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2010 Assessment Resource - Internal
Level 1 Psychology
27254, Demonstrate understanding of the scientific method used in psychological
research
Credits: 4
Teacher guidelines:
The following guidelines are supplied to enable teachers to carry out valid and consistent
assessment using this internal assessment resource.
Context/setting:
In this activity students will demonstrate an understanding of the scientific method as
used in psychological research.
Psychological research may include a summary or extract of selected studies provided
by the teacher.
Conditions:
The assessment task will be done at school under teacher supervision. It should not be
taken home in either written or electronic form.
Before assessment begins, the students should understand the steps and research
methods of the scientific method. This should include reference to ethical
considerations.
Teacher will provide three selected studies from the field of psychology. These studies
must include a range of research methodologies. Students will be required to identify
the research method used in each study and summarise the scientific method as used in
psychology. Students will describe the steps in the scientific method using examples
from one study from the selected studies provided.
Summaries or extracts may be oral, visual and/ or written. Resources should be
appropriate to Level 6 of the New Zealand Curriculum (NZC), or have characteristics that
enable students to meet the expected level of understanding. Assessment of this
standard also provides opportunities for students to develop aspects of the key
competencies of the NZC.
Teachers should not provide detailed notes that ‘teach to the assessment’ as they
discuss the scientific method as used in psychological research. It is essential that, as
part of the assessment, students make their own descriptions independently.
Resource requirements:
Teachers will provide resources and/or opportunities to understand observation, survey,
interviews, experiment, correlation, case study methods as used in psychological
research.
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Teachers will provide relevant extracts or summaries of selected studies or directed
practical investigations. Extracts or summaries could be gathered from psychology
textbooks, popular works on psychology, journals, newspaper and magazine articles,
televisual broadcasts and documentaries, movies, podcasts, and websites. Directed
practical investigation may include in-class experiments or EOTC activities. If EOTC
activities are undertaken, teachers must follow Ministry of Education guidelines
http://eotc.tki.org.nz/.
Some possible studies:
The study groupings below are intended to provide teachers with guidance on support
materials and sufficient examples of data gathering methods to provide students with the
resources to achieve the standard.
It is not intended that the list of resources below is exhaustive. Teachers should select
resources that are relevant to their course outlines and student requirements.
The following groupings of research methods include examples assessment.
Research Method One: Observation
 Rosenhan (1973) Sane in insane places [Primary Study]
 Piliavin (1969) Good Samaritan on the New York Subway study.
Research Method Two: Survey
 Dunedin Multidisciplinary Study
 ASH Smoking Survey
Research Method Three: Interviews
 Tienari et al (1994) Finnish Adoption Studies
 Hodges and Tizard (1989) Social and family Relationships of Ex-institutional
Adolescents
Research Method Four: Experiment
 Bandura (1961) The Bobo Doll
 Asch (1955) Opinions and Social Pressure
 Middlemist, Matter & Knowles (1976) Personal Space Invasions In The Lavatory
Research Method Five: Correlation
 Quirkology
 Christchurch Health and Development Study
 Dunedin Multidisciplinary Study
 N.B. The Dunedin and Christchurch research projects above utilise a number of
research methods including correlation.
Research Method Six: Case Study
 Vincent Ward (2008) Rain of the Children (documentary film)
 Kitty Genovese
 Phineas Gage
 Clive Wearing
 Gardner and Gardner (1969), Washoe
© New Zealand Qualifications Authority 2011
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General Sources of Research Studies
 “Forty Studies That Changed Psychology”
 TED Talks www.ted.com
 Geoff Rolls, Classic Case Studies in Psychology, 2nd edition (2010), Hodder
Education
 Standard psychology textbooks.
Additional information:
Teaching and learning guidelines that inform psychology as it is taught in New Zealand
can be found at http://www.tki.org.nz/ncea/.
© New Zealand Qualifications Authority 2011
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27254, Demonstrate understanding of the scientific method used in psychological
research
Studies in behaviour using the scientific method
Credit: 4
Student Instructions Sheet
During your Psychology programme in class, your teacher will work with you on a variety
of psychological studies. You will do a wide range of activities in class which will help
you understand the ideas, concepts and applications used in psychological research.
From these studies three will be selected for the assessment activity.
Your responses should:
 include a description of the scientific method used in the provided research
 recognise research methods for the provided research.
