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physical or psychological harm."},{"text":"The preferences of researchers.","correct":false,"explanation":"Researchers’ personal preferences should not determine whether a study is ethically acceptable. The value of gaining knowledge must be balanced against the rights and welfare of participants."},{"text":"The speed of data collection.","correct":false,"explanation":"Efficient data collection is a practical concern rather than the central ethical trade-off. Researchers must balance the value of knowledge against participants’ rights."},{"text":"The demands of funding bodies.","correct":false,"explanation":"Funding bodies may impose requirements, but these are not what knowledge is ethically weighed against. The relevant balance concerns the rights and welfare of participants."}]},{"id":"d15483a2-c266-437c-aaf2-6da4c2289e11","cardType":"cloze","points":null,"front":"Ethical decisions move from a research aim, through safeguards, to a [ ].","back":"Ethical decisions move from a research aim, through safeguards, to a cost-benefit judgement.","mcqOptions":[{"text":"cost-benefit judgement","correct":true,"explanation":"After identifying the research aim and possible safeguards, researchers weigh the likely costs, such as harm or deception, against the expected benefits of the knowledge gained."},{"text":"risk-management plan","correct":false,"explanation":"Managing risks is one safeguard within ethical planning, not the final decision. The process culminates in a cost-benefit judgement weighing potential harm against the study’s value."},{"text":"participant briefing","correct":false,"explanation":"A participant briefing provides information about the research but does not conclude the ethical decision-making process. The final stage is a cost-benefit judgement."},{"text":"peer-review decision","correct":false,"explanation":"Peer review may assess a study’s quality or suitability, but the ethical sequence described ends by weighing likely costs against benefits in a cost-benefit judgement."}]},{"id":"0344d866-a5df-43e4-ab25-f25a35696bc1","cardType":"basic","points":1,"front":"Which BPS principle is mainly about informed consent, privacy, confidentiality and withdrawal?","back":"Respect.","mcqOptions":[{"text":"Respect.","correct":true,"explanation":"Respect protects participants’ autonomy and dignity, covering informed consent, privacy, confidentiality and the freedom to withdraw without penalty."},{"text":"Competence.","correct":false,"explanation":"Competence concerns whether researchers possess suitable knowledge, skills and training. Informed consent, privacy, confidentiality and withdrawal are primarily covered by Respect."},{"text":"Integrity.","correct":false,"explanation":"Integrity focuses on honesty, openness and accuracy in research conduct and reporting. Participants’ consent, privacy, confidentiality and withdrawal fall primarily under Respect."},{"text":"Responsibility.","correct":false,"explanation":"Responsibility concerns accountability and avoiding harm or misuse of psychology. The principle primarily protecting consent, privacy, confidentiality and withdrawal is Respect."}]},{"id":"82cfaa7b-cd24-4b03-a141-e999b91d539a","cardType":"basic","points":1,"front":"Which BPS principle requires researchers to have the training to run studies safely?","back":"Competence.","mcqOptions":[{"text":"Competence.","correct":true,"explanation":"Competence requires researchers to possess appropriate knowledge, skills, experience and training so that procedures are conducted safely and to a suitable professional standard."},{"text":"Respect.","correct":false,"explanation":"Respect protects participants’ autonomy, privacy and rights rather than assessing researchers’ professional ability. Appropriate training and skills are required by Competence."},{"text":"Integrity.","correct":false,"explanation":"Integrity requires honesty and openness in conducting and reporting research, not primarily suitable training. Researchers’ ability to conduct studies safely falls under Competence."},{"text":"Responsibility.","correct":false,"explanation":"Responsibility concerns accountability for professional actions and their consequences. The principle specifically requiring suitable knowledge, skills and training is Competence."