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Flashcards

Research Methods Semester 1

Laura Louise Psychology AS - Level Inglês 64 flashcards

Flashcards do conjunto (64)

  1. 1Determinismassumption of order, not randomness or chance. Events have meaningful causes
  2. 2ParsimonySimplicity over complexity. Should look for the simplest way to explain things
  3. 3Systematic EmpiricismStructured and organised research/data to answer questions
  4. 4Testabilityideas should be (dis)confirmable (falsifiable) using research techniques
  5. 5Theory is...Principle or set of principles that explain a phenomenon.
    A theoretical/conceptual framework (presented in systematic way)
  6. 6Why does theory matter?Offers systematic/organised explanations for the causes and consequences of psychology. Provide a blueprint for empirical research. Informs real-life applications.
  7. 7Rationalea set of reasons or a logical basis for a course of action or belief.
  8. 8Types of rationale1) Novel contribution to theory/understanding. (first test, testing competing, replication, or extension.)
    2) Novel contribution to methodology.
    3) Novel contribution to practice.
  9. 9Why does every study need a rationale?-Time, resources, money
    -Research becomes part of literature (teaching)
    -Limited in time and resources (why do we need to do THIS study?
  10. 10Difference between groupsCompare scores from 2+ groups to see if they differ
  11. 11Relationship between variablesSee if individual's scores on 2+ variables are related
  12. 12When are directional hypotheses used?When there is a clear theoretical rationale. Previous similar research.
  13. 13Why do we test the Null hypothesis (H0)?The logic of science emphasizes dis-confirmation or falsifiability. We aim to discredit the explanation that all observed variation in the study is unsystematic.
  14. 14Populationset of individuals with the particular characteristic(s) under investigation in a research question
  15. 15Why can we not study the whole population?Access- no contact for everybody
    Resources- not enough money or personnel to study everybody
    Time- not enough time to study everybody
  16. 16Sampling errorLikely discrepancy(difference) between the results found in a sample and the results that would have been obtained in the population.
  17. 17Amount of sampling error is influenced by...Sample size.
    Sampling strategy.
  18. 18Why does large sample = lower sampling error?Larger samples are more likely to be representative of population. Greater chance of obtaining full range of characteristics that exist.
  19. 19Why does randomly chosen sample = lower sampling error?less chance of any systematic bias in selection, greater chance of obtaining full range of characteristics that exist.
  20. 20Random samplingindividuals chosen from list of entire population and selected at random with equal chance of selection
  21. 21Stratified samplingIndividuals randomly chosen from relevant subgroups in the population, with the same representation in sample as in population.
  22. 22Opportunity samplingResearcher advertises study in specific context. Individuals volunteer to take part.
  23. 23Categorical variableIndividuals assigned to a single category/group.
    Categories have no numerical value (e.g male/female).
  24. 24Continuous variableScores can be ordered on a continuum from low to high. Scores have a numerical value and meaning (e.g IQ score)
  25. 25Two types of 'difference between groups' study:Within participants design or between participants design
  26. 26Two types of between participants designTrue or quasi experiment
  27. 27Two types of 'relationship between variables' study:Categorical study or correlational study
  28. 28Advantages of using between participants designParticipants complete only one condition so are less likely to guess aim of study. Responses are not influenced by exposure to any other condition.
  29. 29Disadvantages of using between participants design-need a much larger sample to get enough participants for each condition.
    -individual differences between groups
    -allocation bias
    -ethical questions (treatment vs no treatment)
  30. 30Advantages of using within participants design-small total sample
    -no ethical questions
    -Less chance of influence by individual differences
  31. 31Disadvantages of using a within participants design-participant could guess aim of study
    -completing multiple conditions can influence by: boredom or fatigue, learning, interference effect.
  32. 32Counterbalancingsystematically varying the order in which participants complete the conditions by random allocation
  33. 33True experimentRandom assignment of individuals to conditions/groups.
  34. 34Quasi experimentNon-random assignment of individuals to conditions/groups. Makes use of pre-existing groups.
