6990856
Description
Flashcards by Francesca Mary, updated more than 1 year ago
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Created by Francesca Mary
over 8 years ago
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| Question | Answer |
| What are the six types of validity? | Temporal General Internal External Ecological Mundane Realism |
| Define temporal validity. | Whether findings can be generalised to other historical time periods. |
| Define general validity. | Whether the test measures what it is supposed to measure. |
| Define internal validity. | Whether extraneous variables have been controlled and cause and effect can be established. |
| Define external validity. | Whether the findings can be generalised beyond the circumstances of the study. |
| Define ecological validity. | Whether findings can be generalised to other settings, beyond that of use in the study itself. |
| Define mundane realism validity. | Whether findings can be generalised to other tasks and experiences, beyond those in the study. |
| What is one way of assessing validity? Describe this. | Face validity. This involves the researcher examining the content of test or scale to see if it looks like it measures what it is supposed to measure. If it appears meaningful, it is assumed to be valid. |
| What is a second way of assessing validity? Describe this. | Concurrent validity. This can be used to assess the validity of a newly - designed test or scale. It involves comparing the new test to on that already exists and is valid. If the new test produces similar results, the is assumed to be valid. |
| What is the issue with questionnaires? How can you improve the validity of this? | The issues is socially desirable bias, when participants wish to appear in the best possible light and so don't answer truthfully. To fix this, you could assure respondents their answers will remain anonymous. |
| What is the issue with observations? How can we improve the validity of this? | The problem is observer bias, when what is observed and recorded is influenced by the researchers personal experiences. This can be improved by having multiple observers to observe the same people and use the average of their scores. |
| What is the issue with interviews? How can we improve the validity of this? | The issue is interviewer bias, which occurs when an interviewer ma emphasis certain words and communicate expectations to the interviewee, and unconsciously lead respondents to certain answers. This can be improved by sing a double blind test, where the interviewer and interviewee are both unaware of the aim's and hypothesis. |
| Name and briefy describe five problems with experiments. | Participant variables such as age or gender. Situational variables such as time of day and noise level. Demand characteristics. meaning participants change behaviour to 'fit' the experiment. Experimenter bias, when the research may record date so it supports their expectations. Order effects when participants in repeated measures designs improve as a result of doing the task twice in a row. |
| Suggest at least one improvement for each of the above. | Repeated design, random allocation or matched pairs design. Standardised procedures. Single blind procedure, independent of matched pair design. Double blind procedure. Counterbalancing (everyone does both conditions in a different order). |
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