Basics of Social Research Qualitative and Quantitative Approaches International Edition, 3E Test Ban

Type:

Test Bank

Resource:

Basics of Social Research Qualitative and Quantitative Approaches

Edition:

3rd Edition

Author(s):

W. Lawrence Neuman

Chapter . Doing Social Research .. Essay Questions . ) Describe the kinds of errors you are likely to make with each of the following: premature closure, overgeneralization, and selective observation.

Diff: 3 Page Ref: 3 Topic: Alternatives to Social Research Skill: 02. Recognize difference between scientific & nonscientific Objective: 0..02 Explain limits/weaknesses of non-research approaches 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 doing research.

Diff: 2 Page Ref: .0 Topic: Steps in the Research Process Skill: 05. Show awareness of appropriate procedures/techniques Objective: 0..07 Organize steps of the research process 3 ) Explain how you would distinguish a qualitative from a quantitative social research study, and give examples of each.

Diff: 2 Page Ref: .1 Topic: Dimensions of Research Skill: 08. Provide examples of abstract ideas/principles Objective: 0..06 Distinguish between qualitative & quantitative research 4 ) What is the difference between basic and applied research?

Diff: . Page Ref: .1 Topic: Dimensions of Research Skill: 04. Express familiarity with the range of techniques/methods Objective: 0..04 Distinguish among goals/purposes of social research 5 ) What is social impact assessment (SIA)? How does it work?

Diff: 2 Page Ref: .1 Topic: Dimensions of Research Skill: 05. Show awareness of appropriate procedures/techniques Objective: 0..03 Identify types of social research & weakness/strengths 6 ) Describe the differences between exploratory, descriptive, and explanatory research.

Diff: 3 Page Ref: .1 . ..

Topic: Dimensions of Research Skill: 04. Express familiarity with the range of techniques/methods Objective: 0..04 Distinguish among goals/purposes of social research 7 ) How does a panel study differ from a time-series study?

Diff: 2 Page Ref: .1 Topic: Dimensions of Research Skill: 05. Show awareness of appropriate procedures/techniques Objective: 0..03 Identify types of social research & weakness/strengths 8 ) Give an example of a cohort study, describing what features make it a cohort study.

Diff: 4 Page Ref: .1 Topic: Dimensions of Research Skill: 03. Display ability to extend learning to new situations Objective: 0..03 Identify types of social research & weakness/strengths ..2 Multiple Choice Questions . ) Professor Rodgers examined survey information on people who were 65 years old and older. He found the average level of happiness reported increased from .982 to 2002. He concluded that people under 65 years of age also experienced increasing levels of happiness from .982 to 2002. The error he 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 Page Ref: 3 Topic: Alternatives to Social Research Skill: 0.. Apply abstract learning to realistic situations Objective: 0..0. Compare/evaluate social research & alternatives 2 ) What is the purpose of basic social research?

A) It solves social problems and find 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: . Page Ref: .1-.2 2 ..

Topic: Dimensions of Research Skill: 04. Express familiarity with the range of techniques/methods Objective: 0..04 Distinguish among goals/purposes of social research Refer to the following paragraph to answer the questions below.

After graduating from university, Samantha got a job with the county government. Oneyear 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 Smallsville that had 2,000 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 county and town. Two of the public relations people said they were Factory Site Experts. They said that in the three other locations where Big Corporation had built factories in the past two years, the local people were very happy.

They said the same would occur in Smallsville and further study was unnecessary. Just before the County Board was about to vote for approval, Samantha asked some questions.

How would the new factory with .,000 employees affect the way of life in Smallsville?

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 wellpaying 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?

3 ) 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, so no further issues were involved. She challenged their claims that use all EXCEPT which of nonscientific basis of knowledge?

A) tradition B) authority C) overgeneralization D) premature closure E) selective observation Answer: A Diff: 6 Page Ref: 3 Topic: Alternatives to Social Research Skill: 0.. Apply abstract learning to realistic situations Objective: 0..02 Explain limits/weaknesses of non-research approaches 4 ) Based on her questions, Samantha urged the County Board to delay a decision and first conduct a(n) A) social impact assessment study.

B) evaluation research study.

C) time-series study 3 ..

D) cohort study.

E) action-oriented research study.

Answer: A Diff: 4 Page Ref: .1 Topic: Dimensions of Research Skill: 0.. Apply abstract learning to realistic situations Objective: 0..05 Define different ways that researchers use time 5 ) 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: . Page Ref: .1 Topic: Dimensions of Research Skill: 05. Show awareness of appropriate procedures/techniques Objective: 0..04 Distinguish among goals/purposes of social research 6 ) Prestige and honor within the scientific community depend largely on A) the size of a researcher's paycheck.

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 a person has as friends.

Answer: C Diff: 2 Page Ref: 7 Topic: How Science Works Skill: 02. Recognize difference between scientific & nonscientific Objective: 0..0. Compare/evaluate social research & alternatives 7 ) The president of Big Hotdog, Inc. considered changing the 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 Vice President 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've read an article in last week's Fortune magazine on it, 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 4 ..

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 Page Ref: 3 Topic: Alternatives to Social Research Skill: 0.. Apply abstract learning to realistic situations Objective: 0..02 Explain limits/weaknesses of non-research approaches 8 ) 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 Page Ref: 3 Topic: Alternatives to Social Research Skill: 02. Recognize difference between scientific & nonscientific Objective: 0..02 Explain limits/weaknesses of non-research approaches 9 ) 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: . Page Ref: .1 Topic: Dimensions of Research Skill: 05. Show awareness of appropriate procedures/techniques Objective: 0..04 Distinguish among goals/purposes of social research

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.0 ) 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 among them?

A) interpret findings B) collect data C) design study D) focus project E) analyze the data Answer: C Diff: 3 Page Ref: .0-.1 Topic: Steps in Research Process Skill: 07. Make distinctions among related ideas/processes Objective: 0..07 Organize steps of the research process .1 ) Sara Sahara 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 Page Ref: .0 Topic: Steps in Research Process Skill: 0.. Apply abstract learning to realistic situations Objective: 0..07 Organize steps of the research process .2 ) Rusty Spoon, a hospital administrator, heard a lot about gay men getting HIV, 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 neighbors, 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 6 ..

Diff: 4 Page Ref: 3 Topic: Alternatives to Social Research Skill: 0.. Apply abstract learning to realistic situations Objective: 0..02 Explain limits/weaknesses of non-research approaches .3 ) After it was all over, Susan Jones surveyed the .50 residents of her neighborhood 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 percent of trash in the neighborhood that was properly sorted at the end of the three-week period. Her results were used to prepare a report for the city trash collection department.

Susan's study is an example of A) basic research.

B) exploratory research.

C) evaluation research.

D) qualitative research E) cohort analysis.

Answer: C Diff: 3 Page Ref: .1 Topic: Dimensions of Research Skill: 03. Display ability to extend learning to new situations Objective: 0..03 Identify types of social research & weakness/strengths .4 ) 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 Page Ref: .6 Topic: Dimensions of Research Skill: 06. Explain reasons for using a specific process/procedure Objective: 0..04 Distinguish among goals/purposes of social research .5 ) Joe Foss studied gender differences in attitudes toward mathematics and science among 45 first-grade students. Over the next twelve years, he studied the same 45 children when they were in the fifth, eighth, and twelfth grades. This is what type of research?

A) case study research B) cross-sectional research C) panel study research D) time-series research E) action-oriented research 7 ..

Answer: C Diff: 2 Page Ref: .1 Topic: Dimensions of Research Skill: 04. Express familiarity with the range of techniques/methods Objective: 0..03 Identify types of social research & weakness/strengths .6 ) In 200., Professor Dennis Wrong decided to conduct a study of .,000 persons who were married in .946 to .948 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 Page Ref: .1 Topic: Dimensions of Research Skill: 0.. Apply abstract learning to realistic situations Objective: 0..05 Define different ways that researchers use time .7 ) All of the following characterizes 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 decision-making.

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

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

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

Answer: C Diff: 3 Page Ref: .1 Topic: Dimensions of Research Skill: 04. Express familiarity with the range of techniques/methods Objective: 0..04 Distinguish among goals/purposes of social research .8 ) 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) experimental research.

B) content analysis.

C) survey research.

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D) field research.

E) historical comparative research.

Answer: A Diff: 2 Page Ref: .1 Topic: Dimensions of Research Skill: 08. Provide examples of abstract ideas/principles Objective: 0..08 Know various ways/methods of soc. science explanation

..3 Key Terms Vocabulary Questions . ) 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 Page Ref: .4 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..04 Distinguish among goals/purposes of social research 2 ) 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 Page Ref: .2 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..03 Identify types of social research & weakness/strengths 3 ) basic social research Answer: Research designed to advance fundamental knowledge about the social world.

Diff: 3 Page Ref: .2 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..04 Distinguish among goals/purposes of social research 4 ) 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 Page Ref: 2.

Topic: Dimensions of Research 9 ..

Skill: 50. Ability to Define Key Terms Objective: 0..03 Identify types of social research & weakness/strengths 5 ) 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 Page Ref: 20 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..05 Define different ways that researchers use time 6 ) cross-sectional research Answer: Research in which a researcher examines a single point in time or take a onetime snapshot approach.

Diff: 3 Page Ref: .8 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..05 Define different ways that researchers use time 7 ) 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 Page Ref: 8 Topic: How Science Works Skill: 50. Ability to Define Key Terms Objective: 0..0. Compare/evaluate social research & alternatives 8 ) descriptive research Answer: Research in which researchers present a picture of the specific details of a situation, social setting, or relationship.

Diff: 3 Page Ref: .7 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..04 Distinguish among goals/purposes of social research 9 ) 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 Page Ref: 8 .0 ..