}]},{"id":"9c9d2169-fef0-4320-b737-d316bba708f5","cardType":"basic","points":1,"front":"Which BPS principle requires honesty about results, risks and data?","back":"Integrity.","mcqOptions":[{"text":"Integrity.","correct":true,"explanation":"Integrity requires researchers to be honest, accurate and open when communicating findings, handling data and explaining relevant risks or limitations."},{"text":"Respect.","correct":false,"explanation":"Respect concerns participants’ autonomy, dignity, consent, privacy and right to withdraw. Honesty about findings, risks and data is specifically required by Integrity."},{"text":"Competence.","correct":false,"explanation":"Competence concerns having the training and skills needed to perform research safely. Honesty and accuracy in reporting results and handling data belong to Integrity."},{"text":"Responsibility.","correct":false,"explanation":"Responsibility emphasises accountability and consideration of research consequences. The principle most directly requiring truthful reporting of results, risks and data is Integrity."}]},{"id":"a0b6356a-5534-4162-863c-d9cae8c9f5e4","cardType":"basic","points":1,"front":"What information must informed consent give about leaving the study?","back":"Participants have the right to withdraw.","mcqOptions":[{"text":"Participants have the right to withdraw.","correct":true,"explanation":"Valid informed consent tells participants that participation is voluntary and that they may leave the study without being pressured or penalised for doing so."},{"text":"Participants have the obligation to complete.","correct":false,"explanation":"Treating consent as a commitment to finish ignores its continuing, voluntary nature. Participants must be told that they have the right to withdraw."},{"text":"Participants need the researcher’s permission to leave.","correct":false,"explanation":"Withdrawal must not depend on a researcher granting permission, as that could create pressure to remain. Participants have an independent right to withdraw."},{"text":"Participants have the right to leave only before starting.","correct":false,"explanation":"Consent remains voluntary throughout the procedure, not merely before it begins. Participants must be informed that they have the right to withdraw during the study."}]},{"id":"2bcba813-ce81-4a61-84f5-130dc43568f8","cardType":"cloze","points":null,"front":"[ ] involves asking similar people whether a procedure seems acceptable.","back":"Presumptive consent involves asking similar people whether a procedure seems acceptable.","mcqOptions":[{"text":"Presumptive consent","correct":true,"explanation":"Presumptive consent is obtained by asking people similar to the intended participants whether they would consider the proposed procedure acceptable."},{"text":"Informed consent","correct":false,"explanation":"Informed consent is given directly by the actual participants after receiving sufficient information. Asking a comparable group about acceptability is presumptive consent."},{"text":"Retrospective consent","correct":false,"explanation":"Retrospective consent is requested after participation, often following a deceptive procedure. Consulting similar people before conducting the research is presumptive consent."},{"text":"Proxy consent","correct":false,"explanation":"Proxy consent is provided by someone authorised to decide for a participant, such as a parent. Asking similar people to judge acceptability is presumptive consent."}]},{"id":"52cb8562-c22e-411f-b878-737e2189c71a","cardType":"basic","points":2,"front":"Why might full informed consent be difficult in an obedience study?","back":"Knowing the true aim may create demand characteristics.","mcqOptions":[{"text":"Knowing the true aim may create demand characteristics.","correct":true,"explanation":"If participants know an obedience study’s true purpose, they may infer the expected behaviour and alter their responses, producing demand characteristics."},{"text":"Knowing the true aim may create investigator effects.","correct":false,"explanation":"Investigator effects arise when a researcher’s expectations or behaviour influence participants. Revealing the true aim instead risks demand characteristics because participants may change their behaviour."