Research Design

Question 1

State the 5 things research needs to be

Answer 1

1. Systematic
2. Logical
3. Empirical (data)
4. Reductive
5. Replicable

Question 2

State, in order, the 6 steps of the research process

Answer 2

Review literature -> formulate questions -> design research -> collect data -> interpret results -> publish findings (-> review literature… continue, it’s a continuous loop)

Question 3

State what it is meant by the key term ‘reductionism’

Answer 3

Reductionism is the process of reducing questions down to it’s core parts to answer it

Question 4

What is the difference between ‘applied’ and ‘basic’ reductionism

Answer 4

1. Applied - usually field based

2. Basic - usually lab based

Question 5

From left to right, what are the 3 headings of the research design continuum

Answer 5

Analytical ———— descriptive ———— experimental

Question 6

What are the sub-divisions of ‘analytical’ (research design continuum)

Answer 6

Review —— historical ——- philosophical

Question 7

What are the sub-divisions of ‘descriptive’ (research design continuum)

Answer 7

Case study —— survey

(Survey) Cross sectional —- longitudinal —— correlational

Question 8

What are the sub-divisions of ‘experimental’ (research design continuum)

Answer 8

1. Pre-designs
2. Quasi designs
3. True designs
4. Stats designs

Question 9

State 2 facts about ‘reviews’ (research design continuum)

Answer 9

1. Critiquing evidence

2. Meta analysis (combines results of multiple different scientific studies)

Question 10

State 2 facts about ‘historical’ (research design continuum)

Answer 10

1. Assess past records

2. Documenting events

Question 11

State 2 facts about ‘philosophical’(research design continuum)

Answer 11

1. Organising evidence

2. Synthesising theory

Question 12

State 1 fact about ‘case study’ (research design continuum)

Answer 12

Study an individual

Question 13

State 1 fact about ‘cross sectional’ (research design continuum)

Answer 13

Take a sample at a singe time point

Question 14

State 1 fact about ‘longitudinal’ (research design continuum)

Answer 14

Collect samples at multiple time points

Question 15

State 2 facts about ‘correlational’ (research design continuum)

Answer 15

Describing the relationships between the collected data (correlation does not mean causation)

Question 16

State what it is meant by the key term ‘pre-designs’ (research design continuum)

Answer 16

Research schemes in which a subject, or group, is obsurved after a treatment has been applied in order to see if the treatment has the potential to cause change

Question 17

State what it is meant by the key term ‘quasi-design’ (research design continuum)

Answer 17

A quasi-design is where you test individuals without random assignment into groups

Question 18

State what it is meant by the key term ‘true designs’ (research design continuum)

Answer 18

One where the observer manipulates the independent variable to observe the effect, while using random assignment of participants into groups to control external factors which may influence the results

Question 19

State what it is meant by the key term ‘stats designs’ (research design continuum)

Answer 19

A type of experimental design which allows for statistical analysis and control of external environments

Question 20

State what it is meant by the key term ‘independent variable’

Answer 20

The variable in which you control

Question 21

State what it is meant by the key term ‘dependent variable’

Answer 21

The variable in which you measure the effect on

Question 22

State what it is meant by the key term ‘extraneous variable’

Answer 22

Not independent variables, but variables which could effect the dependent variable

Question 23

State what it is meant by the key term ‘confounding variable’

Answer 23

A third variable related to both the supposed cause and supposed effect on the study (cause-effect relationship)

Question 24

State what it is meant by the key term ‘randomisation’

Answer 24

Randomisation is the process of how you allocate your test groups

Question 25

Give 2 examples, and explain them, of randomisation

Answer 25

1. Matched groups design - create two groups non-randomly and look at average score 2. Matched pairs design - two groups and individuals are paired in groups on a common factor (eg- age) then given different treatments

Question 26

State, and explain, a further 2 examples of randomisation

Answer 26

1. Coin flip - put into group A or B | 2. Repeated measure design - some participants participate in both groups themselves

Question 27

State a pro (1) and a con (2) of matched group designs

Answer 27

1. Reduces participant variables as paired up with individual whom has similar characteristics 2. Very time consuming trying to find closely matched pairs

Question 28

State a pro (1) and a con (2) of matched pairs design

Answer 28

1. Reduces participant variables as paired up with individuals whom have similar characteristics and abilities 2. If one participant drops out then you lose 2 pieces of data / time consuming finding individuals whom closely match

Question 29

State a pro (1) and a con (2) of repeated measure designs

Answer 29

1. As each participant are used in each condition, participant variables (i.e - individual differences) are reduced 2. There may be order effects

Question 30

State what it is meant by the key term ‘order effects’

Answer 30

The order effect refers to the phenomenon that different orders in which questions are asked may influence responses into a more or less systematic fashion

Question 31

State a pro (1) and a con (2) of

Answer 31

1. Simple, easy and quick to do | 2. Can lead to groups being very individually different to each other

Question 32

Explain what a Solomon’s 4 group design does

Answer 32

1. Pre-tests 2 individuals, then gives one the intervention and one the placebo and then does a post test 2. Gives 2 more individuals an intervention or the placebo with no pre test but do do a post test

Question 33

What is the benefit of the Solomon’s 4 group design

Answer 33

Allows the researcher to see if the pre-test influenced the results

Question 34

Explain the logical reasoning continuum

Answer 34

1. Theory —(deductive/test theory)—> observation —(inductive/form theory)—> theory ... etc... 2. Left side = understand (arrow pointing towards continuum) 3. Right side = explain (arrow pointing away from continuum)

Question 35

State 3 things on the ‘understand’ side of the logical reasoning continuum

Answer 35

1. Interpretivist epistemology 2. Constructionist ontology 3. Phenomenological analysis 4. Qualitative approach 5. ‘Why should?’

Question 36

State 3 things on the ‘explain’ side of the logical reasoning continuum

Answer 36

1. Positivist epistemology 2. Objectivist ontology 3. Empirical analysis 4. Quantitative approach 5. ‘Why does?’

Question 37

State the difference between ‘interpretivist epistemology’ and ‘positivist epistemology’

Answer 37

1. The branch of epistemology is in a way an answer to the objective world of positivism that researchers felt wanting 2. Sees observable evidence as the only form of defensible scientific findings

Question 38

State the difference between ‘constructionist ontology’ and ‘objectivist ontology’

Answer 38

1. Assets that the social phenomena and their meanings are continuously being accomplished by social actors 2. Psychological phenomena are real and have definitive properties and causes

Question 39

State the difference between ‘phenomenological analysis’ and ‘empirical analysis’

Answer 39

1. A qualitative approach aiming to provide detailed examinations of personal lived experience 2. Relies on real world data, metrics and results, rather than theories and concepts