Topic: How Science Works Skill: 50. Ability to Define Key Terms Objective: 0..0. Compare/evaluate social research & alternatives .0 ) 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 Page Ref: .3 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..04 Distinguish among goals/purposes of social research .1 ) existing statistics research Answer: Research in which one examines numerical information from government documents or official reports to address new questions.

Diff: 3 Page Ref: 22 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..03 Identify types of social research & weakness/strengths .2 ) 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 Page Ref: 22 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..03 Identify types of social research & weakness/strengths .3 ) explanatory research Answer: Research in which a researcher identifies sources of social behaviors, beliefs, conditions, and events; documents causes; tests theories; and provides reasons.

Diff: 3 Page Ref: .7 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..04 Distinguish among goals/purposes of social research .4 ) exploratory research Answer: Research in which a researcher examines a new area to formulate precise questions that future research can address.

Diff: 3 Page Ref: .6 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms .1 ..

Objective: 0..04 Distinguish among goals/purposes of social research .5 ) 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. Often, the research combines intensive observing with participation in the people's activities.

Diff: 3 Page Ref: 23 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..06 Distinguish between qualitative & quantitative research .6 ) 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 over generalizes from what he or she accepts as being highly positive or prestigious and let its strong reputation or prestige "rub off" onto other areas.

Diff: 3 Page Ref: 3 Topic: Alternatives to Social Research Skill: 50. Ability to Define Key Terms Objective: 0..02 Explain limits/weaknesses of non-research approaches .7 ) historical-comparative research Answer: Research in which one examines a different culture or period to better understand the social world.

Diff: 3 Page Ref: 23 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..03 Identify types of social research & weakness/strengths .8 ) longitudinal research Answer: Research in which the researcher examines the features of people or other units at multiple points in time.

Diff: 3 Page Ref: .8 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..05 Define different ways that researchers use time .9 ) 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 as well. .2 ..

Diff: 3 Page Ref: 6 Topic: Alternatives to Social Research Skill: 50. Ability to Define Key Terms Objective: 0..02 Explain limits/weaknesses of non-research approaches 20 ) 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 Page Ref: 20 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..05 Define different ways that researchers use time 2. ) 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 has the answer and does not need to listen, seek information, or raise questions any longer.

Diff: 3 Page Ref: 7 Topic: Alternatives to Social Research Skill: 50. Ability to Define Key Terms Objective: 0..02 Explain limits/weaknesses of non-research approaches 22 ) qualitative data Answer: Empirical evidence expressed as words, visual images, sounds, or objects.

Diff: 3 Page Ref: 8 Topic: How Science Works Skill: 50. Ability to Define Key Terms Objective: 0..06 Distinguish between qualitative & quantitative research 23 ) quantitative data Answer: Empirical evidence in the form of numbers.

Diff: 3 Page Ref: 8 Topic: How Science Works Skill: 50. Ability to Define Key Terms Objective: 0..06 Distinguish between qualitative & quantitative research

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24 ) scientific community Answer: A collection of people who practice science and a set of norms, behaviors, and attitudes that binds them together.

Diff: 3 Page Ref: 8 Topic: How Science Works Skill: 50. Ability to Define Key Terms Objective: 0..0. Compare/evaluate social research & alternatives 25) scientific method Answer: The ideas, rules, techniques, and approaches that the scientific community uses.

Diff: 3 Page Ref: 9 Topic: How Science Works Skill: 50. Ability to Define Key Terms Objective: 0..0. Compare/evaluate social research & alternatives 26) secondary data analysis Answer: A type of existing statistics study using data from a past study.

Topic: Dimensions of Research Diff: 3 Page Ref: 22 Skill: 50. Ability to Define Key Terms Objective: 0..0. Compare/evaluate social research and alternatives 27) 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 Page Ref: 6 Topic: Alternatives to Social Research Skill: 50. Ability to Define Key Terms Objective: 0..02 Explain limits/weaknesses of non-research approaches 28) 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 Page Ref: .5 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..03 Identify types of social research & weakness/strengths .4 ..

29) 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 Page Ref: 2 Topic: Introduction Skill: 50. Ability to Define Key Terms Objective: 0..0. Compare/evaluate social research & alternatives 30) survey research Answer: Quantitative social research in which one systematically asks many people the same questions, then records and analyzes their answers.

Diff: 3 Page Ref: 22 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..03 Identify types of social research & weakness/strengths 3.) 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 Page Ref: .8 Topic: Dimensions of Research Skill: 50. Ability to Define Key Terms Objective: 0..05 Define different ways that researchers use time

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Chapter 2 Theory and Social Research

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

Diff: 8 Page Ref: 28 Topic: The Parts of Theory Skill: 08. Provide examples of abstract ideas/principles Objective: 02.0. Describe concepts in theory & theoretical frameworks 2 ) How do prediction, theoretical explanation, and understanding differ?

Diff: 7 Page Ref: 32 Topic: The Aspects of Theory Skill: 07. Make distinctions among related ideas/processes Objective: 02.02 Distinguish explanations, prediction, & understanding 3 ) Why do we need more than association to demonstrate a causal relationship?

Diff: 9 Page Ref: 32 Topic: The Aspects of Theory Skill: 06. Explain reasons for using a specific process/procedure Objective: 02.03 Understand causality & causal relationships 4 ) Why do researchers worry about alternative explanations when stating a causal relationships?

Diff: 8 Page Ref: 32 Topic: The Aspects of Theory Skill: 06. Explain reasons for using a specific process/procedure Objective: 02.03 Understand causality & causal relationships 5 ) What is the difference between inductive and deductive approaches to research?

Diff: 4 Page Ref: 32 Topic: The Aspects of Theory Skill: .0. Utilize both inductive & deductive approaches Objective: 02.06 Distinguish inductive & deductive theory building 6 ) How to structural and interpretative explanations differ?

Diff: 8 Page Ref: 32 Topic: The Aspects of Theory

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Skill: 07. Make distinctions among related ideas/processes Objective: 02.08 Describe various methods of explanation 7 ) Describe how micro-, meso-, and macro-levels of social reality differ.

Diff: 4 Page Ref: 32 Topic: The Aspects of Theory Skill: 07. Make distinctions among related ideas/processes Objective: 02.05 Understand micro-, meso-, & macro-levels 8 ) Provide an ideal type of a concept and explain how it might be used.

Diff: 8 Page Ref: 28 Topic: The Parts of Theory Skill: 08. Provide examples of abstract ideas/principles Objective: 02.0. Describe concepts in theory & theoretical frameworks 9 ) How are major theoretical frameworks used in research, if at all?

Diff: 7 Page Ref: 32 Topic: The Aspects of Theory Skill: 08. Provide examples of abstract ideas/principles Objective: 02.0. Describe concepts in theory & theoretical frameworks .0 ) What are nomothetic and idiographic models of social science, and which of the three major approaches use each of them?

Diff: 7 Page Ref: 46 Topic: The Three Major Approaches to Social Science Skill: 07. Make distinctions among related ideas/processes Objective: 02..0 Distinguish between nomothetic & idiographic 2.2 Multiple Choice Questions . ) Professor Turtle 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 Turtle developed a(n) A) causal explanation.

B) aggregate.

C) classification.

D) grounded theory.

E) negative relationship.

Answer: C

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Diff: 4 Page Ref: 28 Topic: The Parts of Theory Skill: 0.. Apply abstract learning to realistic situations Objective: 02.0. Describe concepts in theory & theoretical frameworks 2 ) 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 Page Ref: 28 Topic: The Parts of Theory Skill: 0.. Apply abstract learning to realistic situations Objective: 02.0. Describe concepts in theory & theoretical frameworks 3 ) 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 Page Ref: 28 Topic: The Parts of Theory Skill: 0.. Apply abstract learning to realistic situations Objective: 02.0. Describe concepts in theory & theoretical frameworks 4 ) Mikiso Hane studied how rice farming fits into Japanese society. Before he began the study, he relied on his prior knowledge that rice is a basic part of the diet of Japanese people. This is called one of his A) ideal types.

B) assumptions.

C) classifications.

D) predictions.

E) aggregations.

Answer: B Diff: 8 Page Ref: 28 Topic: The Parts of Theory Skill: 0.. Apply abstract learning to realistic situations 3 ..

Objective: 02.0. Describe concepts in theory & theoretical frameworks 5 ) Dalessha developed a pure model of the "street walker" prostitute 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 Page Ref: 28 Topic: The Parts of Theory Skill: 0.. Apply abstract learning to realistic situations Objective: 02.0. Describe concepts in theory & theoretical frameworks 6 ) Which of the following propositions has the greatest theoretical range/level?

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

B) College 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 Page Ref: 32 Topic: The Aspects of Theory Skill: 0.. Apply abstract learning to realistic situations Objective: 02.0. Describe concepts in theory & theoretical frameworks 7 ) How do inductive and deductive approaches to social theory and research differ?

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

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

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

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

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

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Answer: C Diff: 2 Page Ref: 32 Topic: The Aspects of Theory Skill: 07. Make distinctions among related ideas/processes Objective: 02.06 Distinguish inductive & deductive theory building 8 ) 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.

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 Page Ref: 32 Topic: The Aspects of Theory Skill: 05. Show awareness of appropriate procedures/techniques Objective: 02.02 Distinguish explanations, prediction, & understanding 9 ) In a structural explanation, a researcher A) explains something of interest by identifying its cause or causes.

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

D) 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 Page Ref: 32 Topic: The Aspects of Theory Skill: 07. Make distinctions among related ideas/processes Objective: 02.08 Describe various methods of explanation .0 ) Luis theorized the dispersion of European settlers in northern Mexico during the sixteenth century was based on following river valleys. This is a A) micro-level theory.

B) meso-level theory.

C) macro-level theory.

