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Flashcards

Research Methods

Marla MacCallum Hall Psychology A level Inglês 55 flashcards

Flashcards do conjunto (55)

  1. 1Experimental MethodInvolves the manipulation of an independent variable to measure the effect on the dependent variable- can be laboratory, field, natural or quasi
  2. 2AimA general statement of what the researcher intends to investigate; the purpose of the study
  3. 3HypothesisA clear, precise, testable statement that states the relationship between the variables to be investigated. Stated at the outset to any study
  4. 4Directional HypothesisStates the direction of the difference/relationship between variables
  5. 5Non-Directional HypothesisDoes not state the direction of the difference/relationship between variables
  6. 6VariablesAny 'thing' that can vary or change in an investigation
  7. 7Independent VariableAny aspect of the investigation that is manipulated by the researcher
  8. 8Dependent VariableThe variable that is measured by the researcher- any change to the DV should be caused by the IV
  9. 9OperationalisationClearly defining variables in terms of how they can be measured
  10. 10Give two levels of the IVExperimental condition + Control condition
  11. 11When do you use a Directional Hypothesis?When there is previous research, and the findings suggest a particular outcome
  12. 12When do you use a Non-Directional Hypothesis?When there is no previous research/ conflicting findings
  13. 13Extraneous VariableAny variable that has an effect on the DV that isn't the IV- if not controlled, these are essentially nuisance variables that don't vary systematically with the IV
  14. 14Confounding VariableAny variable, apart from the IV that has an effect on the DV- can't be sure of the true source of the changes to the DV- they do vary systematically with the IV
  15. 15Demand CharacteristicsAny cue from the investigator or from the research situation that may be interpreted by the ppt as revealing the purpose of the investigation- may lead to a ppt changing their behaviour to what they think is expected
  16. 16Investigator EffectsAny effect of the investigator's behaviour (conscious or unconscious) on the research outcome (DV) - may include anything from the design of the study to the selection of, and interactions with, ppts
  17. 17RandomisationThe use of chance in order to control the effects of bias from the investigator- attempt to reduce Investigator Effects
  18. 18StandardisationUsing exactly the same formalised procedures and instructions for all participants in a research study
  19. 19Experimental DesignThe different ways in which the testing of ppts can be organised in relation to the experimental conditions
  20. 20Independent Groups DesignPpts are allocated to different groups where each group represents one experimental condition
  21. 21Repeated MeasuresAll ppts take part in all conditions of the experiment
  22. 22Matched Pairs DesignPairs of ppts are first matched on some variable(s) relevant to the study/ that might affect the DV - then, one member of the pair is assigned to condition A and the other, condition B
  23. 23Random AllocationAn attempt to control for participant variables in an independent groups design, which ensures that each ppt has the same chance of being assigned to one condition than another
  24. 24CounterbalancingAn attempt to control for order effects in a repeated measures design: half the ppts experience the conditions in one order, the other half do in the opposite order (ABBA)
  25. 25Limitations of Independent Groups Design(-) Participant variables
    (-) Less economical (double the ppts)
  26. 26Strengths of Independent Groups Design(+) Participant variables can be counteracted with random allocation
    (+) Order effects aren't an issue
    (+) Ppts are less likely to work out the aim of the study/ reducing demand characteristics
  27. 27Limitations of Repeated Measures(-) Order effects (confounding variable)
    (-) Higher likelihood of the ppts discovering the aim of the study // more demand characteristics
  28. 28Strengths of Repeated Measures(+) Order effects can be dealt with by using counterbalancing
    (+) More economical (one set of ppts)
    (+) Participant variables are controlled
  29. 29Limitations of Matched Pairs(-) Time consuming
    (-) Expensive (esp, with pre-test)
    (-) It is not possible to match ppts exactly (to reduce ppt variables)
  30. 30Strengths of Matched Pairs(+) Participant variables are reduced
    (+) Order effects aren't an issue
    (+) Demand characteristics are reduced
  31. 31Laboratory ExperimentTakes place in a controlled environment where the IV is manipulated by the researcher and records the effect on the DV, while maintaining strict control on extraneous variables
  32. 32Field ExperimentAn experiment that takes place in a natural setting within which the researcher manipulates the IV and records the effect on the DV
  33. 33Natural ExperimentAn experiment where the change in the IV is not brought about by the researcher but would have happened regardless. The researcher records the effect on the DV
  34. 34Quasi-ExperimentA study that is almost an experiment but lacks 'key ingredients' - the IV is naturally occurring, not controlled by the researcher; e.g, being old or young
  35. 35Strengths of Laboratory Experiments(+) High control over extraneous variables, easier to determine cause + effect with the IV and DV (high internal validity)
    (+) Replication is more possible due to the high amounts of control, replication is vital to see if the findings hold validity
  36. 36Limitations of Laboratory Experiments(-) Lack generalisability due to the lab setting being artificial (low external validity)
    (-) Ppts are usually aware they're being tested, leading to a rise of 'unnatural behaviour' - demand characteristics
    (-) Due to it's artificial nature, holds low mundane realism
  37. 37Strengths of Field Experiments(+) Higher mundane realism than lab experiments, due to the environment being more natural- produces more valid, natural results (high external validity)
  38. 38Internal ValidityWhat goes on inside an experiment- Was it poorly controlled?
  39. 39External ValidityAbout generalising the findings from the study to other situations, such as everyday life - Was the task applicable to real life?
  40. 40Limitations of Field Experiments(-) Loss of control of extraneous variables, means the cause and effect between IV and DV is more difficult to establish and replication is not always possible (vital to prove validity of findings)
    (-) Ethical issue regarding privacy and consent
  41. 41Strengths of Natural Experiments(+) Provide opportunities for research that may not otherwise be undertaken for practical or ethical reasons
    (+) High External validity, involve the study of real-life issues as they happen, with little-to-no disruption/manipulation
  42. 42Limitations of Natural Experiments(-) Naturally occurring events may happen rarely which reduces the opportunity to research - lessens the scope for generalising findings to other situations
    (-) Ppts may not be randomly allocated to experimental conditions - only applies when there is an independent group design- less sure as to whether the IV affected the DV, due to EVs
  43. 43Strengths of Quasi-Experiments(+) Often carried out under laboratory conditions and therefore share the same strengths as laboratory experiments
  44. 44Limitations of Quasi-Experiments(-) Cannot randomly allocate ppts to conditions, therefore there may be confounding variables
  45. 45Target populationA group of individuals the researcher may be interested in studying- where the sample is taken from.
  46. 46SampleA group of people that take part in a research investigation.
  47. 47Sampling techniquesThe method used to select people from a target population.
  48. 48BiasIn the context of sampling- when certain groups may be over/under represented within the sample selected. Limits the generalisability of the findings.
  49. 49GeneralisationThe extent to which findings and conclusions from a particular investigation can be broadly applied to the population.
  50. 50Random sampleEvery member of the target population has an equal chance of being selected.
  51. 51Systematic sampleEvery nth person is chosen from a list
  52. 52Stratified sampleThe proportions of people in population sub-groups (strata) are reflected in the sample.
  53. 53Volunteer sampleParticipants 'self-select'
  54. 54Strengths of Random sampling(+) Higher chance of creating a representative sample
    (+) Free from researcher bias
  55. 55Weaknesses of Random sampling(-) Difficult + time consuming
    (-) May still end up with an unrepresentative sample
    (-) Selected ppts may refuse

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A level Psychology FlashCards sobre Research Methods, criado por Marla MacCallum Hall em 26-09-2022.
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