research methods in psychology flashcards

Research Methods In Psychology

Saul Mcleod, PhD

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Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

Research methods in psychology are systematic procedures used to observe, describe, predict, and explain behavior and mental processes. They include experiments, surveys, case studies, and naturalistic observations, ensuring data collection is objective and reliable to understand and explain psychological phenomena.

Hypotheses are statements about the prediction of the results, that can be verified or disproved by some investigation.

There are four types of hypotheses :

• Null Hypotheses (H0 ) – these predict that no difference will be found in the results between the conditions. Typically these are written ‘There will be no difference…’
• Alternative Hypotheses (Ha or H1) – these predict that there will be a significant difference in the results between the two conditions. This is also known as the experimental hypothesis.
• One-tailed (directional) hypotheses – these state the specific direction the researcher expects the results to move in, e.g. higher, lower, more, less. In a correlation study, the predicted direction of the correlation can be either positive or negative.
• Two-tailed (non-directional) hypotheses – these state that a difference will be found between the conditions of the independent variable but does not state the direction of a difference or relationship. Typically these are always written ‘There will be a difference ….’

All research has an alternative hypothesis (either a one-tailed or two-tailed) and a corresponding null hypothesis.

Once the research is conducted and results are found, psychologists must accept one hypothesis and reject the other. 

So, if a difference is found, the Psychologist would accept the alternative hypothesis and reject the null.  The opposite applies if no difference is found.

Sampling techniques

Sampling is the process of selecting a representative group from the population under study.

A sample is the participants you select from a target population (the group you are interested in) to make generalizations about.

Representative means the extent to which a sample mirrors a researcher’s target population and reflects its characteristics.

Generalisability means the extent to which their findings can be applied to the larger population of which their sample was a part.

• Volunteer sample : where participants pick themselves through newspaper adverts, noticeboards or online.
• Opportunity sampling : also known as convenience sampling , uses people who are available at the time the study is carried out and willing to take part. It is based on convenience.
• Random sampling : when every person in the target population has an equal chance of being selected. An example of random sampling would be picking names out of a hat.
• Systematic sampling : when a system is used to select participants. Picking every Nth person from all possible participants. N = the number of people in the research population / the number of people needed for the sample.
• Stratified sampling : when you identify the subgroups and select participants in proportion to their occurrences.
• Snowball sampling : when researchers find a few participants, and then ask them to find participants themselves and so on.
• Quota sampling : when researchers will be told to ensure the sample fits certain quotas, for example they might be told to find 90 participants, with 30 of them being unemployed.

Experiments always have an independent and dependent variable .

• The independent variable is the one the experimenter manipulates (the thing that changes between the conditions the participants are placed into). It is assumed to have a direct effect on the dependent variable.
• The dependent variable is the thing being measured, or the results of the experiment.

Operationalization of variables means making them measurable/quantifiable. We must use operationalization to ensure that variables are in a form that can be easily tested.

For instance, we can’t really measure ‘happiness’, but we can measure how many times a person smiles within a two-hour period. 

By operationalizing variables, we make it easy for someone else to replicate our research. Remember, this is important because we can check if our findings are reliable.

Extraneous variables are all variables which are not independent variable but could affect the results of the experiment.

It can be a natural characteristic of the participant, such as intelligence levels, gender, or age for example, or it could be a situational feature of the environment such as lighting or noise.

Demand characteristics are a type of extraneous variable that occurs if the participants work out the aims of the research study, they may begin to behave in a certain way.

For example, in Milgram’s research , critics argued that participants worked out that the shocks were not real and they administered them as they thought this was what was required of them. 

Extraneous variables must be controlled so that they do not affect (confound) the results.

Randomly allocating participants to their conditions or using a matched pairs experimental design can help to reduce participant variables. 

Situational variables are controlled by using standardized procedures, ensuring every participant in a given condition is treated in the same way

Experimental Design

Experimental design refers to how participants are allocated to each condition of the independent variable, such as a control or experimental group.