},{"text":"Knowing the true aim may create order effects.","correct":false,"explanation":"Order effects result from completing multiple conditions in sequence, causing practice or fatigue. Awareness of the true aim instead risks creating demand characteristics."},{"text":"Knowing the true aim may create participant variables.","correct":false,"explanation":"Participant variables are pre-existing individual differences rather than effects caused by revealing an aim. Knowing the purpose may instead produce demand characteristics."}]},{"id":"e158b8f5-d4dc-463c-9561-6d321ce892ef","cardType":"basic","points":1,"front":"Is deception automatically banned in psychological research?","back":"No - it must be justified.","mcqOptions":[{"text":"No - it must be justified.","correct":true,"explanation":"Deception may be permitted when it is necessary for the research, properly justified, followed by a full debrief, and unlikely to expose participants to unacceptable harm."},{"text":"Yes - it is always prohibited.","correct":false,"explanation":"Treating deception as an absolute ban confuses ethical caution with prohibition. Deception can be used when it is justified, necessary and managed through safeguards such as debriefing."},{"text":"No - it must be approved by participants.","correct":false,"explanation":"Participants cannot knowingly approve deception about information deliberately withheld from them. Instead, researchers must justify its use and provide an appropriate debrief afterwards."},{"text":"No - it must produce useful findings.","correct":false,"explanation":"Potentially useful findings alone do not make deception ethical. Its use must be specifically justified, with the scientific value weighed against risks to participants."}]},{"id":"27141486-6906-477e-a3b7-5bbd679d8b08","cardType":"basic","points":1,"front":"What ethical issue is raised when participants cannot realistically leave a study?","back":"The right to withdraw is undermined.","mcqOptions":[{"text":"The right to withdraw is undermined.","correct":true,"explanation":"The right to withdraw requires participants to be free to leave at any time without pressure or penalty. Making departure unrealistic directly undermines that right."},{"text":"The right to privacy is undermined.","correct":false,"explanation":"Privacy concerns intrusion into a person’s personal space or behaviour, not their ability to leave. An inability to exit undermines the right to withdraw."},{"text":"The right to confidentiality is undermined.","correct":false,"explanation":"Confidentiality concerns whether identifiable participant data are protected from disclosure. Being unable to leave instead undermines the participant’s right to withdraw."},{"text":"The need for informed consent is undermined.","correct":false,"explanation":"Informed consent concerns agreeing to participate with adequate information. Even after valid consent, participants must remain able to leave, so the right to withdraw is undermined."}]},{"id":"8c965279-b878-4273-aa3e-5c5768e0fe5e","cardType":"cloze","points":null,"front":"Protection from harm means participants should face no more risk than they would in [ ].","back":"Protection from harm means participants should face no more risk than they would in everyday life.","mcqOptions":[{"text":"everyday life","correct":true,"explanation":"Protection from harm uses everyday life as the benchmark: research should not expose participants to greater physical or psychological risk than they would normally encounter."},{"text":"a clinical setting","correct":false,"explanation":"Clinical settings may involve unusually high risks and are not the ethical benchmark. Participants should face no more risk than they would encounter in everyday life."},{"text":"their chosen occupation","correct":false,"explanation":"Occupations differ greatly in their level of risk, so a participant’s job is not a consistent standard. The appropriate comparison is risk in everyday life."},{"text":"similar experiments","correct":false,"explanation":"Other experiments might themselves involve excessive or unethical risks, making them an unsuitable benchmark. Protection from harm compares research risk with ordinary everyday life."}]},{"id":"6032133a-6d24-473b-bcad-8d357f01a05e","cardType":"basic","points":3,"front":"How does confidentiality differ from privacy?","back":"

