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research approaches Flashcards

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1
Q

what is the research cycle

A

process undergo to conduct research

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2
Q

what are ethics necessary

A

can’t be trusted to behave all the time; need to ensure no lasting effects to ppts

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3
Q

give an example of a study highlighting why we need ethics

A

little albert by Watson

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4
Q

what does ethical approval do

A

constrain behaviour of researchers with moral principles and rules of conduct

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5
Q

what 3 things does the Belmont Report cover

A

respect for people
beneficence
justice

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6
Q

what are the 5 points covered by the ‘respect for people’

A 
informed consent
voluntary participation 
minimal deception 
anonymised data 
confidentiality
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7
Q

what is beneficence about

A

ensuring ppt welfare; that the experiment is beneficial and not harmful

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8
Q

what is justice in ethics

A

ensuring that ppts are not exploited and that there is a fair selection

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9
Q

what are the 5 principles of the BPS code

A 
respect
scientific value
social responsibility
max benefits
minimising harm
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10
Q

what other 6 things does the BPS code cover

A 
risk
consent
confidentiality 
giving advice
deception
debriefing
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11
Q

what does an ethics committee check ? (7)

A 
risk assessment 
information sheet
consent form 
debriefing statement 
general info abt study
posters and adverts
recruitment methods
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12
Q

what questions should information sheets include

A 
what happens if take part
bens/risks 
confidentiality
what happens if change mind 
what happens if something goes wrong 
follow up info?
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13
Q

what 3 things should a consent form do

A

confirm :
have read and understand info sheet
data can be used for study
understand are volunteer and have right to withdraw

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14
Q

what are the 2 ways to approaching research

A

descriptive/observational and hypothesis testing

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15
Q

outline characteristics of the descriptive approach

A

no control
non experimental
diffs btwn groups
can lead to theory formation

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16
Q

outline characteristics of hypothesis testing

A

control
experimental
causal rels
seeks evidence for supporting or refuting theories

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17
Q

what does a relationship between an IV and DV mean

A

that the IV has an effect and thus we must manipulate the IV

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18
Q

What does a rigorous research process mean for our results

A

stronger evidence
more credibility for interpretation
can rule out other possible explanations from experimental, lab based methods

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19
Q

what are experimental methods

A

full control with standard studies

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20
Q

what are non experimental methods; give an example

A

correlations
observation
e.g. effects of traumatic brain injury on reading

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21
Q

what is a quasi experiment; give an example

A

where there’s some element of control but not complete control
e.g. big data studies of live tasks

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22
Q

what is a benefit of experimental methods

A

minimises confounding variables

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23
Q

why is there often a slight questioning of data and inferences from quasi experiments

A

because of the slight difference in individual ppts; not full control

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24
Q

give an example of a correlation

A

average time slept per night and average exam grades

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25
what is key to remember about correlation
correlation does NOT IMPLY causation
26
what are the 4 examples of different types of observational research
case studies surveys interviews focus groups
27
what does observational research encompass
analysis descriptions of thought and behaviour more controlled subsequent research
28
give an example of observational research
the Brazelton Neonatal Behavioral Assessment Scale
29
what are the 3 weaknesses of observational research
Bias in how we choose observed behaviour May try to create behaviours want to study from social pressure Participant reactivity where behave differently from others as know are being observed as part of experiment
30
how do we minimise participant reactivity in observational research
unobtrusive observations unobtrusive measures taking caution with examining behaviour in 'wild' ethical consideration
31
what is different about the IV of quasi experiments and what does this mean for the experiments
often IV occurs naturally so can't guarantee people experience what we want; have less control in experiments
32
give an example of a quasi experiment
Cialdini et al,. 1990
33
what do quasi experiments lack
random assignment to conditions as result of natural IVS
34
what are non-equivalent groups
non random allocation to conditions so systematic differences btwn groups may account for effect shown
35
what is a sampling error
when sample doesn't represent population
36
what is an example of a non equivalent group
natural quasi experiments
37
what are 4 examples of data collecting approaches
lab studies field study field investigation field experiment
38
what are lab studies, consider how this advantages them
purposely artificial and controlled/manipulated studies
39
what are weaknesses of laboratory studies
generalisation is limited
40
what are strengths of field studies
representative of true setting and participant data
41
what do the strengths of field studies link to
eco and pop validity
42
what are the weaknesses of field studies
reduced control and ethical issues
43
what are the 2 differences between field investigations and field experiments
Investigations are non/quasi experimental; experiments are experimental Investigations lack control whilst experiments have full control
44
what are the 2 examples of control and bias
internal and external validity
45
what is an example of internal validity
construct validity
46
what is a threat to internal validity
features of research designs that could result in invalid conclusions about the nature of the effect
47
what is construct validity and what type of validity is it
whether measure measures what we design it to | Internal
48
give an example of construct validity
IQ tests
49
what is external validity
whether effect, if effect is genuine, can be generalised
50
what are 2 types of external validity
ecological | population
51
what is ecological validity
whether result applies to different settings
52
what is population validity
whether result applies to whole population | validity across population of data though; should they be only pops?
53
give an example of population validity
Smith and Bond 1998 textbook bias of UK and US books citing their own studies, respectively
54
what is a sample
subset of pop
55
what do statistical techniques allow us to do from samples
estimate measures for whole pop
56
why must samples be representative
so estimate information for population is correct
57
what points does representativity encompass
If sample has certain properties then whole pop must have those properties Sample is obtained from sampling frame This part of population is accessible to us for sampling
58
What is probability based sampling and what is this also known as
random people selected out of everyone on earth | pure random sampling
59
how do we obtain random samples in probability based sampling
assign number to each possible participant in sampling frame | select some at random via computer program or random number table
60
what is systematic sampling
every nth from list selected | effectively random; list order is inconsequential to experiment
61
what is stratified sampling
sample proportionally from each relevant strata sample needs to reflect proportions of strata; so sample is randomly selected but makes sure proportions in strata match those in existing pop
62
when is stratified sampling used
if have pop where diff proportions of categories
63
what is a strata
diff layers of pop
64
what are participant effects
ppts can have expectations of how to behave in experiment as are good at interacting with others, thus this can influence their perfomance
65
what are demand characteristics
experimental artefact where ppts form interpretation of experiment purpose and subconsciously change behaviour to fit interpretation
66
what are 3 ways to minimise participant effects
blind procedures post experiment questioning consistency across conditions
67
what are blind procedures
when ppt unaware of unexpected result
68
what happens in post experiment questioning
ask if knew what was expected
69
how is consistency achieved across conditions
placebo
70
give an example of minimising participant expectations
Latane and Darley, 1968 with deception ppt has convo over headphones; hear someone have health issue but acc interested in how ppt responded and if they attempted to get help
71
give an example of experimenter effects
rosenthal and lawson, 1964 students asked to run rat training maze experiment one told rats were good at mazes, others opposite. actually rats randomly allocated but rats expected to be good performed better experimenter changes way ppt behaves
72
what are experimenter effects
when researches own expectations on others behaviour influence ppt behaviour
73
give examples of 2 controls for experimenter expectations
double blind procedures | test observer/rater reliability
74
what are double blind procedures and why are they helpful controls
ppts and experimenter unware of expected result | minimises risk of experimenter or ppt effects
75
how do you test observer/rater reliability and why is it useful
test across different raters and within same rater | useful for subjective rating scenarios

PSYC1010 (10 decks)

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