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year 12 psychology > research methods > Flashcards

research methods Flashcards

1
Q

Define ‘Ethical Guidelines’

A

Codes of practice that are designed to be followed as a guide by people involved in psychological research

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2
Q

What are 3 roles of the Ethics Committee?

A
  1. Review research proposals
  2. Ensure guidelines are met
  3. Monitor research study
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3
Q

What are two decisions the Ethics Committee make?

A
  1. Whether the risk to participant welfare outweighs any benefit the research would give society
  2. If there are similar studies
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4
Q

Explain ‘Protection from harm’

A

Protect physical and psychological wellbeing e.g. debriefing study at the end

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5
Q

Explain ‘Informed consent’

A

If under 18, legal guardian must give written consent

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6
Q

What is required to be included in ‘Informed consent’?

A
  • Purpose of study
  • Potential risks
  • Withdrawal rights
  • Length of study
  • What participant is required to do
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7
Q

What does ‘Withdrawal rights’ allow participants to do?

A
  1. End their participation at any given time
  2. Have their results removed

Without pressure or penalty

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8
Q

Explain ‘Confidentiality’

A

Information is to be stored in a secure manner and disposed when no longer required. Involves HOW the information is safeguarded

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9
Q

If participant wishes to share their study information, what do they need to do?

A
  1. Identify as ‘Participant X’
  2. Complete written consent
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10
Q

Explain ‘Privacy’

A

When only relevant information is used. Involved WHAT information is used.

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11
Q

Explain ‘Voluntary participation’

A
  • Choosing to participate
  • Cannot be bribed
  • Cannot be at risk of failing a course if they do not take part
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12
Q

Explain ‘Deception’

A

Lying about true nature of study so results are not affected. If it causes risks to outweigh potential benefit, it should not be used

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13
Q

Explain ‘Debriefing’

A

Explanation at conclusion of study. Counselling and withdrawal rights are provided

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14
Q

Define ‘Refinement’ in animal research

A

Minimise potential distress or pain in animals

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15
Q

Define ‘Reduction’ in animal research

A

More information from the same/less number of animals used

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16
Q

Define ‘Replacement’ in animal research

A

Eliminate need for animal research

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17
Q

What are strengths of experimental research designs?

A
  • Researchers control variable
  • Cause and effect relationship
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18
Q

What are limitations of experimental research designs?

A
  • Controlled environment = lacks realism
  • Human error risk when controlling variables
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19
Q

What are strengths of non-experimental research designs?

A
  • Natural observations
  • Allows research where IV manipulation is unethical
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20
Q

What are limitations of non-experimental research designs?

A
  • No reliable casual connections
  • No cause and effect
  • Larger sample size is needed
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21
Q

Explain ‘Observational’ research design

A

Used to study behaviour

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22
Q

What are the strengths of ‘Observational’ research design?

A
  • Can be replicated by other researchers
  • More likely to behave naturally
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23
Q

What are the limitations of ‘Observational’ research design?

A
  • May change behaviour if aware of being observed
  • Observer bias may occur
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24
Q

Explain ‘Case study’ research design

A

In-depth investigation of an individual person, group, or single event

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25
Q

What are the strengths of ‘Case study’ research design?

A
  • Detailed information
  • Information is gathered from range of perspectives
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26
Q

What are the limitations of ‘Case study’ research design?

A
  • Results cannot be generalised to the population the sample was taken from
  • Limited conclusions due to lack of formal control groups
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27
Q

Explain ‘Correlational’ research design

A

Measures the linear relationship between two variables

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28
Q

What are the strengths of ‘Correlational’ research design?

A
  • Potential hypothesis based on correlation can be tested using experimental design
  • Can be used when manipulating variables in experimental research is unethical
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29
Q

What are the limitations of ‘Correlational’ research design?

A
  • Correlations do not show how variables are related
  • Extraneous variables are not controlled
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30
Q

Explain ‘Longitudinal’ research design?

A

Data collected more than once, using the same participants

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31
Q

What are the strengths of ‘Longitudinal’ design?

A
  • Developmental trends can be studied over a lifetime
  • Frequency, timing, or duration of events can be assessed
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32
Q

What are the limitations of ‘Longitudinal’ design?

A
  • Takes longer time to get results than with cross-sectional
  • Participants may drop out along the way
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33
Q

Explain ‘Cross-sectional’ research design

A

Data is collected at one point in time

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34
Q

What are the strengths of ‘Cross-sectional’ design?

A
  • Quicker to conduct
  • Costs less to conduct than longitudinal
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35
Q

What are the limitations of ‘Cross-sectional’ design?

A
  • Results may differ if another time for collecting data was chosen
  • Sample size may not be large enough to generalise results
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36
Q

Define ‘Population’

A

The entire group of people that is of interest to a researcher

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37
Q

Define ‘Sample’

A

Subsection of the population

38
Q

Define ‘Sampling’

A

Process of selecting participants from a population of research to be used in the study

39
Q

Explain ‘Convenience sampling’

A

Participants who are easily accessible to be selected

40
Q

What are the strengths of ‘Convenience sampling’

A
  • Low effort and time
  • Low costs
41
Q

What are the limitations of ‘Convenience sampling’

A
  • High level of researcher bias as participants are subjectively selected
  • Lacks generalisability
42
Q

Explain ‘Snowball sampling’

A

Initial participants chosen then each participant is encouraged to contact others to join study

43
Q

What are the strengths of ‘Snowball sampling’

A
  • Sample would otherwise be difficult to recruit
  • Less time to gather recruits
44
Q

What are limitations of ‘Snowball sampling’

A
  • Lacks generalisability
  • May be bias
45
Q

Explain ‘Random sampling’

