Psychology KA4 notes

Approaches in Psychology

  • Origins of psychology: Wundt, introspection, psychology as a science

    • Introspection-trained observers were presented with a controlled stimulus, such as a ticking metronome, and asked to describe how it made them think/feel

    • Wundt’s contributions:

      • Wrote the first textbook of psychology

      • Set up the first laboratory of experimental psychology

      • Used the scientific method to study the structure of sensation and perception

      • Pioneered the use of introspection as a method to study mental states

    • The scientific method is:

      • Objective

      • Controlled

      • Replicable

      • Predictable

    • Timeline:

      • 1879- Wundt opened the first psychology lab

      • 1900s- Freud and psychodynamic

      • 1913- Behavioural

      • 1950- Humanistic

      • 1960- Cognitive/SLT

      • 1980- Biological

      • 21st century- cognitive neuroscience

    • Evaluation:

      • - research was not scientific, as they were not observable behaviours

      • + although introspection is not scientific, it is still used today to gain access to cognitive processes

      • + Wundt’s methods have been credited as the start of cognitive psychology

      • + as Wundt applied the scientific method to studying the mind, it means in modern times, psychology is considered a scientific discipline

  • Behaviourist approach: classical conditioning and Pavlov’s research, operant conditioning, types of reinforcement and Skinner’s research

    • Classical conditioning- learning by association. Occurs when two stimuli are repeatedly paired together- an unconditioned stimulus and a new neutral stimulus. The neutral stimulus eventually produces the same response that was first produced by the unconditioned stimulus alone.

    • Pavlov’s research- found that through pairing the presentation of food with a click sound, the dogs eventually began to salivate upon hearing the click sound on its own

    • Operant conditioning- a form of learning in which behaviour is shaped and maintained by its consequences

    • Types of reinforcement:

      • Positive reinforcement- receiving a reward when a certain behaviour is performed in order to increase this behaviour

      • Negative reinforcement- avoiding something unpleasant by performing a behaviour, thus increasing the behaviour

      • Punishment- an unpleasant consequences that decreases the behaviour that it follows

    • Skinner’s research- a hungry rat was placed in a box that contained a lever that released food when pressed. The consequence of receiving food ensured the rat would repeat the action

    • Evaluation:

  • Social learning theory: imitation, identification, modelling, vicarious reinforcement, the role of mediational processes, Bandura’s research

    • Social learning theory says that people (especially children) learn by observing what people say and do. They are more likely to observe and imitate some people than others, these people are called role models.

    • Mediational processes:

      • Attention- the observer must be paying attention to and observing the model

      • Retention- the observer must be able to remember the behaviour they have seen

      • Reproduction- the observer must be capable of reproducing the behaviour they have observed

      • Motivation- if possible rewards are greater than the costs, then the behaviour will be more likely to be imitated by the observer

    • Bandura’s research:

      • Children aged 2-6 watched a video of an adult being aggressive to a bobo doll, with different endings

      • Those who saw the adult being rewarded were more aggressive

      • Those who saw the adult being punished were less aggressive

      • Those who saw no ending had medium levels of aggression

    • Evaluation:

  • Biological approach: the influence of genes, biological structures, and neurochemistry on behaviour. Genotype and phenotype, genetic basis of behaviour, evolution and behaviour

    • The biological approach combines psychology and biology to provide explanations for human behaviour

    • Genes- make up chromosomes and consist of DNA which codes the physical and psychological features of an organism

    • The biological approach believes that an understanding of biological features and their associated functions can explain psychological processes and characteristics

    • Two forms of internal communication:

      • Electrical impulses which travel around our brains, which are transmitted through neurotransmitters

      • Endocrine system- slower acting communication system which uses hormones released by glands

    • Genotype- a persons actual genetic makeup. Each person has a unique genotype (except for identical twins)

    • Phenotype- the way that the genotype of an individual is expressed, through physical and psychological features

    • Biological psychologists believe that genes may be responsible for certain behaviours