Confidentiality: identifiable data are not shared.
Privacy: people are not intrusively observed.

","mcqOptions":[{"text":"

Confidentiality: identifiable data are not shared.
Privacy: people are not intrusively observed.

","correct":true,"explanation":"Confidentiality protects identifiable information after it is collected, whereas privacy protects people from unwanted intrusion into their personal space, circumstances or behaviour."},{"text":"

Confidentiality: people are not intrusively observed.
Privacy: identifiable data are not shared.

","correct":false,"explanation":"This reverses the two concepts. Confidentiality protects identifiable data from disclosure, while privacy concerns avoiding intrusive observation or access to personal behaviour."},{"text":"

Confidentiality: participants agree to take part.
Privacy: personal data are stored securely.

","correct":false,"explanation":"Agreement to participate is informed consent, while secure data handling concerns confidentiality. Privacy specifically protects people from intrusive observation or access to personal matters."},{"text":"

Confidentiality: researchers avoid causing distress.
Privacy: participants may leave at any time.

","correct":false,"explanation":"Avoiding distress concerns protection from harm, and leaving concerns the right to withdraw. Confidentiality protects identifiable data, while privacy prevents intrusive observation."}]},{"id":"2263901c-747e-4fc2-90f4-71a3f85fecfb","cardType":"basic","points":2,"front":"What should a debrief do after deception?","back":"

Reveal the true aims.
Check wellbeing and remind rights.

","mcqOptions":[{"text":"

Reveal the true aims.
Check wellbeing and remind rights.

","correct":true,"explanation":"After deception, researchers should explain the study’s genuine purpose, assess whether participants experienced distress, answer questions, and remind them of rights such as withdrawing their data."},{"text":"

Confirm the original cover story.
Collect consent for future studies.

","correct":false,"explanation":"Continuing the cover story prolongs the deception, while future consent does not address the completed study. A debrief should reveal the true aims and check wellbeing and rights."},{"text":"

Reveal the true aims.
Prevent participants withdrawing their data.

","correct":false,"explanation":"Revealing the aims is appropriate, but blocking data withdrawal violates participant rights. Researchers should instead check wellbeing and remind participants that withdrawal remains available."},{"text":"

Explain only the procedure.
Check whether the hypothesis was guessed.

