Basics of Social Research 2ce Test Bank

TEST ITEM FILE for W. Lawrence Neuman Karen Robson

BASICS OF SOCIAL RESEARCH Second Canadian Edition

Prepared by Karen Kobayashi University of Victoria Denis Wall

1) Describe the types of errors you are likely to make with each of the following: premature closure, overgeneralization, and selective observation.

Answer: • These are all errors of personal experience.

• Premature closure—error that is made when a person feels she or he has the answers and does not need to listen, seek information, or raise questions any longer.

• Overgeneralization—error that is made when some evidence supports a belief, but person falsely assumes that it applies to many other situations as well.

• Selective observation—error that is made when a person takes notice of certain people or events based on past experience or attitudes.

Diff: 3 Type: ES Page Ref: 5–6 Topic: Alternatives to Social Research Skill: 02. Recognizes differences between science and non-scientific approaches to knowledge 2) Briefly describe each of the steps involved in conducting a research project. Discuss how “fixed” the steps are and the implications of this for a person undertaking research.

Answer: • The steps are: select topic → focus question → design study → collect data → analyze data → interpret data → inform others • The steps are not “fixed;” in practice, you rarely complete one step totally before moving on to the next one.

• The process is an interactive one in which the steps blend into each other.

• Implications: what you do in a later step may stimulate a reconsideration and slight adjustment about your thinking in a previous one.

Diff: 2 Type: ES Page Ref: 9 Topic: Steps in the Research Process Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations 3) Explain how you would distinguish a qualitative from a quantitative social research study, and give examples of each.

Answer: • A quantitative study collects information in the form of numbers.

• Techniques for quantitative data collection include experiments, surveys, content analysis, and existing statistics.

• A qualitative study collects information in the form of words, pictures, sounds, visual images, or objects.

• Techniques for qualitative data collection include qualitative interviews, focus groups, field research, and historical–comparative research.

Diff: 2 Type: ES Page Ref: 18–20 Topic: Dimensions of Research Skill: 08. Provides concrete examples of abstract theoretical ideas/principles 4) What is the difference between BASIC and APPLIED research?

Answer: • Basic research is research designed to advance fundamental knowledge about the social world.

•

Applied research is research that attempts to solve a concrete problem or address a specific policy question/issue and that has a direct, practical application.

Diff: 1 Type: ES Page Ref: 10 Topic: Dimensions of Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research 5) What is Social Impact Assessment (SIA)? How does it work?

Answer: • SIA is a type of applied social research in which a researcher estimates the likely consequences or outcomes of a planned intervention or intentional change to occur in the future.

• It may be part of a larger environmental impact statement required by government agencies and used for planning and making decisions among alternative policies.

• The researcher forecasts how aspects of the social environment may change and suggests ways to mitigate changes likely to be adverse form the point of view of an affected population.

• Impacts are the difference between a future with the project or policy and that without the project or policy.

Diff: 2 Type: ES Page Ref: 13 Topic: Dimensions of Research Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations 6) Describe the differences between exploratory, descriptive, and explanatory research.

Answer: • Exploratory research is research into an area that has not been studied and in which a researcher wants to develop initial ideas and a more focused research question(s).

• Descriptive research is research in which one “paints a picture” with words or numbers, presents a profile, outlines stages, or classifies types.

• Explanatory research is research that focuses on why events occur or tries to test and build social theory.

Diff: 3 Type: ES Page Ref: 14–15 Topic: Dimensions of Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research 7) How does a panel study differ from a time-series study?

Answer: • Both are examples of longitudinal research.

• Panel study is a type of longitudinal research in which a researcher observes exactly the same people, group, or organization across multiple time points.

• Time series study is any research that takes place over time, in which different people or cases may be looked at in each time period.

Diff: 2 Type: ES Page Ref: 16–17 Topic: Dimensions of Research Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations

8) Give an example of a cohort study, describing what features of it make it a cohort study.

Answer: • A cohort study is a type of longitudinal research in which a researcher focuses on a category of people who share a similar life experience in a specified period.

• For example: Elder’s classic study “Children of the Great Depression” is a wellknown cohort study; a study of World War I or World War II veterans.

Diff: 4 Type: ES Page Ref: 17–18 Topic: Dimensions of Research Skill: 03. Displays an ability to extend learning to new situations or to use in new ways.

9) What is the scientific community and who belongs to it?

Answer: • The scientific community is a collection of people who share a system of rules and attitudes that sustain the process of producing scientific knowledge.

• It is a professional community that includes individuals from both the natural and social sciences.

• It includes a range of practitioners, technicians, and researchers. Researchers at universities form the core of the community; however, some researchers work for government or for private industry as well.

Diff: 2 Type: ES Page Ref: 6–7 Topic: How Science Works Skill: 02. Recognizes differences between science and non-scientific approaches to knowledge 10) What is social research? What are some alternatives to producing knowledge? What distinguishes social research from these alternatives as a way to produce knowledge?

Answer: • Social research is a process in which a researcher combines a set of principles, outlooks, and ideas with a collection of specific practices, techniques, and strategies to produce knowledge.

• Other alternatives to producing knowledge are authority, tradition, common sense, media myths, and personal experience.

• Science distinguishes social research from these alternative ways to produce knowledge.

Diff: 2 Type: ES Page Ref: 2–6 Topic: Alternatives to Social Research Skill: 02. Recognizes differences between science and non-scientific approaches to knowledge

11) Professor Rodgers examined survey data on people who were 65 years of age and older. She found the average level of happiness reported increased from 1990 to 2010. She concluded that people under 65 years of age also experienced increasing levels of happiness from 1990 to 2010. The error she committed is called A) the error of overgeneralization.

B) the error of selective observation.

C) the error of illogical reasoning.

D) the error of inaccurate observation.

E) no errors.

Answer: A Diff: 5 Type: MC Page Ref: 5 Topic: Alternatives to Social Research Skill: 01. Applies abstract learning to realistic situations 12) What is the purpose of basic social research?

A) It solves social problems and finds which policies are best.

B) It improves social programs so they become more effective.

C) It invents new taxonomies and jargon.

D) It creates fundamental knowledge about how the social world works.

E) It predicts what future society will be like.

Answer: D Diff: 1 Type: MC Page Ref: 10 Topic: Dimensions of Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research 13) After graduating from university, Samantha got a job with the regional government.

One year into her new job, she learned that a big corporation planned to build a huge new factory on farmland outside the quiet, small town of Petitville, which had 2000 residents. The big corporation flew in a high-powered public relations team of five people, who showed a slick video, threw out a few statistics, and promised that many new jobs and income would come to the region and town. Two of the public relations people said they were factory site experts. They said that in the three other locations where the big corporation had built factories in the past two years, the local people were very happy. They said the same would occur in Petitville and further study was unnecessary. Just before the regional board was about to vote for approval, Samantha asked some questions: How would the new factory with 1000 employees affect the way of life in Petitville? Would the new factory create traffic congestion, noise, and air or water pollution? Would the town need to upgrade its police, fire, or ambulance services? Would it raise housing prices? What percent of the jobs would go to local people, and would the jobs be well-paying and stable? Would there be three shifts with some shifts ending late at night or early in the morning? How would the local schools and sewage treatment services be affected? Would the new factory’s location adjacent to the area’s only park limit the use of the park and its playground and bicycle trail by local children?

Samantha questioned the corporate factory site expert’s claims that the company had created jobs and done wonderful things in two other towns so the same thing would happen here, and that no further issues were involved. She challenged the corporation’s claims, which use all EXCEPT which of the non-scientific bases of knowledge?

A) Tradition B) Authority C) Overgeneralization

D) Premature closure E) Selective observation Answer: A Diff: 6 Type: MC Page Ref: 3 Topic: Alternatives to Social Research Skill: 01. Applies abstract learning to realistic situations 14) After graduating from university, Samantha got a job with the regional government.

One year into her new job, she learned that a big corporation planned to build a huge new factory on farmland outside the quiet, small town of Petitville, which had 2000 residents. The big corporation flew in a high-powered public relations team of five people, who showed a slick video, threw out a few statistics, and promised that many new jobs and income would come to the region and town. Two of the public relations people said they were factory site experts. They said that in the three other locations where the big corporation had built factories in the past two years, the local people were very happy. They said the same would occur in Petitville and further study was unnecessary. Just before the regional board was about to vote for approval, Samantha asked some questions: How would the new factory with 1000 employees affect the way of life in Petitville? Would the new factory create traffic congestion, noise, and air or water pollution? Would the town need to upgrade its police, fire, or ambulance services? Would it raise housing prices? What percent of the jobs would go to local people, and would the jobs be well-paying and stable? Would there be three shifts with some shifts ending late at night or early in the morning? How would the local schools and sewage treatment services be affected? Would the new factory’s location adjacent to the area’s only park limit the use of the park and its playground and bicycle trail by local children?

Based on her questions, Samantha urged the regional board to delay a decision and first conduct a(n) A) social impact assessment study.

B) evaluation research study.

C) time-series study.

D) cohort study.

E) action-oriented research study.

Answer: A Diff: 4 Type: MC Page Ref: 13 Topic: Dimensions of Research Skill: 01. Applies abstract learning to realistic situations 15) Which best summarizes the main goal of descriptive research?

A) Advance knowledge about an underlying process or complete a theory B) Develop techniques and a sense of direction for future research C) Give a verbal or numerical (e.g., percentages) picture D) Extend a theory or principle into new areas or issues E) Provide evidence to support or refute an explanation Answer: C

Diff: 1 Type: MC Page Ref: 15 Topic: Dimensions of Research Skill: 05. Shows an awareness of appropriate procedures/processes for diverse situations 16) Prestige and honour within the scientific community depend largely on A) the size of a researcher’s paycheque.

B) the number of appearances of a person on TV or in major newspapers.

C) one’s reputation as a researcher as demonstrated by having many publications in highly respected scholarly journals.

D) how popular the person is among students as an excellent teacher.

E) the number of powerful political and business people a person has as friends.

Answer: C Diff: 2 Type: MC Page Ref: 9–10 Topic: How Science Works Skill: 02. Recognizes difference between science and non-scientific approaches to knowledge 17) The president of Big Hotdog, Inc. considered changing the company’s wage structure to increase worker productivity. She called in the firm’s top management team to make a decision. The vice-president for Human Resources said, “We can’t change it because we’ve had the same wage structure for the past 20 years and the employees will object.” The vice-president for Finance said, “A new wage structure was tried at Spicy Meatball, Inc. and it didn’t work there so it won’t work here.” The vicepresident for Production said, “My brother is a professor of Human Relations, and he says it’s a good idea.” The vice-president for Sales said, “I read an article in last week’s Fortune magazine on worker productivity, and it proves that the proposed new wage structure always is best.” When the president suggested getting more information, the vice-president for Overseas Marketing said, “We have enough knowledge in this room now and getting any more would be a waste of time.” The president agreed with the vice-president for Sales. Which error did she make?

A) Appeal to authority as a basis of knowledge B) Appeal to tradition as a basis of knowledge C) Premature closure D) Selective observation E) Overgeneralization Answer: A Diff: 5 Type: MC Page Ref: 2–6 Topic: Alternatives to Social Research Skill: 01. Applies abstract learning to realistic situations 18) A tendency to assume that a person or source with a strong reputation or in a highstatus position is automatically correct, instead of carefully evaluating the quality of information offered is called A) selective observation.

B) skepticism.

C) the halo effect.

D) premature closure.

E) the scientific method.

Answer: C Diff: 2 Type: MC Page Ref: 6 Topic: Alternatives to Social Research Skill: 02. Recognizes differences between science and non-scientific approaches to knowledge 19) Explanatory research is A) research in which a researcher seeks to test theories and addresses the question of why events or patterns occur in social reality.

B) a technique developed by economists in which the positive and negative consequences of something are estimated, given a dollar value, then balanced against one another.

C) evaluation research after the program or policy being evaluated ends.

D) evaluation research throughout the program or policy being evaluated.

E) research into a new area that has not been studied and in which a researcher develops initial ideas and a more focused research question.

Answer: A Diff: 1 Type: MC Page Ref: 15 Topic: Dimensions of Research Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations 20) Below are five of the seven steps of a research project in scrambled order. Of the five listed below, which one is supposed to be second in the sequence?

A) Interpret findings.

B) Collect data.

C) Design study.

D) Focus project.

E) Analyze the data.

Answer: C Diff: 3 Type: MC Page Ref: 9 Topic: Steps in the Research Process Skill: 07. Makes distinctions among related scientific ideas/processes 21) Sara Pope conducted a study on religion. She developed a questionnaire and planned an accurate sample of 500 people. She ran off copies of her questionnaire and contacted people in the sample. Next, she interviewed the sample and carefully recorded all the information. She used various statistics to analyze the data and next interpreted her statistics to bring out their meaning. Lastly, she wrote up her findings and method into a paper, which she presented at professional meetings and sent to a scholarly journal for possible publication. Which step in the process of research did Sara skip?

A) Collect data.

B) Design study.

C) Focus research question.

D) Inform others.

E) None of the above.

Answer: C Diff: 4 Type: MC Page Ref: 9 Topic: Steps in the Research Process Skill: 01. Applies abstract learning to realistic situations 22) Rusty Spoon, a hospital administrator, heard a lot about gay men getting HIV and AIDS. He watched the male patients at his hospital admitted for AIDS. He thought they all looked like homosexuals as did almost all their male visitors. In reality, at his hospital, 60 percent of the HIV-positive male patients were heterosexual and 80 percent of their visitors were neighbours, co-workers, or immediate family members.

He most clearly made which type of error?

A) Selective observation B) Premature closure C) Overgeneralization D) Inattention E) None, he made no error Answer: A Diff: 4 Type: MC Page Ref: 5–6 Topic: Alternatives to Social Research Skill: 01. Applies abstract learning to realistic situations 23) After it was all over, Susan Smith surveyed the 150 residents of her neighbourhood about their reactions to a three-week experimental trash-collection program. In the program, residents separated cans, paper, glass, and plastic for recycling. She also examined the percentage of trash in the neighbourhood that was properly sorted at the end of the three-week period. Her results were used to prepare a report for the municipal trash-collection department. Susan’s study is an example of A) basic research.

B) evaluation research.

C) exploratory research.

D) qualitative research.

E) cohort analysis.

Answer: B Diff: 3 Type: MC Page Ref: 11–12 Topic: Dimensions of Research Skill: 03. Displays an ability to extend learning to new situations or to use in new ways 24) In exploratory research, one does all of the following, EXCEPT A) become familiar with the basic facts, people, and concerns involved.

B) develop a well-grounded mental picture of what is occurring.

C) generate many ideas and develop tentative conjectures.

D) determine the feasibility of doing additional research.

E) test a theory or explanation.

Answer: E Diff: 2 Type: MC Page Ref: 14 Topic: Dimensions of Research Skill: 06. Explains reasons for using a specific research process/procedure 25) Joe Foss studied gender differences in attitudes toward mathematics and science among 45 grade 1 students. Over the next 12 years, he studied the same 45 children when they were in grades 5, 8, and 12. This is what type of research?

A) Case study research B) Cross-sectional research C) Time series research D) Panel study research E) Action-oriented research Answer: D Diff: 2 Type: MC Page Ref: 17 Topic: Dimensions of Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research 26) In 2010, Professor Dennis Wrong decided to conduct a study of 1000 persons who were married in 1946 to 1948 and were still married. He believed that the social climate, returning veterans, and other changes around the end of World War II affected the decision to marry and what occurred in their first year of marriage. Most likely, he was conducting what type of study?

A) Case study B) Panel C) Cohort D) Time series E) Cross-sectional Answer: C Diff: 4 Type: MC Page Ref: 17–18 Topic: Dimensions of Research Skill: 01. Applies abstract learning to realistic situations 27) All of the following characterize Applied Research, EXCEPT which one?

A) Doing research is usually part of a job assignment and sponsors/supervisors who are not professional researchers will judge/use the results.

B) Success is based on whether sponsors/supervisors use the results in decisionmaking.

C) The primary concern is with the internal logic and rigour of the research design, so a research study attempts to reach the absolute norms of scientific rigour and scholarship.

D) The driving goal is to produce practical payoffs or uses of the results.

E) Research problems one can explore are limited by the demands and interests of employers or sponsors.

Answer: C Diff: 3 Type: MC Page Ref: 10–11 Topic: Dimensions of Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research 28) A type of data-collection technique that most closely follows the logic and principles of natural science, in which researchers create situations and examine their effects on participants, is called A) content analysis.

B) experimental research.

C) survey research.

D) field research.

E) historical comparative research.

Answer: B Diff: 2 Type: MC Page Ref: 19 Topic: Dimensions of Research Skill: 08. Provides concrete examples of abstract theoretical ideas/principles 29) All of the following characterize basic research, EXCEPT which one?

A) The main concern is with the internal logic and rigour of research design.

B) The objective is to contribute to policy and/or program change.

C) Success comes when results appear in a scholarly journal.

D) Research problems and participants are selected with a great deal of freedom.

E) The highest standards of scholarship are sought.

Answer: B Diff: 2 Type: MC Page Ref: 12 Topic: Dimensions of Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research 30) Existing statistics research A) is the examination of numerical information from government documents or official reports.

B) is most frequently used for descriptive research.

C) involves the location of previously collected information.

D) allows a researcher to discover features in the content of large amounts of material that might otherwise go unnoticed.

E) may be time consuming if the researcher does not carefully consider the meaning of what he or she finds.

Answer: D Diff: 3 Type: MC Page Ref: 19 Topic: Dimensions of Research Skill: 06. Explains reasons for using a specific research process/procedure

31) Which of the following techniques is used by both qualitative and quantitative researchers?

A) Content analysis B) Existing statistics C) Field research D) Focus groups E) Historical comparative research Answer: A Diff: 2 Type: MC Page Ref: 19–20 Topic: Dimensions of Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research 32) Which of the following statements is NOT true of tradition as an alternative source of knowledge production?

A) It is a special case of authority.

B) It may begin as simple prejudice.

C) It means that you believe something to be true because “it’s the way things have always been.”

D) It can become distorted as it is passed on, to the point where it is no longer true.

E) It is the same as common sense.

Answer: E Diff: 2 Type: MC Page Ref: 3 Topic: Alternatives to Social Research Skill: 03. Displays an ability to extend learning to new situations or to use in new ways 33) There are various ways in which acquiring knowledge might address the topic of climate change. The statement “David Suzuki says that climate change is one of the most serious environmental threats facing the world today” is an example of what source of knowledge?

A) Personal experience B) Media myth C) Tradition D) Authority E) Common Sense Answer: D Diff: 2 Type: MC Page Ref: 2–6 Topic: Alternatives to Social Research Skill: 03. Displays an ability to extend learning to new situations or to use in new ways 34) action research study

Answer: A type of applied social research in which a researcher treats knowledge as a form of power and abolishes the division between creating and using knowledge to engage in political action.

Diff: 3 Type: ES Page Ref: 12–13 Topic: Dimensions of Research Skill: 50. Able to define key terms 35) applied social research Answer: Research that attempts to solve a concrete problem or address a specific policy question, and that has a direct, practical application.

Diff: 3 Type: ES Page Ref: 10–11 Topic: Dimensions of Research Skill: 50. Able to define key terms 36) basic social research Answer: Research designed to advance fundamental knowledge about the social world.

Diff: 3 Type: ES Page Ref: 10 Topic: Dimensions of Research Skill: 50. Able to define key terms 37) case study Answer: Research, usually qualitative, on one or a small number of cases in which a researcher carefully examines a large number of details about each case.

Diff: 3 Type: Ess ay Page Ref: 18 Topic: Dimensions of Research Skill: 50. Able to define key terms 38) cohort study Answer: A type of longitudinal research in which a researcher focuses on a category of people who share a similar life experience in a specified time period.

Diff: 3 Type: ES Page Ref: 17–18 Topic: Dimensions of Research Skill: 50. Able to define key terms 39) cross-sectional research Answer:

Research in which a researcher examines a single point in time or takes a one-time snapshot approach.

Diff: 3 Type: ES Page Ref: 17 Topic: Dimensions of Research Skill: 50. Able to define key terms 40) data Answer: The empirical evidence or information that a person gathers carefully according to established rules or procedures; it can be qualitative or quantitative.

Diff: 3 Type: ES Page Ref: 6 Topic: How Science Works Skill: 50. Able to define key terms 41) descriptive research Answer: Research in which a researcher presents a picture of the specific details of a situation, social setting, or relationship.

Diff: 3 Type: ES Page Ref: 14–15 Topic: Dimensions of Research Skill: 50. Able to define key terms 42) empirical evidence Answer: The observations that people experience through their senses—touch, sight, hearing, smell, and taste; these can be direct or indirect.

Diff: 3 Type: ES Page Ref: 6 Topic: How Science Works Skill: 50. Able to define key terms 43) evaluation research study Answer: A type of applied research in which one tries to determine how well a program or policy is working or reaching its goals and objectives.

Diff: 3 Type: ES Page Ref: 11–12 Topic: Dimensions of Research Skill: 50. Able to define key terms 44) existing statistics research Answer: Research in which one examines numerical information from government documents or official reports to address new questions.

Diff: 3 Type: ES Page Ref: 19 Topic: Dimensions of Research Skill: 50. Able to define key terms 45) experimental research Answer: Research in which one intervenes or does something different to one group of people but not another, then compares the results for the groups.

Diff: 3 Type: ES Page Ref: 19 Topic: Dimensions of Research Skill: 50. Able to define key terms 46) explanatory research Answer: Research in which a researcher identifies sources of social behaviours, beliefs, conditions, and events; documents causes, tests theories, and provides reasons.

Diff: 3 Type: ES Page Ref: 15 Topic: Dimensions of Research Skill: 50. Able to define key terms 47) exploratory research Answer: Research in which a researcher examines a new area to formulate precise questions that future research can address.

Diff: 3 Type: ES Page Ref: 14 Topic: Dimensions of Research Skill: 50. Able to define key terms 48) field research Answer: A type of qualitative research in which a researcher directly observes the people being studied in a natural setting for an extended period of time. Often, the research combines intensive observing with participation in the people’s activities.

Diff: 3 Type: ES Page Ref: 20 Topic: Dimensions of Research Skill: 50. Able to define key terms 49) halo effect Answer: An error often made when people use personal experience as an alternative to science for acquiring knowledge. It is when a person overgeneralizes from what he or she

accepts as being highly positive or prestigious and lets its strong reputation or prestige “rub off” onto other areas.

Diff: 3 Type: ES Page Ref: 6 Topic: Alternatives to Social Research Skill: 50. Able to define key terms 50) historical–comparative research Answer: Research in which one examines different cultures or time periods to better understand the social world.

Diff: 3 Type: ES Page Ref: 20 Topic: Dimensions of Research Skill: 50. Able to define key terms 51) longitudinal research Answer: Research in which the researcher examines the features of people or other units at multiple points in time.

Diff: 3 Type: ES Page Ref: 17 Topic: Dimensions of Research Skill: 50. Able to define key terms 52) overgeneralization Answer: An error that people often make when using personal experience as an alternative to science for acquiring knowledge. It occurs when some evidence supports a belief, but a person falsely assume that it applies to many other situations, too.

Diff: 3 Type: ES Page Ref: 5 Topic: Alternatives to Social Research Skill: 50. Able to define key terms 53) panel study Answer: A powerful type of longitudinal research in which a researcher observes exactly the same people, group, or organization across multiple time points.

Diff: 3 Type: ES Page Ref: 17 Topic: Dimensions of Research Skill: 50. Able to define key terms 54) premature closure Answer:

An error that is often made when using personal experience as an alternative to science for acquiring knowledge. It occurs when a person feels he or she already has the correct answer and does not need to listen, seek information, or raise questions any longer.

Diff: 3 Type: ES Page Ref: 6 Topic: Alternatives to Social Research Skill: 50. Able to define key terms 55) qualitative data Answer: Empirical evidence expressed as words, visual images, sounds, or objects.

Diff: 3 Type: ES Page Ref: 19–20 Topic: Dimensions of Research Skill: 50. Able to define key terms 56) quantitative data Answer: Empirical evidence in the form of numbers.

Diff: 3 Type: ES Page Ref: 18–19 Topic: Dimensions of Research Skill: 50. Able to define key terms 57) selective observation Answer: An error that people often make when using personal experience as an alternative to science for acquiring knowledge. It is when a person takes special notice of some people or events and tends to seek out evidence that confirms what already is believed and ignores contradictory information.

Diff: 3 Type: ES Page Ref: 5–6 Topic: Alternatives to Social Research Skill: 50. Able to define key terms 58) scientific community Answer: A collection of people who practise science and a set of norms, behaviours, and attitudes that bind them together.

Diff: 3 Type: ES ay Page Ref: 6–7 Topic: How Science Works Skill: 50. Able to define key terms 59) scientific method

Answer: The ideas, rules, techniques, and approaches that the scientific community uses.

Diff: 3 Type: ES Page Ref: 8 Topic: How Science Works Skill: 50. Able to define key terms 60) social impact assessment study Answer: A type of applied social research in which a researcher estimates the likely consequences or outcome of a planned intervention or intentional change to occur in the future.

Diff: 3 Type: ES Page Ref: 13 Topic: Dimensions of Research Skill: 50. Able to define key terms 61) social research Answer: A process in which a researcher combines a set of principles, outlooks, and ideas with a collection of specific practices, techniques, and strategies to produce knowledge.

Diff: 3 Type: ES Page Ref: 2 Topic: Alternatives to Social Research Skill: 50. Able to define key terms 62) survey research Answer: Quantitative social research in which one systematically asks many people the same questions, then records and analyzes their answers.

Diff: 3 Type: ES Page Ref: 19 Topic: Dimensions of Research Skill: 50. Able to define key terms 63) time-series study Answer: A type of longitudinal research in which a researcher gathers the same type of information across two or more time periods.

Diff: 3 Type: ES Page Ref: 17 Topic: Dimensions of Research Skill: 50. Able to define key terms

1) Describe how concrete and abstract concepts differ. Give an example of an abstract ideal type and a concrete classification.

Answer: • Concepts vary by scope. Some are highly abstract and some are at a concrete level, i.e., they are easy to experience directly with the senses, such as sight or sound.

• More abstract concepts have a wider scope; that is, they can be used for a much broader range of specific time points and situations.

• More concrete concepts are easy to recognize but apply to fewer situations.

• An example of an abstract ideal type is the concept of bureaucracy (as developed by Max Weber).

• An example of a concrete classification is age based on a birth certificate date.

Diff: 8 Type: ES Page Ref: 25-26 Topic: The Parts of Theory Skill: 08. Provides concrete examples of abstract theoretical ideals/principles 2) How do prediction, theoretical explanation, and understanding differ?

Answer: • A prediction is a statement about something that is likely to occur in the future. It is easier to predict than to explain, and an explanation has more logical power than a prediction because good explanations also predict. An explanation rarely predicts more than one outcome, but the same outcome may be predicted by opposing explanations.

• A theoretical explanation is a logical argument that tells why something occurs and how concepts are connected. It refers to a general rule or principle.

• Understanding is dependent on a well-developed theory and is confirmed in research by empirical observations.

Diff: 7 Type: ES Page Ref: 32 Topic: The Aspects of Theory Skill: 07. Makes distinctions among related scientific ideas/processes 3) Why do we need more than association to demonstrate a causal relationship?

Answer: • A researcher needs three things to establish causality: temporal order; association; and the elimination of plausible alternatives.

• An implicit fourth condition is an assumption that a causal relationship makes sense or fits with broader assumptions or a theoretical framework.

Diff: 9 Type: ES Page Ref: 32 Topic: The Aspects of Theory Skill: 06. Explains reasons for using a specific research process/procedure 4) Why do researchers worry about alternative explanations when stating a causal relationship?

Answer:

•

Researchers can observe temporal order and association, but they cannot observe the elimination of alternatives. They can only demonstrate it indirectly.

• Eliminating alternative explanations is an ideal because eliminating all possible alternatives is impossible.

• A researcher tries to eliminate major alternative explanations in two ways: through built-in design controls and by measuring potential hidden causes.

Experimental researchers build controls into the study design itself to eliminate alternative causes; they isolate an experimental situation from the influence of all variables except the main causal variable.

Diff: 8 Type: ES Page Ref: 34 Topic: The Aspects of Theory Skill: 06. Explains reasons for using a specific research process/procedure 5) What is the difference between inductive and deductive approaches to research?

Answer: • In a deductive approach, a researcher begins with an abstract, logical relationship among concepts, then moves toward concrete empirical evidence. The researcher may have ideas about how the world operates and wants to test these ideas against “hard data.”

• In an inductive approach, a researcher begins with detailed observations of the world and moves toward more abstract generalizations and ideas. In the beginning, the researcher may have only a topic and some vague concepts.

Diff: 4 Type: ES Page Ref: 28 Topic: The Aspects of Theory Skill: 10. Able to utilize both inductive and deductive approaches to research 6) How do structural and interpretative explanations differ?

Answer: • A structural explanation is like a wheel with spokes from a central idea or a spider web in which each strand forms part of the whole. A researcher making a structural explanation uses a set of interconnected assumptions, concepts, and relationships.

• Instead of causal statements, the researcher uses metaphors or analogies so that relationships “make sense.” The concepts and relations within a theory form a mutually reinforcing system.

• In structural explanations, the researcher specifies a sequence of phases or identifies essential parts that form an interlocked whole.

• The purpose of an interpretive explanation is to foster understanding.

• The interpretive theorist attempts to discover the meaning of an event or practice by placing it within a specific social context. The theorist tries to comprehend or mentally grasp the operation of the social world as well as to get a feel for something or to see the world as another person does.

Diff: 8 Type: ES Page Ref: 36 Topic: The Aspects of Theory Skill: 07. Makes distinctions among related scientific ideas/processes 7) Describe how micro, meso, and macro levels of social reality differ.

Answer:

•

Micro-level theory deals with small slices of time, space, or numbers of people.

The concepts are usually not very abstract.

• Meso-level theory links macro and micro levels and operates at an intermediate level. Theories of organizations, social movements, and communities are often at this level.

• Macro-level theory concerns the operation of larger aggregates, such as social institutions, entire cultural systems, and whole societies. It uses more concepts that are abstract.

Diff: 4 Type: ES Page Ref: 31 Topic: The Aspects of Theory Skill: 07. Make distinctions among related scientific ideas/processes 8) Provide an ideal type of a concept and explain how it might be used.

Answer: • Bureaucracy is an example of an ideal type of a concept.

• For example, it is a continuous organization governed by a system of rules.

Conduct is governed by detached, impersonal rules. There is division of labour in which different offices are assigned different spheres of competence.

• It distinguishes a bureaucracy from other organizational forms (e.g., social movements, kingdoms). It also clarifies critical features of a kind of organization that people once found nebulous and hard to think about. No real-life organization perfectly matches the ideal type, but the model helps us think about and study bureaucracy.

Diff: 8 Type: ES Page Ref: 25-26 Topic: The Parts of Theory Skill: 08. Provides concrete examples of abstract theoretical ideas/principles 9) How are major theoretical frameworks used in research, if at all?

Answer: • A major theoretical framework (a.k.a. paradigm or theoretical system) is more abstract than a middle range theory. Examples include conflict theory and structural functionalism.

• They are rarely used directly in empirical research. A researcher may test parts of a theory on a topic and occasionally contrast parts of the theories from different frameworks.

Diff: 7 Type: ES Page Ref: 30 Topic: The Aspects of Theory Skill: 08. Provides concrete examples of abstract theoretical ideas/principles 10) What are nomothetic and idiographic models of social science, and which of the three major approaches use each of them?

Answer: • Nomothetic is an approach based on laws or one that operates according to a system of laws.

• Idiographic is an approach that focuses on creating detailed descriptions of specific events in particular time periods and settings. It rarely goes beyond empirical generalizations to abstract social theory or causal laws.

•

Interpretive researchers are likely to use idiographic approaches while positivists will use nomothetic approaches.

Diff: 7 Type: ES Page Ref: 38-39 Topic: The Three Major Approaches to Social Science Skill: 07. Makes distinctions among related scientific ideas/processes

11) Professor Vladmir Vukovich cross-classifies the degree of conflict in a divorce (bitter, unpleasant, neutral, friendly) by whether the divorce involved the custody of children. He ends up with eight types of divorce and uses them to study divorce.

Professor Vukovich developed a(n) A) causal explanation.

B) aggregate.

C) classification.

D) grounded theory.

E) negative relationship.

Answer: C Diff: 4 Type: MC Page Ref: 25 Topic: The Parts of Theory Skill: 01. Applies abstract learning to realistic situations 12) Which concept has the highest level of abstraction, i.e., it is the most abstract?

A) A murder B) The size of a city’s population C) Years of education attained D) Racial injustice E) An African-American child Answer: D Diff: 7 Type: MC Page Ref: 26 Topic: The Parts of Theory Skill: 01. Applies abstract learning to realistic situations 13) The following set of ideas—legal system, punishment, violent crime, income/race inequality, belief in deterrence, and human rights—would be considered a concept cluster for which of the following concepts?

A) Marriage customs B) Immigration C) Art gallery D) Death penalty E) Educational system Answer: D Diff: 2 Type: MC Page Ref: 25 Topic: The Parts of Theory Skill: 01. Applies abstract learning to realistic situations 14) Graduate student Midori Suzuki studied how rice farming fits into Japanese society.

Before she began the study, she relied on her prior knowledge that rice is a basic part of the diet of Japanese people. This is called one of her

A) ideal types.

B) assumptions.

C) classifications.

D) predictions.

E) aggregations.

Answer: B Diff: 8 Type: MC Page Ref: 25-26 Topic: The Parts of Theory Skill: 01. Applies abstract learning to realistic situations 15) Professor Dalessha Dahl developed a pure model of the “street kid” drug pusher to help her study a large city ghetto. She is using a(n) A) aggregation.

B) replication.

C) ideal type.

D) classification.

E) jargon.

Answer: C Diff: 5 Type: MC Page Ref: 25-26 Topic: The Parts of Theory Skill: 01. Applies abstract learning to realistic situations 16) Which of the following propositions has the greatest theoretical range/level?

A) Canadians who marry when they are older than 30 years old are less likely to divorce.

B) University students who study more hours get higher grades on examinations.

C) Almost all of the people who rob other people in major Canadian cities are males.

D) During the past century, people in human societies moved toward using mass media on a more frequent basis.

E) Young children who attended day care performed better in high school than children who stayed at home.

Answer: D Diff: 7 Type: MC Page Ref: 28-30 Topic: The Aspects of Theory Skill: 01. Applies abstract learning to realistic situations 17) How do inductive and deductive approaches to social theory and research differ?

A) Inductive begins at the top of society and moves toward the bottom. Deductive begins at the bottom of society and moves toward the top.

B) Inductive begins with small things and moves toward big things. Deductive begins with big things and moves toward small things.

C) Inductive begins with concrete or observable things and moves toward abstract or theoretical ideas. Deductive begins with abstract or theoretical ideas and moves toward concrete or observable things.

D) Inductive begins with big things at the top of society and moves toward small things at the bottom of society. Deductive begins at the bottom with small things and moves toward big things at the top.

E) Inductive begins with the abstract or theoretical ideas and moves toward the concrete or observable. Deductive begins with concrete or observable things and oves toward abstract or theoretical ideas.

Answer: C Diff: 2 Type: MC Page Ref: 28 Topic: The Aspects of Theory Skill: 07. Makes distinctions among related scientific ideas/processes 18) Which statement about prediction and causal explanation is true?

A) Prediction and explanation are two words for the same thing.

B) Explanation is easier to show with the scientific method than prediction is.

C) If one has prediction, one has all the basics of a causal explanation.

D) If one has a good causal explanation, one should be able to make accurate predictions.

E) Predictions are to basic research as explanations are to applied research.

Answer: D Diff: 3 Type: MC Page Ref: 32 Topic: The Aspects of Theory Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations 19) In a structural explanation, A) a researcher explains something of interest by identifying its cause or causes.

B) a researcher describes a chain of cause and effect as being like a string of balls in a row such that hitting one causes it to hit another, and so forth.

C) a researcher attempts to comprehend or mentally grasp the social world in terms of the subjective world view of other people.

D) a researcher uses an interconnected web of concepts and relationships around a central idea or describes a sequence of phases in which one occurs before the next.

E) A and B. Answer: D Diff: 6 Type: MC Page Ref: 36 Topic: The Aspects of Social Theory Skill: 07. Makes distinctions among related scientific ideas/processes 20) Professor Pablo Pontes developed which theory to describe the dispersion of European settlers in Northern Mexico during the sixteenth century based on following river valleys?

A) Micro-level theory B) Meso-level theory C) Macro-level theory D) Empirical generalization

E) Middle range theory Answer: C Diff: 5 Type: MC Page Ref: 30-31 Topic: The Aspects of Theory Skill: 01. Applies abstract learning to realistic situations 21) To make a causal statement, a researcher needs all of the following, EXCEPT A) temporal order.

B) association.

C) elimination of alternative explanation.

D) mathematical proof.

E) all the above are necessary.

Answer: D Diff: 6 Type: MC Page Ref: 32 Topic: The Aspects of Theory Skill: 06. Explains reasons for using a specific research process/procedure 22) Professor Zheng Zhao wanted to study the cause for thousands of people leaving Hong Kong to move to Toronto, Ontario. In order to establish temporal order in his causal argument, he must show which of the following?

A) There is a correlation between events in Hong Kong and a decision to move.

B) Events occurred in Hong Kong before people moved to Toronto.

C) The type of people who left Hong Kong are more educated and have more money than those who stayed.

D) A fear for the future of Hong Kong and no other reason caused the move to Toronto.

E) Hong Kong media reports about a high quality of life in Toronto and relatives in Canada were not major factors in the decision for people to move.

Answer: B Diff: 6 Type: MC Page Ref: 33 Topic: The Aspects of Theory Skill: 01. Applies abstract learning to realistic situations 23) A theory that seeks to explain how the Newly Industrializing Countries (NICs) of East Asia (e.g., Hong Kong, Taiwan, South Korea, Singapore) were able to rapidly industrialize and gain a major position in world markets between the 1960s and the 1990s is operating at which level?

A) Micro B) Meso C) Macro D) Mini E) Maxi Answer: C Diff: 4 Type: MC Page Ref: 30-31 Topic: The Aspects of Theory

Skill: 03. Displays an ability to extend learning to new situations or to use in new ways 24) Which of the following theoretical statements has the narrowest range?

A) People who experience unclear expectations will feel tension and stress.

B) College students who successfully complete a social research methods course develop critical reasoning skills that are superior to most other college students.

C) Canadian females under the age of 30 who exercise twice a week have a life expectancy two to three years longer than those who do not.

D) Professional baseball athletes in Japan who play first base and chew tobacco have the coordination and speed to tag more runners out than those who do not chew.

E) Immigrant adolescents who arrive in Canada from South America have a more difficult time adjusting to the high school environment than those from Asia.

Answer: D Diff: 7 Type: MC Page Ref: 28-30 Topic: The Aspects of Theory Skill: 03. Displays an ability to extend learning to new situations or to use in new ways 25) Graduate student Bill Botorff developed a theory of social movement development.

The theory states that a movement develops like a child matures and goes through developmental stages. Each stage is like a step in a set of stairs, it must be passed before the movement is able to advance to the next stage in the sequence of development steps. He says this pattern of development explains how the women’s movement and civil rights movement changed. He is using what type of explanation?

A) Structural B) Interpretative C) Causal D) Predictive E) None of the above Answer: A Diff: 8 Type: MC Page Ref: 36 Topic: The Aspects of Theory Skill: 03. Displays an ability to extend learning to new situations or to use in new ways 26) Which is the range of the following statement? Canadians who have grown up with one parent and a much older sibling of the opposite sex of the parent residing at home tend to treat the older sibling as a parent figure.

A) Theoretical framework B) Theory on a topic C) Middle-range theory D) Empirical generalization E) None of the above is the range

Answer: D Diff: 7 Type: MC Page Ref: 28-30 Topic: The Aspects of Theory Skill: 01. Applies abstract learning to realistic situations 27) You pick up an article in the Montreal Gazette and read the following: In a dating relationship, each person attempts to gain social approval and acceptance. If one person makes an elaborate entry and presents an expensive gift to obtain more approval, the other person feels a need to maintain balance in the relationship. A repayment through an offer of something of value (e.g., expressions of affection, sexual relations, etc.) is expected. Failure to repay the social debt may create embarrassment or place the receiver of the gift in a position of dependence. Which theoretical framework is the author using?

A) Structural functionalism B) Conflict C) Symbolic interactionism D) Exchange theory E) None of the above Answer: D Diff: 8 Type: MC Page Ref: 31 Topic: The Aspects of Theory Skill: 03. Displays an ability to extend learning to new situations or to use in new ways 28) Graduate student Morton Millwork created a micro-level theory about working in a factory. Which of the following would he be most likely to study?

A) How an increased division of labour with industrialization gave rise to factories as the places where many people work.

B) How urbanization increased the growth of the factory as a form of social organization over the past 100 years.

C) How greater conflict between the managerial and non-managerial levels in a corporation increased the pace of factory work.

D) How the development of robots and new computer-related production technology has produced a corresponding increase in the surveillance of employee behaviour in factories.

E) How face-to-face interactions among workers in small work teams in a factory informally enforce certain company rules.

Answer: E Diff: 3 Type: MC Page Ref: 30-31 Topic: The Aspects of Theory Skill: 03. Displays an ability to extend learning to new situations or to use in new ways 29) Which general theoretical framework in sociology is most likely to state the following: In selecting a marriage partner, a man is likely to seriously consider potential mates who allow him to maintain power and control in the relationship. He

will seek to maintain authority over a woman’s wealth, earnings, sexual favours, and social status, especially in a society where patriarchy prevails as an ideology and justifies his actions in the larger society.

A) Exchange theory B) Symbolic interactionism C) Structural functional theory D) Conflict theory E) None of the above Answer: D Diff: 5 Type: MC Page Ref: 31 Topic: The Aspects of Theory Skill: 03. Displays an ability to extend learning to new situations or to use in new ways 30) Which of the three major approaches to social science holds that human life is based less on objective reality than on the ideas, beliefs, and perceptions people hold about reality?

A) Positivism B) Interpretative social science C) Critical social science D) All of the above E) None of the above Answer: B Diff: 4 Type: MC Page Ref: 36-40 Topic: The Three Major Approaches to Social Science Skill: 07. Makes distinctions among related scientific ideas/processes 31) Professor Candice Candlestick said that social science cannot be value neutral, and a good study requires putting results into action to help people change society. Dr. Candlestick uses which approach to social science?

A) Positivism B) Interpretative social science C) Critical social science D) All of the above E) None of the above Answer: C Diff: 6 Type: MC Page Ref: 36-40 Topic: The Three Major Approaches to Social Science Skill: 01. Applies abstract learning to realistic situations 32) The Interpretative Social Science approach is described as idiographic and inductive in its theory and method. What does this mean?

A) It tries to discover a system of causal laws that determines patterns of human behaviour.

B) It begins with abstract ideas, laws, or propositions. These are used to deduce logically or infer specific hypotheses that researchers test against the facts of observable empirical reality.

C) It focuses on descriptions of specific people and events in a particular situation. It also starts with direct observations of the details in a situation and later develops somewhat more abstract generalizations if appropriate.

D) A and B E) A and C Answer: C Diff: 7 Type: MC Page Ref: 38-39 Topic: The Three Major Approaches to Social Science Skill: 10. Able to utilize both inductive and deductive approaches to research 33) Positivism seeks universal laws, and positivist researchers attempt to create law-like generalizations to explain events in the social world. This focus on laws in explanation is called A) nomothetic.

B) idiographic.

C) inductive.

D) deductive.

E) dialectic.

Answer: A Diff: 4 Type: MC Page Ref: 37-38 Topic: The Three Major Approaches to Social Science Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research 34) Some researchers encourage putting theory into practice and using the results of the practice to reformulate theory such that research encourages action in which people learn how to change the world. This idea is called A) replication.

B) verstehen.

C) praxis.

D) paradigm.

E) none of the above.

Answer: C Diff: 7 Type: MC Page Ref: 39-40 Topic: The Three Major Approaches to Social Science Skill: 07. Makes distinctions among related scientific ideas/processes 35) Verstehen is a term used by which basic approach to social science?

A) Positivist B) Interpretative C) Critical D) A and C E) B and C

Answer: B Diff: 4 Type: MC Page Ref: 39 Topic: The Three Major Approaches to Social Science Skill: 11. Recognizes differences among and can explain relative strengths of the three approaches to social science 36) Value-free research is emphasized by which of the three approaches to social science?

A) Positivist B) Interpretative C) Critical D) All of the above E) A and C only Answer: A Diff: 4 Type: MC Page Ref: 37-38 Topic: The Three Major Approaches to Social Science Skill: 11. Recognizes differences among and can explain relative strengths of the three approaches to social science 37) Praxis is used by which of the three major approaches to social science?

A) Positivist B) Interpretative C) Critical D) A and B E) B and C Answer: C Diff: 4 Type: MC Page Ref: 39-40 Topic: The Three Major Approaches to Social Science Skill: 11. Recognizes differences among and can explain relative strengths of the three approaches to social science 38) In which situations would a researcher be most likely to use grounded theory?

A) Qualitative, inductive field research that builds on empirical generalizations B) Quantitative experimental research that is explanatory and tests theory C) A quantitative and deductive study that is nomothetic D) An existing statistics study that works from an abstract theory down to testable hypotheses E) None of the above Answer: A Diff: 5 Type: MC Page Ref: 28 Topic: The Aspects of Theory Skill: 10. Able to utilize both inductive and deductive approaches to research 39) Which of the following is at the most abstract, general level that is only loosely used when conducting an empirical research study?

A) Scientific paradigm

B) Formal theory C) Middle-range theory D) Empirical generalization E) Informal theory Answer: A Diff: 5 Type: MC Page Ref: 30 Topic: The Aspects of Theory Skill: 07. Makes distinctions among related scientific ideas/processes 40) The following theoretical proposition is an expression of which of the following: The more frequently and intensely a family engages in loving, close leisure activities together as a family unit, the less likely the children will develop distant, alienated feelings toward their parents.

A) A negative causal relationship B) A positive causal relationship C) A functional theory D) A scientific paradigm E) None of the above Answer: A Diff: 5 Type: MC Page Ref: 35-36 Topic: The Aspects of Theory Skill: 09. Can read and express an understanding of a simple set of causal relations 41) aggregate Answer: A collection of many different individuals, cases, or other units.

Diff: 3 Type: ES Page Ref. 22 Topic: Introduction Skill: 50. Able to define key terms 42) association Answer: A co-occurrence of two events, factors, characteristics, or activities, such that when one happens, the other one is likely to occur as well. Many statistics measure this.

Diff: 3 Type: ES Page Ref: 33 Topic: The Aspects of Theory Skill: 50. Able to define key terms 43) assumption Answer: Parts of social theories that are not tested, but act as starting points or basic beliefs about the world. They are necessary to make other theoretical statements and build social theory.

Diff: 3 Type: ES Page Ref: 26 Topic: The Parts of Theory Skill: 50. Able to define key terms 44) causal explanation Answer: A statement in social theory about why events occur that is expressed in terms of causes and effects. They correspond to associations in the empirical world.

Diff: 3 Type: ES Page Ref: 32 Topic: The Aspects of Theory Skill: 09. Can read and express an understanding of a simple set of causal relations 45) classification Answer: Complex, multi-dimensional concepts that have subtypes. They are parts of social theories between one, simple concept and a full theoretical explanation.

Diff: 3 Type: ES Page Ref: 25 Topic: The Parts of Theory Skill: 50. Able to define key terms 46) concept cluster Answer: A collection of interrelated ideas that share common assumptions, belong to the same larger social theory, and refer to one another.

Diff: 3 Type: ES Page Ref: 25 Topic: The Parts of Theory Skill: 50. Able to define key terms 47) deductive approach Answer: An approach to inquiry or social theory in which one begins with abstract ideas and principles, then works toward concrete, empirical details to test the ideas.

Diff: 3 Type: ES Page Ref: 28 Topic: The Aspects of Theory Skill: 50. Able to define key terms 48) empirical generalization Answer: A quasi-theoretical statement that summarizes findings or empirical regularities. It uses few if any abstract concepts and only makes a statement about a recurring pattern that researchers observe.

Diff: 3 Type: ES Page Ref: 29 Topic: The Parts of Theory Skill: 50. Able to define key terms 49) functional theory Answer: A type of social theory based on biological analogies, in which the social world or its parts are seen as systems, with its parts serving the needs of the system.

Diff: 3 Type: ES Page Ref: 36 Topic: The Aspects of Theory Skill: 50. Able to define key terms 50) grounded theory Answer: Social theory that is rooted in observations of specific, concrete empirical details.

Diff: 3 Type: ES Page Ref: 28-29 Topic: The Aspects of Theory Skill: 50. Able to define key terms 51) ideal type Answer: A pure model about an ideal, a process, a social relationship, or an event. One develops it to think more clearly and systematically. It is used both as a method of qualitative data analysis and in social theory building.

Diff: 3 Type: ES Page Ref: 25 Topic: The Parts of Theory Skill: 50. Able to define key terms 52) idiographic Answer: An approach that focuses on creating detailed descriptions of specific events in particular time periods and settings. It rarely goes beyond empirical generalizations to abstract social theory or causal laws.

Diff: 3 Type: ES Page Ref: 39 Topic: The Three Major Approaches to Social Science Skill: 50. Able to define key terms 53) inductive approach Answer: An approach to inquiry or social theory in which one begins with concrete empirical details, then works toward abstract ideas or general principles.

Diff: 3 Type: ES Page Ref: 28 Topic: The Aspects of Theory Skill: 50. Able to define key terms 54) macro-level theory Answer: Social theories and explanations about more abstract, large-scale, and broad-scope aspects of social reality, such as social change in major institutions in a whole nation across decades.

Diff: 3 Type: ES Page Ref: 31 Topic: The Aspects of Theory Skill: 50. Able to define key terms 55) meso-level theory Answer: Social theories and explanations about more middle-level social reality between a broad and narrow scope, such as the development and operation of social organizations, communities, or social movements over a five-year period.

Diff: 3 Type: ES Page Ref: 31 Topic: The Aspects of Theory Skill: 50. Able to define key terms 56) micro-level theory Answer: Social theories and explanations about the concrete, small-scale, and narrow level of reality, such as face-to-face interaction in small groups over a two-month period of time.

Diff: 3 Type: ES Page Ref: 31 Topic: The Aspects of Theory Skill: 50. Able to define key terms 57) negative relationship Answer: An association between two variables such that as values on one variable increase, values on the other variable fall or decrease.

Diff: 3 Type: ES Page Ref: 36 Topic: The Aspects of Theory Skill: 50. Able to define key terms 58) nomothetic Answer:

An approach based on laws or one that operates according to a system of laws.

Diff: 3 Type: ES Page Ref: 38 Topic: The Aspects of Theory Skill: 50. Able to define key terms 59) paradigm Answer: A general organizing framework for social theory and empirical research. It includes basic assumptions, major questions to be answered, models of good research practice and theory, and methods for finding answers to questions.

Diff: 3 Type: ES Page Ref: 37 Topic: The Three Major Approaches to Social Science Skill: 50. Able to define key terms 60) positive relationship Answer: An association between two variables such that as values on one variable increase, values on the other variable rise or increase.

Diff: 3 Type: ES Page Ref: 36 Topic: The Aspects of Theory Skill: 50. Able to define key terms 61) praxis Answer: An idea in critical social science that social theory and everyday practice interact or work together, mutually affecting one another. This interaction can promote social change.

Diff: 3 Type: ES Page Ref: 39 Topic: The Three Major Approaches to Social Science Skill: 50. Able to define key terms 62) prediction Answer: A statement about something that is likely to occur in the future.

Diff: 3 Type: ES Page Ref: 32 Topic: The Aspects of Theory Skill: 50. Able to define key terms 63) proposition Answer:

A basic statement in social theory that two ideas or variables are related to one another. It can be true or false, conditional, and/or causal.

Diff: 3 Type: ES Page Ref: 27 Topic: The Parts of Theory Skill: 50. Able to define key terms 64) replication Answer: The principle that researchers must be able to repeat scientific findings in multiple studies to have a high level of confidence that the findings are true.

