Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
170 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
treatment |
the experimental set up
|
|
|
|
random assignment
|
the procedure by which subjects are assigned ensures that each subject has an equal chance of being in either group
|
|
|
|
test of statistical significance
|
test to see if the results of an experiment could have occurred by chance
|
|
|
|
matching
|
an attempt to eliminate prior differences between groups by pairing subjects on characteristics that logically seem to be related to the experimental outcome
|
|
|
|
internal validity
|
when it is confident that a change in the independent variable caused a change in the dependent variable
|
|
|
|
external validity
|
a question of generalizability, or what the experimental results mean outside of the particular context of the experiment
|
|
|
|
replication
|
best strategy for increasing the generalizability of theories and hypotheses, repeating the experiment
|
|
|
|
manipulation check
|
asking the subjects, either directly or by means of a written instrument, what they felt or thought during or immediately after the experimental manipulation to see if the manipulation of the independent variable was experienced
|
|
|
|
debriefing
|
closing session in which the experimenter discusses what has taken place with the subject
|
|
|
|
pretesting
|
rehearsals of the experiment to provide an opportunity to train the experimenters and see the effects
|
|
|
|
experimental realism
|
how real the experiment seems to the test subjects
|
|
|
|
mundane realism
|
how much an experiment feels like everyday experiences
|
|
|
|
reactive measurement effects
|
responses that are due to subjects' awareness of being studied
|
|
|
|
demand characteristics
|
cues in an experimental situation that communicate to subjects what is expected and what the experimenter hopes to find
|
|
|
|
evaluation apprehension
|
anxiety about being evaluated
|
|
|
|
experimenter's expectations
|
effects due to unintentional communication to subjects about the expectations of the experiment
|
|
|
|
double-blind technique
|
prevents the experimenter from knowing which condition a subject is in
|
|
|
|
field experiments
|
studies that meet all the requirements of a true experiment but are conducted in a natural setting
|
|
|
|
history
|
threat to internal validity, events in the subjects' environment other than the manipulated independent variable, that occur during the course of the experiment and that may affect the outcome
|
|
|
|
maturation
|
threat to internal validity, any psychological or physical changes taking place within subjects that occur with the passing of time regardless of the experimental manipulation
|
|
|
|
testing
|
threat to internal validity, changes in what is being measured that are brought about by reactions to the process of measurement
|
|
|
|
instrumentation
|
threat to internal validity, unwanted changes in characteristics of the measuring instrument or in the measurement procedure
|
|
|
|
statistical regression
|
threat to internal validity, the tendency for extreme scorers on a test to move closer to the mean or average score on a second administration of the test
|
|
|
|
selection
|
threat to internal validity, present whenever there are systematic differences in the composition of the control and experimental groups
|
|
|
|
attrition
|
threat of internal validity, loss of subjects in an experiment
|
|
|
|
differential attrition
|
threat to internal validity, when the conditions of an experiment have different dropout rates
|
|
|
|
one shot case study
|
pre experimental design, some treatment is administered to a group, after which the group is observed or tested to determine the treatment effect (X O)
|
|
|
|
one group pretest posttest design
|
pre experimental design, observing or measuring a group of subjects (the pretest), introducing a treatment (the independent variable), and observing the subjects again (the posttest). (O1 X O2)
|
|
|
|
static group comparison
|
pre experimental design, provides a set of data with which to compare the posttreatment scores (X O1
|
|
|
|
treatment
|
the experimental set up
|
|
|
|
random assignment
|
the procedure by which subjects are assigned ensures that each subject has an equal chance of being in either group
|
|
|
|
test of statistical significance
|
test to see if the results of an experiment could have occurred by chance
|
|
|
|
matching
|
an attempt to eliminate prior differences between groups by pairing subjects on characteristics that logically seem to be related to the experimental outcome
|
|
|
|
internal validity
|
when it is confident that a change in the independent variable caused a change in the dependent variable
|
|
|
|
external validity
|
a question of generalizability, or what the experimental results mean outside of the particular context of the experiment
|
|
|
|
replication
|