For merit or excellence your responses may also include:
 a description of why the chosen research method was appropriate to the
understanding of the situation being studied
 a recognition of the strengths and/or weaknesses of the chosen method for
understanding human behaviour.
Your teacher may also give you opportunities to apply your understanding of the
scientific method through practical activities.
Summary of the Scientific Method used in psychology research
As part of your Psychology programme your teacher will work with you to source
reference texts or other materials to explore the use of the scientific method in
psychology.
Steps of the scientific method includes:
 Identifying the problem
 establishing hypothesis and/or aim
 choosing research method
 gathering data
 analysing of data
 stating conclusion(s)
 relating findings to original hypothesis or theory.
Research methods include:
 observation
 survey
 interviews
 experiment
 correlation
 case study.
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Sample Assessment
The studies chosen for this topic are:
Observation
 Rosenhan (1973) Sane in insane places [Primary Study]
 Piliavin (1969) Study of the ‘Good Samaritan’ on the New York Subway
Experiment
 Bandura (1961) The Bobo Doll
 Middlemist, Matter & Knowles (1976) Personal Space Invasions In The Lavatory
Case Study
 Phineas Gage
 Gardner and Gardner (1969) Washoe
These studies cover three different research methods. The assessment will be based
on three of the above studies, one from each method.
Assessment guide
For achieved
For merit
For excellence
The candidate must
demonstrate understanding
of the scientific method
used in psychological
research.
The candidate must
demonstrate detailed
understanding of the
scientific method used in
psychological research.
The candidate must
demonstrate in-depth
understanding of the
scientific method used in
psychological research.
You will be provided with three studies from the field of psychology involving a range of
research methods. You will be required to identify the research methods used in the
studies. You will describe the steps in the scientific method using examples from the
selected studies.
Sample Task One:
Your task is to summarise the scientific method used in psychology. Use all three
studies provided to give examples of the research methods used in psychological
studies.
Research method used
Study one
Study two
Study three
Sample Task Two
You will choose ONE of the three studies provided to complete the following table.
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Study Chosen
Step in Scientific Method
Problem investigated
Example from one of the three studies
Aim/hypothesis
Gathering data
Analysis of data
Conclusion
How do the findings
support the aim and/or
hypothesis
Sample Task Three
Describe why the research method suits the situation being studied.
Sample Task Four
1) Describe the contribution to psychological knowledge of your chosen study AND
2) Identify how the study could be improved e.g. outline the strengths and/or
weaknesses of the chosen method for understanding human behaviour.
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Assessment Schedule
Judgement Statement: Demonstrate understanding of the scientific method used in psychological research
Achievement
Demonstrate understanding:
Describe the scientific method and
recognise a range of research methods
for selected studies.
Achievement with Merit
Demonstrate detailed understanding:
Describe the appropriateness of the
research methods for a selected study.
Achievement with Excellence
Demonstrate in-depth understanding:
Recognise the strengths or limitations of the
research for a selected study.
 Student is able to give examples from
the selected studies
This will involve the student either:
This will involve the student either:
 Describing with reasons the choice of
research method in the selected
study.
 Describing the contribution of the study to
psychological knowledge
 Summarise the scientific method as
used in psychology by identifying data
gathering methods used in each study
And:
 e.g. experimental research having a
controlled environment which allows
the establishment of cause.
 Selecting one study the student is able
to identify the research steps followed, And:
including:
 Describing with reasons any possible
ethical issues, from a contemporary
 problem to be investigated
perspective, of the study.
 identify the stated data analysis
 e.g. the right of participants in
followed
Milgram to withdraw.
 identify the hypothesis and/or aim
 e.g. the influence of Milgram on our
understanding of obedience to authority.
And:
 Identifying how they would improve the study
or not
 e.g. improving the quality of the data
gathered; limiting ethical issues.
 identifying the stated conclusion(s).
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Evidence Statement Method 1 – Experiment: Bandura – Bobo Dolls
Achievement
Achievement with Merit
Achievement with Excellence
Experimental Method is identified as the
research method used.
This was a complicated design with
three independent variables. The
laboratory conditions allowed
measurements to be taken with respect
to the independent variables.
The experiment was significant in the
acceptance of Social Learning Theory which is
now widely accepted as a useful theory in
Psychology.
