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Psychology


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what are measures of dispersion
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range, variance, standard deviation,

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What are measures of dispersion
Range, variance, standard deviation,
What are measures of dispersion
Range, variance, standard deviation,
What are measures of dispersion
Range, variance, standard deviation,
Ethical issues
-Consent (informed/presumptive) - Confidentiality - Withdrawal -Protection -Debrief -Deception
Data analysis
- Quantitative ( numerical, compare) -Qualitative (words rich in detail) -primary ( you) -secondary (pre-existing)
What are measures of dispersion
Range, variance, standard deviation,
Sampling methods
-Random (s= all target pop = equal chance w= withdrawal) -Opportunity (s=quick + convenient w= biased - generalise results) - Selfselected/ Volunteer( s= small chance of withdrawal w=not likely to be representative ) -Snowball (S= easy to find ppts W= unrepresentative)
What are measures of dispersion
Range, variance, standard deviation,
Self report methods
- Questionnaires ( s= quick and cost efficient , w= misinterpretation) - Interviews ( s= build a relationship - honesty w= prejudices , interpersonal variables )
What are measures of dispersion
Range, variance, standard deviation,
Types of questions in a questionnaire
- Open(s= qual so valid/rich info w=comparison) - closed (quan so comparison w= validity/reflection) - rating scale (quan/analyse w= central t bias) -Likert scale (same as ^^) - Semantic differential scale ( s= insightful w= interpretation and ct bias)
What are measures of dispersion
Range, variance, standard deviation,
Types of interviews
- structured( set questions, pre determined order ) - semi structured ( set questions with follow up q's) - unstructured (clear but no set questions , talk freely)
What are measures of dispersion
Range, variance, standard deviation,
Types of data measurements
- Nominal ( discrete categories ( eye colour) -Ordinal ( values that can't be ordered - rating scale) - Interval ( equal intervals - marks )
What are measures of dispersion
Range, variance, standard deviation,
What is the independent variable?
You manipulate it - the conditions
What is the dependent variable ?
The behaviour your measuring
What is the extraneous variable?
Other variables that affect the DV
How do you operationalise a variable?
Quantifying / measuring the dv - iv = groups
Types of extraneous variables and how to control them
Participant variable - sampling (random/ snowballing) - experimental (matched/repeated measures ) -Situational variable - standardised approach / same -Experimenter variable -randomisation and double blind
State the experimental hypothesis
- There will be a significant difference in (DV) between (IV1 and ( IV2)
Difference between one tailed and two tailed
One tailed = direction Two tailed = no direction null = no difference
Types of experimental method
- Lab - carefully controlled s= manipulate iv w= deception -Field - natural environment s= eco valid w= hard to control ev's -Quasi - pre existing s= iv natural occurs w= can't replicate
Types of experimental design
- Independent measures (2 groups compared) -s= no demand c's or order effects w=participant variables / twice as many pptts - Repeated measures (induvial compared from one condition to the other) - s=participant variables removed w=demand characteristics/order effects - Matched pair design ( matched characteristics to the other group ) -s= no order effects/ ppts variables reduced w= difficult/ time consuming
Types of of observational methods
- Participant - Non participant - Structured -Un structured -Naturalistic -Controlled -Covert -Overt
Observational methods
- Time sampling ( set intervals / time to record/ not all behaviours will be recorded) -Event sampling ( every time it occurs / inter-rater reliability/ hard to record all behaviours at once)
Questions to remember to see if something is reliable
-same thing ? - standardised ? - fair ? - consistency ?
Validity questions to ask your self
-genuine ? - accuracy ? -internal - intend to measure ? - external - generalise findings to other things ?