Answer: C Diff: 5 Page Ref: 32 Topic: The Aspects of Theory Skill: 0.. Apply abstract learning to realistic situations Objective: 02.05 Understand micro-, meso-, & macro-levels

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.1 ) 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 Page Ref: 32 Topic: The Aspects of Theory Skill: 06. Explain reasons for using a specific process/procedure Objective: 02.07 Identify the three conditions for causality .2 ) Professor Tun-jen Cheng wanted to study the cause for thousands of people leaving Hong Kong to move to Vancouver, British Columbia. 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 Vancouver.

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 Vancouver.

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

Answer: B Diff: 6 Page Ref: 32 Topic: The Aspects of Theory Skill: 0.. Apply abstract learning to realistic situations Objective: 02.07 Identify the three conditions for causality .3 ) 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 .960s and the .990s is operating at which level?

A) micro B) meso C) macro D) mini E) maxi Answer: C Diff: 4 Page Ref: 32 Topic: The Aspects of Theory Skill: 03. Display ability to extend learning to new situations

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Objective: 02.05 Understand micro-, meso-, & macro-levels .4 ) 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 2-3 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.

Answer: D Diff: 7 Page Ref: 32 Topic: The Aspects of Theory Skill: 03. Display ability to extend learning to new situations Objective: 02.0. Describe concepts in theory & theoretical frameworks .5 ) Jeffrey Haydu 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 Answer: A Diff: 8 Page Ref: 32 Topic: The Aspects of Theory Skill: 03. Display ability to extend learning to new situations Objective: 02.08 Describe various methods of explanation .6 ) Which is the range of the following statement?

Persons 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 Answer: D Diff: 7 Page Ref: 32 Topic: The Aspects of Theory Skill: 0.. Apply abstract learning to realistic situations Objective: 02.0. Describe concepts in theory & theoretical frameworks 7

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.7 ) You pick up an article 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 functional B) conflict C) symbolic interactionism D) exchange theory Answer: D Diff: 8 Page Ref: 32 Topic: The Aspects of Theory Skill: 03. Display ability to extend learning to new situations Objective: 02.0. Describe concepts in theory & theoretical frameworks .8 ) Skip Jones created a micro-level theory about working in a factory. Which of the following would be most likely?

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

B) How urbanization increased the growth of the factory as a form of social organization over the past hundred 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 behavior in factories.

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

Answer: E Diff: 3 Page Ref: 32 Topic: The Aspects of Theory Skill: 03. Display ability to extend learning to new situations Objective: 02.05 Understand micro, meso & macro levels .9 ) 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 favors, and social status, especially in a society where patriarchy prevails as an ideology and justifies his actions in the larger society.

A) exchange theory

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B) symbolic interactionism C) structural functional theory D) conflict theory Answer: D Diff: 5 Page Ref: 32 Topic: The Aspects of Theory Skill: 03. Display ability to extend learning to new situations Objective: 02.0. Describe concepts in theory & theoretical frameworks 20 ) 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 Answer: C Diff: 4 Page Ref: 46 Topic: The Three Major Approaches to Social Science Skill: 07. Make distinctions among related ideas/processes Objective: 02.09 Discuss the three major approaches to soc. science 2. ) Dr. Smith said that social science cannot be value-neutral, and a good study requires putting results into action to help people change society. Dr. Smith uses which approach to social science?

A) positivism B) interpretative social science C) critical social science Answer: C Diff: 6 Page Ref: 46 Topic: The Three Major Approaches to Social Science Skill: 0.. Apply abstract learning to realistic situations Objective: 02.09 Discuss the three major approaches to soc. science 22 ) The interpretative social science approach is described as ideographic 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 behavior.

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.

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D) A and B E) A and C Answer: C Diff: 7 Page Ref: 46 Topic: The Three Major Approaches to Social Science Skill: .0. Utilize both inductive & deductive approaches Objective: 02..0 Distinguish between nomothetic & idiographic 23 ) 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) ideographic.

C) inductive.

D) deductive.

E) dialectic.

Answer: A Diff: 4 Page Ref: 46 Topic: The Three Major Approaches to Social Science Skill: 04. Express familiarity with the range of techniques/methods Objective: 02..0 Distinguish between nomothetic & idiographic 24 ) Some researchers say, put theory into practice, and use 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) a paradigm.

E) none of the above Answer: C Diff: 7 Page Ref: 46 Topic: The Three Major Approaches to Social Science Skill: 07. Make distinctions among related ideas/processes Objective: 02.09 Discuss the three major approaches to soc. science 25 ) Verstehen is a term used by which basic approach to social science?

A) positivist B) interpretative C) critical Answer: B Diff: 4 Page Ref: 49

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Topic: The Three Major Approaches to Social Science Skill: .1. Appreciate differences among 3 approaches to soc science Objective: 02.09 Discuss the three major approaches to soc. science 26 ) Value-free research is emphasized by which of the three approaches to social science?

A) positivist B) interpretative C) critical Answer: A Diff: 4 Page Ref: 46 Topic: The Three Major Approaches to Social Science Skill: .1. Appreciate differences among 3 approaches to soc science Objective: 02.09 Discuss the three major approaches to soc. science 27 ) Praxis is used by which of the three major approaches to social science?

A) positivist B) interpretative C) critical Answer: C Diff: 4 Page Ref: 46 Topic: The Three Major Approaches to Social Science Skill: .1. Appreciate differences among 3 approaches to soc science Objective: 02.09 Discuss the three major approaches to soc. science 28 ) 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 a abstract theory down to testable hypotheses Answer: A Diff: 5 Page Ref: 32 Topic: The Aspects of Theory Skill: .0. Utilize both inductive & deductive approaches Objective: 02.08 Describe various methods of explanation 29 ) 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

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Answer: A Diff: 5 Page Ref: 28 Topic: The Parts of Theory Skill: 07. Make distinctions among related ideas/processes Objective: 02.04 Describe how theory & research complement one another 30 ) 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 Answer: A Diff: 5 Page Ref: 32 Topic: The Aspects of Theory Skill: 09. Be able to understand a simple causal relations/diagrams Objective: 02.03 Understand causality & causal relationships

2.3 Key Terms Vocabulary Questions . ) 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 Page Ref: 40 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.03 Understand causality & causal relationships 2 ) 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 Page Ref: 3.

Topic: The Parts of Theory Skill: 50. Ability to Define Key Terms Objective: 02.0. Describe concepts in theory & theoretical frameworks 3 ) blame analysis

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Answer: A counterfeit argument presented as if it were a theoretical explanation. In it pointing to a responsible party for an unfavorable situation is substituted for presenting a causal explanation.

Diff: 3 Page Ref: 26 Topic: What Is Social Theory?

Skill: 50. Ability to Define Key Terms Objective: 02.03 Understand causality & causal relationships 4 ) 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 Page Ref: 39 Topic: The Aspects of Theory Skill: 09. Be able to understand a simple causal relations/diagrams Objective: 02.03 Understand causality & causal relationships 5 ) 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 Page Ref: 30 Topic: The Parts of Theory Skill: 50. Ability to Define Key Terms Objective: 02.0. Describe concepts in theory & theoretical frameworks 6 ) 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 Page Ref: 29 Topic: The Parts of Theory Skill: 50. Ability to Define Key Terms Objective: 02.0. Describe concepts in theory & theoretical frameworks 7 ) 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 Page Ref: 32 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.06 Distinguish inductive & deductive theory building 8 ) empirical generalization

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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 Page Ref: 34 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.02 Distinguish explanations, prediction, & understanding 9 ) 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 Page Ref: 43 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.0. Describe concepts in theory & theoretical frameworks .0 ) grounded theory Answer: Social theory that is rooted in observations of specific, concrete empirical details.

Diff: 3 Page Ref: 33 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.08 Describe various methods of explanation .1 ) ideal type Answer: A pure model about an ideal, process, social relationship, or 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 Page Ref: 30 Topic: The Parts of Theory Skill: 50. Ability to Define Key Terms Objective: 02.0. Describe concepts in theory & theoretical frameworks .2 ) 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 to social theory or causal laws.

Diff: 3 Page Ref: 49 Topic: The Three Major Approaches to Social Science Skill: 50. Ability to Define Key Terms Objective: 02..0 Distinguish between nomothetic & idiographic

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.3 ) 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 Page Ref: 33 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.06 Distinguish inductive & deductive theory building .4 ) macro-level theory Answer: Social theories and explanations about more abstract, large-scale, and broadscope aspects of social reality, such as social change in major institutions in a whole nation across decades.

Diff: 3 Page Ref: 38 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.05 Understand micro, meso & macro levels .5 ) meso-level theory Answer: Social theories and explanations about more middle-level of 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 Page Ref: 37 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.05 Understand micro, meso & macro levels .6 ) 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 Page Ref: 36 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.05 Understand micro, meso & macro levels .7 ) 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 Page Ref: 43 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms

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Objective: 02.03 Understand causality & causal relationships .8 ) nomothetic Answer: An approach based on laws or one that operates according to a system of laws.

Diff: 3 Page Ref: 47 Topic: The Three Major Approaches to Social Science Skill: 50. Ability to Define Key Terms Objective: 02..0 Distinguish between nomothetic & idiographic .9 ) 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 Page Ref: 46 Topic: The Three Major Approaches to Social Science Skill: 50. Ability to Define Key Terms Objective: 02.09 Discuss the three major approaches to soc. science 20 ) 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 Page Ref: 42 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.03 Understand causality & causal relationships 2. ) 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 Page Ref: 49 Topic: The Three Major Approaches to Social Science Skill: 50. Ability to Define Key Terms Objective: 02.04 Describe how theory & research complement one another 22 ) prediction Answer: A statement about something that is likely to occur in the future.

Diff: 3 Page Ref: 38 Topic: The Aspects of Theory Skill: 50. Ability to Define Key Terms Objective: 02.02 Distinguish explanations, prediction, & understanding

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23 ) 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 Page Ref: 3.