","correct":false,"explanation":"A procedural explanation and manipulation check are not a sufficient ethical debrief. Researchers must reveal the true aims, assess wellbeing and remind participants of their rights."}]},{"id":"eb2b8514-2da8-479c-9c81-ada2b3399066","cardType":"cloze","points":null,"front":"A debrief can reduce ethical problems, but it does not [ ].","back":"A debrief can reduce ethical problems, but it does not erase them.","mcqOptions":[{"text":"erase them","correct":true,"explanation":"A debrief may explain deception, reduce distress and restore understanding, but it cannot undo the fact that an ethical issue or harmful experience occurred."},{"text":"justify their use","correct":false,"explanation":"Debriefing does not itself justify earlier ethical problems; justification must exist before the study proceeds. It can reduce their effects, but it cannot erase them."},{"text":"make consent unnecessary","correct":false,"explanation":"A later debrief is not a substitute for obtaining valid consent wherever possible. It may reduce ethical concerns after participation, but it does not erase them."},{"text":"remove all harm","correct":false,"explanation":"Debriefing may identify and reduce distress, but it cannot guarantee that every harmful effect disappears. More broadly, it reduces ethical problems without erasing them."}]},{"id":"fc55f8ef-8f96-4308-85a5-2d5dbb348ff1","cardType":"basic","points":1,"front":"What does a rights-based ethical position prioritise?","back":"Participant rights over useful findings.","mcqOptions":[{"text":"Participant rights over useful findings.","correct":true,"explanation":"A rights-based position treats fundamental participant rights, such as consent, withdrawal and protection from harm, as more important than the usefulness of research outcomes."},{"text":"Scientific value over individual welfare.","correct":false,"explanation":"Prioritising scientific value over individual welfare reflects a cost-benefit or consequentialist approach. A rights-based position gives participant rights priority over useful findings."},{"text":"Researcher freedom over participant choice.","correct":false,"explanation":"A rights-based approach limits researcher freedom when it conflicts with autonomy or welfare. It prioritises participant rights, including informed choice, over useful findings."},{"text":"Majority benefit over individual rights.","correct":false,"explanation":"Prioritising benefits for the majority is a utilitarian position and may permit individual rights to be overridden. Rights-based ethics gives participant rights priority."}]},{"id":"20e54a14-20cc-43b6-b1ce-205a881a9f62","cardType":"basic","points":1,"front":"What does cost-benefit analysis weigh?","back":"Participant costs against scientific or social value.","mcqOptions":[{"text":"Participant costs against scientific or social value.","correct":true,"explanation":"Cost-benefit analysis compares possible participant burdens, such as distress, deception or loss of privacy, with the study’s potential scientific knowledge or wider social benefits."},{"text":"Financial costs against the research budget.","correct":false,"explanation":"This describes financial planning rather than ethical cost-benefit analysis. Ethical analysis weighs costs or risks to participants against the research’s scientific or social value."},{"text":"Researcher workload against publication prospects.","correct":false,"explanation":"Researcher effort and publication potential concern career or practical considerations, not the central ethical comparison. Cost-benefit analysis weighs participant costs against scientific or social value."},{"text":"Methodological weaknesses against statistical significance.","correct":false,"explanation":"This compares aspects of research quality rather than ethical consequences. Ethical cost-benefit analysis balances the burdens placed on participants against potential scientific or social value."}]},{"id":"44951251-1576-4759-b1fb-6fc908dd1b72","cardType":"cloze","points":null,"front":"Modern psychology usually takes a [ ] position on ethics.","back":"Modern psychology usually takes a regulated compromise position on ethics.","mcqOptions":[{"text":"regulated compromise","correct":true,"explanation":"Modern psychology generally recognises that research can produce valuable knowledge while requiring safeguards. Ethical review, informed consent, debriefing and protection from harm create a regulated compromise between research aims and participant welfare."},{"text":"unregulated compromise","correct":false,"explanation":"Ethical safeguards mean psychology does not accept an entirely unregulated approach. Modern research balances useful investigation with participant protection through formal rules, review and procedures such as consent and debriefing."},{"text":"strict prohibition","correct":false,"explanation":"A strict prohibition would prevent much psychological research, but modern psychology permits research when risks are controlled. Its position is therefore a regulated compromise rather than an absolute ban."},{"text":"permissive acceptance","correct":false,"explanation":"A permissive acceptance would imply that research value justifies ethical risks without adequate safeguards. Modern psychology instead requires regulation to protect participants while allowing worthwhile studies."