Question 1

Scientific research

Accepted Answer

Ideas and theories
generated through
observation
and experiment
-testable

Question 2

Non scientific research

Accepted Answer

Ideas formed without
empirical evidence
or the use of scientific
methods or principles.
-vague and based off beliefs

Question 3

Aim

Accepted Answer

A statement outlining
the purpose
of an investigation

Question 4

Variable

Accepted Answer

A condition
or component
of an experiment that
can be measured (dv), manipulated. (IV) or controlled

Question 5

Independent Variable

Accepted Answer

The variable that the researcher manipulates its quantities and
is assumed to have
a direct effect on the dependent variable

Question 6

Dependent variable

Accepted Answer

The variable the
researcher measures
for changes it may
experience due
to the effect of the
independent variable.

Question 7

Hypothesis

Accepted Answer

A testable prediction
that identifies the
population, the
strength and direction
of a relationship
between two variables.

Question 8

Hypothesis structure

Accepted Answer

begins with: its is hypothesized that...,  then the independent variable mixed with the sample, then the strength/direction eg lowered or increased, then the dependent variable and finish it off with a comparison of the control group (IV)

Question 9

Population

Accepted Answer

The group of people
that are the focus
of the research
to which findings from
the sample can be
generalised to.

Question 10

Experiment

Accepted Answer

When a cause-and-effect
relationship between two
variables is measured in a
controlled environment.

Question 11

Controlled experiment

Accepted Answer

*the most popular type of experiment
An experimental investigation that
measures the
relationship between one
or more independent
variables and a dependent
variable, whilst controlling
for all other variables.

Question 12

Strengths of a controlled experiment

Accepted Answer

1. identify a cause and effect relationship between an IV and DV
2.can be repeated to test repeatability and produce more data
3.can be generalized

Question 13

Limitation of a controlled experiment

Accepted Answer

1.conditions need to be strict and may be difficult to maintain
2.it may be unethical or impossible to conduct  this experiment on a certain variable
3.particpiants behavior may be influenced by the artificial nature of the experiment

Question 14

Extraneous variable

Accepted Answer

Any variable that is not
the independent
variable, but may cause
an unwanted effect on
the dependent variable.
eg time of day, demographic, gender, age, setting

Question 15

Controlled variable

Accepted Answer

Variables other than
the IV that a researcher
holds constant
(controls) in an
investigation, to ensure
that changes in the DV
are solely due to
changes in the IV

Question 16

Control group

Accepted Answer

The group of participants
who receive no
experimental treatment or
intervention to serve as a
baseline for comparison.

Question 17

Experimental group

Accepted Answer

The group of participants
exposed to a manipulated
independent variable.

Question 18

3 main ways to design a controlled experiment (experience the control and experimental conditions)

Accepted Answer

between subject design, within subject design, mixed subject design

Question 19

Between Subject Design

Accepted Answer

An experimental design
in which individuals are
divided into either the control or the experimental condition

Question 20

Strengths of the between subject design

Accepted Answer

1.most time efficient as both can be tested at the same time and no pre testing is required
2.lower rates of participant withdrawal as they only need to complete one condition
3.more control of participants prior knowledge of the study

Question 21

Limitations of between subject design

Accepted Answer

1.more participants are needed
2.less control of the extraneous variable between groups, which lowers valid

Question 22

Within subject design

Accepted Answer

an experimental design that involves all participants in the sample completing both the experimental and control conditions

Question 23

Strengths of within subject design

Accepted Answer

1.no extraneous variable of participant variables between groups therefore improving validity
2.fewer participants are needed

Question 24

Limitation of within subject design

Accepted Answer

1.less control of participants knowledge of the study, the extraneous variable of prior knowledge in the first condition may influence their behavior when completing the second condition
2.more time consuming
3.higher rate of participant withdrawal

Question 25

Mixed Subject design

Accepted Answer

an experimental design that involves a combination of a between subject and within subject design

Question 26

Strengths of mixed subject design

Accepted Answer

1.testing multiple IV can be time and cost efficient
2.can test the effect of multiple IVs on DV in one investigation

Question 27

Limitation of mixed subject design

Accepted Answer

1.higehr rate of participation withdrawal
2.less control of prior knowledge as the prior knowledge gained from the first condition may influence the second condition