    • Some psychologists study the genetic basis of behaviour by comparing twins- if MZ twins show a higher likelihood of sharing behaviours/disorders than DZ twins it provides evidence that genes are a cause of that behaviour

    • Charles Darwin proposed the idea of natural selection to explain evolution

      • Any behaviour that increases an individuals survival will be passed on to future generations

      • Aggression is an example of a behaviour that is thought to be naturally selected

    • Evaluation:

  • The cognitive approach: internal mental processes, the role of schemas, the use of theoretical and computer models, cognitive neuroscience

    • The cognitive approach is concerned with the mental processes that occur in between stimulus and response

    • The role of schema

      • Schema are “packages” of information, beliefs and expectations in the mind developed through experience. They act as a mental framework for the interpretation of incoming information

      • Schemas enable us to process lots of information quickly, which is useful as a mental shortcut that prevent us from being overwhelmed

      • However, schemas may cause errors in the processing of sensory information

      • They may also lead to depression and other mental disorders

    • We cannot see mental processes therefore using a model enables psychologists to make inferences about how these mental processes work

    • Theoretical models are abstract whilst computer models are concrete things

    • A theoretical model model should never be taken as an exact copy of the thing being described, but rather as an abstract representation of it

    • Computer models compare the mind to a computer by suggesting there are similarities in the way information is processed

    • The emergence of cognitive neuroscience:

      • Cognitive neuroscience is the scientific study of the brain structures, mechanisms and processes that are responsible for cognitive thinking. This involves the mapping of brain areas to specific cognitive functions

      • PET and fMRI scans now help psychologists to understand how areas of the brain are linked to different cognitive activities and emotions

      • Cognitive neuroscientists also study atypical brains

    • Evaluation:

  • The psychodynamic approach: the role of the unconscious, structure of the personality (id, ego, superego), defence mechanisms (repression, denial, displacement), psychosexual stages

    • The role of the unconscious

      • Freud proposed that psychological factors cause mental illness

      • According to the psychodynamic theory we have an unconscious, which influences our behaviour. Our conscious mind is unaware of thoughts and emotions that occur in the unconscious, however it can have an affect on behaviour

    • According to Freud, a healthy personality is a balance between the id, ego and superego

      • Id- the id is entirely selfish, operating at an unconscious level and demanding instant gratification

      • Ego- tries to strike a balance between satisfying the demands of the id with the expectations of the superego and the outside world

      • Superego

      • Incorporates the values and morals we learn from our parents and society. It also contains the conscience

    • Ego defence mechanisms protect the ego from stressful thoughts and feelings

      • Repression- pushing bad experiences or negative emotions into the unconscious so you no longer think about them

      • Displacement- transferring undesirable impulses from one person to another object or another person

      • Denial- an outright refusal to admit or recognise that anything has happened

    • Psychosexual stages

      • Oral

        • 0-1 years

        • Focus of pleasure is the mouth

        • Source of conflict is weaning

      • Anal

        • 1-3 years

        • Focus of pleasure is the anus

        • Source of conflict is potty training

        • The ego develops

      • Phallic

        • 3-5 years

        • The focus of pleasure is the genitals

        • The outcome of the Oedipus and electra complexes affect the development of the superego

      • Latent phase

        • 6 years- puberty

        • Period of sexual calm

      • Genital

        • Puberty onwards

        • Establishment of mature relationships

    • Evaluation:

  • The humanistic approach: free will, self-actualisation, Maslow’s hierarchy of needs and focus on the self, congruence and conditions of worth. The influence of counselling psychology

    • Free will- being free to chose what you do and the kind of person you can be

    • Self actualisation- every person has an innate tendency to self-actualise (achieve their full potential in life)

    • Maslow hierarchy of needs

      • A 5 stage model which can be divided into basic needs and higher needs

      • A person must satisfy the basic needs before progressing to the higher needs, however progress will be disrupted if the lower levels are not met