• Independent design ( between-groups design ): each participant is selected for only one group. With the independent design, the most common way of deciding which participants go into which group is by means of randomization. 
• Matched participants design : each participant is selected for only one group, but the participants in the two groups are matched for some relevant factor or factors (e.g. ability; sex; age).
• Repeated measures design ( within groups) : each participant appears in both groups, so that there are exactly the same participants in each group.
• The main problem with the repeated measures design is that there may well be order effects. Their experiences during the experiment may change the participants in various ways.
• They may perform better when they appear in the second group because they have gained useful information about the experiment or about the task. On the other hand, they may perform less well on the second occasion because of tiredness or boredom.
• Counterbalancing is the best way of preventing order effects from disrupting the findings of an experiment, and involves ensuring that each condition is equally likely to be used first and second by the participants.

If we wish to compare two groups with respect to a given independent variable, it is essential to make sure that the two groups do not differ in any other important way. 

Experimental Methods

All experimental methods involve an iv (independent variable) and dv (dependent variable)..

• Field experiments are conducted in the everyday (natural) environment of the participants. The experimenter still manipulates the IV, but in a real-life setting. It may be possible to control extraneous variables, though such control is more difficult than in a lab experiment.
• Natural experiments are when a naturally occurring IV is investigated that isn’t deliberately manipulated, it exists anyway. Participants are not randomly allocated, and the natural event may only occur rarely.

Case studies are in-depth investigations of a person, group, event, or community. It uses information from a range of sources, such as from the person concerned and also from their family and friends.

Many techniques may be used such as interviews, psychological tests, observations and experiments. Case studies are generally longitudinal: in other words, they follow the individual or group over an extended period of time. 

Case studies are widely used in psychology and among the best-known ones carried out were by Sigmund Freud . He conducted very detailed investigations into the private lives of his patients in an attempt to both understand and help them overcome their illnesses.

Case studies provide rich qualitative data and have high levels of ecological validity. However, it is difficult to generalize from individual cases as each one has unique characteristics.

Correlational Studies

Correlation means association; it is a measure of the extent to which two variables are related. One of the variables can be regarded as the predictor variable with the other one as the outcome variable.

Correlational studies typically involve obtaining two different measures from a group of participants, and then assessing the degree of association between the measures. 

The predictor variable can be seen as occurring before the outcome variable in some sense. It is called the predictor variable, because it forms the basis for predicting the value of the outcome variable.

Relationships between variables can be displayed on a graph or as a numerical score called a correlation coefficient.

• If an increase in one variable tends to be associated with an increase in the other, then this is known as a positive correlation .
• If an increase in one variable tends to be associated with a decrease in the other, then this is known as a negative correlation .
• A zero correlation occurs when there is no relationship between variables.

After looking at the scattergraph, if we want to be sure that a significant relationship does exist between the two variables, a statistical test of correlation can be conducted, such as Spearman’s rho.

The test will give us a score, called a correlation coefficient . This is a value between 0 and 1, and the closer to 1 the score is, the stronger the relationship between the variables. This value can be both positive e.g. 0.63, or negative -0.63.

A correlation between variables, however, does not automatically mean that the change in one variable is the cause of the change in the values of the other variable. A correlation only shows if there is a relationship between variables.

Correlation does not always prove causation, as a third variable may be involved. 

Interview Methods

Interviews are commonly divided into two types: structured and unstructured.

A fixed, predetermined set of questions is put to every participant in the same order and in the same way. 

Responses are recorded on a questionnaire, and the researcher presets the order and wording of questions, and sometimes the range of alternative answers.

The interviewer stays within their role and maintains social distance from the interviewee.

There are no set questions, and the participant can raise whatever topics he/she feels are relevant and ask them in their own way. Questions are posed about participants’ answers to the subject

Unstructured interviews are most useful in qualitative research to analyze attitudes and values.

Though they rarely provide a valid basis for generalization, their main advantage is that they enable the researcher to probe social actors’ subjective point of view. 

Questionnaire Method

Questionnaires can be thought of as a kind of written interview. They can be carried out face to face, by telephone, or post.

