research methods Flashcards

aims, hypothesis, variables (32 cards)

1
Q

What is the aim of research?

A

The aim is a clear, general statement of what the researcher intends to investigate. It outlines the purpose of the study but does not make a specific prediction.

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2
Q

How is an aim different from a hypothesis?

A

An aim is broad and exploratory, whereas a hypothesis is specific, testable, and predictive. Aims guide the direction of research, while hypotheses allow for statistical testing.

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3
Q

Give an example of an aim.

A

“To investigate whether social pressure influences obedience in adults.”

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4
Q

What is a research hypothesis?

A

A precise, testable statement predicting the relationship between variables.

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5
Q

Why are hypotheses important?

A

They allow for empirical testing, objectivity, and statistical analysis, increasing scientific validity.

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6
Q

What is an alternative hypothesis?

A

A statement predicting that there will be a significant effect or relationship between variables.

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7
Q

Give an example of an alternative hypothesis.

A

“Participants exposed to loud noise will have higher stress levels than those in quiet conditions.”

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8
Q

What is a directional hypothesis?

A

A hypothesis that predicts the direction of the effect (e.g. increase/decrease, more/less).

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9
Q

Example of a directional hypothesis?

A

“Students who revise will score higher on tests than those who do not.”

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10
Q

When are directional hypotheses used?

A

When previous research supports a specific prediction, increasing precision but risking bias.

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11
Q

What is a non-directional hypothesis?

A

A hypothesis that predicts a difference or relationship but not the direction.

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12
Q

Example of a non-directional hypothesis?

A

“There will be a difference in test scores between students who revise and those who do not.”

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13
Q

Why use non-directional hypotheses?

A

Useful when there is little or conflicting prior research, reducing bias but being less precise.

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14
Q

What is a null hypothesis?

A

A statement that there is no significant effect or relationship between variables.

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15
Q

Example of a null hypothesis?

A

“There will be no difference in stress levels between participants exposed to noise and those who are not.”

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16
Q

Why is the null hypothesis important?

A

It provides a baseline for statistical testing and can be rejected or accepted using inferential statistics.

17
Q

What is an independent variable?

A

The variable that is manipulated by the researcher to observe its effect.

18
Q

Example of an IV?

A

Noise level (loud vs quiet).

19
Q

What is a dependent variable?

A

The variable that is measured to assess the effect of the IV.

20
Q

Example of a DV?

A

Heart rate or stress score.

21
Q

What are co-variables?

A

Variables measured in correlational research to assess the relationship between them (no manipulation).

22
Q

Example of co-variables?

A

Hours of sleep and concentration levels.

23
Q

Limitation of co-variables?

A

Correlations do not establish causation due to lack of control.

24
Q

What is operationalisation?

A

Defining variables in a way that makes them measurable and replicable.

25
Example of operationalisation?
“Stress” measured as score on a standardised questionnaire.
26
Why is operationalisation important?
It increases reliability and objectivity, but overly simplistic measures may reduce validity.
27
What is a confounding variable?
An extraneous variable that systematically affects the DV, making it unclear whether the IV caused the effect.
28
Example of a confounding variable?
In a study on noise and stress, caffeine intake could influence stress levels.
29
Why are confounding variables problematic?
They reduce internal validity and make cause-and-effect conclusions unreliable.
30
What is an extraneous variable?
Any variable other than the IV that could affect the DV.
31
Example of an extraneous variable?
Room temperature in an experiment.
32
Difference between extraneous and confounding variables?
All confounding variables are extraneous, but not all extraneous variables become confounding — only those that actually influence results.