Research Methods⚗️ Flashcards

Question

Interview prep and practicalities

Answer 1

Consider length, amount of participants Run a pilot and practice Prepare interview schedule Quiet room, safety and confidentiality Check equipment, toilets, fire exits etc Introduce purpose of research, relaxed and friendly Check consent Learn questions off by heart if possible Active listening, respond and end well

Answer 2

Identify what you need to know Derive research questions from literature without answering question that has been answered Question may become more focused or develop different direction from literature reviews Grounded theory-can delay literature review until after data collection

Answer 3

Development of research question During planning stages (rationale) End of project (literature not considered, check for relevant studies not published since)

Answer 4

Find what has already been done Understand kinds of questions people in topic have asked Get to grips with issues relevant to area of interest Construct account about research Funnel from bigger general issues to sub themes and areas

Answer 5

Orthographic- verbatim postscript Non orthographic-paralinguistics, extra linguistics Jeff PLAYSCRIPT AND JEFFERSONIAN (Systematic representation of language in written form)

Answer 6

Orthographic Hesitations, false starts Used for analysis of the meaning of speech such as thematic or phenomenological analysis

Answer 7

Non orthographic Reflects interview as social interaction, more systematic Used for conversation analysis, time consuming and may be less widely applicable

Answer 8

Ontology- is there a reality or not(realism, relativism) Epistemology- how do we know if there is a reality (positivism, social constructionism)

Answer 9

Perception of reality comes from within and without Biological mechanisms drive perception common to all living things, people agree on some truths

Answer 10

Extract common topics and themes Use of quotes to illustrate key aspects in wider themes Themes-Coherent and meaningful concepts in data with minimal overlap allowing categorisation

Answer 11

Familiarise with data (re-read, initial observation) Generate initial codes (short version) Search for higher order themes Reviewing themes (overlap, reorder, check themes in relation to codes and define nature of each theme and relationship between in thematic map) Define and name themes (how fits overall data) Write up (consolidate narrative, select extracts and show how reflects end product and context of literature)

Answer 12

Extracts with no analysis, must be interpreted Using interview questions as themes or to describe responses Weak analysis, themes not coherent or reflect data Mismatch between data and analysis Must make theoretical position clear

Answer 13

Data- avoid starting with predetermined theory, be open minded but still have some reflexivity Theory- apply or test theory, establish holistic sense of experiences, key points and how interviewer shapes data

Answer 14

Any sample from population will vary | Can be measured with SD (unsystematic variation)

Answer 15

More unsystematic variation, difficult to find effects based on conditions in the study

Answer 16

Estimate of deviation between sample and population mean Errors can occur when sample taken from wrong population (sampling error) -measure of unsystematic variation 95% CI error bars estimate the effects we should find in a population

Answer 17

If more error (unsystematic variation) than effect (systematic variation) = Unlikely to find an effect in the population or is hidden by variation Not significant effect Effect due to differences in sample, not experimental manipulation

Answer 18

Positive value- more effect than error

Answer 19

How likely to see effect in sample of no effect in population (null) If smaller than 5% then is significant, effect is likely to exist in the population

Answer 20

Generalise from a small sample to population (not necessarily qualitative) Have not tested whole population so don’t know population mean and standard deviation Small samples will not be representative of population/unsystematic

Answer 21

Measure of how important the difference/effect is that was found in the sample

Answer 22

Np2 shows total variance explained by treatment effect (systematic variation) value as a proportion The differences between scores attributed to experimental manipulation, the rest is due to other factors

Answer 23

(Like a t test) with more than 2 conditions To test whether there is a difference between the levels of the factor If significant- there are differences, can explore data in post hoc tests

Answer 24

IVs- factors | Conditions-levels

Answer 25

Systematic and unsystematic variance (the EFFECT, between groups variance) ÷ Unsystematic variance alone (the ERROR, within groups variance) Removes the effect =giving an F RATIO

Answer 26

Comprises of the effect (difference from manipulation) | But also error (unsystematic variation)

Answer 27

If F greater than 1- more effect than error | If F smaller than 1- more error than effect

Answer 28

All values rounded to two decimal places apart from p value

Answer 29

There are differences between groups and was an effect of treatment -now need to find out which groups differ by doing separate t tests on the groups (post hoc tests)

Answer 30

A one way between participants anova shows there was a significant effect of... F (effect df, error df)= [F value] , p [ p value ], np2 [np2 value ] The effect demonstrates that [np2 value as %] of the variance in errors can be attributed to... This suggests that...had an effect on...