The choice of questions is important because of the need to avoid bias or ambiguity in the questions, ‘leading’ the respondent or causing offense.

• Open questions are designed to encourage a full, meaningful answer using the subject’s own knowledge and feelings. They provide insights into feelings, opinions, and understanding. Example: “How do you feel about that situation?”
• Closed questions can be answered with a simple “yes” or “no” or specific information, limiting the depth of response. They are useful for gathering specific facts or confirming details. Example: “Do you feel anxious in crowds?”

Its other practical advantages are that it is cheaper than face-to-face interviews and can be used to contact many respondents scattered over a wide area relatively quickly.

Observations

There are different types of observation methods :

• Covert observation is where the researcher doesn’t tell the participants they are being observed until after the study is complete. There could be ethical problems or deception and consent with this particular observation method.
• Overt observation is where a researcher tells the participants they are being observed and what they are being observed for.
• Controlled : behavior is observed under controlled laboratory conditions (e.g., Bandura’s Bobo doll study).
• Natural : Here, spontaneous behavior is recorded in a natural setting.
• Participant : Here, the observer has direct contact with the group of people they are observing. The researcher becomes a member of the group they are researching.  
• Non-participant (aka “fly on the wall): The researcher does not have direct contact with the people being observed. The observation of participants’ behavior is from a distance

Pilot Study

A pilot  study is a small scale preliminary study conducted in order to evaluate the feasibility of the key s teps in a future, full-scale project.

A pilot study is an initial run-through of the procedures to be used in an investigation; it involves selecting a few people and trying out the study on them. It is possible to save time, and in some cases, money, by identifying any flaws in the procedures designed by the researcher.

A pilot study can help the researcher spot any ambiguities (i.e. unusual things) or confusion in the information given to participants or problems with the task devised.

Sometimes the task is too hard, and the researcher may get a floor effect, because none of the participants can score at all or can complete the task – all performances are low.

The opposite effect is a ceiling effect, when the task is so easy that all achieve virtually full marks or top performances and are “hitting the ceiling”.

Research Design

In cross-sectional research , a researcher compares multiple segments of the population at the same time

Sometimes, we want to see how people change over time, as in studies of human development and lifespan. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time.

In cohort studies , the participants must share a common factor or characteristic such as age, demographic, or occupation. A cohort study is a type of longitudinal study in which researchers monitor and observe a chosen population over an extended period.

Triangulation means using more than one research method to improve the study’s validity.

Reliability

Reliability is a measure of consistency, if a particular measurement is repeated and the same result is obtained then it is described as being reliable.

• Test-retest reliability :  assessing the same person on two different occasions which shows the extent to which the test produces the same answers.
• Inter-observer reliability : the extent to which there is an agreement between two or more observers.

Meta-Analysis

A meta-analysis is a systematic review that involves identifying an aim and then searching for research studies that have addressed similar aims/hypotheses.

This is done by looking through various databases, and then decisions are made about what studies are to be included/excluded.

Strengths: Increases the conclusions’ validity as they’re based on a wider range.

Weaknesses: Research designs in studies can vary, so they are not truly comparable.

Peer Review

A researcher submits an article to a journal. The choice of the journal may be determined by the journal’s audience or prestige.

The journal selects two or more appropriate experts (psychologists working in a similar field) to peer review the article without payment. The peer reviewers assess: the methods and designs used, originality of the findings, the validity of the original research findings and its content, structure and language.

Feedback from the reviewer determines whether the article is accepted. The article may be: Accepted as it is, accepted with revisions, sent back to the author to revise and re-submit or rejected without the possibility of submission.

The editor makes the final decision whether to accept or reject the research report based on the reviewers comments/ recommendations.

Peer review is important because it prevent faulty data from entering the public domain, it provides a way of checking the validity of findings and the quality of the methodology and is used to assess the research rating of university departments.

Peer reviews may be an ideal, whereas in practice there are lots of problems. For example, it slows publication down and may prevent unusual, new work being published. Some reviewers might use it as an opportunity to prevent competing researchers from publishing work.