Diff: 3 Type: ES Page Ref: 38 Topic: The Three Major Approaches to Social Science Skill: 50. Able to define key terms 65) Verstehen Answer: A German word that translates as “understanding.” Specifically, it means an empathic understanding of another’s worldview and is used in an interpretative approach to social science.

Diff: 3 Type: ES Page Ref: 39 Topic: The Three Major Approaches to Social Science Skill: 50. Able to define key terms

1) Why are some groups of people called “special populations” in social research? What things must a researcher do differently when studying them?

Answer: • Some populations or groups of research participants are not capable of giving true, voluntary informed consent.

• Special populations are people who lack the necessary cognitive competency to give valid informed consent or people in a weak position who might cast aside their freedom to refuse in order to participate in a study.

• Students, prison inmates, employees, military personnel, the homeless, welfare recipients, children, or the developmentally disabled may not be fully capable of making a decision, or they may agree to participate only because they see their participation as a means of obtaining a desired good—such as higher grades, early parole, promotions, or additional services.

• It is unethical to involve “incompetent” people (e.g., children, the mentally challenged) in research unless a researcher meets two minimal conditions: (1) a legal guardian grants written permission, and (2) the researcher follows all standard ethical principles to protect the participant from harm.

Diff: 5 Type: ES Page Ref: 51-52 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 2) How do power relations, deception, and coercion participate in research conflict with the principle of voluntary consent?

Answer: • The principle of voluntary consent is an ethical principle of social research that states that people should never participate in research unless they first explicitly agree to do so.

• With regard to power relations, a professional researcher and the research participants or employee-assistants are in a relationship of unequal power and trust. An experimenter, survey director, or research investigator has power over participants and assistants, and, in turn, they trust his/her judgment and authority.

The researcher’s credentials, training, and professional role and the place of science in modern society legitimate the power and make it into a form of expert authority. Some ethical issues involve an abuse of power and trust. A researcher’s authority to conduct social research and to earn the trust of others is always accompanied by an immutable ethical responsibility to guide, protect, and oversee the interests of the people being studied.

• Social researchers sometimes deceive or lie to participants in field and experimental research. A researcher might misrepresent his/her actions or true intentions for legitimate methodological reasons. For example, if participants knew the true purpose, they would modify their behaviour, making it impossible to learn of their real behaviour. Another situation occurs when access to a research site would be impossible if the researcher told the truth. Deception is never preferable if the researcher can accomplish the same thing without using deception.

• The use of coercion to participate in a study can be a tricky issue, and it depends on the specifics of the situation. Today it is unlikely that individuals will be coerced; however, there are still cases where people may be implicitly coerced.

For example, undergraduate students who are asked to participate in research in classes may feel obligated to participate because they want a good grade.

Diff: 3 Type: ES Page Ref: 44, 48, 52 Topic: Why Be Ethical; Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 3) What is informed consent? Why was it developed? How does it protect research subjects?

Answer: • Informed consent is an agreement by participants stating they are willing to be in a study after they learn something about what the research procedure will involve.

• It was developed so that research participants would be aware of their rights and what they are getting involved in.

• Full disclosure with the researcher’s identification helps to protect research participants against fraudulent research and to protect legitimate researchers.

Informed consent lessens the chance that a con artist in the guise of a researcher will defraud or abuse subjects. It also reduces the chance that someone will use a bogus identity to market products or obtain personal information on people for unethical purposes.

Diff: 4 Type: ES Page Ref: 49-50 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 4) Describe the difference between anonymity and confidentiality.

Answer: • Anonymity means that people remain anonymous or nameless. For example, a field researcher provides a social picture of an individual but gives a fictitious name and location and alters some characteristics. The subject’s identity is protected, and the individual remains unknown or anonymous.

• Confidentiality can include information with participant names attached, but the researcher holds it in confidence or keeps it secret from public disclosure. The researcher releases data in a way that does not permit linking specific individuals to responses and presents it publicly only in an aggregate form (e.g., as a percentage or statistical means).

Diff: 4 Type: ES Page Ref: 53-54 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 5) How might a sponsor attempt to illegitimately influence a researcher? What can the researcher do about it and why might a researcher hesitate about being ethical?

Answer: • A sponsor may attempt to illegitimately influence a researcher by: (1) telling the researcher, directly or indirectly, what results the researcher should come up with before the study is undertaken; (2) telling the researcher to suppress scientific information that contradicts official policy or embarrasses high officials.

• For (1), a researcher should refuse to participate if she or he is told to arrive at specific results as a precondition for doing research. Legitimate research is conducted without restrictions on the possible findings that the study might yield.

For (2), a researcher should negotiate conditions for releasing the findings prior to

beginning the study and sign a contract to that effect. It may be unwise to conduct the study without such a guarantee, although competing researchers who have fewer ethical scruples may do so. Alternatively, a researcher can accept the sponsor’s criticism and hostility and release the findings over the sponsor’s objections.

Diff: 5 Type: ES Page Ref: 58-60 Topic: Ethics and the Sponsors of Research Skill: 13. Explains the need to balance competing ethical principles 6) Identify three major cases in the history of research ethics and describe the basic principle of ethical research they illustrate.

Answer: • Stanley Milgram’s obedience study in which ethical concerns were raised over the use of deception and the extreme emotional stress experienced by subjects.

• Laud Humphreys’ tearoom trade study in which the subjects never consented; deception was used; and the names could have been used to blackmail subjects, to end marriages, or to initiate criminal prosecution.

• Zimbardo’s prison experiment in which the risk of permanent psychological harm, and even physical harm, was great.

Diff: 3 Type: ES Page Ref: 46 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 7) Describe what a whistle-blower is in social research settings, and what pressures a whistleblower might feel to keep quiet or go public.

Answer: • A whistle-blower is a person who sees ethical wrongdoing, tries unsuccessfully to correct it internally, and then informs an external audience, agency, or the media.

• By doing what is moral, a whistle-blower needs to be prepared to make sacrifices—loss of a job or promotion, lowered pay, an undesirable transfer, abandonment by friends ar work, or legal costs. There is no guarantee that doing the ethical or moral thing will stop the unethical behaviour or protect the honest researcher from retaliation.

Diff: 3 Type: ES Page Ref: 57-58 Topic: Ethics and the Sponsors of Research Skill: 13. Explains the need to balance competing ethical principles 8) In what ways do political pressures affect the conduct of social research? How do issues of value-free or objective research relate to such political pressures?

Answer: • The politics of research usually involves actions by organized advocacy groups, powerful interests in society, governments, or politicians trying to restrict or control the direction of social research.

• Historically, the political influence over social research has included preventing researchers from conducting a study, cutting off or redirecting funds for research, harassing individual researchers, censoring the release of findings, and using social research as a cover or guise for covert government intelligence/military actions.

•

Value-free means free of everyone’s values except those of science, and objective means following established rules or procedures that some people created, without considering whom these people represent and how they created the rules.

The research sponsored by the organizations as outlined above does not subscribe to the definition of value-free and objective.

Diff: 3 Type: ES Page Ref: 60-61 Topic: Politics of Research Skill: 12. Recognizes and can apply ethical principles to social research situations 9) Why is “value free” research not always advocated by social researchers?

Answer: • Value-free research is not always advocated by social researchers because those who favour a critical approach, for example, see all research as containing some values, so those who claim to be value-free are just hiding theirs.

• Those who follow an interpretive and critical approach and reject value-free research do not embrace sloppy and haphazard research, research procedures that follow a particular researcher’s whims, or a study that has a foregone conclusion and automatically supports a specific value position.

• They believe that a researcher should make his/her own value position explicit, reflect carefully on reasons for doing a study and the procedures used, and communicate in a candid, clear manner exactly how the study was conducted. In this way, other researchers see the role of a researcher’s values and judge for themselves whether the values unfairly influenced a study’s findings.

Diff: 7 Type: ES Page Ref: 61 Topic: Value-Free and Objective Research Skill: 13. Explains the need to balance competing ethical principles 10) What ethical concern is the “cross-over design” supposed to help a research resolve?

A) Do not create new inequalities.

B) Protect confidentiality.

C) Ensure voluntary participation.

D) Do not cause legal harm.

E) Do not suppress research findings.

Answer: A Diff: 6 Type: MC Page Ref: 53 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 11) If a researcher conducting a survey gets “informed consent” she will A) get an ok from funding agencies to experiment with controlled substances.

B) get permission to interview friends and family members about personal behaviour (such as sexual relations, etc.).

C) get permission to conduct the interview with the respondent after telling the respondent something about the interview.

D) get permission from other researchers to use non-random sampling.

E) get permission from people to use their actual names and addresses in published studies about them.

Answer: C

Diff: 2 Type: MC Page Ref: 49-50 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 12) The Principle of Voluntary Consent in social research means A) a professor who hands out a questionnaire to students should inform students that their participation is voluntary and that they can refuse to participate without penalty.

B) many research findings actually have limited generalizability to those subjects/respondents who agree to participate in research.

C) this norm is violated in covert field research.

D) a researcher using deception should tell subjects that they can leave at any time.

E) all of the above.

Answer: E Diff: 4 Type: MC Page Ref: 48-50 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 13) For an honours undergraduate project, Steven Smith conducts a survey on students’ attitudes and behaviours concerning personal beliefs and behaviours, including sexual behaviour. While distributing the questionnaire, he assures the group of students that no one will be able to trace responses to an individual. He obtained a seating chart with the names of all the students in the class and where they sit. He notices where each person sat before he or she returns the questionnaire to the front of the room and memorizes who turned in the first, second, etc., questionnaire. Which ethical principle is Steven violating?

A) Confidentiality B) Anonymity C) Harm to subjects D) Concealed identity of researcher E) Voluntary participation Answer: B Diff: 5 Type: MC Page Ref: 53-54 Topic: Ethical Issues Involving Research Participants Skill: 01. Applies abstract learning to realistic situations 14) What is the general ethical principle regarding deception in social research?

A) It is fully acceptable and does not involve ethical issues.

B) It is forbidden under all circumstances of ethical research.

C) It can be ethically used if essential to the research so long as subjects are not physically harmed.

D) It can be ethically used if essential to the research, but only to the minimal degree necessary and it must be followed by debriefing.

E) Deception can only be ethically used when subjects are “captive” populations (e.g., prisoners, students, mental hospital patients, military personnel).

Answer: D Diff: 3 Type: MC Page Ref: 48-50 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations

15) The original source for the principles of codes of ethics for research on human subjects was developed out of A) the Amnesty International Code of 1975.

B) the Nuremburg Trial of Nazi war crimes in 1946–47.

C) the 1964 Civil Rights Act. D) the League of Nations Charter of 1919.

E) the Constitution of the United States.

Answer: B Diff: 2 Type: MC Page Ref: 56 Topic: Ethics and the Scientific Community Skill: 12. Recognizes and can apply ethical principles to social research situations 16) The primary thing that keeps most social scientific research within ethical-moral boundaries is A) the Codes of Ethics published by professional associations.

B) the government’s laws and regulations.

C) fear of lawsuits against researchers by subjects.

D) the professional training or socialization and peer pressure that individual researchers experience.

E) the research police who have an office on every college campus.

Answer: D Diff: 4 Type: MC Page Ref: 43-44 Topic: Why Be Ethical?

Skill: 12. Recognizes and can apply ethical principles to social research situations 17) Professor Ivan Ishtar copied five pages from a student paper that was not protected by copyright laws and put it in an article he published but failed to give credit to the student.

He also claimed to interview 10 people who he never interviewed. Professor Ishtar committed all the following activities EXCEPT which one?

A) Plagiarism B) Research fraud C) Scientific misconduct D) Unethical but legal behaviour E) Illegal but ethical behaviour Answer: E Diff: 6 Type: MC Page Ref: 43-44 Topic: Why Be Ethical?

Skill: 01. Applies abstract learning to realistic situations 18) It is NOT ethical for a sponsor to do which of the following?

A) A school district wants a study of students, but demands that a researcher reach findings showing an improvement in student scores during the past five years.

B) A supervisor requires prior review of questionnaire items to make some of them “leading” to make certain that the company looks good.

C) A government agency that paid for a study suppresses findings that indicate that it has not enforced a law it is supposed to and has been an overall failure.

D) A political party calls people for telephone interviews on opinions, but is really identifying potential financial contributors. It hides the true sponsor of a study by using a made-up name of a research company.

E) All of the above.

Answer: E Diff: 6 Type: MC Page Ref: 57-60 Topic: Ethics and the Sponsors of Research Skill: 12. Recognizes and can apply ethical principles to social research situations 19) A great deal of learning about ethics is based on “famous cases.” Which study is the “famous case” in which poor black men were not treated and allowed to become disabled and permanently harmed in a Public Health Service study by the U.S. federal government?

A) Tearoom Trade B) Jury Study C) Milgram Obedience Experiment D) Zimbardo Prison Experiment E) Bad Blood Answer: E Diff: 2 Type: MC Page Ref: 45 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 20) A researcher asks some teenagers to shoplift from a drugstore while he observes so that he can learn more about how they do it. This researcher may be violating the ethical principle, which says A) do not cause physical harm.

B) avoid causing psychological abuse or stress.

C) do not create new inequalities.

D) do not place subjects in legal jeopardy.

E) none of the above, it is not unethical.

Answer: D Diff: 5 Type: MC Page Ref: 48 Topic: Ethical Issues Involving Research Participants Skill: 01. Applies abstract learning to realistic situations 21) Find the FALSE statement about ethics in social research.

A) The individual researcher is ultimately responsible for acting in an ethical manner and protecting research subjects.

B) A researcher who lacks strong professional socialization, who is isolated from other researchers, and who is under great pressure to cut corners to produce research findings is in greater danger of doing something unethical.

C) Unethical researchers, if caught, have disgraced themselves before their peers.

They may lose their job and never get another professional job. All their past research may be suspect.

D) It is usually more costly and time consuming to behave ethically, but there is no praise for ethical research. It is simply expected.

E) All unethical behaviour is also illegal because codes of ethics have the force of law.

Answer: E Diff: 6 Type: MC Page Ref: 44 Topic: Why Be Ethical?

Skill: 12. Recognizes and can apply ethical principles to social research situations 22) Where are Institutional Review Boards and what is the purpose of one?

A) They are located in provincial police offices. They ensure that researchers do not misuse money given to them for research.

B) They are part of professional associations. They lobby for more research money from government agencies.

C) They are at most universities, hospitals, and research centres. They make sure that research involving humans is carried out ethically.

D) They are located inside government agencies that give grants for research. They ensure that the methodology used is scientific.

E) They are parts of citizen groups. They fight against the invasion of privacy that social research represents.

Answer: C Diff: 4 Type: MC Page Ref: 49, 55-56 Topic: Ethical Issues Involving Research Participants; Ethics and the Scientific Community Skill: 12. Recognizes and can apply ethical principles to social research situation 23) What is the purpose of informed consent?

A) It means that information a researcher gets from a subject may be used in any way by the researcher, even against the desires, beliefs, or wishes of the research subject.

B) It documents that a researcher has followed the principle of voluntary participation.

C) It gives permission from the government to study certain “taboo” topics.

D) It protects researchers and teachers from outside interference when they debate ideas, investigate issues, or discuss findings.

E) It gives a researcher the right to see government documents.

Answer: B Diff: 3 Type: MC Page Ref: 49-50 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 24) What ethical issue was NOT raised by the famous “Tearoom Trade” study by Laud Humphries on homosexuals?

A) Covert observation without informed consent B) Protecting the research subjects from legal jeopardy C) Protecting the privacy of respondents and confidentiality of data D) The use of deception or lying to subjects E) All of the above were involved Answer: E Diff: 5 Type: MC Page Ref: 46 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations

25) What is ethical behaviour regarding the use of deception in social research?

A) Deception is always forbidden; it should never be used under any conditions whatsoever.

B) Deception can be used anytime a researcher feels he or she can learn more by using it, so long as the subjects have given their “informed consent.”

C) Deception can be used anytime a researcher feels he or she would learn more by using it, but only if the researcher afterward “debriefs” the subjects, telling them about the deception.

D) Deception can only be used if it is necessary for a specific research purpose, only to the minimal degree required for that purpose, and subjects should give informed consent before participating and be debriefed immediately afterward.

E) Deception can only be used when one is working with “special populations,” during which time debriefing is optional.

Answer: D Diff: 5 Type: MC Page Ref: 48-49 Topic: Ethical Issues Involving Research Participants Skill: 13. Explains the need to balance competing ethical principles 26) Professor Bernard Bellyache said, “before I go any further, I have to run this research design past the IRB.” What does this mean?

A) Professor Bellyache needs to get money to conduct the research project and must go to the Internal Revenue Board to get it.

B) Professor Bellyache needs to get an ok by a local committee who checks for ethical concerns in research dealing with people.

C) Professor Bellyache does not have academic freedom and must get permission to do anything.

D) Professor Bellyache has to go to Ottawa to talk with the national lobbying organization for the social science researchers.

E) Professor Bellyache is conducting a research project like the “Bad Blood” study so he must get let health officials know he won’t contaminate anyone.

Answer: B Diff: 3 Type: MC Page Ref: 56-57 Topic: Ethics and the Scientific Community Skill: 01. Applies abstract learning to realistic situations 27) Henrietta Handlesworth got a job working at Zone Research Company. After working there for two years, she was asked to conduct a survey of customers who bought Zone Motor Corporation cars in the past two years to see how satisfied they were. Her supervisor told her not to bother sending questionnaires to people who bought a car from Zone Motor Corp. but since sold it. Henrietta thought this was wrong but wanted to keep her supervisor happy so that she could get a promotion. What ethical problem did Henrietta encounter?

A) Concealing the true sponsor B) Suppressing findings C) Arriving at particular findings D) Limits on how to conduct a study E) No ethical problem Answer: D Diff: 4 Type: MC Page Ref: 57-60

Topic: Ethics and the Sponsors of Research Skill: 13. Explains the need to balance competing ethical principles 28) Why is there a special concern with anonymity and confidentiality when a researcher studies “captive” populations like prisoners?

A) Gatekeepers, or those in positions of authority, may restrict access unless they receive information on subjects.

B) Pseudonyms or false names cannot be used for prisoners.

C) Researchers are legally obligated to tell the police about what they have learned from the subjects.

D) All of the above are reasons for special concern.

E) None of the above are reasons for special concern.

Answer: A Diff: 4 Type: MC Page Ref: 54-55 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 29) The Russell Ogden case is an illustration of a social researcher’s obligation to uphold which ethical principle?

A) Do no harm to participants B) Conflict of interest C) Informed consent D) Confidentiality E) Do not exploit participants for personal gain Answer: D Diff: 3 Type: MC Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: 12. Recognizes and can apply ethical principles to social research situations 30) The Dr. Nancy Olivieri case demonstrates: A) that speaking out against research that is funded by large and powerful companies can have a great personal cost, even if it is done to uphold ethical principles.

B) that speaking out against research that is funded by large and powerful companies can be rewarded by the scientific community.

C) that a researcher should remain loyal to the sponsoring organization.

D) that a researcher should exit the situation immediately.

E) none of the above.

Answer: A Diff: 3 Type: MC Page Ref: 58 Topic: Ethics and the Sponsors of Research Skill: 13. Explains the need to balance competing ethical principles 31) anonymity Answer: Research participants remain anonymous or nameless.

Diff: 3 Type: ES Page Ref: 53 Topic: Ethical Issues Regarding Research Participants Skill: 50. Able to define key terms

32) confidentiality Answer: Information with participant names attached, but the researcher holds it in confidence or keeps it secret from the public.

Diff: 3 Type: ES Page Ref: 54-55 Topic: Ethical Issues Regarding Research Participants Skill: 50. Able to define key terms 33) crossover design Answer: A research design to reduce creating inequality; it is when a study group that gets no treatment in the first phase of the experiment becomes a group with the treatment in the second phase, and vice versa.

Diff: 3 Type: ES Page Ref: 53 Topic: Ethical Issues Regarding Research Participants Skill: 50. Able to define key terms 34) informed consent Answer: An agreement by participants stating they are willing to be in a study and they know something about what the research procedure will involve.

Diff: 3 Type: ES Page Ref: 49-50 Topic: Ethical Issues Regarding Research Participants Skill: 50. Able to define key terms 35) plagiarism Answer: When a researcher “steals” the ideas or writings of another or uses them without properly citing the source.

Diff: 3 Type: ES Page Ref: 43-44 Topic: Why Be Ethical?

Skill: 50. Able to define key terms 36) principle of voluntary consent Answer: The idea that researchers must never force anyone to participate in research, and do not lie to them unless it is necessary to accomplish a legitimate research purpose.

Diff: 3 Type: ES Page Ref: 48 Topic: Ethical Issues Regarding Research Participants Skill: 50. Able to define key terms 37) research fraud

Answer: Unethical behaviour that occurs when a researcher fakes or invents data that he/she did not really collect, or fails to honestly and fully report how he/she conducted a study.

Diff: 3 Type: ES Page Ref: 43 Topic: Why Be Ethical?

Skill: 50. Able to define key terms 38) scientific misconduct Answer: Unethical behaviour in which a researcher falsifies or distorts the data or the methods of data collection, or plagiarizes the work of others.

Diff: 3 Type: ES Page Ref: 43 Topic: Why Be Ethical?

Skill: 50. Able to define key terms 39) special populations Answer: People who lack the necessary cognitive competency to give real informed consent or people in a weak position who might comprise their freedom to refuse to participate in a study.

Diff: 3 Type: ES Page Ref: 51-52 Topic: Ethical Issues Regarding Research Participants Skill: 50. Able to define key terms 40) whistle-blower Answer: A person who sees ethical wrongdoing, tries to correct it internally, but then informs an external audience, agency, or the media.

Diff: 3 Type: ES Page Ref: 57 Topic: Ethics and the Sponsors of Research Skill: 50. Able to define key terms

1) With which outlet of research reports is it easiest to locate research? With which outlet is it most difficult? Why? Answer: • It is easiest to locate research by using articles in scholarly journals since most social research is published in such journals. There are dozens of journals, many going back decades, and each containing many articles. A particularly useful journal article that you might find on a topic is a meta-analysis. This is a study that is undertaken by a researcher in which he or she analyzes the results from all of the available studies on a given topic.

• It is most difficult to locate research using scholarly books because the subject topics of library catalogue systems are usually incomplete and too broad to be useful. Moreover, they list only books that are in a particular library system, although you may be able to search other libraries for books through interlibrary loan.

Diff: 2 Type: ES Page Ref: 70-71 Topic: Literature Review Skill: 15. Understands the types and strengths/weaknesses of various source materials 2) Describe the page-numbering system used in most scholarly journals.

Answer: • Most journals number pages by volume, not by issue.

• The first issue of a volume usually begins with page 1, and page numbering continues through the entire volume, for example, the first page of volume 52, issue 4, may be page 547.

• Most journals have an index for each volume and a table of contents for each issue that lists the title, the author’s or authors’ names, and the page on which the article begins.

Diff: 2 Type: ES Page Ref: 67 Topic: Literature Review Skill: 15. Understands the types and strengths/weaknesses of various source materials 3) What are the advantages and disadvantages of using the internet in social research?

Answer: • Advantages—The internet is fast, easy, and cheap, and it allows people to find source material from almost anywhere, given the increasing availability of WiFi technology. The internet does not close; it operates 24 hours a day, seven days a week. More and more information is available on the internet, particularly as databases and libraries have started to store electronic versions of journal articles.

• Advantages—The internet is the provider of a very wide range of information sources with some in formats that are dynamic and interesting. It can send and be a resource for more than straight black and white text. Using the internet, authors and originators of information can be creative in their presentations. Many websites, home pages, and other internet resource pages have “hot links” that can call up information from related sites or sources simply by clicking on the link.

This connects people to more information and provides instant access to cross-

referenced material. Links make it easy to embed one source within a network of related sources.

• Advantages—The internet speeds the flow of information around the globe and has a “democratizing” effect. It provides rapid transmission of information across long distances and international borders. In addition, it is possible to email and correspond directly with researchers in your field and to obtain research-related materials directly from the researcher.

• Disadvantages—There is no quality control over what gets on the internet. Unlike in standard academic publications, there is no peer review process or editorial review. Also, it is easy to copy, modify, or distort, then reproduce copies of a sources.

• Disadvantages—Many excellent sources and some of the most important resource materials for social research are not available on the internet.

• Disadvantages—Finding sources on the internet can be very difficult and time consuming. It is not easy to locate specific source materials. Also, different search engines can produce very different results.

• Disadvantages—Internet sources can be unstable and difficult to document. After you conduct a search on the internet and locate webpages with information, it is important to note the specific URL. • Disadvantages—There are few rules for locating the best sites on the internet— ones that have useful and truthful information. In addition to moving or disappearing, many webpages or sources fail to provide complete information to make citation easy.

Diff: 4 Type: ES Page Ref: 76-77 Topic: Using the Internet for Social Research Skill: 15. Understands the types and strengths/weaknesses of various source materials 4) What distinguishes a strong from a weak literature review?

Answer: • A weak review fails to synthesize, and quotes where quotations are not necessary (and may even quote improperly). The writer poorly summarizes the articles and does not link them together in any way.

• A strong review groups findings by similarity and highlights the differences between the articles. It also points out the common theoretical ground on which the studies are based. A strong review is also effectively organized.

Diff: 4 Type: ES Page Ref: 75-76 Topic: Literature Review Skill: 14. Recognizes and can use the ASR bibliographic style 5) What are the steps to conducting a systematic literature review?

Answer: • The first step is to define and refine a topic. A good review topic should be focused as a research question.

• The second step is to design a search; that is, after choosing a focused research question, the researcher should plan a search strategy. The researcher needs to decide on the type of review, its extensiveness, and the types of materials to include. As the review proceeds, it should become more focused.

•

The third step is to locate research reports, i.e., articles in scholarly journals and/or books. This step depends on the type of report or “outlet” of research being searched. As a general rule, multiple search strategies should be used in order to counteract the limitations of a single search method.

Diff: 3 Type: ES Page Ref: 69-71 Topic: Literature Review Skill: 15. Understands the types and strengths/weaknesses of various source materials 6) When citing a reference to an article, you can rely on the fact that A) all scholarly journals begin with a January issue, which is Number 1.

B) journals number pages through a volume and do not begin each issue with page1.

C) all scholarly journals are published two times a year.

D) each volume contains about three years’ worth of journals.

E) all scholarly journals contain exactly five articles per issue.

Answer: B Diff: 4 Type MC Page Ref: 67 Topic: Literature Review Skill: 14. Recognizes and can use the ASR bibliographic style 7) The American Sociological Review bibliographic reference style is used in which of the examples below?

A) James R. Kluegel and Lawrence Bobo (1993) “Opposition to Race-Targeting: Self-Interest, Stratification Ideology or Racial Attitude?” American Sociological Review 58(4), 443-465.

B) Kluegel, J.R. and Bobo, L. Opposition to Race-Targeting: Self-Interest, Stratification Ideology or Racial Attitude? American Sociological Review 58 (August, 1993), Pp. 443-465.

C) Kluegel, James R. and Lawrence Bobo. 1993. “Opposition to Race-Targeting: Self-Interest, Stratification Ideology or Racial Attitude?” American Sociological Review 58:443-65.

D) Kluegel, J.R. and Bobo, L. (1993) Opposition to Race-Targeting: Self-Interest, Stratification Ideology or Racial Attitude? American Sociological Review 58, 443-65.

E) Kluegel, James & Bobo, L., Opposition to Race-Targeting: Self-Interest, Stratification Ideology or Racial Attitude? Am Sociol Rev 58(4), 443-465, 1993.

Answer: C Diff: 3 Type MC Page Ref: 68 Topic: Literature Review Skill: 14. Recognizes and can use the ASA bibliographic style 8) Which of the following is considered a positive feature of using the internet for social research?

A) Information can quickly cross vast distances and international borders B) High “quality control” of all the information on the internet C) Stability and permanence of sources D) All important sources are available on the internet, nothing is missing

E) Ease when searching for very specific information—quickly getting the one piece of specific information needed and nothing extra Answer: A Diff: 3 Type MC Page Ref: 76-77 Topic: Using the Internet for Social Research Skill: 15. Understands the types and strengths/weaknesses of various source materials 9) In general, if you want to find many research studies on a topic the easiest way to locate them is if the studies A) are published as a book.

B) are published as scholarly journal articles.

C) appear as a Ph.D. dissertation.

D) are papers presented at professional meetings.

E) are published as some kind of government document.

Answer: B Diff: 3 Type MC Page Ref: 70-71 Topic: Literature Review Skill: 15. Understands the types and strengths/weaknesses of various source materials 10) Which of the following is NOT characteristic of an annotated bibliography?

A) It lists the citation information of a journal article.

B) It includes a summary of the article.

C) It includes comments about the study’s findings and research quality.

D) It is similar to a literature review.

E) It is a good first step in a literature review.

Answer: D Diff: 3 Type MC Page Ref: 74 Topic: Literature Review Skill: 15. Understands the types and strengths/weaknesses of various source materials 11) Which of the following is considered a negative feature of using the internet for social research?

A) The internet has a “democratizing” effect.

B) The internet can make specific piece of information accessible quickly.

C) There are few rules for locating the best sites on the internet.

D) It provides new and important ways to find information.

E) There are no negative features of using the internet for social research.

Answer: C Diff: 3 Type MC Page Ref: 76-77 Topic: Using the Internet for Social Research Skill: 15. Understands the types and strengths/weaknesses of various source materials 12) Which of the following steps is considered practical for a researcher to follow in reading journal articles?

A) Do not consider your own orientation or biases toward a topic, a method, or publication source.

B) Evaluate as you read the article, e.g., look for what errors are present.

C) Read the whole article at the outset, do not skim it for information.

D) In approaching the article, have an open mind and let the purpose for your reading evolve.

E) All of the above are practical steps.

Answer: B Diff: 3 Type MC Page Ref: 73 Topic: Literature Review Skill: 15. Understands the types and strengths/weaknesses of various source materials 13) abstract Answer: A term with two meanings in literature reviews: a short summary of a scholarly journal article that usually appears at its beginning, and a reference tool for locating scholarly journal articles.

Diff: 3 Type ES Page Ref: 67 Topic: Literature Review Skill: 50. Able to define key terms 14) citation Answer: Details of a scholarly journal article’s location that helps people to find it quickly.

Diff: 3 Type ES Page Ref: 67 Topic: Literature Review Skill: 50. Able to define key terms 15) literature review Answer: A systematic examination of previously published studies on a research question, issue, or method that a researcher undertakes and integrates together to prepare for conducting a study or to bring together and summarize the “state of the field.”

Diff: 3 Type ES Page Ref: 64-65 Topic: Literature Review Skill: 50. Able to define key terms 16) meta-analysis Answer: A quantitative overview of existing evidence on a particular topic.

Diff: 3 Type ES Page Ref: 71 Topic: Literature Review Skill: 50. Able to define key terms 17) annotated bibliography Answer:

A list of sources pertaining to a specific topic, which includes full citation information, a summary of the article (including research methods employed) and its findings, as well as evaluative comments about the quality of the research.

Diff: 3 Type ES Page Ref: 71 Topic: Literature Review Skill: 50. Able to define key terms

1) State a hypothesis with an independent, dependent, and intervening variable. What are the units of analysis and levels of analysis of the hypothesis? Draw a diagram showing the relationship.

Answer: • Racial classification (independent variable) causes school quality (intervening variable), which affects test scores (dependent variable).

• Units of analysis are students and the levels of analysis are: nominal (race); ratio (test scores); and ordinal (school quality).

RACIAL CLASSIFICATION → SCHOOL QUALITY → TEST SCORES Diff: 8 Type: ES Page Ref: 87-89 Topic: Quantitative Design Issues Skill: 17. Distinguishes among and properly uses various types of variables and causal hypotheses 2) A researcher using “The Logic of Disconfirming Hypotheses” uses two different hypotheses. What are they? Why is negative evidence considered stronger?

Answer: • The two hypotheses are the null and alternative hypotheses. The null hypothesis says that there is no relationship between two variables, or no effect. The alternative hypothesis says that a relationship exists.

• Negative evidence is considered stronger because the hypothesis becomes “tarnished” or “soiled” if the evidence fails to support it. This is because a hypothesis makes predictions. Negative and disconfirming evidence show that the predictions are wrong. Positive or confirming evidence for a hypothesis is less critical because alternative hypotheses may make the same prediction. A researcher who finds confirming evidence for a prediction may not elevate one explanation over its alternatives.

Diff: 9 Type: ES Page Ref: 88-89 Topic: Quantitative Design Issues Skill: 17. Distinguishes among and properly uses various types of variables and causal hypotheses 3) Restate the following in terms of a hypothesis with independent and dependent variables: “The number of kilometres a person drives in a year affects the number of visits a person makes to gasoline filling stations, and there is a positive unidirectional relationship between the variables.” What is the unit of analysis for the hypothesis?

Answer: • As the number of kilometres a person drives in a year increases, the number of visits she or he makes to gas filling stations increases.

• The unit of analysis is the individual (person who drives).

Diff: 8 Type: ES Page Ref: 87-91 Topic: Quantitative Design Issues Skill: 17. Distinguishes among and properly uses various types of variables and causal hypotheses 4) Give an example of a spurious relationship and draw a diagram of the links among variables.

Answer:

•

Spuriousness occurs when two variables are associated but are not causally related because an unseen third factor is the real cause.

• For example, the argument that there is a relationship between illegal drugs and criminal activity. Some people maintain that taking illegal drugs causes criminal activity. This argument is spurious because the initial relationship between taking illegal drugs and criminal activity is misleading. The emotional problems and community disorder factors/variables are the true and often unobserved causal variables.

• INITIAL RELATIONSHIP = ILLEGAL DRUG USE → CRIMINAL ACTIVITY • ADDITION OF THE MISSING TRUE CAUSAL FACTOR(S) = EMOTIONAL PROBLEMS + COMMUNITY DISORDER → ILLEGAL DRUG USE → CRIMINAL ACTIVITY Diff: 7 Type: ES Page Ref: 93-95 Topic: Quantitative Design Issues Skill: 18. Able to read and understand symbolic causal diagrams 5) In what ways do the ecological fallacy and reductionism involve problems with the units of analysis?

Answer: • Ecological fallacy arises from a mismatch of analysis. It refers to a poor fit between the units for which a researcher has empirical evidence and the units for which that researcher wants to make statements. It is due to imprecise reasoning and generalizing beyond what the evidence warrants. A researcher has empirical evidence about an association for large-scale units or huge aggregates but overgeneralizes to make theoretical statements about an association among smallscale units or individuals.

• Reductionism, also called the fallacy of non-equivalence, occurs when a researcher explains macro-level events but has evidence only about specific individuals. It occurs when a researcher observes a lower or disaggregated unit of analysis but makes statements about the operations of higher or aggregated units.

It is a mirror image of the mismatch error in the ecological fallacy.

Diff: 8 Type: ES Page Ref: 91-93 Topic: Quantitative Design Issues Skill: 18. Able to read and understand symbolic causal diagrams 6) Explain how a linear and non-linear path to doing research differ, and how a pre-planned vs. emergent research question differ. What types of researchers are most likely to use each?

Answer: • A linear research path follows a fixed sequence of steps; it is like a staircase leading in one clear direction. It is a way of thinking and a way of looking at issues—the direct, narrow, straight path that is common in Western European and North American culture.

• A non-linear research path makes successive passes through steps, sometimes moving backward and sideways before moving on. It is more of a spiral, moving slowly upward but not directly. With each cycle or repetition, a researcher collects new data and gains new insights.

•

The linear research path is favoured by quantitative researchers and involves the pre-planning and development of a focused research question(s) for a specific study. On the other hand, qualitative researchers tend to favour a non-linear research path that often begins with a vague or unclear research question(s) and the topic emerges slowly during the study.

Diff: 8 Type: ES Page Ref: 80-82 Topic: Qualitative and Quantitative Orientations Toward Research Skill: 16. Capable of comparing features of qualitative and quantitative research designs 7) Provide an example of a good versus a bad research question on abortion in Canada.

Explain why each is an example of a good versus a bad question.

Answer: • An example of a bad research question is “Is abortion immoral?” This question is not empirically testable and it is too vague (needs to be more specific).

• An example of a good research question is “What socio-demographic factors are related to Canadians’ attitudes on abortion?” This is a testable question that is descriptive in nature.

Diff: 7 Type: ES Page Ref: 96-98 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 8) What is grounded theory, and why is it a widely used approach in qualitative research?

Answer: • Grounded theory is a qualitative research method that focuses on the development of theory during the data collection process.

• It is an inductive method that involves the construction of theory from data, i.e., grounds the construction of theory in data. Conceptualization and operationalization occur simultaneously with data collection and preliminary data analysis.

• This makes grounded theory a flexible approach that allows data and theory to interact.

• Qualitative researchers remain open to the unexpected, are willing to change the direction or focus of a research project, and may abandon their original research questions in the middle of a project.

• A qualitative researcher builds theory by making comparisons. When data collection and theorizing are interspersed, theoretical questions arise that suggest future observations, so new data are tailored to answer theoretical questions that came from thinking about previous data.

Diff: 4 Type: ES Page Ref: 83-85 Topic: Qualitative Design Issues Skill: 16. Capable of comparing features of qualitative and quantitative research designs Use the following model for the questions that follow: X¬Y¬Z 9) The dependent variable is A) X.

B) Y. C) Z. D) all of the above.

E) none of the above.

Answer: C Diff: 2 Type: MC Page Ref: 85-87 Topic: Quantitative Design Issues Skill: 09. Can read and express an understanding of a simple set of causal relations 10) The intervening variable is A) X. B) Y. C) Z. D) all of the above.

E) none of the above.

Answer: B Diff: 3 Type: MC Page Ref: 85-87 Topic: Quantitative Design Issues Skill: 09. Can read and express an understanding of a simple set of causal relations 11) A good causal hypothesis A) cannot be shown to be false with evidence.

B) only contains one variable.

C) can be proven to be true once and for all.

D) must apply to all humans in all human history in all societies.

E) can be stated at both a conceptual (theoretical) and an empirical level.

Answer: E Diff: 3 Type: MC Page Ref: 89-91 Topic: Quantitative Design Issues Skill: 17. Distinguishes among and properly uses various types of variables and causal hypotheses 12) What is the INDEPENDENT variable(s) in the following hypothesis? “Persons who experience economic deprivation during childhood socialization will place a higher priority on economic self-interest later in life than will people who did not experience economic deprivation during childhood.”

A) Economic deprivation B) Priority of economic self-interest C) Persons D) Later life E) A and B only are correct Answer: A Diff: 5 Type: MC Page Ref: 85-87 Topic: Quantitative Design Issues Skill: 17. Distinguishes among and properly uses various types of variables and causal hypotheses 13) What is the INDEPENDENT variable in the following statement? “A third hypothesis for family effects states that the continuing absence of a father leads to low educational

attainment among offspring in single-parent families. This view is derived from socialization theory, which stresses the importance of the male role model to the cognitive and emotional development of children.” American Journal of Sociology (1985, p. 889) A) Educational attainment B) Single-parent family C) Socialization theory D) Absence of father in the family E) Emotional development of children Answer: D Diff: 4 Type: MC Page Ref: 85-87 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 14) Prime Minister Harper stated that an individual’s political orientation has an effect on that individual’s stand on the legalization of marijuana issue. “Political orientation” was used as his A) independent variable.

B) dependent variable.

C) unit of analysis.

D) aggregate.

E) attribute.

Answer: A Diff: 4 Type: MC Page Ref: 85-87 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 15) Professor Pugsworth examined the following types of marital status: married/commonlaw, single-never married, widowed, separated/divorced. The types of marital status are called the professor’s A) variables.

B) variable categories or attributes.

C) units of analysis.

D) theoretical elements.

E) sampling units.

Answer: B Diff: 2 Type: MC Page Ref: 85 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 16) Graduate student Lola Lively conducted a study of how children thought about society.

She asked them about their attitudes toward the prime minister of Canada. Her UNIT(s) OF ANALYSIS is(are) A) the individual child.

B) attitudes.

C) the prime minister.

D) children’s attitudes.

E) society.

Answer: A

Diff: 5 Type: MC Page Ref: 89-91 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 17) Graduate student Phineas Manly studied the admissions practices and sports records of 200 colleges and universities in the US and Canada to see whether post-secondary institutions with more lax admissions standards won more games. What are the UNITS OF ANALYSIS in this study?

A) sports teams B) college students C) colleges D) admissions standards E) number of winning games Answer: C Diff: 5 Type: MC Page Ref: 89-91 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 18) Professor Susan Strongarm studied discrimination against women plumbers. Her hypothesis was that the greatest discrimination would be by businesses owned by men and individuals who believe strongly in traditional sex roles. She contacted 75 small business owners and 100 individual home owners who planned to hire a plumber. She offered each subject six possible plumbers to chose from. The plumbers had varying levels of experience and training, and charged different rates. One of the six was a woman and the other five were men. She discovered that 80 percent of the male business owners chose a man plumber although a woman plumber had more experience and training and charged less for the same service. For female business owners 30 percent chose a man plumber over a better qualified and cheaper woman. Every single home owner who believed strongly in traditional gender roles chose a male. All those who believed in non-traditional sex roles ignored gender and chose on the basis of skill and price alone.

What is(are) the UNIT(s) OF ANALYSIS in the study?

A) Plumbers B) Small business and home owners C) Sex roles D) Skills, experience, and price E) Men and women Answer: B Diff: 7 Type: MC Page Ref: 89-91 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 19) Professor Susan Strongarm studied discrimination against women plumbers. Her hypothesis was that the greatest discrimination would be by businesses owned by men and individuals who believe strongly in traditional sex roles. She contacted 75 small business owners and 100 individual home owners who planned to hire a plumber. She offered each subject six possible plumbers to chose from. The plumbers had varying levels of experience, training, and charged different rates. One of the six was a woman

and the other five were men. She discovered that 80 percent of the male business owners chose a man plumber although a woman plumber had more experience and training and charged less for the same service. For female business owners 30 percent chose a man plumber over a better qualified and cheaper woman. Every single home owner who believed strongly in traditional gender roles chose a male. All those who believed in nontraditional sex roles ignored gender and chose on the basis of skill and price alone.

What is the DEPENDENT VARIABLE in the study?

A) The amount charged by the plumber B) Whether or not discrimination against women plumbers occurred C) Traditional versus non-traditional sex roles D) Whether a small business owner was male or female E) Whether a plumber was male or female Answer: B Diff: 6 Type: MC Page Ref: 85-87 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 20) Professor Susan Strongarm studied discrimination against women plumbers. Her hypothesis was that the greatest discrimination would be by businesses owned by men and individuals who believe strongly in traditional sex roles. She contacted 75 small business owners and 100 individual home owners who planned to hire a plumber. She offered each subject six possible plumbers to chose from. The plumbers had varying levels of experience, training, and charged different rates. One of the six was a woman and the other five were men. She discovered that 80 percent of the male business owners chose a man plumber although a woman plumber had more experience and training and charged less for the same service. For female business owners 30 percent chose a man plumber over a better qualified and cheaper woman. Every single home owner who believed strongly in traditional gender roles chose a male. All those who believed in nontraditional sex roles ignored gender and chose on the basis of skill and price alone.

What is the NULL HYPOTHESIS for the study?

A) Women do not discriminate against women plumbers, but men do.

B) Discrimination is bad and should not occur.

C) Male small business owners and traditionalist home owners are more likely to discriminate against women who are plumbers.

D) There is no discrimination by small business owners or home owners against women plumbers.

E) None of the above.

Answer: D Diff: 7 Type: MC Page Ref: 88-89 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 21) Professor Susan Strongarm studied discrimination against women plumbers. Her hypothesis was that the greatest discrimination would be by businesses owned by men and individuals who believe strongly in traditional sex roles. She contacted 75 small business owners and 100 individual home owners who planned to hire a plumber. She offered each subject six possible plumbers to chose from. The plumbers had varying

levels of experience, training, and charged different rates. One of the six was a woman and the other five were men. She discovered that 80 percent of the male business owners chose a man plumber although a woman plumber had more experience and training and charged less for the same service. For female business owners 30 percent chose a man plumber over a better qualified and cheaper woman. Every single home owner who believed strongly in traditional gender roles chose a male. All those who believed in nontraditional sex roles ignored gender and chose on the basis of skill and price alone.

What is the INDEPENDENT VARIABLE in the study?

A) The amount charged by the plumber B) Whether or not discrimination against women plumbers occurred C) Whether the plumber is union or non-union D) Whether a small business owner was male or female E) Whether a plumber was male or female Answer: D Diff: 7 Type: MC Page Ref: 85-87 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 22) Professor Crimefighter looked at the number of arrests for drunken driving on the roads in 10 urban and 10 rural counties of Ontario. He found police made more arrests on roads in the rural counties. Professor Crimefighter concluded that people who live in rural areas are more likely to drive while intoxicated than are people who live in urban areas.

Crimefighter’s conclusion has the problem of A) premature closure.

B) over-extension.

C) ecological fallacy.

D) reductionism.

E) spuriousness.

Answer: E Diff: 8 Type: MC Page Ref: 93-95 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 23) The world-wide “Great Depression” of the 1930s was caused by Henry Handsome, a prominent New York Stock broker, who suffered from severe paranoia and told six wealthy friends to sell their stocks no matter what the price when he heard of a European bank going bankrupt in October 1929. Which logical error in causal explanation is presented in this explanation of the Great Depression?

A) Null hypothesis B) Spurious statement C) Ecological fallacy D) Reductionism E) None of the above Answer: D Diff: 6 Type: MC Page Ref: 92-93 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations

24) Dr. Munroe of the Quick Stop Counselling Clinic noticed that female clients with eating disorders who were counselled during the hours of 8:00 to 11:45 a.m. recovered much faster than those who were counselled from 1:00 to 5:00 p.m. She jumped to the false conclusion that the time of day of counselling caused a quicker recovery. Dr. Elgin was more cautious. He noticed that all the clinic staff used the same treatment, but the clinic’s female counsellors all worked at the clinic in the morning, and male counsellors worked in the afternoon. He found that the faster recovery had nothing to do with the time of day; rather, it was due to female clients responding to the treatment with female counsellors.

What is Dr. Munroe’s initial causal relationship called?

A) Null hypothesis B) Spurious statement C) Ecological fallacy D) Reductionism E) None of the above Answer: B Diff: 8 Type: MC Page Ref: 93-95 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 25) An error in explanation that relies on the fulfillment of an ultimate purpose is called: A) tautology.

B) teleology.

C) reductionism.

D) spuriousness.

E) ecological fallacy Answer: B Diff: 3 Type: MC Page Ref: 95 Topic: Quantitative Design Issues Skill: 19. Detects potential logical problems that can arise in causal explanations 26) Which of the following is part of study design by someone using a quantitative research style?

A) Variables and hypotheses B) Grounded theory C) Use of different orders of interpretation D) Non-linear research path E) Emphasis on cases and contexts Answer: A Diff: 3 Type: MC Page Ref: 85-89 Topic: Quantitative Design Issues Skill: 16. Capable of comparing features of qualitative and quantitative research designs 27) Graduate student Rob Roth noted that criminals sent to the Kent Prison in British Columbia were less likely to commit additional crimes once released compared to criminals who were sent to the Kingston Penitentiary in Ontario. He jumped to the conclusion that the facilities, staff, and programs at Kent had a causal effect of reducing future criminal behaviour. A fellow graduate student, Sherry Stevens, was more cautious.

She noticed that different types of criminals were sentenced to the two prisons. She discovered that those sentenced to Kent were an average of eight years younger than

those sentenced to Kingston, that they had been convicted of less violent crimes, and that they spent an average of two fewer years in prison. She argued that post-prison criminal behaviour had nothing to do with conditions of the Kent Prison itself; rather, it was due to the youth, offenses, and length of time spent in prison by those sent to Kent compared to the Kingston Penitentiary. The problem with Rob Roth’s conclusion is A) null hypothesis.

B) non-linear research path.

C) ecological fallacy.

D) reductionism.

E) spuriousness.

Answer: E Diff: 7 Type: MC Page Ref: 93-95 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 28) Which of the following is an example of a bad research question?

A) Do students attending high schools that offer sex education have lower teen pregnancy rates than those schools that do not?

B) Is premarital sex immoral?

C) Do teens who begin to engage in sexual relations when they are younger than 15 have lower self-esteem than teens who wait to begin until they are over 18?

D) Does an absence of reliable birth control information increase the chances that sexually active teens will catch and spread sexually transmitted diseases?

E) Does the age at which young men first engage in sexual intercourse differ among those who live in rural areas, small towns, suburbs, and large cities?

Answer: B Diff: 4 Type: MC Page Ref: 96-98 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 29) When does a qualitative researcher focus a study into a specific research question?

A) Before selecting a general topic B) After selecting a topic, but before gathering any data C) After selecting a topic and deciding how to collect data D) After selecting a topic, gathering some data, and conducting preliminary analysis of the data E) There are no research questions in qualitative research.

Answer: D Diff: 4 Type: MC Page Ref: 83-85 Topic: Qualitative Design Issues Skill: 16. Capable of comparing features of qualitative and quantitative research designs 30) Political Scientist Tom Travers tested whether the “military effort of modern industrial nations” is caused by the “electoral success by the right-wing parties” or the “popularity of nationalist beliefs” in a society. He tested the theory by looking at data on 22 large industrial nations from 1969 to 1999. He measured military effort as the “share of the gross national product” for military (e.g., weapons, training, stationing troops), rightwing party success by the percent of votes going to right-wing political parties in both national and local elections, and nationalist beliefs by attitude data from each nation.

Data for the share of the gross national product came from the International Labour Organization, while data for right-wing party power and nationalist attitudes came from previous studies by other researchers.

In this study, the DEPENDENT VARIABLE is A) nationalist beliefs.

B) military effort.

C) gross national product.

D) International Labour Organization.

E) votes during national and local elections for right-wing parties.

Answer: B Diff: 5 Type: MC Page Ref: 85-87 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 31) Political Scientist Tom Travers tested whether the “military effort of modern industrial nations” is caused by the “electoral success by the right-wing parties” or the “popularity of nationalist beliefs” in a society. He tested the theory by looking at data on 22 large industrial nations from 1969 to 1999. He measured military effort as the “share of the gross national product” for military (e.g., weapons, training, stationing troops), rightwing party success by the percent of votes going to right-wing political parties in both national and local elections, and nationalist beliefs by attitude data from each nation.

Data for the share of the gross national product came from the International Labour Organization, while data for right-wing party power and nationalist attitudes came from previous studies by other researchers.

In this study, the UNIT OF ANALYSIS is A) the nation.

B) the right-wing party.

C) the individual.

D) the military program.

E) the organization supplying data (e.g., International Labor Organization).

Answer: A Diff: 7 Type: MC Page Ref: 89-91 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 32) Below is a list of features of qualitative or quantitative research. Which one is a feature of qualitative research but NOT quantitative research?

A) Measures are created in an ad hoc manner and often specific to an individual setting.

B) Standard procedures are used and replication assumed.

C) Measures are systematically created before gathering any data.

D) Concepts are in the form of distinct variables.

E) The theory is usually causal and deductive.

Answer: A Type: MC Page Ref: 83-85 Topic: Qualitative Design Issues Skill: 16. Capable of comparing features of qualitative and quantitative research designs

33) The statement “People are poor because they have little money” is an example of what error in explanation?

A) Spuriousness B) Reductionism C) Tautology D) Ecological fallacy E) Teleology Answer: C Type: MC Page Ref: 95 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 34) Durkheim’s classic study, Suicide (1897), was criticized because: A) of his treatment of aggregate data as though they were individual-level data.

B) of his treatment of individual-level data as though they were aggregate data.

C) he pooled his data and treated the populations across countries as though they were comparable.

D) A and C E) B and C Answer: A Type: MC Page Ref: 91-92 Topic: Quantitative Design Issues Skill: 01. Applies abstract learning to realistic situations 35) How does a qualitative researcher assign significance or a coherent meaning to something?

A) By rearranging, examining, and discussing the numbers by using charts and statistics to explain how patterns in the data relate to the research question.

B) By rearranging, examining, and discussing textual or visual data in a way that remains true to the original people and situations that the researcher studied.