Topic: The Parts of Theory Skill: 50. Ability to Define Key Terms Objective: 02.0. Describe concepts in theory & theoretical frameworks 24 ) 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 Page Ref: 47 Topic: The Three Major Approaches to Social Science Skill: 50. Ability to Define Key Terms Objective: 02.04 Describe how theory & research complement one another 25 ) 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 Page Ref: 49 Topic: The Three Major Approaches to Social Science Skill: 50. Ability to Define Key Terms Objective: 0..08 Know various ways/methods of soc. science explanation

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Chapter 3 Ethics in Social Research 3.. Essay Questions . ) Why are some groups of people called "special populations" in social research? What things must a researcher do differently when studying them?

Diff: 5 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment 2 ) How do power relations, deception, and coercion to participate in research conflict with the principle of voluntary consent?

Diff: 3 Page Ref: 54 Topic: Power Relations Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment 3 ) What is informed consent? Why was it developed? How does it protect research subjects?

Diff: 4 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment 4 ) Describe the difference between anonymity and confidentiality.

Diff: 4 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment 5 ) How might a sponsor attempt to illegitimately influence a researcher? What can the researcher do about it and why might an ethical researcher hesitate?

Diff: 5 Page Ref: 66 Topic: Ethics and the Sponsors of Research Skill: .3. Balance competing ethical principles Objective: 03.04 Understand pressures/issues of sponsored research 6 ) Identify three major cases in the history of research ethics and describe the basic principle of ethical research they illustrate.

Diff: 3 Page Ref: 55 . ..

Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.02 Recognize specific events that gave rise to ethics 7 ) Describe what a whistle-blower is in social research settings, and what pressures a whistle-blower might feel to keep quiet or go public.

Diff: 3 Page Ref: 66 Topic: Ethics and the Sponsors of Research Skill: .3. Balance competing ethical principles Objective: 03.04 Understand pressures/issues of sponsored research 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?

Diff: 3 Page Ref: 68-69 Topic: Politics of Research; Value-Free and Objective Research Skill: .2. Recognize and apply ethical principles Objective: 03.04 Understand pressures/issues of sponsored research 9 ) What is "public sociology" and how does it relate to the three approaches to social science discussed in Chapter 2?

Diff: 5 Page Ref: 69 Topic: Value-Free and Objective Research Skill: 07. Make distinctions among related ideas/processes Objective: 03.06 Sees ethical/pol. relation between research & society .0 ) Why is "value-free" research not always advocated by social researchers?

Diff: 7 Page Ref: 69 Topic: Value-Free and Objective Research Skill: .3. Balance competing ethical principles Objective: 03.06 Sees ethical/pol. relation between research & society

3.2 Multiple Choice Questions . ) What ethical concern is the crossover design supposed to help a researcher 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 2 ..

Diff: 6 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment 2 ) 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 behavior (such as sexual relations, etc.).

C) get permission to conduct the interview from the respondent after telling them 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 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment 3 ) 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 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment 4 ) For a senior project, Chuck conducts a survey on students' attitudes and behaviors concerning personal beliefs and behaviors, including sexual behavior. 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 Chuck violating?

A) confidentiality B) anonymity C) harm to subjects 3 ..

D) concealed identity of researcher E) voluntary participation Answer: B Diff: 5 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: 0.. Apply abstract learning to realistic situations Objective: 03.03 Discuss ethical issues of human subject treatment 5 ) 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 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment 6 ) The original source for the principles of codes of ethics for research on human subjects was developed out of the A) Amnesty International Code of .975.

B) Nuremburg Military Tribunal on Nazi war crimes in .946-47.

C) .964 Civil Rights Act. D) League of Nations Charter of .919.

E) Constitution of the United States.

Answer: B Diff: 2 Page Ref: 55, 64 Topic: Ethical Issues Involving Research Participants; Ethics and the Scientific Community Skill: .2. Recognize and apply ethical principles Objective: 03.02 Recognize specific events that gave rise to ethics 7 ) 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 law suits against researchers by subjects.

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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 Page Ref: 53 Topic: What are Research Ethics?; Why Be Ethical?

Skill: .2. Recognize and apply ethical principles Objective: 03.04 Understand pressures/issues of sponsored research 8 ) Dr. Doolittle 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 .0 people who never interviewed. Dr. Doolittle committed all the following activities EXCEPT which one?

A) plagiarism B) research fraud C) scientific misconduct D) unethical but legal behavior E) illegal but ethical behavior Answer: E Diff: 6 Page Ref: 54 Topic: Why Be Ethical?

Skill: 0.. Apply abstract learning to realistic situations Objective: 03.03 Discuss ethical issues of human subject treatment 9 ) 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 the name of a research company.

E) all of the above.

Answer: E Diff: 6 Page Ref: 66 Topic: Ethics and the Sponsors of Research Skill: .2. Recognize and apply ethical principles Objective: 03.04 Understand pressures/issues of sponsored research .0 ) 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 5 ..

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 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.02 Recognize specific events that gave rise to ethics .1 ) 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 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: 0.. Apply abstract learning to realistic situations Objective: 03.03 Discuss ethical issues of human subject treatment .2 ) 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 behavior is also illegal because codes of ethics have the force of law.

Answer: E Diff: 6 Page Ref: 53, 55, 64, 66

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Topic: Why Be Ethical?; Ethical Issues Involving Research Participants; Ethics and the Scientific Community; Ethics and the Sponsors of Research Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment .3 ) What are institutional review boards and what is the purpose of one?

A) They are located in state 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 colleges, hospitals, and research centers. 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 Page Ref: 64 Topic: Ethics and the Scientific Community Skill: .2. Recognize and apply ethical principles Objective: 03.05 Explain the role of the IRB .4 ) 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 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment .5 ) 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

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Answer: E Diff: 5 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .2. Recognize and apply ethical principles Objective: 03.0. Understand the historic evolution of research ethics .6 ) What is ethical behavior 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 afterwards "debriefs" the subjects, telling them the about 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 afterwards.

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

Answer: D Diff: 5 Page Ref: 55 Topic: Ethical Issues Involving Research Participants Skill: .3. Balance competing ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment .7 ) Dr. Smellysock said, "Before I go any further, I have to run this research design past the IRB." What does this mean?

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

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

C) Dr. Smellysock does not have academic freedom and must get permission to do anything.

D) Dr. Smellysock has to go to Washington, D.C. to talk with the national lobbying organization for the social science researchers.

E) Dr. Smellysock is conducting a research project like the "Bad Blood" study so he must let health officials know he won't contaminate anyone.

Answer: B Diff: 3 Page Ref: 64 Topic: Ethics and the Scientific Community Skill: 0.. Apply abstract learning to realistic situations Objective: 03.05 Explain the role of the IRB

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.8 ) Yukiko got a job working at Big Research Company. After working there for two years, she was asked to conduct a survey of customers who bought Big 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 had who bought a car from Big Motor Corporation but had since sold it. Yukiko thought this was wrong but wanted to keep her supervisor happy so that she could get a promotion. What ethical problem did Yukiko 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 Page Ref: 66 Topic: Ethics and the Sponsors of Research Skill: .3. Balance competing ethical principles Objective: 03.04 Understand pressures/issues of sponsored research

3.3 Key Terms Vocabulary Questions . ) anonymity Answer: Research participants remain anonymous or nameless.

Diff: 3 Page Ref: 62 Topic: Ethical Issues Involving Research Participants Skill: 50. Ability to Define Key Terms Objective: 03.03 Discuss ethical issues of human subject treatment 2 ) confidentiality Answer: Information with participant names attached, but the researcher holds it in confidence or keeps it secret from the public.

Diff: 3 Page Ref: 63 Topic: Ethical Issues Involving Research Participants Skill: 50. Ability to Define Key Terms Objective: 03.03 Discuss ethical issues of human subject treatment 3 ) 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 group with the treatment in the second phase, and vice versa.

Diff: 3 Page Ref: 6.

Topic: Ethical Issues Involving Research Participants 9 ..

Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment 4 ) 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 Page Ref: 59 Topic: Ethical Issues Involving Research Participants Skill: 50. Ability to Define Key Terms Objective: 03.03 Discuss ethical issues of human subject treatment 5 ) institutional review board (IRB) Answer: A committee of researchers and community members that oversees, monitors, and reviews the impact of research procedures on human participants and applies ethical guidelines by reviewing research procedures at a preliminary stage when first proposed.

Diff: 3 Page Ref: 64 Topic: Ethical Issues Involving Research Participants Skill: 50. Ability to Define Key Terms Objective: 03.05 Explain the role of the IRB 6 ) plagiarism Answer: When a researcher “steals” the ideas or writings of another or uses them without properly citing the source.

Diff: 3 Page Ref: 54 Topic: Why Be Ethical?

Skill: 50. Ability to Define Key Terms Objective: 03.04 Understand pressures/issues of sponsored research 7 ) principle of voluntary consent Answer: The idea that researchers must never force anyone to participate in research, and must not lie to them unless it is necessary to accomplish a legitimate research purpose.

Diff: 3 Page Ref: 59 Topic: Ethical Issues Involving Research Participants Skill: 50. Ability to Define Key Terms Objective: 03.03 Discuss ethical issues of human subject treatment 8 ) public sociology Answer: An approach to social research in which a researcher tries to enrich public debate over moral or political issues by infusing them with social theory and social research findings. .0 ..

Diff: 3 Page Ref: 70 Topic: Value-Free and Objective Research Skill: 50. Ability to Define Key Terms Objective: .1.06 Aware of ethical issues in field research 9 ) research fraud Answer: Unethical behavior 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 Page Ref: 54 Topic: Why Be Ethical?