Some people doubt whether peer review can really prevent the publication of fraudulent research.

The advent of the internet means that a lot of research and academic comment is being published without official peer reviews than before, though systems are evolving on the internet where everyone really has a chance to offer their opinions and police the quality of research.

Types of Data

• Quantitative data is numerical data e.g. reaction time or number of mistakes. It represents how much or how long, how many there are of something. A tally of behavioral categories and closed questions in a questionnaire collect quantitative data.
• Qualitative data is virtually any type of information that can be observed and recorded that is not numerical in nature and can be in the form of written or verbal communication. Open questions in questionnaires and accounts from observational studies collect qualitative data.
• Primary data is first-hand data collected for the purpose of the investigation.
• Secondary data is information that has been collected by someone other than the person who is conducting the research e.g. taken from journals, books or articles.

Validity means how well a piece of research actually measures what it sets out to, or how well it reflects the reality it claims to represent.

Validity is whether the observed effect is genuine and represents what is actually out there in the world.

• Concurrent validity is the extent to which a psychological measure relates to an existing similar measure and obtains close results. For example, a new intelligence test compared to an established test.
• Face validity : does the test measure what it’s supposed to measure ‘on the face of it’. This is done by ‘eyeballing’ the measuring or by passing it to an expert to check.
• Ecological validit y is the extent to which findings from a research study can be generalized to other settings / real life.
• Temporal validity is the extent to which findings from a research study can be generalized to other historical times.

Features of Science

• Paradigm – A set of shared assumptions and agreed methods within a scientific discipline.
• Paradigm shift – The result of the scientific revolution: a significant change in the dominant unifying theory within a scientific discipline.
• Objectivity – When all sources of personal bias are minimised so not to distort or influence the research process.
• Empirical method – Scientific approaches that are based on the gathering of evidence through direct observation and experience.
• Replicability – The extent to which scientific procedures and findings can be repeated by other researchers.
• Falsifiability – The principle that a theory cannot be considered scientific unless it admits the possibility of being proved untrue.

Statistical Testing

A significant result is one where there is a low probability that chance factors were responsible for any observed difference, correlation, or association in the variables tested.

If our test is significant, we can reject our null hypothesis and accept our alternative hypothesis.

If our test is not significant, we can accept our null hypothesis and reject our alternative hypothesis. A null hypothesis is a statement of no effect.

In Psychology, we use p < 0.05 (as it strikes a balance between making a type I and II error) but p < 0.01 is used in tests that could cause harm like introducing a new drug.

A type I error is when the null hypothesis is rejected when it should have been accepted (happens when a lenient significance level is used, an error of optimism).

A type II error is when the null hypothesis is accepted when it should have been rejected (happens when a stringent significance level is used, an error of pessimism).

Ethical Issues

• Informed consent is when participants are able to make an informed judgment about whether to take part. It causes them to guess the aims of the study and change their behavior.
• To deal with it, we can gain presumptive consent or ask them to formally indicate their agreement to participate but it may invalidate the purpose of the study and it is not guaranteed that the participants would understand.
• Deception should only be used when it is approved by an ethics committee, as it involves deliberately misleading or withholding information. Participants should be fully debriefed after the study but debriefing can’t turn the clock back.
• All participants should be informed at the beginning that they have the right to withdraw if they ever feel distressed or uncomfortable.
• It causes bias as the ones that stayed are obedient and some may not withdraw as they may have been given incentives or feel like they’re spoiling the study. Researchers can offer the right to withdraw data after participation.
• Participants should all have protection from harm . The researcher should avoid risks greater than those experienced in everyday life and they should stop the study if any harm is suspected. However, the harm may not be apparent at the time of the study.
• Confidentiality concerns the communication of personal information. The researchers should not record any names but use numbers or false names though it may not be possible as it is sometimes possible to work out who the researchers were.

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Research Methods and Statistics in Psychology

Student resources, multiple choice questions.

Revise your knowledge with these multiple choice quiz questions.