Types of internal validity
- Face validity ( face value) - Criterion validity ( predictive) -Concurrent validity ( same scores/data) - Construct validity ( measures the actual things )
Types of external validity
-Ecological validity (generalise to settings/places) -Population validity ( representative )
Format to structure answers
P. oint E. xplain C. ontext
Correlation Methods
Relationship between two variables
Correlation scale
-1 to -0.5 = strong n -0.5 to 0 = weak n o to 0.5 = weak p 0.5 to 1= strong p
For a 15 marker what is the structure
How would you implement + context justify why + context (strenghs) Own experience
What is a type 1 error
False positive incorrectly rejecting the null
What is a type 2 error
False negative incorectly accepting the null
What are measures of dispersion
Range, variance, standard deviation,
When it asks for conclusions what does it mean
The conlcusions from the findings
What is a non parametric test
Doesn’t fit a normal population Equal variance Interval data
Respect
Informed consent Confidentiality Withdrawal
Integrity
Deception
Responsibility
Protection of participants Debrief
Competence
Awareness of professional ethics Stay within your field
Induction
The theory creates a test like to prove it
Deduction
The testing makes a theory
Chi square conditions
Nominal and independent
Binomial (nominal)
Nominal and repeated
Man whitney
Ordinal/interval and independent
Wilcoxon
Repeated and ordinal / interval
Spearmans's
Relationships (speared heart= relationships)
Calculating Chi square
- add total of rows for each column - row tot x column tot / overall tot = expected frequency - add your data to your equation -use number for critical value table by no of df by doing number of row/s column -1 times each other SIGNIFICANT = GREATER THAN
Binomial sign test
- label the flow of direction + or - (yes to no = +) - count the no of + or -'s -the smallest of these scores is calculated value - the critcal value is the no of directions - SIGNIFICANT = LESS THAN
Manwhitney (multi)
- rank all columns together (MULTIPLE RANKNG) - add up the ranks for each column -use the formula for which ever column has the smallest ranking - significant = LESS THAN
Wilcoxon
- work out the differences between the columns by takinf second column - first column - rank the order of differences ignoring the sign -count how many - or + - least frequent sign = add up the ranks = observed value critical value = no of differences significant = LESS THAN
Spearmans s= seperate
Rank separately/ individual find differences between ranks square the differences applt to formula significance = greater than
Background for pillavin
Bystanders apathy - lack of concern, interest or enthusiasm to help diffusion of responsibility - people are less likely to help when others are present so the responsibility is shared Pluralistic ignorance - people can be misled by the bhv of others in an emergency situations
Background for pillavin
Bystanders apathy - lack of concern, interest or enthusiasm to help diffusion of responsibility - people are less likely to help when others are present so the responsibility is shared Pluralistic ignorance - people can be misled by the bhv of others in an emergency situations
Milgram's participants
40 males (20-50) New Haven
What type of sampling was Milgram's study
Volunteering thought the study was on memory
Aim of Milgram's study
What level of obedience would be shown with an authority figure
What is a summary of the procedure for M's
Yale university - prestigous setting Participants met and drew would be the teacher/learner The learned strapped mr wallace to the shock generator and learner was told to read word pairs that mr wallace had to respond to. Wrong answer = shock. 15v to 450v at 300 he showed severe distress and learner was prodded to continue
Results for M's
65% to 450 v 100% to 300v displays of nervous laughter digging fingers into hand 3 had a seizure
Evaluation for miligram
S- high control so increased validity and they geniunely believed so no demand characterisitcs both qual and quan W- deception
Behaviour is measured by
Observational methods
Participants on Pillavin
Train passengers racial composition 45% black and 55% white = 4450 men and women
The aim of the Pillavin study
Investigate factors that affect people's action of helping
Procedure for pil
Victim condition- sober/drunk /ill victim race- black or white Model position- critical area / adjacent area Model timing - 70 seconds or 150 seconds cr 70 cr 150 ad 70 ad 150
Background for Miligram
Nazi's following Hitler
Results for pillavin
More male helpers( 90%) 65% HELPed were white women said it s for men to help him 95% helped
Pillavin Evaluation
Cost reward model eco valid large sample size - generalise debrief/deception
Background for Pillavin (p=preston=train)
Kitty genovese - stabbed infront of a block of flats bystanders apathy , pilustic ignorance,diffusion of responsibility
Levine aim
What affects helping
Levine method
Quasi experiment iv was naturally occuring
Levine's participants
1198 - 23 different countries -
Procedure for Levine
1. dropped pen 2. hurt leg 3.blind person crossing the road particpinats had to pass a prederminded line to be recorded
Community variables for levine
Population size and pace of life
Results FOR L
Rio- brazils -1st Kuala lampur - malaysia -last
Levine evaluation
S- eco v w- reliability
Bochiaro b=blower whistle blower
8 pilot studies in ansterdam
Pptps bochiaro
92 in 8 pilot and 149 in main university of Amsterdam
Bochiaro vs miligram
More ethical shows an authority figure doesn't always have an affect on obedience
Procedure boc
Sensory deprivation asked to write a letter to convince the reseach comittee left 3 mins alone to think 7 mins for the task wrote= obedient refused = diso reported =wb given two personality tests of HEXACO AND DECOMPOSED GAMES
Results for boc
9.4% wb BUT 37.3% EXPECTED 76.5% were obedient personality test shows no sig dif
Background for pillavin
Bystanders apathy - lack of concern, interest or enthusiasm to help diffusion of responsibility - people are less likely to help when others are present so the responsibility is shared Pluralistic ignorance - people can be misled by the bhv of others in an emergency situations
What is the cost reward model in pillavin
In emergencies bystanders are emotionally aroused arousal can be increased by empathy being close to the siutation , self blame or decreased by leaving the scene or danger you weigh up the rewards and costs of helping
Experiment 1 lftp
45 student university of washington 5 verbs - smashed , collided,bumped,hit,contacted, how fast they were and the perception of the verb
Resuls lftp ex 1
40.8-smashed contacted -31.8
Lftp ex2
Smashed glass 150 students 4s of car accidents
Explanation of results sc
One memory - reconstructive hypothesis
Grant aim
Context depending memory
Grant ppts
39 participants opportunity sample
Grant summary
Matching contect - silent - s -n n-n s-n n-s on psychoimmunology tested with short answer recall 10 multiple choice 16 condition - headphones
Grant results
Matching context lead to better results but you can't replicate real exam conditions
What makes psychology a science
- quan data -replicable -high control