    • Focus on the self

      • According to Roger’s, to self-actualise, we need to receive unconditional positive regard, however most people only receive conditional positive regard

        • Unconditional positive regard- love is not withdrawn if a person does something wrong

        • Conditional positive regard- positive love is only given when a person behaves in ways the parents think are correct

      • Self concept- internal sense of who you are as a person

      • The ideal self- the person you wish to be/are aiming to become

      • Congruence- personal growth is achieved when a person is congruent- when their self-concept/ideal self are similar/consistent

    • The influence of counselling psychology

      • Roger’s developed client-centred therapy

        • The job of the therapist is to provide genuineness, empathy and unconditional positive regard

    • Evaluation


Psychopathology

  • Definitions: statistical infrequency

    • According to this definition, any behaviour that is statistically rare would be classed as abnormal

    • Deciding what is statistically rare involves a normal distribution curve

    • In statistical terms, abnormal behaviour is anything that is infrequent in the population, i.e. two standard deviations away from the mean/trait occurs in less than 5% of the population

    • Evaluation:

      • + it is an objective way to judge abnormality as a clear cutoff point t has been decided

      • - there are many statistically rare traits that are desirable, such as high IQ

      • - many disorders vary greatly in terms of their severity, which makes it hard to decide where the cutoff point lies

      • - may be culturally biased

  • Definitions: deviation from social norms

    • This definition classes any behaviour as abnormal if it goes against the accepted, expected and approved ways of behaving in a society

    • Evaluation:

      • - social norms change over time

      • - norms are culturally relative

      • - norms are not always good (for example drapetomania)

      • - deviation from social norms can be a good thing (for example someone that dresses outside of the norm)

  • Definitions: failure to function adequately

    • Failure to function adequately means that a person is unable to cope with everyday life or engage in everyday behaviours

    • Not functioning adequately causes distress to the individual, and may cause distress to others

    • Features of abnormality:

      • M- maladaptive behaviour

      • U- unconventional

      • S- suffering

      • I- irrational

      • C- control (loss of)

    • Evaluation:

      • + includes the patient’s perspective

      • - abnormality is not always accompanied by dysfunction- many people who perform abnormally actually appear to function

      • - definition is limited by cultural relavitism

      • - abnormality could be due to a range of other factors

  • Definitions: deviation from ideal mental health

    • Attempts to define the criteria required for normality (ideal mental health), and those who lack these features are defined as abnormal

    • Characteristics defined by Marie Jahoda:

      • Perception of reality

      • Resistance to stress

      • Self attitudes

      • Autonomy

      • Self actualisation/personal growth

      • Mastery of the environment

    • Evaluation:

      • + offers an alternative perspective by focussing on desirable behaviours

      • - may be ethnocentric/culturally biased

      • - unclear how many criteria needs to be lacking for someone to be classed as deviating from ideal mental health

      • - characteristics are highly idealistic

  • Phobias: behavioural, emotional, cognitive features

    • Phobias are a type of anxiety disorder, characterised by excessive fear and anxiety, triggered by an object, place, or situation

    • The extent of the fear is out of proportion to any real danger presented by the phobic stimulus

    • Types of phobia

      • Specific phobia- fear of an object such as spiders, or a situation such as flying

      • Social phobia- phobia of a social situation such as public speaking

      • Agoraphobia- fear of leaving home or a safe place

    • Behavioural characteristics:

      • Panic

      • Avoidance

      • Disruption of functioning

    • Emotional characteristics

      • Anxiety

      • Fear

    • Cognitive characteristics

      • Irrational beliefs

      • Selective attention

  • The behavioural approach to explaining phobias: the two-process model, including classical and operant conditioning

    • According to the two-process model, phobias are acquired by classical conditioning and maintained because of operant conditioning

    • Classical conditioning- how phobias are acquired

      • A phobia is acquired through the association of a stimulus with a response

      • Example of this is fear of dogs:

        • Being bitten (UCS) created fear (UCR)

        • Dog (NS) associated with being bitten (UCS)