Chapter 2: Research in Psychology: Objectives and Ideals

Chapter 3: Research Methods  

Chapter 4: Experimental Design

Chapter 5: Survey Design

Chapter 6: Descriptive Statistics

Chapter 7: Some Principles of Statistical Inference    

Chapter 8: Examining Differences between Means: The t -test

Chapter 9: Examining Relationships between Variables: Correlation    

Chapter 10: Comparing Two or More Means by Analysing Variances: ANOVA    

Chapter 11: Analysing Other Forms of Data: Chi-square and Distribution-free Tests

Chapter 12: Classical Qualitative Methods

Chapter 13: Contextual Qualitative Methods

Chapter 14: Research Ethics    

Chapter 15: Conclusion: Managing Uncertainty in Psychological Research

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Psychology is such a vast topic, not only in terms of what is investigated but also in terms of how it can be researched. Research methods in psychology are the discipline's core; without them, we can't ensure that researched topics follow a standardised scientific protocol, but we'll get into this later. 

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Research Methods in Psychology

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Psychology is such a vast topic, not only in terms of what is investigated but also in terms of how it can be researched. Research methods in psychology are the discipline's core; without them, we can't ensure that researched topics follow a standardised scientific protocol, but we'll get into this later.

• We will start by exploring the hypothesis scientific method.
• Then, we will delve into the types of research methods in psychology .
• After, we will look at the scientific process in psychology.
• Moving on, we will be comparing research methods in psychology.
• Finally, we will identify research methods in psychology examples.

Hypothesis Scientific Method

Before we get into the different research methods used in psychology, let's go over the aims and purposes of research.

A researcher's goal in psychology is to support or negate existing theories or propose new ones via empirical research.

Empiricism in research refers to testing and measuring something observable through our five senses.

In scientific research, to test a theory, it must first be organised and written in the form of an operationalised hypothesis.

An operationalised hypothesis is a predictive statement that lists the variables investigated, how they are measured and the expected outcome of the study.

Let's take a look at an example of a good operationalised hypothesis.

Clients diagnosed with a major depressive disorder who receive CBT are more likely to score lower on Beck's depressive inventory scale than patients diagnosed with a major depressive disorder who receive no intervention for their symptoms.

The investigation of providing supporting or disproving hypotheses/ theories is where research methods in psychology come in.

Types of Research Methods in Psychology

When it comes to research methods in psychology, they can be subdivided into two categories; qualitative and quantitative.

Qualitative research is when the data generated from using the research method is non-numerical and quantitative research is when the data is numerical.

Not only do the two categories differ in how data is collected but also in how it is analysed. For instance, qualitative research typically uses statistical analyses, whereas qualitative research commonly uses the content or thematic analysis.

Thematic analysis keeps the data qualitative, but content analysis transforms it into quantitative data.

Scientific Process: Psychology

Research in psychology must follow a standardised protocol to ensure the research is scientific. In essence, research should form a hypothesis based on existing theories, test them empirically and conclude if they support or negate the hypothesis. If the theory is disproved, then the research should be adapted, and the same steps described above should be repeated.

But why does research need to be scientific? Psychology tests important things, e.g. the effectiveness of interventions; if a researcher concludes it is effective when this is not the case, it can lead to severe consequences.

Quantitative and qualitative research differ in what makes research effective. For instance, quantitative research should be empirical, reliable, objective and valid. In contrast, qualitative research highlights the importance of transferability, credibility and confirmability.

Comparing Research Methods: Psychology

There are distinct approaches employed in psychological research under the two main categories. Let's discuss the five standard research methods used in psychology. These are the experimental methods, observational techniques, self-report techniques , correlational studies , and case studies.

Research Methods in Psychology: Experimental Methods

Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular variable is manipulated.

Experimental studies are quantitative research.

There are mainly four types of experiments in psychology:

• Laboratory experiments.
• Field experiments.
• Natural experiments.
• Quasi-experiments.

Each type of experiment has strengths and limitations.

