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Psychology (year 1) > Research Methods- data recording, analysis, presentation > Flashcards

Research Methods- data recording, analysis, presentation Flashcards

1
Q

What is raw data?

A

Data that has not yet been tampered with/ processed in any way (e.g. scores on a test, tally scores)

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2
Q

What is nominal level data?

A

Data that can be categorised, but no order/ rank between the categories can be distinguished (e.g. yes/no, red/blue/green)

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3
Q

What is ordinal level data?

A

Data that can be categorised and ranked in an order, but nothing can be said about intervals between rankings (e.g. placement in a race [1st-10th] with no time record

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4
Q

What is interval level data?

A

Data that can be categorised, ranked and differences can be identified between data points
This is data measured on a safe numerical scale (e.g. times in seconds to run a 400m lap)

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5
Q

What is primary data?

A

Results come straight from the source
First-hand
Can be either qualitative or quantitative

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6
Q

What is secondary data?

A

Data has already been conducted by another researcher
Can be combined with results from similar studies, then re-analysed to create a meta-analysis (e.g. autobiographies, statistics)

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7
Q

What is qualitative data?

A

Data in a descriptive, detailed form

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8
Q

strength/ weakness of qualitative data?

A

strength: more detailed= more insight into WHY people behave the way they do
weakness: harder to analyse and compare

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9
Q

What is quantitative data?

A

Data in a numerical, statistical form

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10
Q

strengths/ weaknesses of quantitative data?

A

strength: easier to analyse and interpret for comparative purposes (graphs, bar charts)
weakness: much more limited in what it says about WHY

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11
Q

Measures of central tendency- What is the mean?

A

Average of the data set- add up all response values, divide by total number of responses
(it is only used for interval data)

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12
Q

strengths/ weaknesses of using the mean

A

strength: most accurate measure of central tendency
weakness: can be distorted by outliers

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13
Q

Measures of central tendency- What is the median?

A

The value in the middle of the data set- order each value from smallest to largest
(only used for ordinal and interval data)

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14
Q

strengths/ weaknesses of using the mean?

A

strength: not effected by one off extreme values in data set
weakness: can’t inform us of any extreme values

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15
Q

Measures of central tendency- What is the mode?

A

Mos popular/common value- can be calculated across all levels of data (only used for nominal data)

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16
Q

strengths/ weaknesses of using the mode?

A

strength: useful when knowledge of frequency is required
weakness: rarely useful in smaller data sets

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17
Q

Measures of dispersion- What is the range?

A

The lowest data point is subtracted from the highest data point (only used for ordinal and interval data)

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18
Q

strengths/ weaknesses of using the range?

A

strength: easy method to identify the difference of the data set
weakness: can be distorted by extreme values

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19
Q

Measures of dispersion- What is variance?

A
  1. find mean of the data
  2. subtract mean from each individual data point- this = ‘deviations from the mean’
  3. square each ‘deviation from mean’
  4. add up squared deviations
  5. divide total squared deviations by number of data points -1
20
Q

Measures of dispersion- What is standard deviation?

A

Same steps as variance (1-5)
6. find the square root of the variation

21
Q

What is meant by representativeness?

A

The extent to which findings can be applied/ generalised to the entire population

22
Q

What is meant by reliability?

A

How consistent something is- can it be repeated to generate the same results?

23
Q

What is internal reliability?

A

How consistently a method measures within itself (e.g. every cm on a ruler is the same distance apart)

24
Q

What is external reliability?

A

How consistent a measure is when used over a period of time when repeated (e.g. a table that was measured two weeks ago will still be the same length two weeks later)

25
Q

What is inter-rater reliability

A

Consensus/ agreement amongst multiple rankers/ observers (e.g. 4 judges give 1 dancer scores of 10= high inter-rater reliability)

26
Q

What is the test-retest method?

A

When you test the same participant twice over a period of time on the same test- similar scores= high external reliability

27
Q

What is the split-half method?

A

Compare first results of the first part of measurement with the second half- similar/ same results= high internal reliability (e.g. first half of questions on questionnaire compared to results of second half)

28
Q

What is mean by validity?

A

How accurate something is

29
Q

What is internal validity?

A

How accurately the study has been conducted- refers to test being measured or used (also whether changes in DV are caused by the IV and not other factors)
4 types: face, criterion, construct, concurrent

30
Q

What is face validity?

A

Whether or not a measure measures what it’s supposed to at ‘face value’- e.g. asking relevant questions relevant to the topic on a questionnaire

31
Q

What is criterion validity?

A

How well findings predict what happens beyond the research (predictive validity) - e.g. KS2 SATS results are used to predict progress of pupils at GCSE

32
Q

What is concurrent validity?

A

Comparing a new method with an already established method that measures the same variables- if the 2 agree, then the method is valid (same scores= high concurrent validity)

33
Q

What is construct validity?

A

Whether the measure is actually measuring the theoretical construct it is meant to be (similar to face validity, but greater depth)

34
Q

What is external validity?

A

Whether or not the findings of the study can be generalised to the target population- relates to issues beyond the investigation
2 types: ecological, population

35
Q

What is ecological validity?

A

Whether the method measures behaviour that is representative of naturally occurring behaviour (how accurate are findings to real life occurrences)- e.g. asking a driver to rate stress levels when driving whilst sat on a sofa is not reflective of real life emotions

36
Q

What is population validity?

A

How far findings from one sample can be generalised to the whole of the population from which sample was taken

37
Q

Respect- What is informed consent?

A

Participants should agree/ consent to being involved- they should be informed of details prior to the study

38
Q

Respect- What does it mean to have the right to withdraw?

A

Participants should be able to pull out of the research at any stage- even at the end, they should be allowed to withdraw results

39
Q

Respect- What is confidentiality?

A

The identities of participants, when carrying out research should be kept private and confidential- e.g. ask participants not to write their names on their data

40
Q

Responsibility- What is protection from harm?

A

The researcher should not cause anyone any emotional/ physical harm- should be mindful of sensitive issues (emotional damage can often be vague)

41
Q

Responsibility- What is a debrief?

A

The researcher gives the participant a full run down of what the investigation was truly about/ what it was aiming to do

42
Q

Integrity- What is deception?

A

Involves lying to the participant- this is sometimes done on purpose to achieve valid results- but must be followed by a debrief
This should be avoided when possible

43
Q

What is competence?

A

Abiding to the rules of ethics/ following them as closely as possible.

44
Q

What are demand characteristics?

A

Occur when the participant knows they are involved in research- these can affect the overall results of the study

45
Q

What is social desirability?

A

The participant(s) changes their behaviour to suit the expectations of the researcher to make them look good/ better

46
Q

What is observer bias?

A

The views of the researcher (expectations, opinions, prejudices) may influence what they record in a study

47
Q

What are observer effects?

A

Participants may change their behaviour when they know they’re being watched/ observed

Psychology (year 1) (22 decks)

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