        • Dog (now CS) produces fear response (now CR)

      • This can be seen in the experiment by Watson and Rayner (Little Albert)

    • Operant conditioning- how phobias are maintained

      • With negative reinforcement a person avoids a situation that is unpleasant

      • Therefore, avoiding the phobic stimulus allows them to escape the fear and anxiety that they would have suffered if they had remained

      • This reduction in fear reinforces the avoidance behaviour and maintains the phobia

    • Evaluation:

      • + can be tested in an objective and rigorous way

      • + the behaviourist explanation of phobias has practical applications

      • - has been argued that it is incomplete as it fails to explain the role evolution plays in many fears eg snakes

      • - has been criticised because it fails to explain the cognitive aspects of a phobia

  • The behavioural approach to treating phobias: systematic desensitisation including relaxation and use of hierarchy; flooding

    • Systematic desensitisation:

      • A new response to the phobic stimulus is learned (counterconditioning)

      • Three processes involved:

        • Anxiety hierarchy- a list of situations related to the phobic stimulus, starting with the least fearful at the bottom

        • Relaxation- it is impossible to be afraid and relaxed at the same time (reciprocal inhibition), therefore relaxation techniques are taught

        • Exposure- finally the patient is exposed to the situations on the anxiety heirarchy starting from the bottom whilst in a relaxed state

          • This can be sone in vitro (imagined exposure) or in vivo (actually being exposed)

      • Evaluation:

        • + has been proven to be effective

        • + it is less traumatic than flooding

        • - is not effective for phobias with an underlying evolutionary basis

    • Flooding:

      • Clients are immediately exposed to their phobia in the most intense way possible

      • This is continued until the patient is fully relaxed

      • It stops the phobic response very quickly, as the patient cannot avoid the stimulus, which causes them to learn that the phobic stimulus is harmless very quickly

      • Evaluation:

        • + more cost effective than systematic desensitisation as it is quicker

        • - highly traumatic for patients

        • - effective for specific/simple phobias, it is less effective for other types of phobias, as it is unable to treat the irrational thinking that comes along with these types of behaviours


Research Methods

  • Experimental method: types of experiment, laboratory and field experiments; natural and quasi-experiments and their strengths and limitations

    • Laboratory experiment

      • Conducted under controlled conditions where the researcher manipulates the independent variable

      • + highly controlled

      • + establish causation

      • - demand charactersistics

      • - low ecological validity

    • Field experiment

      • Conducted in a natural environment where the researcher manipulates the independent variable

      • + high ecological validity

      • + fewer demand characteristics

      • - extraneous variables

      • - hard to replicate

    • Natural experiment

      • Conducted when the IV is naturally occurring

      • + high ecological validity

      • + fewer demand characteristics

      • - difficult to establish causation

    • Quasi experiment

      • Involve studying the effects of naturally occurring IVs

      • + same as lab/field experiments

      • - confounding variables

  • Observational techniques: types of observation – naturalistic and controlled, covert and overt, participant and non-participant observation and their strengths and limitations

    • Naturalistic

      • Carried out in a natural environment

      • + high ecological validity

      • + allows study that would otherwise be unethical

      • - cannot control extraneous variables

      • - difficult to replicate

    • Controlled

      • Carried out in a lab environment

      • + easy to replicate

      • + extraneous variables eliminated

      • - demand characteristics

      • - low ecological validity

    • Covert

      • Participants do not know that they are being observed

      • + less demand characteristics

      • - more ethical issues

    • Overt

      • Participants aware that they are being observed

      • + more ethical

      • - more demand characteristics

    • Participant

      • Researcher involves themselves in the observation

      • + gain a fuller understanding

      • - may be difficult to record behaviour

    • Non-participant

      • Researcher does not involve themselves in the observation

      • + easier to record behaviour more objectively

      • - may be harder to have a full understanding of the behaviour

  • Self-report techniques: questionnaires; interviews – structured and unstructured, and their strengths and limitations