The type of experiment depends on how participants are allocated into experimental conditions and whether or not the independent variable is naturally occurring or manipulated.

Research Methods in Psychology: Observational Techniques

Observational techniques are used when a researcher observes how people behave and act to learn more about their ideas, experiences, actions, and beliefs.

Observation studies are primarily categorised as qualitative . However, they may also be quantitative or both (mixed methods) .

The two main observation techniques are:

Participant observation.

Non-participant observation.

Observations can also be overt and covert (refers to whether the participant is aware they are being observed), naturalistic and controlled .

Research methods in Psychology: Self-Report Techniques

Self-report techniques refer to data collection approaches in which participants report information about themselves without interference from the experimenter. Ultimately, such methods require respondents to respond to pre-set questions.

Self-report techniques can provide researchers with quantitative and qualitative data, depending on the set-up of questions.

Self-report techniques can include:

Interviews.

Psychometric testing.

Questionnaires.

There are many established questionnaires in psychology; however, sometimes, these are not useful for precisely measuring what the researcher intends to measure. In that case, the researcher needs to construct a new questionnaire.

When constructing questionnaires, researchers need to ensure many things, e.g. the questions are logical and easy to understand. In addition, the questionnaire should have high internal reliability and validity; to ensure these questionnaires must be tested in a pilot study before being used in a full-scale experiment.

Research Methods in Psychology: Correlational Studies

Correlational Studies are a non-experimental quantitative research method. It is used to measure the strength and direction of two co-variables.

Correlations can be categorised as weak, moderate or strong and negative, no or positive correlations.

Positive correlations are where one variable increases the other also increases.

Umbrella sales increase as the rainy weather increases.

Negative correlations are where one variable increases and the other decreases.

Hot drink sales increase as the temperature decreases.

And no correlation is when there is no relationship between co-variables.

Research Methods in Psychology: Case Studies

Case studies belong to a qualitative research methodology. Case studies investigate persons, groups, communities, or events in-depth. They frequently employ a multi-methodological approach that includes participant interviews and observations.

A psychology case study typically gathers critical and influential biographical moments from a patient's past and salient details in the individual's daily life that may drive the development of particular behaviours or thinking.

A famous psychological case study is H.M. From his case study; we learned the effect of hippocampal damage on memory .

Research Methods in Psychology: Other Research Method Examples

Some other standard research methods in psychology are:

• Cross-cultural research compares the findings from countries that investigated similar concepts to identify cultural similarities and differences.
• Meta-analyses systematically consolidate the findings of multiple studies into a single result and are commonly used to identify the direction of the established research in a specific field. For instance, a meta-analysis can show whether current research suggests an effective intervention.
• Longitudinal research is a study conducted over an extended period, e.g. to investigate the long-term effects of something.
• Cross-sectional research is when researchers collect data from many people during a set time frame. The research method is typically used to measure the prevalence of illnesses.

Research Methods in Psychology Examples

Let's look at examples of psychology's five standard research methods that may be used to test hypotheses.

Research Methods in Psychology - Key takeaways

• The scientific method suggests that before using research methods in psychology, an operationalised hypothesis must be formulated.
• Some types of research methods in psychology are experimental, observational and self-report techniques, as well as correlational and case studies.
• When comparing research methods: psychology, the research methods can be categorised into two; qualitative and quantitative.
• Some research methods in psychology examples are using experimental methods to identify if people with a major depressive disorder who receive CBT will score lower on Beck's Depressive Inventory than those with a major depressive disorder who received no intervention.

Frequently Asked Questions about Research Methods in Psychology

--> what are the five research methods in psychology.

Some types of research methods in psychology are experimental, observational and self-report techniques, as well as correlational and case studies. 

--> What are research methods in psychology?

Research methods in psychology refer to the various methods of testing different theories and obtaining results.

--> What are the types of research methods in psychology?

When comparing research methods: psychology, the research methods can be categorised into two; qualitative and quantitative. 

--> Why are research methods important in psychology?

Research methods in psychology are important because psychology tests important things, e.g. the effectiveness of interventions; if a researcher concludes it is effective when this is not the case, it can lead to severe consequences. 