Skill: .2. Recognize and apply ethical principles Objective: 03.03 Discuss ethical issues of human subject treatment .0 ) scientific misconduct Answer: Unethical behavior in which a researcher falsifies or distorts the data or the methods of data collection, or plagiarizes the work of others.

Diff: 3 Page Ref: 54 Topic: Why Be Ethical?

Skill: 50. Ability to Define Key Terms Objective: 03.03 Discuss ethical issues of human subject treatment .1 ) special population Answer: People who lack the necessary cognitive competency give real informed consent or people in a weak position that might comprise their freedom to refuse to participate in a study.

Diff: 3 Page Ref: 60 Topic: Ethical Issues Involving Research Participants Skill: 50. Ability to Define Key Terms Objective: 03.03 Discuss ethical issues of human subject treatment .2 ) 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 Page Ref: 66 Topic: Ethics and the Sponsors of Research Skill: 50. Ability to Define Key Terms Objective: 03.04 Understand pressures/issues of sponsored research

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Chapter 4 Reviewing the Scholarly Literature and Planning a Study 4.. Essay Questions . ) Which outlet of research reports is the easiest, and which is the most difficult to locate research with? Why? Diff: 2 Page Ref: 74 Topic: Literature Review Skill: .5. Understand types & strengths/weaknesses of sources Objective: 04.0. Recognize purpose/how to conduct a literature review 2 ) Describe the page numbering system used in most scholarly journals.

Diff: 2 Page Ref: 74 Topic: Literature Review Skill: .5. Understand types & strengths/weaknesses of sources Objective: 04.02 Know how to locate scholarly lit. & use internet 3 ) What are the advantages and disadvantages of using the Internet in social research?

Diff: 4 Page Ref: 87 Topic: Using the Internet for Social Research Skill: .5. Understand types & strengths/weaknesses of sources Objective: 04.02 Know how to locate scholarly lit. & use internet 4 ) What distinguishes a strong from a weak literature review?

Diff: 4 Page Ref: 74 Topic: Literature Review Skill: .4. Prepare lit review & use the ASA biblio. style Objective: 04.0. Recognize purpose/how to conduct a literature review 5 ) 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 of showing the relationship.

Diff: 8 Page Ref: 96 Topic: Quantitative Design Issues Skill: .7. Distinguish & use units of analysis, variables & hypothesis Objective: 04.06 Understand and use independent, dependent, and intervening variables 6 ) A researcher using "the logic of the disconfirming hypotheses" uses two different hypotheses; what are they? Why is negative evidence considered stronger?

Diff: 9 Page Ref: 96

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Topic: Quantitative Design Issues Skill: .7. Distinguish & use units of analysis, variables & hypotheses Objective: 04.07 Identify and create types of causal hypotheses 7 ) Restate the following in terms of a hypothesis with independent and dependent variables: "The number of miles a person drives in a year affects number of visits a person makes to filling stations, and there is a positive unidirectional relationship between the variables." What is the unit of analysis for the hypothesis?

Diff: 8 Page Ref: 96 Topic: Quantitative Design Issues Skill: .7. Distinguish & use units of analysis, variables & hypotheses Objective: 04.06 Understand and use independent, dependent, and intervening variables 8 ) Give an example of a spurious relationship and draw a diagram of the links among variables.

Diff: 7 Page Ref: 96 Topic: Quantitative Design Issues Skill: .8. Detect potential logical problems. in causal explanation Objective: 04.07 Identify and create types of causal hypotheses 9 ) In what ways do the ecological fallacy and reductionism involve problems with the units of analysis?

Diff: 8 Page Ref: 96 Topic: Quantitative Design Issues Skill: .8. Detect potential logical problems. in causal explanation Objective: 04.08 Understand units of analysis and apply the idea .0 ) Explain a linear and a nonlinear path to doing research , and how a preplanned vs. an emergent research question differ. What types of researchers would be likely to use each?

Diff: 8 Page Ref: 89 Topic: Qualitative and Quantitative Research Orientations Skill: .6. Compare qual. & quantitative. research design/data analysis Objective: 04.04 Contrast qualitative & quantitative study designs

4.2 Multiple Choice Questions . ) 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 ..

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

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

D) each volume contains about three year's worth of journals.

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

Answer: B Diff: 4 Page Ref: 74 Topic: Literature Review Skill: .4. Prepare lit review & use the ASA biblio. style Objective: 04.02 Know how to locate scholarly lit. & use internet Use the following model for the questions that follow: X »Y»Z 2 ) The dependent variable is A) X. B) Y. C) Z. Answer: C Diff: 2 Page Ref: 96 Topic: Quantitative Design Issues Skill: 09. Be able to understand a simple causal relations/diagrams Objective: 04.06 Understand and use independent, dependent, and intervening variables 3 ) The intervening variable is A) X. B) Y. C) Z. Answer: B Diff: 3 Page Ref: 96 Topic: Quantitative Design Issues Skill: 09. Be able to understand a simple causal relations/diagrams Objective: 04.06 Understand and use independent, dependent & intervening variables 4 ) 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 Page Ref: 96 Topic: Quantitative Design Issues Skill: .7. Distinguish & use units of analysis, variables & hypotheses Objective: 04.07 Identify and create types of causal hypotheses

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5 ) What is the independent variable(s) in the following hypothesis?

"Persons who experience economic deprivation during socialization will place a higher priority on economic self-interest later in life than will people who did not experience economic deprivation during socialization."

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 Page Ref: 96 Topic: Quantitative Design Issues Skill: .7. Distinguish & use units of analysis, variables & hypotheses Objective: 04.06 Understand and use independent, dependent, and intervening variables 6 ) 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 (.985, 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 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.06 Understand and use independent, dependent, and intervening variables 7 ) Senator Quicksand stated that an individual's political orientation has an effect on that individual's stand on the abortion issue. "Political orientation" was used as his A) independent variable.

B) dependent variable.

C) unit of analysis.

D) aggregate.

E) attribute.

Answer: A

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Diff: 4 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.06 Understand and use independent, dependent, and intervening variables 8 ) Professor Redears examined the following types of marital status: married, never married, widowed, separated, or 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 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.06 Understand and use independent, dependent, and intervening variables 9 ) Millie Kiddie conducted a study of how children thought about society. She asked them about their attitudes toward the president of the United States. Her unit of analysis is (are) A) the individual child.

B) attitudes.

C) the president.

D) children's attitudes.

E) society.

Answer: A Diff: 5 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.08 Understand and use units and levels of analysis .0 ) Harry Angstrom studied the admissions practices and sports records of 300 colleges to see whether colleges 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 Page Ref: 96

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Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.08 Understand and use units and levels of analysis

Refer to the following paragraph to answer the questions below.

Mary Rodale 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 .00 individual homeowners 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 betterqualified and cheaper woman. Every single homeowner who believed strongly in traditional sex role chose a male. All those who believed in nontraditional sex roles ignored gender and chose on the basis of skill and price alone. .1 ) What is are the units of analysis in the study?

A) plumbers B) small-business owners and homeowners C) sex roles D) skills, experience, and price E) men and women Answer: B Diff: 7 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.08 Understand and use units and levels of analysis .2 ) 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 nontraditional sex roles D) whether a small-business owner was male or female E) whether a plumber was male or female Answer: B Diff: 6 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.06 Understand and use independent, dependent, and intervening variables

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.3 ) 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 homeowners are more likely to discriminate against women who are plumbers.

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

E) none of the above Answer: D Diff: 7 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.07 Identify and create types of causal hypotheses .4 ) 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 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.06 Understand and use independent, dependent, and intervening variables .5 ) Professor Root looked at the number of arrests for drunken driving on the roads in .0 urban and .0 rural counties of Ohio. He found police made more arrests on roads in the rural counties. Professor Root concluded that people who live in rural areas are more likely to drive while intoxicated than are people who live in urban areas. Root's conclusion has the problem of A) premature closure.

B) over extension.

C) ecological fallacy.

D) reductionism.

E) spurious statement.

Answer: E Diff: 8 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.09 Comprehend threats to causal explanations.

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.6 ) The world-wide Great Depression of the .930s 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, .929. 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 Answer: D Diff: 6 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.09 Comprehend threats to causal explanations. .7 ) Dr. White of the Quick Stop Counseling Clinic noticed that female clients with eating disorders who were counseled during the hours of 8 to .1:45 a.m. recovered much faster than those who were counseled from . to 5 p.m. She jumped to the false conclusion that the time of day of counseling caused a quicker recovery. Dr. Green was more cautious.

He noticed that all the clinic staff used the same treatment, but the clinic's female counselors all worked at the clinic in the morning, and male counselors worked in the afternoon. He found that the faster recovery had nothing with the time of day; rather it was due to female clients responding to the treatment with female counselors. What is Dr .A) White's initial causal relationship called? null hypothesis B) spurious statement C) ecological fallacy D) reductionism Answer: B Diff: 8 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.09 Comprehend threats to causal explanations. .8 ) A qualitative researcher interprets what she sees in a setting and brings preliminary coherence to her observations and understanding. This is called A) first-order interpretation.

B) second-order interpretation.

C) third-order interpretation.

D) none of the above Answer: B Diff: 4 Page Ref: 93 Topic: Qualitative Design Issues

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Skill: 20. Understand principles of qualitative design Objective: 04..1 Understand qualitative research design .9 ) Which of the following is part of study design by someone using the quantitative research style?