A

Names randomly selected by drawing out of hat/computer generated program

46
Q

What are the strengths of ‘Random Sampling’

A
  • Bias is minimised
  • Equal chance for each participant to be in sample
47
Q

What are the limitations of ‘Random Sampling’

A
  • Time consuming
  • Lacks generalisability
48
Q

Explain ‘Stratifies Sampling’

A

Participants from each subgroup are randomly selected in same proportions they appear in the population

49
Q

What are the strengths of ‘Stratified sampling’

A
  • Likely to be representative of population
  • Bias is minimised
50
Q

What are the limitations of ‘Stratified Sampling’

A
  • Time and effort is high
  • Researchers may struggle to classify each participants of population into subgroups
51
Q

Explain ‘Random allocation’

A

Random distribution of participants into experimental and control groups to reduce researcher bias and increase generalisability of results

52
Q

What are the strengths of ‘Random allocation’

A
  • Allows generalisability
  • Prevents selection bias
53
Q

What are the limitations of ‘Random Allocation’

A
  • Cannot be used when IV is not manipulated
  • Group equality is not guaranteed
54
Q

Define ‘Participant variables’

A

Type of extraneous variables relating to individual characteristics of participants

55
Q

How do you control participant variables?

A
  • Ensure participants selected for sample have similar characteristics suitable for study
  • Random allocation
56
Q

Define ‘Environmental variables’

A

Extraneous variable relating to the environment the study takes place in AND how affects participants

57
Q

Define ‘Researcher variables’

A

Extraneous variables relating to the personality characteristics, appearance and conduct of the researcher that unintentionally impact participant responses

58
Q

Define ‘Confounding variables’

A

Variables that impact the dependent variable and also have a causal or correlational relationship with the IV

59
Q

Explain the ‘Experimenter Effect’

A

The expectations of behaviours of the researcher that may bias results

60
Q

What is an example of how to avoid experimenter effects?

A

Running double blind procedure where researcher and participants are unaware of the experimental conditions - reduces experimenter effects

61
Q

Explain ‘Demand characteristics’

A

Cues participants perceive during a study that lead them to believe they have discovered the aim of the study or expectations of the researcher

62
Q

Give 3 examples of how to minimise the effects of variables

A
  1. Random allocation of participants
  2. Single blind procedure
  3. Standardisation of procedures and instructions
63
Q

Explain ‘Random allocation of participants’

A

Participants characteristics and traits are spread over both experimental and control group.

Ensures the dependent variable is a results of the IV and not participant characteristics

64
Q

Explain ‘Single blind procedure’

A

Experimenter is aware of the experimental conditions while participants are unaware

Helps control demand characteristics

65
Q

Explain ‘Standardisation of procedures and instructions’

A

Environment variables can be minimised by providing the same location and conditions for all participants

Avoids confounding variables as all conditions identical

66
Q

What is the independent variable?

A

Independent variable causes an effect on the dependent variable. (E.g. hours of sleep you get)

67
Q

What is the dependent variable?

A

Variable that changes as a result of the independent variable. (E.g. grade on a test)

68
Q

What is qualitative data?

A

Descriptive information in form of words

69
Q

What is quantitative data?

A

Information in the form of numbers

70
Q

Name 3 types of interviews in qualitative data collection

A
  1. Structured interviews
  2. Semi-structured interviews
  3. Open-ended interviews
71
Q

Name 3 examples of objective physiological measures in quantitative data collection

A
  • Heart rate
  • Breathing rate
  • Galvanic skin response
72
Q

Name 2 examples of subjective quantitative data collection

A
  • Checklist
  • Rating scale (Likert)
73
Q

Explain the difference between subjective and objective data collection

A

Subjective is data based on personal opinions or judgments, objective is data based on facts that can be measured or observed

74
Q

Explain mixed methods in data collection

A

Where qualitative and quantitative collected from participants in the same study

75
Q

What is the measures of central tendency?

A

Mean and median. Descriptive statistic that produce the average

76
Q

Define Pearson’s correlation coefficient

A

The strength and direction of a linear relationship showed in numerical form

77
Q

Define evidence based conclusion

A

A conclusion derived from objective evidence, such as research from credible sources

78
Q

Define validity

A

The degree to which a measurement tool evaluated what it is designed to measure

79
Q

Define reliability

A

The degree to which a measurement tool produces consistent results

80
Q

Define generalisability

A

The extent to which the results gathered from a sample in research can be applied to other situations

81
Q

What are 2 strengths of objective physiological measures?

A
  1. Limited risk of participant bias
  2. Measures can be recorded in real-time
82
Q

What are 2 limitations of objective physiological measures?

A
  1. Factors such as heat or exercise can affect the measurement
  2. Anxiety in participants may occur when measure is being taken
83
Q

What are 2 strengths of subjective measures?

A
  1. Can be statistically analysed
  2. Large sample size may result in relatively short measure time
84
Q

What are 2 limitations of subjective measures?

A
  1. Responses are limited to options provided
  2. Does not allow participants to give reasons for their responses
85
Q

Contrast sample data and population data

A

Sample data is collected from a small sample group, whereas population data is collected from the whole population

86
Q

Why do the bars touch in histograms?

A

Because data is continuous

87
Q

Outline two reasons why research can be named correlational

A
  1. A relationship between 2 variables is being investigated
  2. No cause and effect relationship
88
Q

List three possible relationships for any two variables assessed in correlational research

A
  1. Positive
  2. Negative
  3. No relationship
89
Q

When is it appropriate to use a bar graph?

A

When data is discrete

90
Q
A

year 12 psychology (4 decks)

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