--> What approach does psychology research take? 

Inductive. theories/ hypotheses are proposed based on existing theories.

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Of the following examples, which one is operationalised?

Of the following example statements, which would be regarded as non-falsifiable?  

Of the following example statements, which would be regarded as falsifiable?  

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What is an experimental design?

Experimental design refers to how participants are assigned to the different conditions of an experiment. 

What are four examples of experimental designs?

The four experimental designs are independent measures, repeated measures, matched pairs and quasi-experimental designs.

What is an independent measures design?

Independent measures design   involves assigning   participants to only one of your experimental conditions.  

What is a repeated measures design?

Repeated measures design involves subjecting the same group of participants to all independent variable levels.

What is a matched-pairs design? 

Matched-pairs design   involves pairing participants based on specific characteristics that could be potential confounding variables. 

What is a quasi-experimental design?

The quasi-experimental design tests different participants at each level of the independent variable. It utilises naturally existing groups and investigates differences between them.

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GCSE Geography - AQA

Over 900 efficient flashcards to supplement official GSCE resources and other services.

GRE® Psychology

All the highest-yield concepts in the GRE Psych textbook, Kaplan, Princeton Review, Barron's & more.

GCSE Religious Studies - Edexcel Route B

Over 600 efficient flashcards to supplement official GSCE resources and other services.

GCSE Religious Studies - Eduqas Route B

Over 400 efficient flashcards to supplement official GSCE resources and other services.

GCSE Religious Studies - Edexcel Route A

AP® Psychology

Covering the official College Board test plan, Barron's, Kaplan & other AP psychology prep providers

GCSE Religious Studies - Eduqas Route A

Over 500 efficient flashcards to supplement official GSCE resources and other services.

Psychology 101

Master psychology concepts with this comprehensive collection of efficient web & mobile flashcards.

GCSE Psychology (AQA) 2024

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GCSE Psychology (AQA) 2022

MR R's GCSE PSYCHOLOGY (AQA)

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• GCSE Psychology

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GCSE Psychology (AQA) 2023 Edited

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Psychology GCSE Edexcel Flashcards

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GCSE AQA Psychology Paper 2

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GCSE Psychology AQA

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Psychology GCSE 2021

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Psychology perception gcse, by: lorna thompson, by: jessie temple, about gcse psychology on brainscape, what is psychology.

If you’re interested in people and why they behave the way they do, then studying GCSE psychology could be for you.

Psychology is the scientific study of the mind and human behaviour. Psychologists conduct experiments to observe how we behave under different circumstances. By doing so we can better understand what motivates and challenges us. We can go on to predict behaviour and that allows us to tackle a variety of problems.

For example, if I know that paying you 20% less means you’ll work just as hard, I might just do that - but if I know you’d produce 30% less work and steal from me - I might not be so inclined to cut your pay.

Psychologists work in all walks of life, they might try to better understand how soldiers react to stress in combat or what will make you buy the latest new track.  

Careers in Psychology  

Knowing a little about how people tick goes a long way and psychology skills are sought in all kinds of areas such as management, teaching, social work, business, and healthcare.

Psychology is a particularly useful element of study to cover if you aim to work in healthcare in particular nursing, physiotherapy, speech therapy, and occupational therapy.

If you continue to study psychology to degree level and beyond you could work in any of these sectors as a psychologist:

• Clinical and Counselling – treating people with mental health needs
• Child/Educational  - helping children with emotional and developmental issues
• Sports - helping athletes
• Forensic/criminal - using psychological techniques to identify and evaluate offenders
• Occupational – profiling job applicants and managing workplace morale

You can find out more about psychology by watching this video . Don’t forget to check out the

British Psychological Society who have some great information about careers in Psychology. You can also check out the online psychology mag Psychology Today .

Choosing to study GCSE Psychology

Choosing GCSEs and A-levels is a more difficult task than many think. GCSE psychology will not get you far in terms of entering the profession. However, if you’re interested in a career in psychology, later on, GCSE Psychology is a good place to start. Studying psychology at GCSE is going to give you a definite advantage over A-level psychology students that didn’t!