    • Structured questions

      • + easy to replicate

      • - socially desirable answers

    • Unstructured questions

      • + rich qualitative data

      • - difficult to replicate, not standardised

  • Correlations: analysis of the relationship between co-variables, the difference between correlations and experiments, strengths and limitations

    • There are no IVs or DVs, but the two variables being measured are co-variables

    • Plotted on a scatter gram

    • Types of correlation:

      • Positive- high scores on one variable go with high scores on the other variable

      • Negative correlation- high scores on one variable go with low scores on the other variable

      • No correlation- scores are not connected in any way

    • Evaluation:

      • + allows the relationship between two variables to be examined when a controlled experiment may not be possible due to ethical or practical reasons

      • + can be a good starting point for further research

      • - it is not possible to establish cause and effect

      • - correlations can be misused

  • Case studies: strengths and limitations

    • Case studies involve the detailed study of a single individual or small group.

    • It usually tends to be from an unusual case of a certain thing

    • Case studies are generally longitudinal

    • Evaluation:

      • + detailed qualitative data, avoids reductionism

      • - many case studies have ethical issues such as lack of anonymity and psychological harm


Scientific Processes

  • Aims: stating aims, the difference between aims and hypotheses

    • An aim is a general statement about the intended purpose of a study

  • Hypotheses: directional and non-directional

    • A prediction about what will happen in a study

    • Precise, testable statements

    • Types:

      • Directional

        • Says the direction in which the data is predicted to be

        • Used when there is supporting evidence

      • Non-directional

        • States that there will be a difference, but not which direction it will be

        • Used when there is a lack of/ contradictory supporting data

      • Null

        • States that there will not be a difference

  • Sampling: population vs. sample; techniques – random, systematic, stratified, opportunity, volunteer; implications including bias and generalisation

    • Population- group of people that the researcher wants to target

    • Sample- people that represent the larger population

    • Types of sampling

      • Opportunity

        • Participants selected by convenience

        • + convenient in terms of time and cost

        • - sample is likely to be biased

      • Volunteer

        • Participants self-select/volunteer to take part

        • + participants motivated to complete the study

        • - may be biased

      • Systematic

        • A system is created to select participants eg every 3rd person selected

        • + not biased

        • - participants may refuse to take part

      • Random

        • Participants selected at random

        • + less likely to be biased

        • - participants may refuse to take part

      • Stratified

        • Participants selected to reflect the demographics of target populations

        • + representative of target populations

        • - complex and time consuming

  • Pilot studies and the aims of piloting

    • Trial run of the research study on a smaller scale

    • Pilot studies aim to:

      • Find out if aspects of the design do or don’t work

      • If parts of the design make the aims of the research obvious (demand characteristics)

      • See if timings for the tasks are appropriate

  • Experimental designs: repeated measures, independent groups, matched pairs

    • Independent groups:

      • Different participants used in each condition

      • + lack of order effects

      • + lack of demand characteristics

      • - larger amounts of participants

      • - unbalanced groups

    • Matched pairs:

      • Each participant matched based on key characteristics

      • + eliminates unbalanced groups

      • + lack of demand characteristics

      • - larger amounts of characteristics

      • - time consuming and difficult

    • Repeated measures

      • Same participants used in each condition

      • + fewer participants

      • + no individual differences

      • - more order effects

      • - more demand characteristics

  • Observational design: behavioural categories; event sampling; time sampling

    • Behavioural categories- examples of behaviours that have been pre-recorded

    • Event sampling:

      • The collection of data every time an event happens in an observation

      • Evaluation:

        • + useful when things happen infrequently

        • - can be hard to see everything

    • Time sampling:

      • The collection of data at pre-determined time intervals

      • Evaluations

        • + reduces number of observations

        • - could miss important behaviours

  • Questionnaire construction: open and closed questions; design of interviews

    • Questionnaire

      • Set of standardised questions handed out for participants to complete

      • + easily distributed

      • + standardised

      • - socially desirable answers

    • Interviews:

