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You should stay within 10% of the word count (1500). HARVARD referencing (not MLA or other). Must include at least 5 relevant citations from the texts and chapters provided.
Discuss the role of observation in psychological research, drawing on examples from Chapters 3, 6 and 8, the book Investigating Psychology: key concepts | key studies | key approaches.

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Observation is a basic and the most commonly used method for gathering information. It enables scientists to explore the mutual relation of interaction between different things and phenomena. In psychological research, the role of observation is to help psychologists estimate different behaviours. There are many types of observations but it is suggested that direct observation accounts for more objective estimates about behaviours. Unlike many other available methods, direct observation takes into account deficiencies of human vigilance and memory (Wysocki, 2015, p. 1). In this paper, I shall discuss the role of direct observation in psychological research drawing on examples from chapters 3, 6, and 8 found in Investigating Psychology (Brace & Byford, 2012).
Naturalistic Observation
The role of naturalistic observation is to view and examine behaviours in environments where these behaviours usually occur. Naturalistic observation is thought to be the most accurate methodological approach for studying behaviour in psychological research (Wysocki, 2015, p. 2). This approach allows scientist to make the most precise measurements about behaviour across space, time, and people. Naturalistic observation does not give the flexibility to manipulate independent variables. However, it still allows researchers to have some control over the experimental conditions (Schultz & Schultz, 2015, p. 31). There are many natural environments where scientists can observe certain behaviours or interpersonal interactions such as classrooms, playgrounds, offices, etc. Conducting naturalistic observations is not always feasible and the varying characteristics of natural environments may interfere with behavioural assessments...

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