1. Next lesson: key terms test from attachment – revise key terms
Interactional synchrony
Reciprocity
Innate
Imprinting
Generalisability
Longitudinal study
Critical (sensitive) period
Monotropy
Internal working model
Social releasers
Classical conditioning
Operant conditioning
Positive reinforcement

2. Re-cap memory!

3. All sensory experience (unlimited)
Model
Capacity
Duration
Encoding
Sensory
register
All sensory experience (unlimited)
½ second
Modality specific
Short term memory
7 +/- 2 items
18-30 seconds
Mainly acoustic
Long term memory
Unlimited
Mainly semantic

4. Sort the cards into the research studies from the MSM

6. Back to research methods!
What do I need to know about observational research?
Types of observation & evaluation of each one
How to carry out an observational study

7. Card teaching task & working in groups to define the terms!

8. Work together to write a definition for each
Naturalistic
Controlled
Covert
Overt
Participant observation
Non-participant observation
Unstructured
Structured
Event sampling
Time sampling

9. Evaluating Observations
Internal Validity
Reliability
What type of observations might mean you are not really measuring what you intended?
What type of observations could we be more confident we are measuring what we intended? What could a researcher do to increase validity?
What type of observations will often be unreliable? Why?
We could increase reliability by having two or more observers, why would this improve reliability? What would they need to do?
Ecological validity
Demand characteristics
What type of observations will be high in E.V. ?
What type of observations will be in low E.V.?
Will partipants guess the aim of your observation & change their behaviour? Why is it more or less likely with this type?

10. Naturalistic
Controlled

11. Covert
Overt

12. Participant
Non-participant observation

13. Unstructured
Structured

14. Event sampling
Time sampling

16. Homework
Complete revision notes on topic areas from this term (list on sheet)
Complete three PEEL plans for three essays – one of these will be your timed assessment after christmas!

17. Attachment types: sort the cards

18. Moderate Stranger Anxiety
High Stranger Anxiety (sometimes responds to stranger a little)
Low Stranger Anxiety
Won’t explore
Will explore (not looking at attachment figure)
Will explore (looking to attachment figure as a base)
Moderate Separation anxiety
High Separation anxiety
No separation anxiety
When reunited: may go to caregiver and then reject them, will not be calmed down.
When reunited: responds enthusiastically to caregiver and is easily calmed.
When reunited: does not seek proximity to caregiver.
Mixed responsiveness, sometimes sensitive and sometimes not.
Unresponsive to baby’s needs (particularly crying)
Sensitive responsiveness from attachment figure

19. Application?
What did we say about changing insecure attachments?

20. Attachment terms test
10 minutes
Define each term

21. Check (tick for each one) and improve
Attachment An emotional bond between two people that endures overtime Interactional synchrony Caregiver and infant reflect or mirror the other - imitating Reciprocity Caregiver and infant communicate with each other and respond to each others signals, turn-taking: ‘dance between mother and baby’ Brazelton Innate In born Imprinting An innate tendency to form an attachment Generalisability The extent to which findings can be applied beyond the research setting Longitudinal study A study that takes place over a long period of time
Critical (sensitive) period
The time during which attachments must be formed e.g. 2 years
Monotropy
Bowlby’s view that a child forms a special relationship to one person
Internal working model
Mental representations of our attachment to our primary caregiver
Social releasers
A behaviour that brings about a care giving response e.g. crying, smiling
Classical conditioning
Learning by association
Operant conditioning
Learning by consequences
Positive reinforcement
A reward, something that increases the likelihood of a behaviour being repeated e.g. food

22. What type of observation is each scenario?
Naturalistic
or Controlled
Covert
or Overt
Participant observation
or Non-participant observation
Unstructured
or Structured
Event sampling
or Time sampling

23. Evaluating observation types

24. Ecologically Valid? Reliable? Ethical?
Unstructured
Structured
Participant
Non-participant observation

26. Homework Reminder
Complete revision notes on topic areas from this term (list on sheet)
Complete three PEEL plans for three essays – one of these will be your timed assessment after Christmas!

27. Evaluating observation types

28. Ecologically Valid? Reliable? Ethical?
Unstructured
Structured
Event sampling
Time sampling

29. Why use these techniques? Advantages/ disadvantages?
Event sampling
Time sampling

30. What do these mean? Why do we have these/this in observational research?
Behavioural categories: (also known as behavioural checklist)
A list of target behaviours which are precisely defined and made measurable/observable
Inter-rater (observer) reliability:
Two or more observers watch same behaviour/people and check their results afterwards for consistency. (minimum 80% consistency to be reliable)

31. Kahoot!

32. Design, conduct and analyse the data from an observation
Observing gender differences in social behaviour
2-3 people
Inter-rater reliability=
Be clear – who are you going to observe? How?
Be sure you are both going to do this in the same way.
Design a checklist of behavioural categories = maximum of six categories!
Behaviour
Boys
Girls

33. On the back: what type of observation did you do?
What did you find?
Total positive for girls
Total negative for girls
Total positive for boys
Total negative for boys
Draw a graph
On the back: what type of observation did you do?
Naturalistic/Controlled?
Covert/ Overt?
Participant observation/ Non-participant observation ?
Unstructured/ Structured?
Event sampling/ Time sampling?
Strengths and weaknesses of your observation?

34. Analysing your results
 Behaviour
Boys
Girls
Totals
 Behaviour
Boys
Girls
Totals
Behaviour
Boys
Girls
Totals
Draw a bar chart with appropriate labels
Title= with IV and DV clearly described
DV clearly described
On the back: what type of observation did you do?
Naturalistic/Controlled?
Covert/ Overt?
Participant observation/ Non-participant observation ?
Unstructured/ Structured?
Event sampling/ Time sampling?
Strengths and weaknesses of your observation?
label
label
label
label
label
label
IV clearly described

35. Lesson 3

36. Ecologically Valid? Reliable? Ethical?
Unstructured
Structured
Event sampling
Time sampling

37. Why use these techniques? Advantages/ disadvantages?
Event sampling
Time sampling