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
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
State the two main features of a case study.
1
2
State the two main features of a case study.
Single unit / person is studied = 1 (definitive)
In depth / detailed study = 1 (definitive).
Accept two points on one line
2
Longitudinal / over a long time =0
Aim to give therapy =0
Rare case =0
Lots of data =0
Explain why the study by Saavedra and Silverman (button phobia) was a case study, in relation to these two main features.
1
2
Just one boy (and his mum) = 1 (single unit)
History of his phobia;
(in depth)
Measurement of his phobia;
(in depth)
Monitoring change in his phobia;
(in depth)
2
Why single unit = 1
Why in depth = 1
Explain one way to improve validity in a case study.
Explain one way to improve validity in a case study.
Triangulation / use several different sources of data;
(way) to confirm that each data source support the same findings / interpretation;
(detail)
e.g., using interviews, with them and family, questionnaires, observations;
(any two)
Use pre-validated measures;
(way)
e.g., standardised tests of personality;
(detail) this would reduce researcher bias;
(detail)
Use several different methods to get in depth data;
(way) e.g., use observations and interviews;
(detail) as people might do things you can see that they would not say in interview;
(detail)
Use both qualitative and quantitative data;
(way) to balance depth and being able to compare / analyse / measure;
(detail)
e.g., to get opinions about what something feels like and measure it with a machine;
(detail)
Maintain distance between the researcher and P;
(way) to ensure objectivity;
(detail) because if they built a relationship the researcher might become biased;
(detail) Use standardisation / operationalisation (of data collected);
(way) to ensure objectivity / avoid bias;
(detail) e.g., if observing have categories with definitions;
(detail)
3
Way = 1
Detail = 2 (detail can include any example)