      • Verbal questioning of participants usually done face to face

      • + able to explain questions to ensure understanding

      • - socially desirable answers

    • Open questions

      • + produce qualitative data

      • - can be hard to format data

    • Closed questions

      • + easier to analyse

      • - produces qualitative data

  • Variables: manipulation and control – independent, dependent, extraneous, confounding; operationalisation

    • IV- characteristic that is manipulated in the study that causes the DV to change

    • DV- variable that is measured that changes throughout the experiment as a result of the IV

    • Extraneous variable- any variable other than the IV that might affect the results of the DV

    • Confounding variables- when extraneous variables are important enough to cause a change in the DV

    • Operationalisation— making sure a variable being studies is clearly defined and in a form that can be easily measured

  • Control: random allocation, counterbalancing, randomisation, standardisation

    • Random allocation- method used to minimise the effect of confounding variables

    • Standardisation- ensures that all procedures and instructions are kept the same

    • Counter-balancing- attempts to balance out order effects by splitting the group and completing the condition in an AB/BA order

    • Single blind- when participants are unaware of the research aims and do not know which condition they are in

    • Double blind- when neither the observer nor the participants know the true aim of the study

  • Demand characteristics and investigator effects

    • Demand characteristics- clues which help a participant guess the true aim of the study

    • Investigator effects- refers to any unwanted influence of the investigator on the dependent variable

  • Ethics: British Psychological Society’s code, ethical issues in design/conduct of studies, dealing with ethical issues

    • Ethics- the potential for participants to be harmed during research

    • Psychological body- group that encourages researchers to follow guidelines and ensure participants do not get harmed

    • Types of ethical issues:

      • Protection from harm

        • Participants protected from physical and psychological harm

        • Dealt with with attempts to rectify unexpected harm

      • Privacy and confidentiality

        • Personal information should be kept private

        • Dealt with by observations happening in places expect to be observed, data and names etc kept private

      • Deception

        • Not telling participants the true aim of the study

        • Dealt with with a debrief/ reconsidering how to carry out the experiment

      • Informed consent

        • Consent from people who fully understand what is happening

        • Dealt with by gaining alternative methods of consent/debrief

  • Implications of psychological research for the economy

    • If more effective treatments for mental health issues are developed, more people will be in work

    • Ineffective treatments may waste time and money

    • If treatments are effective, implementing these treatments may be costly

  • Features of a science: objectivity, empirical method, replicability, falsifiability, theory construction, hypothesis testing, paradigms, paradigm shifts

    • Empirical methods:

      • These methods gain information through direct observation or experimentation rather than from unfounded beliefs or claims

      • Important as people can make claims but the only way we know anything to be true was through direct observation

    • Objectivity

      • Data is not affected by the expectations and biases of the researcher

      • Data is collected under controlled conditions

    • Falsifiability

      • Theories should be testable and there should be no possibility of them being proven false

      • Even if a theory has been repeatedly tested, it still wasn’t true or proven, it had just not yet being proved false

    • Theory construction

      • The construction of a theory occurs through gathering evidence using empirical methods

      • It is possible to make clear and precise predictions on the basis of a theory

      • The processes of deriving new hypotheses from existing theories is known as deduction

    • Replicability

      • If a theory is to be trusted, it must be shown to be repeatable across a range of different contexts and circumstances

      • Replication is also used to assess the validity of a finding

    • Paradigms

      • A paradigm is a shared set of assumptions and methods

      • It has been suggested that psychology is a pre-science as it does not have a universally accepted paradigm

    • Paradigm shifts

      • Happens when an existing paradigm is questioned by a few researchers until there is too much evidence to ignore

      • A new paradigm causes a scientific revolution

  • Reporting psychological investigations: sections of a report – abstract, introduction, methods, results, discussion, referencing

    • Abstract

      • A short summary of all the major elements of a report, including the aims and hypotheses, methods/procedure, results and conclusion

      • It goes at the beginning of a report, although it is usually one of the last things that are written