C) By rearranging, examining, and discussing textual or visual data in a way that conveys an authentic voice.

D) B and C E) A and C Answer: D Type: MC Page Ref: 85 Topic: Quantitative Design Issues Skill: 16. Capable of comparing features of qualitative and quantitative research designs 36) alternative hypothesis Answer: A hypothesis paired with a null hypothesis; it states that the independent variable has an effect on the dependent variable.

Diff: 3 Type: ES Page Ref: 89 Topic: Quantitative Design Issues Skill: 50. Able to define key terms

37) attributes Answer: The categories of a variable.

Diff: 3 Type: ES Page Ref: 85 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 38) dependent variable Answer: The effect variable that is last and results from the causal variable(s) in a causal explanation. Also the variable that is measured in the pretest and post-test and that is the result of a treatment in experimental research.

Diff: 3 Type: ES Page Ref: 86 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 39) ecological fallacy Answer: Something that appears to be a causal explanation but is not. It occurs because of confusion about units of analysis. A researcher has empirical evidence about an association for large-scale units or huge aggregates, but overgeneralizes to make theoretical statements about an association among small-scale units or individuals.

Diff: 3 Type: ES Page Ref: 91-92 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 40) hypothesis Answer: The statement from a causal explanation or a proposition that has at least one independent and one dependent variable, but it has yet to be empirically tested.

Diff: 3 Type: ES Page Ref: 87 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 41) independent variable Answer: The first variable that causes or produces the effect in a causal explanation.

Diff: 3 Type: ES Page Ref: 86 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 42) intervening variable Answer:

A variable that is between the initial causal variable and the final effect variable in a causal explanation.

Diff: 3 Type: ES Page Ref: 86 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 43) level of analysis Answer: A way to talk about the scope of a social theory, causal explanation, proposition, hypothesis, or theoretical statement. The range of phenomena it covers, or to which it applies, goes from social psychological (micro level) to organizational (meso level) to large-scale social structure (macro level).

Diff: 3 Type: ES Page Ref: 80 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 44) linear research path Answer: Research that proceeds in a clear, logical, step-by-step straight line. It is more characteristic of a quantitative than a qualitative approach to social research.

Diff: 3 Type: ES Page Ref: 81 Topic: Qualitative and Quantitative Orientations Toward Research Skill: 50. Able to define key terms 45) non-linear research path Answer: Research that proceeds in a circular, back-and-forth manner. It is more characteristic of qualitative than a quantitative style to social research.

Diff: 3 Type: ES Page Ref: 80 Topic: Qualitative and Quantitative Orientations Toward Research Skill: 50. Able to define key terms 46) null hypothesis Answer: A hypothesis that says there is no relationship or association between two variables, or no effect.

Diff: 3 Type: ES Page Ref: 89 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 47) reductionism Answer: Something that appears to be a causal explanation but is not because of a confusion about units of analysis. A researcher has empirical evidence for association at the level of

individual behaviour or small-scale units, but overgeneralizes to make theoretical statements about a relationship among large-scale units.

Diff: 3 Type: ES Page Ref: 92-93 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 48) Simpson’s paradox Answer: An error in explanation where apparent differences between groups tend to reverse or disappear when groups are combined.

Diff: 3 Type: ES Page Ref: 93-95 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 49) spuriousness Answer: A statement that appears to be a causal explanation, but is not because of a hidden, unmeasured, or initially unseen variable. The unseen variable comes earlier in the temporal order, and it has a causal impact on what was initially posited to be the independent variable as well as the dependent variable.

Diff: 3 Type: ES Page Ref: 93-95 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 50) tautology Answer: An error in explanation that rests on circular reasoning.

Diff: 3 Type: ES Page Ref: 95 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 51) teleology Answer: An error in explanation that relies on the fulfillment of an ultimate purpose.

Diff: 3 Type: ES Page Ref: 95 Topic: Quantitative Design Issues Skill: 50. Able to define key terms 52) unit of analysis Answer: The kind of empirical case or unit that a researcher observes, measures, and analyzes in a study.

Diff: 3 Type: ES Page Ref: 90-91 Topic: Quantitative Design Issues

Skill: 50. Able to define key terms 53) variable Answer: A concept or its empirical measure that can take on multiple values.

Diff: 3 Type: ES Page Ref: 85 Topic: Quantitative Design Issues Skill: 50. Able to define key terms

1) How does a researcher use the conceptual definition of a construct in operationalization and conceptualization?

Answer: • Conceptualization is the process of thinking through a construct. It is the process of taking a construct and refining it by giving it a conceptual definition.

• Operationalization links a conceptual definition to a specific set of measurement techniques or procedures, the construct’s operational definition (i.e., a definition in terms of the specific operations of actions a researcher carries out).

Diff: 8 Type: ES Page Ref: 104-108 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process 2) How do reliability and validity differ? How do they complement each other? Can a measure be reliable but invalid? How? Answer: • Reliability means dependability or consistency. It suggests that the same thing is repeated or recurs under the identical or very similar conditions. The opposite of reliability is a measurement that yields erratic, unstable, or inconsistent results.

• Validity suggests truthfulness and refers to the match between a construct, or the way a researcher conceptualizes the idea in a conceptual definition, and a measure. It refers to how well an idea about reality “fits” with actual reality.

• Reliability is necessary for validity and is easier to achieve than validity.

Although reliability is necessary in order to have a valid measure of a concept, it does not guarantee that a measure will be valid. It is not a sufficient condition for validity. A measure can produce the same result over and over (i.e., it has reliability), but what it measures may not match the definition of the construct (i.e., validity).

• A measure can be reliable but invalid. For example, you can get on a scale and get weighed. The weight registered by the scale is the same each time you get on and off. But then you go to another scale—an “official” one that measures true weight—and it says that your weight is twice as great. The first scale yielded reliable (i.e., dependable and consistent) results, but it did not give a valid measure of your weight.

Diff: 8 Type: ES Page Ref: 108-115 Topic: Parts of the Measurement Process Skill: 22. Able to distinguish between reliability and validity and to discuss several types of them 3) Name the levels of measurement and explain how they differ. Give examples.

Answer: • There are four levels of measurement: nominal, ordinal, interval, and ratio.

• Nominal measures are the lowest, least precise level of measurement for which there is only a difference in type among the categories of a variable, for example, gender, marital status, religious affiliation.

• Ordinal measures are a level of measurement that identifies a difference among categories of a variable and allows the categories to be rank ordered, for example, health status, SES, attitudes toward same-sex unions.

•

Interval measures are a level of measurement that identifies differences among variable attributes, ranks, and categories, and that measures distance between categories, but there is no true zero, for example, IQ scores, temperature in Fahrenheit or Celsius.

• Ratio measures are the highest, most precise level of measurement for which variable attributes can be rank ordered, the distance between the attributes precisely measured, and an absolute zero exists, for example, age in years, years of education, income in dollars.

Diff: 7 Type: ES Page Ref: 115-117 Topic: A Guide to Quantitative Measurement Skill: 25. Properly identifies a variable’s level of measurement 4) What are the differences among face, content, and criterion validity?

Answer: • Face validity is a type of measurement validity in which an indicator “makes sense” as a measure of a construct in the judgment of others, especially those in the scientific community.

• Content validity is a type of measurement validity that requires that a measure represent all the aspects of the conceptual definition of a construct.

• Criterion validity is a type of measurement validity that relies on some independent, outside verification.

Diff: 8 Type: ES Page Ref: 111 Topic: Reliability and Validity Skill: 22. Able to distinguish between reliability and validity and to discuss several types of them 5) How do qualitative and quantitative ideas about validity differ?

Answer: • Qualitative researchers have developed several methods that serve as substitutes for the quantitative approach to validity. These emphasize covering the insider’s view to others. Historical researchers use internal and external criticisms to determine whether the evidence they have is real or they believe it to be.

Qualitative researchers adhere to the core principle of validity, to be truthful (i.e., avoid false or distorted accounts). They try to create a tight fit between their understanding, ideas, and statements about the social world and what is actually occurring in it. Instead of validity, qualitative researchers use the terms credibility (internal validity) and transferability (external validity).

• Quantitative researchers consider validity to mean “true” or “correct.” They use several types of measurement validity. At its core, measurement validity refers to how well an empirical indicator and the conceptual definition of the construct that the indicator is supposed to measure “fit” together. The better the “fit,” the greater the measurement validity.

Diff: 6 Type: ES Page Ref: 110-115 Topic: Reliability and Validity Skill: 16. Capable of comparing features of qualitative and quantitative research design 6) Explain the difference between the logic of a scale and an index.

Answer: • A scale, like an index, is an ordinal, interval, or ratio measure of a variable expressed as a numerical score. Scales are common in situations where a researcher wants to measure how an individual feels or thinks about something.

They are based on the idea of measuring the intensity, hardness, or potency of a variable.

• Scales are used for two related purposes. First, they help in the conceptualization and operationalization processes. Scales show the fit between a set of indicators and a single construct. Second, scaling produces quantitative measures and can be used with other variables to test hypotheses. This second purpose is a primary focus because it involves the scale as a tool for measuring variable.

• An index is a combination of items into a single numerical score. Various components or subparts of a construct are each measured, then combined into one measure. There are many types of indices. For example, indices may measure the most desirable place to live, the degree of crime, or the mental health of a person.

Diff: 6 Type: ES Page Ref: 119-123 Topic: Index Construction; Scales Skill: 23. Can identify measurement scales and explain index construction issues 7) How can a measure have unidimensionality, but also use multiple indicators that capture all parts of the content of a construct?

Answer: • A specific measure can be an indicator of a unidimensional construct in one situation and indicate a part of a different construct in another situation. This is possible because constructs can be used at different levels of abstraction. General, higher level, or more abstract constructs can be defined as containing several subparts. Each subdimension is a part of the construct’s overall content.

• For example, the construct “feminist ideology” as a general ideology about gender is a highly abstract and general construct. It includes specific beliefs and attitudes toward social, economic, political, family, and sexual relations. The ideology’s five belief areas are parts of the single general construct. The parts are mutually reinforcing and together form a system of beliefs about the dignity, strength, and power of women.

• If feminist ideology is unidimensional, then there is a unified belief system that varies from very anti-feminist to very pro-feminist. We can test the validity of the measure that includes multiple indicators that tap the construct’s subparts. If one belief (e.g., family) is consistently distinct from the other areas in empirical tests, then we question its unidimensionality.

Diff: 9 Type: ES Page Ref: 119 Topic: A Guide to Quantitative Measurement Skill: 23. Can identify measurement scales and explain index construction issues 8) Create three example items, using the Likert Scale, that have mutually exclusive and exhaustive categories and no problem with the response set.

Answer: • Example #1: self-reported health status. Over the past six months, how has your health been? A. Excellent; B. Very Good; C. Good; D. Fair; E. Poor.

•

Example #2: feelings about same-sex marriage. What is your opinion on samesex marriage? A. Strongly in favour; B. In favour; C. Neutral—neither in favour nor against; D. Against; E. Strongly against; F. No opinion • Example #3: feelings on secondary suites. What is your opinion on secondary suites in Oak Bay? A. In favour; B. Against; C. No opinion.

Diff: 4 Type: ES Page Ref: 123-126 Topic: Scales Skill: 23. Can identify measurement scales and explain index construction issues 9) How does standardization make comparisons easier?

Answer: • Standardization involves selecting a base and dividing a raw measure by the base.

It makes comparisons easier because it makes it possible to compare different units on a common base/denominator. The process of standardization removes the effect of relevant but different characteristics in order to make the important differences visible.

• A critical question in standardization is deciding which base to use. The choice is not always obvious; it depends on the theoretical definition of the construct.

Different conceptualizations suggest different bases and different ways to standardize. When combining several items into an index, it is best to standardize items on a common base.

Diff: 7 Type: ES Page Ref: 121 Topic: Index Construction Skill: 24. Discerns when standardization is necessary for measurement 10) What are the main distinctions between qualitative and quantitative approaches to measurement?

Answer: • The first distinction is timing. Quantitative researchers think about variables and convert them into specific actions during a planning stage that occurs before and is separate from gathering or analyzing data. Measurement for qualitative researchers occurs on the data collection process.

• The second distinction involves the data themselves. Quantitative researchers develop techniques that can produce quantitative data (i.e., in the form of numbers). Thus, the researcher moves from abstract ideas to specific data collection techniques to precise numerical information produced by the techniques. The numerical information is an empirical representation of the abstract ideas. Data for qualitative researchers sometimes are in the form of numbers; more often they include written or spoken words, actions, sounds, symbols, physical objects, or visual images. The qualitative researcher does not convert all observation into a single medium such as numbers. Instead she or he develops many flexible, ongoing processes to measure that leave the data in various shapes, sizes, and forms.

• The third distinction is how the two styles make such connections. Quantitative researchers contemplate and reflect on concepts before they gather any data. They construct measurement techniques that bridge concepts and data. Qualitative researchers also reflect on ideas before data collection, but they develop many, if

not most, of their concepts during data collection. The qualitative researcher reexamines and reflects on the data and concepts simultaneously and interactively.

Diff: 4 Type: ES Page Ref: 104 Topic: Qualitative and Quantitative Measurement Skill: 21. Recognizes and can describe the parts of the measurement process 11) Most social scientists do not accept a person’s height in centimetres and millimetres as a measure of her or his intelligence because it lacks A) precision.

B) reliability.

C) accuracy.

D) validity.

E) all of the above.

Answer: D Diff: 3 Type: MC Page Ref: 109 Topic: Reliability and Validity Skill: 22. Able to distinguish between reliability and validity and to discuss several types of them 12) Which sequence illustrates the progression of quantitative measurement steps?

A) Conceptualization, conceptual definition, operational definition, and measurement in the empirical world B) Conceptual definition, conceptualization, operational definition, and measurement in the empirical world C) Operational definition, conceptualization, conceptual definition, and measurement in the empirical world D) Conceptual definition, operationalization, conceptualization, and empirical world measurement E) Conceptualization, operationalization, conceptual definition, and empirical world measurement Answer: A Diff: 5 Type: MC Page Ref: 106-107 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process 13) Undergraduate student Millie Magnificent developed a way to measure sexist attitudes. It worked such that a person with a sexist attitude score of zero truly had a neutral attitude.

Also, a person who had a score of 50 had exactly double the score of someone with a score of 25. She created a(n) A) nominal variable.

B) interval variable.

C) ratio variable.

D) ordinal variable.

E) none of the above.

Answer: C Diff: 4 Type: MC Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations

14) The Hawkes, Senn, and Thorn (2004) study that examined attitudes toward women with tattoos used which of the following scales?

A) Rosenberg Scale B) Semantic Differential C) Harrison’s Scale D) Likert Scale E) None of the above Answer: B Diff: 5 Type: MC Page Ref: 126-127 Topic: Scales Skill: 23. Can identify measurement scales and explain index construction issues 15) Professor Helga Hightower developed a new measure of intelligence. She then tested two groups of people. One group scored low on existing IQ tests. The other scored very high.

Those who scored low on old tests usually scored low on her new test; those who scored very high on old tests usually scored high on the new test. Her new measure has A) concurrent validity.

B) face validity.

C) content validity.

D) internal validity.

E) statistical validity.

Answer: A Diff: 4 Type: MC Page Ref: 111-112 Topic: Quantitative and Qualitative Measurement Skill: 01. Applies abstract learning to realistic situations 16) During the conceptualization process, a quantitative researcher should A) look for multiple dimensions of a construct.

B) ignore definitions of other scientists, because it creates confusion.

C) avoid thinking about measuring the concept.

D) use vague, general definitions to protect a definition from criticism.

E) include a mix of unrelated ideas in his or her definition.

Answer: A Diff: 3 Type: MC Page Ref: 106-107 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process 17) A social researcher takes an abstract idea and develops a clear conceptual definition for it. This is called A) androtempration.

B) conceptualization.

C) operationalization.

D) replication.

E) triangulation.

Answer: B Diff: 2 Type: MC Page Ref: 104-106 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process

18) Professor Leon Loopy’s survey question asked students to indicate their class standing as one of the following: first year, second year, third year, fourth year, or graduate. He measured the variable at what level of measurement?

A) Nominal B) Ordinal C) Interval D) Ratio Answer: B Diff:3 Type: MC Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations 19) Which one of the following is FALSE? A) Ordinal measures have the properties of interval measures.

B) Interval measures have the properties of nominal measures.

C) Ratio measures have the properties of ordinal measures.

D) Ordinal measures have the properties of nominal measures.

E) All are true Answer: B Diff: 6 Type: MC Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 25. Properly identifies a variable’s level of measurement 20) Which of the following is NOT measured at a higher level than the nominal level?

A) Temperature B) Student grades C) Personal income in a year D) Religious affiliation E) The number of members in a club Answer: D Diff: 3 Type: MC Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations 21) Which of the following is measured at the ordinal level?

A) George weighs the same as Harry.

B) Mary weighs less than Janet.

C) Martha weighs eight pounds more than Ruth.

D) Sam weighs twice as much as his dog.

E) Henry and Charlie weigh 150 lbs.

Answer: B Diff: 4 Type: MC Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations 22) When a researcher seeks to validate a measure by comparing it with a “tried and true” pre-existing measure, this type of validity is called A) face.

B) predictive.

C) criterion.

D) concurrent.

E) content.

Answer: D Diff: 4 Type: MC Page Ref: 111-112 Topic: Reliability and Validity Skill: 22. Able to distinguish between reliability and validity and to discuss several types of them 23) Ph.D. candidate Zachary Zoomer said his measure of community had unidimensionality.

This means A) the independent variable causes the dependent variable, and vice versa.

B) it only measures one thing or a single construct.

C) the unit of analysis is the individual.

D) measures are divided by a common base so that comparison is possible.

E) it measures something across different time periods.

Answer: B Diff: 3 Type: MC Page Ref: 119 Topic: A Guide to Quantitative Measurement Skill: 23. Can identify measurement scales and explain index construction issues 24) Which of the following statements about the role of a conceptual definition in variable measurement is TRUE? A) Value judgments never play a role.

B) There is agreement among researchers about the single best definition for all concepts, and we just have to find it.

C) Good definitions are ones that are explicit and unambiguous.

D) Never provide an example for a definition.

E) Conceptual definitions should never contain multiple dimensions.

Answer: C Diff: 4 Type: MC Page Ref: 104-107 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process 25) Professor Tak Tanaka developed a new measure of fear of crime. His conceptual definition was this: “The degree of emotional, behavioural, or mental response to a real or imagined theft of property or attack on one’s person or family members.” He then developed one question for a survey to measure his concept: “Do you lock your car doors when you park to go shopping?” What is the MAJOR problem with his measure?

A) Reliability B) Content validity C) Face validity D) Internal validity E) Representative validity Answer: B Diff: 7 Type: MC Page Ref: 111-112 Topic: Reliability and Validity Skill: 01. Applies abstract learning to realistic situations

26) Professor Tanaka found a high correlation between his operational definition of fear of crime and watching too much prime-time television. From this he can conclude: A) his measure of fear of crime is valid.

B) his measure of fear of crime is reliable.

C) there is proof that watching TV causes a much greater fear of crime.

D) some evidence suggests that people who watch prime-time TV a lot take precautions to avoid some crimes.

E) people who fear crime a lot stay at home more, and while they are at home, they watch a lot of television.

Answer: D Diff: 8 Type: MC Page Ref: 104-107 Topic: Parts of the Measurement Process Skill: 01. Applies abstract learning to realistic situations 27) What level of measurement is being used in the statement “A fox terrier is smaller than a Russian wolfhound, but bigger than a Chihuahua.”

A) Nominal B) Ordinal C) Internal D) Ratio E) None of the above Answer: B Diff: 3 Type: MC Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations 28) Mildred Magnificent got on the scale at 7:00 am and weighed 295 pounds. At 7:02 a.m. she again got on the scale and weighed 200 pounds. At 7:04 she weighed 499 pounds.

The measurement of Mildred’s weight has problems with A) reliability.

B) induction.

C) standardization D) conceptualization.

E) precision.

Answer: A Diff: 5 Type: MC Page Ref: 108-110 Topic: Reliability and Validity Skill: 01. Applies abstract learning to realistic situations 29) Professor Howie Handlebar created a measure of how students feel about the effectiveness of university teaching. He identified many subjective dimensions and labelled each with polar extremes. The extremes referred to general evaluative adverbs and adjectives. Subjects marked answers on one of nine spaces between the two extremes. Howie used a A) semantic differential.

B) Guttman scale.

C) scalogram analysis.

D) Likert scale.

E) none of the above.

Answer: A Diff: 5 Type: MC Page Ref: 126-127 Topic: Scales Skill: 01. Applies abstract learning to realistic situations 30) Graduate research assistant Maria Mariachi developed a new test to measure intelligence or IQ. She claimed that, using her test, someone with an IQ of 180 would be considered twice as intelligent as someone with an IQ of 90. In addition, someone with an IQ of 90 was three times as intelligent as someone with an IQ of 30. In order to see how good it was, she tested two groups of students with her new test during the first week of the semester. One group scored low on existing IQ tests. The other scored very high. She found that those who scored low on old tests usually scored low on her new test, while those who scored very high on old tests usually scored high on the new test. In addition, she had the group of people who took the new test retake it at the midterm and again at the end of the semester. She found that a person’s IQ score did not change across the three times it was measured during the semester.

What is the level of measurement of her new test?

A) Nominal variable B) Interval variable C) Ratio variable D) Ordinal variable E) None of the above Answer: C Diff: 5 Type: MC Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations 31) Graduate research assistant Maria Mariachi developed a new test to measure intelligence or IQ. She claimed that, using her test, someone with an IQ of 180 would be considered twice as intelligent as someone with an IQ of 90. In addition, someone with an IQ of 90 was three times as intelligent as someone with an IQ of 30. In order to see how good it was, she tested two groups of students with her new test during the first week of the semester. One group scored low on existing IQ tests. The other scored very high. She found that those who scored low on old tests usually scored low on her new test, while those who scored very high on old tests usually scored high on the new test. In addition, she had the group of people who took the new test retake it at the midterm and again at the end of the semester. She found that a person’s IQ score did not change across the three times it was measured during the semester.

By comparing it with an old test, she has shown the new measure to have A) content validity.

B) face validity.

C) concurrent validity.

D) internal validity.

E) reliability.

Answer: C Diff: 5 Type: MC Page Ref: 111-112 Topic: Reliability and Validity

Skill: 01. Applies abstract learning to realistic situations 32) Which of the following lists contains all variables?

A) Female, Catholic, educational level B) Accountant, professor, carpenter C) Occupation, number of children, rate of divorce D) 21 years old, married, middle class E) Frequency of attending religious services, Chinese ethnicity, farmer Answer: C Diff: 3 Type: MC Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations 33) Professor Ethan Enright developed a measure of an ideal place to live. He added together measures of many factors: tax rate, quality of school system, cultural and recreational opportunities, pollution, traffic congestion, crime rate, and health-care availability for 50 Canadian cities to get a score for each. Dr. Enright created a(n) A) index.

B) scale.

C) measure of central tendency.

D) statistic.

E) item analysis.

Answer: A Diff: 3 Type: MC Page Ref: 119-121 Topic: Index Construction Skill: 01. Applies abstract learning to realistic situations 34) Research assistant Aaron Adamson wants to develop a composite measure of how employees feel about a new corporate name and logo. He uses a measure where employees note their feelings on a continuum between two extremes. The polar extremes are labelled and refer to general evaluative adjectives. Which of the following is he using?

A) Guttman scale B) An index C) Semantic differential D) Likert scale E) None of the above Answer: C Diff: 4 Type: MC Page Ref: 126-127 Topic: Scales Skill: 01. Applies abstract learning to realistic situations 35) Patrick Paddywagon, owner of the Paddywagon Automobile Supermarket, wanted to find out the kinds of cars to push to graduating college students. He asked 100 university seniors to rate 10 aspects of 11 models his dealership sold: style, fuel economy, engineering, safety, performance, prestige, comfort, price, selection or options, and interior size. Each car was rated on the 10 aspects from 0 (poor) to 5 (excellent). Each student also rated the importance of each aspect (1 = unimportant, 2 = moderate importance, 3 = very important). Then each aspect rating was weighed (multiplied) by its

importance rating. Next, everything was added together for a score. Each car received a score of 0 to 150. After calculating the information and reviewing the results, Patrick focused on selling cars with scores of 80 and higher to graduating students. What measurement technique did Patrick use in his study?

A) Semantic differential B) Graphic rating scale C) Likert scale D) Hawthorne scale E) An index Answer: E Diff: 4 Type: MC Page Ref: 119-121 Topic: Index Construction Skill: 01. Applies abstract learning to realistic situations 36) What is the problem with this measure of university student age? Please indicate your age: (i) 17 to 18 years old (ii) 19 to 20 years old (iii) 21 to 22 years old A) Its attributes are mutually exclusive.

B) Its attributes are not exhaustive.

C) Its attributes are not exhaustive.

D) Its attributes are double-barrelled.

E) There is nothing wrong with it.

Answer: B Diff: 3 Type: MC Page Ref: 118-119 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations 37) The University of the Great White North Health Clinic wants to measure the feelings of people toward people suffering from AIDS (Acquired Immune Deficiency Syndrome). A questionnaire is created with an item that has six categories for the degree of contact. It goes from “Having people with AIDS in my city,” to “Having someone who test positive for the AIDS virus as a roommate.” People are to begin with the first category and mark all those that they feel personally comfortable with. The questionnaire uses A) the Semantic Differential.

B) the Likert scale.

C) the Harrison scale.

D) the Guttman scale.

E) none of the above.

Answer: E Diff: 6 Type: MC Page Ref: 122-127 Topic: Scales Skill: 01. Applies abstract learning to realistic situations 38) Professor Richard Rockabilly developed a measure of an ideal rock group. He added together ratings of six factors: clear beat in music, on-stage performance excitement, new electronic sound, dress and appearance of performers, distinctiveness of sound, and

degree to which lyrics were relevant. He rated 25 groups on the six factors to get an overall measure of each rock group. He created a(n) A) index.

B) scale.

C) measure of central tendency.

D) statistic.

E) item analysis.

Answer: A Diff: 3 Type: MC Page Ref: 119-121 Topic: Index Construction Skill: 01. Applies abstract learning to realistic situations 39) When should a researcher consider using the Semantic Differential Scale?

A) When there is only one indicator in a measure B) In a survey when everyone gives identical answers to a question C) When the researcher wants to capture the connotations associated with whatever is being evaluated in an indirect way D) In a study when the data or results have absolutely no pattern E) When the researcher plans to add together all responses to a questionnaire into a single number Answer: C Diff: 4 Type: MC Page Ref: 126-127 Topic: Scales Skill: 23. Can identify measurement scales and explain index construction issues 40) Use the letters marking parts of the diagram of the measurement process to identify the following part: Operational definition of the dependent variable.

A) F B) G C) K D) J E) L Answer: C Diff: 4 Type: MC Page Ref: 104-106 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process

41) Use the letters marking parts of the diagram of the measurement process to identify the following parts: Conceptual definition of the Dependent Variable

A) K B) G C) B D) A E) C Answer: B Diff: 4 Type: MC Page Ref: 104-106 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process 42) Use the letters marking parts of the diagram of the measurement process to identify the following part: conceptualization of the dependent variable.

A) E B) I C) H D) D E) F Answer: A Diff: 4 Type: MC Page Ref: 104-106 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process

43) Use the letters marking parts of the diagram of the measurement process to identify the following part: empirical hypothesis.

A) L B) B C) H D) G E) C Answer: A Diff: 4 Type: MC Page Ref: 106-107 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process 44) When comparing qualitative and a quantitative approaches to measurement, operationalization in the qualitative approach involves which of the following?

A) More of an “after-the-fact” description based on what was observed in the data than based on a pre-planned idea B) A researcher taking a carefully developed theoretical definition and developing specific empirical indicators of it for use when later gathering data C) A process that comes after careful conceptualization; operationalization never comes before careful conceptualization in qualitative research D) There is no difference between qualitative and quantitative operationalization.

E) There is no operationalization in qualitative research.

Answer: A Diff: 4 Type: MC Page Ref: 1106-107 Topic: Parts of the Measurement Process Skill: 21. Recognizes and can describe the parts of the measurement process 45) A Cronbach’s alpha score of 0.85 for the Canadian Index of Well-being (CIW) means: A) that all the items in the index do not fit together well.

B) that all the items in the index measure the construct of “well-being” very well.

C) that all the items in the index do not measure the construct of “well-being” very well.

D) A and C E) none of the above Answer: B Diff: 4 Type: MC Page Ref: 119 Topic: A Guide to Quantitative Measurement Skill: 23. Can identify measurement scales and explain index construction issues

46) Minako Wada, a graduate student in sociology, considers herself to be an atheist. She is asked to complete a survey on international students’ experiences in Canada. The question on religious affiliation asks participants to identify their religious affiliation and includes the following categories: a. Catholic b. Protestant c. Jewish d. Muslim e. Hindu f. Buddhist g. Shinto h. Other religion ________________ What is wrong with this question?

A) The response categories are not mutually exclusive.

B) The response categories are not exhaustive.

C) The response categories are not ranked.

D) All of the above are problems.

E) None of the above.

Answer: B Diff: 5 Type: MC Page Ref: 118-119 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations 47) The following question appeared on the Canadian Community Health Survey, a survey administered to all Canadians 18 years of age and older: To what age category do you belong? a. 18-24 b. 25-34 c. 35-44 d. 45-54 e. 55-65 f. 65+ What is wrong with this question?

A) The response categories are not exhaustive.

B) The response categories are not mutually exclusive.

C) The response categories are not labelled with life course stages, e.g., middle age, senior.

D) All of the above are problems.

E) None of the above.

Answer: B Diff: 5 Type: MC Page Ref: 118-119 Topic: A Guide to Quantitative Measurement Skill: 01. Applies abstract learning to realistic situations 48) conceptual definition

Answer: A careful, systematic definition of a construct that is explicitly written to clarify one’s thinking. It is often linked to other concepts or theoretical statements.

Diff: 4 Type: ES Page Ref: 104-105 Topic: Parts of the Measurement Process Skill: 50. Able to define key terms 49) conceptual hypothesis Answer: A type of hypothesis in which the researcher expresses variables in abstract, conceptual terms and expresses the relationship among variables in a theoretical way.

Diff: 4 Type: ES Page Ref: 106-107 Topic: Parts of the Measurement Process Skill: 50. Able to define key terms 50) conceptualization Answer: The process of developing clear, rigorous, systematic conceptual definitions for abstract ideas/concepts.

Diff: 4 Type: ES Page Ref: 104-105 Topic: Parts of the Measurement Process Skill: 50. Able to define key terms 51) concurrent validity Answer: Measurement validity that relies on a pre-existing and already accepted measure to verify the indicator of a construct.

Diff: 4 Type: ES Page Ref: 111-112 Topic: Reliability and Validity Skill: 50. Able to define key terms 52) content validity Answer: Measurement validity that requires that a measure represent all the aspects of the conceptual definition of a construct.

Diff: 4 Type: ES Page Ref: 111 Topic: Reliability and Validity Skill: 50. Able to define key terms 53) continuous variables Answer: Variables measured on a continuum in which an infinite number of finer gradations between variable attributes are possible.

Diff: 4 Type: ES Page Ref: 115-116 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 54) criterion validity Answer: Measurement validity that relies on some independent, outside verification.

Diff: 4 Type: ES Page Ref: 111 Topic: Reliability and Validity Skill: 50. Able to define key terms 55) discrete variables Answer: Variables in which the attributes can be measured only with a limited number of distinct, separate categories.

Diff: 4 Type: ES Page Ref: 116 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 56) empirical hypothesis Answer: A type of hypothesis in which the research expresses variables in specific empirical terms and expresses the association among the measured indicators in observable, empirical terms.

Diff: 4 Type: ES Page Ref: 106 Topic: Parts of the Measurement Process Skill: 50. Able to define key terms 57) exhaustive attributes Answer: The principles that response categories in a scale or other measure should provide a category for all possible responses (i.e., every possible response fits into some category).

Diff: 4 Type: ES Page Ref: 119 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 58) external validity Answer: The ability to generalize from experimental research to setting or people that differ from the specific conditions of a study.

Diff: 4 Type: ES Page Ref: 115 Topic: Reliability and Validity Skill: 50. Able to define key terms

59) face validity Answer: A type of measurement validity in which an indicator “makes sense” as a measure of construct in the judgment of others, especially those in the scientific community.

Diff: 4 Type: ES Page Ref: 111 Topic: Reliability and Validity Skill: 50. Able to define key terms 60) index Answer: A summing or combination of many separate measures of a construct or variable.

Diff: 4 Type: ES Page Ref: 119 Topic: Index Construction Skill: 50. Able to define key terms 61) internal validity Answer: The ability of experimenters to strengthen a causal explanation’s logical rigour by eliminating potential alternative explanations for an association between the treatment and the dependent variable through an experimental design.

Diff: 4 Type: ES Page Ref: 115 Topic: Reliability and Validity Skill: 50. Able to define key terms 62) interval-level measurement Answer: A level of measurement that identifies differences among variable attributes, ranks, and categories, and that measures distance between categories, but it is not based on a true zero.

Diff: 4 Type: ES Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 63) levels of measurement Answer: A system that organizes the information in the measurement of variables into four general levels from nominal to ratio level.

Diff: 4 Type: ES Page Ref: 115 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 64) Likert scale Answer:

A scale, often used in survey research, in which people express attitudes or other response in terms of several ordinal-level categories (e.g., agree, disagree) that are ranked along a continuum.

Diff: 4 Type: ES Page Ref: 123 Topic: Scales Skill: 50. Able to define key terms 65) measurement validity Answer: How well an empirical indicator and the conceptual definition of the construct that the indicator is supposed to measure “fit” together.

Diff: 4 Type: ES Page Ref: 111 Topic: Reliability and Validity Skill: 50. Able to define key terms 66) multiple indicators Answer: Many procedures or instruments that indicate, or provide evidence of, the presence or level of a variable in empirical reality. Researchers use the combination of several together to measure a variable.

Diff: 4 Type: ES Page Ref: 109-110 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 67) mutually exclusive attributes Answer: The principle that response categories in a scale or other measure should be organized so that responses fit into only one category (i.e., categories should not overlap).

Diff: 4 Type: ES Page Ref: 118 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 68) nominal-level measurement Answer: The lowest, least precise level of measurement for which there is only a difference in type among the categories of a variable.

Diff: 4 Type: ES Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 69) operational definition Answer: The definition of a variable in terms of the specific activities to measure or indicate it in the empirical world.

Diff: 4 Type: ES Page Ref: 105 Topic: Parts of the Measurement Process Skill: 50. Able to define key terms 70) operationalization Answer: The process of moving from the conceptual definition of a construct to a set of specific activities or measures that allow a researcher to observe it empirically (i.e., its operational definition).

Diff: 4 Type: ES Page Ref: 105 Topic: Parts of the Measurement Process Skill: 50. Able to define key terms 71) ordinal-level measurement Answer: A level of measurement that identifies a difference among categories of a variable and allows the categories to be rank ordered.

Diff: 4 Type: ES Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 72) predictive validity Answer: Measurement validity that relies on the occurrence of a future event or behaviour that is logically consistent to verify the indicator of a construct.

Diff: 4 Type: ES Page Ref: 112 Topic: Reliability and Validity Skill: 50. Able to define key terms 73) ratio-level measurement Answer: The highest, most precise level of measurement for which variable attributes can be rank ordered, the distance between the attributes precisely measured, and a true zero exists.

Diff: 4 Type: ES Page Ref: 116-117 Topic: A Guide to Quantitative Measurement Skill: 50. Able to define key terms 74) reliability Answer: The dependability or consistency of the measure of a variable.

Diff: 4 Type: ES Page Ref: 108-109 Topic: Reliability and Validity Skill: 50. Able to define key terms

75) scale Answer: A type of quantitative data measure often used in survey research that captures the intensity, direction, level, or potency of a variable construct along a continuum. Most are at the ordinal level of measurement.

Diff: 4 Type: ES Page Ref: 122-123 Topic: Scales Skill: 50. Able to define key terms 76) Semantic differential Answer: A scale to measure, indirectly, a person’s subjective ideas or feelings. To use it, people are presented with a topic or object and a list of many polar-opposite adjectives or adverbs.

They are to indicate their thoughts or feelings by marking one of several spaces between two opposing adjectives or adverbs.

Diff: 4 Type: ES Page Ref: 126-127 Topic: Scales Skill: 50. Able to define key terms 77) standardization Answer: The procedure to statistically adjust measures to permit making an honest comparison by giving a common basis for the measures of different units.

Diff: 4 Type: ES Page Ref: 121 Topic: Index Construction Skill: 50. Able to define key terms 78) statistical validity Answer: This is achieved when an appropriate statistical procedure is selected and the assumptions of the procedures are fully met.

Diff: 4 Type: ES Page Ref: 115 Topic: Reliability and Validity Skill: 50. Able to define key terms 79) unidimensionality Answer: The principle that when using multiple indicators to measure a construct, all the indicators should consistently fit together and indicate a single construct.

Diff: 4 Type: ES Page Ref: 119 Topic: Index Construction Skill: 50. Able to define key terms 80) validity

Answer: A term that broadly means “true.” It is used in various areas of research: to refer to the logical tightness of experimental design for demonstrating causal relations, to the ability to generalize findings beyond a specific study, to the quality of variable measurement, and to the proper use of research procedures.

Diff: 4 Type: ES Page Ref: 109 Topic: Reliability and Validity Skill: 50. Able to define key terms

1) When is it appropriate to use a snowball sampling technique?

Answer: • When sampling a network where individuals in the network are connected with one another through direct or indirect linkages • Often used in combination with purposive sampling • Often used when a sample’s representativeness is not an issue, as is often the case with qualitative research Diff: 3 Type: ES Page Ref: 133-134 Topic: Nonprobability Sampling Skill: 26. Able to identify types, and knows proper use of nonprobability samples 2) Why is it important to have an accurate sampling frame?

Answer: • So that the target population can be precisely measured • It permits the researcher to make a valid prediction about a specific population.

Diff: 3 Type: ES Page Ref: 135-136 Topic: Probability Sampling Skill: 06. Explains reasons for using a specific research process/procedure 3) What is the main difference between simple random sampling and systematic sampling?

Answer: • Simple random sampling involves identifying a full set of elements (e.g., a list of all adults in Canada) and then using a random procedure such as a table of random numbers for selecting the sample where any number has an equal probability of appearing in any position.

• Like simple random sampling, systematic sampling also designates a number for each element in the sampling frame (e.g., each adult in Canada), but instead of using a list of random numbers, the researcher calculates a sampling interval which then becomes the random selection method.

Diff: 6 Type: ES Page Ref: 137-141 Topic: Probability Sampling Skill: 07. Makes distinctions among related scientific ideas/processes 4) Using an example, how can you get a sampling interval from a sampling ratio? What type of sampling is the sampling interval used with?

Answer: • Say you want to sample 300 names from a list of 900 names: the procedure would be to elect a random starting point, such as the tenth name.

• Following that, you would then select every third name of the 900 until a sample of 300 names is reached. Here, the sampling interval is 3.

• To compute the sampling ratio, simply divide 300 by 900.

• This produces an answer of 0.333, which is converted as 33.3 percent, which is the sampling ratio.

• The sampling interval is most often used in systematic sampling procedures.

Diff: 4 Type: ES Page Ref: 140-141 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics

5) What is the population in Random-Digit Dialing (RDD)? Does it avoid sampling frame problems?

Answer: • The population is telephone numbers. RDD does not avoid sampling frame problems.

• For example, the RDD sampling technique misses three kinds of people: those without landline phones, those who have recently moved, and people with unlisted numbers.

Diff: 4 Type: ES Page Ref: 147-148 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics 6) How do researchers decide on the size of a sample to use in quantitative research?

Answer: • The decision about the best sample size depends on three things: 1) the degree of accuracy required, 2) how variable or diverse the population is, and 3) the number of variables being simultaneously examined during data analysis.

• Larger samples are required if one requires a high degree of accuracy, if the population is very mixed or contains lots of different elements (e.g., lots of different ethnic groups in the case that ethnicity is a variable), and if the research is interested in examining many variables in the data analysis at the same time.

• A smaller sample size is good enough when the population is similar (e.g., in age, religious affiliation, etc.), and when only a few variables are examined at the same time during data analysis.

Diff: 5 Type: ES Page Ref: 149-150 Topic: Probability Sampling Skill: 28. Recognizes situations when various types of random samples should be used 7) In what situations is it appropriate to use a purposive sampling technique?

Answer: • In purposive sampling, researchers select the best people or groups to be studied, using their own judgment or intuition.

• Participants are selected deliberately based on whether or not they meet the interests of the research topic.

• Three situations that are relevant to purposive sampling are as follows: 1) when selecting unique cases that are especially informative (e.g., a specific magazine geared to a specific audience), 2) when selecting members that are “hidden” or difficult to reach (e.g., prostitutes), and 3) when researching special types of cases for more in-depth investigation.

Diff: 6 Type: ES Page Ref: 132 Topic: Nonprobability Sampling Skill: 06. Explains reasons for using a specific research process/procedure 8) What is the basic difference between random and nonrandom sampling procedures?

Answer: • Random sampling procedures generally guarantee that those selected are a representative sample of the larger group.

• Nonrandom procedures do not assume that those selected for study are representative of the larger group, only that that they, hopefully, bear some likeness to the larger group.

•

Nonrandom sampling procedures are more suitable to qualitative research studies whereas random sampling is more suitable for quantitative research.

Diff: 7 Type: ES Page Ref: 130, 137 Topic: Nonprobability Sampling; Probability Sampling Skill: 07. Makes distinctions among related scientific ideas/processes 9) What three basic steps need to be taken when drawing a systematic sample?

Answer: • First, number each case in the sampling frame in sequence or in order (e.g., from lowest to highest).

• Second, decide on a sample size.

• Third, begin with a random start, using a random number table.

Diff: 4 Type: ES Page Ref: 142 Topic: Probability Sampling Skill: 28. Recognizes situations when various types of random samples should be used 10) What steps are involved when drawing a cluster sample? Illustrate your answer with an example and also a summary of how you obtained the sample of 240 respondents.

Answer: • A researcher wants to draw a random sample of 240 people from a mid-sized city.

The city has 55 districts, and each district has 20 blocks.

• Step 1: Randomly select six districts.

• Step 2: Divide the selected districts into blocks—if each district contains 20 blocks, then randomly select 4 blocks from each one.

• Step 3: Divide the blocks into households and randomly select 10 households in each block.

• Step 4: Randomly select a person from each household to interview.

• Summary: 1 person per household x 10 households per block x 4 blocks per district x 6 districts = 240 respondents.

Diff: 8 Type: ES Page Ref: 146 Topic: Probability Sampling Skill: 28. Recognizes situations when various types of random samples should be used

11) An example of a sampling technique where everyone in the target population is counted is A) a quota sample.

B) a census.

C) a haphazard sample.

D) a nonrandom sample.

E) a sequential sample.

Answer: B Diff: 2 Type: MC Page Ref: 129 Topic: Probability Sampling Skill: 28. Recognizes situations when various types of random samples should be used.

The Young Children’s Charity of Eastern Canada would like to provide an accurate estimate of how much it costs to raise a child between the ages of 2 and 12 each year for its fundraising campaign. The organization hired you to find out how much households spent on raising a child in 2006 for clothing, toys/recreation, education, babysitting, and a

percentage of the expenses for family food, utilities (electricity and gas), transportation, and rent or house payments. The charity gave you a list of four million residential telephone customers in the area it will operate the campaign. You sampled every fourthousandth address on the list. The charity will have a professional survey company contact each sampled household by telephone and ask whether or not there is a child between 2 and 12 years old living in the household. If there is, the interviewers will ask other questions and record the total amount spent raising a child in the past two months.

They will multiply this amount by 6 to get an annual cost.

12) Lucy Lively, a coffee aficionado, wanted to draw a sample of people in Ontario who own an authentic, imported Italian espresso coffee maker. There is no list of such people, and there is no reason to believe that they know each other. What type of sampling should Lucy use?

A) Deviant case sampling B) Snowball sampling C) Simple random sampling D) Purposive sampling E) Quota case sampling Answer: D Diff: 3 Type: MC Page Ref: 130-134 Topic: Nonprobability Sampling Skill: 01. Applies abstract learning to realistic situations The Young Children’s Charity of Eastern Canada would like to provide an accurate estimate of how much it costs to raise a child between the ages of 2 and 12 each year for its fundraising campaign. The organization hired you to find out how much households spent on raising a child in 2006 for clothing, toys/recreation, education, babysitting, and a percentage of the expenses for family food, utilities (electricity and gas), transportation, and rent or house payments. The charity gave you a list of four million residential telephone customers in the area it will operate the campaign. You sampled every fourthousandth address on the list. The charity will have a professional survey company contact each sampled household by telephone and ask whether or not there is a child between 2 and 12 years old living in the household. If there is, the interviewers will ask other questions and record the total amount spent raising a child in the past two months.

They will multiply this amount by 6 to get an annual cost.

13) In this study, each address of a telephone customer is your A) sampling frame.

B) observation unit.

C) sampling element.

D) sampling unit.

E) sampling interval.

Answer: C Diff: 3 Type: MC Page Ref: 134 Topic: Probability Sampling Skill: 01. Applies abstract learning to realistic situations The Young Children’s Charity of Eastern Canada would like to provide an accurate estimate of how much it costs to raise a child between the ages of 2 and 12 each year for its fundraising campaign. The organization hired you to find out how much households spent on raising a child in 2006 for clothing, toys/recreation, education, babysitting, and a

percentage of the expenses for family food, utilities (electricity and gas), transportation, and rent or house payments. The charity gave you a list of four million residential telephone customers in the area it will operate the campaign. You sampled every fourthousandth address on the list. The charity will have a professional survey company contact each sampled household by telephone and ask whether or not there is a child between 2 and 12 years old living in the household. If there is, the interviewers will ask other questions and record the total amount spent raising a child in the past two months.

They will multiply this amount by 6 to get an annual cost.

14) How large is your sample?

A) 200 B) 500 C) 2000 D) 2500 E) 5000 Answer: C Diff: 5 Type: MC Page Ref: 136-144 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics The Young Children’s Charity of Eastern Canada would like to provide an accurate estimate of how much it costs to raise a child between the ages of 2 and 12 each year for its fundraising campaign. The organization hired you to find out how much households spent on raising a child in 2006 for clothing, toys/recreation, education, babysitting, and a percentage of the expenses for family food, utilities (electricity and gas), transportation, and rent or house payments. The charity gave you a list of four million residential telephone customers in the area it will operate the campaign. You sampled every fourthousandth address on the list. The charity will have a professional survey company contact each sampled household by telephone and ask whether or not there is a child between 2 and 12 years old living in the household. If there is, the interviewers will ask other questions and record the total amount spent raising a child in the past two months.

They will multiply this amount by 6 to get an annual cost.

15) Which of the following samples will have the SMALLEST sampling error? [NOTE: The standard deviation measures diversity with a larger number indicating greater heterogeneity and diversity].

A) Sample size = 1000, Sample standard deviation = 55 B) Sample size = 100, Sample standard deviation = 5.5 C) Sample size = 10 000, Sample standard deviation = 55 D) Sample size = 1000, Sample standard deviation = 5.5 E) Sample size = 10 000, Sample standard deviation = 1.0 Answer: E Diff: 8 Type: MC Page Ref: 134-138 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics 16) According to the Central Limit Theorem used in inferential statistics, A) the bigger your sample, the better your results.

B) when drawing many random samples, the samples form a normal curve with the highest point of the distribution equal to the population parameter.

C) the best estimate of population parameters comes when one uses the inverse square of the z-probability distribution.

D) 90 percent of all samples drawn in a simple random manner will contain some error.

E) in order to infer from a sample to a population, the sampling error must equal zero.

Answer: B Diff: 8 Type: MC Page Ref: 140 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics Sam Smith, the CEO of a local TV station, recently conducted a study of TV watchers in his area. He obtained a list of all residential customers from the cable TV company billing list. He selected customers from the 20 000 households on the billing list by taking every fortieth household. A trained interviewer then visited each household and asked detailed questions about the viewing habits of various family members.

17) What is the sampling frame in Sam Smith’s study?

A) Cable television viewers B) All voters in the community C) The list of customers from the cable television company D) All households in the community E) Adults who own televisions Answer: C Diff: 5 Type: MC Page Ref: 135 Topic: Probability Sampling Skill: 01. Applies abstract learning to realistic situations Sam Smith, the CEO of a local TV station, recently conducted a study of TV watchers in his area. He obtained a list of all residential customers from the cable TV company billing list. He selected customers from the 20 000 households on the billing list by taking every fortieth household. A trained interviewer then visited each household and asked detailed questions about the viewing habits of various family members 18) What sampling method did Sam Smith use?

A) Simple random B) Systematic C) Disproportionate D) Cluster E) Stratified Answer: B Diff: 4 Type: MC Page Ref: 146-148 Topic: Probability Sampling Skill: 01. Applies abstract learning to realistic situations Sam Smith, the CEO of a local TV station, recently conducted a study of TV watchers in his area. He obtained a list of all residential customers from the cable TV company billing list. He selected customers from the 20 000 households on the billing list by

taking every fortieth household. A trained interviewer then visited each household and asked detailed questions about the viewing habits of various family members 19) How large is Sam Smith’s sample?

A) 500 B) 1000 C) 1500 D) 2000 E) 20 000 Answer: A Diff: 3 Type: MC Page Ref: 146-148 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics Sam Smith, the CEO of a local TV station, recently conducted a study of TV watchers in his area. He obtained a list of all residential customers from the cable TV company billing list. He selected customers from the 20 000 households on the billing list by taking every fortieth household. A trained interviewer then visited each household and asked detailed questions about the viewing habits of various family members 20) What is Sam Smith’s sampling ratio?

A) 0.002 or 0.2% B) 0.005 or 0.5% C) 0.025 or 2.5% D) 0.050 or 5% E) 0.0002 or 0.02% Answer: C Diff: 7 Type: MC Page Ref: 141 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics Professor Johnny Jones draws a systematic sample of 350 churches from all churches and religious institutions in the three Pacific coast states of the continental U.S. and British Columbia. His sampling frame has 35 000 institutions.

21) What is the sampling interval?

A) 0.001 B) 0.01 C) 0.10 D) 10 E) 100 Answer: E Diff: 7 Type: MC Page Ref: 140 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics Professor Johnny Jones draws a systematic sample of 350 churches from all churches and religious institutions in the three Pacific coast states of the continental U.S. and British Columbia. His sampling frame has 35 000 institutions.

22) What is the sampling ratio?

A) 0.001 B) 0.01 C) 0.10 D) 10 E) 100 Answer: B Diff: 7 Type: MC Page Ref: 141 Topic: Probability Sampling Skill: 01.27. Properly uses random sampling terms and can compute relevant sample statistics Professor Mary Mancini studied class level and drinking behaviour at Rocky Mountain University in Red Deer, Alberta. At Rocky Mountain, every student is required to live in one of six 20-story dormitories, and every student has a single room. All dormitory room phone numbers begin with the prefix 747 or 757 (e.g., phone numbers are 747-0001 to 757-9999). She used the student telephone directory and, after a random start, selected every fifteenth student. She then mailed a questionnaire to the 1000 students selected and had two follow-up postcard reminders. A total of 900 students returned questionnaires.

Later, Professor Mancini asked the university registrar’s office whether any students were omitted from the directory.

23) What is Mary Mancini’s sampling frame?

A) The drinking behaviour of students.

B) Students both in the directory and not in the directory.

C) The 2002 student telephone directory.

D) Rocky Mountain University.

E) The class levels.

Answer: C Diff: 5 Type: MC Page Ref: 135 Topic: Probability Sampling Skill: 01. Applies abstract learning to realistic situations Professor Mary Mancini studied class level and drinking behaviour at Rocky Mountain University in Red Deer, Alberta. At Rocky Mountain, every student is required to live in one of six 20-story dormitories, and every student has a single room. All dormitory room phone numbers begin with the prefix 747 or 757 (e.g., phone numbers are 747-0001 to 757-9999). She used the student telephone directory and, after a random start, selected every fifteenth student. She then mailed a questionnaire to the 1000 students selected and had two follow-up postcard reminders. A total of 900 students returned questionnaires.

