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Exam 1: Research Methods exam practice1352550235077000left2837815004114800798576000EXAM 1: RESEARCH METHODSPlease use the following as a check-list to aid your revisionContentFurther detail and reference to specificationTick if you fully understandExam 1: Component 1: Research Methods (30% of A-Level)The content below will be presented in the format of the following:Section A: Multiple choice of 20 questions (these may refer to core studies. EG. What type of data is collected in Milgram’s study? Or what experimental design was used in the Morays study?)Section B: Research design and response. This will ask questions with regards to the planning and design of research, the evaluation of research and the improvements to research.Section C: Data analysis and interpretation. This section will require learners to analyse and interpret data or a piece of hypothetical research using descriptive and/or inferential statistics.ExperimentsResearch Methods and TechniquesExperiments – laboratory, field and quasiObservationResearch Methods and TechniquesObservation – structured, unstructured, naturalistic, controlled, participant, non-participant, overt and covertPlanning and Conducting ResearchDesigning observations – behavioural categories, coding frames, time sampling and events samplingCorrelationResearch Methods and TechniquesCorrelation – obtaining data for correlational analysis, positive, negative and no correlationSelf-reportResearch Methods and TechniquesSelf-report – questionnaires and interviews (structured, semi-structured and unstructured)Planning and Conducting ResearchDesigning self-reports – open questions, closed questions and rating scales Aims and hypotheses and How to FormulatePlanning and Conducting ResearchResearch Aim and QuestionHypotheses – null, alternative, one-tailed, two-tailedPopulations, Samples and Sampling TechniquesPlanning and Conducting ResearchTarget Population and SampleSampling methods – random, snowball, opportunity and self-selectedExperimental DesignsPlanning and Conducting ResearchExperimental Designs – repeated measures, independent measures and matched participantsVariables and how they are operationalisedPlanning and Conducting ResearchVariables and how they are operationalised – IV and DV, and control of extraneous variablesRaw DataData Recording, Analysis and PresentationRaw data – design of raw data recordings, use of raw data recording tables, standard and decimal form, significant figures, and estimations from data collectedLevels and Types of DataData Recording, Analysis and PresentationLevels and Types of data – nominal, ordinal and interval data, qualitative and quantitative data, and primary and secondary dataDescriptive statisticsData Recording, Analysis and PresentationMeasures of Central Tendency – mode, median and meanMeasures of Dispersion – variance, range and standard deviation. Ratio, percentages, fractions, frequency tables, line graph, pie charts, bar charts, histograms and scatter diagramsInferential statisticsData Recording, Analysis and PresentationDistribution curves – normal, skewed positively, skewed negativelyProbabilitySignificant levelsUsing statistical tables of critical valuesCriteria for using a parametric testCriteria for using non parametric tests(Mann Whitney, Wilcoxon, Chi-Squared, Binomial Sign Test and Spearman’s Rho)Understanding the use of specific non-parametric tests (as above) including how to calculate eachType 1 errorsType 2 errorsSymbols: =. <, <<, >, >>,~Methodological IssuesData Recording, Analysis and PresentationRepresentativenessGeneralisabilityDemand characteristicsSocial desirabilityResearcher/observer biasResearcher/observer effect(s)Methodological IssuesData Recording, Analysis and PresentationReliability InternalExternalInter-raterTest-retestSplit halfMethodological IssuesData Recording, Analysis and PresentationValidity InternalFace ConstructConcurrentCriterionExternalPopulationEcological Methodological IssuesData Recording, Analysis and PresentationEthical considerations, including the BPS Code of Ethics and Conduct – Informed consentRight to withdrawCompetenceResponsibilityProtection of participantsDebriefDeceptionReport writingReport WritingSections and sub-sections of a practical report Abstract IntroductionMethodsResultsDiscussionReferencesAppendicesReport writingReport WritingCiting academic references – a familiarity with citing academic research using the Harvard system of referencingEG: Milgram, S. (1963) Behavioural study of obedience. Journal of Abnormal and Social Psychology, 67, (4), 371-378.Peer reviewHow Science WorksHow Science WorksCause and effectFalsificationReplicabilityObjectivityInductionDeductionHypothesis testingManipulation of variablesControl and standardisationQuantifiable measuresEXAM QUESTIONS – EXPERIMENTSScenario 1: A researcher has conducted an independent measures design experiment to investigate whether chewing gum influences concentration. She recorded how many changes were detected in a ‘spot-the-difference’ puzzle by people chewing gum when completing the task, compared to those who were not. The results are in the table below.Name two variables present in this experiment. (2)Write a one tailed hypothesis for this study. (3)Outline one strength and one weakness of using an independent measures design in this