  35. 35Advantage of using a true experimental designReduces unintended individual differences between conditions/groups.
  36. 36Disadvantage of true experimental design.Random assignment may not be possible due to:
    ptps already belong to groups being studied.
    ethical problems with random assignment.
  37. 37Advantage of using quasi-experimental designCan investigate differences between conditions/groups in contexts where random assignment is not possible.
  38. 38Disadvantage of using quasi-experimental designcould have unintended individual differences between the conditions/groups- they could share additional characteristics that might explain any differences found.
  39. 39Cross sectional designStudy conducted at a single point in time (v.s longitudinal carried out over time)
  40. 40Concept/constructLabel for an abstract idea- e.g. 'kindness' or 'conflict'
    Developed based on shared understanding
  41. 41Variableconcrete indicator of a concept/construct in a study, using observable methods.
    Operationalisation
  42. 42Measurespecific instrument or technique used to document scores on a variable.
  43. 43Self reportVerbal statements
    Numerical response scale used to quantify participants' answers
    Responses are within conscious control and provided deliberately.
  44. 44Implicit measuresusually involves measurement of reaction time.
    faster reaction time can indicate specific variables.
    responses are outside conscious control and provided automatically
  45. 45Biological measuresphysiological responses and neurological responses.
    need to identify relevant indicator for variable
    compare responses to standards established in theory or prev. research.
    typically not within conscious control
  46. 46task or test performancetest developed to assess variable under investigation
    interpretation of score depends on units of measurement
    test used depends on variable investigated.
  47. 47behaviour measuresoccurrence of behaviour is usually scored as a count: yes vs no, no. of times, etc.
    range of behaviours assessed depends on variable investigated.
  48. 48What should be looked for when choosing a measure?-High alignment of measure with the variable
    -Low demand characteristics (which cause bias)
  49. 49What should be looked for when choosing a setting?-High external validity (accurate representation of real life) (generalisability)
    -High internal validity (accurate answer to research question)
  50. 50What first caused psychologists to start thinking about participant ethicsphysical and psychological harm caused by Nazi WW2 scientists.
  51. 51Which code was created to protect all human beings in research?Nuremburg Code
  52. 52What are the possible risks of doing research?-physical harm to participants
    -Psychological harm to participants
    -Wasting participant's time for no purpose
    -Misinterpretation or misuse of research outcomes.
  53. 53What is in the BPS code of ethics?1) Informed consent
    2) freedom from coercion
    3) confidentiality
    4) anonymity
    5) debriefing
    6) minimize risk of harm
    7) contribute knowledge and insights
    8) avoid misuse or misinterpretation
  54. 54Passive deceptionWithholding full truth or key pieces of relevant information
  55. 55Active deceptionIntentionally lying to participants about the true details/aims of the study
  56. 56What % of scores lie within 1 SD of the mean?68%
  57. 57What % of scores lie within 2 SDs (1.96) of the mean?95%
  58. 58What % of scores lie within 3 SDs of the mean?99.7%
  59. 59What is the formula for confidence intervalsmean +/- 1.96 x SD/ (sqrt n)
  60. 60Why does a larger sample size give a more precise estimate of meanincreasing sample size reduces sampling error, and thus reduces the discrepancy between sample and the population.
  61. 61Why is a 95% confidence interval used?researchers ideally want both high certainty (confidence) and high precision (smaller interval size), so there is a trade off because you cannot have them both at the same time.
  62. 62Type 1 errorWhen there is an effect in the sample which doesn't exist in the population.
    H0 is rejected when it's actually true.
    false positive.
  63. 63Type 2 errorThere is no effect in the sample but it does exist in the population.
    H0 is accepted when it is not true.
    false negative.
  64. 64P valueProbability of finding an effect in the sample if there is no effect in the population. Probability of making a Type 1 error.
    0= will not occur 1= will occur
    H0 is rejected when p value is low.

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AS - Level Psychology FlashCards sobre Research Methods Semester 1, criado por Laura Louise em 02-01-2019.
Criado por
Laura Louise
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