Later, Professor Mancini asked the university registrar’s office whether any students were omitted from the directory.

24) What is Mancini’s target population?

A) All students living in Red Deer, Alberta.

B) All students enrolled in Rocky Mountain University.

C) Students who drink alcohol.

D) All residents of Red Deer, Alberta.

E) Students who have roommates.

Answer: B Diff: 4 Type: MC Page Ref: 134

Topic: Probability Sampling Skill: 01. Applies abstract learning to realistic situations Professor Mary Mancini studied class level and drinking behaviour at Rocky Mountain University in Red Deer, Alberta. At Rocky Mountain, every student is required to live in one of six 20-story dormitories, and every student has a single room. All dormitory room phone numbers begin with the prefix 747 or 757 (e.g., phone numbers are 747-0001 to 757-9999). She used the student telephone directory and, after a random start, selected every fifteenth student. She then mailed a questionnaire to the 1000 students selected and had two follow-up postcard reminders. A total of 900 students returned questionnaires.

Later, Professor Mancini asked the university registrar’s office whether any students were omitted from the directory.

25) About how many students are listed in the 2002 Rocky Mountain University student telephone directory?

A) 2000 B) 10 000 C) 15 000 D) 20 000 E) 35 000 Answer: C Diff: 7 Type: MC Page Ref: 141 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics Professor Mary Mancini studied class level and drinking behaviour at Rocky Mountain University in Red Deer, Alberta. At Rocky Mountain, every student is required to live in one of six 20-story dormitories, and every student has a single room. All dormitory room phone numbers begin with the prefix 747 or 757 (e.g., phone numbers are 747-0001 to 757-9999). She used the student telephone directory and, after a random start, selected every fifteenth student. She then mailed a questionnaire to the 1000 students selected and had two follow-up postcard reminders. A total of 900 students returned questionnaires.

Later, Professor Mancini asked the university registrar’s office whether any students were omitted from the directory.

26) What type of sampling did Professor Mancini use?

A) Stratified B) Quota C) Cluster D) Systematic E) Simple random Answer: D Diff: 3 Type: MC Page Ref: 146-148 Topic: Probability Sampling Skill: 28. Recognizes situations when various types of random samples should be used Professor Mary Mancini studied class level and drinking behaviour at Rocky Mountain University in Red Deer, Alberta. At Rocky Mountain, every student is required to live in one of six 20-story dormitories, and every student has a single room. All dormitory room phone numbers begin with the prefix 747 or 757 (e.g., phone numbers are 747-0001 to

757-9999). She used the student telephone directory and, after a random start, selected every fifteenth student. She then mailed a questionnaire to the 1000 students selected and had two follow-up postcard reminders. A total of 900 students returned questionnaires.

Later, Professor Mancini asked the university registrar’s office whether any students were omitted from the directory.

27) The registrar’s office called Professor Mancini and said that the names of 3000 currently enrolled students at Rocky Mountain University were unfortunately omitted from the directory; however, the students who were listed in the directory were still enrolled. With this revised estimate of the population and final number of students for which Professor Mancini has data, what is her actual sampling ratio?

A) 1 percent B) 5 percent C) 8 percent D) 10 percent E) 15 percent Answer: B Diff: 8 Type: MC Page Ref: 141 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics.

Professor Mary Mancini studied class level and drinking behaviour at Rocky Mountain University in Red Deer, Alberta. At Rocky Mountain, every student is required to live in one of six 20-story dormitories, and every student has a single room. All dormitory room phone numbers begin with the prefix 747 or 757 (e.g., phone numbers are 747-0001 to 757-9999). She used the student telephone directory and, after a random start, selected every fifteenth student. She then mailed a questionnaire to the 1000 students selected and had two follow-up postcard reminders. A total of 900 students returned questionnaires.

Later, Professor Mancini asked the university registrar’s office whether any students were omitted from the directory.

28) Professor Mancini’s questionnaire asked each student to name every other student with whom they had drunk during the past two months. Ernest Ernesto, her research assistant, sent a questionnaire to each person named by students in the first sample in which the same question was asked. Ernest next sent a questionnaire to everyone named as a drinking partner in the second sample and so on until he had sent out 10 different waves of questionnaires. He then drew up a list of all students who drank with anyone else who returned a questionnaire, and used it as a sample for a study on drinking networks on campus. What kind of sampling was Ernest using?

A) Accidental sampling B) Snowball sampling C) Quota sampling D) Cluster sampling E) Stratified sampling Answer: B Diff: 6 Type: MC Page Ref: 133 Topic: Nonprobability Sampling Skill: 26. Able to identify types, and knows proper use of nonprobability samples

Professor Mary Mancini studied class level and drinking behaviour at Rocky Mountain University in Red Deer, Alberta. At Rocky Mountain, every student is required to live in one of six 20-story dormitories, and every student has a single room. All dormitory room phone numbers begin with the prefix 747 or 757 (e.g., phone numbers are 747-0001 to 757-9999). She used the student telephone directory and, after a random start, selected every fifteenth student. She then mailed a questionnaire to the 1000 students selected and had two follow-up postcard reminders. A total of 900 students returned questionnaires.

Later, Professor Mancini asked the university registrar’s office whether any students were omitted from the directory.

29) Professor Mancini wants to mail out questionnaires, but she wants to be certain that the sample contains an equal number of freshman, sophomore, junior, and senior students. She asks you to draw a stratified sample. What would be the best way to draw this type of sample?

A) Choose every tenth instead of fifteenth name when selecting students.

B) Use the registrar’s list of students instead of the telephone directory, and select every fifteenth student name.

C) Get a list of each class (e.g., first year, second year, etc.) from the registrar and use a random number table or program to select 500 names from each class.

D) Open up the phone book to a random page and begin calling up students listed.

Ask them what class they are in, then send questionnaires to the first 500 who say first year, the first 500 saying second year, etc.

E) First randomly select 10 dormitories and then randomly select every other floor of the 10 selected dormitories, then mail questionnaires to students living in rooms on the selected floors.

Answer: C Diff: 5 Type: MC Page Ref: 142-143.

Topic: Probability Sampling Skill: 28. Recognizes situations when various types of random samples should be used Professor Mary Mancini studied class level and drinking behaviour at Rocky Mountain University in Red Deer, Alberta. At Rocky Mountain, every student is required to live in one of six 20-story dormitories, and every student has a single room. All dormitory room phone numbers begin with the prefix 747 or 757 (e.g., phone numbers are 747-0001 to 757-9999). She used the student telephone directory and, after a random start, selected every fifteenth student. She then mailed a questionnaire to the 1000 students selected and had two follow-up postcard reminders. A total of 900 students returned questionnaires.

Later, Professor Mancini asked the university registrar’s office whether any students were omitted from the directory.

30) Professor Mancini decided to conduct her study using a telephone interview instead of using a mail questionnaire. Which of the following represents the most accurate way by which to draw this sample?

A) A simple random sample from the directory of the town B) A systematic sample of the student telephone directory C) Random digit dialing using the (403) 302 and (403) 314 prefixes D) A quota sample with an equal number of students from each dormitory E) A stratified sample from 100-, 200-, 300-, and 400-numbered courses Answer: C Diff: 4 Type: MC Page Ref: 147-148 Topic: Probability Sampling

Skill: 28. Recognizes situations when various types of random samples should be used 31) Postdoctoral fellow Walter Waters used nonrandom sampling in his study of successful scientists. He knew most got excellent grades in high school and university, excelled in mathematics, and had a strong interest in science from a very young age. For his study, he was interested in sampling those who were successful as adult scientists but did poorly in high school, did average or worse in math classes, and showed little interest and aptitude in science until they reached university. What type of sampling was he using?

A) Snowball B) Theoretical C) Sequential D) Deviant case E) Quota Answer: D Diff: 3 Type: MC Page Ref: 139-140 Topic: Nonprobability Sampling Skill: 26. Able to identify types, and knows proper use of nonprobability samples 32) Market researcher Tanya Tanika wants to test whether men like a new flavour of yogurt, which tastes like cigar smoke and beer, more than women do. She has research assistants go to four large grocery stores and distribute samples on each Saturday in April. In addition to distributing yogurt in white cups to anyone, the assistants give 50 samples in blue cups to adult males shopping alone and 50 samples in pink cups to adult females shopping alone. Afterward, the assistants check nearby shelves and in a nearby garbage can to locate the used blue and pink cups. They measure whether more waste (i.e., uneaten yogurt) was left in blue or pink cups. What type of sampling was used in the study?

A) Random B) Quota C) Stratified D) Snowball E) Cluster Answer: B Diff: 3 Type: MC Page Ref: 131-132 Topic: Nonprobability Sampling Skill: 26. Able to identify types, and knows proper use of nonprobability samples 33) Professor Bobby Birdfeather wants to study how people join a small extremist political organization dedicated to right-wing causes. He first interviews recent recruits and asks who introduced him/her to the organization. He next interviews the named person and asked who introduced him/her to the organization, and so on. What kind of sampling is this?

A) Snowball B) Systematic C) Deviant case D) Accidental E) Cluster Answer: A Diff: 2 Type: MC Page Ref: 133

Topic: Nonprobability Sampling Skill: 26. Able to identify types, and knows proper use of nonprobability samples 34) Which of the following term best describes people who engage in illegal or concealed activities such that very often a researcher must use purposive sampling in order to find them?

A) Hidden population B) Target population C) Moving target D) Cluster E) Sociogram Answer: A Diff: 3 Type: MC Page Ref: 148-149 Topic: Nonprobability Sampling Skill: 26. Able to identify types, and knows proper use of nonprobability samples 35) _____ combines characteristics of the sample, such as the sample’s size, with the central limit theorem for the purpose of accurately predicting specific ranges around a population parameter.

A) A confidence interval B) Deviant case sampling C) A sampling distribution D) The sampling ratio E) Probability proportionate to size (PPS) Answer: A Diff: 4 Type: MC Page Ref: 140 Topic: Probability Sampling Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics.

36) central limit theorem Answer: A law-like mathematical relationship that states the following: Whenever many random samples are drawn from a population and plotted, a normal distribution is formed, and the centre of such a distribution for a variable is equal to its population parameter.

Diff: 4 Type: ES Page Ref: 140 Topic: Probability Sampling Skill: 50. Able to define key terms 37) cluster sampling Answer: A type of random sample that uses multiple stages and is often used to cover wide geographic areas in which aggregated units are randomly selected, then samples are draw from the sampled aggregated units, or clusters.

Diff: 4 Type: ES Page Ref: 145-147 Topic: Probability Sampling Skill: 50. Able to define key terms

38) confidence intervals Answer: A range of values, usually a little higher and a little lower than a specific value found in a sample. One can specify with a probability level the degree of confidence that the population parameter lies within the range.

Diff: 4 Type: ES Page Ref: 140 Topic: Probability Sampling Skill: 50. Able to define key terms 39) deviant case sampling Answer: A type of nonrandom sampling, especially used by qualitative researchers, in which a researcher selects unusual or nonconforming cases purposely as a way to provide greater insight into social processes or a setting.

Diff: 4 Type: ES Page Ref: 132 Topic: Nonprobability Sampling Skill: 50. Able to define key terms 40) haphazard sampling Answer: A type of nonrandom sample in which the researcher selects anyone he or she happens to come across.

Diff: 4 Type: ES Page Ref: 131 Topic: Nonprobability Sampling Skill: 50. Able to define key terms 41) hidden populations Answer: People or units that engage in clandestine, deviant, or concealed activities and are therefore difficult for social researchers to locate and study.

Diff: 4 Type: ES Page Ref: 148 Topic: Probability Sampling Skill: 50. Able to define key terms 42) inferential statistics Answer: A branch of applied mathematics or statistics based on a random sample. It allows a researcher to precisely state the level of confidence he or she has that the results from a sample are equal to the population parameter.

Diff: 4 Type: ES Page Ref: 150 Topic: Probability Sampling Skill: 50. Able to define key terms

43) nonrandom sample Answer: A type of sample in which the sampling elements are selected using something other than a mathematically random process.

Diff: 4 Type: ES Page Ref: 130 Topic: Nonprobability Sampling Skill: 50. Able to define key terms 44) parameter Answer: A characteristic of the entire population that is estimated from a sample.

Diff: 4 Type: ES Page Ref: 136 Topic: Probability Sampling Skill: 50. Able to define key terms 45) population Answer: The name for the large group of many cases from which a research draws a sample and which is usually described in broad, theoretical terms.

Diff: 4 Type: ES Page Ref: 134 Topic: Probability Sampling Skill: 50. Able to define key terms 46) probability proportionate to size (PPS) Answer: An adjustment made in cluster sampling when each cluster does not have the same number of sampling elements.

Diff: 4 Type: ES Page Ref: 147 Topic: Probability Sampling Skill: 50. Able to define key terms 47) purposive sampling Answer: A type of nonrandom sample in which the researcher uses a wide range of methods to locate all possible cases of a highly specific and difficult to reach population.

Diff: 4 Type: ES Page Ref: 132 Topic: Nonprobability Sampling Skill: 50. Able to define key terms 48) quota sampling Answer:

A type of nonrandom sample in which the researcher first identifies general categories into which cases or people will be selected, then he or she selects a predetermined number of cases in each category.

Diff: 4 Type: ES Page Ref: 131-132 Topic: Nonprobability Sampling Skill: 50. Able to define key terms 49) random-digit dialing (RDD) Answer: A method of randomly selecting cases for telephone interview that uses all possible telephone numbers as a sampling frame.

Diff: 4 Type: ES Page Ref: 147-148 Topic: Probability Sampling Skill: 50. Able to define key terms 50) random number table Answer: A list of numbers that has no pattern, such that each has an equal chance of occurring.

Researchers use it to randomly select cases and for other randomization purposes.

Diff: 4 Type: ES Page Ref: 137-138 Topic: Probability Sampling Skill: 50. Able to define key terms 51) random sample Answer: A type of sample in which the researcher uses a random number table or similar mathematical random process so that each sampling element will have an equal probability of being selected.

Diff: 4 Type: ES Page Ref: 137 Topic: Probability Sampling Skill: 50. Able to define key terms 52) sample Answer: A smaller set of cases selected by a researcher from a population, and from which the researcher generalizes to the population.

Diff: 4 Type: ES Page Ref: 129 Topic: Probability Sampling; Nonprobability Sampling Skill: 50. Able to define key terms 53) sampling distribution Answer: A distribution of values created by drawing many random samples from the same population.

Diff: 4 Type: ES Page Ref: 139-140 Topic: Probability Sampling Skill: 50. Able to define key terms 54) sampling element Answer: The name for a case or single unit to be selected into a sample.

Diff: 4 Type: ES Page Ref: 134 Topic: Probability Sampling Skill: 50. Able to define key terms 55) sampling error Answer: How much a random sample deviates from being representative of the entire population from which it was drawn.

Diff: 4 Type: ES Page Ref: 137 Topic: Probability Sampling Skill: 50. Able to define key terms 56) sampling frame Answer: A list of cases in a population, or the best approximation of it. It is an important part of most random sampling.

Diff: 4 Type: ES Page Ref: 135 Topic: Probability Sampling Skill: 50. Able to define key terms 57) sampling interval Answer: The inverse of the sampling ratio. It is used in systematic sampling to select cases into the sample.

Diff: 4 Type: ES Page Ref: 140 Topic: Probability Sampling Skill: 50. Able to define key terms 58) sampling ratio Answer: The proportion of a population in a sample. It is based on the number of cases in the sample divided by the number of cases in the population or sampling frame.

Diff: 4 Type: ES Page Ref: 141 Topic: Probability Sampling Skill: 50. Able to define key terms 59) sequential sampling

Answer: A type of nonrandom sample in which a researcher tries to find as many relevant cases as possible, until time, financial resources, or his/her energy is exhausted, or until no new information or diversity is appearing as new cases are added.

Diff: 4 Type: ES Page Ref: 134 Topic: Nonprobability Sampling Skill: 50. Able to define key terms 60) simple random sampling Answer: A type of random sampling in which a researcher creates a sampling frame and uses a pure random process to select cases. Each sampling element in the population will have an equal probability of being selected.

Diff: 4 Type: ES Page Ref: 137 Topic: Probability Sampling Skill: 50. Able to define key terms 61) snowball sampling Answer: A type of nonrandom sample in which the researcher begins with one case, then, based on information about relationships from that case, identifies other connected cases and continues the process again and again to capture a network of linked cases.

Diff: 4 Type: ES Page Ref: 133-134 Topic: Nonprobability Sampling Skill: 50. Able to define key terms 62) sociogram Answer: A diagram or “map” that show the network of social relationships, influence, patterns, or communication paths among groups of people or units.

Diff: 4 Type: ES Page Ref: 133 Topic: Nonprobability Sampling Skill: 50. Able to define key terms 63) statistic Answer: A numerical estimate of a population parameter computed from a sample.

Diff: 4 Type: ES Page Ref: 136 Topic: Probability Sampling Skill: 50. Able to define key terms 64) stratified sampling Answer:

A type of random sample in which the researcher first identifies a set of mutually exclusive and exhaustive categories, then uses a random selection method to select cases for each category.

Diff: 4 Type: ES Page Ref: 143-144 Topic: Probability Sampling Skill: 50. Able to define key terms 65) systematic sampling Answer: A type of random sample in which a researcher selects every kth (e.g., 12th) case from the sampling frame by using a sampling interval.

Diff: 4 Type: ES Page Ref: 140-141 Topic: Probability Sampling Skill: 50. Able to define key terms 66) target population Answer: The name for the large group of many cases from which a sample is drawn and which is specified in very specific, concrete terms.

Diff: 4 Type: ES Page Ref: 134 Topic: Probability Sampling Skill: 50. Able to define key terms 67) theoretical sampling Answer: An iterative sampling technique associated with grounded theory in which the sample size is determined when the data reach theoretical saturation.

Diff: 4 Type: ES Page Ref: 134 Topic: Probability Sampling Skill: 50. Able to define key terms 68) theoretical saturation Answer: A term associated with grounded theory that refers to the point at which no new themes emerge from the data and sampling is considered complete.

Diff: 4 Type: ES Page Ref: 134 Topic: Probability Sampling Skill: 50. Able to define key terms

1) Specify and give an example of the six types of questions common to good surveys.

Answer: • Behaviour. How frequently do you go to art galleries?

• Attitudes/beliefs/opinions. What is the biggest problem facing Canada these days?

• Characteristics. What is your age?

• Expectations. Do you think the population in this town will grow, shrink, or stay the same?

• Self-classification. Do you consider yourself to be conservative, moderate, or liberal?

• Knowledge. Who was elected mayor in the last election?

Diff: 2 Type: ES Page Ref: 154 Topic: The Logic of Survey Research Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

2) From beginning to end, identify and briefly describe each of the basic steps in conducting survey-based research.

Answer: • Step 1: Develop a hypothesis and construct an instrument such as a survey questionnaire or interview schedule.

• Step 2: Plan how to record data and pilot-test survey instrument.

• Step 3: Decide on the target population and deal with all issues concerning sampling.

• Step 4: Locate respondents, conduct the interviews, and carefully record data as you proceed.

• Step 5: Enter data into computers, double-check the accuracy of the data, and perform statistical analysis on the data.

• Step 6: Describe methods and findings in research report.

Diff: 5 Type: ES Page Ref: 155-156 Topic: The Logic of Survey Research Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

3) Identify and briefly describe eight problems that should be avoided in survey question construction.

Answer: • Avoid jargon, slang, and abbreviations. Target the vocabulary and grammar to the respondents sampled.

• Avoid ambiguity, confusion, and vagueness. Ambiguity and vagueness cause inconsistencies in how different respondents assign meaning to and answer the question.

• Avoid emotional language. Words with strong emotional connotations can colour how respondents hear and answer survey questions.

• Avoid prestige bias. Issues linked to people with high social status can influence how respondents hear and answer survey questions, resulting in prestige bias.

• Avoid double-barrelled questions. Make each question about one and only one topic.

•

Do not confuse beliefs with reality. Do not confuse what a respondent believes with what you, the researcher, measure.

• Avoid leading questions. Make respondents feel that all responses are legitimate; do not let them become aware of an answer that the researcher wants.

• Avoid asking questions that are beyond respondents’ capabilities. Asking something that few respondents know frustrates respondents and produces poorquality responses.

• Avoid false premises. Do not begin a question with a premise with which respondents may not agree and then follow it by choices regarding it.

• Avoid asking about intentions in the distant future. Avoid asking people about what they might do under hypothetical circumstances far in the future.

• Avoid double negatives. Double negatives in ordinary language are grammatically incorrect and confusing.

• Avoid overlapping or unbalanced response categories. Make response categories or choices mutually exclusive, exhaustive, and balanced.

Diff: 5 Type: ES Page Ref: 157-161 Topic: Constructing the Questionnaire Skill: 31. Identifies the strengths and weaknesses of several survey administration methods. .

4) What kinds of survey questions often result in problems for the researcher? How can these problems be overcome?

Answer: • Threatening questions. Respondents may not answer a threatening question because they may find it emotionally painful to confront their own actions honestly, or admit them to other people, or they may be embarrassed by the response they give. One way to overcome this is by embedding a threatening response within more serious activities so that the question appears less deviant.

• Social desirability bias happens when respondents distort answers to make their reports conform to social norms. Questionnaire writers can reduce social desirability bias by phrasing questions in ways that make norm violation appear less objectionable and that present a wider range of behaviour as acceptable.

• Knowledge questions. A large majority of the public cannot correctly answer elementary geography questions or identify important political documents. To overcome this problem a researcher should pilot-tests questions so that questions are at an appropriate level of difficulty.

• Skip or contingency questions. Researchers should avoid asking questions that are irrelevant for a respondent. If they are asked, then they should be in the form of screen or skip questions whereby on the basis of the answer to the first question, the respondent or an interviewer is instructed to go to another question or to skip certain questions.

Diff: 6 Type: ES Page Ref: 160-163 Topic: Constructing the Questionnaire Skill: 30. Identifies and knows when/how to use various types of questionnaire questions.

5) What are two advantages and two disadvantages of closed questions?

Answer:

• • •

Advantage: The answers of different respondents are easier to compare.

Advantage: Answers are easier to code and statistically analyze.

Disadvantage: They can suggest ideas that the respondent would not otherwise have.

• Disadvantage: Respondents with no opinion or no knowledge can answer anyway.

Diff: 4 Type: ES Page Ref: 163-164 Topic: Constructing the Questionnaire Skill: 30. Identifies and knows when/how to use various types of questionnaire questions.

6) What are two advantages and two disadvantages of open questions?

Answer: • Advantage: They permit an unlimited number of possible answers.

• Advantage: Respondents can answer in detail and can qualify and clarify responses.

• Disadvantage: Different respondents give different degrees of detail in answers.

• Disadvantage: Responses may be irrelevant or buried in useless detail.

Diff: 4 Type: ES Page Ref: 163-164 Topic: Constructing the Questionnaire Skill: 30. Identifies and knows when/how to use various types of questionnaire questions.

7) What are the three basic choices available to the researcher in relation to questions having to do with attitudes? Specify, describe, and give an example for each of them.

Answer: • Standard-format question: This is type of survey research question in which the answer categories do not to include “no opinion” or “don’t know.”

• Example: Do you agree or disagree with this statement? “The employer is making it difficult for the union to negotiate a new settlement.”

• Quasi-filter question: This is a type of survey research question that includes the answer choice “no opinion” or “don’t know.”

• Example: “The employer is making it difficult for the union to negotiate a new settlement.” Do you agree, disagree, or have no opinion on that?

• Full-filter question: This is a type of survey research question in which respondents are first asked whether they have an opinion or know about a topic, then only the respondents with an opinion or knowledge are asked a specific question on the topic.

• Example: Not everyone has an opinion on this. If you do not have an opinion, just say so. Here’s the statement: “The employer is making it difficult for the union to negotiate a new settlement.” Do you have an opinion on that? If yes, do you agree or disagree?

Diff: 3 Type: ES Page Ref: 165 Topic: Constructing the Questionnaire Skill: 30. Identifies and knows when/how to use various types of questionnaire questions.

8) What are some important points to consider when organizing the physical layout of a questionnaire?

Answer: • Give each question a number.

• Never cram questions together or create a confusing appearance.

• For your administrative use, make a cover sheet or face sheet for each interview.

• Give interviewers or respondents instructions on the questionnaire and print instructions in a different style from the questions.

• In mail surveys, include a polite, professional cover letter on letterhead stationery, identifying the researcher and offering a telephone number for questions.

• Always end with “Thank you for your participation.”

Diff: 3 Type: ES Page Ref: 171 Topic: Constructing the Questionnaire Skill: 29. Writes good survey questions and applies proper questionnaire design techniques.

9) What are five ways that an ordinary conversation differs from a survey research interview?

Answer: • Questions and answers from each participant are relatively equally balanced.

• There is an open exchange of feelings and opinions.

• Judgments are stated and attempts made to persuade the other of a particular point of view.

• Person can reveal deep inner feelings to gain sympathy or as a kind of therapeutic release.

• The emotional tone can shift from humour, to joy, to affection, to sadness, to anger, and so on.

• People can evade or ignore questions and give flippant or noncommittal answers.

Diff: 5 Type: ES Page Ref: 177 Topic: Interviewing Skill: 32. Recognizes proper survey research interviewing techniques.

10) What specific ethical issues should a survey researcher be aware of?

Answer • Invasion of privacy • Voluntary participation • Exploitation of surveys and pseudosurveys • Misuse survey results or use poorly designed or purposely rigged survey Diff: 5 Type: ES Page Ref: 181 Topic: The Ethical Survey Skill: 12. Recognizes and can apply ethical principles to social research situations.

11) Which of the following items should be among the first things a researcher does once he or she has decided on the survey as the appropriate method for gathering data?

A) Decide on the target population.

B) Locate respondents.

C) Select the sample.

D) Write the survey questions.

E) Plan how to record the data.

Answer: D Diff: 4 Type: MC Page Ref: 155 Topic: The Logic of Survey Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research.

12) Which one of the following survey questions is properly phrased?

A) “Aside from work you do at home or at a job, do you do anything to stay physically fit?”

B) “Do you agree with the Canadian Medical Association that smoking is bad for your health?”

C) “Have you ever had angina or cardiac fibrillation?”

D) “Do you jog and do situps every day?”

E) “How many times a month do you engage in vigorous physical exercise for a period of at least 20 minutes?”

Answer: E Diff: 4 Type: MC Page Ref: 157-159 Topic: Constructing the Questionnaire Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

13) What is the main problem with the way the following question is phrased? “Don’t you agree that in order to restore order to the nation we must defeat the liberals?”

A) It is a leading question.

B) It contains loaded jargon.

C) The question is ambiguous.

D) The question assumes knowledge beyond that which most respondents possess.

E) It confuses beliefs with responsibility.

Answer: A Diff: 4 Type: MC Page Ref: 158 Topic: Constructing the Questionnaire Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

14) Specify the major weakness with the following survey question: “The Soviets cheated on every agreement to freeze nuclear weapons development since 1950. Don’t you agree that Canada should give up on establishing a limitations agreement?”

1. Yes 2. Not sure 3. No A) It is a socially undesirable question.

B) This question is too long.

C) It is a biased or leading question.

D) It is a double-barrelled question.

E) The question is ambiguous.

Answer: C Diff: 6 Type: MC Page Ref: 158 Topic: Constructing the Questionnaire

Skill: 31: Identifies the strengths and weaknesses of several survey administration methods.

15) What is the major weakness with the following survey question?

“How old were you when one of your parents first took you to a restaurant?”

1. Under 6 months old 2. 6 months to 12 months old 3. 13 months to 24 months old 4. 25 months to 3 years old 5. More than 3 years old A) It is double-barrelled question.

B) The question contains too much unnecessary jargon.

C) The question is too long.

D) It is not mutually exclusive question.

E) Respondents are not fully capable of answering this question.

Answer: E Diff: 6 Type: MC Page Ref: 158-159 Topic: Constructing the Questionnaire Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

16) What is the major error illustrated in the following question?

What is your marital status? __ Married __ Single A) It is not mutually exclusive.

B) It is not exhaustive.

C) It is a double-barrelled question.

D) It makes a false premise.

E) It is too personal.

Answer: B Diff: 4 Type: MC Page Ref: 159 Topic: Constructing the Questionnaire Skill: 31. Identifies and knows when/how to use various types of questionnaire questions.

17) Professor Wendy Jones created a questionnaire that contained the following question: “How often do you get sexually aroused while smoking marijuana?” What is the problem with this question?

A) It is a leading question.

B) It has social desirability bias.

C) It is a double-barrelled question.

D) It is a threatening question.

E) It contains jargon.

Answer: D Diff: 5 Type: MC Page Ref: 160-161 Topic: Constructing the Questionnaire Skill: 01. Applies abstract learning to realistic situations.

18) Survey respondents are most likely to under-report A) owning a library card.

B) seeing a psychologist about depression.

C) contributing money to a religious organization.

D) voting in a recent election.

E) attending a night class at a local university.

Answer: B Diff: 4 Type: MC Page Ref: 161 Topic: Constructing the Questionnaire Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

19) Survey respondents are most likely to over-report A) tax evasion.

B) a venereal disease.

C) alcohol consumption.

D) giving to a charity.

E) salary.

Answer: D Diff: 4 Type: MC Page Ref: 162 Topic: Constructing the Questionnaire Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

20) In her survey on working class culture, Professor Janokowski wants to ask questions about very sensitive topics, such as masturbation, homosexuality, and extramarital affairs. Where should she place these questions in her survey?

A) They should comprise the very first questions in the survey.

B) These questions should be mixed together with unrelated questions somewhere in the middle of the survey.

C) They should be the very last questions in the survey.

D) They should be placed after more threatening questions.

E) Such questions should not be asked in survey research.

Answer: D Diff: 4 Type: MC Page Ref: 162 Topic: Constructing the Questionnaire Skill: 05. Shows awareness of appropriate research procedures/processes for diverse situations.

21) Reginald Dogood is constructing a short web survey on charitable giving. What potential problem should he be most concerned with?

A) Order effects B) Social desirability bias C) Survey length D) Interviewer bias E) Locating a representative sample Answer: B Diff: 4 Type: MC Page Ref: 162 Topic: Constructing the Questionnaire Skill: 30. Identifies and knows when/how to use various types of questionnaire questions.

22) Undergraduate student David Davidson’s questionnaire has two series of questions. One series asks Caucasians about South Asian people, and the other asks South Asians about Caucasians. The series of questions respondents answer depends on their answer to the second question in the questionnaire, “What is your ethnicity?” Davidson is using a A) dual-ballot question.

B) forced-choice question.

C) contingency question.

D) sign-post question.

E) double-barrelled question.

Answer: C Diff: 7 Type: MC Page Ref: 163 Topic: Constructing the Questionnaire Skill: 01. Applies abstract learning to realistic situations.

23) When is it most appropriate to use an open-ended question?

A) When the sample contains many floaters B) When there are only a few simple choices for most of the questions in the survey C) When doing exploratory research D) When lots of statistics are required E) When the sample consists of many people with limited speaking and writing abilities Answer: C Diff: 3 Type: MC Page Ref: 163-164 Topic: Constructing the Questionnaire Skill: 32. Recognizes proper survey research interviewing techniques.

24) What is a major disadvantage of open-ended survey questions?

A) Coding the responses can be tedious and difficult.

B) Misinterpretation of a question can go unnoticed .

C) They force participants to make simplistic responses to complex issues.

D) Respondents with no opinion or no knowledge can answer anyway.

E) They permit an unlimited number of possible answers.

Answer: A Diff: 5 Type: MC Page Ref: 164 Topic: Constructing the Questionnaire Skill: 06. Explains reasons for using a specific research process/procedure.

25) A _____ question offers respondents a “don’t know” alternative.

A) standard format B) quasi-filter C) full filter D) partially open E) contingency Answer: B Diff: 4 Type: MC Page Ref: 165 Topic: Constructing the Questionnaire Skill: 29. Writes good survey questions and applies proper questionnaire design techniques.

26) What is the following type of question called? “Please tell me if you Agree, Disagree, or Have No Opinion regarding the following statement: The Canadian government should change the age at which a person can legally purchase alcohol to 25 for all provinces.”

A) A partially open question B) A quasi-filter question C) A open-ended question D) A full-filter question E) A standard form question Answer: B Diff: 5 Type: MC Page Ref: 165 Topic: Constructing the Questionnaire Skill: 01. Applies abstract learning to realistic situations.

27) Identify the following type of question: “Do you have an opinion about the recent events in China?” [TO INTERVIEWER: IF NO, SKIP TO NEXT QUESTION. IF YES, CONTINUE.] “Please tell me if you ‘Agree,’ ‘Disagree,’ or ‘Have No Opinion’ regarding the statement: ‘The Chinese government should give in to the demands of people staging mass demonstrations to Free Tibet’”?

A) A partially open question B) An open-ended question C) A standard form question D) A quasi-filter question E) A full-filter question Answer: E Diff: 6 Type: MC Page Ref: 165-166 Topic: Constructing the Questionnaire Skill: 30. Identifies and knows when/how to use various types of questionnaire questions.

28) What is a “floater” in survey research?

A) A type of question that can be placed anywhere in the survey B) An interviewer who is capable of interviewing any type of respondent C) A respondent who really does not have an opinion or belief about something asked about in a question, but answers anyway D) An additional response item for a closed-ended question E) A type of question designed to keep respondents interested in the questionnaire Answer: C Diff: 4 Type: MC Page Ref: 166 Topic: Constructing the Questionnaire Skill: 29. Writes good survey questions and applies proper questionnaire design techniques.

29) Professor Sam Spade asks a respondent 18 questions about a politician where the possible responses are “agree” and “disagree.” All 18 questions are worded in such a way that a person who favours the politician will say “agree.” The respondent quickly answers “agree” to all 18 questions without really thinking about each individual question. This is an example of A) social desirability effect.

B) prestige question effect.

C) sleeper effect.

D) response set effect.

E) order effect.

Answer: D Diff: 6 Type: MC Page Ref: 166 Topic: Constructing the Questionnaire Skill: 01. Applies abstract learning to realistic situations.

30) Professor Wendy Jones is organizing the questions in her survey on the prevalence of marijuana consumption among high school students. Which one of the following rules should she be sure to follow?

A) She should double-check to ensure that all relevant questions include jargon or slang so that her respondents will understand what is being asked.

B) Professor Jones should organize the survey so that specific questions are asked before general ones.

C) She should try to mix questions on different topics to maintain respondent interest.

D) Professor Jones should make certain that all threatening questions are asked at the beginning of the survey.

E) She should organize her questions into common topics.

Answer: E Diff: 6 Type: MC Page Ref: 169-170 Topic: Constructing the Questionnaire Skill: 29. Writes good survey questions and applies proper questionnaire design techniques.

31) Which one of the following features is most likely to increase respondent cooperation in all types of surveys?

A) Paying the respondent prior to the completion of a survey B) Guaranteeing anonymity and confidentiality C) Describing the purpose of the research in complete detail D) Sending letters in advance of an interview E) Repeatedly emphasizing the importance of the interview Answer: A Diff: 3 Type: MC Page Ref: 172-173 Topic: Types of Surveys: Advantages and Disadvantages Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations.

32) Which type of survey has the lowest response rate?

A) The telephone interview B) The mail questionnaire C) The face-to-face interview D) The web survey E) The computer-assisted interview Answer: B Diff: 1 Type: MC Page Ref: 173 Topic: Types of Surveys: Advantages and Disadvantages Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

33) Which type of survey allows for the longest interview and the most complex questions?

A) The telephone interview B) The mail questionnaire C) The face-to-face interview D) The web survey E) The computer-assisted interview Answer: C Diff: 3 Type: MC Page Ref: 173 Topic: Types of Surveys: Advantages and Disadvantages Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

34) Which one of the following types of surveys will yield the quickest results?

A) The telephone interview B) The mail questionnaire C) The face-to-face interview D) The web survey E) The computer-assisted interview Answer: D Diff: 3 Type: MC Page Ref: 174-175 Topic: Types of Surveys: Advantages and Disadvantages Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

35) Which type of survey has the highest response rate?

A) The telephone interview B) The mail questionnaire C) The face-to-face interview D) The web survey E) The computer-assisted interview Answer: C Diff: 1 Type: MC Page Ref: 176 Topic: Types of Surveys: Advantages and Disadvantages Skill: 31. Identifies the strengths and weaknesses of several survey administration methods.

36) The correct stance or attitude for a survey research interviewer to adopt is A) of an actor or actress who is instructed to read lines without any facial expression or any change in tone of voice.

B) of an aggressive politician.

C) a neutral tone, with natural expression of the exact wording on the interview schedule.

D) that of a close empathetic friend, therapist, or family member.

E) that of an expressive, interested participant to the point of beginning arguments on issues.

Answer: C Diff: 4 Type: MC Page Ref: 176-179 Topic: Interviewing

Skill: 05. Shows awareness of appropriate research procedures/processes for diverse situations.

37) When asking questions, a survey interviewer should A) ask the respondent each question, even if it seems that the respondent has been asked about the topic already.

B) ask all the less difficult questions first, skipping questions that the respondent is slow to answer and then return to again to the difficult questions later on.

C) react with a verbal response such as “Yes,” “Oh no!” “That’s a good answer” after the respondent answers a question in order to show interest.

D) give assistance by offering his or her own personal answer for questions with which the respondent has difficulty.

E) summarize and reword what the respondent says in response to an open-ended question, so that it is a more meaningful and coherent answer.

Answer: A Diff: 5 Type: MC Page Ref: 177-178 Topic: Interviewing Skill: 32. Recognizes proper survey research interviewing techniques.

38) What is a “probe” in survey research?

A) A trick question to determine whether a respondent is lying B) A two-part question in survey research where the answer to the first part of the question determines which of two different questions a respondent next receives C) A sequence of questions starting with general ones and ending with specific ones D) The name for the middle or neutral choice among the answers to an attitude question E) A follow-up question where a respondent is asked to clarify or elaborate on a previous answer Answer: E Diff: 2 Type: MC Page Ref: 178 Topic: Interviewing Skill: 30. Identifies and knows when/how to use various types of questionnaire questions.

39) When reporting survey research results, what is one item that you do you not have to include?

A) Date of survey B) Size of sample C) Exact question wording D) Method of survey (face-to-face, telephone, etc.)

E) The questionnaire Answer: E Diff: 4 Type: MC Page Ref: 182 Topic: The Ethical Survey Skill: 12. Recognizes and can apply ethical principles to social research situations.

40) closed-ended question Answer:

A type of survey research question in which respondents must choose from a fixed set of answers.

Diff: 4 Type: ES Page Ref: 163 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

41) Computer-assisted telephone interviewing (CATI) Answer: Survey research interviews in which the interviewer sits behind a computer screen and keyboard and uses the computer to read questions that are asked in a telephone interview.

The interviewer then enters answers directly into the computer.

Diff: 4 Type: ES Page Ref: 175 Topic: Types of Surveys: Advantages and Disadvantages Skill: 50. Able to define key terms.

42) context effect Answer: An effect in survey research when an overall tone or set of topics that a respondent first encounters in a questionnaire affects how he or she interprets subsequent questions.

Diff: 4 Type: ES Page Ref: 169 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

43) contingency question Answer: A type of survey research question; based on the answer to the question, a respondent next goes to one or another later question.

Diff: 4 Type: ES Page Ref: 171 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

44) cover sheet Answer: One or more pages at the beginning of a questionnaire with information about an interview or respondent.

Diff: 4 Type: ES Page Ref: 171 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

45) double-barrelled question Answer: A problem in survey research question wording that occurs when two ideas are combined into one question. It is unclear in such questions whether the answer is for one or both of the ideas in the question.

Diff: 4 Type: ES Page Ref: 158 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

46) floaters Answer: Respondents who lack a belief or opinion on an issue, but who give an answer anyway if asked in a survey. Often their answers are inconsistent.

Diff: 4 Type: ES Page Ref: 166 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

47) full-filter question Answer: A type of survey research question in which respondents are first asked whether they have an opinion or know about a topic, then only the respondents with an opinion or knowledge are asked a specific question on the topic.

Diff: 4 Type: ES Page Ref: 159 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

48) funnel sequence Answer: A way to order survey research questions in a questionnaire from general ones to specific ones.

Diff: 4 Type: ES Page Ref: 170 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

49) interview schedule Answer: The name of a survey research questionnaire when a telephone or face-to-face interview is used.

Diff: 4 Type: ES Page Ref: 155 Topic: The Logic of Survey Research Skill: 50. Able to define key terms.

50) leading question Answer: A question that leads the respondent to choose one response over another by its wording.

Diff: 4 Type: ES Page Ref: 158 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

51) matrix question Answer: A type of survey research question in which a set of questions is listed in a compact form, with all questions sharing the same set of answer categories.

Diff: 4 Type: ES Page Ref: 171 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

52) open-ended question Answer: A type of survey research question in which respondents are free to offer any answer they wish to the question.

Diff: 4 Type: ES Page Ref: 163 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

53) order effects Answer: An effect in survey research in which respondents hear some specific questions before others, and the earlier questions affect their answers to later questions.

Diff: 4 Type: ES Page Ref: 169 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

54) partially open question Answer: A type of survey research question in which respondents get a fixed set of answers to choose from; however, an “other” category is offered so that they can specify a different answer if they desire.

Diff: 4 Type: ES Page Ref: 165 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

55) prestige bias Answer: A problem in survey research question writing that occurs when a highly respected group or individual is linked to one of the answers.

Diff: 4 Type: ES Page Ref: 158 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

56) probe Answer:

A follow-up question or action in survey research used by an interviewer to have a respondent clarify or elaborate on an incomplete or inappropriate answer.

Diff: 4 Type: ES Page Ref: 178 Topic: Interviewing Skill: 50. Able to define key terms.

57) pseudosurvey Answer: When someone who has little or no real interest in learning information from a respondent uses the survey format to try to persuade someone to do something.

Diff: 4 Type: ES Page Ref: 181 Topic: The Ethical Survey Skill: 50. Able to define key terms.

58) quasi-filter question Answer: A type of survey research question that includes the answer choice “no opinion” or “don’t know.”

Diff: 4 Type: ES Page Ref: 165 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

59) response set Answer: An effect in survey research when respondents tend to agree with every question in a series rather than think through their answer to each question.

Diff: 4 Type: ES Page Ref: 166 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

60) social desirability bias Answer: A bias in survey research in which respondents give a “normative” response or a socially acceptable answer rather than a truthful answer.

Diff: 4 Type: ES Page Ref: 162 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

61) standard format question Answer: A type of survey research question in which the answer categories fail to include “no opinion” or “don’t know” choices.

Diff: 4 Type: ES Page Ref: 165 Topic: Constructing the Questionnaire

Skill: 50. Able to define key terms.

62) threatening questions Answer: A type of survey research question in which respondents are likely to cover up or lie about their true behaviour or beliefs because they fear a loss of self-image or that they may appear to be undesirable or deviant.

Diff: 4 Type: ES Page Ref: 169 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

63) wording effects Answer: An effect that occurs when a specific term or word used in a survey research question affects how respondents answer the question.

Diff: 4 Type: ES Page Ref: 168 Topic: Constructing the Questionnaire Skill: 50. Able to define key terms.

1) What kinds of questions are appropriate for using an experimental logic? What kinds of limitations do researchers employing experimental methods face? What sorts of research topics are best suited for experiments?

Answer: • The logic of experiments is that experimenters intervene or induce a change in some focused part of social life and then examine the outcomes that result from the intervention.

• The experiment is limited to research questions in which a researcher is able to manipulate, control, or simulate conditions.

• The experiment is usually best for issues that have a narrow scope or scale.

• The experiment is better suited for micro-level than for macro-level questions.

• Experimental research is the strongest for testing causal relationships because the three conditions for causality (temporal order, association, and no alternative explanations) are best met in experimental designs.

• Experiments are not good at addressing questions that require looking at conditions across an entire society or across decades.

Diff: 5 Type: ES Page Ref: 185 Topic: Experimental Design Logic Skill: 08. Provides concrete examples of abstract theoretical ideas/principles.

2) Distinguish between random assignment and random selection and then describe how the two are connected. How does random assignment work in practice?

Answer: • Random assignment is a mechanical and automatic method (the researcher’s personal preference do not play a factor) for assigning cases such as individuals or organizations into two or more groups for the purpose of increasing one’s confidence that the groups do not differ in some systematic way.

• Random selection lets a researcher calculate the odds that a specific case will be sorted into one group over another.

• When a researcher randomly assigns, he or she sorts a collection of cases into two or more groups using a random process and in random sampling he or she selects a smaller subset of cases from a larger pool of cases.

• Ideally, a researcher will both randomly sample and randomly assign. He or she can first sample to obtain a smaller set of cases (e.g., 150 people out of 20 000) and then use random assignment to divide the sample into groups (e.g., divide the 150 people into three groups of 50).

Diff: 6 Type: ES Page Ref: 186-188 Topic: Random Assignment Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics.

3) Identify the two groups in a simple experiment and specify which one receives the treatment. What determines what the independent and dependent variables are?

Answer: • The experimental group is the group that receives the treatment or in which the treatment is present and the group that does not receive the treatment is called the control group.

•

The independent variable treatment. such as, for example, “degree of fear or anxiety.”

• The dependent variable is the outcome. It might consist of the physical conditions, social behaviours, attitudes, feelings, or beliefs of subjects that change in response to or as a result of the treatment.

Diff: 6 Type: ES Page Ref: 189 Topic: Experimental Design Logic Skill: 33. Identifies the parts of experimental design and recognizes/names the major designs.

4) Why is control a necessary and crucial feature in experiments? How is deception a feature of control in experiments? In what circumstances is it ethical to use deception in experiments?

Answer: • A researcher wants to control all aspects of the experimental situation to isolate the effects of the treatment and eliminate alternative explanations.

• Through deception, the researcher tries to control what the subjects see and hear and what they believe is occurring.

• For realistic deception, researchers may invent false treatments and dependent variable measures to keep subjects unaware of the true ones.

• Deception is dishonesty and thus is usually not condoned; it is acceptable only as the means of achieving a goal that could not be achieved otherwise.

• The amount and type of deception should not go beyond what is minimally necessary, and research participants should be debriefed.

Diff: 5 Type: ES Page Ref: 190, 203 Topic: Experimental Design Logic.

Skill: 33. Identifies the parts of experimental design and recognizes/names the major designs.

5) Compare the classic experimental design with the each of the three pre-experimental designs.

What are the problems with each of the pre-experimental designs?

Answer: • Classical experimental design has random assignment, a pretest and a post-test, an experimental group, and a control group.

• The one-shot case study design has only one group, a treatment, and a post-test; since there is only one group, there is no random assignment.

• The one-group pretest-post-test design has only one group, a pretest, a treatment, and a post-test; it lacks a control group and random assignment.

• The static group comparison design has two groups, a post-test, and treatment but it lacks random assignment and a pretest.

Diff: 6 Type: ES Page Ref: 191-192 Topic: Experimental Design Logic Skill: 33. Identifies the parts of experimental design and recognizes/names the major designs.

6) Compare and contrast interrupted and equivalent time series designs. What is common to both of them? What is unique to each of them? How do interrupted and equivalent time series designs differ from pre-experimental designs?

Answer: • In an interrupted time series design, a researcher uses one group and makes multiple pretest measures before and after the treatment.

• An equivalent time series design is a one-group design that extends over a time period so that instead of one treatment, it has a pretest and then a treatment and post-test, followed by another treatment and post-test, followed by yet another treatment and post-test, and so on.

• Interrupted and equivalent time series designs differ from pre-experimental designs in that identifying a causal relationship is more certain in these designs than in pre-experimental designs.

Diff: 6 Type: ES Page Ref: 192 Topic: Experimental Design Logic Skill: 33. Identifies the parts of experimental design and recognizes/names the major designs.

7) Diagram the design notation for a classical experimental design. What do each of the symbols represent?

Answer:

• •

O = observation of dependent variable; X = treatment, independent variable; R = random assignment.

• Symbols are in time order from left to right: The R is first, followed by the pretest, the treatment, and then the post-test.

• Symbols are arranged in rows, with each row representing a group of subjects; the rows are on top of each other because the pretest, treatment, and post-test occur in each group at about the same time.

Diff: 8 Type: ES Page Ref: 195-196 Topic: Experimental Design Logic Skill: 33. Identifies the parts of experimental design and recognizes/names the major designs.

8) In experimental research, what does internal validity refer to? Provide and briefly describe three examples where internal validity is an issue.

Answer • Internal validity refers to the ability to eliminate alternative explanations of the dependent variable—variables, other than the treatment variable(s), that affect the dependent variable are threats to internal validity. These variables threaten the researcher’s ability to say that the treatment was the true causal factor producing change in the dependent variable • Selection bias is the threat that research participants will not form equivalent groups.

• History effects refer to the threat that an event unrelated to the treatment will occur during the experiment and influence the dependent variable.

•

Maturation is the threat that some biological, psychological, or emotional process within the subjects and separate from the treatment will change over time.

• Testing effect threatens internal validity because more than the treatment alone affects the dependent variable.

• Instrumentation occurs when the dependent variable measures changes during the experiment.

• Statistical regression refers to a problem of extreme values or a tendency for random errors to move group results toward the average.

• Mortality arises when some subjects in the experiment leave the experiment before it is concluded.

• Diffusion of treatment is the threat that research participants in different groups will communicate with each other and learn about the other’s treatment.

• Experimenter expectancy threatens internal validity whereby the experimenter indirectly communicates the desired findings to subjects.

Diff: 6 Type: ES Page Ref: 196-200 Topic: Internal and External Validity Skill: 34. Identifies several threats to an experiment’s internal validity.

9) In experimental research, what does external validity refer to? Briefly describe two instances where external validity is a threat to the overall findings and conclusions of an experiment.

Answer: • External validity is the ability to generalize experimental findings to events and settings outside the experiment itself.

• It is a problem when subjects know they are in an experiment and being tested; that is, participants might react differently in an experiment than they would in real life because they know they are in a study (e.g., the “Hawthorne effect”).

• Subjects in field experiments are usually unaware that they are involved in an experiment and thus react in a natural way; as a result, field experiments tend to have greater external validity and are more generalizable but less controlled.

Diff: 6 Type: ES Page Ref: 200-201 Topic: Internal and External Validity Skill: 35. Recognizes and can explain external validity issues in experiments.

10) Identify and describe three practical issues that all experimenters should be aware of.

Answer: • Planning and pilot tests: During the planning phase of experimental research, a researcher thinks of alternative explanations or threats to internal validity and how to avoid them; the researcher also develops a neat and well-organized system for recording data; and, the researcher devotes serious effort to pilot-testing any apparatus.

• Instructions to subjects: To ensure reliability a researcher should word instructions carefully and follow a prepared script so that all the subjects hear the same thing.

• Post-experiment interview: At the end of an experiment the researcher should explain the true purpose, learn what the subjects thought about the experiment and how their definitions of the situation might have affected their behaviour, and

the researcher should also explain the importance of not revealing the true nature of the experiment to other potential participants Diff: 6 Type: ES Page Ref: 202 Topic: Internal and External Validity Skill: 5. Shows an awareness of appropriate research procedures/processes for diverse situations.

11) Sorting a collection of cases into two or more groups is referred to as _____, whereas _____ refers to selecting a smaller subset of cases from a larger pool of cases.

A) random sampling, random assignment B) random assignment, random selection C) purposive sampling, selective sampling D) random assignment, random sampling E) random assignment, purpose sampling Answer: D Diff: 4 Type: MC Page Ref: 187 Topic: Random Assignment Skill: 27. Properly uses random sampling terms and can compute relevant sample statistics.

12) Professor Mike Michaelson just finished a study that used a traditional experimental research design and was based on a sample of students from his introductory psychology class. Despite the fact that his article was published in a leading psychology journal, his colleagues criticized his study as just another example of research termed “science of the sophomore.” What specifically was Professor Michaelson apparently guilty of?

A) His research was biased because he used a sample that was known to him.

B) Professor Michaelson used deception in his research.

C) His study lacked generalizability.