best strategy for increasing the generalizability of theories and hypotheses, repeating the experiment
|
|
|
|
manipulation check
|
asking the subjects, either directly or by means of a written instrument, what they felt or thought during or immediately after the experimental manipulation to see if the manipulation of the independent variable was experienced
|
|
|
|
debriefing
|
closing session in which the experimenter discusses what has taken place with the subject
|
|
|
|
pretesting
|
rehearsals of the experiment to provide an opportunity to train the experimenters and see the effects
|
|
|
|
experimental realism
|
how real the experiment seems to the test subjects
|
|
|
|
mundane realism
|
how much an experiment feels like everyday experiences
|
|
|
|
reactive measurement effects
|
responses that are due to subjects' awareness of being studied
|
|
|
|
demand characteristics
|
cues in an experimental situation that communicate to subjects what is expected and what the experimenter hopes to find
|
|
|
|
evaluation apprehension
|
anxiety about being evaluated
|
|
|
|
experimenter's expectations
|
effects due to unintentional communication to subjects about the expectations of the experiment
|
|
|
|
double-blind technique
|
prevents the experimenter from knowing which condition a subject is in
|
|
|
|
field experiments
|
studies that meet all the requirements of a true experiment but are conducted in a natural setting
|
|
|
|
history
|
threat to internal validity, events in the subjects' environment other than the manipulated independent variable, that occur during the course of the experiment and that may affect the outcome
|
|
|
|
maturation
|
threat to internal validity, any psychological or physical changes taking place within subjects that occur with the passing of time regardless of the experimental manipulation
|
|
|
|
testing
|
threat to internal validity, changes in what is being measured that are brought about by reactions to the process of measurement
|
|
|
|
instrumentation
|
threat to internal validity, unwanted changes in characteristics of the measuring instrument or in the measurement procedure
|
|
|
|
statistical regression
|
threat to internal validity, the tendency for extreme scorers on a test to move closer to the mean or average score on a second administration of the test
|
|
|
|
selection
|
threat to internal validity, present whenever there are systematic differences in the composition of the control and experimental groups
|
|
|
|
attrition
|
threat of internal validity, loss of subjects in an experiment
|
|
|
|
differential attrition
|
threat to internal validity, when the conditions of an experiment have different dropout rates
|
|
|
|
one shot case study
|
pre experimental design, some treatment is administered to a group, after which the group is observed or tested to determine the treatment effect (X O)
|
|
|
|
one group pretest posttest design
|
pre experimental design, observing or measuring a group of subjects (the pretest), introducing a treatment (the independent variable), and observing the subjects again (the posttest). (O1 X O2)
|
|
|
|
static group comparison
|
pre experimental design, provides a set of data with which to compare the posttreatment scores
|
|
|
|
pretest posttest control group design
|
true experimental design, involves measuring the experimental group before and after the experimental treatment. A control group is measured at the same time but does not receive the experimental treatment.
|
|
|
|
posttest only control group design
|
true experimental design, incorporates just the basic elements of experimental design: random assignment of subjects to treatment and control groups, introduction of the independent variable to the treatment group, and a posttreatment measure of the dependent variable for both groups.
|
|
|
|
Solomon four group design
|
true experimental design, has both a pretest posttest group and posttest only group
|
|
|
|
within subjects design
|
each subject acts as his or her own control (X1 O1 X2 O2)
|
|
|
|
between subjects design
|
different groups of subjects are compared to one another
|
|
|
|
counterbalancing
|
the principal of controlling for order effects by reversing the sequence of the treatment and control conditions so that different groups of subjects experience either sequence
|
|
|
|
factorial designs
|
when two or more independent variables are studied in a single experiment, and the designs that enable us to explore their effects jointly
|
|
|
|
main effect
|
the overall effect of the factor by itself
|
|
|
|
interaction effects
|
the impact factors have on each other
|
|
|
|
quasi experimental designs
|
take an experimental approach without having full experimental control
|
|
|
|
separate sample pretest posttest design
|
quasi experimental design, two separate randomized samples are tested. One group is pretested, then given the treatment. Another group is given the treatment then posttested.