    • Introduction

      • Gives details of literature that is relevant to the study taking place

      • Starts with the least relevant and progresses to the most

      • At the end of the introduction aims and hypotheses are presented

    • Method

      • Should be detailed enough to be replicable

      • Split into several sub-sections

        • Design- research methods and experimental design

        • Sample- how many participants, sampling method, target population

        • Apparatus/materials

        • Procedure- everything that happened in the investigation from the participants perspective from beginning to end

        • Ethics- how ethical issues are handled

      • Results

        • Summarises key findings, including

          • Descriptive statistics

          • Inferential statistics

          • Qualitative data

        • Raw data does not go here, it goes in the appendix

      • Discussion

        • Summary of the results in words, linked back to past research

        • Limitations of the study

        • Wider implications of the study

      • Referencing

        • Format:

          • Should I Do This Like a Pro

          • Surname, Initial, Date, Title of article/book, Place published/publisher name

  • The role of peer review in the scientific process

    • Peer review is the independent assessment of a research paper by experts in the field

    • Done in order to evaluate the papers quality and sustainability for publication


Data Handling & Analysis

  • Quantitative and qualitative data; distinction in collection techniques

    • Qualitative data:

      • Data that consists of words/longer answers

      • + can provide large amounts of detail

      • - can be hard to analyse/display

    • Quantitative data:

      • Numerical data

      • + easier to analyse/display

      • - can be less useful without a large amount of data being collected

  • Primary and secondary data, including meta-analysis

    • Primary data

      • Data collected by a research specifically for the purpose of their study

      • + can ensure data is accurate

      • - requires planning and resources

    • Secondary data

      • Data which has already been collected by someone else

      • + inexpensive, requiring minimal effort

      • - can be less accurate/relevant

    • Meta-analysis- when a wariest of studies on a particular topic area are summarised together and their findings collated

  • Descriptive statistics: central tendency (mean, median, mode), dispersion (range, standard deviation)

    • Central tendency:

      • Mean- the average of all of the data

      • Mode- most common value in a set of data

      • Median- central value in a set of data

    • Measures of dispersion:

      • Standard deviation- how far on average each score is in a set of data from the mean

      • Range- how spread out a set of data is

  • Analysis and interpretation of correlation, including correlation coefficients

    • Types of correlation:

      • Positive- high scores on one variable go with high scores on the other variable

      • Negative correlation- high scores on one variable go with low scores on the other variable

      • No correlation- scores are not connected in any way

    • Correlation co-efficient

      • A number between -1 and +1, telling us the strength and type of correlation

  • Levels of measurement: nominal, ordinal, interval

  • Content analysis and coding

    • A method used to analyse qualitative data

    • The researcher must decide how to systematically sample whatever for of media it is they are analysing

      • Five types of text used:

        • Written text

        • Oral text

        • Iconic text

        • Audio-visual text

        • Hypertexts (texts found on the internet)

    • The data is then coded by creating categories (by skimming the material and making a list of the main categories)

      • The categories must be operationalised, comprehensive and mutually exclusive (not overlapping)

      • Data in each category is usually quantitative (tallies), however it may be qualitative if the researcher describes some examples

    • Evaluation:

      • + inter-rather reliability can be used

      • - observer bias/subjectivity

  • Thematic analysis

    • Converts qualitative data to quantitative data

    • The first step is to transcribe the data if necessary

    • The data is then read over repeatedly

    • The themes are then identifies and re-analysed so they become clear

    • The researcher can then annotate the transcript with the themes that have been identified

    • Evaluation:

      • + tends to have high ecological validity because it is based on observations of real materials

      • - process is unscientific and open to researcher bias


Inferential Testing

  • Introduction to statistical testing; the sign test – when and how to use it

  • Factors affecting choice of a statistical test, including level of measurement and experimental design

  • When to use the following tests: Spearman’s rho, Pearson’s r, Wilcoxon, Mann Whitney, related t-test, unrelated t-test, Chi Squared test