}]},{"id":"136cd338-0c5c-4d05-8776-0beb450d5c2f","cardType":"basic","points":1,"front":"What major deception did Milgram’s participants believe?","back":"They believed they were giving real electric shocks.","mcqOptions":[{"text":"They believed they were giving real electric shocks.","correct":true,"explanation":"Milgram’s participants were deceived into thinking the shock generator delivered genuine electric shocks to the learner. The apparent shocks made the obedience situation seem real and increased the study’s ethical concerns."},{"text":"They believed they were giving recorded electric shocks.","correct":false,"explanation":"The shocks were not presented as merely recorded effects. Participants believed they were administering genuine electrical punishment, which made the deception and potential distress more serious."},{"text":"They believed they were giving mild electric shocks.","correct":false,"explanation":"Participants were not led to believe the shocks were harmlessly mild. They were told the generator delivered real shocks whose increasing severity appeared capable of causing serious pain."},{"text":"They believed they were giving simulated electric shocks.","correct":false,"explanation":"The shock generator was simulated, but participants were deceived into believing it was genuine. Calling the shocks simulated describes the reality, not what participants believed."}]},{"id":"7ce9ef55-d631-464e-ad62-5e33d941e684","cardType":"basic","points":1,"front":"Which Milgram feature arguably undermined withdrawal?","back":"Verbal prods, e.g. “You have no other choice”.","mcqOptions":[{"text":"Verbal prods, e.g. “You have no other choice”.","correct":true,"explanation":"Milgram’s verbal prods pressured participants to continue, especially the statement that they had no other choice. This could undermine their perceived right to withdraw from the study."},{"text":"Shock-generator labels, e.g. “You have no other choice”.","correct":false,"explanation":"Voltage labels communicated apparent shock intensity but did not directly tell participants they could not stop. The feature that most clearly undermined withdrawal was the experimenter’s verbal prodding."},{"text":"Laboratory equipment, e.g. “You have no other choice”.","correct":false,"explanation":"The laboratory setting could increase the study’s authority, but it did not itself instruct participants to continue. Milgram’s verbal prods were the direct pressure affecting withdrawal."},{"text":"Pr prerecorded responses, e.g. “You have no other choice”.","correct":false,"explanation":"The learner’s prerecorded responses contributed to deception and distress, but they did not explicitly remove the option to stop. The withdrawal concern centred on the experimenter’s verbal prods."}]},{"id":"7dc995cc-c437-4829-9e18-1101521611fd","cardType":"basic","points":2,"front":"Why is Bocchiaro et al. seen as more ethically regulated than Milgram?","back":"It used approval, careful debriefing and reduced distress.","mcqOptions":[{"text":"It used approval, careful debriefing and reduced distress.","correct":true,"explanation":"Bocchiaro et al. obtained ethical approval, used careful debriefing and reduced participants’ distress compared with Milgram. These safeguards made the procedure more ethically regulated while still studying obedience."},{"text":"It used approval, minimal debriefing and increased distress.","correct":false,"explanation":"The study’s ethical regulation involved careful debriefing rather than minimal debriefing, and safeguards aimed to reduce distress rather than increase it. These changes distinguish it from Milgram’s procedure."},{"text":"It used no approval, careful debriefing and reduced distress.","correct":false,"explanation":"Bocchiaro et al. required ethical approval and took steps to reduce distress. Claiming there was no approval reverses an important safeguard used to regulate the research."},{"text":"It used approval, misleading debriefing and increased distress.","correct":false,"explanation":"The study’s safeguards included careful debriefing, not misleading debriefing, and were intended to reduce distress. This option reverses both the quality of debriefing and its ethical effect."}]},{"id":"0293b43a-a68d-4245-a295-dab4b9bcdefd","cardType":"basic","points":1,"front":"What ethical issue is raised by Bandura’s Bobo doll study?","back":"It may have encouraged children’s aggression.","mcqOptions":[{"text":"It may have encouraged children’s aggression.","correct":true,"explanation":"Bandura’s children observed and imitated aggressive behaviour towards the Bobo doll. This raises the ethical concern that the study may have encouraged aggression or reinforced aggressive actions."},{"text":"It may have reduced children’s aggression.","correct":false,"explanation":"The study demonstrated that children could imitate aggression, so it cannot be concluded that the procedure reduced aggression. The ethical concern was the possible encouragement of aggressive behaviour."},{"text":"It may have prevented children’s aggression.","correct":false,"explanation":"Bandura’s procedure involved exposure to aggressive models, so it did not guarantee protection from aggressive learning. The concern was that observing the models could encourage aggression."},{"text":"It may have eliminated children’s aggression.","correct":false,"explanation":"The study was designed to examine observational learning, not to eliminate it. Its ethical concern arose because aggressive modelling might promote, rather than remove, aggressive behaviour."