IB Psychology, Research Methods

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47 Terms

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Quantitative research

Type of research where data collected is numbers -- considered a more trustworthy type of research, more likely to help identify a cause-effect relationship

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Qualitative Research

Type of research where data collected is words (via self-reports, case studies, or observations)-- data is therefore considered more subjective, less likely to point towards any kind of cause-effect relationship

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Correlational studies

Type of quantitative research designed to determine whether or not a relationship exists between two variables -- if one is present, is the other? DOES NOT show cause-effect relationship, though

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Laboratory experiment

Type of quantitative research -- conducted in a controlled setting, and where one or more participant groups are exposed to an independent variable the researchers are studying the effect of

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Field experiment

Type of quantitative research -- conducted in a more natural setting, outside a laboratory; higher ecological validity, but confounding variables more likely to be present (so, less control)

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Quasi-experiment

Type of quantitative research -- follows the form of an experiment, but researchers cannot randomly assign participants to control/experimental conditions, as the IV is 'part of' the experimental condition already (e.g., experiment studying the impact of cancer on memory; some participants ALREADY HAVE cancer, some don't)

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Self-report

Type of qualitative research -- participants provide subjective information about their own thoughts, feelings, or behaviors, typically via survey or interview

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Case study

Type of qualitative research -- one individual or group is studied in depth, in the hope of revealing universal principles about all humans

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Observation

Type of qualitative research -- observing participants and systematically recording how they behave, in order to gain valuable data that's valid/'true to life'

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Aim

The purpose or intention of the research study

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Procedures

The 'action steps' taken by researchers and participants to carry out the research -- includes the specific task participants are asked to do, in an experiment

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Target population

Specific group of people whose behavior the researchers want to investigate (e.g., 'American women')

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Findings

The researcher's report concerning factual data he/she/they collected

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Conclusions

The researcher's synthesizes and interprets the findings, including giving his/her/their opinions on what the findings mean

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Sample

The people within the target population who are chosen to actually participate in a study

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Representative sample

THE GOAL of a good sampling method -- a sample that accurately represents a population, in terms of ethnicity, gender, etc.

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Random sampling

Type of sampling where every member of the target population has an equal chance of being selected -- 'putting all the names in the hat' -- best way to quickly and cheaply obtain a sample that accurately represents the target population

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Opportunity sampling

A.k.a. convenience sampling -- using whoever happens to be present (and agrees) as the participants -- easy, but less likely to accurately reflect target population (= lower validity of results)

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Self-selected sampling

A sampling method which uses only those who volunteer, typically through advertisements of some sort -- easy, but less likely to accurately reflect target population (= lower validity of results)

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Stratified sample

This type of sample draws random samples from each subgroup (ethnic, gender, etc.) within the target population -- more representative = higher validity of findings, but expensive/time-consuming to gather

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Sampling bias

When errors in gathering a sample result in an unrepresentative sample, resulting in the validity of the research's findings being questionable

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Random assignment

Experimental procedure by which participants are put into control or experimental conditions randomly; helps control for participant variability

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Validity

The degree to which a research study's findings are trustworthy, reflect reality, and so should be taken seriously in terms of explaining human behavior truthfully

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Internal validity

Degree to which an experiment truly shows a cause-effect relationship between two factors (or whether some unaccounted-for confounding variables led to the results)

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External validity

A.k.a. generalizability -- degree to which the findings of the study can be generalized to people outside the study's participant group (other genders, other cultures, other age groups, etc.)

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Ecological validity

The degree to which either the ENVIRONMENT in which an experiment takes place, or the TASK participants are asked to perform, are artificial, not environments/tasks people normally are in/do -- if EV is low, then the validity of the study's findings can be questioned

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Construct validity

When designing a study aimed to investigate an abstract concept or theory (e.g., 'intelligence,' 'schema'), the degree to which the construct itself is clearly defined and (therefore) measurable?

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Reliability

The extent to which a study yields consistent results, whether run at different times, or by different researchers

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Experimental hypothesis

Predicts the relationship between the IV and the DV

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Null hypothesis

Predicts that there will be no difference between the control and experimental conditions, or that any differences result will be due to chance

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Independent variable

The variable that the researcher is looking to find the effect of, that he/she deliberately manipulates

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Dependent variable

The variable that is being measured after the manipulation of the independent variable

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Operational definitions

Very descriptive/clear definitions of the IV and the DV, in order to allow for easy future replication by others

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Control condition

The group or condition in which the IV has NOT been introduced

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Confounding variable

Variable that is not expected, and therefore not controlled for, by the experimenter; could affect the validity of the study's findings

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Experimental condition

The group or condition in which the IV HAS been introduced

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Demand characteristics

Poorly-designed aspects of a research study that lead participants to try to guess the aims of the study and then act accordingly -- can make results less valid

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Participant variability

The extent to which the participants may share a common trait/set of traits, which could bias the results of the study (e.g., without researchers knowing, all participants are genetically predisposed to depression)

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Researcher bias

When the researcher is not being objective, consciously/unconsciously tries to manipulate the experiment to meet his/her expectations -- finding what he/she is looking for in the results -- can make results less valid

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Single-blind control

Experimental procedure in which the participant does not know the aim or purpose of the experiment; aimed at reducing demand characteristics

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Double-blind control

Experimental procedure in which neither the participants or the person conducting the experiment know the aim or the purpose of the experiment; aimed at reducing researcher bias

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Ethical guidelines in psychology (6)

Informed consent, deception, debriefing, right to withdrawal, confidentiality, protection from harm

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Informed consent

Permission was given from the participant, agreement to be apart of the experiment

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Deception

When participants do not know the aim of the experiment -- can be used, so long as participants are debriefed afterwards

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Debriefing

Takes place after the experiment - researchers explain the aim, purpose, method, and results to the participants

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Right to withdraw

Ability of participants to decide to no longer be a part of a study, and/or to not have their results used in evaluation

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Confidentiality

Researchers must keep participants' identities anonymous