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Research Methods - Psychology > Planning and Conducting Research > Flashcards

Planning and Conducting Research Flashcards

aims, hypothesis, sampling, experimental designs, variables

1
Q

research aim

A

statement that points out what the research aims to accomplish and desired outcomes

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2
Q

research question

A

asks what the study intends to investigate

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3
Q

null hypothesis

A

predicts there will be no difference or relationship between the variables being studied and any results are due to chance and not significant

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4
Q

alternative hypothesis

A

predicts there will be a difference or relationship between the variables being studied and the results are not due to chance and are significant

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5
Q

one tailed hypothesis

A

predicts the direction of the effect of the IV on the DV, or the direction of the correlation

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6
Q

two tailed hypothesis

A

predicts that the IV will have an effect on the DV but not in a specific direction

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7
Q

type 1 error

A

incorrectly rejecting the null hypothesis
or incorrectly accepting the alternate hypothesis

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8
Q

type 2 error

A

incorrectly rejecting the alternate hypothesis
Incorrectly accepting the null hypothesis

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9
Q

target population and sample

A

the group of people the researcher is interested in and the sample is drawn from

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10
Q

random sampling

A
  • selecting participants in a way where everyone has an equal chance of being selected
  • no bias in who is chosen so sample is likely to be representative
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11
Q

snowball sampling

A
  • relies on initial participants recruiting additional participants
  • unlikely to be representative, but easy to gather a specific sample
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12
Q

opportunity sampling

A
  • selecting people who are readily and easily available
  • unlikely to be representative but quick to gather participants
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13
Q

self selected/ volunteer sampling

A
  • asking people to volunteer for the study
  • unlikely to be representative but participants will be willing and cooperate
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14
Q

repeated measures design

A
  • each participant takes part in all levels of the IV
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15
Q

strengths of repeated measures

A
  • fewer participants needed
  • individual differences will be controlled
  • easy to compare different conditions
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16
Q

weaknesses of repeated measures

A
  • participants may suffer from order effects, boredom
  • lead to poorer performance on tasks
17
Q

independent measures design

A
  • participants only take part in one level of the IV
18
Q

strengths of independent measures

A
  • no order effects or boredom
  • less likely to deduce the aim
19
Q

weaknesses of independent measures

A
  • participant variables - people have different abilities
  • large sample needed
  • time consuming
20
Q

matched pairs design

A

Different participants used in each condition, but researcher attempts to make the two groups as similar as possible

21
Q

strengths of matched pairs

A
  • Participants only have to be tested once
  • Participant variables are reduced
22
Q

weaknesses of matched pairs

A
  • time consuming
  • harder to find participants that match
  • large number of participants needed
23
Q

behavioral categories

A
  • objective measure used in observations
  • categorizing behaviors and counting them
24
Q

coding frames

A
  • predetermined list of behaviors to attempt to cover all the behavior you will see
25
Q

time sampling

A
  • recording pre-determined behaviours at regular intervals
26
Q

event sampling

A
  • counting number of behaviours in a specified time period
27
Q

likert scale

A
  • indicates how much they agree or disagree
28
Q

semantic differential scale

A
  • choose between two extremes
  • opposing descriptive words
29
Q

strengths of rating scales

A
  • easy to respond to
  • quantitative data easy to analyse
  • tested for reliability (test retest)
  • validity can be improved b y reversing the sides to avoid bias
30
Q

weaknesses of rating scales

A
  • only quantitative data lacks detail;
  • risk of response bias
  • points on the scale are ordinal, can’t use stats tests
31
Q

open questions

A
  • allows participants to give a range of detailed answers
  • no set response
32
Q

strengths of open questions

A
  • open questions produce qualitative data which provide greater detail
  • analysis retains the detail of participants’ answers so variation in response is not lost through averaging
33
Q

weaknesses of open questions

A
  • time consuming to analyse
  • analysis is subjective
  • findings are individual so less generalisable
34
Q

closed question

A
  • gives participants set responses to choose from
35
Q

strengths of closed questions

A
  • easy to respond to so data is more reliable/generalisable
  • easy to analyse
36
Q

weaknesses of closed questions

A
  • lacks detail
  • risk of response bias
  • only mode can be calculated as total is nominal data

Research Methods - Psychology (5 decks)

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