Question 28

Reasons to not want to do a controlled experiment

Accepted Answer

lack of time and resources, unsure of what variables need to be tested, unable to manipulate variables due to ethics,  the phenomenon is rare, tool eg surveys need to be made

Question 29

Case Studies

Accepted Answer

an in depth investigation of a particular activity, behavior, event or problem that contains a real or hypothetical situation and includes real world complexities

Question 30

strengths of case studies

Accepted Answer

1.limited number of participants available
2.used when experiences are unethical or impossible to conduct a controlled experiment
3.rich qualitive data
4.act as a basis for further research

Question 31

Limitations of case studies

Accepted Answer

1. one person or a small group does can not be representative of a population, therefore can not be generalized
2.researcher bias may influence the recording of data 
3. may not be repeatable to gain reliability
4. time consuming

Question 32

Classification

Accepted Answer

the arrangement of a phenomena, objects or events into manageable sets

Question 33

Identification

Accepted Answer

then recognizing phenomena as belong to a particular set or being part of a new or unique set

Question 34

Strength of classification and identification

Accepted Answer

1.classifications can help to create predictions
2.efficient for processing large amounts of information

Question 35

Limitations of classification and identification

Accepted Answer

1.labelling through identification can lead to stereotyping, prejudice or discrimination
2.classification may be based on subjective criteria
3. large amounts of info are needed for classification

Question 36

Correlation Study

Accepted Answer

A study involving 
researchers planned observation and recoding of events to
measure the
relationship between
two or more variables
without any active
control or
manipulation.

Question 37

how is the strength of  a correlational relationship measured

Accepted Answer

measured by statistical tests

Question 38

Strength of correlational studies

Accepted Answer

1.to determine the direction and strength of a relationship between IV and DV
2.observation of real life behaviors with no manipulation can create more natural results
3.extra procedures to control the extraneous variables are unnecessary

Question 39

limitations of the correlational study

Accepted Answer

1.correlation doesn't equal or imply causation
2.a large amount of data is required
3.low internal validity due to no control of extraneous variables

Question 40

fieldwork

Accepted Answer

is a type of investigation methodology that involves
collecting information by observing and interacting with a selected
environment that is often a real life setting than a controlled laboratory setting

Question 41

fieldwork participation observation

Accepted Answer

requires the researcher becoming an active participant in the group that is
being studied, either in a disguised way or in an overt way.

Question 42

fieldwork direct observation and sampling

Accepted Answer

involves
watching and recording participant behaviour, including how they
interact with their environment, typically without interference or
intervention from the researcher.

Question 43

fieldwork interviews, focus groups or yarning circles

Accepted Answer

involve self-report methods where the
participant responds to questions and statements about the way
they think, feel and behave.

Question 44

strengths of fieldwork

Accepted Answer

1.information of sensitive topics can be obtained
2.large amount of quantitive data can be gathered
3.participants anonymity can reduce bias
4.natural settings influence real life behavior
5. no change in behavior due to participants being unaware of

Question 45

limitations of fieldwork

Accepted Answer

1.observed behavior is subjective
2. data from questionaries, circles etc may be dishonest
3.time consuming
4.ethical concerns due to the lack of concent

Question 46

literature review

Accepted Answer

review involves collating and analyzing secondary
data findings and/or viewpoints
THEY DO NOT PRESNT NEW RESEARCH

Question 47

strengths of literature review

Accepted Answer

1.help introduce existing understanding 
2.identify gaps in current understanding
3.identify methodologies that have been successful or not successful

Question 48

Limitations of literature review

Accepted Answer

1.selection bias in the chosen studies creates unbalanced conclusions
2.dont comment on the validity of the original research 
3. only secondary data is required

Question 49

modelling

Accepted Answer

an investigation methodology that
involves constructing and/or manipulating a physical or conceptual
model of a system.

Question 50

simulation

Accepted Answer

uses the model to replicate and
study the behavior of a real or theoretical system.

Question 51

strengths of modelling and simulation

Accepted Answer

1.modelling can allow unobservable events to be visualized
2.safely studies new devices, therapies and treatments that would be too dangerous or unethical
3.can test a product before it is created

Question 52

limitations of modelling and simulation

Accepted Answer

1.large amount of valid data may be needed to create a model
2.complex models and simulations may be expensive
3. simulations are not real and people may actually respond differently in real life

Question 53

Product, process and system development

Accepted Answer

Product, process and system development in psychological research involves
the design of an artefact, a process or a system to meet a human need.

