INTRODUCTION TO SCIENTIFIC PROCESSES

Written By Rebecca Sylvia

SPECIFICATION:

SCIENTIFIC PROCESSES

  • Aims: stating aims, the difference between aims and hypotheses.

  • Hypotheses: directional and non-directional.

  • Sampling: the difference between population and sample; sampling techniques including random, systematic, stratified, opportunity and volunteer; implications of sampling techniques, including bias and generalisation.

  • Pilot studies and the aims of piloting

    FOR THE THREE POINTS BELOW, PLEASE SEE RESEARCH METHODS

  • Experimental designs: repeated measures, independent groups, matched pairs.

  • Observational design: behavioural categories, event sampling, time sampling.

  • Questionnaire construction, including open and closed questions; design of interviews.

    FOR THE THREE POINTS BELOW, PLEASE SEE “CONTROL OF VARIA

  • Variables: manipulation and control of variables, including independent, dependent, extraneous, confounding; operationalisation of variables.

  • Control: random allocation and counterbalancing, randomisation and standardisation.

  • Demand characteristics and investigator effects.

  • Ethics, including the role of the British Psychological Society’s code of ethics; ethical issues in the design and conduct of psychological studies; dealing with ethical issues in research.

  • The role of peer review in the scientific process.

  • The implications of psychological research for the economy.

  • Reliability across all methods of investigation. Ways of assessing reliability: test-retest and inter-observer; improving reliability.

  • Types of validity across all methods of investigation: face validity, concurrent validity, ecological validity and temporal validity. Assessment of validity. Improving validity.

  • Features of science: objectivity and the empirical method; replicability and falsifiability; theory construction and hypothesis testing; paradigms and paradigm shifts.

  • Reporting psychological investigations. Sections of a scientific report: abstract, introduction, method, results, discussion and referencing.

Rebecca Sylvia

I am a Londoner with over 30 years of experience teaching psychology at A-Level, IB, and undergraduate levels. Throughout my career, I’ve taught in more than 40 establishments across the UK and internationally, including Spain, Lithuania, and Cyprus. My teaching has been consistently recognised for its high success rates, and I’ve also worked as a consultant in education, supporting institutions in delivering exceptional psychology programmes.

I’ve written various psychology materials and articles, focusing on making complex concepts accessible to students and educators. In addition to teaching, I’ve published peer-reviewed research in the field of eating disorders.

My career began after earning a degree in Psychology and a master’s in Cognitive Neuroscience. Over the years, I’ve combined my academic foundation with hands-on teaching and leadership roles, including serving as Head of Social Sciences.

Outside of my professional life, I have two children and enjoy a variety of interests, including skiing, hiking, playing backgammon, and podcasting. These pursuits keep me curious, active, and grounded—qualities I bring into my teaching and consultancy work. My personal and professional goals include inspiring curiosity about human behaviour, supporting educators, and helping students achieve their full potential.

https://psychstory.co.uk
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AIMS, HYPOTHESES AND HOW TO WRITE THEM