Practise AS research methodology by designing procedures, operationalising variables and applying methods, sampling, ethics, data and evaluation to unfamiliar scenarios.
Describe the following experimental designs, using any example(s):
- matched pairs design
- repeated measures design.
Repeated measures:
Same Ps in each level of IV / condition;
Risk of order effects / practice or fatigue effects;
As Ps see experimental situation more than once;
Also risk of recognising demand characteristics;
Order effects resolved by counterbalancing;
Where half Ps do conditions in order AB, others BA;
eg Dement & Kleitman 5/15 minutes;
Hölzel pre/post mindfulness course;
Perry personal space situations (CIDs) Ps did all of the different approaching objects (ball, stranger, friend, authority figure);
Perry different room configurations (of table/chair/plant);
Matched pairs:
Different Ps in each level of the IV;
similar individuals allocated one to each level of IV;
eg one twin in each group;
reducing effects of individual differences;
similarities relevant to study;
e.g. age / IQ / gender;
e.g. similar to Bandura aggression levels of children;
Ps matched into pairs =0 [REP]design.
6
1 mark per definition/point of detail, max 2 for each term/concept.
1 mark per example, max 2 for each term/concept. Examples can be any studies (core studies, other studies, candidate's own).
Max 4 if no e.g.s or if only one term/concept.
Only 1 example needed to access 6 marks.
A study has the hypothesis 'Four-year-old children make more language mistakes than eight-year-old children.'
State whether this hypothesis is a:
- directional hypothesis
- non-directional hypothesis
- null hypothesis.
directional hypothesis (definitive)
1
3(b)
Explain the reason for your choice in part (a).
It says which level of the IV will be better/higher;
(generic) It says which IV level, in this case older children, will be 'better';
(link)
As it states the causal effect of older age causing fewer mistakes;
(link)
2
Generic response = 1
Linked response =2
'Shows direction of results' =0= REP
Chyou is conducting a self-report about students' subject choices. Four of her questions are:
A Describe how much you like maths.
B How much do you enjoy studying science?
0= do not enjoy it at all, 5= enjoy it a lot.
C "I have always known what subjects I want to study."
To what extent do you agree with this statement?
strongly agree / agree / neither agree nor disagree / disagree / strongly disagree.
D Write about whether you would like to be a doctor.
Identify one closed question from A to D.
Identify one closed question from A to D.
1 mark for B or C (definitive)
1
Identify one open question from A to D.
Identify one open question from A to D.
1 mark for A or D (definitive)
1
Chyou has written two questions to investigate the process of students choosing their subjects.
E How old were you when you decided you did or did not like science?
F Describe how you felt when you made your final decision about subject choices.
State one strength of question E.
State one strength of question E.
Question E quantitative data so can be used to compare between participants / can be analysed statistically
1
Strength = 1 (generic or linked)
Note: a term alone is not an explanation.
State one strength of question F.
State one strength of question F .
Question F qualitative data so provides detail (of feelings)
1
Strength = 1 (generic or linked)
Note: a term alone is not an explanation.
Suggest two questions Chyou could ask to investigate factors affecting students' subject choices.
1
2
Explain how members of your family / teacher / hobbies / work experience affected your choice of subjects.
2 Do you think being an only child affected your subject choices?
2
1 mark per question about factor affecting subject choices x 2
Questions and be open, closed or one of each.
Closed questions must have choices. Open questions must generate genuine qualitative data (Describe, explain, tell me...).
A parrot rescue centre has some new parrots which need to learn to enter a cage. Their trainer is planning a procedure using operant conditioning to teach the parrots to enter the cage.
The success of the procedure can be measured by counting the number of days it takes each parrot to learn to enter the cage.
Suggest two practical problems with this measurement of success.
1
2
Suggest two practical problems with this measurement of success.
1:....
2:....
Learning in 1 minute, 1 hour or 1 day would all look the same;
(linked limitation)
So the data would be invalid (loss of discriminatory power);
(detail)
Parrots may all learn on first day;
(linked limitation) so ceiling effect;
(detail)
some parrots may go in then straight out;
(linked limitation) so not a useful measure for aim;
(detail)
parrots may focus for various lengths of time;
(linked limitation)
so not all parrots have same amount of training time;
(linked detail)
ethical limitations =0 [NAQ]
4
Limitation =1}[×2]
Either limitation or detail must be linked for 2 marks
Detail = 1\}
Individual differences between parrots =0= NAQ
For one of the problems you suggested in part (b)(i):
Suggest one way this problem could be solved.
Problem 1 or 2:
1 min =1 day / Ceiling effect:
Make interval shorter / avoids a ceiling effect / easier to distinguish between learning speed / bigger range of scores is possible;
(way) eg count hours;
(detail)
straight out again:
add time limit to 'enter cage';
(way)
e.g. and 'stay inside for 30 seconds';
(detail)
parrot focus:
only train in short bouts;
(way)
or stop when parrot isn't focussing;
(detail)
2
Way = 1
Detail = 1
The prompt (Problem: 1 or 2) should be used. If not clear, credit if possible
There are many members of staff at the rescue centre. The trainer cannot decide whether the parrots will learn better if the other staff are present or absent while the parrots are being trained.
Explain one reason why the parrots may learn better if the other staff are present during the parrots' training.
Better if present, if familiar with people;
(exp) They may be less afraid (by people);
(detail)
Better if present, people may make them feel secure;
(exp) So they pay attention more / are motivated more;
(detail) Better if present, as people motivate them;
(exp) eg audience effect/social facilitation/showing off;
(detail) social desirability / demand characteristics = 0
2
Explanation for staff presence =1
Detail =1
Explain one reason why the parrots may learn better if the other staff are absent during the parrots' training.
Better if absent, parrots need to focus to learn;
(exp)
Staff might distract them;
(detail)
2
Explanation for staff absence =1
Detail = 1