A) variables and hypotheses B) grounded theory C) use of first-, second-, and third-order interpretation D) nonlinear research path E) emphasis on cases and contexts Answer: A Diff: 3 Page Ref: 96 Topic: Quantitative Design Issues Skill: .6. Compare qual. & quantitative. research design/data analy Objective: 04.04 contrast qualitative & quantitative study designs 20 ) Rob Roth noted that criminals sent to the Marytown Prison were less likely to commit additional crimes once released compared to criminals who were sent to Georgetown Prison. He jumped to the conclusion that the facilities, staff, and programs at the Marytown Prison had a causal effect of reducing future criminal behavior. Sherry Stevens was more cautious. She noticed that different types of criminals were sentenced to the two prisons. She discovered that those sentenced to Marytown were an average of 8 years younger than those sentenced to Georgetown, they had been convicted of less violent crimes, and spent an average of two fewer years in prison. She argued that postprison criminal behavior had nothing with conditions of the Marytown Prison itself; rather it was due to the youth, offenses, and length of time spent in prison by those sent to Marytown compared to the Georgetown Prison. The problem with Rob Roth's conclusion is A) null hypothesis.

B) nonlinear research path.

C) ecological fallacy.

D) reductionism.

E) spuriousness.

Answer: E Diff: 7 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.09 Comprehend threats to causal explanations.

2. ) Which of the following is a BAD research question?

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

B) Is premarital sex immoral?

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C) Do teens who begin to engage in sexual relations when they are younger than .5 have lower self-esteem than teens who wait to begin until they are over .8?

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 Page Ref: 89 Topic: Qualitative and Quantitative Research Orientations Skill: 0.. Apply abstract learning to realistic situations Objective: 04..0 Know how to turn a topic into a testable hypothesis 22 ) 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 Page Ref: 89 Topic: Qualitative and Quantitative Research Orientations Skill: 20. Understand principles of qualt. design Objective: 04..1 Understand qualitative research design Refer to the following paragraph to answer the questions below.

Joyce James 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. She tested the theory by looking at data on 22 large industrial nations during .969-.999. She measured military effort as the "share of the gross national product" for the military (e.g., weapons, training, stationing troops), right-wing 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 Labor Organization; data for right-wing party power and nationalist attitudes came from previous studies by other researchers.

23 ) In this study, the dependent variable is A) nationalist beliefs.

B) military effort.

C) gross national product.

D) the International Labor Organization.

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

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Answer: B Diff: 5 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.05 Use indep., depend.., & intervening variables 24 ) In this study, the unit of analysis is the A) nation.

B) right-wing party.

C) individual.

D) military program.

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

Answer: A Diff: 7 Page Ref: 96 Topic: Quantitative Design Issues Skill: 0.. Apply abstract learning to realistic situations Objective: 04.08 Understand and use units and levels of analysis 25 ) The American Sociological Review bibliographic reference style is used in which of the examples below?

A) James R. Kluegel and Lawrence Bobo (.993) "Opposition to Race-Targeting: SelfInterest, 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, .993), Pp. 443465.

C) Kluegel, James R. and Lawrence Bobo. .993. "Opposition to Race-Targeting: SelfInterest, Stratification Ideology or Racial Attitude?" American Sociological Review 58:443-65.

D) Kluegel, J.R. and Bobo, L. (.993) 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, .993.

Answer: C Diff: 3 Page Ref: 74 Topic: Literature Review Skill: .4. Prepare lit review & use the ASA biblio. style Objective: 04.03 Correctly write ASA format for biblio.

26 ) Which of the following is considered a positive feature of using 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

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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 Page Ref: 87 Topic: Using the Internet for Social Research Skill: .5. Understand types & strengths/weaknesses of sources Objective: 04.02 Know how to locate scholarly lit. & use internet 27 ) In general, if you want to find many research studies on a topic, the place that is easiest 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 Page Ref: 74 Topic: Literature Review Skill: .5. Understand types & strengths/weaknesses of sources Objective: 04.02 Know how to locate scholarly lit. & use internet 28 ) 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 Diff: 3 Page Ref: 93 Topic: Qualitative Design Issues Skill: .6. Compare qual. & quantitative. research design/data analysis Objective: 04..1 Understand qualitative research design 4.3 Key Terms Vocabulary Questions . ) abstract

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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 Page Ref: 78 Topic: Literature Review Skill: 50. Ability to Define Key Terms Objective: 04.0. Recognize purpose/how to conduct a literature review 2 ) 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 Page Ref: .00 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.07 Identify and create types of causal hypotheses 3 ) attributes Answer: The categories of a variable.

Diff: 3 Page Ref: 96 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.06 Understand and use independent, dependent and intervening variables 4 ) citation Answer: Details of a scholarly journal article's location that helps people to find it quickly.

Diff: 3 Page Ref: 77 Topic: Literature Review Skill: 50. Ability to Define Key Terms Objective: 04.03 Correctly write ASA format for biblio.

5 ) 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 posttest and that is the result of a treatment in experimental research.

Diff: 3 Page Ref: 96 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.06 Understand and use independent, dependent and intervening variables 6 ) ecological fallacy

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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 over generalizes to make theoretical statements about an association among small-scale units or individuals.

Diff: 3 Page Ref: .02 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.09 Comprehend threats to causal explanations.

7 ) first-order interpretation Answer: In qualitative research, what the people being studied actually feel and think.

Diff: 3 Page Ref: 95 Topic: Qualitative Design Issues Skill: 20. Understand principles of qualt. design Objective: 04..1 Understand qualitative research design 8 ) 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 Page Ref: 98 Topic: –Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04..0 Know how to turn a topic into a testable hypothesis 9 ) independent variable Answer: The first variable that causes or produces the effect in a causal explanation.

Diff: 3 Page Ref: 96 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.06 Understand and use independent, dependent and intervening variables .0 ) intervening variable Answer: A variable that is between the initial causal variable and the final effect variable in a causal explanation.

Diff: 3 Page Ref: 97 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.06 Understand and use independent, dependent and intervening variables .1 ) level of analysis

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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 Page Ref: .01 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.08 Understand and use units and levels of analysis .2 ) 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 Page Ref: 90 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.04 contrast qualitative & quantitative study designs .3 ) 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 Page Ref: 75 Topic: Literature Review Skill: 50. Ability to Define Key Terms Objective: 04.02 Know how to locate scholarly lit. & use internet .4 ) nonlinear research path Answer: Research that proceeds in a circular, back-and-forth manner. It is more characteristic of qualitative than a qualitative style to social research.

Diff: 3 Page Ref: 90 Topic: Qualitative and Quantitative Research Orientations Skill: 50. Ability to Define Key Terms Objective: 04..1 Understand qualitative research design .5 ) null hypothesis Answer: A hypothesis that says there is no relationship or association between two variables, or no effect.

Diff: 3 Page Ref: .00 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.07 Identify and create types of causal hypotheses

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.6 ) 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 behavior or very small-scale units, but over generalizes to make theoretical statements about a relationship among very large-scale units.

Diff: 3 Page Ref: .03 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.09 Comprehend threats to causal explanations. .7 ) second-order interpretation Answer: In qualitative research, what a researcher believes the people being studied feel and think.

Diff: 3 Page Ref: 95 Topic: Qualitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04..1 Understand qualitative research design .8 ) 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 Page Ref: .05 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.09 Comprehend threats to causal explanations. .9 ) third-order interpretation Answer: In qualitative research, what a researcher tells a reader of a research report that the people he or she studied felt and thought.

Diff: 3 Page Ref: 95 Topic: Qualitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04..1 Understand qualitative research design 20 ) unit of analysis Answer: The kind of empirical case or unit that a researcher observes, measures, and analyzes in a study.

Diff: 3 Page Ref: .01 Topic: Quantitative Design Issues

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Skill: 50. Ability to Define Key Terms Objective: 04.08 Understand and use units and levels of analysis 2. ) universe Answer: The broad class of units that are covered in a hypothesis; all the units to which the findings of a particular study can be generalized.

Diff: 3 Page Ref: 9.

Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.08 Understand and use units and levels of analysis 22 ) variable Answer: A concept or its empirical measure that can take on multiple values.

Diff: 3 Page Ref: 96 Topic: Quantitative Design Issues Skill: 50. Ability to Define Key Terms Objective: 04.06Understand and use independent, dependent, and intervening variables

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Chapter 5 Qualitative and Quantitative Measurement 5.. Essay Questions . ) How does a researcher use the conceptual definition of a construct in operationalization and conceptualization?

Diff: 8 Page Ref: .15, .21 Topic: Parts of the Measurement Process; Reliability and Validity Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.0. Compare Qual & Quant Measurement Processes 2 ) How do reliability and validity differ? How do they complement each other? Can a measure be reliable but invalid? How? Diff: 8 Page Ref: .21 Topic: Reliability and Validity Skill: 22. Distinguish between reliability & validity, & the types Objective: 05.0. Compare Qual & Quant Measurement Processes 3 ) Name the levels of measurement and explain how they differ. Give examples.

Diff: 7 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 25. Identify a variable's level of measurement Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var 4 ) What are the differences among face, content, and criterion validity?

Diff: 8 Page Ref: .21 Topic: Reliability and Validity Skill: 22. Distinguish between reliability & validity, & the types Objective: 05.03 Discuss Reliability & Validity for Measurement 5 ) How do qualitative and quantitative ideas about validity differ?

Diff: 6 Page Ref: .21 Topic: Reliability and Validity Skill: .6. Compare qual. & quantitative. research design/data analysis Objective: 05.0. Compare Qual & Quant Measurement Processes 6 ) Explain the difference between the logic of a scale and an index.

Diff: 6 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 23. Identify measurement scales & explain index constr.

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Objective: 05.05 Be aware of index construction issues 7 ) How can a measure have unidimensionality, but also use multiple indicators which capture all parts of the content of a construct?

Diff: 9 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.05 Be aware of index construction issues 8 ) Create three example items using the Likert scale which have mutually exclusive and exhaustive categories and no problem with the response set.

Diff: 4 Page Ref: .35 Topic: Scales Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.08 Recognize & know how to use social sci. scales 9 ) Explain how to use the Bogardus Social Distance Scale to measure whether people feel more socially distant from ex-mental hospital patients or heroin addicts.

Diff: 6 Page Ref: .35 Topic: Scales Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.08 Recognize & know how to use social sci. scales .0 ) How does standardization make comparisons easier?

