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;
26 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
Social research question |
Any ? About the social world that one attempts to answer by collecting and analyzing primary, replicable, verifiable, empirical data. |
|
|
|
Primary |
Collection of new data by the researcher; not collected previously; Garner results to publicly share. |
|
|
|
Replicable |
Other people should be able to do exactly what u did; needs to be able to be checked on |
|
|
|
Verifiable |
Your conclusions can be shown to be true or false using measures that are viable and reliable. |
|
|
|
Empirical |
Gleaned through senses; taste, touch, smell, love/feeling. |
|
|
|
Feasible & criteria |
A ? Is good if it is feasible. Criteria: deals with modern social problems, results are compelling, solves some research problem, & builds theory. Example: Hoarding |
|
|
|
Theory |
A logically interrelated set of propositions about empirical reality; used to help frame research ?'s and to help make sense of the answers to those ?'s. |
(Chambliss and Schutte 2016). (Sherman and Berk 1984) |
|
|
Meta-theories |
Come back |
|
|
|
Functionalism |
Theory that various social institutions and processes in society exist to serve some important or necessary function to keep society running. |
|
|
|
Conflict theory |
The idea that conflict between competing interests is the basic, animating force of social change and society in general. |
Relative resources |
|
|
Symbolic-interactionism |
A micro level theory in which shared meanings, orientations, and assumptions from the basic motivations behind people's actions. |
|
|
|
Strategy |
How one connects empirical reality to theory. There are 2 types one can use alone or combined in research. |
Deductive and Inductive |
|
|
Deductive |
Moving from a more general level to a more specific one. An approach associated with scientific investigation. |
Example: The effects of different classroom environments on 1st graders mental health. (e.g. Milkie and Warner 2011). |
|
|
Inductive |
Specific to General |
Example: Analyzing data to better understand how to meet the needs of young homeless people. (e.g., Ferguson, Kim, & McCoy, 2011). |
|
|
Research circle |
A diagram of the elements of the research process, including theories, hypothesis, data collection and analysis. |
(e.g., Sherman and Berk 1984). |
|
|
Sherman & Berk use of research circle |
Test 2 competing theories on effects of punishment on deterring domestic violence. |
Yes it had a deterrence, but for socially tied men the most. |
|
|
Control theory |
Predicts having social ties effects abuse |
|
|
|
Anomaly |
An unexpected pattern in data that does not seem to fit the proposed theory. |
|
|
|
Serendipity |
An unexpected pattern in data which provokes new ideas or need for different theoretical approach. |
|
|
|
Cross sectional research design |
Only one point of time is assessed. |
|
|
|
Longitudinal research design |
The data is collected at two or more points in time |
|
|
|
Trend and Panel |
Data collected two or more points in time with different samples of same population and PANEL is same people every few years. |
|
|
|
Unit of analysis |
Items or people being studied whose social behavior we seek to understand. |
|
|
|
Micro, meso, and macro units of analysis |
Micro; smallest,individual Meso; medium and most used, like sports teams, classrooms, gangs etc... Macro; nation's |
|
|
|
Ecological fallacy |
Error in reasoning in which in correct conclusions about individuals are drawn when what you studied was at a group level, meso or macro. |
|
|
|
Reductionism |
Error in reasoning when in correct conclusions about groups are based on individual data. |
|