D) His study lacked empirical data.

E) Given that he used his psychology class as his sample, his study would have lacked a control group.

Answer: C Diff: 7 Type: MC Page Ref: 188 Topic: Random Assignment Skill: 34. Identifies several threats to an experiment’s internal validity.

13) The traditional experimental design is divided into seven parts, five of which are the following: treatment variable, _____, pretest, post-test, experimental group, control group, and _____.

A) research question, random assignment B) dependent variable, random assignment C) random assignment, sample D) independent variable, random selection E) hypothesis, random treatment Answer: B Diff: 2 Type: MC Page Ref: 188-189 Topic: Random Assignment Skill: 33. Identifies the parts of experimental design and recognizes/names the major designs.

14) In experiments, the treatment variable is simply another term for A) the independent variable.

B) random assignment.

C) the dependent variable.

D) the control group.

E) the intervening variable.

Answer: A Diff: 5 Type: MC Page Ref: 189 Topic: Experimental Design Logic Skill: 25. Properly identities a variable’s level of measurement.

15) Professor Bonnie Bonom said, “I’ve got to debrief the subjects” and walked into the experimental lab. What is she going to do?

A) Measure the dependent variable B) Measure the independent variable C) Randomly distribute subjects into groups D) Tell the subjects what the experiment is really all about, because he had lied to them earlier E) Tell the subjects a story to deceive them, so they won’t know the true hypothesis being tested Answer: D Diff: 4 Type: MC Page Ref: 190 Topic: Experimental Design Logic Skill: 01. Applies abstract learning to realistic situations.

16) What is the name for the experimental design in the following symbolic representation?

OXO A) One group pretest post-test B) One shot case study C) Two group post-test only D) Static group comparison E) Factorial design Answer: A Diff: 6 Type: MC Page Ref: 191 Topic: Experimental Design Logic Skill: 36. Reads experimental design notation format and can explain it.

17) Doctoral candidate Stella Sodapop wanted to see whether caffeine intake increased a subject’s state of sexual arousal. She randomly assigned 100 high school seniors to either an experimental or control group. The experimental group drank a high caffeine soda, while the control group drank a caffeine-free soda. She then measured and compared arousal states for both groups. What type of design did Stella use?

A) Two group post-test only design B) Pretest-post-test C) Classical experimental D) Static group comparison E) Interrupted time series

Answer: A Diff: 4 Type: MC Page Ref: 191-192 Topic: Experimental Design Logic Skill: 01. Applies abstract learning to realistic situations.

18) Professor Steve Slick used the classical experimental design to test ways to raise selfassurance in stressful situations. He gathered 100 students from his Introduction to Psychology class in a room and randomly assigned each student to one of two groups.

His independent variable was a toy called Rubik’s Cube in which a person needs to manipulate boxes bound together in a multi-coloured cube to align their colours. He created stress by having a large clock in the room. The dependent variable was speed in getting the cube’s colours to align. He measured the level of self-assurance of people in one group with a questionnaire with 15 Likert Scale items and then had the subjects manipulate cubes that were rigged to be easy. They answered another self-assurance questionnaire after completing the task. He measured self-assurance in the second group with the same questionnaire and then had the subjects manipulate cubes that were rigged to be impossible to solve. The subjects answered another self-assurance questionnaire after 50 minutes of trying to complete the impossible task. At what part of the experiment does Slick measure the level of his dependent variable after introducing the independent variable?

A) Control group B) Experimental group C) Pretest D) Post-test E) Random assignment Answer: D Diff: 4 Type: MC Page Ref: 191-192 Topic: Experimental Design Logic Skill: 01. Applies abstract learning to realistic situations.

19) After the delivery of a baby, new parents at Fraser Valley General Hospital were given a poison knowledge test. While at the hospital they attended a three-hour training session on poison awareness. A week later, they took the poison test again. After the delivery of a baby, new parents at the neighbouring Cascadia University Hospital were given the poison knowledge test just before leaving for home. One week later, they took the test again. What kind of design is being used here?

A) One group pretest-post-test design B) Two-group post-test-only design C) Nonequivalent control group D) Static group comparison design E) Equivalent time series design Answer: A Diff: 8 Type: MC Page Ref: 191-193 Topic: Experimental Design Logic Skill: 01. Applies abstract learning to realistic situations.

20) In 1976 the Canadian federal government reduced the speed limit on all major highways in Canada from 110 to 90 kilometres per hour. In 1988 the federal government raised the speed limit to 110 kilometres per hour. Then, in 1996, individual provincial governments

were given the choice to decide the highway speed limit in their own provinces and thus many raised it to 120 kilometres per hour. Both proponents and critics of the law have looked at the number of traffic deaths per 1000 kilometres driven on the highways between 1970 and 1998 to see whether the law had any impact on traffic deaths. What type of design is this?

A) One-shot case study B) Equivalent time series design C) Pretest-post-test one group design D) Interrupted time series design E) Solomon four-group design Answer: D Diff: 5 Type: MC Page Ref: 191-194 Topic: Experimental Design Logic Skill: 01. Applies abstract learning to realistic situations.

21) Tommy Tackle, the coach at Coastal Mountain High School, is designing a training program for the track team. He knows that exercises A, B, and C are recommended, but is not sure which order he should have his team members train in (i.e., A, B, C, or C, A, B, etc.). What type of experimental design would he use to test the relative effectiveness of the different training sequences?

A) One-group pretest, post-test B) Solomon four-group design C) Latin square design D) Classical experiment design E) Post-test only design Answer: C Diff: 4 Type: MC Page Ref: 191-194 Topic: Experimental Design Logic Skill: 01. Applies abstract learning to realistic situations.

22) Which of the following is least suited to providing clear evidence about a causal relationship between two variables?

A) Classical experimental design B) Solomon four-group design C) Post-test only control group design D) One-shot case study E) All of the above are equally effective Answer: D Diff: 6 Type: MC Page Ref: 191-195 Topic: Experimental Design Logic Skill: 34. Identifies several threats to an experiment’s internal validity.

Researcher Zoe Zednick wanted to test the effectiveness of a new four-hour anger management treatment session at the Prairie County social work agency. She first assembled 24 clients who had been referred for anger management in March and divided them randomly into two groups of 12 clients each. One group was assigned to the new four-hour anger management session while the other group went to a traditional anger management session. Each group was given an intake assessment that measured anger

management skills. After clients finished the sessions, Zednick measured the level of anger management skills for all subjects in both groups.

23) What experimental design did she use?

A) Classical experiment B) One-shot case study C) Time series D) Static group comparison E) One group pretest-post-test Answer: A Diff: 5 Type: MC Page Ref: 191 Topic: Experimental Design Logic Skill: 01. Applies abstract learning to realistic situations.

Researcher Zoe Zednick wanted to test the effectiveness of a new four-hour anger management treatment session at the Prairie County social work agency. She first assembled 24 clients who had been referred for anger management in March and divided them randomly into two groups of 12 clients each. One group was assigned to the new four-hour anger management session while the other group went to a traditional anger management session. Each group was given an intake assessment that measured anger management skills. After clients finished the sessions, Zednick measured the level of anger management skills for all subjects in both groups.

24) During the course of her experiment, Zednick learned that 7 of the 12 clients in her new four-hour session had quit and walked out of the session before it was completed. What type of threat to internal validity does her experiment have?

A) Selection bias B) History effect C) Experimental mortality D) Maturation E) Testing effect Answer: C Diff: 6 Type: MC Page Ref: 196-199 Topic: Internal and External Validity Skill: 01. Applies abstract learning to realistic situations.

25) What term best describes the following experimental design notation?

0000000000X00000000 A) Classical experiment B) Solomon four-group C) Interrupted time series D) Equivalent time series E) Two-group post-test only Answer: C Diff: 7 Type: MC Page Ref: 193 Topic: Experimental Design Logic Skill: 36. Reads experimental design notation format and can explain it.

26) The Solomon Four-Group Design combines which two other designs?

A) Case study and two-group post-test only

B) Classical experimental and equivalent time series C) One-group pretest-post-test and static group comparison D) Classical experimental and two-group post-test only E) Classical experimental design and static group comparison Answer: D Diff: 7 Type: MC Page Ref: 194 Topic: Experimental Design Logic Skill: 33. Identifies the parts of experimental design and recognizes/names the major designs.

27) Interaction effects occur when A) there is an imbalance in the experimental and control group at the beginning of an experiment during the pretest.

B) there is experimenter expectancy and there is a diffusion of the treatment at the same time.

C) external validity and reactivity cannot be controlled by a double-blind experimental design.

D) in a factorial design, the impact of two variables operating in combination is greater than each of them added together.

E) instrumental effects cause history effects to get large and ruin the post-test.

Answer: D Diff: 9 Type: MC Page Ref: 194 Topic: Experimental Design Logic Skill: 33. Identifies the parts of experimental design and recognizes/names the major designs.

28) An experimenter uses a “3 x 3” design. To what exactly do the numbers refer?

A) A factorial design with three independent variables and three dependent variables B) A time series design with three dependent variables and three observations C) A Latin square design with three groups D) A factorial design with two categories in one treatment and three in the other E) A static group comparison design with nine dependent variables Answer: D Diff: 5 Type: MC Page Ref: 195 Topic: Experimental Design Logic Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research.

29) The manager of Human Resources at Boomtown Manufacturing Co. wanted to see whether a flex-time program would improve worker morale. He randomly assigned employees to two groups. He measured each group’s job satisfaction and then gave one group flexible working hours while the other group remained on fixed working hours.

After six months, he again measured the degree of job satisfaction for both groups.

During the six-month period, the board of directors granted all workers a six percent raise to quiet complaints. During the manager’s analysis, he found that all of the experimental group subjects happened to be office employees and all control group people happened to be factory employees. In addition, a high turnover rate meant that only half of the factory workers who began the experiment were still with the firm six months later. He found

that the experimental group had higher job satisfaction. Which of the following threats to internal validity did not occur during the experiment?

A) History effect B) Selection bias C) Mortality D) Statistical regression E) Hawthorne effect Answer: D Diff: 6 Type: MC Page Ref: 196-198 Topic: Internal and External Validity Skill: 01. Applies abstract learning to realistic situations.

30) Graduate student Fanny Feisty designed and produced a 30-second radio commercial for Reliable Randy’s Used Cars. Next, she had the three most widely listened to local radio stations air the commercial 15 times a day for two weeks. She waited until the end of the two-week period and then called Randy to check on his recent sales. What experimental design did she use?

A) Classical experiment B) One-shot case study C) Time series D) Static group comparison E) One group pretest-post-test Answer: B Diff: 5 Type: MC Page Ref: 196-199 Topic: Internal and External Validity Skill: 01. Applies abstract learning to realistic situations.

Teachers Jack Black and Shannon Shack want to increase the percentage of high school freshmen who pass an algebra exam (dependent variable). They conduct experiments on five sets of classes (named A to E) in Toronto area schools. They randomly assign students and give a pretest in September followed by a post-test the following January.

The treatment is teaching method. The experimental groups are taught with special inclass demonstrations and pictorial games-quizzes on computers, but no homework assignments, textbooks, or tests. The control groups are taught in the traditional manner with a textbook, homework, formulas on the blackboard, and tests.

31) Which results for a set of classes suggest that there might have been a “testing” effect from the pretest?

A) A B) B C) C D) D E) E Answer: E Diff: 7 Type: MC Page Ref: 196-199 Topic: Internal and External Validity Skill: 37. Interprets the basic quantitative results of an experiment.

Teachers Jack Black and Shannon Shack want to increase the percentage of high school freshmen who pass an algebra exam (dependent variable). They conduct experiments on five sets of classes (named A to E) in Toronto area schools. They randomly assign students and give a pretest in September followed by a post-test the following January. The treatment is teaching method. The experimental groups are taught with special in-class demonstrations and pictorial gamesquizzes on computers, but no homework assignments, textbooks, or tests. The control groups are taught in the traditional manner with a textbook, homework, formulas on the blackboard, and tests.

32) Which set of classes suggests that the new method really helps students learn algebra better?

A) A B) B C) C D) D E) E Answer: A Diff: 7 Type: MC Page Ref: 196-199 Topic: Internal and External Validity Skill: 37. Interprets the basic quantitative results of an experiment.

Teachers Jack Black and Shannon Shack want to increase the percentage of high school freshmen who pass an algebra exam (dependent variable). They conduct experiments on five sets of classes (named A to E) in Toronto area schools. They randomly assign students and give a pretest in September followed by a post-test the following January.

The treatment is teaching method. The experimental groups are taught with special inclass demonstrations and pictorial games-quizzes on computers, but no homework assignments, textbooks, or tests. The control groups are taught in the traditional manner with a textbook, homework, formulas on the blackboard, and tests.

33) Which set of classes appears to have had serious “selection bias” problems in assignment to the experimental and control groups?

A) A B) B C) C D) D E) E Answer: B Diff: 7 Type: MC Page Ref: 196-199 Topic: Internal and External Validity Skill: 37. Interprets the basic quantitative results of an experiment.

Teachers Jack Black and Shannon Shack want to increase the percentage of high school freshmen who pass an algebra exam (dependent variable). They conduct experiments on five sets of classes (named A to E) in Toronto area schools. They randomly assign students and give a pretest in September followed by a post-test the following January.

The treatment is teaching method. The experimental groups are taught with special inclass demonstrations and pictorial games-quizzes on computers, but no homework assignments, textbooks, or tests. The control groups are taught in the traditional manner with a textbook, homework, formulas on the blackboard, and tests.

34) Looking at all five sets, which set of classes appears to be made up of a nonrandom sample of students from the Toronto area schools?

A) A B) B C) C D) D E) E Answer: D Diff: 7 Type: MC Page Ref: 196-199 Topic: Internal and External Validity Skill: 37. Interprets the basic quantitative results of an experiment.

35) Research Assistant Xavier Xed found a job working for a local mayoral candidate running for election. He decided to apply his knowledge about experiments to his new job and test whether the method of distributing campaign literature resulted in more people voting for a candidate. He distributed campaign literature about the mayoral candidate to the Stevenson neighbourhood in a bright blue envelope that a volunteer placed in each person’s front door. He distributed the same campaign literature about the candidate to the Fairwinds neighbourhood by mailing it in a plain white envelope that went to each address. He later learned that Stevenson was a low-income area of the city that was almost entirely Filipino, foreign-born, and 95 percent Catholic. Fairwinds was an upper-income area in the city and its residents were 100 percent white, Canadian-born Protestants. What problem with internal validity might threaten the results of his experiment?

A) Selection bias

B) History effect C) Experimental mortality D) Maturation E) Testing effect Answer: A Diff: 6 Type: MC Page Ref: 196-199 Topic: Internal and External Validity Skill: 01. Applies abstract learning to realistic situations.

36) If the time between the pretest and the post-test is very short, then A) the history effect is more likely to occur.

B) the statistical regression effect is less likely to occur.

C) the testing effect is more likely to occur.

D) the maturation effect is less likely to occur.

E) the statistical regression effect is more likely to occur.

Answer: D Diff: 7 Type: MC Page Ref: 197-198 Topic: Internal and External Validity Skill: 34. Identifies several threats to an experiment’s internal validity.

37) What is a “placebo” in experimental research?

A) When an experimenter deceives subjects about the experiment’s true nature, then later tells them what it is really about B) When subjects in a control group are treated the same as the subjects receiving the treatment C) When subjects in the control group receive a false or empty treatment so they do not adjust their behaviour to confirm the experimenter’s hypothesis D) When neither the subjects nor an assistant helping the experimenter know specifics about the treatment or how hypothesis is being tested E) When an event outside the experiment’s control occurs during the experiment and affects the dependent variable Answer: C Diff: 3 Type: MC Page Ref: 199 Topic: Internal and External Validity Skill: 34. Identifies several threats to an experiment’s internal validity.

38) What does the Hawthorne effect refer to?

A) Research that takes place in a natural setting B) Research that takes place in an artificial setting C) A treatment that has no effect in an experiment.

D) The effect that occurs when a researcher measures the dependent variable measure such that all the subjects get a perfect, or near perfect score. It means that by random chance alone the scores are likely to be lower the next time the same subjects are measured.

E) A situation in which subjects react to the fact that they are in an experiment more than they react to the treatment Answer: E Diff: 4 Type: MC Page Ref: 200

Topic: Internal and External Validity Skill: 35. Recognizes and can explain external validity issues in experiments.

39) Field experiments, compared to laboratory experiments, generally have A) lower external validity and higher internal validity.

B) higher external validity and lower internal validity.

C) lower external validity and lower internal validity.

D) higher external validity and higher internal validity.

E) equal external and internal validity.

Answer: B Diff: 5 Type: MC Page Ref: 200-201 Topic: Internal and External Validity Skill: 37. Interprets the basic quantitative results of an experiment.

40) Professor Ronald Ronaldson conducted an experiment to test changes in sex roles due to spending an entire day reading about the achievements of great women artists and scientists. The experimental group read 15 articles about the achievements of great and wonderful women. The control group read 15 articles about cooking, automobiles, astronomy, and accounting. During the lunch break, subjects from the experimental and control groups met and talked about what they were reading. What internal validity problem may occur?

A) Testing B) Maturation C) Diffusion of treatment D) Experimental mortality E) Hawthorne effect Answer: C Diff: 5 Type: MC Page Ref: 201-202 Topic: Internal and External Validity Skill: 01. Applies abstract learning to realistic situations.

41) Several people criticized Professor Peggy Pandemonium’s experiment on “the effects of density of living conditions on aggression” for its external validity problems. This means her study had problems with A) randomization to the experimental or control group.

B) generalizability.

C) ethics.

D) post-test effects.

E) selection of subjects into experimental and control groups.

Answer: B Diff: 3 Type: MC Page Ref: 200 Topic: Internal and External Validity Skill: 01. Applies abstract learning to realistic situations.

42) classical experimental design Answer: An experimental design that has random assignment, a control group, an experimental group, and pretests and post-tests for each group.

Diff: 4 Type: ES Page Ref: 202 Topic: Experimental Design Logic Skill: 50. Able to define key terms 43) control group Answer: The group in an experiment that does not get the treatment.

Diff: 4 Type: ES Page Ref: 200 Topic: Experimental Design Logic.

Skill: 50. Able to define key terms 44) debrief Answer: Most often used in experimental research when a researcher gives a true explanation of a study to subjects after using deception.

Diff: 4 Type: ES Page Ref: 201 Topic: A Word on Ethics Skill: 50. Able to define key terms 45) deception Answer: When an experimenter lies to subjects about the true nature of a study or creates a false impression through his or her actions or the setting, usually for the purpose of preventing subjects from modifying their behaviour to study goals.

Diff: 4 Type: ES Page Ref: 201-202 Topic: A Word on Ethics Skill: 50. Able to define key terms 46) dependent variable Answer: The effect variable that is last and results from the causal variable(s) in a causal explanation. Also the variable that is measured in the pretest and post-test and that is the result of the treatment in experimental research.

Diff: 4 Type: ES Page Ref: 200 Topic: Experimental Design Logic Skill: 50. Able to define key terms 47) design notation Answer: The name of a symbol system used to discuss the parts of an experiment and to make diagrams of them.

Diff: 4 Type: ES Page Ref: 207 Topic: Experimental Design Logic Skill: 50. Able to define key terms

48) diffusion of treatment Answer: A threat to internal validity that occurs when the treatment of an experiment “spills over” from the experimental group, and as a result control group subjects modify their behaviour because they learn of the treatment.

Diff: 4 Type: ES Page Ref: 210, 214 Topic: Internal and External Validity Skill: 50. Able to define key terms 49) double-blind experiment Answer: A type of experiment in which neither the subjects nor the person who directly deals with the subjects for the experimenter know the specifics of the experiment.

Diff: 4 Type: ES Page Ref: 210-211 Topic: Internal and External Validity Skill: 50. Able to define key terms 50) equivalent time series Answer: An experimental design in which there are several repeated pretests, post-tests, and treatments for one group, often over a period of time.

Diff: 4 Type: ES Page Ref: 204-205 Topic: Experimental Design Logic Skill: 50. Able to define key terms 51) experimental design Answer: Arranging the parts of an experiment and putting them together.

Diff: 4 Type: ES Page Ref: 202-207 Topic: Experimental Design Logic Skill: 50. Able to define key terms 52) experimental group Answer: The group that receives the treatment in an experiment.

Diff: 4 Type: ES Page Ref: 200 Topic: Experimental Design Logic Skill: 50. Able to define key terms 53) experimenter expectancy Answer:

A researcher may threaten internal validity not by purposefully unethical behaviour but by indirectly communicating desired findings to the subjects.

Diff: 4 Type: ES Page Ref: 210-211 Topic: Internal and External Validity Skill: 50. Able to define key terms 54) external validity Answer: The ability to generalize from experimental research to settings or people that differ from the specific conditions of the study.

Diff: 4 Type: ES Page Ref: 211-213 Topic: Internal and External Validity Skill: 50. Able to define key terms.

55) factorial design Answer: A type of experimental design that considers the impact of several independent variables simultaneously.

Diff: 4 Type: ES Page Ref: 205-207 Topic: Experimental Design Logic Skill: 50. Able to define key terms 56) field experiment Answer: Experimental research that takes place in a natural setting.

Diff: 4 Type: ES Page Ref: 212-213 Topic: Internal and External Validity Skill: 50. Able to define key terms 57) Hawthorne effect Answer: An effect of reactivity named after a famous case in which subjects reacted to the fact that they were in an experiment more than they reacted to the treatment.

Diff: 4 Type: ES Page Ref: 212 Topic: Internal and External Validity Skill: 50. Able to define key terms 58) history effects Answer: A threat to internal validity due to something that occurs and affects the dependent variable during an experiment, but which is unplanned and outside the control of the experimenter.

Diff: 4 Type: ES Page Ref: 208-209, 214 Topic: Internal and External Validity

Skill: 50. Able to define key terms 59) interaction effects Answer: The effect of two independent variables that operate simultaneously together. The effect of the variables together is greater than what would occur from a simple addition of the effects from each. The variables operate together on one another to create an extra “boost.”

Diff: 4 Type: ES Page Ref: 205-206 Topic: Experimental Design Logic Skill: 50. Able to define key terms 60) internal validity Answer: The ability of experimenters to strengthen a causal explanation’s logical rigour by eliminating potential alternative explanations for an association between the treatment and the dependent variable through an experimental design.

Diff: 4 Type: ES Page Ref: 207-211 Topic: Internal and External Validity Skill: 50. Able to define key terms.

61) interrupted time series Answer: An experimental design in which the dependent variable is measured periodically across many time periods, and the treatment occurs once in the midst of such measures.

Diff: 4 Type: ES Page Ref: 204 Topic: Experimental Design Logic Skill: 50. Able to define key terms 62) laboratory experiment Answer: Experimental research that takes place in an artificial setting over which the experimenter has great control.

Diff: 4 Type: ES Page Ref: 212 Topic: Internal and External Validity Skill: 50. Able to define key terms 63) Latin square design Answer: An experimental design used to examine whether the order or sequence of a series of treatments has an effect on subjects.

Diff: 4 Type: ES Page Ref: 205 Topic: Experimental Design Logic Skill: 50. Able to define key terms

64) maturation effect Answer: A threat to internal validity in experimental research due to natural processes of growth, boredom, and so on, that occur to subjects during the experiment and affect the dependent variable.

Diff: 4 Type: ES Page Ref: 209, 214 Topic: Internal and External Validity Skill: 50. Able to define key terms 65) mortality effect Answer: A threat to internal validity due to subjects failing to participate throughout the entire experiment.

Diff: 4 Type: ES Page Ref: 209, 214 Topic: Internal and External Validity Skill: 50. Able to define key terms 66) one-shot case study Answer: An experimental design with only an experimental group and a post-test, no pretest.

Diff: 4 Type: ES Page Ref: 202-203 Topic: Experimental Design Logic Skill: 50. Able to define key terms 67) placebo Answer: A false treatment or one that has no effect in an experiment. It is sometimes called a “sugar pill” that a subject mistakes for the true treatment.

Diff: 4 Type: ES Page Ref: 211 Topic: Internal and External Validity Skill: 50. Able to define key terms 68) post-test Answer: The measurement of the dependent variable in experimental research after the treatment has occurred.

Diff: 4 Type: ES Page Ref: 200 Topic: Experimental Design Logic Skill: 50. Able to define key terms 69) pre-experimental designs Answer:

A class of experimental designs that lack random assignment or use shortcuts. They are much weaker than the classical experimental design for internal validity. They may be substituted in situations where an experimenter cannot use all the features of the classical experimental design.

Diff: 4 Type: ES Page Ref: 202-203 Topic: Experimental Design Logic Skill: 50. Able to define key terms 70) pretest Answer: The measurement of the dependent variable in experimental research before the treatment occurs.

Diff: 4 Type: ES Page Ref: 200 Topic: Experimental Design Logic Skill: 50. Able to define key terms 71) quasi-experimental designs Answer: A class of experimental designs that are stronger than pre-experimental designs. They are variations on the classical experimental design that an experimenter uses for special situations or when the experimenter has limited control over the independent variables.

Diff: 4 Type: ES Page Ref: 203-207, 213 Topic: Experimental Design Logic Skill: 50. Able to define key terms 72) random assignment Answer: Dividing subjects into groups at the beginning of experimental research using a random process so that the experimenter can treat the groups as being equivalent.

Diff: 4 Type: ES Page Ref: 197-199 Topic: Internal and External Validity Skill: 50. Able to define key terms 73) reactivity Answer: The general threat to external validity that arises because subjects are aware that they are in an experiment and are being studied.

Diff: 4 Type: ES Page Ref: 211-212 Topic: Internal and External Validity Skill: 50. Able to define key terms 74) selection bias Answer:

A threat to internal validity when groups in an experiment are not equivalent at the beginning of an experiment.

Diff: 4 Type: ES Page Ref: 207-208, 214 Topic: Internal and External Validity Skill: 50. Able to define key terms 75) Solomon four-group design Answer: An experimental design in which subjects are randomly assigned to two control groups and two experimental groups. Only one experimental group and one control group receive a pretest. All four groups receive a post-test.

Diff: 4 Type: ES Page Ref: 205, 209 Topic: Experimental Design Logic Skill: 50. Able to define key terms 76) static group comparison Answer: An experimental design with two groups, no random assignment, and only a post-test.

Diff: 4 Type: ES Page Ref: 203 Topic: Experimental Design Logic Skill: 50. Able to define key terms 77) statistical regression Answer: A problem of extreme values or a tendency for random errors to move group results toward the average.

Diff: 4 Type: ES Page Ref: 209-210 Topic: Internal and External Validity Skill: 50. Able to define key terms 78) subjects Answer: In experimental research, the cases or people used in research projects and on whom variables are measured.

Diff: 4 Type: ES Page Ref: 199 Topic: Experimental Design Logic Skill: 50. A Able to define key terms 79) testing effect Answer: A pretest measure that itself affects an experiment. This testing effect threatens internal validity because more than the treatment alone affects the dependent variable.

Diff: 4 Type: ES Page Ref: 209 Topic: Internal and External Validity

Skill: 50. Able to define key terms 80) treatment Answer: The name for the intervention or independent variable in experimental research.

Diff: 4 Type: ES Page Ref: 200 Topic: Experimental Design Logic Skill: 50. Able to define key terms

1) Describe the logic of nonreactive or unobtrusive measurement and provide three examples of nonreactive measures (empirical evidence).

Answer: • The logic of nonreactive measurement is that the people being studied are not aware of it but leave evidence of their social behaviour or actions “naturally.”

• If people are being studied, they are not disrupted in any sort of way.

• Three examples of nonreactive measures are: physical traces (erosion and accretion), archives (marriage records), and observation (external appearance, counting particular kinds of behaviours).

Diff: 4 Type: ES Page Ref: 206-207 Topic: Nonreactive Measurement Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research.

2) What is quantitative content analysis and what is its specific limitation? What three types of research problems is content analysis usually used for?

Answer: • Content analysis is a technique for gathering and analyzing the content of text where the content refers to words, meanings, pictures, symbols, ideas, themes, or any message that can be communicated.

• Content analysis reveals the content in text but it cannot interpret the content’s significance.

• Content analysis is useful for three types of research problems: it is helpful for problems involving a large volume of text; it is helpful when a topic must be studied “at a distance” such as historical documents; and content analysis can reveal messages in a text that are difficult to see with casual observation such as its prevalent themes, biases, or characteristics.

Diff: 5 Type: ES Page Ref: 208 Topic: Quantitative Content Analysis Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research.

3) Explain how constructs are operationalized in quantitative content analysis. Provide an example.

Answer: • Constructs in content analysis are operationalized with a coding system.

• A coding system is a set of instructions or rules on how to systematically observe and record content from text (e.g., television drama, novels, and photographs in magazine advertisements).

• A coding system on crime reporting might include the following codes: type of crime, region of crime, length of story, reporting of motive, expressions of fear, and presentations of outrage or sympathy.

Diff: 5 Type: ES Page Ref: 208-209 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

4) Coding systems identify four characteristics of text content. Identify and briefly describe each of these characteristics.

Answer: • Frequency: Counting whether or not something occurs and, if it occurs, how often.

•

Direction: Noting the direction of messages in the content along some continuum (such as positive or negative, supporting or opposed).

• Intensity: The strength or power of a message in some particular direction.

• Space: The size of a text message or the amount of space or volume allocated to it.

Diff: 6 Type: ES Page Ref: 209 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

5) Distinguish between manifest and latent coding. Which one is more reliable? Which one is more valid? Explain.

Answer: • Manifest coding involves the visible, surface content in a text such as counting the number of times a phrase or word (e.g., dog) appears in written text, or whether a specific action (e.g., a kiss) appears in a photograph or video scene. The coding system lists terms or actions that are then located in text.

• Latent coding looks for the underlying, implicit meaning in the content of a text such as, for example, reading an entire paragraph or passage in a text and then deciding whether it contains, say, erotic themes or a romantic mood—the researcher’s coding system has general rules to guide his or her interpretation of the text and for determining whether particular themes or moods are present.

• Latent coding tends to be less reliable than manifest coding because it depends on a coder’s knowledge of language and social meaning; it is usually difficult to correctly identify themes, moods, and the like in a consistent manner.

• The validity of latent coding can exceed that of manifest coding because people communicate meaning in many implicit ways that depend on context, not just on specific words.

Diff: 7 Type: ES Page Ref: 209-210 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

6) What is the purpose of multiple coders in content analysis? What possible problem can this create? How might one deal with the problem?

Answer: • Multiple coders serve the purpose of assisting the researcher with coding when there is a tremendous amount of data that requires coding.

• A possible problem is intercoder reliability whereby a consistent coding system is followed throughout the coding process: codes may be ambiguous, variables not clearly understood, and the coding system may not always be followed.

• To overcome the problem the researcher must do the following: 1) always check for consistency across coders by asking coders to code the same text independently and then checking for consistency across coders; 2) the researcher also measures intercoder reliability with a statistical coefficient that tells the degree of consistency among coders: and, finally, 3) when the coding process stretches over a considerable time period the researcher also checks reliability by having each coder independently code samples of text that were previously coded. The researcher then checks to see whether the coding is stable or changing.

Diff: 6 Type: ES Page Ref: 211 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

7) What kind of sampling procedure would one use in quantitative content analysis research?

Specify each of the main steps.

Answer: • Researchers often use random sampling in content analysis.

• First, they define the population and the sampling element (e.g., the population might be all words, all sentences, all paragraphs, or all articles in certain types of documents over a specified time period).

• Second, a researcher would decide on the sampling frame (e.g., a list of all the articles, or television shows).

• Third, the researcher would decide on the sample size and design.

• Fourth, the researcher would draw the random sample using a random-number table to select the desired number of, for example, magazine articles or television shows.

Diff: 6 Type: ES Page Ref: 212 Topic: Quantitative Content Analysis Skill: 28. Recognizes situations when various types of random samples should be used.

8) Describe and provide an example of the fallacy of misplaced concreteness. Explain why it is deceptive.

Answer: • This is a danger associated with using secondary statistics.

• The danger is that a researcher may quote statistics in great detail to give an impression of scientific rigour; however, this can lead to the fallacy of misplaced concreteness which happens when someone gives a false impression of precision by quoting statistics in greater detail than is actually necessary (“overloading” the details). For example, existing statistics report the population of Canada as 34 443 466 but it is better to say that it is approximately 34 million.

Diff: 3 Type: ES Page Ref: 219 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 39. Identifies the strengths and weakness of existing statistics and secondary data.

9) Identify and describe four specific limitations that a researcher needs to consider when using secondary data.

Answer: • Units of analysis and variable attributes: The unit of analysis might be the individual; however, many statistics are published for aggregates (e.g., unemployment rate, crime rate), so this poses a problem for the researcher who wishes data at the individual level. Variable attributes such as a specific religious affiliation like “Jewish” might be mixed with the “Other” category thus making it difficult to know how many in the “Other” category identified themselves as “Jewish.”

• Validity: This is a problem when, for example, the researcher’s theoretical definition does not match that of the government agency or organization that collected the secondary data. For example, a researcher may have defined the concept “work injury” differently from how it was defined by the agency that collected the data. In this sense, the data collected by the agency includes a different conception of “work injury” than that employed by the researcher.

• Reliability problems develop when official definitions change over time such as, for example, the definition of work injury, disability, or unemployment.

• Reliability problems are also an issue when the method of collecting information changes over time. For example, when police departments computerize their records,

there is an apparent increase in crimes reported, not because crime increases but due to improved record keeping.

• Missing data: Government agencies start or stop collecting information for political, budgetary, or other reasons.

Diff: 7 Type: ES Page Ref: 218-222 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 39. Identifies the strengths and weakness of existing statistics and secondary data.

10) Why are ethical concerns usually not a problem for nonreactive research? Nevertheless, what sorts of ethical issues should a nonreactive researcher be aware of?

Answer: • Ethical concerns are not at the forefront of most nonreactive research because the people being studied are not directly involved in the research.

• One ethical concern is that of the privacy and confidentiality of using information gathered by someone else.

• Another ethical issue is that official statistics are social and political products; that is, they are “politicized”: statistics collected by one administration may be defined as a social problem but not so for a different administration; the collection of official statistics stimulates new attention to a problem, and public concern about a problem stimulates the collection of new official statistics; most official statistics are designed for top-down bureaucratic or administrative planning purposes and so they may not conform to a researcher’s purposes; and, the information available reflects the outcome of political debate and the values of officials who decide which statistics to collect.

Diff: 5 Type: ES Page Ref: 223 Topic: Ethical Concerns Skill: 13. Explains the need to balance competing ethical principles.

11) Items found in the trash or on the floor of the theatre after a movie has concluded are examples of A) traces.

B) erosion.

C) accretion.

D) hash marks.

E) vital statistics.

Answer: C Diff: 4 Type: MC Page Ref: 206 Topic: Nonreactive Measurement Skill: 01. Applies abstract learning to realistic situations.

12 Which of the following is an example of an unobtrusive measure?

A) A telephone interview with voters asking them how they intend to vote B) A three-week laboratory experiment to see whether students who participate in an exercise program lose more weight than those who follow a special diet C) A mailed questionnaire to mayors asking whether their town has an evacuation plan in case of a nuclear power plant disaster D) Research on graffiti in a high-income neighbourhood E) All of the above

Answer: E Diff: 4 Type: MC Page Ref: 206 Topic: Nonreactive Measurement Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research.

13) Professor Ernie Easter has a list of measures on the French influence in the Moncton,New Brunswick, area. He asked you to identify the one that is NOT an unobtrusive measure. Which one is it?

A) The wear on novels in Moncton public libraries written in French B) Walking down a street in Moncton and noticing that most of the signs in stores in a neighbourhood are in French C) A list of votes supporting bills on bilingual education in the New Brunswick legislature with the area represented by each legislator noted on the list D) A box of 300 letters written by people living in Moncton to relatives living in French-speaking areas outside the province (e.g., Quebec) between 1980 and 1985 E) A survey using a three-page questionnaire partly written in French that was distributed to residents of a neighbourhood Answer: E Diff: 6 Type: MC Page Ref: 206 Topic: Nonreactive Measurement Skill: 01. Applies abstract learning to realistic situations 14) Which of the following nonreactive measures is an example of observation?

A) Examining children’s toys at a daycare to determine which ones are most popular as indicated by their wear-and-tear B) Examining garbage bins in a neighbourhood to determine nutritional habits C) Examining marriage records in an archive in order to compare marriage patterns among different communities over time D) An examination of high school yearbooks to compare the high school activities of those who had psychological problems in later life versus those who did not E) Counting and comparing the number of men and women who come to a complete stop at a stop sign to determine driving habits by gender Answer: B Diff: 3 Type: MC Page Ref: 207 Topic: Nonreactive Measurement Skill: 38. Knows coding issues in content analysis and limitations of the method 15) What is the most common type of sampling used in content analysis?

A) Snowball B) Quota C) Probabilistic or random D) Judgmental E) None, sampling does not occur Answer: C

Diff: 4 Type: MC Page Ref: 208 Topic: Quantitative Content Analysis Skill: 28. Recognizes situations when various types of random samples should be used.

16) Quantitative content analysis involves ________, ________, and operational definitions for abstract concepts.

A) nonrandom sampling, reactive measures B) snowball sampling, intrusive measures C) random sampling, precise measurement D) unstructured observation, unobtrusive measures E) nonrandom sampling, coding Answer: C Diff: 6 Type: MC Page Ref: 208 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

17) Which of the following characteristics best describes a coding system that codes for the direction of text content?

A) Recording the size of a text message or the amount of space or volume that the text occupies B) Recording the strength or power of the content of a specific text C) Noting the content of a message in the content along some continuum D) Specifying a set of instructions to explain how to convert the symbolic content of text into quantitative data E) Counting whether or not something occurs in the text and, if so, how often that occurrence takes place Answer: C Diff: 6 Type: MC Page Ref: 209 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

18) Professor Aaron Acorn counts the number of total people and the percentage who are Asian in a sample of 400 TV commercials shown during a one-month period on two Vancouver area stations. He wants to see whether the percentage of Asians in commercials equals, is greater than, or is less than the percentage of Asians in the area population. He is using A) latent structure measurement.

B) generic content coding.

C) manifest content coding.

D) corroborative coding.

E) latent content coding.

Answer: C Diff: 3 Type: MC Page Ref: 209 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

19) Professor Lorna Lovebird codes the number of times the word sex is used in commercials. She is examining A) lateral structure.

B) ecological content.

C) manifest content.

D) corroboration.

E) latent content.

Answer: C Diff: 2 Type: MC Page Ref: 209 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

20) Compared to latent coding in content analysis, manifest coding usually has A) greater reliability than latent coding.

B) lower rates of intercoder reliability.

C) greater validity than latent coding.

D) lower reliability than latent coding.

E) subjective meanings associated with the codes.

Answer: A Diff: 5 Type: MC Page Ref: 210 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

21) Coding for implicit meanings like emotions, themes, and moods is a feature of A) coding frames.

B) manifest coding.

C) structured observation.

D) latent coding.

E) frequency coding.

Answer: D Diff: 2 Type: MC Page Ref: 210 Topic: Quantitative Content Analysis Skill: 38. Knows coding issues in content analysis and limitations of the method.

22) Undergraduate student Stanley Sleuth conducted a content analysis study of the Toronto Star newspaper between 1915 and 2005. He first identified relevant articles involving government regulation of business. After finding 20 000 such articles, he systematically sampled articles with a sampling interval of 50. He then coded each sampled article based on the subjective meaning it expressed, as pro- or antigovernment regulation using a 1 to 10 scale (1 = very anti-regulation, 10 = very proregulation). In this study, Stanley used A) latent coding.

B) manifest coding.

C) generic coding.

D) intervention strategy coding.

E) contingency coding.

Answer: A Diff: 4 Type: MC Page Ref: 210 Topic: Quantitative Content Analysis Skill: 01. Applies abstract learning to realistic situations.

23) Graduate student Karen Koolray compared two textbooks written in the same year.

She counted the word he 80 times in book A and 20 times in book B. She also found book A contained the word chairman 40 times while it appeared only 10 times in book B. She can conclude that A) book A is four times more sexist than book B. B) the words he and chairman appeared four times more often in book A than in book B. C) students using book A will exhibit more sexist attitudes than those using book B. D) a teacher who chooses book A will likely be more sexist than the teacher who chooses book B. E) book A must have been written by a male and book B was written by a female.

Answer: B Diff: 4 Type: MC Page Ref: 211 Topic: Quantitative Content Analysis Skill: 01. Applies abstract learning to realistic situations.

24) Jane Jenzen is interested in how members of three different ethnic groups are portrayed in three leading Canadian weekly newsmagazines: Time, Newsweek, and Maclean’s. She is also interested in how these portrayals might shift over time and so she thinks it best to look at the last 10 years, 2000 to 2010. She is only interested in considering feature articles containing news and stories about ethnic groups and so she decides to exclude content such as film reviews, advertisements, letters to the editor, and opinion pieces. After examining the three magazines, she finds that the average issue of each magazine contains 45 articles and that the magazines are published 52 weeks per year. Thus, over a 10-year time frame, she has a total of 23 400 articles. However, she is on a fixed schedule and so cannot possibly examine all 23 400 articles; thus, she decides to limit the number of articles to just 468 articles, or 2 percent. Jenzen also makes certain that when it comes to analyzing each article’s content, she will have an equal number of articles from each magazine. Thus, this leaves her with 156 articles per magazine. Additionally, she also wants to make sure that there are an equal number of articles for each magazine for each of the 10 years.

Thus, she is left with about 16 articles per magazine per year.

What is Jenzen’s unit of analysis?

A) All articles in Time, Newsweek, and Maclean’s for the years 2000 to 2010 B) Each individual article C) All 23 400 articles D) 468 articles E) 2 percent of 23 400 articles Answer: B

Diff: 6 Type: MC Page Ref: 212-214 Topic: Quantitative Content Analysis Skill: 01. Applies abstract learning to realistic situations.

25) Jane Jenzen is interested in how members of three different ethnic groups are portrayed in three leading Canadian weekly newsmagazines: Time, Newsweek, and Maclean’s. She is also interested in how these portrayals might shift over time and so she thinks it best to look at the last 10 years, 2000 to 2010. She is only interested in considering feature articles containing news and stories about ethnic groups and so she decides to exclude content such as film reviews, advertisements, letters to the editor, and opinion pieces. After examining the three magazines, she finds that the average issue of each magazine contains 45 articles and that the magazines are published 52 weeks per year. Thus, over a 10-year time frame, she has a total of 23 400 articles. However, she is on a fixed schedule and so cannot possibly examine all 23 400 articles; thus, she decides to limit the number of articles to just 468 articles, or 2 percent. Jenzen also makes certain that when it comes to analyzing each article’s content, she will have an equal number of articles from each magazine. Thus, this leaves her with 156 articles per magazine. Additionally, she also wants to make sure that there are an equal number of articles for each magazine for each of the 10 years.

Thus, she is left with about 16 articles per magazine per year.

What is the population in Jenzen’s study?

A) All articles in Time, Newsweek, and Maclean’s for the years 2000 to 2010 B) Each individual article C) All 23 400 articles D) 468 articles E) 2 percent of 23 400 articles Answer: A Diff: 6 Type: MC Page Ref: 212-214 Topic: Quantitative Content Analysis Skill: 01. Applies abstract learning to realistic situations.

26) Jane Jenzen is interested in how members of three different ethnic groups are portrayed in three leading Canadian weekly newsmagazines: Time, Newsweek, and Maclean’s. She is also interested in how these portrayals might shift over time and so she thinks it best to look at the last 10 years, 2000 to 2010. She is only interested in considering feature articles containing news and stories about ethnic groups and so she decides to exclude content such as film reviews, advertisements, letters to the editor, and opinion pieces. After examining the three magazines, she finds that the average issue of each magazine contains 45 articles and that the magazines are published 52 weeks per year. Thus, over a 10-year time frame, she has a total of 23 400 articles. However, she is on a fixed schedule and so cannot possibly examine all 23 400 articles; thus, she decides to limit the number of articles to just 468 articles, or 2 percent. Jenzen also makes certain that when it comes to analyzing each article’s content, she will have an equal number of articles from each magazine. Thus, this leaves her with 156 articles per magazine. Additionally, she also wants to make sure

that there are an equal number of articles for each magazine for each of the 10 years.

Thus, she is left with about 16 articles per magazine per year.

What is Jenzen’s sampling frame?

A) All articles in Time, Newsweek, and Maclean’s for the years 2000 to 2010 B) Each individual article C) All 23 400 articles D) 468 articles E) 2 percent of 23 400 articles Answer: C Diff: 6 Type: MC Page Ref: 212-214 Topic: Quantitative Content Analysis Skill: 01. Applies abstract learning to realistic situations.

27) Jane Jenzen is interested in how members of three different ethnic groups are portrayed in three leading Canadian weekly newsmagazines: Time, Newsweek, and Maclean’s. She is also interested in how these portrayals might shift over time and so she thinks it best to look at the last 10 years, 2000 to 2010. She is only interested in considering feature articles containing news and stories about ethnic groups and so she decides to exclude content such as film reviews, advertisements, letters to the editor, and opinion pieces. After examining the three magazines, she finds that the average issue of each magazine contains 45 articles and that the magazines are published 52 weeks per year. Thus, over a 10-year time frame, she has a total of 23 400 articles. However, she is on a fixed schedule and so cannot possibly examine all 23 400 articles; thus, she decides to limit the number of articles to just 468 articles, or 2 percent. Jenzen also makes certain that when it comes to analyzing each article’s content, she will have an equal number of articles from each magazine. Thus, this leaves her with 156 articles per magazine. Additionally, she also wants to make sure that there are an equal number of articles for each magazine for each of the 10 years.

Thus, she is left with about 16 articles per magazine per year.

What is Jenzen’s sampling ratio?

A) All articles in Time, Newsweek, and Maclean’s for the years 2000 to 2010 B) Each individual article C) All 23 400 articles D) 468 articles E) 2 percent of 23 400 articles Answer: E Diff: 2 Type: MC Page Ref: 212-214 Topic: Quantitative Content Analysis Skill: 01. Applies abstract learning to realistic situations.

28) Jane Jenzen is interested in how members of three different ethnic groups are portrayed in three leading Canadian weekly newsmagazines: Time, Newsweek, and Maclean’s. She is also interested in how these portrayals might shift over time and so she thinks it best to look at the last 10 years, 2000 to 2010. She is only interested in considering feature articles containing news and stories about ethnic groups and so she decides to exclude content such as film reviews, advertisements, letters to the

editor, and opinion pieces. After examining the three magazines, she finds that the average issue of each magazine contains 45 articles and that the magazines are published 52 weeks per year. Thus, over a 10-year time frame, she has a total of 23 400 articles. However, she is on a fixed schedule and so cannot possibly examine all 23 400 articles; thus, she decides to limit the number of articles to just 468 articles, or 2 percent. Jenzen also makes certain that when it comes to analyzing each article’s content, she will have an equal number of articles from each magazine. Thus, this leaves her with 156 articles per magazine. Additionally, she also wants to make sure that there are an equal number of articles for each magazine for each of the 10 years.

Thus, she is left with about 16 articles per magazine per year.

What is Jenzen’s sample size?

A) All articles in Time, Newsweek, and Maclean’s for the years 2000 to 2010 B) Each individual article C) All 23 400 articles D) 468 articles E) 2 percent of 23 400 articles Answer: D Diff: 4 Type: MC Page Ref: 212-214 Topic: Quantitative Content Analysis Skill: 01. Applies abstract learning to realistic situations.

29) Jane Jenzen is interested in how members of three different ethnic groups are portrayed in three leading Canadian weekly newsmagazines: Time, Newsweek, and Maclean’s. She is also interested in how these portrayals might shift over time and so she thinks it best to look at the last 10 years, 2000 to 2010. She is only interested in considering feature articles containing news and stories about ethnic groups and so she decides to exclude content such as film reviews, advertisements, letters to the editor, and opinion pieces. After examining the three magazines, she finds that the average issue of each magazine contains 45 articles and that the magazines are published 52 weeks per year. Thus, over a 10-year time frame, she has a total of 23 400 articles. However, she is on a fixed schedule and so cannot possibly examine all 23 400 articles; thus, she decides to limit the number of articles to just 468 articles, or 2 percent. Jenzen also makes certain that when it comes to analyzing each article’s content, she will have an equal number of articles from each magazine. Thus, this leaves her with 156 articles per magazine. Additionally, she also wants to make sure that there are an equal number of articles for each magazine for each of the 10 years.

Thus, she is left with about 16 articles per magazine per year.

Based on the information provided, what is Jenzen’s sampling design?

A) Systematic sample B) Stratified sample C) Snowball sample D) Purposive sample E) Cluster sample Answer: B Diff: 7 Type: MC Page Ref: 212-214 Topic: Quantitative Content Analysis

Skill: 01. Applies abstract learning to realistic situations 30) Existing statistics are best for topics A) where the researcher controls a situation and manipulates an independent variable.

B) that involve the underlying meaning of messages in cultural communications.

C) where the researcher asks questions and learns about reported attitudes or behaviour.

D) that involve information routinely collected by large bureaucratic organizations.

E) directly related to a research question.

Answer: D Diff: 3 Type: MC Page Ref: 215 Topic: Quantitative Content Analysis Skill: 39. Identifies the strengths and weakness of existing statistics and secondary data.

31) Which of the following terms describes a measure of social well-being, such as “quality of social life,” for the purpose of better informing government and other policymaking officials?

A) Inference B) Census C) Social indicator D) The Data Liberation Initiative (IDL) E) Social trend Answer: C Diff: 5 Type: MC Page Ref: 216 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 39. Identifies the strengths and weakness of existing statistics and secondary data.

32) The most valuable general source of statistical information for Canada is the A) Gallup poll.

B) Demographic Yearbook.

C) World Book Encyclopaedia.

D) Superintendent of Documents.

E) Canada Year Book.

Answer: E Diff: 1 Type: MC Page Ref: 217 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 39. Identifies the strengths and weakness of existing statistics and secondary data.

33) Which of the following features best describes why secondary data analysis is increasingly used by researchers?

A) It permits the researcher to closely observe people in routine, everyday interactions.

B) It allows the researcher to ask participants questions that are specifically related to the research topic.

C) The researcher knows the data very well because he or she has designed the survey questions and then collected the data.

D) It is relatively inexpensive.

E) Secondary data allows the researcher to manipulate the information so that it can more accurately be applied to his or her study.

Answer: D Diff: 6 Type: MC Page Ref: 218 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 39. Identifies the strengths and weakness of existing statistics and secondary data.

34) An example of a problem with existing statistics can occur when a researcher defines a concept such as unemployment in one way but the available statistical information gathered by a government agency uses a different definition. What type of problem can this create?

A) A problem of validity B) A problem of misplaced concreteness C) A problem of missing data D) A problem of reliability E) A problem of inference Answer: A Diff: 7 Type: MC Page Ref: 219 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 39. Identifies the strengths and weakness of existing statistics and secondary data.

35) Professor John Juniper was interested in using Statistics Canada data to examine trends in Canadian unemployment rates over the last 40 years; however, he found that unemployment statistics were not recorded accurately for each year. Which of the following issues complicates matters for him?

A) Reliability B) Validity C) Ecological fallacy D) Ideal types E) The coding frame is invalid Answer: A Diff: 5 Type: MC Page Ref: 222 Topic: Issues of Inference and Theory Testing Skill: 39. Identifies the strengths and weakness of existing statistics and secondary data.

36) accretion measures

Answer: Nonreactive measures of the residue of the activity of people or what they leave behind.

Diff: 4 Type: ES Page Ref: 207 Topic: Nonreactive Measurement Skill: 50. Able to define key terms.

37) coding Answer: The process of converting raw information or data into another form for analysis. In content analysis, it is a means for determining how to convert symbolic meanings in the text into another form, usually numbers.

Diff: 4 Type: ES Page Ref: 208 Topic: Quantitative Content Analysis Skill: 50. Able to define key terms.

38) coding frame Answer: An exhaustive list of all possible values that codes may take in content analysis Diff: 4 Type: ES Page Ref: 210 Topic: Quantitative Content Analysis Skill: 50. Able to define key terms.