Question 54

ethical concepts

Accepted Answer

The broad, moral guiding
principles that people
should consider when
conducting research,
practice,
or examining a
psychological issue.

Question 55

5 key ethical concepts

Accepted Answer

beneficence, non maleficence, integrity, justice, respect

Question 56

Beneficence

Accepted Answer

the  consideration of the benefits
or gains from research in relation to the risks.
Do the possible advantages of my research outweigh
the negatives?

Question 57

Non-maleficence

Accepted Answer

the idea that any potential harm
should be avoided and minimised
as much as possible.
Will my research cause anyone harm? How severe is
this harm and is it truly necessary?

Question 58

Integrity

Accepted Answer

the commitment to search for knowledge,
and then honestly report
information and findings.
Is my research going to be biased?
Am I searching for the truth or am I trying
to be ‘right’?

Question 59

Justice

Accepted Answer

the distribution of fair access to the benefits of
research to everyone, ensuring that there is no burden
on one group, and ensuring that any opposing claims are
considered.
Will my research unfairly disadvantage or
advantage one specific group?

Question 60

Respect

Accepted Answer

the belief that everyone has value
in regards to their welfare and beliefs, and has
a right to make their own decisions.
Am I respecting the autonomy of those involved?
Have I respected the culture, beliefs, and perspectives
of those involved?

Question 61

ethical guidelines

Accepted Answer

The procedures and
principles used
to ensure that participants
are
safe and respected.

Question 62

6 ethical guidelines

Accepted Answer

Voluntary participation, informed consent, withdrawal rights, debriefing, deception, confidentiality (very inspiring women dont drink coffee)

Question 63

Voluntary participation

Accepted Answer

participants must willingly
and freely sign up to be involved in research.

Question 64

Informed consent

Accepted Answer

participants must understand
the nature and purpose of the study, including
any risks.