|
|
|
|
nonequivalent control group designs
|
quasi experimental design, pretests and posttests are administered both to the experimental group and to a nonequivalent but similar control group.
|
|
|
|
interrupted time series design
|
resembles the one group pretest posttest design except that instead of a single observation before and after the treatment, there are multiple observations before and afterward
|
|
|
|
multiple time series design
|
extension of the interrupted time-series design
|
|
|
|
cross national surveys
|
equivalent surveys are conducted in different countries
|
|
|
|
structured interview
|
standardized procedures for all respondents in order to enhance the reliability of the data
|
|
|
|
unstructured interview
|
objectives are general, discussion may be wide-ranging and individual questions will be developed spontaneously in the course of the interview
|
|
|
|
semistructured interview
|
has specific objectives, but the interviewer wouuld be permitted some freedom in meeting them. Scope of the interview would be limited to certain subtopics and key questions probably would be developed in advance
|
|
|
|
descriptive
|
type of survey, describe the distribution within a population of certain characteristics, attitudes, or experiences and make use of simpler forms of analysis
|
|
|
|
explanatory
|
type of survey, investigate relationships between two or more variables and attempt to explain these in cause and effect terms
|
|
|
|
secondary analysis
|
the analysis of survey data by analysts other than the primary investigator who collected the data
|
|
|
|
cross sectional design
|
most commonly used survey design in which data on a sample or "cross section" of respondents chosen to represent a particular target population are gathered at essentially one point in time
|
|
|
|
contextual designs
|
samples enough cases within particular groups or contexts to describe accurately certain characteristics of those contexts
|
|
|
|
social network designs
|
focus on the relationships or connections among social actors (people, organizations, countries, etc) and the transaction flows occurring along the connecting links
|
|
|
|
longitudinal designs
|
same questions are asked at two or more points in time
|
|
|
|
trend study
|
consists of repeated cross-sectional design in which each survey collects data on the same items or variables with a new, independent sample of the same target population
|
|
|
|
cohort studies
|
tracing changes across groups in repeated cross sectional surveys
|
|
|
|
panel studies
|
reveal which individuals are changing over time because the same respondents are surveyed again and again
|
|
|
|
interview schedule
|
instructions to the interviewer together with the questions to be asked and, if they are used, response options
|
|
|
|
face to face
|
also known as in person interviewing
|
|
|
|
response rate
|
the proportion of people in the sample from whom completed interviews are obtained
|
|
|
|
computer-assisted personal interviewing
|
computer program helps out
|
|
|
|
response effects
|
the amount of the error in response to a question that is associated with a particular factor
|
|
|
|
direct question
|
on in which there is a direct, clear relationship between the question that is asked and what the researcher wants to know
|
|
|
|
indirect question
|
the link between the researcher's objectives and the question asked is less obvious
|
|
|
|
response formats
|
eg yes or no, don't know, no opinion, refuse blah
|
|
|
|
likert response
|
consists of responses ranging from "strongly agree" to "strongly disagree"
|
|
|
|
focus group
|
unstructured discussions among a small group of participants led by a skilled interviewer, often used to learn how people think about a survey topic
|
|
|
|
double barreled question
|
question in which two separate ideas are presented together as a unit
|
|
|
|
leading questions
|
question which suggests a possible answer or make some responses seem more acceptable than others
|
|
|
|
funnel sequence
|
moves from a very general question to progressively more specific questions