Answer 31

To see where there are differences between the levels (omnibus test) 1 way independent ANOVA- independent t test 1 way repeated measures ANOVA- paired t test

Answer 32

Establish whether significant difference between levels Alpha cut off at 5% prevents type 1 error but needs to be Bonferroni corrected for the levels 0.05 ÷ amount of levels to keep it at 5%

Answer 33

Bonferroni corrected post hoc tests revealed that... (mean, SD) compared to (mean, SD) ; t (df)= [t value] , p = [p value] These results suggest... (Use sig 2 tailed )

Answer 34

Want to be not significant- assumption of equal variance so can do a post hoc test IF SIGNIFICANT- Read GREENHOUSE GEISSER for the dfs and the significance (p) If Greenhouse geisser still not significant then cannot carry out post hoc tests If Maunchley significant and has outliers, normal distribution-NON PARAMETRIC ONLY FOR REPEATED MEASURES

Answer 35

When violate expectations of a parametric ANOVA If LEVENES/MAUNCHLEYS TEST IS SIGNIFICANT=non parametric Rank scores not raw scores, manages variations of distributions, outliers and sphericity

Answer 36

Between participants H (df)=H value, p=p value Mann Whitney post hoc U value, p value Use medians

Answer 37

As the data were not normally distributed, a Kruskall-Wallis one way ANOVA was performed for... The results showed significant difference between... H (df)= (H value), p (asymp sig) Bonferroni corrected post hoc Mann-Whitney U tests revealed more.. (median) than...(median); U (u value), p (sig) and more..than... This suggests

Answer 38

Within participants x2 (df)=chi square, p=p value Wilcoxon post hoc Z value, p value Use medians

Answer 39

More than one factor (IVs) Differences between more than 2 conditions or groups Tests the interaction between the factors, tells us whether impact of IV is the same regardless of other IV or whether DV varies as a result of an IV

Answer 40

MAIN EFFECT for each factor-Marginal mean (based on means for each type in that IV) INTERACTION between factors (IVs) If interaction, lines will be crossed over on the graph

Answer 41

F (effect df, error df)= F value, p value, np2 value Look to significance to see if main effects are significant

Answer 42

Bonferroni corrected t tests (simple effects test) Run independent t test to test differences between the levels of 1 factor (learning style) in each level of the other factor Run on conditions involved in interactions e.g.2 levels in each factor (4 simple effects tests)

Answer 43

Bonferroni corrected simple effects tests showed that [visual style](mean,SD) outperformed [auditory] (mean, SD) when [visualisation was used] t (df)=t value, p=p value [auditory style using auditory] performed better (mean, SD) than those with[ auditory and visualisation] (mean,SD); t (df)=t value, p=p value THEN SWITCH THEM ROUND

Answer 44

For tests with 2 comparisons Measure of the overlap between 2 means in standard deviations High overlap in graph =small Cohen’s d and small effect size (The magnitude of the F ratio)

Answer 45

There is only one group of participants, sampling error is included but individual differences between participants are not included as unsystematic variance

Answer 46

No impact of either factor on the DV | and no impact of factor 1 compared to 2 on DV

Answer 47

Effect of Factors on DV when they interact together

Answer 48

Continuous DV Normal distribution (but is okay if there are equal sample sizes) No outliers Equal variance

Answer 49

Non parametric t tests carried out if p value is significant Bonferroni corrected

Answer 50

Knowledgable, clear, structured, gentle, sensitive, open, steering, critical, remembers, interprets

Answer 51

Error bars with mean and standard error are not appropriate | Use bar graph based on median without error bars

Answer 52

If not significant then do non parametric (Friedman)

Answer 53

Deductive- theory driven | Inductive-data driven

Answer 54

Size of error (unsystematic variance) in relation to effect (systematic variation)=F ratio Partial eta square indicates proportion of variance

Answer 55

``` Continuous DV No outliers (bar and whisker) Normal distribution (Histograms) Equal variance in each group (levene’s test INDEPENDENT Maunchley’s REPEATED MEASURES) if non significant then is no significant differences between error variances and assumptions) ```

Answer 56

Parametric- M, SD | Non parametric- Mdn

Answer 57

Between participant-Mann Whitney U- Kruskall Wallis H | Within participant-wilcoxon Z signed rank -Friedman test X2

Answer 58

Bonferroni corrected t tests test differences between levels of 1 factor in each level of the other factor

Answer 59

Can still do parametric anova IF sample sizes are equal

Answer 60

Structured Semi structured Unstructured ``` Closed Open Leading Non leading Probes Main questions (open, non leading and descriptive) ```

Answer 61

Generate short relevant labels Semantic and conceptual understanding Codes must be specific and work independently of the data, must successfully evoke relevant features of the data

Answer 62

Integral part, weave together coherent story | Contextualise analysis in relation to existing literature

Answer 63

Between-summaries for groups of cases Within-summaries for separate variables If confidence intervals overlap: any effects in sample are unlikely to be found in the population Longer bars- wider range of results, also shows the trends