study. (6)Outline one strength and one weakness of using a lab experiment. (6)Explain the difference between a lab experiment and a field experiment. (4)What is a quasi-experiment? (2)Why would a quasi-experiment not be appropriate for this study? (2)State a strength and a weakness of using quasi experiments. (4)Scenario 2: Researchers conducted an independent measures design experiment in a local coffee bar, investigating whether receiving physical contact from someone increases their rating on friendliness. The experiment took place between 11am and 2pm on a Wednesday. As members of the public left the coffee bar after paying, some were touched lightly on the upper arm by the cashier, whereas others were not. Outside the coffee bar, members of the public were asked how friendly they thought the staff were on a scale of 1 (‘not very friendly’) to 10 (‘extremely friendly’).What is the independent variable (IV) in this study and how has it been operationalised? (2)Evaluate the way the dependent variable has been measured this study. (6)Write a two tailed hypothesis for this study. (4)Identify the sampling technique used to obtain participants for this study. (1)Suggest one weakness with the sampling method used in this study. (2)Give one advantage and one disadvantage of using an independent measures design in this study. (6)Describe how you would control one variable in this study. (2)Scenario 3: A researcher has conducted a matched pairs design experiment to investigate whether chewing gum influences concentration. Participants were matched on age and gender. She firstly recorded how many changes were detected in a ‘spot-the-difference’ puzzle by people not chewing gum when completing the task, then compared this to the matched group who did chew gum during the task. The results were then compared.Write a research aim for this experiment. (2)Write a research question for this experiment (2)Write a null hypothesis for this experiment. (4)Outline one strength and one weakness of using a matched pairs design in this experiment. (6)Describe an alternative experimental design and one strength of using this design instead of a matched pairs design. (6)Explain how participant variables could bias the sample in this study. (3)EXAM QUESTIONS - OBSERVATIONSWhich is a type of observation in psychological research?a) participantb) populationc) practicald) principalWhat is meant by event sampling in psychological observations?a) participants are observed to identify certain categories of behaviourb) every occurrence of behaviour, as specified on a predetermined checklist, is observed and recorded within a specified period of timec) participants’ behaviours are observed in set intervals of timed) occurrences of behaviour are observed and then rated against a set of categories within a specified period of timeWhat is a weakness of using an overt observation in psychological research?a) high risk of observer effectb) low levels of ecological validityc) poor generalisability to populationd) reduced inter-rater reliabilityScenario 1: Researchers want to conduct an observation study of shopping behaviour at a large local supermarket. The table below shows the number of times different behaviours were observed.Reading magazine standTalking to other peopleQueuing quietly for shoppingUsing a mobile phoneArguing with partner101118288Describe one ethical issue that the researchers need to consider when conducting this observation and suggest how this could be dealt with. (4)Explain what is meant by inter-rater reliability in observational research. (2)Suggest how the researchers could ensure that this observation has inter-rater reliability. (4)Scenario 2: A researcher wanted to covertly observe how mums at a play and stay interacted with each other. He planned to use a naturalistic structured observation.Outline one strength and one weakness of conducting observational research. (4)Outline one strength and one weakness of conducting a covert observation. (4)Explain how you would make this observation overt and what problems this might arise. (4)Explain the difference between a participant and non-participant observation. (4)What is a structured observation? (2)State a strength and a weakness of using a naturalistic observation in this study. (6)Identify one strength and one weakness of using a controlled observation in this study. (4)Why would an unstructured observation not be appropriate for this study? (2)If the research used a coding frame instead of event sampling what two suggestions might you make for him to observe? (2)Scenario 3: Researchers want to conduct an observation study of competitive behaviour at a sports centre. They conducted a naturalistic covert participant observation using time sampling.What is participant observation. (2)Identify one strength and one weakness of using the participant observation method in this study. (4)Explain what is meant by time sampling. (2)Suggest how the researchers could use time sampling in this study. (2)Write an appropriate behavioural checklist for this study. (3)Identify one strength and one weakness of using time sampling in this study. (4)Identify one strength and one weakness of using a behavioural checklist in this study. (4)Explain how observer bias may influence the results in this study. (2)EXAM QUESTIONS – CORRELATIONS Scenario 1: Researchers conducted