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25 Cards in this Set
- Front
- Back
- 3rd side (hint)
Demand Characteristics |
Clues(cues) from the researcher or research environment that may allow the participant to guess the aims of the research may cause the participant to change their behaviour. |
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Investigator effects |
Any effect of the investigator's behaviour (conscious or unconscious) on the DV. May include the design of the study, selection of participant, interaction with participants. |
choices |
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Randomisation |
Using chance to design the investigation (rather than researcher influence). randomly placing in conditions, random order of words for word lists etc |
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Standardisation |
As far as possible every thing is kept the same for each participant. Same formulated instructions, procedures etc. |
sameardisation |
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Single-blind procedure |
Researchers do not tell the participants if they are given a test treatment or a control treatment. Done to ensure the participants don't bias the result by acting in ways they "think" they should act. |
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Double-blind procedure |
Both the patient and the staff are ignorant as to the condition the participant is in. Impossible to know if they are receiving the treatment or control placebo. prevents researchers acting differently to people in one group |
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Counterbalancing |
To combat order effects the research counter balances the order of conditions for the participants. Alternating the order in which participants perform in different conditions of an experiment. |
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Random Sampling |
With this technique every person in a target population has an equal chance of being selected. The researcher first obtains a list of everyone in the target population, and then a computerised random generator or the 'names out of a hat' technique. |
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Random Sampling EVALUATION |
:)BIAS IS SLIM-everyone has an equal chance of being selected, improves population validity greatly :(DIFFICULT TO OBTAIN a list of everyone in the target population, not everyone may be willing to/available to participate. :(REPRESENTATIVE SAMPLE NOT GUARANTEED-chance that some subgroups may be overrepresented or not selected. |
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Opportunity Sampling |
Researcher selects anyone who is readily available and willing to take part. Researcher simply asks the people who it is most convenient for them to ask. |
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Opportunity Sampling EVALUATION |
:)TIME AND COST EFFICIENT-participants are readily available-sizes can be larger, expenses per are smaller. :(LIKELY TO BE SKEWED-in terms of participant backgrounds;unrepresentative sample lacks population validity and cannot be generalised. |
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Volunteer Sampling |
Participants put themselves forward, they self-select. Initial advertisement placed in newspaper etc asking for volunteers to take place. Questionnaire somewhere public and ask people to return their answers. |
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Volunteer Sampling EVALUATION |
:)NICHE GROUP LOCATING-who are difficult to identify using the available information :(ONLY ATYPICAL MEMBERS RESPOND-the most motivated or co-operative, reduces population validity and generalizability. |
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Systematic Sampling |
A sample made up of participants chosen mathematically. A researcher selects every nth person from the sampling frame. For a 1,000 students and a researcher wanted 50 participants they would list them and select every 20th person. |
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Systematic Sampling EVALUATION |
:)AVOIDS BIAS- once the researcher has chosen what number, they have no control over who is selected :(NOT AS OBJECTIVE AS RANDOM SAMPLING-researcher may decide how people are listed before selection and what number to use on the system |
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Stratified Sampling |
A sample that is mad up of participants who reflect the whole target population. Sample divided into groups and participants are chosen from each group in the same proportions as they are in the population |
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Stratified Sampling EVALUATION |
:)HIGHLY REPRESENTATIVE-of the target population and therefore we can generalise the findings :(TIME CONSUMING and may be difficult compared to other techniques |
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Ethics Protection from harm |
Psychologists have a responsibility to protect their participants from physical and emotional trauma like embarrassment, humiliation. Should not be exposed to more risk than they would expect to experience in every day life |
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Ethics Protection from harm: Dealing |
Ask colleagues to check their research proposals to spot any potential problems. Ask about any pre-existing physical/mental conditions. Can stop research at first time of harm occurring and after the study they can debrief all Ps in full and offer after care. |
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Ethics Informed Consent |
Agreeing to something, when told the aims of the study as well as the nature of the procedure and the purpose of their role and agrees to it, this is informed consent. |
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Ethics Informed Consent: Dealing |
Psychologists ask adult participants to sign a consent form, parents sign on behalf of children under 16 to give consent on their behalf. Carers/specialists of and adult with communication/understanding difficulties will be consulted if it is felt they are unable to make an informed decision on their own. |
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Ethics Deception |
Researchers should not withhold any information or actively mislead them about the true nature of the study they are involved in. Exceptions include when the deception is minor, deemed justified by an ethics committee and/or if participants are unlikely to object/show unease when the deception is minor |
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Ethics Deception: Dealing |
Debriefing should be used after the study to explain the real aim and rationale for the deception as well as to reassure the participant to allow them to ask any questions. Right to withdraw should be emphasised throughout with destruction of data. |
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Ethics Confidentiality |
Means keeping information private, participants should feel confident that the study's report won't reveal any information or data which makes it possible for the individual participants to be identified or for data to be linked to them |
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