39) coding system Answer: A set of instructions or rules used in content analysis to explain how to systematically convert the symbolic content from text into quantitative data.

Diff: 4 Type: ES Page Ref: 208 Topic: Quantitative Content Analysis Skill: 50. Able to define key terms.

40) content Answer: Refers to words, meanings, pictures, symbols, ideas, themes, or any message that can be communicated.

Diff: 4 Type: ES Page Ref: 207 Topic: Quantitative Content Analysis Skill: 50. Able to define key terms.

41) content analysis

Answer: Research in which one examines patterns of symbolic meaning within text that may be written, audio, visual, or other mediums of communication.

Diff: 4 Type: ES Page Ref: 207 Topic: Quantitative Content Analysis Skill: 50. Able to define key terms.

42) erosion measures Answer: Nonreactive measures of the wear or deterioration on surfaces due to the activity of people.

Diff: 4 Type: ES Page Ref: 207 Topic: Nonreactive Measurement Skill: 50. Able to define key terms.

43) fallacy of misplaced concreteness Answer: When a person uses too many digits in quantitative measure in an attempt to create the impression that the data are accurate or the researcher is highly capable.

Diff: 4 Type: ES Page Ref: 229 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 50. Able to define key terms.

44) latent coding Answer: A type of content analysis coding in which a researcher identifies subjective meaning such as general themes or motifs in a communication medium.

Diff: 4 Type: ES Page Ref: 210 Topic: Quantitative Content Analysis Skill: 50. Able to define key terms.

45) manifest coding Answer: A type of content analysis coding in which a researcher first develops a list of specifics words, phases, or symbols, then finds them in a communication medium.

Diff: 4 Type: ES Page Ref: 209 Topic: Quantitative Content Analysis Skill: 50. Able to define key terms.

46) nonreactive

Answer: Measures in which the people being studied are unaware that they are in a study.

Diff: 4 Type: ES Page Ref: 205 Topic: Nonreactive Measurement Skill: 50. Able to define key terms.

47) reactive Answer: Measures in which the people being studied are aware that they are in the study.

Diff: 4 Type: ES Page Ref: 219 Topic: Nonreactive Measurement Skill: 50. Able to define key terms.

48) recording sheet Answer: One or more pages on which a researcher writes down systematically what has been coded from text in content analysis.

Diff: 4 Type: ES Page Ref : 211 Topic: Quantitative Content Analysis Skill: 50. Able to define key terms.

49) structured observation Answer: A method of watching what is happening in a social setting or noticing information in communication that is highly organized and that follows systematic rules for careful observation and documentation.

Diff: 4 Type: ES Page Ref: 209 Topic: Nonreactive Measurement Skill: 50. Able to define key terms.

50) text Answer: A general name for symbolic meaning expressed within a communication medium and measured in content analysis.

Diff: 4 Type: ES Page Ref: 209 Topic: Quantitative Content Analysis Skill: 50. Able to define key terms.

51) unobtrusive measure Answer:

Another name for nonreactive measures. It emphasizes that the people being studied are not aware of it because the measures are not obvious and do not intrude.

Diff: 4 Type: ES Page Ref: 206 Topic: Nonreactive Measurement Skill: 50. Able to define key terms.

1) Explain how a researcher codes, enters, and cleans data so that it can be used for statistical analysis. What procedures are involved in each of these steps?

Answer: • Coding the data: Data coding means systematically reorganizing raw numerical data into a format that is easy to analyze using computers; rules are developed whereby certain numbers are assigned to the attributes of each variable.

• Entering data: Data are entered in a grid format where each row represents a respondent, subject, or case, and the column or a set of columns represents specific variables.

• Cleaning the data: The researcher verifies the accuracy of coding after data are entered into a computer, in two ways: possible code cleaning involves checking the categories of all variables for impossible codes; contingency cleaning (or consistency checking), involves cross-classifying two variables and looking for logically impossible combinations.

Diff: 3 Type: ES Page Ref: 226-228 Topic: Dealing with Data Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research.

2) Describe three ways a researcher can display information about univariate statistics.

Answer: • Frequency distribution: A table that shows the distribution of cases into the categories of one variable (i.e., the number or percent of cases in each category) • Bar chart: A display of quantitative data for one variable in the form of rectangles where longer rectangles indicate more cases in a variable category • Pie chart: A display of numerical information on one variable that divides a circle into fractions by lines representing the proportion of cases in the variable’s attributes Diff: 3 Type: ES Page Ref: 228 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

3) Describe each of the three measures of central tendency. What are the main differences between them? How are they affected by a normal versus a skewed distribution of data?

Answer: • Mean: A measure of central tendency for one variable that indicates the arithmetic average (i.e., the sum of all scores divided by the total number of scores) • Median: A measure of central tendency for one variable indicating the point or score at which half the cases are higher and half are lower • Mode: A measure of central tendency for one variable that indicates the most frequent or common score • Skewed distribution: If the frequency distribution forms a “normal” or bell-shaped curve (normal distribution), the three measures of central tendency equal each other.

If the distribution is a skewed distribution (i.e., more cases are in the upper or lower scores), then the three will not be equal. If most cases have lower scores with a few extreme high scores, the mean will be the highest, the median in the middle, and the mode the lowest. If most cases have higher scores with a few extremely low scores, the mean will be the lowest, the median in the middle, and the mode the highest.

Diff: 4 Type: ES Page Ref: 228-230 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

4) Why is knowing the variability or dispersion of a variable as important as knowing its central tendency? How is variation measured?

Answer: • Two distributions can have identical measures of central tendency but differ in their spread about the centre.

• Variability has important social implications. For example, in city X, the median and mean family income is $35 600 per year, and it has zero variation. Zero variation means that every family has an income of exactly $35 600. City Y has the same median and mean family income, but 95 percent of its families have incomes of $12 000 per year and 5 percent have incomes of $300 000 per year. City X has perfect income equality, whereas there is great inequality in city Y. A researcher who does not know the variability of income in the two cities misses very important information.

• Researchers measure variation in three ways: range (the largest and smallest scores), percentile (the score at a specific place within the distribution), and standard deviation (the “average distance” between all scores and the mean).

Diff: 4 Type: ES Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

5) Describe each of the three techniques researchers use when deciding whether a relationship exists between two variables.

Answer: • Scattergram: A diagram to display the statistical relationship between two variables based on plotting each case’s values for both of the variables • Cross-tabulation: Placing data for two variables in a contingency table to show the number or percentage of cases at the intersection of categories of the two variables • Measures of association: A single number that expresses the strength, and often the direction, of a relationship. It condenses information about a bivariate relationship into a single number.

Diff: 3 Type: ES Page Ref: 233-239 Topic: Results with Two Variables Skill: 41. Able to calculate, read, and correctly interpret simple bivariate statistics.

6) What are two ways in which statistical relationships can be described? Provide an example for each one.

Answer: • Correlation: To be correlated means to vary together whereby cases with certain values on one variable are likely to have certain values on the other one (e.g., people with higher values on the income variable are likely to have higher values on the life expectancy variable) • Independence: There is no association (i.e., no relationship) between variables (e.g., there is likely no relationship between the two variables “number of siblings one has" and "life expectancy."

Diff: 4 Type: ES Page Ref: 234 Topic: Results with Two Variables Skill: 41. Able to calculate, read, and correctly interpret simple bivariate statistics.

7) What are five measures of association that are useful when interpreting bivariate statistics?

Describe each one and also specify which level of data each one is applicable to.

Answer: • Lambda: Used for nominal-level data and is based on a reduction in errors based on the mode and ranges between 0 (independence) and 1.0 (perfect prediction or the strongest possible relationship).

• Gamma: Used for ordinal-level data and is based on comparing pairs of variable categories and seeing whether a case has the same rank on each.

• Tau, or Kendall’s tau: Used for ordinal-level data where tau ranges from -1.0 to +1.0 with 0 meaning no association.

• Rho, or Pearson’s product moment correlation coefficient: Used only for data measured at the interval or ratio level and tells how far cases are from a relationship (or regression) line in a scatterplot.

• Chi-squared: Used for nominal and ordinal data; it has an upper limit of infinity and a lower limit of zero, meaning no association.

Diff: 6 Type: ES Page Ref: 240 Topic: Results with Two Variables Skill: 42. Able to explain and correctly interpret statistical significance.

8) Discuss the concept of control variables. What are three ways of interpreting (trivariate) tables with control variables?

Answer: • Control variables provide alternative explanations and the choice of control variable is based on theory.

• The elaboration paradigm is a system for reading percentaged trivariate tables and describes the pattern that emerges when a control variable is introduced.

• The replication pattern is when the partials replicate or reproduce the same relationship that existed in the bivariate table before considering the control variable; it means that the control variable has no effect.

• The specification pattern occurs when one partial replicates the initial bivariate relationship but other partials do not.

Diff: 5 Type: ES Page Ref: 242 Topic: More than Two Variables Skill: 43. Able to interpret multivariate statistical relationships.

9) The pattern that emerges when a control variable is introduced in a bivariate relationship is referred to as the elaboration paradigm. Describe each of the three patterns that can exist when a control variable is introduced into a bivariate relationship.

Answer: • Interpretation pattern: A pattern in the elaboration paradigm in which the bivariate contingency table shows a relationship, but the partials show no relationship and the control variable is intervening in the causal explanation • Explanation pattern: A pattern in the elaboration paradigm in which the bivariate contingency table shows a relationship, but the partials show no relationship and the control variable occurs prior to the independent variable • Suppressor variable pattern: A pattern in the elaboration paradigm in which no relationship appears in a bivariate contingency table, but the partials show a relationship between the variables Diff: 5 Type: ES Page Ref: 242-243 Topic: More than Two Variables

Skill: 43. Able to interpret multivariate statistical relationships.

10) Describe, as simply as possible, what is meant by the statement “It is statistically significant at the 0.05 level.”

Answer: • The level of statistical significance (usually 0.05) is a way of talking about the likelihood that results are due to chance factors; that is, that a relationship appears in the sample when there is none in the population.

• If a researcher says that results are significant at the 0.05 level, it means that one can be 95 percent confident that the results are due to a real relationship in the population, not chance factors.

Diff: 5 Type: ES Page Ref: 246-247 Topic: Inferential Statistics Skill: 43. Able to interpret multivariate statistical relationships.

Objective: 11.06 Understand basics of inferential statistics and statistical significance.

Bloom’s: Comprehension 11) Is a Type I or Type II error more likely if a 0.05 level is used? Explain.

Answer: • Type I error: Falsely accepting the null hypothesis when in fact there is a causal relationship (usually occurs at a more precise level such as at the 0.01 level) • Type II error: Indicates a relationship when in fact no causal relationship exists (random factors actually caused the results and usually occurs at the 0.10 level) • 0.05 level is a compromise between Type I and Type II errors.

Diff: 5 Type: ES Page Ref: 247-248 Topic: Inferential Statistics Skill: 43. Able to interpret multivariate statistical relationships.

12) A “codebook” is A) only used in existing statistics research.

B) a document that tells the researcher where variables are located in the data file and what numbers go with what variable attributes.

C) the set of instructions that tell interviewers or experimenters how to treat respondents or subjects.

D) an unnecessary part of data analysis since computers were invented.

E) a sheet of paper with a grid of 80 columns corresponding to data card columns, with rows representing an individual card.

Answer: B Diff: 1 Type: MC Page Ref: 226 Topic: Dealing with Data Skill: 50. Able to define key terms.

13) A researcher wants to express the middle of a distribution of numbers whereby half the cases are higher and half the cases are lower than the middle value. What statistical measure should the researcher use?

A) Mean B) Median C) Mode D) Standard deviation

E) Correlation Answer: B Diff: 2 Type: MC Page Ref: 229 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

14) Calculate the median for the following six shoe sizes: 9, 10, 10, 8, 12, 11.

A) 8 B) 8.5 C) 9 D) 9.5 E) 10 Answer: E Diff: 2 Type: MC Page Ref: 229 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

15) Calculate the mode for the following six shoe sizes: 9, 10, 10, 8, 12, 11.

A) 8 B) 8.5 C) 9 D) 9.5 E) 10 Answer: E Diff: 1 Type: MC Page Ref: 229 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

16) You discover that the years of marriage before a divorce for nine whites and nine nonwhites are as follows: Whites 12, 1, 8, 9, 10, 17, 3, 6, 6 Non-Whites 1, 9, 15, 18, 11, 13, 14, 7, 3 Which statement about this data is TRUE? A) There is no difference in the range for the two groups.

B) The median years of marriage prior to divorce is three years longer for whites than non-whites.

C) The mean years of marriage prior to divorce are the same for both groups.

D) On average, non-whites stay married longer prior to divorce than whites.

E) The mode for the two groups is the same.

Answer: D Diff: 4 Type: MC Page Ref: 229-230 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

17) Calculate the mean for the following six shoe sizes: 9, 10, 10, 8, 12, 11.

A) 8 B) 8.5

C) 9 D) 9.5 E) 10 Answer: E Diff: 2 Type: MC Page Ref: 230 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

18) An elementary school teacher has three classes. She finds the following mean and standard deviations for student IQ scores.

Mean Standard Deviation Class #1 106 32 Class #2 104 9 Class #3 110 16 Mean Standard Deviation Class #1 106 32 Class #2 104 9 Class #3 110 16 She knows she is most effective when the students all have similar IQ levels. Which class is she likely to be most effective with?

A) Class #1 B) Class #2 C) Class #3 D) Classes #1 and #2 equally E) Classes #1 and #3 equally Answer: B Diff: 4 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

Refer to the information in the following table when answering questions 8 to 16:

19) Which neighbourhood(s) has an income distribution resembling a skewed curve?

A) Glenbrook B) Meadowbrook C) Elmbrook D) Glenbrook and Elmbrook E) Meadowbrook and Elmbrook Answer: D Diff: 5 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

20) Which neighbourhood(s) has an income distribution resembling a normal curve?

A) Glenbrook B) Meadowbrook C) Elmbrook D) Glenbrook and Elmbrook E) Meadowbrook and Elmbrook Answer: B Diff: 5 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

21) Which neighbourhood(s) has the greatest differences in family income?

A) Glenbrook B) Meadowbrook

C) Elmbrook D) Glenbrook and Elmbrook E) Meadowbrook and Elmbrook Answer: A Diff: 5 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

22) Which neighbourhood(s) has the smallest differences in family income?

A) Glenbrook B) Meadowbrook C) Elmbrook D) Glenbrook and Elmbrook E) Meadowbrook and Elmbrook Answer: B Diff: 5 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

23) In which neighbourhood(s) do half the families have incomes of $28 000 or more?

A) Glenbrook B) Meadowbrook C) Elmbrook D) Glenbrook and Elmbrook

E) Meadowbrook and Elmbrook Answer: E Diff: 5 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

24) Which neighbourhood(s) has the highest number of families with the lowest incomes?

A) Glenbrook B) Meadowbrook C) Elmbrook D) Glenbrook and Elmbrook E) Meadowbrook and Elmbrook Answer: C Diff: 5 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

25) Which neighbourhood(s) has the 50th percentile of education as a college education?

A) Glenbrook B) Meadowbrook C) Elmbrook D) Glenbrook and Elmbrook E) Meadowbrook and Elmbrook Answer: B

Diff: 5 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

26) Which neighbourhood(s) has a small number of very high income people and a greater proportion of families earning $26 000?

A) Glenbrook B) Meadowbrook C) Elmbrook D) Glenbrook and Elmbrook E) Meadowbrook and Elmbrook Answer: A Diff: 5 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

27) Which neighbourhood(s) has the greatest variation in years of education?

A) Glenbrook B) Meadowbrook C) Elmbrook D) Glenbrook and Elmbrook E) Meadowbrook and Elmbrook Answer: B Diff: 5 Type: MC Page Ref: 230-231 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

28) Fatima Fashionista wears a size 2 blazer. She went to her favourite clothing store and found that the mean size of the store’s stock of blazers is a size 10 with a standard deviation of 4 sizes. What is her z-score in the distribution of the store’s blazers?

A) zero B) 1 C) 2 D) -1.5 E) -2 Answer: E Diff: 7 Type: MC Page Ref: 232 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

29) Susan weighs 140 pounds. You learn for the women in her sorority the mean weight is 130 pounds, the median is 125, the mode is 120, and the standard deviation is 10 pounds.

What is Susan’s z-score in the distribution weight in the sorority?

A) zero B) 1 C) 2 D) 1.5 E) -1 Answer: B

Diff: 7 Type: MC Page Ref: 232 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

30) All the sales representatives at Acadia Insurance are female, and their mean annual salary is $60 000 with a standard deviation of $5000. All customer account managers are male and they have a mean salary of $80 000 with a standard deviation of $15 000.

Heather knows she is one standard deviation above the mean of the sales representatives.

She wants to transfer to become the first female customer account manager and will begin at her same salary. After she transfers, compared to the customer account managers her salary will be at what z-score?

A) -2 B) -1 C) 0 D) +1 E) +2 Answer: B Diff: 8 Type: MC Page Ref: 232-233 Topic: Results with One Variable Skill: 01. Applies abstract learning to realistic situations.

31) Connie and Tom both received 75 percent on the social research methods final exam.

The mean for all women who took the test was 80 percent and the median was 75 percent with a standard deviation of 5 percent. The mean and median for the men was 65 percent with a standard deviation of 10 percent. What is the z-score for Connie and Tom relative to those of their own sex?

A) Connie’s z-score is +1, Tom’s is -2, so Connie did better.

B) Connie’s z-score is -1, Tom’s is +1, so Tom did better C) Both Connie and Tom have the same z-score, 1.

D) Connie’s z-score is 0 and Tom’s is +1, so he did worse.

E) Connie’s z-score is -2 and Tom’s is -1, so Tom did better.

Answer: B Diff: 8 Type: MC Page Ref: 232-233 Topic: Results with One Variable Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

32) Your research assistant finds a positive relationship between mother’s education and income at age 40. The relationship remained after controlling for the family’s social class. This means that A) social class is really the causal variable.

B) social class does not have an impact on the relationship.

C) the original relationship is spurious.

D) income is caused by neither the mother’s education level nor her social class.

E) the mother’s education has no effect on her future income.

Answer: B Diff: 6 Type: MC Page Ref: 233 Topic: Results with Two Variables Skill: 41. Able to calculate, read, and correctly interpret simple bivariate statistics.

33) What Type of relationship exists between level of violence and level of education?

A) There is no relationship.

B) There is a negative relationship.

C) There is a positive relationship.

D) There is a non-linear relationship.

E) There is a recursive relationship.

Answer: B Diff: 5 Type: MC Page Ref: 234 Topic: Results with Two Variables Skill: 42. Able to explain and correctly interpret statistical significance.

34) How many individuals with 17+ years of education engaged in a level of violence defined as medium?

A) 20 B) 180 C) 160 D) 55 E) 5 Answer: A Diff: 6 Type: MC Page Ref: 237 Topic: Results with Two Variables Skill: 40. Able to calculate, read, and correctly interpret univariate statistics.

35) Among the violent offenders in the following table, what is the ratio of males to females?

A) 1 male to 1 female, or 1:1 B) 2 males to 3 females, or 2:3 C) 4 males to 1 female, or 4:1 D) 2 males to 1 female, or 2:1 Answer: C Diff: 6 Type: MC Page Ref: 235-239 Topic: Results with Two Variables Skill: 41. Able to calculate, read, and correctly interpret simple bivariate statistics.

36) Which of the following statements best describes the information contained in the following table: A) Among West students, more students major in education than in sociology.

B) Of sociology majors on the four campuses, a higher percent attend South than the other campuses.

C) 30 percent of all South students are business majors.

D) One-in-four of all business majors on the four campuses attend West.

E) Twice as many students at East major in sociology than in business.

Answer: B Diff: 8 Type: MC Page Ref: 236 Topic: Results with Two Variables Skill: 41. Able to calculate, read, and correctly interpret simple bivariate statistics.

37) What does it mean if someone tells you that they calculated a correlation of -0.75?

A) There is a strong negative relationship between two ratio or interval level variables.

B) There is statistical independence between the two variables.

C) The variables that were used were measured at the nominal level and the relationship between them is strong.

D) The researcher looked at two ordinal-level variables and found no relationship between them.

E) The person made an error in calculation: correlations can never be negative numbers.

Answer: A Diff: 7 Type: MC Page Ref: 239-240 Topic: Results with Two Variables Skill: 42. Able to explain and correctly interpret statistical significance.

38) Which of the following research topics is an example of multivariate analysis?

A) An analysis of the ages of all women who are corporate executives B) An analysis of the relationship between age, sex, and Type of restaurant frequented in Saskatoon

C) An analysis of the relationship between undergraduate majors and level of position held in a major corporation D) An analysis of the relationship between Type of offense and length of prison sentence E) The relationship between socio-economic status and annual income Answer: B Diff: 4 Type: MC Page Ref: 240-241 Topic: More than Two Variables Skill: 43. Able to interpret multivariate statistical relationships.

39) Professor Masai Mori found a strong relationship between a student’s level of academic achievement and whether they came from a single-parent or two-parent family. In a trivariate table, he controlled for the student’s ethnicity. He then found that the relationship held only for Asian students. In the elaboration paradigm, this is an example of A) a replication pattern.

B) a specification pattern.

C) an explanation pattern.

D) an interpretation pattern.

E) an ex post facto hypothesis.

Answer: B Diff: 7 Type: MC Page Ref: 242 Topic: More than Two Variables Skill: 43. Able to interpret multivariate statistical relationships.

40) Professor Olivia Ottoman found a strong positive relationship between the number of extracurricular activities in high school and occupational success later on as an adult. She then controlled for the respondent’s family class background upon beginning high school and the relationship vanished. In the elaboration paradigm, this is called a(n) A) replication pattern.

B) specification pattern.

C) interpretation pattern.

D) explanation pattern.

E) ex post facto hypothesis.

Answer: D Diff: 7 Type: MC Page Ref: 242-243 Topic: More than Two Variables Skill: 43. Able to interpret multivariate statistical relationships.

41) After examining the bivariate relationship between years of schooling and knowledge about politics, Professor Rene Simpson controls for hair colour. She finds that the relationship in partial tables is identical to the bivariate tables. In the elaboration paradigm, this is a(n) ________ pattern.

A) identification B) explanation C) replication D) specification E) interpretation Answer: C

Diff: 5 Type: MC Page Ref: 242-243 Topic: More than Two Variables Skill: 43. Able to interpret multivariate statistical relationships.

42) Professor Sigorney Slater found a relationship between education and occupation.

However, when she introduced age as a test factor, the relationship between education and occupation disappeared in the partials. This illustrates A) specification.

B) explanation.

C) interpretation.

D) replication.

E) spurious relationship.

Answer: B Diff: 6 Type: MC Page Ref: 242-243 Topic: More than Two Variables Skill: 43. Able to interpret multivariate statistical relationships.

43) Which of the following is an example of a multivariate statistic?

A) Multiple regression B) Standard deviation C) Z-score D) Chi-square E) Age Answer: A Diff: 4 Type: MC Page Ref: 243 Topic: Multiple Regression Analysis Skill: 50. Able to define key terms.

44) The following table consists of information for monthly crime rates in four cities:

Which city would be the safest one in which to live?

A) City #1 B) City #2 C) City #3 D) City #4 E) City #1 and City #3 are about equally safe.

Answer: B Diff: 4 Type: MC Page Ref: 244-245 Topic: Multiple Regression Analysis Skill: 42. Able to explain and correctly interpret statistical significance.

45) Professor Quincy Quacker found a statistically significant relationship between variable X and variable Y. It is statistically significant at the 0.05 level. What does this mean?

A) There are 95 chances in 100 that the results are true.

B) There is a 5 percent chance that the results are true.

C) If 100 samples were drawn, results like these could be obtained by pure random chance 10 percent of the time.

D) A person could be 95 percent sure that the results of the study were a reflection of the population if random sampling was used.

E) A and D. Answer: E Diff: 8 Type: MC Page Ref: 246 Topic: Inferential Statistics Skill: 42. Able to explain and correctly interpret statistical significance.

46) If the true situation in the world is that there is no causal relationship, but a researcher states that there is a causal relationship, what error occurs?

A) Type I B) Type II C) Falsely reject the null hypothesis D) Falsely accept the null hypothesis E) A and C Answer: E Diff: 4 Type: MC Page Ref: 247 Topic: Inferential Statistics Skill: 42. Able to explain and correctly interpret statistical significance.

47) bar chart Answer: A display of quantitative data for one variable in the form of rectangles, where longer rectangles indicate more cases in a variable category.

Diff: 4 Type: ES Page Ref: 228 Topic: Results with One Variable Skill: 50. Able to define key terms.

48) bivariate statistics Answer: Statistical measures that involve two variables only.

Diff: 4 Type: ES Page Ref: 233 Topic: Results with One Variable Skill: 50. Able to define key terms.

49) body of a table Answer: The centre part of a contingency table. It contains all the cells, but not the totals or labels.

Diff: 4 Type: ES Page Ref: 236 Topic: Results with Two Variables

Skill: 50. Able to define key terms.

50) cell of a table Answer: A part of the body of a table. In a contingency table, it shows the distribution of cases into categories of variables as a specific number or percentage.

Diff: 4 Type: ES Page Ref: 236 Topic: Results with Two Variables Skill: 50. Able to define key terms.

51) code sheet Answer: Paper with a printed grid on which a researcher records information so that it can be easily and quickly entered into a computer. It is an alternative to a direct-entry method and using optical-scan sheets.

Diff: 4 Type: ES Page Ref: 226 Topic: Dealing with Data Skill: 50. Able to define key terms.

52) codebook Answer: A document that describes the procedure for coding variables and their location in a format for computers.

Diff: 4 Type: ES Page Ref: 226 Topic: Dealing with Data Skill: 50. Able to define key terms.

53) contingency cleaning Answer: Cleaning data using a computer in which the research looks at the combination of categories for two variables to seek out logically impossible combinations.

Diff: 4 Type: ES Page Ref: 228 Topic: Dealing with Data Skill: 50. Able to define key terms.

54) contingency table Answer: A table that shows the cross-tabulation of two or more variables. It usually shows bivariate quantitative data for variables in the form of percentages across rows or down columns.

Diff: 4 Type: ES Page Ref: 235 Topic: Results with Two Variables Skill: 50. Able to define key terms.

55) control variable Answer: A third variable that shows whether a bivariate relationship holds up under alternative explanations. The control variable may occur prior to both variables or between the two variables of a bivariate relationship.

Diff: 4 Type: ES Page Ref: 240 Topic: More than Two Variables Skill: 50. Able to define key terms.

56) correlation Answer: The idea that two variables vary together, such that knowing the values in one of the variables provides information about values to be found on the second variable.

Diff: 4 Type: ES Page Ref: 234 Topic: Results with Two Variables Skill: 50. Able to define key terms.

57) cross-tabulation Answer: Placing data for two variables in a contingency table to show the number or percentage of cases at the intersection of categories of the two variables.

Diff: 4 Type: ES Page Ref: 234 Topic: Results with Two Variables Skill: 50. Able to define key terms.

58) curvilinear relationship Answer: A relationship between two variables such that as the values of one variable increase, the values of the second show a changing pattern—such as first decreasing then increasing then decreasing. It is the opposite of a linear relationship.

Diff: 4 Type: ES Page Ref: 235 Topic: Results with Two Variables Skill: 50. Able to define key terms.

59) descriptive statistics Answer: A general type of simple statistics used by researchers to describe basic patterns in the data.

Diff: 4 Type: ES Page Ref: 228 Topic: Results with One Variable Skill: 50. Able to define key terms.

60) direct entry method

Answer: A method for entering data into a computer by typing data values on a keyboard.

Diff: 4 Type: ES Page Ref: 226 Topic: Dealing with Data Skill: 50. Able to define key terms.

61) elaboration paradigm Answer: A system for describing patterns evident among tables when a bivariate contingency table is compared with partials after the control variable has been added.

Diff: 4 Type: ES Page Ref: 242 Topic: More than Two Variables Skill: 50. Able to define key terms.

62) explanation pattern Answer: A pattern in the elaboration paradigm in which the bivariate contingency table shows a relationship, but the partials show no relationship, and the control variable occurs prior to the independent variable.

Diff: 4 Type: ES Page Ref: 243 Topic: More than Two Variables Skill: 50. Able to define key terms.

63) frequency distribution Answer: A table that shows the distribution of cases into the categories of one variable (i.e., the number or percentage of cases in each category).

Diff: 4 Type: ES Page Ref: 228 Topic: Results with One Variable Skill: 50. Able to define key terms.

64) independence Answer: The absence of a statistical relationship between two variables. it indicates there is no association between the variables.

Diff: 4 Type: ES Page Ref: 234 Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms.

65) interpretation pattern Answer: A pattern in the elaboration paradigm in which the bivariate contingency table shows a relationship, but the partials show no relationship and the control variable is intervening between the independent and dependent variable of the original bivariate relationship.

Diff: 4 Type: ES Page Ref: 243 Topic: More than Two Variables Skill: 50. Able to define key terms.

66) level of statistical significance Answer: A set of numbers that researchers use to simplify their discussion of statistical significance. It measures the degree to which a statistical relationship is likely to be due to a true relationship rather than to random chance.

Diff: 4 Type: ES Page Ref: 246 Topic: Inferential Statistics Skill: 50. Able to define key terms.

67) linear relationship Answer: An association between two variables that is positive or negative consistently across the levels of the variables. When plotted in a scattergram, the basic pattern of association forms a straight line.

Diff: 4 Type: ES Page Ref: 235 Topic: Results with Two Variables Skill: 50. Able to define key terms.

68) marginals Answer: The totals of a contingency table, outside the body of a table.

Diff: 4 Type: ES Page Ref: 236 Topic: Results with Two Variables Skill: 50. Able to define key terms.

69) mean Answer: A measure of central tendency for one variable that indicates the arithmetic average (i.e., the sum of all scores divided by the number of scores).

Diff: 4 Type: ES Page Ref: 230 Topic: Results with One Variable Skill: 50. Able to define key terms.

70) measure of association Answer: A single number that expresses the strength, and often the direction, of a relationship. It condenses information about a bivariate relationship into a single number.

Diff: 4 Type: ES Page Ref: 239 Topic: Results with Two Variables Skill: 50. Able to define key terms.

71) median Answer: A measure of central tendency for one variable that indicates the point at which half the cases have higher values and half have lower values; also called the midpoint.

Diff: 4 Type: ES Page Ref: 229 Topic: Results with One Variable Skill: 50. Able to define key terms.

72) mode Answer: A measure of central tendency for one variable that indicates the most frequent value or category of a variable.

Diff: 4 Type: ES Page Ref: 229 Topic: Results with One Variable Skill: 50. Able to define key terms.

73) multiple regression Answer: A statistical technique whose results (1) indicate how well a set of variables explains a dependent variable; and (2) measure the direction and size of the effect of each variable on a dependent variable.

Diff: 4 Type: ES Page Ref: 243-244 Topic: Multiple Regression Analysis Skill: 50. Able to define key terms.

74) normal distribution Answer: Also called a “bell-shaped” frequency polygon. When the number of cases is plotted by values of a variable, the distribution shows a peak at the center and symmetrical downward sloping curves on each side of it.

Diff: 4 Type: ES Page Ref: 236 Topic: Results with Two Variables Skill: 50. Able to define key terms.

75) partials Answer: In contingency tables for three variables, the tables that show an association between the independent and dependent variable for each category of the control variable.

Diff: 4 Type: ES Page Ref: 242 Topic: More than Two Variables Skill: 50. Able to define key terms.

76) percentile

Answer: A measure of dispersion for one variable that indicates the percentage of cases that are at or below a specific point or score.

Diff: 4 Type: ES Page Ref: 229 Topic: Results with One Variable Skill: 50. Able to define key terms.

77) pie chart Answer: A display of numerical information for one variable that shows a circle with slices indicating the number or percentage of cases in each category of a variable.

Diff: 4 Type: ES Page Ref: 228 Topic: Results with One Variable Skill: 50. Able to define key terms.

78) possible code cleaning Answer: Cleaning quantitative data using a computer in which the researcher looks for responses or answer categories that are not legitimate values.

Diff: 4 Type: ES Page Ref: 228 Topic: Dealing with Data Skill: 50. Able to define key terms.

79) precision Answer: The amount of spread in the points on the graph. A high level of precision occurs when the points hug the line that summarizes the relationship. A low level occurs when the points are widely spread around the line.

Diff: 4 Type: ES Page Ref: 235 Topic: Results with Two Variables Skill: 50. Able to define key terms.

80) range Answer: A measure of dispersion for one variable indicating the highest and lowest scores.

Diff: 4 Type: ES Page Ref: 231 Topic: Results with One Variable Skill: 50. Able to define key terms.

81) replication pattern Answer: A pattern in the elaboration paradigm in which the bivariate contingency table shows a relationship and the same relationship is found in all of the partials.

Diff: 4 Type: ES Page Ref: 242 Topic: More than Two Variables Skill: 50. Able to define key terms.

82) scattergram Answer: A diagram that displays the statistical relationship between two continuous variables by plotting each case’s values for both of variables.

Diff: 4 Type: ES Page Ref: 234 Topic: Results with Two Variables Skill: 50. Able to define key terms.

83) skewed distribution Answer: A distribution of cases for the categories of one variable that is not normal (i.e., it is not “bell-shaped”). Instead of an equal number of cases at each extreme, more are at one extreme than the other.

Diff: 4 Type: ES Page Ref: 230 Topic: Results with One Variable Skill: 50. Able to define key terms.

84) specification pattern Answer: A pattern in the elaboration paradigm in which the bivariate contingency table shows a relationship and the same relationship appears in one but not other partials.

Diff: 4 Type: ES Page Ref: 242 Topic: More than Two Variables Skill: 50. Able to define key terms.

85) standard deviation Answer: A measure of dispersion for one continuous variable that indicates the average distance of scores from the mean.

Diff: 4 Type: ES Page Ref: 231 Topic: Results with One Variable Skill: 50. Able to define key terms.

86) statistical significance Answer: A way to discuss the likelihood that a finding or statistical relationship in a sample is due to random factors rather than due to the existence of an actual relationship in the entire population.

Diff: 4 Type: ES Page Ref: 246 Topic: Inferential Statistics

Skill: 50. Able to define key terms.

87) suppressor variable pattern Answer: A pattern in the elaboration paradigm in which no relationship appears in a bivariate contingency table, but in the partials a relationship appears between the variables.

Diff: 4 Type: ES Page Ref: 243 Topic: More than Two Variables Skill: 50. Able to define key terms.

88) Type I error Answer: The logical error of falsely rejecting the null hypothesis that uses statistical significance.

Diff: 4 Type: ES Page Ref: 247 Topic: Inferential Statistics Skill: 50. Able to define key terms.

89) Type II error Answer: The logical error of falsely accepting the null hypothesis based on statistical significance.

Diff: 4 Type: ES Page Ref: 247 Topic: Inferential Statistics Skill: 50. Able to define key terms.

90) univariate statistics Answer: Statistical measures that deal with one variable only.

Diff: 4 Type: ES Page Ref: 228 Topic: Results with One Variable Skill: 50. Able to define key terms.

91) z-score Answer: A way to locate a score in a distribution of scores by determining the number of standard deviations it is above or below the mean.

Diff: 4 Type: ES Page Ref: 232 Topic: Results with Two Variables Skill: 50. Able to define key terms.

1) Describe four main characteristics of qualitative interviews. What are the specific features for each of these characteristics?

Answer: • They involve one or more people being present and are informal and nondirective (i.e., the respondent may take the interview in various directions).

• Qualitative interviews involve a mutual sharing and mutual discovery of experiences where a researcher might share his or her background to build trust and encourage the informant to open up, but does not force answers or use leading questions.

• Study participants express themselves in the forms in which they normally speak, think, and organize reality; the focus is on the members’ perspectives and experiences.

• Qualitative interviews can occur in a series over time whereby a researcher begins by building rapport and steering conversation away from evaluative or highly sensitive topics until intimacy is established and then later on, once intimacy has been established, probes more deeply into sensitive issues and seeks clarification of less sensitive issues.

Diff: 6 Type: ES Page Ref: 251-253 Topic: Introduction Skill: 44. Identifies field research entry and qualitative interview techniques.

2) Describe five features of the qualitative interview that make it different from a normal everyday conversation.

Answer: • A qualitative interview often it begins by obtaining consent from the interviewee.

• In a qualitative interview there is an explicit purpose, namely to answer the research question.

• In a qualitative interview repetition is included to ensure that the researcher’s interpretation is correct.

• In a qualitative interview the researcher expresses more interest and ignorance.

• In a qualitative interview there is much less balance whereby the majority of questions are asked by the interviewer.

• In a qualitative interview the researcher asks about abbreviations and jargon so that there is no misunderstanding between the interviewer and interviewee.

• In a qualitative interview pauses can be used by the interviewer to get the interviewee to elaborate on a previous point.

• In a qualitative interview, there is a formal closing that acknowledges that the interview is over.

Diff: 4 Type: ES Page Ref: 253-254 Topic: Introduction Skill: 44. Identifies field research entry and qualitative interview techniques.

3) How does a researcher go about sampling for qualitative interviews (i.e., what type of methodology is used)? How is the method of selection justified? What is the procedure for determining the number of individuals/cases to include in the sample?

Answer:

•

Nonprobability sampling, specifically snowball and purposive sampling because the topics that researchers are interested in studying through the use of qualitative interviewing do not easily lend themselves to probability sampling • A researcher does not know in advance how many individuals he or she needs to interview and so simply continues to interview subjects until the same general themes continue to emerge from the data and no new findings are being revealed (theoretical saturation) Diff: 6 Type: ES Page Ref: 254-255 Topic: The Procedure of Qualitative Interviewing Skill: 44. Identifies field research entry and qualitative interview techniques.

4) What are four ideal characteristics of a good informant? Identify and describe each one.

Answer: • The informant is very familiar with the culture and lives and breathes the culture and engages in routines in the setting without thinking about them.

• The individual is currently involved in the culture that the researcher is trying to understand.

• The person can spend time with the researcher.

• The informant is nonanalytical, meaning that the informant is familiar with and uses native folk theory or pragmatic common sense.

Diff: 6 Type: ES Page Ref: 256 Topic: The Procedure of Qualitative Interviewing Skill: 44. Identifies field research entry and qualitative interview techniques.

5) Identify five different qualitative interview question types (Kvale) and provide an example for each one.

Answer: • Introducing questions are general opening questions where the interviewee is prompted to give his or her account of a situation or experience such as “Do you remember a time when you experienced being treated differently because of your ethnicity?”

• Follow-up questions are those that are asked by the interviewer to get additional description about topics just discussed by the interviewee. Interviewer: “I felt that I was receiving a very negative reaction from the teacher.” Interviewee: “Negative reaction?” At that point the interviewee would more than likely elaborate on what he or she meant by this.

• Probing questions include asking if the interviewee could give more details about the event or if he or she has any other examples that he or she could share. An example of a probing question is “Could you tell me more about that?”

Specifying questions are those that the researcher asks to get more detailed descriptions about specific aspects of the interviewee’s descriptions, such as “How did you react then?”

• Direct questions can be introduced by the interviewer toward the end of the interview in order to address specific topics that may not have been covered yet such as “Have you ever left a job due to perceived racist treatment?”

• Indirect questions are those that the interviewer asks in order to get a sense of how the interviewee believes other people think, behave, or feel, such as “How do you think other employees regard racist behaviours in the workplace?”

•

Structuring questions are used by the interviewer to keep the interview on track if it has gone off topic, such as “I would now like to discuss another issue . . . ” • Interpreting questions help the interviewer to ensure that he or she is interpreting what the interviewee is saying as correctly as possible, such as “From what I understand, you mean that . . . ” • Silence can encourage interviewees to continue talking.

Diff: 5 Type: ES Page Ref: 257-258 Topic: Asking Questions in Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

6) Specify and describe four features of qualitative interviews that would be considered an advantage over quantitative structured interviews.

Answer: • From the perspective of the interviewee: The types of responses possible in qualitative interviewing are much more varied than in quantitative surveys in that they allow the “voice” of the interviewee to be heard.

• Data rich with description: The types of data collected in qualitative interviews are often rich with descriptive detail around the events, experiences, opinions, or feelings that he or she is describing.

• Development of new theories: While quantitative research is primarily concerned with testing and refining existing theories, data from qualitative interviews can contribute to the development of new theories where none had previously existed, especially when it comes to studying understudied or previously unstudied populations.

• Development of new avenues of research: Qualitative interviewing data can create theories that can feed into the future research of other social scientists, including those who use quantitative techniques; this can lead to a greater understanding of these individuals and more generalizable research findings.

Diff: 6 Type: ES Page Ref: 260-261 Topic: Advantages and Limitations of Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

7) Describe the problems with validity and reliability in qualitative interviewing. What might help to overcome these problems?

Answer: • Sample sizes are usually small in comparison to those used in quantitative work, and therefore members of the research community question whether the results of such studies are actually applicable to a wider population beyond those in the interview sample. This can be overcome by researchers depositing their data with established data banks and by ensuring that their data is made available to other interested researchers who may want to reanalyze it.

• Researchers using qualitative interviews can increase the generalizability of their findings to populations beyond their immediate sample by selecting participants who are not entirely homogeneous.

Diff: 6 Type: ES Page Ref: 270-272 Topic: Advantages and Limitations of Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

8) Discuss the main features of focus groups under the following headings: the structure of the focus group, the role of the focus group facilitator, and the number of groups in a focus group study.

Answer: • The focus group procedure: A researcher gathers together 6 to 12 people in a room with a moderator to discuss a few issues; most focus groups last about 90 minutes, and groups are held in rooms equipped with audio and video recording facilities so that the sessions can be accurately transcribed afterward.

• The role of the moderator: The moderator is trained to be nondirective and to facilitate free, open discussion by all group members, does not interfere in the discussion but starts the group off with the general topic, follows an interview guide to make sure that all the topics related to answering the research question are answered, and ensures that the conversation stays on track and does not veer too far off the topic determined by the research question.

• The number of groups in a focus group study: There is no set number of groups that a researcher interviews to answer his or her research question except that the number of groups has a lot to do with the number of demographic factors that he or she wants to “control” or account for; time and money often dictate the number of interviews that a researcher can undertake. Ideally, the grounded theory approach should be the yardstick by which researchers decide on their number of focus groups (theoretical sampling/theoretical saturation).

Diff: 6 Type: ES Page Ref: 261-264 Topic: Focus Groups Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations.

9) What are five specific limitations of focus groups?

Answer: • “Polarization effect” exists whereby attitudes become more extreme after group discussion.

• Only one or a few topics can be discussed in a focus group session.

• A moderator may unknowingly limit open, free expression of group members.

• Focus groups may produce groupthink.

• It is not clear whom the members of the focus group are representing— themselves, social groups, or their membership to the focus group.

• Focus group participants produce fewer ideas than individual interviews do.

• Focus group studies rarely report all the details of study design/procedure.

• Researchers cannot reconcile the differences that arise between individual-only and focus group–context responses.

Diff: 6 Type: ES Page Ref: 270-272 Topic: Focus Groups Skill: 44. Identifies field research entry and qualitative interview techniques.

10) What are five specific advantages of focus groups?

Answer: • The natural setting allows people to express opinions/ideas more freely.

• Open expression among members of marginalized social groups is encouraged.

• People tend to feel empowered, especially in action-oriented research projects.

•

Survey researchers are provided with a window into how people talk about survey topics.

• The interpretation of quantitative survey results is facilitated.

• Participants may query one another and explain their answers to each other.

Diff: 6 Type: ES Page Ref: 264 Topic: Focus Groups Skill: 44. Identifies field research entry and qualitative interview techniques.

11) In a typical qualitative interview, A) open-ended questions are used.

B) the interviewer shows interest in participants’ responses and encourages elaboration.

C) the beginning and end are not clear.

D) the interviewer adjusts to the participants’ norms and their use of language.

E) all of the above.

Answer: E Diff: 4 Type: MC Page Ref: 252 Topic: Introduction Skill: 44 Identifies field research entry and qualitative interview techniques.

12) Which of the following terms is NOT relevant for qualitative interviews?

A) In-depth interviews B) Informal interviews C) Structured interviews D) Open-ended interviews E) Ethnographic interviews Answer: C Diff: 4 Type: MC Page Ref: 253 Topic: Introduction Skill: 04 Expresses familiarity with the range of acceptable techniques/methods in social research.

13) In what way does the qualitative interview differ from a friendly conversation?

A) The friendly conversation has an explicit goal or purpose whereas the qualitative interview often does not have a specific goal in mind.

B) The friendly conversation contains many instances of repetition whereas the qualitative interview tends to avoid going over the same details more than once.

C) In a friendly conversation the participants usually avoid abbreviations and jargon but in a qualitative interview the interviewer tries to use the same jargon and expressions familiar to the participant.

D) In a friendly conversation, the participants tend to speak out of turn and cut each other off whereas in a qualitative interview the interviewer will often interrupt the participant’s response in order to ask for clarification.

E) During a friendly conversation, a pause or brief silence is acceptable whereas in a qualitative interview pauses can be used by the interviewer to get the interviewee to elaborate on a previous point.

Answer: E Diff: 6 Type: MC Page Ref: 253

Topic: Introduction Skill: 44 Identifies field research entry and qualitative interview techniques.

14) In qualitative interviewing, ________ and ________ sampling techniques are typically used.

A) random, probability B) purposive, probability C) random, snowball D) purposive, snowball E) purposive, random Answer: D Diff: 5 Type: MC Page Ref: 254 Topic: The Procedure of Qualitative Interviewing Skill: 44 Identifies field research entry and qualitative interview techniques.

15) Interviewing subjects until the same general themes continue to emerge from the data and no new findings are being revealed is referred to as A) theoretical sampling.

B) theoretical saturation.

C) snowball sampling.

D) selective transcription.

E) inductive theory.

Answer: B Diff: 5 Type: MC Page Ref: 254 Topic: The Procedure of Qualitative Interviewing Skill: 44. Identifies field research entry and qualitative interview techniques.

16) The number of people interviewed in a qualitative study on the construction of bisexual identity is dictated mainly by A) sample sizes from previous research studies.

B) the researcher’s time and resources.

C) the sponsoring organization’s research guidelines.

D) the length of the interview schedule.

E) the number of interviewers available on the research team.

Answer: B Diff: 4 Type: MC Page Ref: 255 Topic: The Procedure of Qualitative Interviewing Skill: 44 Identifies field research entry and qualitative interview techniques.

17) High school student Ricardo Francisco becomes an informant in a qualitative research study on youth gangs in Vancouver. This means that he A) is very familiar with the culture and is in a position to witness significant events.

B) is now able to offer incentives to fellow gang members for participation in the study.

C) is now able to work as research assistant for the study.

D) is immediately accepted by all youth gang members participating in the study.

E) plays the role of a key witness in court when testifying against the illegal activities carried out by members of the gang.

Answer: A

Diff: 5 Type: MC Page Ref: 256 Topic: The Procedure of Qualitative Interviewing Skill: 03 Displays an ability to extend learning to new situations or use in new ways.

18) Which of the following sets is an example of “contrasting informants”?

A) Rookies, and veterans B) The leader in charge of a group, and individuals who people look up to C) Frustrated people, and needy people D) Poor individuals, and unemployed individuals E) An exotic dancer, and a prostitute Answer: A Diff: 2 Type: MC Page Ref: 256 Topic: The Procedure of Qualitative Interviewing Skill: 46 Explains social role and relations in a field site.

19) Professor Simon Salamander listens to the interview recordings from his participants and decides that he only wants to transcribe the parts that are most relevant to his research questions. Professor Salamander is engaging in A) manipulation of the data.

B) selective transcription.

C) truncated transcription.

D) structured transcription.

E) Kvale questioning.

Answer: B Diff: 5 Type: MC Page Ref: 257-258 Topic: Asking Questions in Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

20) Which of the following is an example of a “Specifying Question” in qualitative interviewing?

A) Why do you think people smoke?

B) How many people in your social network smoke?

C) Do you think smoking for all those years has affected your current health?

D) What made you decide to quit smoking?

E) Why do you think your family wanted you to quit smoking?

Answer: D Diff: 7 Type: MC Page Ref: 257 Topic: Asking Questions in Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

21) Which of the following is an example of an “indirect question” used in qualitative interviewing?

A) Why do you think young men are attracted to high-risk sports like heli-skiing?

B) What does it feel like to participate in high-risk sports activities?

C) From what you have said, you really enjoy participating in high-risk sports activities?

D) So, it is all basically about the adrenaline rush?

E) I was just wondering how you feel about high-risk sports in general?

Answer: A

Diff: 6 Type: MC Page Ref: 257 Topic: Asking Questions in Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

22) A question by an interviewer such as “I would now like to discuss another issue . . .” is an example of a(n) A) specifying question.

B) direct question.

C) indirect question.

D) structuring question.

E) introducing question.

Answer: D Diff: 6 Type: MC Page Ref: 258 Topic: Asking Questions in Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

23) Using a form of questioning such as ________ can actually encourage a participant to continue talking.

A) probes B) silence C) asking for details D) talking about specific topics E) the Socratic method Answer: B Diff: 5 Type: MC Page Ref: 258-259 Topic: Asking Questions in Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

24) An interview guide is essential in order to A) get the researcher to stay focused on the research question.

B) keep the researcher to a chronological question order.

C) ensure that the researcher covers all topics.

D) A and B E) A and C Answer: E Diff: 3 Type: MC Page Ref: 259 Topic: Asking Questions in Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

25) Which of the following is NOT one of the advantages of qualitative interviews?

A) They allow the researcher to see the world from the interviewee’s perspective.

B) Reading reports that use qualitative interviewing for data collection is very engaging, and creates a sense of intimacy between the researcher, interviewees, and the reader.

C) Qualitative interviews are a valuable method for studying understudied or previously understudied populations.

D) Qualitative interview data can create theories that can give rise to future research, including quantitative research.

E) Sample sizes are usually small in comparison to those used in quantitative research.

Answer: D Diff: 5 Type: MC Page Ref: 261 Topic: Advantages and Limitations of Qualitative Interviews Skill: 44. Identifies field research entry and qualitative interview techniques.

26) In order to increase the trustworthiness of their qualitative interview data, researchers should ensure that A) their data is made available to other interested researchers who may want to reanalyze it.

B) they interview their respondents more than once.

C) they develop research questions prior to conducting their interviews.

D) their respondents are telling the truth.

E) they select participants who are as homogeneous as possible.

Answer: A Diff: 5 Type: MC Page Ref: 261 Topic: Advantages and Limitations of Qualitative Interviews Skill: 02. Recognizes differences between science and non-scientific approaches to knowledge.

27) A main feature of focus group interviews is A) that the group being interviewed should be as heterogeneous as possible.

B) that the group being interviewed should be as homogeneous as possible.

C) that the group being interviewed should be as diverse as possible D) that the researcher should use a wide variety of related research questions.

E) that the individuals who make up the focus group should be made up of a variety of age categories, ethnic groups, and occupational backgrounds.

Answer: B Diff: 5 Type: MC Page Ref: 263 Topic: Focus Groups Skill: 44. Identifies field research entry and qualitative interview techniques.

28) Which of the following is often a limitation of using focus groups?

A) People won’t talk in a natural setting like a focus group.

B) People in focus groups do not comment on what others in the group said.

C) People feel more empowered, especially marginalized groups in society.

D) In focus groups everyone always comes to total agreement; there is no diversity of opinion.

E) Focus groups produce fewer ideas than those that occur in individual interviews.

Answer: E Diff: 7 Type: MC Page Ref: 264 Topic: Focus Groups Skill: 44. Identifies field research entry and qualitative interview techniques.

29) A limitation of focus group interviews is the so-called “polarization effect.” This means that A) a moderator may unknowingly limit open, free expression of group members.

B) focus group participants produce fewer ideas than individual interviews do.

C) attitudes become more extreme after group discussion.

D) it is not clear whom the members of the focus group are representing— themselves, social groups, or their membership to the focus group.

E) the natural setting allows people to express opinions/ideas freely.

Answer: C Diff: 7 Type: MC Page Ref: 264 Topic: Focus Groups Skill: 44. Identifies field research entry and qualitative interview techniques.

30) Groupthink refers to A) a person whose role is to argue against a dominant idea.