If you want to focus on psychology at Uni, wholly or in part, then team your psychology A-level with a complimentary subject that Unis like, such as English, history or maths. If you want to study psychology in a more scientific way at Uni then you need to look at teaming your psychology A-level with physics, chemistry, biology or maths.

You should also note that in the cases of a Psychology degree regardless of A-level grades a prerequisite of this degree is that students have a natural affinity to maths and sciences, therefore grade B’s in GCSE Maths and GCSE Science or equivalent is a must.

Learning GCSE Psychology  

Learning GCSE Psychology will give you a good grounding in scientific research methods and help you develop analytical and organizational skills. Understanding people better ought to help you improve your communication skills as well as teamwork and leadership skills.

When you learn GCSE psychology you’ll be learning scientific terminology, concepts, and theories. You’ll learn the basics of psychology such as personality, memory, and development, and you’ll learn how to present information in an analytical manner.

Use Brainscape as the perfect companion to studying GCSE Psychology. Brainscape helps you take in bite-sized pieces of information, laying strong foundations of key knowledge ready for you to use with confidence at exam time and beyond.

GCSE Psychology in Brainscape

Thousands of flashcards have been prepared for GCSE Psychology students by top experts and learners. It’s easy to pick up and choose the exact subject matter you’re studying whether it’s Social Influence, Obedience or Atypical Behaviour.

You can also make your own personal flashcards which is a proven effective learning method in itself.

If you’re finding Brainscape Psychology flashcards useful then why not make it part of your study guide for all your GCSEs? There is a range of flashcards available for most GCSE’s, browse flashcards from GCSE English , GCSE Geography , GCSE History , GCSE Spanish and many more.

Learn faster with Brainscape

Brainscape is uniquely powered by YOU making it the most powerful education engine on the market!

Using Brainscape flashcards to learn is not just more enjoyable than traditional learning from books but Brainscape is also proven to help you learn twice as fast, so what are you waiting for?

Here’s the science bit!

Thousands of studies have recorded the effectiveness of various learning methods and because Brainscape uniquely incorporates three methods, it quite simply is the most effective computer-aided learning tool available.

If you’ve tried other computer-aided learning tools then here’s how Brainscape is different. Whilst other systems use spaced repetition and active recall, Brainscape also uses metacognition in its Confidence-Based Repetition (CBR) system.

When you use Brainscape flashcards, after each card you’ll be asked to rate your understanding and how well you knew the answer, from 1-5. If you scored a “1” the algorithm will set the flashcard to repeat frequently. If you knew the answer well and scored a “5” the algorithm won’t repeat it very often and repeat the flashcards you need to learn.

This process is called metacognition and as you consider your own comprehension you further improve your memory trace. The system provides you with optimal learning with each flashcard presented to you at the most effective time for you to retain the information.

CBR also incorporates active recall so that you’re recalling information and strengthening your neural pathways as you learn not just mindlessly recognising information. The spaced repetition process that CBR also uses is a tried-and-tested method of effective memory retention.

Active Recall, Metacognition, and Spaced Repetition are key to successful learning and nothing on the market applies all these concepts as effectively as Brainscape.

Want to learn twice as fast? Read on.

How to get started

Now you know how Brainscape can boost your learning, what’s the best way to try it out?

Brainscape flashcards are free to try and keep on using. Dependent upon whether you are studying for the Edexcel GCSE or the AQA GCSE, there may be syllabus differences, so it’s important to study the right one.

Once you’ve chosen one of the correct decks just choose any subject you like, try out flashcards on Criminal Behaviour, Cognitive Development or Perception and start learning now.  

If you’d like to create your own learning library of flashcards to revise from then just click “make flashcards” at the top of the screen and get started now. It’s up to you if you share your cards with other learners or if you keep your study catalogue, private.  

Best of luck with your GCSE Psychology and all your future studies from the Brainscape team!

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