RM (quizlet)

• Experimental method

  The manipulation of the independent variable to measure the effect on the dependent variable.
• Aim

  A general statement of what research intends to investigate.
• Hypothesis

  A testable statement that states the relationship between 2 variables.
• Directional Hypothesis

  -States the direction of the difference or relationship

  -Has been previous research conducted before - uses words like 'more', 'less', '[adjective]..er' e.g. fewer
• Non-directional hypothesis

  -Does not state the direction of the difference or relationship.

  -No previous research conducted before - uses words like 'difference' or 'effect'.
• what else can non directional and directional hypothesis be called/referred to? 

  also known as two-tailed or one-tailed.
• Null hypothesis

  States there is no difference or relationship between the variables being studied.
• Independent Variable

  The variable that is manipulated by the researcher so that the effect on the dependent variable can be measured.
• Dependent Variable

  The variable that is being measured by the researcher (due to the changes of the IV)
• Levels of independent variable(s) 

  To test the effect of IV we need to compare the 2 experimental conditions - we need 2 levels of the independent variable.
• Control Condition

  condition that is not exposed to the variable that is changed.
• Experimental Condition

  condition that includes exposing the partial points to the change.
• Operationalism

  clearly defining the variable in terms of how they can be measured.
• Extraneous variables (SPIDO) 

  any variables other than the IV that may affect the DV e.g age, gender (nuisance variable)
• Extraneous variables 

  participant variables - individual differences between ppts that may affect the DV
• Extraneous variables

  situational variables - any feature of the experimental situation that may affect the DV
• Confounding variables

  any other variable (other than IV) that has affected the DV
• Demand characteristics

  any cue from the researcher or research situation that can be interpreted by participants as revealing the purpose of the investigation leading them to changing their behaviour to please/sabotage experimenter or results.
• Hawethorne Effect

  changing behaviour due to the attention of taking part in a study
• Investigator effects

  any effect of the investigator's behaviour on the DV. this may include anything from the design of the study to the interaction with ppts during the research process.
• Order effects 

  when the positioning or order of conditions influence the outcome (you learn therefore repeat it faster/bored)
• Controlling variables

  investigator effects (r) - RANDOMISATION

  • using chance when designing materials and deciding the order of conditions e.g randomly assimilated list of words
• Controlling variables - investigator effects (s) - STANDARDISATION

  • using exactly the same formalised procedures and instructions for all ppts
  • e.g all ppts given same rules
• Experimental design 

  the way in which ppts and variables are distributed in order to make comparisons about DV performance
• Dealing w/ Ppt variables random allocation

  use a random method to decide which ppt goes into which group e.g flipping a coin
• COMMON MISCONCEPTION WITH RANDOM ALLOCATION AND RANDOMISATION

  random allocation - to do with allocating ppts

  randomisation - to do with the materials used in study
• Dealing with Order effects counterbalancing 

  half ppts experience the conditions in one order and the other half in the opposite order

  e.g ppt 1: condition 1 - condition 2

  ppt 2 : condition 2 - condition 1 etc. 

  (ABBA)
• Independent groups

  separate groups of ppts for each condition in the study
• strengths of independent groups

  • no order therefore no order effects
  • less likely to guess aim of study
• weaknesses of independent groups :

  • ppts variables
  • small sample: hard to generalise
  • time consuming + expensive: more ppts are needed
• Repeated measures

  all ppts take part in all conditions - two sets of results for each ppt are then compared
• strengths of Repeated measures:

  • control over ppt variables
  • fewer ppts needed
• weaknesses of Repeated measures

  • order effects
  • demand characteristics (figure out aim)
• Matched pairs 

  pairs of ppts are matched in terms of key variables e.g age and IQ. one member from each pair is placed into one of the conditions and the other is placed into the other.
• strengths of Matched pairs

  • no order effects
  • control over ppt variables
• weaknesses of Matched pairs:

  • time consuming
  • not possible to control all ppt variables
• Laboratory experiment

  variables and conditions are highly controlled + involved artificial materials carried out in an environment e.g lab
• strengths of Laboratory experiment :

  • controlled - accurately assess IV + higher int. validity
  • replicable - high reliability due to high control
• weaknesses of Laboratory experiment

  • lacks eco validity
  • involvement of researcher in manipulating and controlling variables make findings not easily generalised.
• Field experiment

  carried out in a natural setting (anywhere outside lab)

  • IV manipulated by researcher to see effects on DV
  • ppt are not aware that they are being studied