Psychology chapter 1

1A, 1B, 1G

Question	Answer
Scientific research	Ideas and theories generated through observation and experiment -testable
Non scientific research	Ideas formed without empirical evidence or the use of scientific methods or principles. -vague and based off beliefs
Aim	A statement outlining the purpose of an investigation
Variable	A condition or component of an experiment that can be measured (dv), manipulated. (IV) or controlled
Independent Variable	The variable that the researcher manipulates its quantities and is assumed to have a direct effect on the dependent variable
Dependent variable	The variable the researcher measures for changes it may experience due to the effect of the independent variable.
Hypothesis	A testable prediction that identifies the population, the strength and direction of a relationship between two variables.
Hypothesis structure	begins with: its is hypothesized that..., then the independent variable mixed with the sample, then the strength/direction eg lowered or increased, then the dependent variable and finish it off with a comparison of the control group (IV)
Population	The group of people that are the focus of the research to which findings from the sample can be generalised to.
Experiment	When a cause-and-effect relationship between two variables is measured in a controlled environment.
Controlled experiment	*the most popular type of experiment An experimental investigation that measures the relationship between one or more independent variables and a dependent variable, whilst controlling for all other variables.
Strengths of a controlled experiment	1. identify a cause and effect relationship between an IV and DV 2.can be repeated to test repeatability and produce more data 3.can be generalized
Limitation of a controlled experiment	1.conditions need to be strict and may be difficult to maintain 2.it may be unethical or impossible to conduct this experiment on a certain variable 3.particpiants behavior may be influenced by the artificial nature of the experiment
Extraneous variable	Any variable that is not the independent variable, but may cause an unwanted effect on the dependent variable. eg time of day, demographic, gender, age, setting
Controlled variable	Variables other than the IV that a researcher holds constant (controls) in an investigation, to ensure that changes in the DV are solely due to changes in the IV
Control group	The group of participants who receive no experimental treatment or intervention to serve as a baseline for comparison.
Experimental group	The group of participants exposed to a manipulated independent variable.
3 main ways to design a controlled experiment (experience the control and experimental conditions)	between subject design, within subject design, mixed subject design
Between Subject Design	An experimental design in which individuals are divided into either the control or the experimental condition
Strengths of the between subject design	1.most time efficient as both can be tested at the same time and no pre testing is required 2.lower rates of participant withdrawal as they only need to complete one condition 3.more control of participants prior knowledge of the study
Limitations of between subject design	1.more participants are needed 2.less control of the extraneous variable between groups, which lowers valid
Within subject design	an experimental design that involves all participants in the sample completing both the experimental and control conditions
Strengths of within subject design	1.no extraneous variable of participant variables between groups therefore improving validity 2.fewer participants are needed
Limitation of within subject design	1.less control of participants knowledge of the study, the extraneous variable of prior knowledge in the first condition may influence their behavior when completing the second condition 2.more time consuming 3.higher rate of participant withdrawal
Mixed Subject design	an experimental design that involves a combination of a between subject and within subject design
Strengths of mixed subject design	1.testing multiple IV can be time and cost efficient 2.can test the effect of multiple IVs on DV in one investigation
Limitation of mixed subject design	1.higehr rate of participation withdrawal 2.less control of prior knowledge as the prior knowledge gained from the first condition may influence the second condition
Reasons to not want to do a controlled experiment	lack of time and resources, unsure of what variables need to be tested, unable to manipulate variables due to ethics, the phenomenon is rare, tool eg surveys need to be made
Case Studies	an in depth investigation of a particular activity, behavior, event or problem that contains a real or hypothetical situation and includes real world complexities
strengths of case studies	1.limited number of participants available 2.used when experiences are unethical or impossible to conduct a controlled experiment 3.rich qualitive data 4.act as a basis for further research
Limitations of case studies	1. one person or a small group does can not be representative of a population, therefore can not be generalized 2.researcher bias may influence the recording of data 3. may not be repeatable to gain reliability 4. time consuming
Classification	the arrangement of a phenomena, objects or events into manageable sets
Identification	then recognizing phenomena as belong to a particular set or being part of a new or unique set
Strength of classification and identification	1.classifications can help to create predictions 2.efficient for processing large amounts of information
Limitations of classification and identification	1.labelling through identification can lead to stereotyping, prejudice or discrimination 2.classification may be based on subjective criteria 3. large amounts of info are needed for classification
Correlation Study	A study involving researchers planned observation and recoding of events to measure the relationship between two or more variables without any active control or manipulation.
how is the strength of a correlational relationship measured	measured by statistical tests
Strength of correlational studies	1.to determine the direction and strength of a relationship between IV and DV 2.observation of real life behaviors with no manipulation can create more natural results 3.extra procedures to control the extraneous variables are unnecessary
limitations of the correlational study	1.correlation doesn't equal or imply causation 2.a large amount of data is required 3.low internal validity due to no control of extraneous variables
fieldwork	is a type of investigation methodology that involves collecting information by observing and interacting with a selected environment that is often a real life setting than a controlled laboratory setting
fieldwork participation observation	requires the researcher becoming an active participant in the group that is being studied, either in a disguised way or in an overt way.
fieldwork direct observation and sampling	involves watching and recording participant behaviour, including how they interact with their environment, typically without interference or intervention from the researcher.
fieldwork interviews, focus groups or yarning circles	involve self-report methods where the participant responds to questions and statements about the way they think, feel and behave.