}]},{"id":"7d0911ad-0384-490b-8696-5c7adc0c7fb5","cardType":"basic","points":2,"front":"Why are children treated as a vulnerable group in ethics?","back":"They may need extra protection and may not understand consent.","mcqOptions":[{"text":"They may need extra protection and may not understand consent.","correct":true,"explanation":"Children are considered vulnerable because they may have limited understanding of research and consent. Researchers may therefore need additional safeguards, including age-appropriate explanations and parental or guardian consent."},{"text":"They may need less protection and may not understand consent.","correct":false,"explanation":"Children’s vulnerability means they may need more safeguards, not less. Their developing understanding can make informed consent harder, so researchers must provide extra protection rather than reduced protection."},{"text":"They may need extra freedom and may not understand consent.","correct":false,"explanation":"Children may not fully understand consent, but this does not mean they need unrestricted participation. Their vulnerability requires extra protection and appropriate ethical oversight."},{"text":"They may need no protection and may not understand consent.","correct":false,"explanation":"Children’s limited understanding of consent is precisely why safeguards are needed. Ethical research does not assume they require no protection; it treats them as a vulnerable group."}]},{"id":"329b5c05-2d79-4ff9-a2e9-8dbb51c825a8","cardType":"basic","points":2,"front":"Why is Loftus and Palmer often judged more ethically acceptable than Milgram?","back":"Likely harm was low and findings were useful.","mcqOptions":[{"text":"Likely harm was low and findings were useful.","correct":true,"explanation":"Loftus and Palmer involved relatively low levels of harm and produced useful findings about memory and leading questions. Its lower risk and scientific value make it more ethically acceptable than Milgram."},{"text":"Likely harm was high and findings were useful.","correct":false,"explanation":"Loftus and Palmer was generally considered low risk, not high risk, while its findings were useful. Confusing memory research with Milgram’s distressing shock procedure creates this error."},{"text":"Likely harm was low and findings were not useful.","correct":false,"explanation":"The findings were useful for understanding how leading questions affect memory, although harm was likely low. This option incorrectly dismisses the study’s scientific value."},{"text":"Likely harm was high and findings were not useful.","correct":false,"explanation":"Both parts reverse the usual ethical comparison: Loftus and Palmer was low in likely harm and generated useful findings, unlike this description of high harm and limited value."}]},{"id":"39ac755a-035f-4c06-a247-abe25e37c3fe","cardType":"cloze","points":null,"front":"Under integrity, statistics must be used honestly, not to make [ ] look stronger.","back":"Under integrity, statistics must be used honestly, not to make weak evidence look stronger.","mcqOptions":[{"text":"weak evidence","correct":true,"explanation":"Integrity requires researchers to report and interpret statistics honestly. Weak evidence must not be selectively analysed or presented in a way that makes it appear stronger than it really is."},{"text":"strong evidence","correct":false,"explanation":"Making strong evidence look stronger is not the specific integrity problem described, because the evidence is already strong. The concern is exaggerating the apparent strength of weak evidence."},{"text":"weak conclusions","correct":false,"explanation":"Statistics can make conclusions appear stronger, but the blank refers to the evidence being misrepresented. Integrity requires that weak evidence is not presented as more convincing than it is."},{"text":"biased evidence","correct":false,"explanation":"Bias may affect statistical reporting, but this phrase does not identify the evidence whose apparent strength is being exaggerated. The correct term is weak evidence."}]},{"id":"78d23216-df31-494c-b618-186d7f5bb01b","cardType":"basic","points":2,"front":"How does socially sensitive research differ from ethical considerations?","back":"It focuses on wider consequences after publication.","mcqOptions":[{"text":"It focuses on wider consequences after publication.","correct":true,"explanation":"Socially sensitive research considers how published findings may affect wider social groups, public attitudes or policy, extending beyond the immediate treatment of participants during the study."},{"text":"It focuses on protecting individual research participants.","correct":false,"explanation":"Protecting the individual participants who take part is the focus of standard ethical considerations. Socially sensitive research instead examines wider consequences for groups and society after findings are published."},{"text":"It focuses on gaining consent before participation.","correct":false,"explanation":"Obtaining informed consent is a standard ethical requirement governing how participants are treated. Socially sensitive research concerns the broader social consequences that findings may have after publication."},{"text":"It focuses on preventing harm during participation.","correct":false,"explanation":"Preventing immediate psychological or physical harm is part of researchers’ ethical responsibility towards participants. Socially sensitive research focuses instead on wider consequences arising after findings are published."}]}]}],"examCountdown":{"examDate":"2027-05-10","paperLabel":"Paper 1"},"heading":"Ethical considerations","title":"Ethical considerations Flashcards","topbar":{"backHref":"/as-level/psychology/ocr/flashcards"},"topicSidebar":"$L38"}]}],"topicId":"eb4bfc54-2993-5eda-ba8b-7c3e1bc36890","walled":"$L39"}],"$L3a","$L3b"]