferential statistic we use

Answer 32

-correlation -ordinal and above -relationship

Question 33

What 3 steps determine which inferential statistic we use

Answer 33

-correlation -ordinal and above -relationship

Question 34

Which inferential statistic did we use

Answer 34

Spearman’s rho

Question 35

What was the observed value and what did it show

Answer 35

-0.39 shows a weak correlation coefficient

Question 36

Were results significant

Answer 36

Non significant because the observed value is not equal to or greater than the critical We should accept the null and reject the alternative - 0.05% due to chance

Question 37

Conclusions

Answer 37

Findings are non significant and we should accept the null Results show a weak correlation and any relationship is due to chance

Question 38

Ways to improve

Answer 38

Test retest after 6 months to secure reliability Use a bigger phone Use more ps from varied age group for a better sample Use a better environment like a quiet classroom to control ev’s like noise

Question 39

Ways to improve

Answer 39

Test retest after 6 months to secure reliability Use a bigger phone Use more ps from varied age group for a better sample Use a better environment like a quiet classroom to control ev’s like noise