Diff: 7 Page Ref: .32 Topic: Index Construction Skill: 24. Discern when standardization is necessary for measurement Objective: 05.06 Show awareness of need to standardize data

5.2 Multiple Choice Questions . ) Most social scientists do not accept a person's height in centimeters and millimeters 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 Page Ref: .21 2 ..

Topic: Reliability and Validity Skill: 22. Distinguish between reliability & validity, & the types Objective: 05.03 Discuss Reliability & Validity for Measurement 2 ) 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 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.02 Discuss Conceptualization & Operationalization 3 ) Safrina developed a way to measure sexist attitudes. It worked such that a person with a sexist-attitude score of zero truly had 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 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var 4 ) Anthony DeGrassi asked 200 students about individual forms of physical exercise they have seriously tried. He asked questions about: (.) bicycling, (2) swimming, (3) jogging/long-distance running, and (4) weight training [free-weights or exercise machines]. When he looked at the results he found that a large majority of those who tried weight training previously had tried bicycling, swimming, and jogging. At the same time, joggers usually had tried swimming and bicycling, but not weight lifting. Also, many of those who bicycle had never tried any other form of exercise listed. With this type of result, what scaling technique should you recommend he use to organize the information?

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A) Borgadus Social Distance Scale B) semantic differential C) Harrison's scale D) Likert scale E) Guttman scaling Answer: E Diff: 5 Page Ref: .35 Topic: Scales Skill: 0.. Apply abstract learning to realistic situations Objective: 05.08 Recognize & know how to use social sci. scales 5 ) Janice 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 Page Ref: .21 Topic: Reliability and Validity Skill: 0.. Apply abstract learning to realistic situations Objective: 05.03 Discuss Reliability & Validity for Measurement 6 ) 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 your definition.

Answer: A Diff: 3 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.02 Discuss Conceptualization & Operationalization 7 ) I took an abstract idea and developed a clear conceptual definition for it. This is called A) androtempration.

B) conceptualization.

C) operationalization.

D) replication.

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E) triangulation.

Answer: B Diff: 2 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.0. Compare Qual & Quant Measurement Processes 8 ) Dr. Smellie's survey question asked students to indicate their class standing as one of the following: Fresh., Soph., Jr., Sr., or Grad. He measured the variable at what level of measurement?

A) nominal B) ordinal C) interval D) ratio Answer: B Diff: 3 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var 9 ) 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 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 25. Identify a variable's level of measurement Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var .0 ) 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) the color of a person's hair (blond, brunette, redhead) E) the number of members in a club Answer: D Diff: 3 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 0.. Apply abstract learning to realistic situations 5 ..

Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var .1 ) 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 .50 lbs.

Answer: B Diff: 4 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var .2 ) When a researcher seeks to validate a measure by comparing it with a "tried and true" preexisting measure, this type of validity is called A) face.

B) predictive.

C) criterion.

D) concurrent.

E) content.

Answer: D Diff: 4 Page Ref: .21 Topic: Reliability and Validity Skill: 22. Distinguish between reliability & validity, & the types Objective: 05.03 Discuss Reliability & Validity for Measurement .3 ) Kim Jae-On 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 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.05 Be aware of index construction issues .4 ) Which of the following statements about the role of a conceptual definition in variable measurement is TRUE? A) Value judgments never play a role.

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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 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.02 Discuss Conceptualization & Operationalization .5 ) Dr. Liu developed a new measure of fear of crime. His conceptual definition was: The degree of emotional, behavioral, 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 Page Ref: .21 Topic: Reliability and Validity Skill: 0.. Apply abstract learning to realistic situations Objective: 05.03 Discuss Reliability & Validity for Measurement .6 ) Dr. Liu 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 have taken 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 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 0.. Apply abstract learning to realistic situations Objective: 05.03 Discuss Reliability & Validity for Measurement

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.7 ) What level of measurement is being used in the statement: "A fox terrier is smaller than a Russian wolfhound, but bigger than a Chinchilla."

A) nominal B) ordinal C) internal D) ratio Answer: B Diff: 3 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var .8 ) Fat Harry got on the scale at 7:00 a.m. and weighed 295 pounds. At 7:02 a.m. he again got on the scale and weighed 200 pounds. At 7:04 he weighed 499 pounds. The measurement of Harry's weight has problems with A) reliability.

B) induction.

C) standardization D) conceptualization.

E) precision.

Answer: A Diff: 5 Page Ref: .21 Topic: Reliability and Validity Skill: 0.. Apply abstract learning to realistic situations Objective: 05.03 Discuss Reliability & Validity for Measurement .9 ) Professor Howery created a measure of how students feel about the effectiveness of college teaching. He identified many subjective dimensions and labeled 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. Howery used a A) semantic differential.

B) Guttman scale.

C) Bogardus Social Distance Scale.

D) Likert scale.

Answer: A Diff: 5 Page Ref: .35 Topic: Scales Skill: 0.. Apply abstract learning to realistic situations Objective: 05.08 Recognize & know how to use social sci. scales

Refer to the following paragraph to answer the questions below.

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Maria Valencia developed a new test to measure intelligence or IQ. She claimed that, using her test, someone with an IQ of .80 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.

20 ) 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 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var 2. ) 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 Page Ref: .21 Topic: Reliability and Validity Skill: 0.. Apply abstract learning to realistic situations Objective: 05.03 Discuss Reliability & Validity for Measurement 22 ) 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) 2. years old, married, middle-class E) frequency of attending religious services, Chinese heritage, farmer Answer: C

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Diff: 3 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 05.02 Discuss Conceptualization & Operationalization 23 ) Dr. Horse 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 .00 U.S. cities to get a score for each. Dr. Horse created a(n) A) index.

B) scale.

C) measure of central tendency.

D) statistic.

E) item analysis.

Answer: A Diff: 3 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 05.05 Be aware of index construction issues 24 ) Beth Bobson wants to develop a composite measure of how employees feel about a new corporate name and logo. She uses a measure where employees note their feelings on a continuum between two extremes. The polar extremes are labeled and refer to general evaluative adjectives. Which of the following is she using?

A) Guttman scale B) Bogardus Social Distance Scale C) an index D) semantic differential E) Likert scale Answer: D Diff: 4 Page Ref: .35 Topic: Scales Skill: 0.. Apply abstract learning to realistic situations Objective: 05.08 Recognize & know how to use social sci. scales 25 ) Jack Jackson, owner of the Jackson Automobile Supermarket, wanted to find out the kinds of cars to push to graduating college students. He asked .00 college seniors to rate ten aspects of .1 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 ten aspects from 0 (poor) to 5 (excellent). Each student also rated the importance of each aspect (. = 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 .50. After calculating the information and reviewing the results, Jack focused on selling cars .0 ..

with scores of 80 and higher to graduating students. What measurement technique did Jack use in his study?

A) semantic differential B) Bogardus Social Distance Scale C) Likert scale D) Hawthorne scale E) an index Answer: E Diff: 4 Page Ref: .32 Topic: Index Construction Skill: 0.. Apply abstract learning to realistic situations Objective: 05.05 Be aware of index construction issues 26 ) What is the problem with this measure of college-student age?

Please indicate your age: (i) .7 to .8 years old (ii) .9 to 20 years old (iii) 2. to 22 years old A) Its attributes are mutually exclusive.

B) Its attributes are not exhaustive.

C) Its attributes are at a nominal level of measurement.

D) Its attributes are double-barreled.

E) There is nothing wrong with it.

Answer: B Diff: 3 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 05.07 Understand mutually exclusive & exhaustive 27 ) Blue Health Clinic wants to measure the feelings of people towards people suffering from AIDS (Acquired Immune Deficiency). 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 tests 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 the A) semantic differential.

B) Likert scale.

C) Harrison scale.

D) Guttman scale.

E) none of the above Answer: E Diff: 6 Page Ref: .35 Topic: Scales

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Skill: 0.. Apply abstract learning to realistic situations Objective: 05.08 Recognize & know how to use social sci. scales 28 ) Green County Social Services Department is interested in placing a group home for adults with mental retardation in a neighborhood. The department wants to measure the feelings of people in the Meadowood neighborhood towards cognitively disabled adults.

The staff creates a questionnaire that contains an item that has six categories for the degree of contact that goes from "Having cognitively disabled adults in my city," to "Having a cognitively disabled adult as a roommate." Neighborhood residents are to begin with the first category and mark all those that they feel personally comfortable with. The questionnaire uses the A) semantic differential.

B) Bogardus Social Distance Scale.

C) Likert scale.

D) Guttman scale.

E) Thurstone scale.

Answer: B Diff: 4 Page Ref: .35 Topic: Scales Skill: 0.. Apply abstract learning to realistic situations Objective: 05.08 Recognize & know how to use social sci. scales 29 ) Dr. Soundstorm developed a measure of an ideal rock group. She 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. She rated 25 groups on the six factors to get an overall measure of each rock group. She created a(n) A) index.

B) scale.

C) measure of central tendency.

D) statistic.

E) item analysis.

Answer: A Diff: 3 Page Ref: .32 Topic: Index Construction Skill: 0.. Apply abstract learning to realistic situations Objective: 05.05 Be aware of index construction issues 30 ) When should a researcher consider using the Guttman 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 one thinks there might be a pattern in data or survey responses, such that all who agree with a strong position also agree with mild positions, but those holding a mild position rarely take a strong stand

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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 Page Ref: .35 Topic: Scales Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.08 Recognize & know how to use social sci. scales

Use the letters marking parts of the diagram of the measurement process to identify the following parts.

3. ) Operational definition of the dependent variable: A) F B) G C) K D) J E) L Answer: C Diff: 4 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.02 Discuss Conceptualization & Operationalization 32 ) Conceptual definition of the dependent variable: A) K B) G C) B .3 ..