a study investigating the correlation between amount of sleep and concentration. First, participants were asked how long they had slept the previous night in hours and minutes. This was then recorded as ‘total minutes slept’. Concentration was then assured using a letter cancellation task in which subjects had two minutes to read an extract from a book, counting the number of times that the letter ‘f ’ appeared.Suggest a research question for this study. (2)Explain what is meant by a negative correlation. (1)Explain what is meant by a positive correlation. (1)Explain what is meant by no correlation. (1)Identify one strength and one weakness of the correlational method. (4)Describe two problems with the way the data was obtained in this correlation. (4)Scenario 2: A researcher has conducted a correlational study to investigate the relationship between how important a person thinks appearance is and how much they spend on clothes each month. The first variable was ‘self rating of the importance of appearance’ measured on a ten point scale (where 1 = not important and 10 = extremely important). The second variable was ‘amount of money spent on clothes each month’ measured by asking people to estimate to the nearest five pounds how much they spent in a typical month. The results are in the table below:?Participants (initials)Self-rating of importance if appearanceAmount spent on clothes each monthHA6?80EP8?120SF9?100PR3?110MS7?75JP4?35AG3?15BF5?50Outline two conclusions from the data in this scatter graph. (4)Explain what is meant by the descriptive statistic called the mean. (2)When would the descriptive statistic called the ‘median’ be more appropriate and why? (4)Which inferential (non parametric) test would you use to analyse the data – give reasons for your choice (3)Scenario 3: A psychologist conducted a correlation study to investigate the relationship between the number of friends people claim to have on internet social networking sites and number of times they go out socialising each month. The data was obtained from students in a psychology class who left the classroom one at a time to provide details to a researcher sitting outside. The findings from the study are presented in the scatter graph below.What is qualitative data? (2)Suggest two examples of qualitative data that could have been collected in this study. (4)What is a strength and a weakness of collecting qualitative data in this study? (4)What is a strength and a weakness of collecting quantitative data in this study? (4)Discuss a problem with demand characteristics in relation to this study. (2)Suggest a more appropriate sampling method you could use to gain participants for this study, explain your answer. (3)EXAM QUESTIONS – SELF-REPORTSExplain what a questionnaire is (2)Explain what an interview is (2)How does a questionnaire differ from an interview? (2)Outline the three types of interviews (6)Scenario 1: Psychologists are interested in helping people overcome their fears, anxieties and phobias. One way about finding out about these is to ask people to fill out a questionnaire. In this way they can write about their fears, anxieties and phobias and how they can overcome them without having to talk about them.Outline one advantage and one disadvantage of using a questionnaire in this study. (6)Give a strength and a weakness of using an interview instead of a questionnaire in this study. (6)Describe what is meant by a semi structured interview. (2)What is a strength of using a semi structured interview over a structured interview? (2)Why has an unstructured interview not been chosen to carry out this study? (2)Scenario 2: A psychologist is interested in investigating people’s beliefs in the paranormal (e.g. ghosts, telepathy, unidentified flying objects) and decides to use a self-report measure to conduct their study.Define an open question (1)Give an example of an open question which may be used in the above scenario (1)Outline one strength and one weakness of using open questions in the study of people’s beliefs in the paranormal (4)Define a closed question (1)Give an example of a closed question which may be used in the above scenario (1)Outline one strength and one weakness of using closed questions in the study of people’s beliefs in the paranormal (4)Using a rating scale, give an example question which may be used in the above scenario (1)Outline one strength and one weakness of using rating scales in the study of people’s beliefs in the paranormal (4)EXAM QUESTIONS: RESEARCH AIM AND RESEARCH QUESTIONSOutline the difference between a research aim and a research questionScenario 1: Do like me. The extent to which people mimic each other’s behaviour (e.g. fold arms at the same time) is often regarded as an indicator of how well they are getting on together, especially if in a romantic relationship. A psychologist wants to conduct a study using the observation method to investigate this by studying the behaviour of couples having a drink in a bar. Behaviour was observed every 10 minutes during a period from 8 pm to 10 pm.2a) Write an appropriate research question for this study.(2)b) Write an appropriate research aim for this study (2)Scenario 2: Psychologists want to investigate if there is a correlation between a person’s ratings of how ugly snakes are and how much they fear them. They used an opportunity sample.3 a) Write an appropriate research question for this study.