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92 Cards in this Set
- Front
- Back
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What comprises the mass media? |
tv newspapers social media |
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what type of things do mass media researchers investigate? |
target audience to focus onm # audience mass media effects from basic theory to radio/tv formats |
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an attempt to discover somethign |
research |
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4 phases of mass media development |
1- the medium itself 2- uses and users of the medium 3- effects of the medium 4- how the medium can be improved |
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4 social forces that effected mass media research |
1. world war 1 2. advertisers realized research data are useful in developing ways to persuade potential customers 3. the increasing interest in the effects of the media on the public, especially children 4. increased competition among the media for advertising dollars |
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Theory also known as the magic bullet or the sponge theory. suggests that meida shoot messages at us, everyone behaves the same way when shot with a message |
the hyperdermic needle theory |
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4 methods of knowing |
Tenacity, Intuition, Authority, and science |
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method saying something is true because it has always been true; nothing changes |
tenacity |
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a piori approach, something is true because it is self-evident and stands to reason |
method of intuition |
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promotes a belief in something because of a trusted source |
method of authority |
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approached learning in a small series of steps; truth is based on a series of objective analysis |
scientific method |
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characteristics of the scientific method |
1. scientific research is public 2. science is objective- ruling out judgement by researchers 3. scientific method is empirical- researchers are interested in a world that is knowledgeable and measurable |
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2 kinds of definition in science |
1. constitutive- defines a word by substituting other words or concepts for it 2. Operational definitions- specifies procedures that allow one to experience or measure and concept |
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operational definitions are not always ____ |
valid |
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although an operational definition assures______ it doesnt assure ________ |
precision, validity |
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a set of related propositions that presents a systematic view of phenomena by specifying relationshipd among concepts |
theory |
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science is ______ and _________ |
systematic and cumulative |
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science is concerned with relating the present to the future, this means it is |
predicitive |
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research procedures |
quantitative- large samples are used to allow results to be generalized to the population
qualitative- smaller samples are used with an emphasis on in-depth research |
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sectors of research |
private research- usually applied research used for decision making
public research- always public, often goes at a slower pace, may focus on theories |
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improper _____ can ruin a study |
measurement |
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2 basic kinds of variables |
dependent- presumed to depend on the independent variables
independent- systematically varied by the researcher |
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2 other categories of variables |
discrete- includes a finite set of variables, cant be divided ex-sex, cant be half a gender
continuous- can take on any value, including fractions ex-height |
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levels of measurement |
nominal ordinal internal ratio |
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numerals or other symbols are used to classify, people, objects or characterists weakest form of measurement |
nominal |
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ALL NOMINAL DATA MUST BE ________ snd ________ |
mutually exclusive-categories must not overlap
and exhaustive-categories must encompass all possibilities |
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this data ranked along some dimension such as smallest to largest ex- football teams, military ranks, race car winners |
ordinal |
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when a scale has all the properties of an ordinal scale and the intervals between adjacent points on the scale are of equal value -lacks a TRUE ZERO ex- temperature |
interval data |
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has all the properties of interval data and also has a true zero point
ex- kelvin scale thermometer time distance
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ratio data
(driving 50 mph is twice as fast as a car 25 mph) |
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causes of internal validity |
history maturation testing instrumentation statistical regression sample selection experimental mortality demand characteristics experimenter bias evaluation apprehension causal time order diffusion of imitation of treatments compensation compensatory rivalry demoralization |
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events during a study make affect the subjects attitudes, opinions, or behavior |
history |
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subjects biological and psychological characteristics, change during a study |
maturation |
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there may be a difference because of mastery of the test- this may happen during a single test or over several tests |
testing |
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also known as instrument decay, equipment may wear out information gatherers may become inconsistent |
instrumentation |
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subjects who achieve really high or really low scores on a test..tend to regress to the sample or population mean during future tests |
statistical regression |
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this occurs when subjects drop out of study overtime |
experimental mortality |
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becasue many studies use 2 or more sample groups |
sample selection |
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subjects reactions to experimental conditions, subjects may try to help the research by producing "good" data subjects may represent themselves as being better than they actually are |
demand characteristics |
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questions are used to verify subjects responses |
cross validating |
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bias can enter through mistakes in observation, data recording, mathematical computations and interpretations |
experimenter bias |
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to show cause and effect of variables |
causal time order |
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when a study is done to different groups at different times, information may be leaked |
diffusion of imitation of treatments |
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sometimes individuals in a control group work hard because they are deprived of something |
compensation |
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subjects who know they are in a control group may compete harder
and control group subjects may lose interest because they are not in the experimental group |
compensatory rivalry
demoralization |
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states that a person should not increase beyond what is necessary the number of entities required to explain anything or make more assumptions than the minimum needed |
ockhams razor |
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consulting available literature to learn what has been done, how it was donw and what results where found |
lit review |
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before attemepting any project, researchers should ask: |