The aim was to demonstrate that if
children were passive witnesses to an
aggressive display by an adult they
would imitate the aggressive behaviour
There were four predictive hypotheses
made:
1. Subjects exposed to aggressive
models will replicate the aggressive
acts
2. the observation of non-aggressive
models will have a generalised
inhibitory effect on the subjects
following behaviour
3. subjects will imitate the behaviour of
a same sex model more than that of
an opposite sex model
4. boys will imitate aggressive behaviour
more than girls
The data was gathered through
laboratory experiment. The design had
three conditions; the group exposed to
the aggressive model, the group
exposed to a passive model and a
control group. These were further
[whether the model was aggressive or
passive, the gender of the child and the
gender of the model]
The laboratory setting allowed detailed
accumulation of data for each child for
data analysis.
The experimental process is the only
means by which cause and effect can
be established.
The experimental process allows
replication to check the findings. This
has happened with Bandura’s
experiment with similar findings.
The quantitative approach allows for
statistical analysis of data and
interpretation can be made with ‘levels
of confidence’ [Only the idea of
confidence applies at this level not the
detailed numeric application.]
Many complex behaviours are learnt through
observational learning allowing the child to
acquire novel responses in a large number of
settings, including those the parents may not
approve of.
The findings from this and similar studies have
been used in the argument that media violence
might be contributing to violence in society.
It can also seen to be an optimistic theory as
pro-social behaviour can be learnt in the same
way as more negative behaviour.
Improving the study:
The number of children in each group was small
which limits ‘confidence’, the study could be
improved with a larger sample overall and in
each subgroup.
The process of immediately judging observed
behaviour can be improved through the use of
video which allows potentially more informed
ratings of behaviour.
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subdivided by gender and further by the
gender of the model. There were 36
boys and 36 girls tested between the
ages 37 months and 69 months. There
were 24 subjects in each group.
Children were pre-assessed as to their
level of aggressive behaviour.
The experimental sequence was the
same for each child in the experimental
groups, the control group had no
modelling before their play time.
It can be argued that the experiment
was unethical, for example there
remains the problem of whether or not
the children suffered any long term
consequences as a result of the study.
Students may indicate how they would
improve ethical considerations, e.g. the
nature of the fully informed consent
including potential risks and follow up.
Students may indicate how they would improve
ethical considerations, e.g. the nature of the
fully informed consent including potential risks
and follow up.
There is concern about the ecological validity of
the experiment and there can be suggestions
around more realistic settings.
In the play time each child was observed
for 20 minutes at 5 second intervals
giving 240 observations.
Non modelled aggressive and
questionable aggressive behaviour was
also noted in the recording of results.
Statistical analysis of the quantitative
data was applied.
The findings supported Bandura’s Social
Learning Theory, that is children learn
social behaviour through the observation
watching the behaviour of another
person. In the study it was found that
aggressive male models were more
likely to be imitated than aggressive
female models. It was found boys were
more likely to follow the aggressive male
model.
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Evidence Statement Method 2 - Observation: Rosenhan - On being sane in insane places
Achievement
Achievement with Merit
Achievement with Excellence
Observation is recognised as the
research method used.
The results showed a significant
difference to a University study that
indicated patients were patients were
acknowledged and responded to. This
indicates that a formal study can create
demand characteristics. It allowed
objective observation from the patients’
point of view.
Rosenhan claimed that the study showed
psychiatrists cannot reliably tell the difference
between people who are sane and those who
are not. Rosenhan suggested that psychiatric
labels stick in a way medical labels do not.
Doctors and psychiatrists are more likely to
label a healthy person sick than a sick person
healthy.
It allowed ecological validity.
The study was undertaken when the DSM-11
was in place, there have been two revisions
since and it is less likely the same mistake.
The aim of the study was to investigate
whether psychiatrists can reliably tell the
difference between those who are sane
and those who are not.
The hypothesis was that psychiatrists
cannot tell the difference between the
sane and insane. The manipulation
[independent variable] is the symptoms
of the pseudo patients and the
dependant variable is the psychiatrist’s
admission and diagnostic label.
The data gathering involved participant
pseudo patients keeping written records
of how the ward as a whole operated as
well as how they were treated
personally. In four hospitals pseudo
patients observed the behaviour of staff
towards patients that illustrate the
experience of hospitalisation in a
psychiatric ward.