(2)b) Write an appropriate research aim for this study (2)EXAM QUESTIONS: HYPOTHESES Explain the two types of alternative hypotheses which exist in Psychology (2)Explain what a null hypothesis means (1)Scenario 1: A psychologist conducted an experiment to see if the promise of chocolate made A level psychology students work faster at a task. She conducted her experiment in a sixth form college and used two different psychology classes. In the first class she told them that there would be a reward of a bar of chocolate for every student who successfully completed a series of multiple-choice questions about a topic they had recently studied. The students in the other group were not told about any reward and were simply asked to complete the multiple-choice questions. The time it took each student to complete the multiple-choice task was recorded.3. a) Write a one-tailed hypothesis for the scenario above (2)b) Write a null hypothesis for the scenario above (2)Scenario 2: Researchers conducted an independent measures design experiment in a local coffee bar, investigating whether receiving physical contact from someone increases their rating on friendliness. The experiment took place between 11am and 2pm on a Wednesday. As members of the public left the coffee bar after paying, some were touched lightly on the upper arm by the cashier, whereas others were not. Outside the coffee bar, members of the public were asked how friendly they thought the staff were on a scale of 1 (‘not very friendly’) to 10 (‘extremely friendly’).4 a) Write a two-tailed hypothesis for the scenario above (2)b) Write a null hypothesis for the scenario above (2)5. What happens to the null hypothesis when the alternative hypothesis is rejected?EXAM QUESTIONS: SAMPLING METHODSTask 1:Explain the following sampling techniques:Opportunity RandomVolunteerStratified Snowball You should then identify two strengths and two weaknesses for eachTask 2Identify the sampling methods used in the following studies:Milgram (1963) - ObedienceBocchiaro et al. (2012) - Disobedience and whistle-blowingLoftus & Palmer (1974) - Eyewitness testimonyGrant et al. (1998) - Context-dependent memoryBandura et al. (1961) - Transmission of aggressionChaney et al. (2004) - Funhaler studySperry (1968) - Split brain studyCasey et al. (2011) - Neural correlates of delay and gratificationFreud (1909) - Little HansBaron-Cohen et al. (1997) – Advanced theory of mindTask 3:A psychologist conducted an experiment to see if the promise of chocolate made A level psychology students work faster at a task. She conducted her experiment in a sixth form college and used two different psychology classes. In the first class she told them that there would be a reward of a bar of chocolate for every student who successfully completed a series of multiple-choice questions about a topic they had recently studied. The students in the other group were not told about any reward and were simply asked to complete the multiple-choice questions. The time it took each student to complete the multiple-choice task was recorded.Identify the sampling method used in this study [1]Suggest one strength of the sampling method used in this study [3]Suggest one weakness of the sampling method used in this study [3]Task 4:Which will give the most representative sample of British teenagers in an investigation into the use of the internet?a) a sample drawn from five GCSE Computer Science classes in a secondary schoolb) a sample drawn from ten sixth form colleges across the United Kingdomc) a sample drawn from three secondary schools from different parts of the United Kingdomd) a sample drawn from users of an online gaming website based in the United KingdomEXAM QUESTIONS: EXPERIMENTAL DESIGNTask 1:Define independent measures design (IMD) [2]Outline two strengths of IMD [2]Outline two weaknesses of IMD [2]Define repeated measures design (RMD) [2] Outline two strengths of RMD [2]Outline two weaknesses of RMD [2]Define matched pairs design (MPD) [2]Outline two strengths of MPD [2]Outline two weaknesses of MPD [2]Task 2:Memory can be influenced by many different things, including the appearance of what it is we are trying to remember. For example, green is a natural colour that features a lot in our environment, so may help improve how we learn and remember things we see in this colour. To investigate this psychologists want to use the laboratory experiment method to investigate if presenting words in green ink compared to black helps improve memory.Explain how IMD could be used in this study [3]Explain how RMD could be used in this study [3]Explain how MPD could be used in this study [3]Explain which experimental design would be best for this study and why [3]EXAM QUESTIONS: VARIABLESTask 1:What is an independent variable (IV)?What is a dependent variable (DV)?What are extraneous variables? (EV)?Task 2: Come up with an experimental study you would like to carry out. You should identify the IV, DV and EV. You should also operationalise these.Task 3:A psychologist conducted an experiment to see if the promise of chocolate made A level psychology students work faster at a task. She conducted her experiment in a sixth form college and used two different psychology classes. In the first class she told them that there would be a reward of