B) a person’s natural desire to avoid conflict and lean toward group consensus, even when the group’s opinion does not reflect his/her own opinion.

C) the tendency for interviewees to think alike.

D) the use of a moderator to get focus group participants to respond similarly on questions.

E) respondents who share similar socio-economic attributes.

Answer: B Diff: 5 Type: MC Page Ref: 264 Topic: Focus Groups Skill: 44. Identifies field research entry and qualitative interview techniques.

31) devil’s advocate Answer: In focus group research, refers to a person whose role it is to argue against a dominant idea and who could introduce new questions and new ways of thinking into the group so as to prevent the tendency toward group conformity.

Diff: 4 Type: ES Page Ref: 265 Topic: Focus Groups Skill: 50. Able to define key terms.

32) direct questions Answer: In qualitative interviewing, questions usually introduced by the interviewer toward the end of the interview in order to address specific topics that may not have been covered.

Diff: 4 Type: ES Page Ref: 257 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

33) focus group Answer: A type of group interview in which an interviewer asks open-ended questions of a small group. Answers are obtained in an open discussion among group members.

Diff: 4 Type: ES Page Ref: 261 Topic: Focus Groups Skill: 50. Able to define key terms.

34) follow-up questions Answer: Refers to questions that are asked in qualitative interviews to get additional description about topics just discussed by the interviewee.

Diff: 4 Type: ES Page Ref: 257 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

35) groupthink Answer: In focus group research, refers to people’s natural desire to avoid conflict and lean toward group consensus, even when the opinion of the group does not reflect their own personal opinions.

Diff: 4 Type: ES Page Ref: 264 Topic: Focus Groups Skill: 50. Able to define key terms.

36) incentive Answer: A general term for the remuneration given to research participants, often in the form of cash.

Diff: 4 Type: ES Page Ref: 255 Topic: The Procedure of Qualitative Interviewing Skill: 50. Able to define key terms.

37) indirect questions Answer: In qualitative interviews, questions that the interviewer asks in order to get a sense of how the interviewee believes other people think, behave, or feel.

Diff: 4 Type: ES Page Ref: 257 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

38) informant Answer: A general term that is used to refer to individuals who participate in qualitative research projects.

Diff: 4 Type: ES Page Ref: 257 Topic: The Procedure of Qualitative Interviewing Skill: 50. Able to define key terms.

39) interpreting questions

Answer: In qualitative interviewing, questions that are asked to ensure that the researcher is interpreting what the interviewee is saying as correctly as possible.

Diff: 4 Type: ES Page Ref: 257 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

40) interview guide Answer: A list of questions that a researcher wishes to address in the course of a qualitative interview.

Diff: 4 Type: ES Page Ref: 259 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

41) introducing questions Answer: In qualitative interviewing, this refers to questions that are general opening questions in which the interviewee is prompted to give his or her account of a situation or experience.

Diff: 4 Type: ES Page Ref: 258 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

42) moderator Answer: Refers to a trained facilitator used in focus group research who guides the focus group discussion.

Diff: 4 Type: ES Page Ref: 261 Topic: Focus Groups Skill: 50. Able to define key terms.

43) probing questions Answer: In qualitative interviews, refers to types of questions used by interviewers to expand on incomplete points they have raised.

Diff: 4 Type: ES Page Ref: 258 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

44) selective transcription Answer: A transcription technique in qualitative interviews where only the parts of interviews that the researcher deems most relevant are transcribed.

Diff: 4 Type: ES Page Ref: 256

Topic: The Procedure of Qualitative Interviewing Skill: 50. Able to define key terms.

45) silence Answer: In qualitative interviews, a technique used by researchers (not saying anything) to get interviewees to continue speaking.

Diff: 4 Type: ES Page Ref: 258 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

46) specifying questions Answer: In qualitative interviews, questions that the researcher asks to get more detailed descriptions about specific aspects of the interviewee’s descriptions.

Diff: 4 Type: ES Page Ref: 258 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

47) structuring questions Answer: Questions used in qualitative interviews to keep the interview on track if it has gone off topic, or to keep the interview moving along.

Diff: 4 Type: ES Page Ref: 258 Topic: Asking Questions in Qualitative Interviews Skill: 50. Able to define key terms.

48) qualitative interview Answer: Refers to a one-on-one interview between a researcher and an interviewee that is usually characterized by being semi-structured and open-ended.

Diff: 4 Type: ES Page Ref: 258-260 Topic: The Procedure of Qualitative Interviewing Skill: 50. Able to define key terms.

49) theoretical saturation Answer: A term associated with the grounded theory approach that refers to the point at which no new themes emerge from the data and sampling is considered complete.

Diff: 4 Type: ES Page Ref: 263 Topic: The Procedure of Qualitative Interviewing Skill: 50. Able to define key terms.

1) What are five things a field researcher does? Briefly describe each one.

Answer: • Observes ordinary events, everyday activities, and unusual occurrences as they happen in natural settings • Becomes directly involved with the people being studied and personally experiences the process of daily social life in the field setting • Acquires an insider’s point of view while maintaining the analytic perspective or distance of an outsider • Uses a variety of techniques and social skills in a flexible manner as the situation demands • Produces data in the form of extensive written notes, as well as diagrams, maps, or pictures to provide very detailed descriptions • Sees events holistically (e.g., as a whole unit, not in pieces) and individually in their social context • Understands and develops empathy for members in a field setting, and does not just record “cold,” objective facts • Notices both explicit and tacit aspects of culture • Observes ongoing social processes without upsetting, disrupting, or imposing an outside point of view • Copes with high levels of personal stress, uncertainty, ethical dilemmas, and ambiguity Diff: 4 Type: ES Page Ref: 269 Topic: Questions Appropriate for Field Research Skill: 46. Explains social role and relations in a field site.

2) What is ethnography? Why is ethnography often considered a methodology rather than a method?

Answer: • Ethnography is basically describing a culture and understanding another way of life from the native or insider’s point of view.

• Ethnographies are a particular approach to doing fieldwork: doing field research is a core part of ethnography but usually just one part of an ethnographic study.

• An ethnographer usually obtains and analyzes other forms of data as well, including qualitative interviews and archival documents.

• Ethnography is a collection of methods that are tied together by an underlying theoretical orientation.

Diff: 7 Type: ES Page Ref: 269-270 Topic: Ethnography Skill: 46. Explains social role and relations in a field site.

3) Describe the basic steps a researcher should follow when preparing a field research project.

Answer: • Step 1: Prepare yourself—read the literature, and defocus.

• Step 2: Select a field site and gain access to it.

• Step 3: Enter the field and establish social relations with members.

• Step 4: Adopt a social role, learn the ropes, and get along with members.

• Step 5: Watch, listen, and collect quality data.

• Step 6: Begin analyzing data and generating working hypotheses.

• Step 7: Focus on specific aspects of the setting and use theoretical sampling.

• Step 8: Conduct field interviews with member informants.

• Step 9: Disengage, and physically leave the setting.

• Step 10: Complete the analyses and write the research report.

Diff: 4 Type: ES Page Ref: 280-281 Topic: Steps in a Field Research Project Skill: 44. Identifies field research entry and qualitative interview techniques.

4) What three factors are relevant when choosing a field site? Which of these three factors are most applicable to the beginner field researcher? Why? Answer: • Three factors are relevant when choosing a field research site: richness of data, unfamiliarity, and suitability.

• Beginning field researchers should choose an unfamiliar setting because it is easier to see cultural events and social relations in a new site: an unfamiliar site will provide the new field researcher with the environment to develop his or her observation skills, unlike a very familiar site where much of the experiences of the group under study might simply be taken for granted, or assumed to be “normal.”

Diff: 4 Type: ES Page Ref: 273 Topic: Steps in a Field Research Project Skill: 44. Identifies field research entry and qualitative interview techniques.

5) What are the three levels of involvement in field research? What are the advantages and disadvantages of each one?

Answer: • As a complete observer, the researcher’s role is limited to simple observation, without any participation in the activities of his or her study group. There is less risk of “going native” but the researcher is also less likely to get an insider’s experience, and misinterpretation is more likely.

• As a complete participant, the researcher fully experiences the intimate social world of a member; however, a lack of distance from, too much sympathy for, or over-involvement with members is likely so that the researcher’s reports may be questioned, data gathering can be difficult, there can be a dramatic impact on the researcher’s self, and the distance needed for analysis may be hard to attain.

• A semi-participant is someone who participates to some extent with the activities of the group but who does not immerse himself or herself completely in the group’s culture—it is a “middle of the road” approach to involvement so that the researcher is neither a complete participant of the group he or she studies nor is the researcher a complete observer.

Diff: 5 Type: ES Page Ref: 274 Topic: Steps in a Field Research Project Skill: 44. Identifies field research entry and qualitative interview techniques.

6) What are three important issues the field researcher should consider when devising a strategy for entering a field research site?

Answer: • Planning: This involves negotiating and bargaining with gatekeepers for access.

• Negotiation: The researcher should expect to negotiate and explain what he or she is doing over and over in the field; negotiation occurs with each new member in the field site for developing a stable relationship, gaining access, developing trust, obtaining information, and reducing potentially hostile reactions.

• Disclosure: A researcher has to decide how much to reveal about himself or herself and the research project. Disclosure ranges on a continuum from being a fully covert observer, in which no one in the field is aware that research is taking place, to the opposite end, as an overt observer, where everyone knows the specifics of the research project.

Diff: 6 Type: ES Page Ref: 274-275 Topic: Steps in a Field Research Project Skill: 44. Identifies field research entry and qualitative interview techniques.

7) When it comes to adopting a role in the field research setting, what three questions should the researcher ask himself or herself? Briefly describe each issue.

Answer: • “How will I present myself?” Presentation of self: This involves appearance, i.e., what we say, and how we act; a researcher must be aware that self-presentation will influence field relations to some degree (it is difficult to present a highly deceptive front or to present oneself in a way that deviates sharply from the person one is ordinarily).

• “What does it mean for me to be a measurement instrument?” Researcher as instrument: Field researchers are flexible about what to include as data and admit their own subjective insights and feelings such that personal and subjective experiences are part of field data. Instead of trying to be objective and eliminate personal reactions, field researchers should treat their feelings toward field events as data.

• “How can I assume an attitude of strangeness?” An attitude of strangeness: This involves questioning and noticing ordinary details or looking at the ordinary through the eyes of a stranger.

Diff: 5 Type: ES Page Ref: 276-277 Topic: Steps in a Field Research Project Skill: 44. Identifies field research entry and qualitative interview techniques.

8) What kinds of issues are field researchers confronted with when it comes to the problem of adopting social roles in the field research setting?

Answer: • Pre-existing versus created roles: Sometimes a researcher adopts an existing role in order to gain access to all areas of the site, to observe and interact with all members, to have the freedom to move around, and to balance the requirements of researcher and member; at other times a researcher creates a new role or changes an existing one.

• Limits on the role chosen: The field roles open to a researcher are limited by ascriptive factors and physical appearance—some things can be changed, including appearance, dress, or hairstyle, as opposed to things the researcher cannot easily change such as age, race, gender, and attractiveness. Whatever the

case, the researcher should be aware that his or her role is an important feature in social research, especially in relation-gaining access and the kinds of roles a researcher should adopt.

• Normalizing social research: A field researcher not only observes and investigates members in the field but is observed and investigated by its members as well. In overt field research, members are usually at first uncomfortable with the presence of a researcher but this can be dealt with by the researcher by presenting his or her own biography, explaining field research a little at a time, appearing nonthreatening, or accepting minor deviance in the setting.

Diff: 5 Type: ES Page Ref: 278-279 Topic: Steps in a Field Research Project Skill: 46. Explains social role and relations in a field site.

9) In the field, the researcher becomes an instrument that absorbs all sources of information.

What sorts of things does a field researcher observe in order to collect good qualitative field data? Provide examples for each one.

Answer: • Physical surroundings and the physical setting (e.g., the physical layout, the scene) • Physical characteristics of people (e.g., ethnicity, age, sex, stature) • Physical appearances of people (e.g., neatness, dress, and hairstyle) • Behaviour (e.g., where people sit or stand, the pace at which they walk, their nonverbal communication) • The context in which events occur (e.g., Who was present? Who just arrived or left the scene? Was the room hot and stuffy?)

• Serendipity: Being tuned into everything that is happening, even when nothing at all seems to be happening (the ability to keep a record of the seemingly mundane happenings might later be revealed as quite important) • The rhythms of the setting (e.g., waiting—how events occur within their own flow of time) Diff: 3 Type: ES Page Ref: 281 Topic: Steps in a Field Research Project Skill: 45. Capable of taking notes for field research.

10) Describe the various types of field notes that researchers take. What function does each type serve?

Answer: • Jotted notes: Written in the field, they function as short, temporary memory triggers, such as words, phrases, or drawings taken inconspicuously, often scribbled on any convenient item and incorporated into direct observation notes.

• Direct observation notes: These are the basic sources of field data and are written immediately after leaving the field and serve as a detailed description of everything the researcher heard and saw in concrete, specific terms—exact recordings of particular words, phrases, and actions.

• Researcher inference notes: Watching and listening without imposing an interpretation; people constantly infer social meaning on the basis of what they see and hear but not always correctly and for this reason a researcher keeps

inferred meaning separate from direct observation because the meaning of actions is not always self-evident.

• Analytic notes: Methodological ideas that serve the function of record plans, tactics, ethical and procedural decisions, and self-critiques of tactics—“thinking out loud” in the notes by specifying links between ideas, creating hypotheses, proposing conjectures, and developing new concepts.

• Analytical memos: Systematic digressions into theory, where a researcher elaborates on ideas in depth, expands on ideas while still in the field, and modifies or develops more complex theory by rereading and thinking about the memos.

• Personal notes: Personal feelings and emotional reactions of what a researcher sees or hears in the field. Personal notes serve three functions: as an outlet for a researcher and a way to cope with stress; as a source of data about personal reactions; and as a way to evaluate direct observation or inference notes when the notes are later reread.

Diff: 6 Type: ES Page Ref: 282-284 Topic: Steps in a Field Research Project Skill: 45. Capable of taking notes for field research.

11) What are three types of maps and diagrams a field researcher would create? What is the purpose of maps and diagrams?

Answer: • Spatial maps locate people, equipment, and the like in terms of geographical, physical space to show where activities occur (spatial, social, and temporal).

• Social maps show the number or variety of people and the arrangements among them of power, influence, friendship, division of labour, etc.

• Temporal maps show the ebb and flow of people, goods, services, and communications, or schedules.

• Maps and diagrams serve two purposes: they help a researcher organize events in the field, and they help convey a field site to others.

Diff: 6 Type: ES Page Ref: 285-286 Topic: Steps in a Field Research Project Skill: 45. Capable of taking notes for field research.

12) Describe the criteria by which qualitative studies can be assessed that generally correspond to the quantitative concerns of validity, generalizability, reliability, and objectivity. How can the qualitative researcher be sure that each of these criteria is met in his or her research project?

Answer: • Credibility is concerned with how much truth value the results of our qualitative study have; it is comparable to validity in quantitative social research. Three techniques a researcher can use to establish credibility are through memberchecking, prolonged engagement, and the use of negative case analysis.

• Transferability has to do with the extent to which the findings of the study can be applied to other contexts; it is comparable to the idea of generalizability in qualitative research. It can be established through thick description.

• Dependability has to do with how consistent the researcher’s results would be if the study were repeated under similar conditions; it is most closely associated

with the idea of reliability in quantitative research. It is established through external audit.

• Confirmability is concerned with the extent to which the research is neutral and is not simply the product of the researcher’s biases or motivations; it is related to objectivity in quantitative research. It can be established through an external audit and also reflexivity.

Diff: 8 Type: ES Page Ref: 285-288 Topic: Relations in the Field Skill: 5. Shows an awareness of appropriate research procedures/processes for diverse situations.

13) Briefly describe the main features of “participatory action research” (PAR). What one major feature distinguishes this approach from all other quantitative and qualitative approaches?

Answer: • PAR is an approach to research that questions the authority and power of the researcher in relation to what he or she is studying and thus represents an orientation to research rather than a specific technique.

• PAR questions the assumption that the researcher is the sole “expert” on the topic.

• The objectives of the research are motivated by a desire for social change.

• The findings of PAR are specifically oriented to help facilitate social change.

• Unlike other approaches, in PAR the people who are being studied are included as active members (co-investigators) of the research process and are engaged in all aspects of research design, data collection, and interpretation of results.

Diff: 7 Type: ES Page Ref: 288-292 Topic: Observing and Collecting Data Skill: 46. Explains social role and relations in a field site.

14) Field researchers often use nonprobability samples, which means that they may take a smaller, selective set of observations from all possible observations. Identify and briefly describe four different types of units a field researcher might sample.

Answer: • Time: A researcher samples time by observing a setting at different times—he or she observes at all times of the day, on every day of the week, and in all seasons to get a full sense of how the field site stays the same or changes.

• Location: A researcher samples locations because one location may give depth, but a narrow perspective—sitting or standing in different locations helps the researcher get a sense of the whole site.

• People: Field researchers sample people by focusing their attention on different kinds of people—old-timers and newcomers, old and young, males and females, leaders and followers.

• Events: A field researcher also samples various kinds of events—routine, special, and unanticipated.

Diff: 6 Type: ES Page Ref: 288-289 Topic: Observing and Collecting Data Skill: 5. Shows an awareness of appropriate research procedures/processes for diverse situations.

15) Describe four ethical dilemmas that field researchers are most likely to confront during and after the course of their research. How should the field researcher deal with each dilemma?

Answer: • Deception: The research may be covert or overt—covert research may be necessary for entering into and gaining a full knowledge of many areas of social life but it undermines a trust between researchers and society. Covert research is never preferable because of the difficulties of maintaining a front and the constant fear of getting caught.

• Confidentiality: A researcher learns intimate knowledge that is given in confidence; thus he or she has a moral obligation to uphold the confidentiality of data (e.g., keeping information confidential from others in the field and disguising members’ names in field notes).

• Involvement with deviants: The researcher faces a dilemma of building trust and rapport with the deviants while at the same time not becoming so involved as to violate his or her basic personal moral standards. The researcher should make an explicit arrangement with the deviant members.

• Publishing field reports: A researcher cannot publish anything that might offend or harm someone. Some researchers ask members to look at a report to verify its accuracy and to approve their portrayal in print.

Diff: 6 Type: ES Page Ref: 290 Topic: Ethical Dilemmas of Field Research Skill: 13. Explains the need to balance competing ethical principles.

16) What type of study best typifies field research?

A) An examination of the similarities and differences in attitudes or behaviours between two groups of people B) A study that requires the researcher to administer a survey to individuals in small group settings C) Studying people in a specific location or a particular setting D) Situations where the researcher is not able to directly interact with the participants E) Any study that requires analysis of a sampled population Answer: C Diff: 3 Type: MC Page Ref: 269 Topic: Questions Appropriate for Field Research Skill: 6. Explains reasons for using a specific research process/procedure.

17) Ethnography is often considered a ________ rather than a ________.

A) method, methodology B) methodology, method C) technique, method D) general theoretical orientation, specific theoretical orientation E) method, technique Answer: B Diff: 7 Type: MC Page Ref: 269-270 Topic: Ethnography Skill: 50. Able to define key terms.

18) A cultural norm such as knowing the appropriate distance at which to stand from others is a specific example of A) universal knowledge.

B) naturalism.

C) explicit knowledge.

D) observational knowledge.

E) tacit knowledge.

Answer: E Diff: 7 Type: MC Page Ref: 270 Topic: Ethnography Skill: 50. Able to define key terms.

19) Which of the following statements best describes the art and logic of field research?

A) It is easily replicated.

B) It is the most expensive data collection technique.

C) It produces generalizable laws about human behaviour.

D) It is usually conducted by a researcher alone or in a small team.

E) It involves looking at a setting from a single point of view or perspective.

Answer: D Diff: 4 Type: MC Page Ref: 271 Topic: The Logic of Field Research Skill: 50. Able to define key terms.

20) Naturalism and direct involvement mean that field research is ________ than quantitative research.

A) less structured B) more structured C) less meaningful D) more rigid E) less flexible Answer: A Diff: 6 Type: MC Page Ref: 271 Topic: Steps in a Field Research Project Skill: 6. Explains reasons for using a specific research process/procedure.

21) What are the three most relevant factors a beginner should consider when selecting a field research site?

A) Richness of data, familiarity with the site, and suitability of the site B) Ease of entry, familiarity with the site, and suitability of the site C) Richness of data, ease of entry, familiarity with the site D) Richness of data, unfamiliarity with the site, and suitability of the site E) Richness of data, ease of entry, and suitability of the site Answer: D Diff: 4 Type: MC Page Ref: 273 Topic: Steps in a Field Research Project Skill: 46. Explains social role and relations in a field site.

22) Professor John Johnson has selected a field research site based on the following criteria: the amount of time available to him for carrying out the project, his research skills, and the kinds of conflicts that exist between people who inhabit the site. On what basis did the professor make his choice?

A) Unfamiliarity with the site B) Familiarity with the site C) Suitability of the site D) Richness of data E) Accessibility to the site Answer: C Diff: 4 Type: MC Page Ref: 273 Topic: Steps in a Field Research Project Skill: 46. Explains social role and relations in a field site.

23) As a ________, the researcher’s role is limited to simple observation.

A) complete participant B) semi-observer C) complete observer D) overt observer E) semi-participant Answer: C Diff: 2 Type: MC Page Ref: 274 Topic: Steps in a Field Research Project Skill: 46. Explains social role and relations in a field site.

24) During which of the following steps or phases in field research does a researcher need to become concerned with issues of negotiation and disclosure?

A) During the preparation, reading, and defocusing phase.

B) When selecting a field site and thinking about how to gain access to it.

C) When entering the field and establishing social relations with members of the field site.

D) During the process of adopting a social role and learning the ropes.

E) At every step of the research process.

Answer: C Diff: 5 Type: MC Page Ref: 275 Topic: Steps in a Field Research Project Skill: 46. Explains social role and relations in a field site.

25) In field research, the instrument for measuring field data A) is the field site.

B) are the recorded conversations and observations with the members of the field site.

C) are the members of the field site.

D) are the field notes.

E) is the researcher.

Answer: E Diff: 8 Type: MC Page Ref: 276 Topic: Steps in a Field Research Project Skill: 46. Explains social role and relations in a field site.

26) As a field researcher Sally Ann adopts the attitude of strangeness. This means that she A) is strange, because only strange people want to do social research.

B) finds it difficult to conduct social research on strangers.

C) acts as if she knows less than she really does and puts on a “front” as if she were ignorant of what is going on.

D) remains distant, cold, and angry toward members in the field setting.

E) questions and notices ordinary details as if she was a stranger.

Answer: E Diff: 4 Type: MC Page Ref: 277 Topic: Steps in a Field Research Project Skill: 46. Explains social role and relations in a field site.

27) During her field research project at a day-care centre, Sally Ann described social research to the day-care centre workers, told them about her own background, and ignored minor violations of official rules. This illustrates A) normalizing field research.

B) use of small favours.

C) negotiating with a gatekeeper.

D) appearance of interest.

E) attitude of strangeness.

Answer: A Diff: 6 Type: MC Page Ref: 279 Topic: Relations in the Field Skill: 1. Applies abstract learning to realistic situations.

28) When observing in the field observation, Sally Ann helped the day-care teachers clean up at the end of the day. She also answered the telephone when everyone else was busy.

This illustrates A) “cooling out” the gatekeepers.

B) the use of small favours.

C) appearances of interest.

D) managing conflicts in the field.

E) cultivating social relations.

Answer: B Diff: 4 Type: MC Page Ref: 279 Topic: Relations in the Field Skill: 1. Applies abstract learning to realistic situations.

29) If one is in a field setting where there are opposing groups in conflict with one another, the best thing to do is A) immediately choose one group and side with it. Becoming a strong advocate for its position is the best way to gain trust and intimacy.

B) leave the field immediately. Researchers must avoid all conflict and stay neutral.

C) try to be as impartial as possible. Explain that you are neutral to both sides to keep lines of communication open.

D) take an active role as mediator. Use your influence to get the groups to be friendly with each other and end their fighting.

E) use the opportunity to leave the setting entirely. A field researcher must never be privy to group conflict.

Answer: C Diff: 5 Type: MC Page Ref: 279-280 Topic: Relations in the Field Skill: 46. Explains social role and relations in a field site.

30) Which of the following is a recommendation for taking good field notes?

A) Totally substitute tape or video recording for the old-fashioned system of writing notes.

B) Record field events in any order; do not worry about putting them in a time order or organizing them chronologically.

C) Ignore small talk or routine information that does not seem important to save space.

D) Do not “let your feelings flow,” but be objective and think through everything before writing, using complete sentences, proper punctuation, and correct spelling.

E) Reread notes periodically and record any ideas that come to you by the rereading.

Answer: E Diff: 5 Type: MC Page Ref: 282 Topic: Observing and Collecting Data Skill: 45. Capable of taking notes for field research.

31) During the process of observation in the field site, the researcher notes seemingly mundane and trivial details, such as neatness, dress, and hairstyle. What broader category of observations do neatness, dress, and hairstyle refer to?

A) Physical surroundings B) Physical characteristics C) Behaviour D) Physical appearances E) The rhythms of the setting Answer: D Diff: 3 Type: MC Page Ref: 282 Topic: Observing and Collecting Data Skill: 45. Capable of taking notes for field research.

32) A field researcher’s jotted notes should A) only include key words or short phrases to stir the memory.

B) be written inconspicuously, especially for covert observation.

C) never be a complete substitute for field notes.

D) be written on a small notebook, the back of a pamphlet, or even on a napkin if necessary.

E) all of the above.

Answer: E Diff: 5 Type: MC Page Ref: 283 Topic: Observing and Collecting Data Skill: 45. Capable of taking notes for field research.

33) When does theory come into play in a field research study?

A) Theory is used prior to beginning the data collection.

B) Theory is developed after the data are collected.

C) Researchers develop theory in the field while collecting data.

D) Theory does not exist anywhere in any form in field research.

E) A, B, and C. Answer: E Diff: 2 Type: MC Page Ref: 284 Topic: Observing and Collecting Data Skill: 45. Capable of taking notes for field research.

34) Dren Derob’s field notes containing his observations of behaviour in a university computer lab contained the following observation: “Sandy appears very self-conscious of herself today . . . she seems a little out of place . . . I think she’s nervous about something.” What type of field note does this kind of observation refer to?

A) Direct observation note B) Researcher inference note C) Jotted note D) Analytic note E) Personal note Answer: B Diff: 6 Type: MC Page Ref: 284 Topic: Observing and Collecting Data Skill: 45. Capable of taking notes for field research.

35) During his observation of behaviour in a university computer lab, Dren Derob made a map that illustrated the placement of chairs, tables, computer monitors, the chalkboard, doorways, and windows. What kind of map did Dren make?

A) A spatial map B) A spatial map and a temporal map C) A temporal map and a social map D) A temporal map E) A social map Answer: A Diff: 6 Type: MC Page Ref: 285 Topic: Observing and Collecting Data Skill: 45. Capable of taking notes for field research.

36) In relation to the quality of data gathered during observations of a field site, which of the following statements best describes the concern regarding transferability?

A) How consistent the results would be if the study were repeated under similar conditions.

B) An awareness of how the researcher may be influencing the behaviour of the group being studied.

C) Asking members of the group whether or not they agree with the researcher’s findings and conclusions.

D) The extent to which the researcher has remained in the field long enough in order to make informed conclusions about what is being observed.

E) The extent to which the findings of the study can be applied to other contexts.

Answer: E Diff: 7 Type: MC Page Ref: 285-288 Topic: Observing and Collecting Data Skill: 46. Explains social role and relations in a field site.

37) Some experienced researchers argue that when theory building has reached a point of saturation, it is time to A) write up the results.

B) analyze the field notes and other sources of data taken from the research site.

C) start looking for additional sources of information.

D) leave the field.

E) consider what the secondary literature has said about similar kinds of research.

Answer: E Diff: 7 Type: MC Page Ref: 289 Topic: Leaving the Field Skill: 46. Explains social role and relations in a field site.

38) When does “guilty knowledge” occur?

A) A researcher becomes over-involved in the field setting and loses objectivity or the role of researcher becomes a complete participant.

B) The researcher selects a smaller set of observations based on time or activity in order to further develop theory and test developing hypotheses.

C) Members tell the researcher untruths to purposely mislead or give a false view.

D) A researcher learns about secret illicit or illegal activities during the course of conducting field research.

E) A person with formal or informal authority controls access to the field setting.

Answer: D Diff: 5 Type: MC Page Ref: 290 Topic: Ethical Dilemmas of Field Research Skill: 12. Recognizes and can apply ethical principles to social research situations.

39) The field researcher should A) not expect personal stress or psychological discomfort, but plan for a relaxing and totally enjoyable experience.

B) disguise or obscure the names of those being studied and keep information confidential or even write them in code.

C) never use personal connections or friendships to gain entry into a field setting.

D) resolve all ethical dilemmas, problems, and issues before entering the field.

E) avoid the “learner” or “incompetent” social role, but instead appear to be in command at all times and be the expert on the scene.

Answer: B Diff: 4 Type: MC Page Ref: 290 Topic: Ethical Dilemmas of Field Research Skill: 12. Recognizes and can apply ethical principles to social research situations.

40) analytical memos Answer: The written notes a qualitative researcher takes during data collection and afterward to develop concepts, themes, or preliminary generalizations.

Diff: 4 Type: ES Page Ref: 284 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

41) appearance of interest

Answer: A technique in field research in which a researcher maintains relations in a field site by pretending to be interested and excited by the activities of people being studied, even thought the researcher may be uninterested or very bored.

Diff: 4 Type: ES Page Ref: 280 Topic: Relations in the Field Skill: 50. Able to define key terms.

42) attitude of strangeness Answer: A technique in field research in which researchers study a field site by mentally adjusting to “see” it as if looking at it for the first time or from the viewpoint of a stranger.

Diff: 4 Type: ES Page Ref: 276 Topic: Relations in the Field Skill: 50. Able to define key terms.

43) audit trail Answer: A way of establishing the trustworthiness criterion of confirmability by collecting detailed and transparent qualitative data throughout the research process.

Diff: 4 Type: ES Page Ref: 288 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

44) confirmability Answer: A component of establishing trustworthiness that relates to the extent to which the findings of a qualitative study are value-free.

Diff: 4 Type: ES Page Ref: 288 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

45) credibility Answer: An aspect of trustworthiness, which relates to how much truth value the results of a qualitative study have.

Diff: 4 Type: ES Page Ref: 286 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

46) dependability Answer: An aspect of establishing trustworthiness of qualitative data in which data are assessed and evaluated in terms of how likely it is that similar results would be obtained if the study were repeated.

Diff: 4 Type: ES Page Ref: 288 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

47) direct observation notes Answer: Notes taken during field research in which a researcher attempts to include all detail and specifics that were heard or observed in the field site. They are usually written in chronological order and in a way that permits interpretation afterward.

Diff: 4 Type: ES Page Ref: 283 Topic: Observing and Collecting Data

Skill: 50. Able to define key terms.

48) ethnography Answer: An approach to field research that emphasizes a very detailed description of a different culture from the viewpoint of an insider of that culture to develop a greater understanding of it.

Diff: 4 Type: ES Page Ref: 269 Topic: Ethnography Skill: 50. Able to define key terms.

49) external audit: Answer: A way of establishing dependability and confirmability in qualitative research wherein researchers outside of the study examine qualitative data in order to see if they would have come to the same results as the original researcher.

Diff: 4 Type: ES Page Ref: 288 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

50) field site Answer: The one or more natural locations where a research conducts field research observations.

Diff: 4 Type: ES Page Ref: 272 Topic: Steps in a Field Research Project Skill: 50. Able to define key terms.

51) go native Answer: What occurs when a researcher in field research gets overly involved and stops being a researcher. He/she loses all distance or objectivity and becomes one of the people being studied.

Diff: 4 Type: ES Page Ref: 279 Topic: Relations in the Field Skill: 50. Able to define key terms.

52) guilty knowledge Answer: Illegal, unethical, or immoral activity that a field researcher learns about during the study of a field site and the members in it.

Diff: 4 Type: ES Page Ref: 290 Topic: Ethical Dilemmas of Field Research Skill: 50. Able to define key terms.

53) jotted notes Answer: In field research, what a researcher inconspicuously writes while in the field site on whatever is convenient. It is a small amount of writing that serves to “jog the memory” later.

Diff: 4 Type: ES Page Ref: 283 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

54) member-checking

Answer: A way of establishing the trustworthiness criterion of credibility, where members of the study group are consulted about whether they agree with the researcher’s conclusions and interpretations.

Diff: 4 Type: ES Page Ref: 286 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

55) naturalism Answer: The principle that researchers should examine events as they occur in natural, everyday, ongoing social settings.

Diff: 4 Type: ES Page Ref: 271 Topic: The Logic of Field Research Skill: 50. Able to define key terms.

56) negative case analysis Answer: A way of establishing the trustworthiness criterion of credibility where the researcher closely examines cases that deviate from the dominant pattern.

Diff: 4 Type: ES Page Ref: 286 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

57) normalize social research Answer: A set of techniques in field research used to make the people being studied feel more comfortable with the research process and help them to accept the researcher’s presence.

Diff: 4 Type: ES Page Ref: 279 Topic: Relations in the Field Skill: 50. Able to define key terms.

58) prolonged engagement Answer: When a researcher remains in the field long enough to make informed conclusions about what he or she is studying. Also used so that the researcher can be exposed to a variety of different settings and develop a rapport with members of the study group.

Diff: 4 Type: ES Page Ref: 286 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

59) reflexivity Answer: A technique for establishing confirmability in qualitative research where the researcher is self-aware of his or her influence and potential bias.

Diff: 4 Type: ES Page Ref: 288 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

60) thick description Answer: Used to establish the transferability of a qualitative study through the detailed notes of a researcher.

Diff: 4 Type: ES Page Ref: 288

Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

61) transferability Answer: The component of establishing trustworthiness in qualitative research that is concerned with how generalizable the findings are.

Diff: 4 Type: ES Page Ref: 288 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

62) trustworthiness Answer: An alternative set of criteria by which to assess the validity and reliability of qualitative research.

Diff: 4 Type: ES Page Ref: 288 Topic: Observing and Collecting Data Skill: 50. Able to define key terms.

1) What are the main emphases of historical–comparative research? What sorts of research questions does it address? What types of research is it most appropriate for?

Answer: • H-C is a useful method for addressing big questions: “How did major societal change take place?” “What fundamental features are common to most societies?”

“Why did current social arrangements take a certain form in some societies but not in others?”

• H-C research is suited for examining the combinations of social factors that produce a specific outcome (e.g., civil war).

• H-C is appropriate for comparing entire social systems to see what is common across societies and what is unique to them—it is especially appropriate for comparing the same social processes and concepts in different cultural or historical contexts.

• H-C research can apply a theory to specific cases to illustrate its usefulness.

• H-C can strengthen conceptualization and theory building—by looking at historical events or diverse cultural contexts, a researcher can generate new concepts in order to broaden the perspective; concepts can be also grounded in the experiences of people living in specific cultural and historical contexts.

Diff: 7 Type: ES Page Ref: 292-294 Topic: Historical–Comparative Research Skill: 06. Explains reasons for using a specific research process/procedure.

2) Describe five specific similarities between historical–comparative research and field studies. Be certain to emphasize how both approaches are firmly grounded in the interpretive approach in social science research.

Answer: • Both H-C research and field research recognize that the researcher’s point of view both involve interpretation, which introduces the interpreter’s location in time, place, and worldview; it recognizes that a researcher’s reading of historical or comparative evidence is influenced by an awareness of the past and by living in the present.

• Both H-C research and field research examine a great diversity of data whereby the researcher becomes immersed in data to gain an empathic understanding of events and people in order to capture subjective feelings and note how everyday, ordinary activities signify important social meaning.

• Both H-C and field researchers use grounded theory during the process of data collection.

• In both H-C and field research, the researcher’s meaning system frequently differs from that of the people he or she studies, but the researcher nevertheless tries to penetrate and understand their point of view.

• Both H-C and field researchers focus on process and sequence in that they see the passage of time and process as essential to how people construct social reality.

• Generalization and theory are limited in H-C and field research as is replication— neither deduces propositions or tests hypotheses in order to uncover fixed laws, and both regard replication as unrealistic because each researcher has a unique perspective and assembles a unique body of evidence.

Diff: 7 Type: ES Page Ref: 297 Topic: The Logic of Historical–Comparative Research

Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research.

3) Describe five features that are specific and unique to historical–comparative research.

Answer: • H-C research usually relies on limited and indirect evidence because direct observation or involvement by a researcher is often impossible: the researcher is limited to what has not been destroyed and what leaves a trace, record, or other evidence behind. Historical–comparative researchers must also interpret the evidence. Different people looking at the same evidence often ascribe different meanings to it, so a researcher must reflect on evidence.

• Compared to the people being studied, an H-C researcher is usually more aware of events occurring prior to the time studied, events occurring in places other than the location studied, and events that occurred after the period studied. This awareness gives the researcher a greater sense of coherence than was experienced by those living in the past or in an isolated social setting that the researcher guards against in a reconstruction.

• H-C researchers recognize the capacity of people to learn, make decisions, and act on what they learn to modify the course of events. The researcher asks whether people were conscious of certain things.

• An H-C researcher integrates the micro (small-scale, face-to-face interaction) and macro (large-scale social structures) levels.

• H-C researchers shift between details of specific context and making general comparisons.

• The use of transcultural concepts in comparative analysis is analogous to the use of transhistorical ones in historical research: in comparative research, a researcher translates the specifics of a context into a common, theoretical language. In historical research, theoretical concepts are applied across time.

Diff: 6 Type: ES Page Ref: 297-298 Topic: The Logic of Historical–Comparative Research Skill: 06. Explains reasons for using a specific research process/procedure.

4) Outline, in chronological order, each of the six steps in a historical–comparative research project.

Answer: • Conceptualizing the object of inquiry: Becoming familiar with the setting and conceptualizing what is being studied. It is impossible to begin serious research without a framework of assumptions, concepts, and theory; concepts and evidence interact to stimulate research.

• Locating evidence: This involves extensive bibliographic work in libraries, travels to specialized research libraries or archives, much reading, and often learning foreign languages. Locating evidence specifically involves taking numerous detailed notes, and developing a file on themes or working hypotheses.

• Evaluating quality of evidence: The H-C researcher gathers evidence with two questions in mind: (1) How relevant is the evidence to emerging research questions and evolving concepts? (2) How accurate and strong is the evidence?

An H-C researcher reads evidence for three things: the implicit conceptual frameworks, particular details, and empirical generalizations.

•

Organizing evidence: As a researcher gathers evidence and locates new sources, he or she begins to organize the data. A researcher begins a preliminary analysis by noting low-level generalizations or themes followed by organizing evidence using theoretical insights to stimulate new ways to organize data and new questions to ask of evidence. Preliminary evidence organizes the evidence into a theme.

• Synthesizing: Once most of the evidence is in, the researcher refines concepts, creates new ones, and moves toward a general explanatory model.

• Writing a report: The careful crafting of evidence and explanation makes or breaks H-C research. A researcher distills mountains of evidence into exposition and prepares extensive footnotes into a convincing picture that “tells a story” to readers.

Diff: 7 Type: ES Page Ref: 299-300 Topic: Steps in a Historical–Comparative Project Skill: 06. Explain reasons for using a specific research process/procedure.

5) What types of historical evidence do historical–comparative researchers draw upon? Who would have produced this evidence?

Answer: • Primary sources: The letters, diaries, newspapers, movies, novels, articles of clothing, photographs, and so forth of those who lived in the past that have survived to the present are primary sources. They are found in archives, in private collections, in family closets, and in museums.

• Secondary sources: To get a broader picture, many H-C researchers use secondary sources, the writings of specialist historians who have spent years studying primary sources.

• Running records: Files or existing statistical documents maintained by organizations (e.g., a file in a country church that contains a record of every marriage and every death from 1910 to the present).

• Recollections: The words or writings of individuals about their past lives or experiences based on memory are recollections. These can be in the form of memoirs, autobiographies, or interviews.

Diff: 3 Type: ES Page Ref: 300-302 Topic: Data and Evidence in Historical Context Skill: 47. Explains the complexities of historical–comparative data gathering.

6) What are some problems that the comparative–historical researcher confronts when dealing with narrative history (accounts of the past written by historians)?

Answer: • Basically, the H-C researcher must read though weak concepts, unknown selection criteria, and unclear causal logic; theory may reside beneath the narrative but it remains implicit and hidden.

• Historians rarely present theory-free, objective “facts”—they implicitly frame raw data, categorize information, and shape evidence using concepts that are vague, applied inconsistently, and lack exclusivity and exhaustiveness.

• Historians also choose and select only some information from all possible evidence and leave other information out, but the problem for the H-C researcher is that he or she does not know how this was done (selection criteria).

•

The typical historian’s research practice introduces an individualist bias which serves to produce only a narrow focus on the actions of specific people. The problem for the H-C researcher when dealing with these kinds of secondary sources is that this particularistic, micro-level view directs attention away from integrating themes or patterns.

• Traditional historians organize evidence as a narrative history, which means that concepts remain undefined or vague.

• Narrative history frequently obscures causal processes.

• Narratives rarely explicitly indicate how combination or interaction effects occur.

Diff: 7 Type: ES Page Ref: 302-303 Topic: Data and Evidence in Historical Context Skill: 47. Explains the complexities of historical–comparative data gathering.

7) In relation to primary sources, what two criteria does a historical–comparative researcher use in order to evaluate documents and other sources? Briefly describe this evaluation process and the kinds of issues that each mode of evaluation is concerned with.

Answer: • External criticism: Evaluating the authenticity of a document itself to be certain that it is not a fake or a forgery. It involves asking questions: “Was the document created when it is claimed to have been, in the place where it was supposed to be, and by the person who claims to be its author?” “Why was the document produced to begin with, and how did it survive?”

• Internal criticism: Once a source meets the criteria of external criticism, the document’s contents are examined in order to establish credibility. That is, a researcher evaluates whether what is recorded was based on what the author directly witnessed or is second-hand information; he or she also examines the subtle connotations or intentions, verifying the content, the language usage at the time, and the context of statements within the document.

Diff: 7 Type: ES Page Ref: 304-305 Topic: Data and Evidence in Historical Context Skill: 47. Explains the complexities of historical–comparative data gathering.

8) Why is equivalence of crucial importance in comparative–historical research? Which feature of quantitative research does the problem of equivalence most closely resemble?

What specific types of equivalence should be of utmost concern to the historical– comparative researcher? How are potential problems with equivalence dealt with?

Answer: • Without equivalence, a researcher cannot use the same concepts or measures in different cultures or historical periods—this makes comparison difficult, if not impossible.

• Equivalence is similar to the problems that arise with measurement validity in quantitative research.

• Types of equivalence include the following: o Lexicon equivalence: The correct translation of words and phrases, or finding a word that means the same thing as another word. Back translation is used to achieve lexicon equivalence. o Contextual equivalence: The correct application of terms or concepts in different social or historical contexts. It is an attempt to achieve equivalence

within specific contexts. Ensuring that concepts and ideas are always placed in the correct historical context is used to ensure contextual equivalence. o Conceptual equivalence: Use the same concept across divergent cultures or historical eras. Here the historical–comparative researcher must ask himself or herself whether it is possible to create concepts (e.g., “class”) that are true, accurate, and valid representations of social life in two or more cultural or historical settings that are very different. o Measurement equivalence: Measuring the same concept in different settings.

The historical–comparative researcher must examine many sources of partial evidence in order to measure or identify a theoretical construct.

Diff: 7 Type: ES Page Ref: 305-307 Topic: Equivalence in Historical–Comparative Research Skill: 47. Explains the complexities of historical–comparative data gathering.

9) Describe the main feature that quantitative content analysis and qualitative content analysis have in common with each other. What are the key differences between quantitative content analysis and qualitative analysis?

Answer: • In both approaches, a researcher uses a coding procedure or a systematic set of codes that are allocated to data segments of text.

• Both approaches look for patterns.

• In quantitative approaches to content analysis, manifest (or clearly observable) content is usually the focus, while in qualitative approaches, attention shifts to revealing implied meanings and motives.

• Quantitative content analysis uses segments of text to identify instances of a code (i.e., how many times it appears) while qualitative content analysts are more likely to examine entire texts at once for their meaning.

• Quantitative content analysis focuses on the counting of various instances of a code, while in qualitative content analysis the data analysis techniques are quite different.

• Quantitative content analysis focuses on the counting of various instances of a code to develop statistical relationships between variables whereas qualitative content analysis identifies general themes that run through the different texts and organizes and links these general themes into a coherent theory about social life.

• Quantitative content analysis often finds patterns by using statistical techniques, while patterns and linkages between codes in qualitative content analysis are discovered through the coding process.

• Quantitative content analysis is usually presented through the use of statistical tables and graphs, while qualitative content analysis usually provides evidence of themes and their linkages through extensive quotation and the development of a narrative around the themes that explains their connectedness.

Diff: 7 Type: ES Page Ref: 308-309 Topic: Qualitative Content Analysis Skill: 48. Explains qualitative data coding and data analysis strategies.

10) What are three different approaches a researcher can use when undertaking content analysis? Describe each one.

Answer:

•

Summative content analysis: The focus is on manifest and latent content where the appearance of words or particular content in textual material is recorded for frequency. Equal attention is paid to latent meaning and the development of codes in the data analysis process.

• Conventional content analysis: Codes are developed only during data analysis (grounded theory) and are derived from the data. Once codes are developed, patterns are detected and linkages among the codes are identified in order to generate a theory.

• Directed content analysis: It employs a deductive approach to theory where predetermined codes are derived from theory but codes are also determined during the data analysis when additional codes are added if they do not fit into the pre-existing and originally developed coding frame.

Diff: 7 Type: ES Page Ref: 309-311 Topic: Qualitative Content Analysis Skill: 48. Explains qualitative data coding and data analysis strategies.

11) What specific ethical guidelines must the historical–comparative researcher be mindful of when engaging in this type of research?

Answer: • Since it is difficult to replicate research based on primary material, the researcher’s selection criteria for use of evidence and external criticism of documents must be mindful of issues pertaining to the integrity of the individual researcher.

• The researcher must be mindful of how the protection of privacy may interfere with the researcher’s right to gather evidence—a person’s descendants may want to destroy or hide private papers or evidence of scandalous behaviour, or major political figures (e.g., prime ministers) may want to hide embarrassing official documents.

• A researcher should be careful to establish good relations with the host country’s government when visiting a foreign country with different cultures—the researcher should not take data out of the country without giving something (e.g., results) in return.

Diff: 7 Type: ES Page Ref: 311 Topic: Ethical Concerns and Trustworthiness in H–C and Qualitative Content Analysis Skill: 13. Explains the need to balance competing ethical principles.

12) H-C research helps a researcher identify aspects of social life that are A) specific to a particular point in time.

B) general across several units.

C) hidden within a particular context.

D) narrowly defined within a particular historical context.

E) empirically specific to one unit of analysis.

Answer: B Diff: 4 Type: MC Page Ref: 293 Topic: Historical–Comparative Research Skill: 47. Explains the complexities of historical–comparative data gathering.

13) Which of the following research questions is directly applicable to H-C research?

A) How do recent changes in big cities like London, Toronto, New York, and Tokyo reveal the rise of a new urban global system?

B) What was it like to live in a hamlet in a remote region of the Yukon during the Gold Rush days?

C) What is the causal relationship between gender and occupational earnings?

D) How do residents feel about recent episodes of vandalism in their neighbourhood?

E) How do members of the Amish community in the Kitchener-Waterloo region engage in helping behaviour?

Answer: A Diff: 4 Type: MC Page Ref: 294 Topic: Historical–Comparative Research Skill: 47. Explains the complexities of historical–comparative data gathering.

14) Which of the following statements is FALSE about historical–comparative research?

A) H-C researchers are flexible and adjust their initial concepts. They question or focus based on what they find in the evidence.

B) H-C researchers attempt to control bias that may arise from a point of view or perspective. They are totally neutral and objective.

C) H-C researchers often use “grounded theory.”

D) H-C researchers focus on sequence and process. They tend to see social reality as constructed over time.

E) H-C researchers “translate” another culture or time period into terms that a reader can understand.

Answer: B Diff: 7 Type: MC Page Ref: 295-296 Topic: The Logic of Historical–Comparative Research Skill: 05. Shows awareness of appropriate research procedures/processes for diverse situations.

15) The pure historian and the H-C sociologist differ in terms of research strategies. The H-C sociologist is more likely to A) use primary evidence much more than secondary or other evidence.

B) use a pure idiographic approach.

C) use primary data to study details of a very specific place and time (e.g., what did slaveholders in Smallsville, Mississippi, do in 1842?).

D) make some empirical generalizations and use limited theory.

E) A and C. Answer: D Diff: 6 Type: MC Page Ref: 295-296 Topic: The Logic of Historical–Comparative Research Skill: 47. Explains the complexities of historical–comparative data gathering.

16) Which one of the following features is common to both H-C research and field research?

A) H-C approaches and field research try to discover universal laws about human social behaviour.

B) Both perspectives share the view that people construct meaning within structures.

C) Both approaches attempt to link the macro to micro levels of analysis of social reality.

D) Both perspectives assume that social forces shape individual behaviour.

E) Historical–comparative approaches and field research both remove the researcher’s perspective from the research process.

Answer: B Diff: 4 Type: MC Page Ref: 296 Topic: The Logic of Historical–Comparative Research Skill: 47. Explains the complexities of historical–comparative data gathering.

17) Which the following, according to positivists, is a weakness of H-C research?

A) It helps researchers examine aspects of social life that are general across units.

B) It raises new questions and stimulates theory.

C) It exposes weaknesses in research design.

D) It is often based on a small number of cases.

E) It helps researchers develop concepts that are not specific to one culture or historical period.

Answer: D Diff: 7 Type: MC Page Ref: 296 Topic: The Logic of Historical–Comparative Research Skill: 47. Explains the complexities of historical–comparative data gathering.

18) Which of the following is a characteristic of a distinct H-C research method?

A) It focuses on the macro-level only and excludes the micro-level.

B) It tests hypotheses about precisely operationalized variables.

C) It uses a deductive approach.

D) It sees causality as contingent and uses combinational explanation.

E) None of the above.

Answer: D Diff: 6 Type: MC Page Ref: 296 Topic: The Logic of Historical–Comparative Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research.

19) A common feature of H-C research is that it links the ________ view to ________ processes.

A) objective, subjective B) theoretical, abstract C) deductive, inductive D) conceptual, theoretical E) micro-level, macro-level Answer: D

Diff: 6 Type: MC Page Ref: 298 Topic: The Logic of Historical–Comparative Research Skill: 04. Expresses familiarity with the range of acceptable techniques/methods in social research.

20) Professor Regina Aniger is in an archive, gathering evidence on a group of elite male politicians and governors in the 1770s for a book she is writing on how political conflict shaped the West. She discovers that all the existing evidence and documents about them ignore the roles of commoners. What does this missing information refer to?

A) Strangeness B) Primary data C) Synthesis D) Missing cases E) Silences Answer: E Diff: 4 Type: MC Page Ref: 299 Topic: Steps in a Historical–Comparative Project Skill: 50. Able to define key terms.

21) Primary historical evidence on racism in British Columbia in the early 1900s would potentially include which of the following items?

A) An article written in 1972 titled “White Canada Forever” B) A Vancouver police department report found in the back of an old filing cabinet detailing police raids on Japanese Canadian businesses conducted in 1928 C) A magazine article in last month’s Maclean’s magazine comparing recent attempts to change immigration laws with the Chinese Canadian Head Tax years.

D) Signed documents by mining company owners on illegal labour practices against Japanese Canadians.

E) B and D only.

Answer: E Diff: 6 Type: MC Page Ref: 300-301 Topic: Data and Evidence in Historical Context Skill: 01. Applies abstract learning to realistic situations.

22) A great deal of primary historical data is located in archives. Which of the following statements is correct about doing archival research?

A) Virtually all archival materials are now stored electronically, so scanning through large amounts of material online is very easy.