The initial stage of the study involved
eight sane people trying to gain
admission to 12 different hospitals in five
A range of hospitals was used new and
poor, private and federally funded
which allows for generalisation.
There has been a major upgrading of conditions
in psychiatric hospitals after this study, and a
Ethical considerations
focus on individual problems and means to
The hospital personnel were deceived – address them.
this is unethical.
Given the ethical considerations on deception
Pseudo-patients were told it was ‘up to would it be possible to carry out this study with
them to get themselves out’ All of the
contemporary ethical standards? Given the
pseudo-patients disliked the experience outcomes can it be argued the value of the
and wished to be discharged. It was
findings against the cost of deception?
reported the pseudo-patients appeared
nervous.
Consideration of “opt out” plans for pseudo
patients.
Considerations of post study follow up for
pseudo patients.
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different States in the US. There were
five men and three women. They
reported hearing voices, not their own.
Analysis of observations involved
frequency counts of behaviours e.g.
‘moves on with head averted” as well as
interval counts, e.g. time spent on ward
by nurses and psychiatrists/ registrars.
There was also the count of the number
of times it was un-noticed the times
medication was flushed down the toilet.
Findings showed that none of the
pseudo patients were detected by the
professionals at time of admission.
Their average stay was 19 days.
Patients 35/118 voiced their suspicions
as to the pseudo- patients’ insanity.
Findings included that of the experience
of depersonalisation and powerlessness
of the pseudo patients.
All of the pseudo-patients disliked the
experience and wished to be discharged
immediately.
None of the pseudo-patients were
detected and all but one admitted with a
diagnosis of schizophrenia and
discharged with ‘schizophrenia in
remission’.
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Pseudo patients normal behaviours were
often seen as symptoms of their
supposed illness.
© New Zealand Qualifications Authority 2011
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Evidence Statement Method 3 - Case Study: Gardner and Gardner - Washoe
Achievement
Achievement with Merit
Achievement with Excellence
Students identify this as a case study.
The case study approach allows for
evaluating a large amount of data.
The study showed that higher primates
demonstrated signs of language acquisition.
The enriched environment that Washoe existed
in may have facilitated the demonstration of
language acquisition. Another ape Kanzi learnt
language from Koko through observation. This
links to ideas that SLT may be part of language
acquisition in humans. Comparisons can be
made to theorists such as Chomsky.
Detailed records were kept for 32
months. Unlike most case studies
Washoe was not receiving help for a
problem but this was an attempt to
change the subject’s behaviour. The
independent variable can be thought to
be the training programme and the
dependant variable Washoe’s actual use
of signs.
The aim of the study was to demonstrate
that a chimpanzee does have the ability
to use language as opposed to
communicate.
[ Communication is the means of
transmitting information, Language is a
small number of signals that can be
combined to make meanings using rules
to make an exponential number of
messages]
Given the inability for chimpanzees to
vocalise the decision was to use ASL
given the chimpanzees’ manual dexterity
and the structural equivalence to spoken
English. ASL is also widely used by
deaf children in the US so would allow
It must be taken into account that a
large amount of training occurred to get
Washoe to the stage reached, including
conditioning. Given the complexity of
the variables and the richness of data
required in answering the research aim
a case study approach is valid.
The ethical considerations have to
include elements such as the
placement of a chimpanzee within the
experimental environment [assuming
humans are a positive element] and the
situation for Washoe after the ongoing
investigation.
Given the complex nature of case studies it is
difficult to suggest improvements other than
general terms. If replicated, how can ethical
demands be improved? How can modern
technology record what would have been
otherwise unobserved behaviour?
The alternative is to compare the findings of
case studies such as Washoe with naturalistic
studies such as that of Goodall.
Also the findings may be compared to the work
of Corballis as the use of gesture as the origins
of language.
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comparisons.
Data was analysed through thorough
record keeping. Records were kept
about the amount of signing behaviour
and the number of signs used. Multiple
observers were used to identify signing
as spontaneous and appropriate with
given criterion on acquisition.
The finding was that Washoe had at
least 30 signs that met the criteria
demonstrating displacement after 22
months as well as spontaneously
combining two signs.
The finding was that Washoe showed
some signs of “language” There was a
frequency of at least one appropriate
response per day for 15 days.
Washoe showed signs of manual
“babbling” in the early stages of the
project.
© New Zealand Qualifications Authority 2011