a bar of chocolate for every student who successfully completed a series of multiple-choice questions about a topic they had recently studied. The students in the other group were not told about any reward and were simply asked to complete the multiple-choice questions. The time it took each student to complete the multiple-choice task was recorded.Identify the independent variable and dependent variable in this experiment [2]Explain how the variables have been operationalised in this study [3]Identify two potential extraneous variables within this study [2]Suggest how these extraneous variable could be controlled if the study were to be repeated [4]EXAM QUESTIONS: LEVELS OF DATA Types of data: Primary vs SecondaryDefine primary data. You should give an example of this. (2)Identify one strengths of primary data (2)Identify one weaknesses of primary data (2)Define secondary data. You should give an example of this. (2)Identify one strengths of secondary data (2)Identify one weaknesses of secondary data (2)Multiple choice:Which is an example of secondary data?Autobiography of a serial killerObservation notes on the behaviours of a serial killerReadings from the brain scan of a serial killerRecordings of an interview with a serial killerTypes of data: Qualitative vs QuantitativeDefine qualitative data. You should give an example of this. (2)Identify two strengths of qualitative data (2)Identify two weaknesses of qualitative data (2)Define quantitative data. You should give an example of this. (2)Identify two strengths of quantitative data (2)Identify two weaknesses of quantitate data (2)Types of data: Nominal, ordinal, intervalDefine nominal data. Give an example of this (2)Define ordinal data. Give an example of this (2)Define interval data. Give an example of this (2)Explain which type of data is better to use in psychology and why (2)Identify the type of data the following would collect:The use of a stop-watch to record reaction timeClassifying participants as ‘good’, ‘average’, or ‘poor’Ratings by an independent observer on a scale of 1 (very good) to 10 (very poor)Self-ratings by a participant on a scale of 1 (very good) to 10 (very poor)EXAM QUESTIONS: RAW DATAScenario 1: It seems that when we make a conscious effort not to think about something specific, we can’t help but think of it! Researchers investigated this using a self-report. Participants were instructed, “Do not think of a white bear”. Each participant was studied for a period of five minutes during which time they had to say aloud what they were thinking. Following this a short interview was conducted with each participant to ask them some questions about how they felt about the task.ParticipantsNumber of times thoughts about a white bear were reported during a ve minute period1821432415516612721811971010Outline two findings from the data in this table. (4)Describe how an appropriate descriptive statistic could be used with the data in this table. (4)Scenario 2: An educational psychologist conducted research investigating if there was any correlation between performance in two different but related subjects studied by GCSE students. If a student is good at one, are they also good at the other, and if they perform poorly in one does that mean that they will also struggle to do well in the other one? Data from a small sample is presented in the table below.Table showing test results from two different subjects studied by a group of participantsIdentify two findings from the data presented in this table.[4]What conclusion can be reached by interpreting the range for each test?[4]Suggest one advantage of using standard deviation instead of the range to analyse the data from each test.?[3]Scenario 3: Researchers want to conduct an observation study of shopping behaviour at a large local supermarket. The table below shows the number of times different behaviours were observed.Reading magazine standTalking to other peopleQueuing quietly for shoppingUsing a mobile phoneArguing with partner101118288Outline two findings from the data displayed in this graph or chart. (4)Outline two conclusions based on the data above (4)EXAM QUESTIONS: DESCRIPTIVE STATISTICSWhat is the collective term for the mean, median and mode?A measures of central dispersionB measures of central rangeC measures of central significanceD measures of central tendencyWhich of these is not a measure of dispersion?A meanB rangeC standard deviationD variance Which of these descriptive statistics would it be possible to use with nominal data?A meanB medianC modeD rangeWhich of these best describes what the variance is?A measure of central tendencyB measure of dispersion around the meanC measure of proportionalityD measure of quantifiable dataWhen would it be best to use the median rather than the mean?A when there are a few scores much higher than the restB when there are few scores similar to the restC when there are lots of high scoresD when there are lots of low scoresA psychologist conducted a study investigating reaction times of a group of young and old people to press a key on a keyboard in response to a specific stimuli (e.g. a smiley face).(a) The mean reaction time for young people was 0.7245 seconds. What is this written to two decimal places?A 0.7B 0.72C 0.73D 0.74(b)The mean reaction time for old people was 1.1834 seconds. What is this written to two significant figures?A 1.1B 1.18C 1.2D 1.9What is the symbol for ‘much greater than’?A <B <<C >D >>A psychologist conducted a survey assessing beliefs in the paranormal with a sample of 144 people.