B) Most archives are located in one or two large cities, so even if one needs to visit an archive, it is easy to find one. Most are open 7 days a week, 12 hours a day.

C) Archival materials are usually very well-organized and sorted. All material is clearly labelled and categorized for easy searching.

D) Archival research is often painstakingly slow. Often there are gaps or holes in a series of papers or destroyed documents, but reading new material can reveal new ideas or connections.

E) Common events and individual persons are easy to track in archival material.

All materials are in one location, and everything related to a person or event of interest will be clearly connected and include everything of relevance.

Answer: D Diff: 3 Type: MC Page Ref: 301 Topic: Data and Evidence in Historical Context Skill: 47. Explains the complexities of historical–comparative data gathering.

23) Which of the following statements best describes the fundamental premises of oral history?

A) Oral history consists of the events, beliefs, or feelings in the past that were directly experienced.

B) Oral history is a type of writing about a historical setting in which the writer attempts to “tell a story” by following chronological order, describing particular people and events, and focusing on many colourful details.

C) Oral history precisely measures and operationalizes variables.

D) Oral history is information about events or settings that is documented or written later by historians or others who did not directly participate in the events or setting.

E) Oral history consists of files, records, or documents that are maintained in a relatively consistent manner over a period of time.

Answer: A Diff: 4 Type: MC Page Ref: 302 Topic: Data and Evidence in Historical Context Skill: 15. Understands the types and strengths/weaknesses of various source materials.

24) Professor Randy Rudiment conducted a study of First Nations in Ontario between 1880 and 1920. He interviewed elderly Aboriginals about what they remembered about their childhood and the stories told to them by their parents and grandparents.

His data is an example of A) running records.

B) oral history.

C) supporting evidence.

D) non-source-based knowledge.

E) primary sources.

Answer: B Diff: 3 Type: MC Page Ref: 302 Topic: Data and Evidence in Historical Context Skill: 50. Able to define key terms.

25) Professor Freeze Iceberg visited the national historical library and also the archives at Revenue Canada. He looked up the tax records paid each year by the 20 largest

companies in Canada between 1950 and the present. This type of data is best classified as A) running records.

B) recollections.

C) secondary sources.

D) primary sources.

Answer: A Diff: 6 Type: MC Page Ref: 302 Topic: Data and Evidence in Historical Context Skill: 01. Applies abstract learning to realistic situations.

26) You read a book called British Columbia at the Turn of the Twentieth Century.

While reading it you notice that the author discusses only the lives and ideas of five individuals based upon their diaries. The book basically recounts the lives of a few individuals. It avoids making any sort of generalizations or integrating some possible themes. What problem with secondary sources is illustrated with this example?

A) Historians often use vague concepts with inconsistent definitions to organize the primary sources they read.

B) Historians select a tiny fraction of the mass of information they read, but the selection process is largely unseen and unknown.

C) Historians often have an individualistic bias and tend to focus on actions of the specific individuals revealed in primary sources.

D) Historians, especially those who write in a narrative form, separate out significant from trivial information, but rarely make their social theories explicit.

E) Historians are influenced by various “schools” of historiography.

Answer: C Diff: 4 Type: MC Page Ref: 302-303 Topic: Data and Evidence in Historical Context Skill: 01. Applies abstract learning to realistic situations.

27) Which of the following statements is an example evaluating a letter by General Peabody written in 1900 using the technique of “internal criticism”?

A) Checking that a letter was not actually written in 1864 B) Checking to be sure that general’s wife was not the letter’s author C) Checking that the general witnessed events referred to in the letter and that the meanings within the letter are consistent D) Asking why the letter survived to the present Answer: C Diff: 8 Type: MC Page Ref: 304 Topic: Data and Evidence in Historical Context Skill: 15. Understands the types and strengths/weaknesses of various source materials.

28) ________ means evaluating the authenticity of a document to be certain that it is not a fake or a forgery.

A) Back translation B) Narrative history C) Internal criticism D) External criticism E) Equivalence Answer: D Diff: 4 Type: MC Page Ref: 304 Topic: Data and Evidence in Historical Context Skill: 47. Explains the complexities of historical comparative data gathering.

29) Graduate student Fanny Farquarson studied the language of the Izzibot. In the language there is no word equal to the English word compassion but she knows, however, that the Izzibot people experience this emotion. This illustrates a problem with A) lexicon equivalence.

B) contextual equivalence.

C) conceptual equivalence.

D) measurement equivalence.

E) back translation.

Answer: A Diff: 4 Type: MC Page Ref: 305-306 Topic: Equivalence in Historical–Comparative Research Skill: 47. Explains the complexities of historical–comparative data gathering.

30) Which of the following statements best describes the difference between qualitative content analysis and quantitative content analysis?

A) In qualitative approaches to content analysis, manifest content is usually the focus, while in quantitative approaches attention shifts to revealing implied meanings and motives.

B) Quantitative content analysts use segments of text to identify instances of a code, while qualitative content analysts are more likely to examine entire texts at once for their meaning.

C) Quantitative content analysis organizes and links general themes into a coherent theory about social life, while in qualitative content analysis the goal is to identify general themes that run through the different texts.

D) Qualitative content analysis often finds patterns by using sophisticated statistical techniques, while in quantitative content analysis patterns and linkages are discovered through the coding process.

E) Quantitative content analysis is presented through the use of statistical tables, while qualitative content analysis provides evidence in the form of graphs and summarized statistics.

Answer: B Diff: 7 Type: MC Page Ref: 308 Topic: Qualitative Content Analysis Skill: 48. Explains qualitative data coding and data analysis strategies.

31) In conventional qualitative content analysis, the coding process begins A) with keywords.

B) with theory.

C) with selecting only the latent codes.

D) prior to data analysis.

E) observation.

Answer: E Diff: 6 Type: MC Page Ref: 309 Topic: Qualitative Content Analysis Skill: 48. Explains qualitative data coding and data analysis strategies.

32) A specific type of qualitative analysis of texts that focuses on how knowledge and meaning are created through the use of language is A) summative content analysis.

B) directed content analysis.

C) discourse analysis.

D) conventional content analysis.

E) quantitative content analysis.

Answer: C Diff: 4 Type: MC Page Ref: 311 Topic: Qualitative Content Analysis Skill: 48. Explains qualitative data coding and data analysis strategies.

33) Which of the following ethical issues does an H-C researcher often confront?

A) There is an increased burden of proof on the researcher because replication is difficult.

B) A person’s descendants may want to hide private papers which the researcher could learn much from.

C) The different cultural values may include different standards of privacy or acceptable behaviour.

D) A researcher conducting research in a different country has to be careful to leave some benefit or provide information to the people in the country being studied.

E) All of the above are ethical issues in historical–comparative research.

Answer: E Diff: 5 Type: MC Page Ref: 311-312 Topic: Ethical Concerns and Trustworthiness in H-C and Qualitative Content Analysis Skill: 12. Recognizes and can apply ethical principles to social research situations.

34) back translation Answer: A technique in comparative research for checking lexicon equivalence. A researcher translates spoken or written text from an original language into a second language and

then translates it from the second language back into the original language, and then compares the two original language texts.

Diff: 4 Type: ES Page Ref: 305 Topic: Equivalence in Historical–Comparative Research Skill: 50. Able to define key terms.

35) conceptual equivalence Answer: In historical–comparative research, the issue of whether the same ideas or concepts occur or can be used to represent phenomena across divergent culture or historical settings.

Diff: 4 Type: ES Page Ref: 305 Topic: Equivalence in Historical–Comparative Research Skill: 50. Able to define key terms.

36) contextual equivalence Answer: In historical–comparative research, the issue of whether social roles, norms, or situations across divergent cultural or historical settings can be compared.

Diff: 4 Type: ES Page Ref: 306 Topic: Equivalence in Historical–Comparative Research Skill: 50. Able to define key terms.

37) conventional content analysis Answer: Qualitative approach to content analysis in which the researcher develops themes during the coding process.

Diff: 4 Type: ES Page Ref: 310 Topic: Qualitative Content Analysis Skill: 50. Able to define key terms.

38) directed content analysis Answer: A type of qualitative content analysis that begins with predetermined codes derived from theory.

Diff: 4 Type: ES Page Ref: 310 Topic: Qualitative Content Analysis Skill: 50. Able to define key terms.

39) discourse analysis Answer:

A type of qualitative analysis of texts that focuses on how knowledge and meaning are created through the use of language.

Diff: 4 Type: ES Page Ref: 311 Topic: Qualitative Content Analysis Skill: 50. Able to define key terms.

40) equivalence Answer: The issue of making comparisons across divergent contexts, or whether a researcher, living in a specific time period and culture, correctly reads, understands, or conceptualizes data about people from a different historical era or culture.

Diff: 4 Type: ES Page Ref: 305 Topic: Equivalence in Historical–Comparative Research Skill: 50. Able to define key terms.

41) external criticism Answer: In historical research, a way to check the authenticity of primary sources by accurately locating the place and time of the source’s creation (i.e., checking to see that it is not a forgery).

Diff: 4 Type: ES Page Ref: 311 Topic: Qualitative Content Analysis Skill: 50. Able to define key terms.

42) internal criticism Answer: A technique whereby historical researchers establish the authenticity and credibility of primary source material. They seek to determine whether a source is an accurate account of what occurred.

Diff: 4 Type: ES Page Ref: 304 Topic: Data and Evidence in Historical Context Skill: 50. Able to define key terms.

43) lexicon equivalence Answer: In historical–comparative research, the issue of whether there are equivalent words or phrases to express meanings in different languages, or in the translation from one language to another.

Diff: 4 Type: ES Page Ref: 305 Topic: Equivalence in Historical–Comparative Research Skill: 50. Able to define key terms.

44) measurement equivalence Answer: In historical–comparative research, the issue of whether creating or locating measures can accurately represent the same variable or construct in divergent cultural or historical settings.

Diff: 4 Type: ES Page Ref: 305 Topic: Equivalence in Historical–Comparative Research Skill: 50. Able to define key terms.

45) narrative history Answer: A type of writing about a historical setting in which the writer attempts to “tell a story” by following a chronological order, describing particular people and events, and focusing on colourful details.

Diff: 4 Type: ES Page Ref: 303 Topic: Data and Evidence in Historical Context Skill: 50. Able to define key terms.

46) oral history Answer: A type of recollection in which a researcher interviews a person about the events, beliefs, or feelings in the past that were actually experienced.

Diff: 4 Type: ES Page Ref: 302 Topic: Data and Evidence in Historical Context Skill: 50. Able to define key terms.

47) primary sources Answer: In historical research, qualitative or quantitative data that is evidence about past social life or events that was actually created and used by persons who lived in the past historical period being studied.

Diff: 4 Type: ES Page Ref: 302 Topic: Data and Evidence in Historical Context Skill: 50. Able to define key terms.

48) qualitative content analysis Answer: An approach to analyzing text that involves the coding of themes, their patterns, and linkages.

Diff: 4 Type: ES Page Ref: 308 Topic: Qualitative Content Analysis

Skill: 50. Able to define key terms.

49) recollections Answer: The words or writings of people about their life experiences after some time has passed. The writings are based on memory of the past, but may be stimulated by a review of past objects, photos, personal notes, or belongings.

Diff: 4 Type: ES Page Ref: 302 Topic: Data and Evidence in Historical Context Skill: 50. Able to define key terms.

50) running records Answer: A special type of existing statistical research source used in historical research. It consists of files, records, or documents that are maintained in a relatively consistent manner over a period of years, often for a non-research purpose.

Diff: 4 Type: ES Page Ref: 302 Topic: Data and Evidence in Historical Context Skill: 50. Able to define key terms.

51) secondary sources Answer: In historical research, qualitative and quantitative data or sources originated from observers or historians at a later period in time than the time period under study. It was not created at the time but was created later or by people who did not directly participate in the historical period being studied.

Diff: 4 Type: ES Page Ref: 302 Topic: Data and Evidence in Historical Context Skill: 50. Able to define key terms.

52) summative content analysis Answer: A qualitative type of content analysis that uses both manifest and latent codes and is most closely related to quantitative content analysis.

Diff: 4 Type: ES Page Ref: 309 Topic: Qualitative Content Analysis Skill: 50. Able to define key terms.

1) Compare the key differences that set qualitative data analysis apart from quantitative data analysis. What four features differentiate these two approaches? Identify and briefly describe each one.

Answer: • Types and numbers of analysis techniques: Quantitative researchers choose from a specialized, standardized set of data analysis techniques whereas qualitative data analysis is less standardized.

• Starting points for data analysis: Quantitative researchers do not begin data analysis until they have collected all of the data and condensed them into numbers whereas qualitative researchers begin analysis early in a research project while they are still collecting data.

• Relationship between data and social theory: Quantitative researchers manipulate numbers that represent empirical facts to test theoretical hypotheses whereas qualitative researchers create new concepts and theory by blending together empirical evidence and abstract concepts.

• Degrees of abstraction/distance from the details of social life: Quantitative researchers assume that social life can be represented by using numbers whereas in qualitative analysis the data are in the form of words.

Diff: 5 Type: ES Page Ref: 314 Topic: Comparing Methods of Data Analysis Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

2) What kinds of explanations are relevant to qualitative research? What form do they take?

Answer: • A qualitative researcher does not have to choose between describing specifics and verifying universal laws (i.e., a rigid idiographic/nomothetic dichotomy) but can instead develop explanations or generalizations that are close to concrete data and contexts.

• The qualitative researcher usually uses a lower-level, less abstract theory grounded in concrete details where new theories are created in order to present a realistic picture of social life and stimulate understanding.

• Explanations tend to be rich in detail, sensitive to context, and capable of showing the complex processes or sequences of social life where the goal is to organize specific details into a coherent picture, model, or set of interlocked concepts.

• The qualitative researcher is satisfied by building a case or supplying supportive evidence whereby he or she may eliminate some theoretical explanations from consideration while increasing the plausibility of others because only a few explanations will be consistent with a pattern in the data.

Diff: 7 Type: ES Page Ref: 315 Topic: Comparing Methods of Data Analysis Skill: 4. Expresses familiarity with the range of acceptable techniques/methods in social research.

3) Explain the process of concept formation in qualitative data research. What role or function do concepts play in qualitative research?

Answer:

•

Quantitative researchers conceptualize (i.e., form concepts) and refine variables in a process that comes before data collection or analysis.

• A qualitative researcher organizes data into categories on the basis of themes, concepts, or similar features.

• A qualitative researcher develops new concepts, formulates conceptual definitions, and examines the relationships among concepts and links concepts to each other in terms of a sequence, as oppositional sets (X is the opposite of Y), or as sets of similar categories that he or she interweaves into theoretical statements.

• Qualitative researchers conceptualize as they read through and ask critical questions of their data.

• Qualitative researchers often conceptualize as they code qualitative data.

• In qualitative data analysis, ideas and evidence are mutually interdependent— cases are defined by data and theory.

Diff: 7 Type: ES Page Ref: 315-316 Topic: Coding and Concept Formation Skill: 4. Expresses familiarity with the range of acceptable techniques/methods in social research.

4) What are the three main steps in coding qualitative data? What happens at each step in relation to the development of themes? How are the steps related to each other? What distinguishes each step from the other?

Answer: • Open coding is performed during a first pass through recently collected data where the researcher locates ideas in the data and assigns initial codes. The researcher slowly reads the data and looks for critical terms, key events, or themes, and then writes a preliminary concept or label at the edge of a note card or computer record and highlights it with brightly coloured ink or in some similar way. o At this flexible stage, the researcher is open to creating new themes and to changing these initial codes in subsequent analysis. o Open coding brings low-level themes to the surface from deep inside the data.

• Axial coding is a “second pass” through the data where the researcher begins with an organized set of initial codes or preliminary concepts and themes that were developed during open coding. Here the primary task is to review and examine initial codes and create linkages between them. The researcher looks at relationships between open codes in order to see how they may cluster together into larger theses or categories. o During axial coding, the researcher asks about causes and consequences, conditions and interactions, and strategies and processes and looks for categories or concepts that cluster together—thinking about linkages between concepts or themes.

• Selective coding assumes that the researcher has already identified the major themes of the research project. o Selective coding involves scanning data and previous codes and determining a core theme or major category around which the remaining categories all “fit.”

Diff: 7 Type: ES Page Ref: 316-320 Topic: Coding and Concept Formation

Skill: 48. Explains qualitative data coding and data analysis strategies.

5) Describe the features of the analytical memo. In what ways is it related to the coding process during the analysis of qualitative data?

Answer: • The analytical memo constitutes a special type of note. It consists of a discussion of thoughts and ideas about the coding process that a researcher writes to himself or herself (i.e., “a note to self”) and contains a researcher’s reflections on and thinking about the data and coding.

• The analytical memo forges a link between the concrete data or raw evidence and more abstract, theoretical thinking.

• Each coded theme or concept forms the basis of a separate memo, and the memo contains a discussion of the concept or theme.

• The rough theoretical notes form the beginning of analytical memos.

• Often, the rewritten sections from good-quality analytical memos can become sections of the final report.

• Memos can be linked to the analytical memo file locations to the data notes where a theme appears.

• Analytical memos may help to generate potential hypotheses, which can be added and dropped as needed, and to develop new themes or coding systems.

Diff: 5 Type: ES Page Ref: 321-323 Topic: Coding and Concept Formation Skill: 48. Explains qualitative data coding and data analysis strategies.

6) How does the narrative method differ from other qualitative analytical strategies? What is an important argument against using the narrative method?

Answer: • Unlike other analytical strategies, in the narrative the researcher–author largely “disappears” from the analysis in favour of presenting the concrete details in chronological order as if they were the product of a unique and naturally unfolding sequence of events.

• The narrative most closely resembles a “story” of what occurred.

• Unlike most other qualitative forms of analysis, analysis in a narrative is “light” and subtle and thus the researcher intrudes as little as possible in the way of commentary and interpretation—he or she allows the “text” to speak for itself.

• In the narrative, data are analyzed or “explained” in the terminology and concepts of the people being studied.

• Two criticisms of narratives are the following: o The narrative approach is criticized for being too complex, particular, and idiosyncratic in that it does not provide a general explanation that researchers can apply to other people, situations, or time periods. o Some argue that the narrative approach is a presentation of data without analysis.

Diff: 5 Type: ES Page Ref: 324, 325 Topic: Analytical Strategies for Qualitative Data Skill: 6. Explains reasons for using a specific research process/procedure.

7) What is an “ideal type”? Describe two ways in which “ideal types” can be used for the analysis of qualitative data.

Answer: • Ideal types are pure standards against which the data or “reality” can be compared.

• Contrast contexts: o “Ideal type” is used to bring out the specifics of each case and to emphasize the impact of the unique context. o Making contrasts between contexts requires choosing cases with dramatic contrasts or distinctive features. o A researcher who uses ideal types can show how unique features shape the operation of general processes.

• Analogies: o A statement that two objects, processes, or events are similar to each other. o Analogies transmit information about patterns in data by referring to something that is already known or an experience that is already familiar to the reader. o Analogies are useful for comparing social processes across different cases or settings.

Diff: 6 Type: ES Page Ref: 324-326 Topic: Analytical Strategies for Qualitative Data Skill: 6. Explains reasons for using a specific research process/procedure.

8) How is the illustrative method used in the analysis of qualitative data? Describe two variations of the illustrative method.

Answer: • With the illustrative method, a researcher applies theory to a concrete historical situation or social setting, or organizes data on the basis of prior theory.

• A pre-existing theory provides an “empty box” where the purpose is to see whether evidence can be gathered to fill the “empty box” in support of the theory; the evidence in the boxes confirms or rejects the theory.

• Two variations: o The theoretical model illuminates or clarifies a specific case, or single situation. o The theoretical model illuminates or clarifies multiple cases (i.e., units or time periods) to show that the theory can be applied in many different cases.

Diff: 6 Type: ES Page Ref: 326-327 Topic: Analytical Strategies for Qualitative Data Skill: 6. Explains reasons for using a specific research process/procedure.

9) ________ refers to a process whereby researchers systematically gather or record data and make it accessible to others.

A) Inferential research B) Combined methods C) The comparative method D) Empirical research E) A public method Answer: E

Diff: 4 Type: MC Page Ref: 314 Topic: Comparing Methods of Data Analysis Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

10) Which of the following statements describes both qualitative and quantitative approaches to data analysis?

A) In both forms of data analysis, the researcher carefully examines empirical information to reach a conclusion.

B) Quantitative analysis is a private process whereas qualitative analysis is a public process.

C) Qualitative and quantitative researchers manipulate numbers that represent empirical facts to test theoretical hypotheses.

D) Both qualitative and quantitative researchers choose from a limited number of specialized, standardized sets of data analysis techniques.

E) Qualitative and quantitative researchers do not begin data analysis until they have collected all of the data.

Answer: A Diff: 3 Type: MC Page Ref: 314 Topic: Comparing Methods of Data Analysis Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

11) The process of concept formation for qualitative researchers begins A) during the review of literature.

B) once all the data has been collected.

C) after a research question has been constructed.

D) before the data has been collected.

E) during the collection of the data.

Answer: E Diff: 3 Type: MC Page Ref: 315 Topic: Coding and Concept Formation Skill: 08. Provides concrete examples of abstract theoretical ideas/principles.

12) According to the grounded theory approach, in what order should a researcher code qualitative data?

A) Open coding, selective coding, axial coding B) Open coding, axial coding, selective coding C) Selective coding, open coding, axial coding D) Axial coding, selective coding, open coding E) Selective coding, axial coding, open coding Answer: D Diff: 3 Type: MC Page Ref: 316-321 Topic: Coding and Concept Formation Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations.

13) While analyzing qualitative data, research assistant Evan Evangelista made a first pass through his notes. He read slowly and put a preliminary label in the notes to identify themes in the data. Evan was using A) open coding.

B) axial coding.

C) selective coding.

D) contingency coding.

E) divergent coding.

Answer: A Diff: 3 Type: MC Page Ref: 316 Topic: Coding and Concept Formation Skill: 01. Applies abstract learning to realistic situations.

14) Which one of the following features is a specific benefit of axial coding?

A) Axial coding reinforces the connections between evidence and concepts.

B) Axial coding serves the benefit of reducing mountains of raw data into manageable piles.

C) Axial coding makes it possible to quickly retrieve relevant parts of the data.

D) Axial coding allows the researcher to locate ideas in the data and assign initial codes to these ideas.

E) Axial coding makes it possible for the researcher to scan the data and also the previously developed codes in order to determine a core category around which any remaining categories can “fit.”

Answer: A Diff: 4 Type: MC Page Ref: 317 Topic: Coding and Concept Formation Skill: 48. Explains qualitative data coding and data analysis strategies.

15) When analyzing his qualitative data, Professor Morton Moskowich made a last pass through notes, skimming previous codes. He looked for specific information or data that was related to the main themes he had already identified. This is called A) open coding.

B) axial coding.

C) selective coding.

D) contingency coding.

E) divergent coding.

Answer: C Diff: 4 Type: MC Page Ref: 320 Topic: Coding and Concept Formation Skill: 01. Applies abstract learning to realistic situations.

16) When writing analytic memos, a qualitative researcher should A) date each memo to identify developments in thinking.

B) put multiple ideas in one memo to save space and time.

C) blend data notes and analytic notes together to save space and make it easy to see links between them.

D) wait until all data is recorded and coded, then write all analytic memos at one sitting.

E) after writing the memo, ignore it until it is time to write up a final report.

Answer: A Diff: 3 Type: MC Page Ref: 321 Topic: Coding and Concept Formation Skill: 48. Explains qualitative data coding and data analysis strategies.

17) The analytical memo builds a link between ____ and _____.

A) the raw evidence, abstract theoretical ideas B) abstract theoretical ideas, the final report C) concepts, themes D) data notes, other files E) the raw evidence, the final report Answer: A Diff: 4 Type: MC Page Ref: 322 Topic: Coding and Concept Formation Skill: 48. Explains qualitative data coding and data analysis strategies.

18) Professor Lars Lonsdale identified several characteristics that made up a hypothetical university student. Next, he examined many university students and compared them to his model. He discovered that students at private universities fit the model better than students at public universities. He also learned that women fit the model better than men and that the model fits students from small towns better than those from large cities, suburbs, or rural areas. What type of analytical technique was Professor Lonsdale using?

A) Successive approximation B) Analogy C) Narrative analysis D) Ideal type analysis E) Illustrative method Answer: D Diff: 5 Type: MC Page Ref: 324 Topic: Analytical Strategies for Qualitative data Skill: 01. Applies abstract learning to realistic situations.

19) Graduate student Hannah Hubert developed an abstract model of the “perfect” poem. Her model included five factors: (1) clear cadence of words when spoken, (2) expressive emotional tone or mood, (3) powerful imagery, (4) creative word choice, and (5) overall appearance on the page. She used the factors to evaluate how well a group of 50 poems fit her model. In this case, Hannah used ________ as her research technique.

A) successive approximation B) analogy C) narrative analysis D) ideal type analysis E) the illustrative method Answer: D Diff: 7 Type: MC Page Ref: 324 Topic: Analytical Strategies for Qualitative Data Skill: 01. Applies abstract learning to realistic situations.

20) Which of the following statements represents a specific criticism of the narrative approach in qualitative methods?

A) Narrative analysis tends to put off data analysis until all the data has first been collected—it is too deductive.

B) It provides an overwhelming array of particular and specific details without providing much of a general explanation that researchers can apply to other settings or contexts.

C) Qualitative researchers who are critical of the narrative approach complain that it has a tendency to contain too much rich data.

D) Narrative analysis produces too many generalizations at the expense of including concrete details.

E) Narrative analysis is too abstract because it gets away from the facts and focuses too much on the generation theoretical concepts.

Answer: B Diff: 4 Type: MC Page Ref: 324 Topic: Analytical Strategies for Qualitative Data Skill: 48. Explains qualitative data coding and data analysis strategies.

21) With which method of data analysis does a researcher begin with “empty boxes” or concepts and then go look for empirical evidence showing that the concepts are useful in organizing information?

A) Narrative analysis B) Fixed point-in-time analysis C) Successive approximation D) Ideal type analysis E) Illustrative method Answer: E Diff: 5 Type: MC Page Ref: 326 Topic: Analytical Strategies for Qualitative Data Skill: 48. Explains qualitative data coding and data analysis strategies.

22) In what kind of special instance might research resort to analogies when analyzing qualitative data?

A) Analogies involve repeated iterations where a researcher repeatedly moves and back and forth between the empirical data and the abstract concepts, ideas, or models in order to better reflect the evidence.

B) Analogies are used in instances where the researcher wishes to make dramatic contrasts or highlight distinctive features as a way of drawing attention to what is considered to be specific and unique.

C) Analogies are used in cases where the researcher–author wishes to “disappear” from the analysis in order to present the concrete details in chronological order as if they were the product of a unique and naturally unfolding series of events.

D) Analogies are used for helping make sense of or explain data by referring to a deep structure or an underlying mechanism.

E) Analogies are a type of empirical evidence that help to illustrate or anchor a theory.

Answer: D Diff: 8 Type: MC Page Ref: 325-326 Topic: Analytical Strategies for Qualitative Data Skill: 50. Able to define key terms.

23) Professor Shelly Gizmo asked 10 nurses to describe, in as much detail as possible, their duties during the first hour at work during a typical working day. A week later, Professor

Gizmo followed each nurse on his or her daily rounds. She carefully recorded everything the nurse did and how long the nurse spent on each specific task. Afterward, she analyzed her data to determine whether or not a correspondence existed between what the nurses said they did and what they actually did. This type of research procedure is known as A) successive approximation.

B) ideal type analysis.

C) matrix analysis.

D) time allocation analysis.

E) multiple sorting procedure.

Answer: D Diff: 5 Type: MC Page Ref: 327 Topic: Other Techniques Skill: 48. Explains qualitative data coding and data analysis strategies.

24) “Mapping” the connections among a set of people, organizations, events, or places in order to discover and display sets of relations is an analytical technique referred to as A) flow-chart and time sequencing.

B) network analysis.

C) multiple sorting procedure.

D) selective coding.

E) concept mapping.

Answer: B Diff: 4 Type: MC Page Ref: 327 Topic: Other Techniques Skill: 48. Explains qualitative data coding and data analysis strategies.

25) Professor Terry Tanker asked the people she was studying to look at a set of 150 photos she had collected of their community. Each person was instructed to take a set of the photos and sort and organize them into piles that represented categories that made sense to them. Professor Tanker then asked the participants to explain the criteria they used to organize their photos. The method used by Professor Tanker in this instance was A) the illustrative method.

B) the flow-chart development.

C) time allocation analysis.

D) successive approximation.

E) multiple sorting procedure.

Answer: E Diff: 5 Type: MC Page Ref: 328 Topic: Other Techniques Skill: 48. Explains qualitative data coding and data analysis strategies.

26) Qualitative software programs that contain features that make it possible to link search terms to other information in the text are specifically referred to as A) hypertext.

B) text-based management software.

C) code-and-retrieve programs.

D) networks.

E) Boolean searching software.

Answer: A

Diff: 5 Type: MC Page Ref: 330 Topic: Software for Qualitative Data Skill: 4. Expresses familiarity with the range of acceptable techniques/methods in social research.

27) analogy Answer: A statement that two objects, processes, or events are similar to each other.

Diff: 4 Type: ES Page Ref: 325 Topic: Analytical Strategies for Qualitative Data Skill: 50. Able to define key terms.

28) analytical memo Answer: The written notes a qualitative researcher takes during data collection and afterward to develop concepts, themes, or preliminary generalizations.

Diff: 4 Type: ES Page Ref: 321-322 Topic: Coding and Concept Formation Skill: 50. Able to define key terms.

29) axial coding Answer: A second coding of qualitative data after open coding. The researcher organizes the codes, develops links among them, and discover key analytic categories.

Diff: 4 Type: ES Page Ref: 317-318 Topic: Coding and Concept Formation Skill: 50. Able to define key terms.

30) concept map Answer: A visual illustration of the relationship among themes that emerge from qualitative data.

Diff: 4 Type: ES Page Ref: 321 Topic: Coding and Concept Formation Skill: 50. Able to define key terms.

31) empty boxes Answer: A name for conceptual categories in an explanation that a researcher uses as part of the illustrative method of qualitative data analysis.

Diff: 4 Type: ES Page Ref: 326 Topic: Analytical Strategies for Qualitative Data Skill: 50. Able to define key terms.

32) ideal type Answer: A pure model about an idea, process, or event. One develops it to think about it more clearly and systematically. It is used both as a method of qualitative data analysis and in social theory building.

Diff: 4 Type: ES Page Ref: 326 Topic: Analytical Strategies for Qualitative Data Skill: 50. Able to define key terms.

33) illustrative method Answer: A method of qualitative data analysis in which a researcher takes the concepts of a social theory or of an explanation and treats them as empty boxes to be filled with empirical examples and descriptions.

Diff: 4 Type: ES Page Ref: 326 Topic: Analytical Strategies for Qualitative Data Skill: 50. Able to define key terms.

34) narrative Answer: A type of writing about historical or other qualitative research in which the writer attempts to “tell a story” by following chronological order, describing particular people and events, and focusing on many colourful details.

Diff: 4 Type: ES Page Ref: 324 Topic: Analytical Strategies for Qualitative Data Skill: 50. Able to define key terms.

35) open coding Answer: A first coding of qualitative data in which a researcher examines the data to condense them into preliminary analytic categories or codes for analyzing the data.

Diff: 4 Type: ES Page Ref: 316-317 Topic: Coding and Concept Formation Skill: 50. Able to define key terms.

36) selective coding Answer: A last pass at coding qualitative data in which a researcher examines previous codes to identify and select illustrative data that will support the conceptual coding categories that he or she developed.

Diff: 4 Type: ES Page Ref: 319-320 Topic: Coding and Concept Formation Skill: 50. Able to define key terms.

37) successive approximation Answer: A method of qualitative data analysis in which the researcher repeatedly moves back and forth between the empirical data and abstract concepts, theories, or models.

Diff: 4 Type: ES Page Ref: 323 Topic: Analytical Strategies for Qualitative Data Skill: 50. Able to define key terms.

1) What are the major advantages and disadvantages common to all quantitative approaches?

Answer: • Advantages of quantitative approaches—scientific/positivist: o Objective facts are collected by value-free researchers. o The pursuit of truth is achieved through the testing of causal hypotheses. o Quantitative techniques allow for probability sampling (the issue of representativeness). o Concepts can be measured in quantifiable terms (standardization). o The results can often be replicated because the techniques lend themselves to checks of reliability and validity.

• Disadvantages—scientific/positivist: o Topics of social science are not appropriate for purely “scientific” inquiry. o Understanding the social world requires an in-depth understanding of the meaning that individuals attribute to their interactions and their surroundings—something that cannot be achieved by effectively reducing human behaviour to a series of “laws” and properties to be unearthed.

Diff: 4 Type: ES Page Ref: 333-334 Topic: Introduction Skill: 4. Expresses familiarity with the range of acceptable techniques/methods in Social research.

2) What are the major advantages and disadvantages common to all qualitative approaches?

Answer: • Advantages of quantitative approaches—interpretive: o Qualitative approaches give a voice to research participants. o Participants are not constrained by categories as they can be in quantitative approaches like surveys. o In-depth understanding is possible with qualitative approaches.

• Disadvantages of quantitative approaches—interpretive: o Validity and reliability is a problem with qualitative approaches. o The researcher must often become immersed in the people and situations that he or she is studying, which leads to problems of subjectivity and bias (it may be difficult for the researcher to take a strictly objective position when he or she is so closely involved with research participants). o Qualitative studies can be very limited in their scope. o Qualitative approaches are generally labour intensive and often quite costly to undertake.

Diff: 4 Type: ES Page Ref: 338-340 Topic: Introduction Skill: 4. Expresses familiarity with the range of acceptable techniques/methods in social research.

3) Discuss the kinds of decisions a researcher must make in terms of sequential and concurrent data collection and analysis when designing a mixed methods study. What procedures must be followed?

Answer:

•

Sequential data collection: When a qualitative/quantitative preference exists, the ordering of the research methods used in the study is called sequential data collection. o A study that gives priority to qualitative methods would use a sequential qualitative, then quantitative design. o A study giving priority to quantitative methods would use a sequential quantitative, then qualitative design.

• Sequential data analysis: The first part of a mixed methods project is analyzed prior to the next stage of a mixed methods study.

• Concurrent data collection: Research designs that give no priority to either qualitative or quantitative—in this case, qualitative and quantitative data are collected at the same time.

• Concurrent data analysis: The data that are collected during the quantitative and qualitative phases of a study are analyzed together and at the same time.

Diff: 6 Type: ES Page Ref: 343-345 Topic: Mixing Quantitative and Qualitative Methods Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations.

4) Compare and contrast the development of theory in mixed methods research. What determines how theory is generated in sequential mixed methods studies and in concurrent mixed methods studies?

Answer: • Theory in Sequential Mixed Methods Studies o If a researcher begins a sequential mixed methods study with a qualitative investigation, then he or she should give priority to qualitative data and generate theory that is grounded in the data. o If a researcher begins a sequential mixed methods study with a quantitative investigation, then he or she should give priority to quantitative methods and generate theory that explains and tests the data. o If the theory is supported in a quantitative analysis, the qualitative portion of the study can be used to elaborate upon parts of the theory that perhaps were not fully tested using the quantitative techniques that were chosen. o If the theory was not supported by the quantitative analysis, the qualitative techniques could be used to refine the theory.

• Theory in Concurrent Mixed Methods Studies o If a researcher is using qualitative and quantitative methods at the same time, it would be logical to assume that one approach would be oriented toward deductive theorizing and the other to inductive theorizing. o Otherwise, and as indicated by the authors of this text, there is really no one answer to this apparent conundrum.

Diff: 5 Type: ES Page Ref: 347-348 Topic: Mixing Quantitative and Qualitative Methods Skill: 05. Shows awareness of appropriate research procedures/processes for diverse situations.

5) What happens if, while using a mixed methods research design, a researcher obtains conflicting results in the qualitative and quantitative parts of a mixed methods study?

What possibilities exist for a researcher if the results appear to be contradictory or do not agree with each other?

Answer: • In order to resolve conflicting results, one possibility is to prioritize one method over another (epistemic prioritization) but this would seem like a waste of time since it would negate the whole point of having used mixed methods research in the first place.

• The best approach to take when contradictory findings are obtained in the qualitative and quantitative portions of a mixed methods study is to carefully reanalyze the data to investigate the reasons behind the contradictions.

• Failing all else, it may prove useful to ask other researchers with a “fresh set of eyes” to look at the data and check to see if they can offer any insights.

Diff: 5 Type: ES Page Ref: 348-349 Topic: Mixing Quantitative and Qualitative Methods Skill: 05. Shows awareness of appropriate research procedures/processes for diverse situations.

6) What are the strengths and limitations of mixed methods research incorporating both quantitative and qualitative approaches? Do you think a researcher should strive to use mixed methods research? Why or why not?

Answer: • Strengths o Rich text, narrative, and images can add meaning to numbers and vice-versa. o Numbers can add precision to text, narrative, and images. o Grounded theory can be both generated and tested. o Broader researcher questions can be answered. o Strengths of one approach can offset the weaknesses of another. o More insights may be generated than if only a single approach is used. o A more complete picture of social life may be revealed. o Generalizability of findings can increase.

• Weaknesses o It is very labour intensive, particularly for a single researcher, not to mention expensive. o The researcher may have to learn about research methods with which he or she is not familiar in order to practise them effectively. o Mixing methods violates the philosophical underpinnings of these approaches. o Conflicting results from quantitative and qualitative components can be difficult to resolve.

• Yes, because undertaking a research project employing mixed methods would yield far superior insights in human behaviour than just one approach alone.

• No, the two approaches are far too diverse and so a successful mixed methods study is not possible.

Diff: 5 Type: ES Page Ref: 349-350 Topic: Arguments against Mixing Methods Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations.

7) Which of the following statements most closely describes the term triangulation?

A) Using two different theoretical approaches in one research project B) Displaying the final results of the research in a variety of ways, such as graphs, charts, tables, and diagrams C) Gathering data primarily through the use of qualitative open-ended interviews but then coding the interviews so they can be used for statistical analysis D) Using more than one qualitative or quantitative technique.

E) Employing at least three different concepts in a single research question.

Answer: D Diff: 4 Type: MC Page Ref: 332 Topic: Introduction Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations.

8) ________ approaches assume that facts are objective, that they can be collected by value-free researchers, and that the pursuit of truth can be achieved through the testing of causal hypotheses.

A) Explanatory B) Positivist C) Nonreactive D) Qualitative E) Survey-based Answer: A Diff: 4 Type: MC Page Ref: 333 Topic: Introduction Skill: 07. Makes distinctions among related scientific ideas/processes.

9) What is considered to be the principal advantage of using quantitative methods as an approach to doing social research?

A) It allows for the possibility of investigating how members of the social world understand their social experiences.

B) Concepts can be standardized.

C) It allows the researcher to become immersed in the people and situations he or she is studying.

D) The subjective experiences of the research participants can be studied and analyzed.

E) In quantitative research the deeper meanings that individuals attribute to social life can be revealed.

Answer: B Diff: 4 Type: MC Page Ref: 333 Topic: Introduction Skill: 06. Explains reasons for using a specific research process/procedure.

10) For which type of social science research is the “interview effect” most likely to be a problem?

A) Survey research B) Nonreactive research C) Qualitative interviewing D) Quantitative content analysis E) Field studies Answer: A Diff: 6 Type: MC Page Ref: 334

Topic: Introduction Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations.

11) What is one of the major advantages of survey research compared to other quantitative approaches?

A) It is the only technique that allows for causation to be demonstrated.

B) It is possible to cover very large populations in a relatively simple way and in a straightforward manner.

C) It is often inexpensive.

D) It is nonreactive.

E) Data are often free and fairly easy to access.

Answer: B Diff: 5 Type: MC Page Ref: 334-335 Topic: Introduction Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

12) What is one of the major advantages of experimental research compared to other quantitative approaches?

A) It is the only technique that allows for causation to be demonstrated.

B) It is possible to cover very large populations in a relatively simple way and in a straightforward manner.

C) It is often inexpensive.

D) It is nonreactive.

E) Data are often free and fairly easy to access.

Answer: A Diff: 5 Type: MC Page Ref: 335, 337 Topic: Introduction Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

13) What is one of the major advantages of field research compared to other qualitative approaches?

A) Participants in the study tend to feel empowered.

B) Participants can give accounts in their own words and unexpected responses are encouraged.

C) It’s possible to make comparisons across time and space.

D) The researcher is able to gain a deep understanding of a group and its members.

E) Implied meanings in “text” situations can be revealed.

Answer: D Diff: 5 Type: MC Page Ref: 335, 340 Topic: Introduction Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

14) What is one of the major advantages of using focus groups compared to other qualitative forms of data collection?

A) Participants tend to feel empowered.

B) Participants can give accounts in their own words and unexpected responses are encouraged.

C) It’s possible to make comparisons across time and space.

D) The researcher is able to gain a deep understanding of a group and its members.

E) Implied meanings in “text” situations can be revealed.

Answer: A Diff: 5 Type: MC Page Ref: 335, 340 Topic: Introduction Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

15) What is one of the major disadvantages of using survey research compared to other quantitative forms of data collection?

A) The sample is often limited to university undergraduates.

B) Interviewer effect can be an issue.

C) A fairly limited range of research questions can be addressed with this technique.

D) It can take the researcher a considerable amount of time to become acquainted with the data.

E) The conditions under which the research and data gathering take place are often artificial.

Answer: B Diff: 5 Type: MC Page Ref: 334, 336 Topic: Introduction Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

16) What is one of the major disadvantages of using existing statistics compared to other quantitative forms of data collection?

A) The sample is often limited to university undergraduates.

B) Interviewer effect can be an issue.

C) A fairly limited range of research questions can be addressed with this technique.

D) It can take the researcher a considerable amount of time to become acquainted with the data.

E) The conditions under which the research and data gathering take place are often artificial.

Answer: D Diff: 5 Type: MC Page Ref: 336, 337 Topic: Introduction Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

17) What is one of the major disadvantages of using qualitative interviews compared to other qualitative forms of data collection?

A) There is always the problem of the “interviewer effect.”

B) There is always the problem of the “polarization effect.”

C) Accessing some individuals or groups may prove to very difficult.

D) The sources may be biased.

E) A fairly limited range of research questions can be addressed with this technique.

Answer: A Diff: 5 Type: MC Page Ref: 336, 340 Topic: Introduction Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

18) What is one of the major disadvantages of using focus groups compared to other qualitative forms of data collection?

A) There is always the problem of the “interviewer effect.”

B) There is always the problem of the “polarization effect.”

C) Accessing some individuals or groups may prove to very difficult.

D) The sources may be biased.

E) A fairly limited range of research questions can be addressed with this technique.

Answer: B Diff: 5 Type: MC Page Ref: 336, 340 Topic: Introduction Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

19) What is considered to be the principal advantage of using qualitative methods as an approach to doing social research?

A) Qualitative methods give “voice” to research participants.

B) Qualitative methods are relatively inexpensive.

C) Qualitative methods allow for causality to be established.

D) Qualitative methods involve the collection of data from large samples.

E) Qualitative methods require the researcher to spend a lot of time getting to know the research participants in a study.

Answer: A Diff: 5 Type: MC Page Ref: 338-340 Topic: Introduction Skill: 16. Capable of comparing features of qualitative and quantitative research designs.

20) Professor Xavier Zaniff wants to conduct research on the experiences of newly arriving immigrants in Toronto, Montreal, and Vancouver from 2008–2011. His research design includes two data collection techniques: focus groups and in-depth interviews. Which research approach is he using?

A) Monostrand design B) Quantitative research design C) Historical–comparative research D) Multi-method research E) Mixed methods Answer: D Diff: 4 Type: MC Page Ref: 341 Topic: Mixing Methods in Qualitative-Only and Quantitative-Only Analyses Skill: 49. Distinguishes between reports of qualitative and quantitative research.

21) What are the two main properties of a mixed methods research (quantitative and qualitative)?

A) Determining the research question and the priority of approaches B) Determining the priority and sequencing of approaches C) Determining the research question and the sampling techniques D) Determining the sampling techniques and the sequencing of approaches E) Determining the sequencing of approaches and the data collection Answer: B Diff: 4 Type: MC Page Ref: 342-343 Topic: Mixing Quantitative and Qualitative Methods Skill: 07. Makes distinctions among related scientific ideas/processes.

22) A central concern of ________ is the question of how texts function in particular institutional settings to produce ruling relations that shape the experiences of individuals.

A) multi-method research B) mixed methods research C) institutional ethnography research D) qualitative content analysis E) quantitative content analysis

Answer: C Diff: 5 Type: MC Page Ref: 343 Topic: Mixing Quantitative and Qualitative Methods Skill: 05. Shows an awareness of appropriate research procedures/processes for diverse situations.

Professor Bertha Bettina and Professor Ned Narrowson decided to collaborate on a research project having to do with the topic of peer group pressure among adolescent girls in three local middle schools. They decided to use closed-ended questionnaires and focus groups as their data collection method. Of the 221 students that fit their criteria for inclusion, 90 girls agreed to complete the self-administered questionnaire and of those 90 girls, 50 girls agreed to participate in the focus group sessions. During the analysis phase, descriptive statistics about the attitudes and behaviours reported by the girls were joined together with some of the major themes that came out of the focus group interviews.

23) Which one of the following types of data analysis did Bettina and Narrowson use?

A) Sequential data analysis B) Monostrand data analysis C) Multi-method data analysis D) Triangulation E) Concurrent data analysis Answer: E Diff: 6 Type: MC Page Ref: 345 Topic: Mixing Quantitative and Qualitative Methods Skill: 49. Distinguishes between reports of qualitative and quantitative research.

Professor Bertha Bettina and Professor Ned Narrowson decided to collaborate on a research project having to do with the topic of peer group pressure among adolescent girls in three local middle schools. They decided to use closed-ended questionnaires and focus groups as their data collection method. Of the 221 students that fit their criteria for inclusion, 90 girls agreed to complete the self-administered questionnaire and of those 90 girls, 50 girls agreed to participate in the focus group sessions. During the analysis phase, descriptive statistics about the attitudes and behaviours reported by the girls were joined together with some of the major themes that came out of the focus group interviews.

24) Which one of the following types of sampling designs did Bettina and Narrowson use?

A) Simple random sampling B) Nonprobability purposive sampling C) Cluster sampling D) Simple random sampling and cluster sampling E) Multi-method sampling Answer: B Diff: 5 Type: MC Page Ref: 345-346 Topic: Mixing Quantitative and Qualitative Methods Skill: 49. Distinguishes between reports of qualitative and quantitative research.

25) What two methodological approaches were used in Kidd’s (2004, 2006) sequential study of suicide among street youth in Canada?

A) Qualitative interviews and survey research B) Focus groups and survey research C) Content analysis and field research D) Historical comparative research and survey research E) Survey research and field research

Answer: A Diff: 6 Type: MC Page Ref: 345 Topic: Mixing Quantitative and Qualitative Methods Skill: 49. Distinguishes between reports of qualitative and quantitative research.

26) Professor Klaus von Stoppen obtained conflicting results in the qualitative and quantitative parts of his mixed methods study on illicit drug use among high school students in Saskatoon.

What approach should he take to resolve this contradiction?

A) He should get another researcher to re-do the study.

B) He should re-do the study.

C) He does not need to resolve the contradiction.

D) He should make the decision to prioritize one approach over the other.

E) He should re-analyze the data to examine the reasons behind the contradictions.

Answer: E Diff: 5 Type: MC Page Ref: 348-349 Topic: Mixing Quantitative and Qualitative Methods Skill: 06. Explains reasons for using a specific research process/procedure.

27) Which of the following is considered a strength of mixed methods research?

A) Generalizability of findings may increase.

B) Conflicting results from quantitative and qualitative components can easily be resolved by resorting to epistemic prioritization.

C) It often takes less time to do mixed methods research than other kinds of social research.

D) It allows for very narrow research questions to be answered.

E) From a philosophical perspective, both qualitative and quantitative approaches are easily combined.

Answer: A Diff: 6 Type: MC Page Ref: 349-350 Topic: Arguments against Mixing Methods Skill: 05 Shows an awareness of appropriate research procedures/processes for diverse situations.

28) Despite a general agreement among social scientists that mixed methods research is an ideal way to approach research questions, very few researchers engage in this type of research.

How come?

A) It is very time consuming and labour intensive.

B) It is logically impossible to combine the philosophies associated with each of quantitative and qualitative research approaches.

C) The results of the research are often difficult to publish due to the increased likelihood of obtaining contradictory findings.

D) A and B E) A and C Answer: D Diff: 4 Type: MC Page Ref: 350 Topic: Arguments against Mixing Methods Skill: 07 Makes distinctions among related scientific ideals/processes.

29) concurrent data collection Answer: In mixed methods research, refers to when qualitative and quantitative data are collected at the same time.

Diff: 4 Type: ES Page Ref: 343 Topic: Mixing Quantitative and Qualitative Methods Skill: 50. Able to define key terms.

30) concurrent data analysis Answer: In mixed methods research, refers to when qualitative and quantitative data are analyzed at the same time.

Diff: 4 Type: ES Page Ref: 345 Topic: Mixing Quantitative and Qualitative Methods Skill: 50. Able to define key terms.

31) epistemic prioritization Answer: Refers to when the results of quantitative findings are given priority in mixed methods research, particularly when contradictory findings are discovered between the qualitative and quantitative portions of the study.

Diff: 4 Type: ES Page Ref: 349 Topic: Mixing Quantitative and Qualitative Methods Skill: 50. Able to define key terms.

32) institutional ethnography (IE) Answer: A specific methodological approach where, from a Marxist perspective, the discourse of key texts is analyzed, along with ethnographic techniques, to examine how relatively powerless people are “structured” by organizations.

Diff: 4 Type: ES Page Ref: 343 Topic: Mixing Quantitative and Qualitative Methods Skill: 50. Able to define key terms.

33) mixed methods Answer: In general, simply refers to when more than one research method is used to address a research question. Also, often refers specifically to when qualitative and quantitative methods are used together in a single project.

Diff: 4 Type: ES Page Ref: 332 Topic: Introduction Skill: 50. Able to define key terms.

34) mixed methods sampling Answer: Refers to the sampling decisions that must be made during the qualitative and quantitative portions of a mixed methods study.

Diff: 4 Type: ES Page Ref: 345 Topic: Mixing Quantitative and Qualitative Methods Skill: 50. Able to define key terms.

35) monostrand design Answer: A research design using a single research method. The opposite of mixed method design.

Diff: 4 Type: ES Page Ref: 341 Topic: Mixing Methods in Qualitative-Only and Quantitative-Only Analyses Skill: 50. Able to define key terms.

36) multi-method research

Answer: An approach of using more than one quantitative method or more thn one qualitative method in a single research project.

Diff: 4 Type: ES Page Ref: 341 Topic: Mixing Methods in Qualitative-Only and Quantitative-Only Studies Skill: 50. Able to define key terms.

37) priority Answer: In mixed methods research, priority refers to when a researcher has preference for a quantitative or qualitative method to be considered the primary technique, with other methods used as supplementary ones.

Diff: 4 Type: ES Page Ref: 343 Topic: Mixing Quantitative and Qualitative Methods Skill: 50. Able to define key terms.

38) sequence Answer: In mixed methods research, refers to the order a researcher prefers to carry out data analysis.

Diff: 4 Type: ES Page Ref: 343 Topic: Mixing Quantitative and Qualitative Methods Skill: 50. Able to define key terms.

39) sequential data collection Answer: Refers to when data for different parts of a mixed methods project are collected in stages (i.e., not at the same time).

Diff: 4 Type: ES Page Ref: 343 Topic: Mixing Quantitative and Qualitative Methods Skill: 50. Able to define key terms.

40) sequential data analysis Answer: Refers to when the first part of a mixed methods project is analyzed prior to the next stage in the study.

Diff: 4 Type: ES Page Ref: 345 Topic: Mixing Quantitative and Qualitative Methods Skill: 50. Able to define key terms.

41) triangulation Answer: A general term that refers to mixed method research.

Diff: 4 Type: ES Page Ref: 332 Topic: Introduction Skill: 50. Able to define key terms.