what type of research has been done in the area? what has been found in previous studies? what suggestions have other researcher said? what has not been investigated? what research methods were used? |
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questions to ask to determine top relevence |
is the topic too broad? cam the problem really be investigated? can the data be analyzed? is the problem significant? can the results of the study be generalized? what costs and time are involved in the analysis? is the planned approach appropriate to the project? is there any potential harm to the subjects? |
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also called parsimony principle-simplest research approach is always the best |
occams razor |
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something that varies |
variable |
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educated guess, formal statement regarding the relationship between variable and is rested dircetly |
hypothesis |
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asks if the study really investigates the proposed research question |
internal validity |
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variables other than those in the hypothesis are called _______ |
extraneous variables |
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if an extraneous variable effects the experiment it is called a ______ |
confounding variables |
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an incorrect explanation of results is known as an _____ |
artifact |
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how well the results of a study can be generalized, across populations, settings and times |
external validity |
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the external validity of a study can be severely affected by the interaction in an analysis of variables such as: |
subject selection, instrumentation, experimental conditions |
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cook and cambells suggestions: |
1. use random samples 2. use heterogeneous samples and replicate the study several times 3. select a sample that is representative of the group to which the results will be generalized 4. conduct research over a long period of time
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repeating the study (one study by itself provides only indications of what might exist) |
replication |
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problems that replication studies produce: |
1. design specific results 2. sample specific results 3. method specific results |
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Lykken, Kelly, chase, and Tucker- 4 types of replication |
Literal Operational instrumental constructive |
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involves the exact duplication of the previous analysis- involves the sampling procedures, experimental conditions, measuring techniques, ad methods of data analysis |
Literal Replication |
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attempts to replicate only the sampling and experimental procedures of a previous analysis |
operational replication |
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attempts to duplicate the dependent measures used in a previous study and to vary the experimental conditions of the original study |
instrumental |
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tests the validity of methods used previously by deliberately not imitating the earlier study |
constructive replication |
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field suppliers usually specialize in: |
conducting telephone interviews, mall intercepts, one on one interviews, & in recruiting respondents |
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how easy it is to find a qualified respondent for a study |
incidence |
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the % of contracts reached of all contacts made |
gross incidence |
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# of respondents who actually participate in a study |
net incidence |
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4 types of scales |
guttman, thurstone, likert, sematic differential |
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equal interval appearaning scales, typically used to measure attitude |
thurstone |
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also called scologram analysis items are ranged along a continuum so that each successive item is more extreme |
guttman scale |
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probably most commonly used scales in mass com, (very interesting, somewhat int, mutual, not interesting) also called summated rating approach |
Likert Scale |
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it is used to measure the meaning an item has to an individual -bipolar adjectives are used |
semantic differential scale |
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a test is ______ if it is consistently gives the same results |
reliable |
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when scores on odd #'s correlate with even #'s, this is called ________ |
split-half reliability |
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Assesses the relative correlation between 2 tests measuring the same concept -the difficulty is that it is difficult to develop 2 parallel rating forms |
cross-test reliability |
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when 2 or more coders judge the same content used in content analysis |
intercoder relaibilty |
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checking a measurement against future outcome using measuring to predict and seeing if it was correct |
predictive validity |
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the study of gambling provided researchers with an understanding of _____ and _______ |
randomness and probability |
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sampling: subjects are selected on a specific characteristic ex. advertisers might study users of a certain product |
purposive sampling |
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sampling: when the sample is different than the population |
sampling error |
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2 basic types of sampling |
probability- selected at random non-probability- dont follow laws of probability |
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diff types of non-probability samples |
1. available sample- uses readily accessible subjects 2. volunteer samples |
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probability sampling uses __________ techniques which assure random selection. |
systematic sampling techniques |
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when samples are taken from sub samples to get representations. ex. sampling from diff age groups |
stratified sample |
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_____ sampling is taking samples from smaller groups for ease of use |
cluster |
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sampling in which the original participants refer others whom are also questioned, also called referrals |
snowball sampling |
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sample size determine: |
1. methods used: qualitative studies use fewer subjects, focus groups use 6- 12 people, in-depth interviews use 12 or more 2. researchers often use 50 or 75 per cell 3. cost and time considerations 4. multivariate studies 5. Large samples used for panel studies (done over time) central location testing, focus groups, and per-reumitment testing 6. use info available in public sources 7. generally a large sample is better byt a large, unrepresentative sample is not goof |
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the sum of a large # of independent and identically distributed random variables has a normal distribution -the distribution of values makes up the normal curve, also called the BELL CURVE |
central limit theorem |
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means a sample is statistically weighted to make up for unequal population percentage |
weighting or sample balancing |
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8 general guidelines to surveys |
1. make questions clear 2. keep questions short-should not be more than 2 sentences 3.remember the purpose of the research-vital questions only 4. don't ask double barrel questions (complex questions) 5. avoid biased words or terms 6. avoid loaded questions-suggests a correct answer 7. Don't use questions that ask for highly detailed info 8.. Avoid embarrassing questions |