(a) 25% of people said they believe in ghosts. How many people is this?A 25B 36C 40D 72(b) 24 people said they believe aliens exist. What fraction of the sample is this?A 1/3B 1/4C 1/6D 2/3(c) What is the ratio of people who believe in ghosts to aliens?A 1:4B 2:3C 3:2D 4:1What is 7.864 written to two significant figures?A 7.8B 7.86C 7.9D 8.0What is the median for this set of data 10, 12, 6, 5, 14, 3?A 6.5B 7.5C 8.0D 16.0A newspaper includes 12 pages of sport and eight pages of TV. What is the ratio of sport to TV?Give your answer in its simplest form.A 2:3B 3:2C 8:12D 12:8What is 2,830 written in standard form?A 2.83 x 102B 2.83 x 103C 2.83 x 104D 2.83 x 105The following scores were obtained in a memory test from one group of participants:10, 18, 24, 9, 11, 14, 23, 8, 19, 17, 14, 20423799026225500Using the formula, what would the value of ‘n’ be when calculating the standard deviation for this set of scoresA 10B 11C 12D 13Using the formula, calculate the standard deviation using the above data.What is the median of this set of scores?What is the mean of this set of scores?What is the mode of this set or scores? A researcher asked 50 people what their favourite type of food was and obtained the following results:Type of food No. of people reporting food as their ‘favourite’meat 10fish 18fruit 8cereals 5Vegetables 9What percentage of people reported fruit as their favourite?A 4%B 8%C 16%D 20%(b) What kind of data is this?A intervalB nominalC ordinalD qualitativeEXAM QUESTIONS: TABLESCreate an appropriate graph using the data below. Create an appropriate graph using the data below. Create an appropriate graph using the data below. Create an appropriate graph using the data below.205739951181000 Create an appropriate graph using the data below. EXAM QUESTIONScenter304800Remember: In order to know which statistical test to use you need to identify the following:Type of data – ordinal, interval, nominalType of experimental design – independent measures, repeated measures design, matched pairs design (MPD = two groups of participants = IMD)00Remember: In order to know which statistical test to use you need to identify the following:Type of data – ordinal, interval, nominalType of experimental design – independent measures, repeated measures design, matched pairs design (MPD = two groups of participants = IMD): INFERENTIAL STATISTICSTask 1: Identifying which statistical test to useScenario 1: A secondary teacher conducted a piece of research to see the effect of chewing gum on concentration levels. The teacher used his maths class as the sample. He noted whether children were chewing gum or not (yes or no) during a test. He then asked the students to complete another class test, this time, those who were chewing gum were asked not to, and those who were not, were asked to. He then compared the test scores to see the influence of chewing gum on intelligence. If students performed better with gum he noted ‘yes’ next to their name, if they performed worse he noted ‘no’. For some, their performance stayed the same in both conditions.What type of data is found in the study above?What experimental design is used in the study above?What statistical test should be used in the study above?Scenario 2: Some studies have suggested that there may be an association between two variables: intelligence and happiness. For example, the more intelligent you are, the happier you will be. To investigate this claim, a psychologist used a standardised test to measure intelligence in a sample of 30 children aged 11 years. He also asked the children to complete a self-report questionnaire designed to measure happiness. The score from the intelligence test was compared with the score from the happiness questionnaire. What type of data is found in the study above?What experimental design is used in the study above?What statistical test should be used in the study above?Scenario 3: A matched pairs design was used to assess the effectiveness of an anger management programme. 12 offenders were matched on anger score at the beginning of the investigation and one from each pair was allocated to either the treatment condition (eight sessions of anger management) or the control condition (no treatment). Anger scores were reassessed at the end of the investigation using government official assessment guidelines. (Grades 1-7 shows no improvement has been made; grades 8-14 shows improvement has been made).What type of data is found in the study above?What experimental design is used in the study above?What statistical test should be used in the study above?Scenario 4: Two psychologists investigated the relationship between age and recall of medical advice. The study was conducted at a doctor’s surgery and involved a sample of 10 patients aged between 18 and 78 years. One psychologist interviewed each of the patients after they had visited their doctor. The psychologist asked each patient a set of questions about what the doctor had said about their diagnosis and treatment. The patients’ responses were recorded. Then, the other psychologist gave the patient a self-report questionnaire, allowing them to rate how they think their memory recall