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Description
Flashcards by Diana Domingues, updated more than 1 year ago
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Created by Diana Domingues
about 7 years ago
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| Question | Answer |
| Hypothesis | A testable statement about the relationship between two variables. In an experiment these variables are called the Interdependent Variable and the Dependent Varible |
| Variable | A factor or thing that can change -It varies |
| Independent Variable | The variable that the researcher alters or manipulates to look for an effect on another variable. This variable produces the two conditions of the study |
| Dependent Variable | The variable that the researcher measures to see if the IV has affected it |
| Experiment | The method of research in which all variables other than the independent variable and dependent variable are controlled. This allows the researcher to identify a cause and effect relationship bet ween the IV and the DV |
| Condition | An experiment is usually organised so there are two trials after which the performance of the participants are compared. These are the conditions of the experiment |
| Formulating a hypothesis | Needs to be very specific |
| Participant | A person who is selected to take part in a study |
| Order Effect | This occurs when a participant's performance in the second in the condition of an experiment is affected because they have already done the first condition. They may do better because of practice or worse because of fatigue. This may happen in a repeated measures design |
| Participant Variables | The difference between the people who take part in the study. These may affect the results of an experiment that uses an independent groups design |
| Independent Groups Advantages | - There no order effects - The same material can be used in both conditions - No demand characteristics |
| Independent Groups Disadvantages | - Participant variables - Need more people |
| Repeated Measures Adavantages | - No participant variables - Use less people |
| Repeated Measures Disadvantages | - Order effects - Need two tasks (more material) - Demand characteristics |
| Matched Pairs Advantages | - Less participant variables - No order effects - Same material can be used |
| Matched Pairs Disadvantages | - Matching is difficult, time-consuming & not always effective - Some participants variables are still present |
| Standard Procedures | A set order of carrying out a study that is applied to all participants when necessary |
| Random Allocation | A procedure for putting participants into conditions by chance |
| Counterbalancing | A procedure for evening out the order in which participants complete both conditions of an experiment |
| How to counterbalance | Split your participants into 2 groups Group 1 does condition A then condition B, Group 2 does condition B then condition A |
| Instructions | The written (or verbal) information given to participants in an experiment |
| Extraneous Variables | A variable that is not the IV but might effect the DV if it is not controlled |
| Stages of Instructions | 1- Briefing 2- Standardised instructions 3- Debriefing |
| Briefing | - Encourages a person to participate in the study - Contains ethical information (Consent, Anonymity, Withdrawal, etc) |
| Standardised Instructions | - Clear instructions on what the participants have to do |
| Debriefing | - Explains the study in detail - Ethical issues re-discussed - Allowed to withdraw data is they wish to |
| Randomisation | Using chance to produce an order for a procedure |
| Ecological Validity | The results of an investigation can be said to apply to real life behaviour. They are an accurate account of behaviour in the real world |
| Objectivity | Not affected by personal bias |
| Experiments Advantages | - Control of EVs makes it easier to identify cause an effect - They can be replicated because they are controlled and standardised - Are objective due to the procedures used to set them up (eg. randomisation) |
| Experiments Disadvantages | - Setting can be very artificial, causing a lack of ecological validity - Participants know that they are in an experiment and can behave abnormally |
| Sample | The small group of people who represent the target population who are studied |
| Target Population | The large group of people the researcher wishes to study and can generalise their results to. |
| Representative | The sample of participants is made up of people who have the same characteristics and abilities as the target population |
| Generalised | The results from the study can be said to apply to the target population |
| Random Sample | Every member of the target population has an equal chance of being selected for the sample |
| Opportunity Sample | People who are members of the target population and are available and willing to take part make up the sample |
| Systematic Sample | Every nth member of the target population is selected for the sample |
| Stratified Sample | The different subgroups in the target population are identified; then people are randomly selected from these subgroups in proportion to their numbers in the target polpulation |
| Random Sample advantages | - No researcher bias - Likely to be representative |
| Random Sample Disadvantages | - Time consuming |
| Opportunity Sample Advantages | - Quick & Easy |
| Opportunity Sample Disadvantages | - Not likely to be representative - May have researcher bias |
| Systematic Sample Advantages | - Simple procedure - No researcher bias |
| Systematic Sample Disadvantages | - Sample may not be representative |
| Stratified Sample Adavantatges | - Very representative |
| Stratified Sample Disadavantatges | - Very time-consuming |
| Measures of central tendency | - Mean - Median - Mode |
| Measures of dispersion | Range |
| Anomalous Result | An extremely high or low result that does not match the other results in a set of scores |
| Ethical Considerations | - Confidentiality - Deceit - Consent - Debrief - Withdrawal - Protection |
| Ethical Issues | Points of concern about what is morally right |
| BPS Guidelines | British Psychological Society Guidelines Ethical considerations are based off this |
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