Week 4

Non-Experimental Methods
30 September, 2015
04.01 Non-Experimental Methods: Qualitative Research

Read pp. 30-37 from Section 1.4: Non-Experimental Methods:

Qualitative Research of the Course Companion eText.
https://webcontent.pamojaeducation.com/Content/sso/coursecompanion/psychology-eText/course%20companion/030037_IBCC_PSYCHOL_1.4.pdf

combine different research methods in a study in order to collect richer data

triangulation
natural setting: qualitative
a hypothesis is a claim often derived from theorythat is tested against
empirical evidence so that it can be either accepted or rejected. This is called a
deductive approach.
inductive approach. The researcher does not normally define variables in
advance because they think that these are more likely to express the
researchers ideas than the participants. Instead, they first gather the data and
then see what these could mean.
subjective element
assumption of objectivity in the research process
interpret and analyse the data
interview schedule
interviewer effects
researchers will also keep in mind that people often adjust their responses to
what they think is appropriate for the interviewer. This is called participant bias.
social desirability bias.
structured interview
unstructured interview
semi-structured interview
naturalistic observations
researcher bias
inter-observer reliability that is, to make sure that what they observed actually
happened
non-participant observation, where he or she is not part of the group.
change their behaviour when they are observedthis is called reactivity.
covert observation, where the participants do not know that they are being
observed, in order to ensure that the participants behave in natural ways
overt observation, the participants know that the observer is a researcher.

http://www.youtube.com/watch?v=1xeHh5DnCIw&list=SP85708E6EA236E3DB

How to Get the Most Out of Studying: Part 3 of 5,

"Cognitive Principles for Optimizing Learning"
04.02 Comparing and Contrasting Experimental and Non-Experimental Methods
https://www.mindmeister.com/589674665

04.03 Conducting Non-Experimental Research

prejudice in the classroom

Identify the steps involved in carrying out interviews on the topic

Your post should discuss how you would use the interview method to investigate the
topic you have selected. You must refer to the following terms in your post:
o interview schedule
o interview effects
o participant bias
o social desirability bias

Be concise, aim to write no more than 250 words.

If I were to conduct non-experimental research on prejudice in the classroom, I would first create
a hypothesis, then create a case study using different methods of data collection. My main
methods would most likely be covert observation, so neither the teacher nor children would be
aware that I was observing them. This would eliminate reactivity, social desirability bias, and
participant bias because the participants wouldnt be able to act or say what they know I would
want to hear if they didnt realize what I was there to observe. Next, I would carry out interviews. I
would follow a semi-structured interview in order to collect sufficient data. The interview schedule
would be outlined with set questions and there would be a focus topic, but seems more like a
casual conversation. Therefore, the participants would be more open to talk about prejudice and
not feel like they have to say something because it is the most socially acceptable thing to say, or
social desirability, which is something to look out for, especially when discussing a topic as
sensitive as prejudice in the classroom. This would limit the participant bias as well. The interview
effects, however, will be not be as easily avoidable because everyone will talk about their own
sex, age, and ethnicity when talking about prejudice. I would try my best to get participant
variability to get a wide range of students and teachers sex and race.
Your post is very well written. Nice job including all four terms, interview schedule, interview
effects, participant bias, and social desirability bias. I believe we were thinking in a very similar
way and both of our non-experimental method designs would be very similar.

Explain ethical issues related to interviews, observations and case studies.

Critical Thinking Activity

Access your Course Companion etext and review pp. 34 - 35 from Section 1.4.
Complete the Be a critical thinker questions you find on p. 35.
o You need to make direct references to the text in your answers. You
should aim to write one paragraph on each. Use the following file name:

<Your name>: Be a Critical Thinker: Ethics and Participant Observation.

Be concise and aim to write 250 words.

Thinking Critically in
Psychology
June 8, 2014 by Stuart Cipinko

What does it mean to think critically in Psychology? One approach to answering this
question is to identify what is not by focusing on a common misunderstanding that
appears often in student efforts to exercise this faculty.
Critical thinking is not only the identification of possible ethical concerns
The key to effective critical thinking in Psychology is to remember that every study
and every theory rests on three grounds: philosophical, methodological, and ethical
the asking of the right questions is more important than the correct answers.
Explain ethical issues related to interviews, observations and case studies.

Be a critical thinker
1 Discuss ethical issues in Rosenhans participant observation.
2 Was the use of covert observation justified?

The aim was to show that psychiatric diagnosis was not based on an objective set of symptoms,
but instead was related to the stereotypes of medical staff about what a mental disorder should
look like, and if the behaviour of a patient matched such stereotypes.

Natalie Cassello: Be a Critical Thinker: Ethics and Participant Observation.

Rosenhans experiment had multiple ethical issues referring to participant observation. First of all,
only eight of the participants had informed consent. All of the staff at the hospital also should have
agreed to take part in the experiment. However, it relied on deception. It was necessary that they
werent aware they were participants, let alone the exact aim of the experiment. Some may argue
that slight deception was used because no stress was brought upon them, other than having to
diagnose and care for extra patients, which was their job. In the end, the study was debriefed, so
the only issue would be continuing without consent. Because there was no agreement, the
participants were not given the opportunity to withdraw. However, this experiment didnt cause
their stress levels to rise above normal. All of the information collected about the participants was
kept confidential. No physical or mental harm was brought upon any participant, other than the
researchers fake mental illness. Thus, I believe the use of covert observation was justified in the
Rosenhan's experiment. The doctors would have shown reactivity, social desirability bias, and
participant bias if they were aware of the observation and this study would not have been
successful. The ethical lines for this observational study are very blurred and it proves to be a
very debatable issue. The overall findings of this experiment show the hypothesis to be correct,

that diagnosis isnt reliable and psychiatrists determine diagnoses with preconceptions about
mental illness based on symptoms.

04.05 Student Study Guide Wikis: Research Methodology

http://study.com/academy/lesson/non-experimental-and-experimental-researchdifferences-advantages-disadvantages.html
http://www.psychmet.com/id13.html