is. The doctor then compared the patients recall with his own notes, then looked at how accurate the patient felt their recall was. Data collected on a scale of 1 (very accurate) – 10 (very inaccurate). What type of data is found in the study above?What experimental design is used in the study above?What statistical test should be used in the study above?Scenario 5: A psychologist wanted to see if verbal fluency is affected by whether people think they are presenting information to a small group of people or to a large group of people. A sample of 20 ppts were told that they would be placed in a booth where they would read out an article about the life of a famous author to an audience. Participants were also told that the audience would only be able to hear them and would not be able to interact with them. There were two conditions in the study, Condition A and Condition B. Condition A: 10 participants were told the audience consisted of 5 listeners. Condition B: the other 10 participants were told the audience consisted of 100 listeners. Each participant completed the study individually. The psychologist recorded each presentation and then counted the number of verbal errors made by each participant. The psychologist then concluded which condition was affected by the audience more; condition A or condition B.What type of data is found in the study above?What experimental design is used in the study above?What statistical test should be used in the study above?Task 2: Carrying out each statistical testUsing the data below, you should carry out the statistical test you identified for each scenario. Show your workings. You should also identify if result is significant or not. PLEASE FIND THE APPROPRIATE GRIDS AT THE BOTTOM OF DOCUMENTData for scenario 1Participant AChewing gumNot chewing gum1YESNO2NOYES3YESNO4YESYES5NONO6YESYES7NONO8YESNO9NOYES10NOYESData for scenario 2ParticipantIntelligence scoreHappiness rating118268371495538662744826995106211341286136214411522Data for scenario 3Treatment condition (A)Control condition (B)113732118638984710258113610124Data for scenario 4ParticipantRecall of informationEstimate of accuracy of recall1722443364955596137101081019441068Data for scenario 5Condition ACondition BTotalLess than 5 mistakes made83More than 5 mistakes made27Column totalTask 3: Previous exam questionsHow is Spearman’s Rho different to the other statistical tests? (3 marks)What is the difference between Mann-Whitney U and the Wilcoxon test? (3 marks)Explain how you would calculate the standard deviation for each condition from Scenario 5 (5 marks)What information would the standard deviation provide if it was calculated for the data in this study? (2 marks)Why are degrees of freedom important? (2 marks)How do you calculate the degrees of freedom? (2 marks)Where is the critical value found? Which two factors must be considered when choosing the correct value? (4 marks)In what statistical test must the observed value be greater than the critical value in order for the results to be significant? (1 mark)Suggest two strengths of using a correlation in the appropriate scenario above (4 marks)Suggest two weaknesses of using a correlation in the appropriate scenario above (4 mark)Which of these indicates the research is significant at the 5% level of probability? (1 mark) A p<0.005 B p<0.05 C p>0.005 D p>0.05Which of these refers to making a Type 1 error? (1 mark)A abandoning the null hypothesis B ignoring the null hypothesis C incorrectly accepting the null hypothesis D incorrectly rejecting the null hypothesisWhat is ‘Ra’ in the formula for the calculation of the Mann-Whitney U test? (1 mark)Ua = NaNb + (2)Na Na + 1 > H - Ra Ub = (NaNb) - UaA mean of condition ‘a’B number of participants in condition ‘a’C square root of condition ‘a’D sum of the ranks of condition ‘a’Which of these inferential statistical tests does not require the data to be ranked as part of the calculation? (1 mark)A Chi-squareB Mann-Whitney U testC Spearman’s RhoD Wilcoxon Signed Ranks testWhich of these could not be the answer from a Spearman’s Rho inferential statistical test? (1 mark)A –0.728B 0.3C 0.892D 1.52Important critical value tables:Mann-Whitney U testWilcoxonN0.0560728496108Chisquare:Binomial:N0.050.0150600700810911101111211222133214321533Spearmans Rho:Number of pairs p = .05 p = .01 p = .001 5 1.000 —— —— 6 0.886 1.000 —— 7 0.786 0.929 1.000 8 0.738 0.881 0.976 9 0.700 0.833 0.933 10 0.648 0.794 0.903 11 0.618 0.755 0.873 12 0.587 0.727 0.846 13 0.560 0.703 0.824 14 0.538 0.679 0.802 15 0.521 0.654 0.779 16 0.503 0.635 0.762 17 0.488 0.618 0.743 18 0.472 0.600 0.725 19 0.460 0.584 0.709 20 0.447 0.570 0.693 EXAM QUESTIONS: METHODOLOGICAL ISSUESAnswer the following questions:If a study is ‘representative’, what does this mean? Identify one core study which you consider ‘representative’If a study has ‘generalisability’ what does this mean?Identify one core study which you consider to have ‘generalisability’Define the term ‘demand characteristics’Provide an example of a demand characteristic with reference to one core studyOutline what social desirability is Identify one core study where social desirability may be an issueExplain what researcher/observer bias isWhich core study can be it be argued there is researcher biasExplain what researcher/observer effects areIdentify one core study where researcher/observer