|
|
|
|
inverted funnel sequence
|
moves from specific questions and ends with the most general
|
|
|
|
reason analysis
|
the development of an "accounting scheme" outlining the general categories of reasons, or dimensions of the decision, which in turn provides a model or structure for formulating a comprehensive series of questions
|
|
|
|
response bias tendency
|
to answer in the direction of social desirability
|
|
|
|
acquiescence response set
|
tendency for respondents to be very agreeable
|
|
|
|
position biases
|
responses may change based on where responses are put in surveys
|
|
|
|
contingency questions
|
intended for only part of the sample of respondents
|
|
|
|
filter question
|
determine who is to answer which subsequent contingency questions
|
|
|
|
cognitive interviewing
|
goal is to understand the thought processes involved in answering survey questions
|
|
|
|
field pretesting
|
trying out a survey on a small sample of persons having characteristics similar to those of the target group of respondents
|
|
|
|
behavioral coding
|
used in pretest interviews, interactions with respect to each question are coded to identify the frequency of problematic respondent and interviewer behaviors, such as interviewers incorrectly reading or skipping questions, respondents interrupting interviewers before the question is completely read, etc
|
|
|
|
respondent debriefings
|
structured follow up questions at the end of pretest interviews designed to reveal question and answer problems as well as the sources of the problems
|
|
|
|
interviewer debriefings
|
entail informal group discussions with the interviewers
|
|
|
|
split-ballot tests
|
costly but effective way to check out suspected problems or weaknesses under field conditions in which different surveys are tested
|
|
|
|
response analysis
|
looking at the responses for problems
|
|
|
|
methodological empathy
|
trying to take the role of the other, seeing things as believers see them and using their categories of thought in the organization of experience
|
|
|
|
theoretical sampling
|
sample broad analytical categories that will facilitate the development of theoretical insights.
|
|
|
|
nonparticipant observation
|
observing but not participating in social phenomena
|
|
|
|
participant observation
|
observer participates actively for an extended period of time in the daily lives of the people and situations under study
|
|
|
|
field interviewing
|
conversations with a purpose
|
|
|
|
informants
|
people who give information
|
|
|
|
in-depth interviews
|
formal interviews with informants to secure more detailed information on individuals, to get different perspectives on events, and to round out and check information already obtained
|
|
|
|
interview guide
|
developed standardized interview schedules which stem from the general topic of investigation and from ides and hypotheses that emerge in the field
|
|
|
|
Stages of Field Research
|
Selecting research setting; gaining access; presenting oneself; gathering information; analyzing the information and developing a theoretical scheme for interpretation
|
|
|
|
key informants
|
open doors in a community
|
|
|
|
covert research
|
generally does not present serious ethical problems when the setting is public and open. In this situation, no harm can come to the people observed, the researcher is likely to be a passive observer, and concealing one's status as a researcher is considered a mild form of deception.
|
|
|
|
membership role
|
how to relate to others in a setting, can be peripheral, active, or complete.
|
|
|
|
Peripheral members
|
only marginally part of the settings they observe; limit their involvement in the group's activities, do not strive for full member status, or may be blocked from more central membership because of their personal characteristics
|
|
|
|
Active membership
|
means that researchers assume a functional role in the setting but retain sight of its temporary nature and do not fully commit themselves to the organization or group.
