Research methods

Experiments.

• Candidates should be able to:.
• describe the main features of each type of experiment:.
• laboratory.
• field.

This matters because experiments determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply experiments to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Experiments is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Self-reports.

• Candidates should be able to:.
• describe the main features of each type of self-report:.
• questionnaire, including technique (paper and pencil/online) and question format (open and closed questions).
• interview, including format (structured/unstructured/semi-structured), technique (telephone/face-to- face) and question format (open and closed questions).

This matters because self-reports determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply self-reports to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Self-reports is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Case studies.

• Candidates should be able to:.
• describe the case study method, including the main features: a single participant/unit; studied in detail.
• evaluate the use of case studies in psychological research.
• apply knowledge of case studies to a given novel research scenario.

This matters because case studies determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply case studies to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Case studies is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Observations.

• Candidates should be able to:.
• describe the main features of an observation (e.g. overt/covert, participant/non-participant, structured/unstructured, naturalistic/controlled).
• evaluate the use of observations in psychological research.
• apply knowledge of observations to a given novel research scenario.

This matters because observations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply observations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Observations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Correlations.

• Candidates should be able to:.
• describe correlations, positive and negative correlations and strength of correlations.
• identify and give operational definitions for co-variables (measured variables).
• evaluate the use of correlations in psychological research, including lack of causality.

This matters because correlations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply correlations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Correlations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Longitudinal studies.

• Candidates should be able to:.
• describe longitudinal studies, including experiments with longitudinal designs.
• evaluate the use of longitudinal studies, including experiments with longitudinal designs.
• apply knowledge of longitudinal studies, including experiments with longitudinal designs, to a given novel research scenario.

This matters because longitudinal studies determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply longitudinal studies to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Longitudinal studies is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.