effects may have influenced the resultsDefine the following types of reliability. You should provide an example for each.InternalDefinition:Example:ExternalDefinition:Example:Inter-raterDefinition:Example:Test-retestDefinition:Example:Split-halfDefinition:Example:Define the following types of validity. You should provide an example for eachInternalDefinition:Example:FaceDefinition:Example:ConstructDefinition:Example:ConcurrentDefinition:Example:CriterionDefinition:Example:ExternalDefinition:Example:PopulationDefinition:Example:EcologicalDefinition:Example:EXAM QUESTIONS: DESIGNING A PSYCHOLOGICAL STUDYYour task is to read each scenario and complete the associated questions.Scenario 1:Memory can be influenced by many different things, including the appearance of what it is we are trying to remember. For example, green is a natural colour that features a lot in our environment, so may help improve how we learn and remember things we see in this colour. To investigate this psychologists want to use the laboratory experiment method to investigate if presenting words in green ink compared to black helps improve memory.Question 1: Explain how you would conduct a study using the laboratory experiment method to investigate the effect of colour on memory for a list of words. Justify your decisions as part of your explanation. You must refer to:the use of independent measures design or repeated measures designhow the variables are operationalisedat least two control featureslevel of data collectedYou should use your own experience of carrying out an experiment to inform your response. (15 marks)Scenario 2: Cognitive processes include memory and perception and just as our memories are likely to become distorted we are all susceptible to mistaken perceptions. Many of us are familiar with such classic illusions such as the Muller lyer illusion, where the line with the outgoing fins, figure (a) appears longer than the line with the ongoing fins, figure (b). In fact they are the same length.(a) ?>———–<(b) ?< ———- >Question 2: Explain how you would carry out an experiment in to whether older people more susceptible to visual illusions than younger people? Justify your decisions as part of your explanation, you must refer to:Field or lab experimentsIndependent measures or matched participantsAt least one control you would useCollection of data.You should use your own experience of carrying out an experiment to inform your response. (15 marks)Scenario 3:Psychologists wanted to investigate why we don’t laugh when we tickle ourselves. One idea is that it is a social act that is out of our control and must be done to us by another person. To investigate this, participants had the sole of their feet tickled by another person at any time during a 30 second period. Later on the same participants had to tickle themselves. They put their feet on a tickling machine (a feather on a rotating turntable) at any time they chose during a 30 second period. The volume of laughter was recorded in decibels.Question 3: Explain how you would further this experiment by finding out whether having a large group of people compared to being on your own makes you laugh more. Justify your decisions as part of your explanation, you must refer to:Independent measures designReliabilityQuantitative and Qualitative dataControlling for individual differencesYou should use your own experience of carrying out an experiment to inform your response. (15 marks)EXAM QUESTIONS: ETHICAL GUIDELINES List the ethical guidelines:DDRIPPWhat are ethical guidelines?Why are ethical guidelines important?What is the name for the ethical guidelines used in the UK?What is the cost-benefit analysis?What is a common misconception when discussing ethical guidelines in Psychology?EXAM QUESTIONS: REPORT WRITINGBelow you will find the components of a psychological report. You should re-write the components in order in which they are presented in a report. Abstract Appendices ConclusionsIntroductionMethodReferencesResultsYou should then identify examples of information which would fall under each componentBriefly outline what is meant by peer review in psychological research. (4)What is the purpose of an abstract in psychological research? (2)What style of referencing should be used in psychological research? (1)Name three things that are always included in an academic reference. (3)Name the section on a psychological report where a graph would be presented. (1)EXAM QUESTIONS: HOW SCIENCE WORKSWhat is meant by the term falsification? (2)Explain what is meant by the term cause and effect. (2)How can a psychologist ensure their research can establish cause and effect? (2)Why is it important for psychological research to be replicable? (2)What is meant by the term objectivity? (2)What is meant by quantifiable measures in psychological research? (2)Explain the process of induction. (4)Explain the process of deduction. (4)Explain how hypothesis testing works in experiments. (3)Why is the manipulation of variables important in psychological research? (2)How can psychologists ensure control in their research? (2)What is the purpose of having a standardised procedure in psychological research? (2)Why are quantifiable measures preferred in most psychological research than qualitative methods? (2) ................
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