strengths of fieldwork	1.information of sensitive topics can be obtained 2.large amount of quantitive data can be gathered 3.participants anonymity can reduce bias 4.natural settings influence real life behavior 5. no change in behavior due to participants being unaware of
limitations of fieldwork	1.observed behavior is subjective 2. data from questionaries, circles etc may be dishonest 3.time consuming 4.ethical concerns due to the lack of concent
literature review	review involves collating and analyzing secondary data findings and/or viewpoints THEY DO NOT PRESNT NEW RESEARCH
strengths of literature review	1.help introduce existing understanding 2.identify gaps in current understanding 3.identify methodologies that have been successful or not successful
Limitations of literature review	1.selection bias in the chosen studies creates unbalanced conclusions 2.dont comment on the validity of the original research 3. only secondary data is required
modelling	an investigation methodology that involves constructing and/or manipulating a physical or conceptual model of a system.
simulation	uses the model to replicate and study the behavior of a real or theoretical system.
strengths of modelling and simulation	1.modelling can allow unobservable events to be visualized 2.safely studies new devices, therapies and treatments that would be too dangerous or unethical 3.can test a product before it is created
limitations of modelling and simulation	1.large amount of valid data may be needed to create a model 2.complex models and simulations may be expensive 3. simulations are not real and people may actually respond differently in real life
Product, process and system development	Product, process and system development in psychological research involves the design of an artefact, a process or a system to meet a human need.
ethical concepts	The broad, moral guiding principles that people should consider when conducting research, practice, or examining a psychological issue.
5 key ethical concepts	beneficence, non maleficence, integrity, justice, respect
Beneficence	the consideration of the benefits or gains from research in relation to the risks. Do the possible advantages of my research outweigh the negatives?
Non-maleficence	the idea that any potential harm should be avoided and minimised as much as possible. Will my research cause anyone harm? How severe is this harm and is it truly necessary?
Integrity	the commitment to search for knowledge, and then honestly report information and findings. Is my research going to be biased? Am I searching for the truth or am I trying to be ‘right’?
Justice	the distribution of fair access to the benefits of research to everyone, ensuring that there is no burden on one group, and ensuring that any opposing claims are considered. Will my research unfairly disadvantage or advantage one specific group?
Respect	the belief that everyone has value in regards to their welfare and beliefs, and has a right to make their own decisions. Am I respecting the autonomy of those involved? Have I respected the culture, beliefs, and perspectives of those involved?
ethical guidelines	The procedures and principles used to ensure that participants are safe and respected.
6 ethical guidelines	Voluntary participation, informed consent, withdrawal rights, debriefing, deception, confidentiality (very inspiring women dont drink coffee)
Voluntary participation	participants must willingly and freely sign up to be involved in research.
Informed consent	participants must understand the nature and purpose of the study, including any risks.
Withdrawal rights	participants may leave the study at any time, including removing already obtained results
Debriefing:	participants are informed of the aims, results and conclusions of the study and are provided with psychological support as needed.
Deception	participants must know the purpose of the study, unless it will influence their behaviour in the research. If deception is used, it must be addressed during debriefing.
Confidentiality	participants’ privacy should be protected, and no identifying information should be included in the research.
sample	the participants selected from the population, who participate in the investigation, should be representative of the population therefor larger samples are better and minimize variables that could influence results
random sampling	selecting participants from the population in a wat that each member of the population has an equal chance of being selected to participate in the study eg a teacher drawing student names from a hat
+ & - of random	+ a large enough amount is likely to be representative of the population - can be time consuming, impossible or unethical to obtain names of all member
stratified sampling	a technique were the population is first divided into subgroups and participants are randomly selected from each subgroup in the proportion that they appear in the population eg a school study where students are grouped by grade
+ & - of stratified	+important subgroups of a population are ensured fair representation - it is more time consuming that using random sampling becuase of the need to form subgroups pre testing
extraneous variable	are variables other than the independent variable that may have an unwanted effect on the dependent variable and results
confounding variable	extraneous variables that are not controlled can become confounding variables. these are unwanted variables that affect the DV and it becomes impossible to know if the IV or the confounding variable caused the change of the DV
types of confounding variables	participant related variables( the unique combo of characteristics, bio, psycho, social) non standardized instructions (instructions are not the same for everyone), order effects (performance is influenced by the order of the tasks given)
types of confounding variable pt 2	experimenter bias (experimenter influence participants performance), placebo effects, situational variables (the environments effects the participants behavior), demand characteristics (cues in an experiment that ay signal the intent of the study)
ways to prevent confounding variable	sampling size, experimental design choice, counterbalancing ( reduce order effects by ordering experimental conditions in a certain way), single and double blind procedures
single blind procedures	participants are unaware of the experimental condition they have been allocated to
double blind procedures	both participants and experimenter are unaware of the experimental conditions participants have been allocated to
validity	whether a measurement measures what it is supposed to be measuring
internal validity	refers to a study investigating what it sets out or claims to investigate (investigation design, sampling and the effect of extraneous and confounding variables can affect this)
external validity	refers to whether the results of the research can be applied to similar individuals in a differnet setting (if none than can not be generalized)
measurement errors	the difference between the measured value and the true valise of what is being measured
systematic errors	affect the accuracy of a measurement by causing readings to differ from the true value by a consistent amount
random errors	affect the precision of a measurement by creating unpredictable variations in the process

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