|
|
|
|
Complete membership
|
becoming fully immersed in the setting and attaining full member status
|
|
|
|
field jottings
|
little phrases, quotes, key words, and the like you put down during the observation
|
|
|
|
grounded theory
|
theory that is generated from data
|
|
|
|
coding
|
consists of assigning symbols or numbers to categories
|
|
|
|
memos
|
small pieces of analysis that capture emergent ideas that help make sense of the reality one is encountering
|
|
|
|
vital statistics
|
data on births, deaths, marriages, divorces, and the like
|
|
|
|
manuscipt census
|
individual census records
|
|
|
|
Public Use Microdata Sample (PUMS)
|
beginning in the 1960 census, the bureau made available individual level data on a sample of the population
|
|
|
|
data archives
|
repositories of data collected by various agencies and researchers that are accessible to the public
|
|
|
|
nonreactive
|
no reasonable connection between a researcher's use of the material and the producer's knowledge of the use
|
|
|
|
selective survival
|
the fact that some objects survive longer than others
|
|
|
|
selective deposit
|
systematic biases in the content of the evidence that is available
|
|
|
|
analytical history
|
generalized understanding of the social world
|
|
|
|
testimony
|
autobiographies, depositions, private letters, and the like
|
|
|
|
social bookkeeping
|
documents containing recorded information produced by groups or organizations, such as bankbooks, court records
|
|
|
|
primary sources
|
eyewitness accounts of the events described
|
|
|
|
secondary sources
|
indirect evidence obtained from primary sources
|
|
|
|
content analysis
|
a set of methods for analyzing the symbolic content of any communication
|
|
|
|
recording units
|
the units of analysis of content analysts
|
|
|
|
context units
|
it may not be possible to place the recording unit in a particular category without considering the context in which it appears
|
|
|
|
triangulation
|
describes how the use of multiple, independent approaches to a research question can enable and investigator to "zero in" on the answers or information sought
|
|
|
|
scales
|
combines indicators according to according to nonarbitrary rules that are ordinarily designed to reflect only a single dimension of a concept
|
|
|
|
unidimensionality
|
measuring only the intended concept
|
|
|
|
Guttman scaling
|
atttempts to ensure a unidimensional scale by selecting a set of items that minimize the proportion of "nonscale" response pattern
|
|
|
|
structural equation modeling
|
systematic identification of possible relationships among a set of concepts and their indicators
|
|
|
|
meta analysis
|
the application of statistical techniques to summarize the results of multiple studies that address the same research question
|
|
|
|
fixed effects framework
|
assumes that the included studies are essentially identical except for the sampling of cases
|
|
|
|
random effects framework
|
outcome results may be shaped by between study variability in methods, conditions, and setting as well as by sampling
|
|
|
|
basic social research
|
goal is to provide information for solving an existing problem; the primary audience is a client who ordinarily finances the work in the hope of gaining valued information
|
|
|
|
evaluation research
|
the application of social research methods for the purpose of assessing social intervention programs and policies
|
|
|
|
social indicator
|
broad, aggregate measures of important social conditions that are relevant to policy decisions
|
|
|
|
needs assessment
|
several kinds of different appraisals. May be undertaken to identify and forecast problems that need attention, to establish perceived priorities among problem areas in communities and organizations, or to study the scope of a problem.
|
|
|
|
Environmental impact studies
|
required for all public works projects receiving federal funds except minor projects that are deemed to have no significant impact on the environment
|
|
|
|
Social impact assessment (SIA)
|
an important part of EISs, an assessment of the consequences of a policy or project on individuals, groups and organizations and communities or neighborhoods
|
|
|
|
formative evaluation
|
much like experimental pretesting, provide feedback on specific program components to determine whether they are consistent with program objectives
|
|
|
|
program monitoring
|
consists of the systematic evaluation of program coverage, or the extent to which the program is reaching its target population, program delivery (whether the services provided by the program are consistent with design specifications), and the resources expended to conduct the program
|
|
|
|
summative evaluation
|
aka outcome evaluation
|
focus on if the program produced its intended effects and what its benefits related to its costs are.
|
|
|
effect assessment
|
whether a program has produced its intended effects
|
|
|
|
efficiency assessment
|
what are the benefits of a program relative to its cost
|
|
|
|
cost effectiveness analysis
|
outcomes are measured in substantive terms
|
|
|
|
cost benefit analysis
|
outcomes are measured in monetary terms
|
|
|
|
modal instance sampling
|
attempt to make the conditions of the experimental program representative of the conditions under which the program ultimately would be implemented. Requires that one describe the manner in which the program would be carried out if it became a formal policy, then one selects or creates a research setting in which the program is implemented in a manner very similar to that of the modal setting.
|
|
|
|
stakeholders
|
individuals, groups, or organizations that have a significant interest in how well a program functions |
|
