1. Immediate activity No notes, no discussion, just go for it!
What do the following 5 words relate to in psychology? Contacted, bumped, hit, collided, smashed.
What research method was used in this study?
Give one limitation of the research method you have identified.
Push yourself further: Who carried out the study? What did they find out? How have people benefitted from their research?

2. The definitions of the main types of external and internal validity
What are the different types of validity in psychological research and why is validity so important?
The definitions of the main types of external and internal validity
How the different types of validity can be assessed and improved for a range of research methods
Application on concepts to existing research- evaluation skills which can be used across the specification and to hypothetical (stem) situations- exam technique

3. A fun practical to start us off Hypothesis: Academically motivated students will be more effective at the malteser moving task
The experiment rules:
you must first rate your academic motivation on the rating scale.
Not motivated Highly motivated
You need to collect as many maltesers as you can in 1 minute only using a straw.
You are not allowed to touch the maltesers with your body at any point. Once picked up your maltesers must be placed into your cup, again not using your hands
You must then count the maltesers and write down your score
Push yourself further: How could we fully operationalise this hypothesis?

4. A totally valid experiment, right?
Your job now is to explain why this experiment was utter rubbish (even if is was yummy!) in terms of validity.
Key term check: What do we actually mean by validity?
Validity is used to refer to the extent that something does what it claims to be doing, so any experimental measure should actually measure what it claims to do, and we should be able to generalise it to beyond just the research setting.

5. So back to the maltesers (yes you can eat some, hurray!)
Was it a valid experiment?
The rating scale- was this really a valid measurement of your academic motivation? Why?
How could we improve it and make it more valid? Could we use another way of measuring academic motivation?
Was moving maltesers a valid task when considering academic motivation?

6. Developing our knowledge & understanding of validity
So we have established that while it was tasty, the maltersers experiment was seriously lacking in validity. But we are going to need a more developed understanding of validity to please the examiners at the year 13 level, its not enough just to talk about validity in general terms, we need to show a more complex understanding.

7. Check your progress

8. A focus on temporal validity
What study is this ? Why is it described as a child of its time?
Perrin & Spencer repeated the study an one participant conformed in 363 trials

9. Triangulation, lie scales, control group,
Build
Improving validity How can the terms below improve validity? And for which methods?
Triangulation, lie scales, control group,
single-blind procedures, clear categories,
Double-blind procedures, covert observation

10. Applying your knowledge to a stem based question
Read the stem you have been given carefully and complete the exam question Do this independently please

11. Peer assess Read over your partners answer carefully Have they:
Made clear reference to the stem
Clearly explained how a specific type of validity is affected
Given advice on how to improve it

12. Dice roll without looking at your notes and cards..
1=face validity
2= concurrent validity
3= ecological validity
4= temporal validity
5= internal validity
6= external 3=

13. Homework