D) A E) C Answer: B Diff: 4 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.02 Discuss Conceptualization & Operationalization 33 ) Conceptualization of the dependent variable: A) E B) I C) H D) D E) F Answer: A Diff: 4 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.02 Discuss Conceptualization & Operationalization 34 ) Empirical hypothesis: A) L B) B C) H D) G E) C Answer: A Diff: 4 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.02 Discuss Conceptualization & Operationalization 35 ) When comparing a qualitative and a quantitative approaches to measurement, operationalization in the qualitative approach involves A) more of an "after-the-fact" description based on what was observed in the data than based on a preplanned 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.

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Answer: A Diff: 4 Page Ref: .15 Topic: Parts of the Measurement Process Skill: 2.. Recognize and describe parts of the measurement process Objective: 05.0. Compare Qual & Quant Measurement Processes 5.3 Key Terms Vocabulary Questions . ) Bogardus Social Distance Scale Answer: A scale that measures the distance between two or more social groups by having members of one group express the point at which they feel comfortable with various types of social interaction or closeness with member of other groups(s).

Diff: 4 Page Ref: .38 Topic: Scales Skill: 50. Ability to Define Key Terms Objective: 05.08 Recognize & know how to use social sci. scales 2 ) 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 Page Ref: .23 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.02 Discuss Conceptualization & Operationalization 3 ) 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 Page Ref: .17 Topic: Parts of the Measurement Process Skill: 50. Ability to Define Key Terms Objective: 05.02 Discuss Conceptualization & Operationalization 4 ) conceptualization Answer: The process of developing clear, rigorous, systematic conceptual definitions for abstract ideas/concepts.

Diff: 4 Page Ref: .17 Topic: Parts of the Measurement Process Skill: 50. Ability to Define Key Terms Objective: 05.02 Discuss Conceptualization & Operationalization

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5 ) concurrent validity Answer: Measurement validity that relies on a preexisting and already-accepted measure to verify the indicator of a construct.

Diff: 4 Page Ref: .16 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement 6 ) content validity Answer: Measurement validity that requires that a measure represent all the aspects of the conceptual definition of a construct.

Diff: 4 Page Ref: .23 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement 7 ) continuous variables Answer: Variables measured on a continuum in which an infinite number of finer gradations between variable attributes are possible.

Diff: 4 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var 8 ) criterion validity Answer: Measurement validity that relies on some independent, outside verification.

Diff: 4 Page Ref: .24 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement 9 ) discrete variables Answer: Variables in which the attributes can be measured only with a limited number of distinct, separate categories.

Diff: 4 Page Ref: .28 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var .0 ) empirical hypothesis

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Answer: A type of hypothesis in which the research expresses variable in specific empirical terms and expresses the association among the measured indicators in observable, empirical terms.

Diff: 4 Page Ref: .17 Topic: Parts of the Measurement Process Skill: 50. Ability to Define Key Terms Objective: 05.02 Discuss Conceptualization & Operationalization .1 ) exhaustive attributes Answer: The principle 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 Page Ref: .31 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.07 Understand mutually exclusive & exhaustive .2 ) 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 Page Ref: .27 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement .3 ) face validity Answer: 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.

Diff: 4 Page Ref: .23 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement .4 ) Guttman scaling Answer: A scale that researchers use after data are collected to reveal whether a hierarchical pattern exists among response, such that people who give response at a “higher level” also tend to give “lower level” ones.

Diff: 4 Page Ref: .40 Topic: Scales Skill: 50. Ability to Define Key Terms

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Objective: 05.08 Recognize & know how to use social sci. scales .5 ) index Answer: A summing or combination of many separate measures of a construct or variable.

Diff: 4 Page Ref: .30 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.05 Be aware of index construction issues .6 ) internal validity Answer: The ability of experimenters to strengthen a causal explanation's logical rigor by eliminating potential alternatives explanations for an association between the treatment and the dependent variable through an experimental design.

Diff: 4 Page Ref: .29 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement .7 ) 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 Page Ref: .29 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var .8 ) 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 Page Ref: .27 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var .9 ) 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.

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Diff: 4 Page Ref: .35 Topic: Scales Skill: 50. Ability to Define Key Terms Objective: 05.08 Recognize & know how to use social sci. scales 20 ) 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 Page Ref: .23 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement 2. ) 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 Page Ref: .22 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement 22 ) 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 Page Ref: .31 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.07 Understand mutually exclusive & exhaustive 23 ) nominal-level measurement Answer: The lowest, least precise level of measurement for which there is only a different in type among the categories of a variable.

Diff: 4 Page Ref: .29 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var 24 ) operational definition Answer: The definition of a variable in terms of the specific activities to measure or indicate it in the empirical world.

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Diff: 4 Page Ref: .16 Topic: Parts of the Measurement Process Skill: 50. Ability to Define Key Terms Objective: 05.02 Discuss Conceptualization & Operationalization 25 ) operationalization Answer: The process of moving from the conceptual definition of a construct to a set of specific activities or measures that allows a researcher to observe it empirically (i.e., its operational definition).

Diff: 4 Page Ref: .19 Topic: Parts of the Measurement Process Skill: 50. Ability to Define Key Terms Objective: 05.02 Discuss Conceptualization & Operationalization 26 ) 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 Page Ref: .29 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var 27 ) predictive validity Answer: Measurement validity that relies on the occurrence of a future event or behavior that is logically consistent to verify the indicator of a construct.

Diff: 4 Page Ref: .24 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement 28 ) 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 Page Ref: .29 Topic: A Guide to Quantitative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var 29 ) reliability Answer: The dependability or consistency of the measure of a variable.

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Diff: 4 Page Ref: .21 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement 30 ) 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 Page Ref: .30 Topic: Scales Skill: 50. Ability to Define Key Terms Objective: 05.08 Recognize & know how to use social sci. scales 3. ) 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 Page Ref: .40 Topic: Scales Skill: 50. Ability to Define Key Terms Objective: 05.08 Recognize & know how to use social sci. scales 32 ) standardization Answer: The procedure to statistically adjust measures to permit making honest comparisons by giving a common basis for the measures of different units.

Diff: 4 Page Ref: .33 Topic: Index Construction Skill: 50. Ability to Define Key Terms Objective: 05.06 Show awareness of need to standardize data 33 ) 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 Page Ref: .31 Topic: A Guide to Quantititative Measurement Skill: 50. Ability to Define Key Terms Objective: 05.05 Be aware of index construction issues 34 ) validity

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Answer: A term that broadly means “true.” It 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 Page Ref: .21 Topic: Reliability and Validity Skill: 50. Ability to Define Key Terms Objective: 05.03 Discuss reliability and validity for measurement

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Chapter 6 Qualitative and Quantitative Sampling 6.. Essay Questions . ) When is it appropriate to use the snowball sampling technique?

Diff: 3 Page Ref: .47 Topic: Nonprobability Sampling Skill: 26. Identify types & know use of non-probability samples Objective: 06.02 Understand non-probability types of sampling 2 ) Why is it important to have an accurate sampling frame?

Diff: 3 Page Ref: .51 Topic: Probability Sampling Skill: 06. Explain reasons for using a specific process/procedure Objective: 06.03 Understand the key parts of random sampling techniques 3 ) Which random sampling method is best when the population has several groups and a researcher wants to ensure that each group is in the sample? Give an example.

Diff: 4 Page Ref: .51 Topic: Probability Sampling Skill: 28. Recognize situations for various types of random samples Objective: 06.05 Be familiar with various types of random samples 4 ) How can you get a sampling interval from a sampling ratio? What type of sampling is the sampling interval used with?

Diff: 3 Page Ref: .51 Topic: Probability Sampling Skill: 27. Properly use random sample terms & calculate stats.

Objective: 06.04 Calculate elm sampling statistics & confid. intervals 5 ) What is the population in RDD? Does it avoid sampling frame problems?

Diff: 5 Page Ref: .51 Topic: Probability Sampling Skill: 27. Properly use random sample terms & calculate stats.

Objective: 06.05 Be familiar with various types of random samples 6 ) How do researchers decide how large of a sample to use in quantitative research?

Diff: 6 Page Ref: .51 Topic: Probability Sampling Skill: 28. Recognize situations for various types of random samples

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Objective: 06.06 Understand sample size issues & inferring from samples 7 ) Explain how the logic of sampling is related to the logic of measurement related.

Diff: 8 Page Ref: .51 Topic: Probability Sampling Skill: 06. Explain reasons for using a specific process/procedure Objective: 06.06 Understand sample size issues & inferring from samples 8 ) Explain why a larger sample in itself is not always the best.

Diff: 7 Page Ref: .51 Topic: Probability Sampling Skill: 06. Explain reasons for using a specific process/procedure Objective: 06.06 Understand sample size issues & inferring from samples

6.2 Multiple Choice Questions . ) Hubert Humbort wants to draw a sample of people in Michigan who own an authentic, imported espresso coffee maker. There is no list of the people, and there is no reason to believe that they know each other. What type of sampling should Hubert use?

A) cluster sampling B) snowball sampling C) simple random sampling D) purposive sampling E) accidental sampling Answer: D Diff: 4 Page Ref: .47 Topic: Nonprobability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.02 Understand non-probability types of sampling

Refer to the following paragraph to answer the questions below.

The Young Children's Charity would like to provide an accurate estimate of how much it costs to raise a child between the ages of 2 and .2 each year for its fundraising campaign.

They contracted with you to find out how much households spent on raising a child in 2006 for clothing, toys/recreation, education, baby sitting, and a percentage of the expenses for family food, utilities (electricity and gas), transportation, and rent or house payments. They gave you a list 4 million residential telephone customers in the area they will operate the campaign. You sampled every 4,000th address on the list. The Charity will have a professional survey company contact each sampled household by telephone

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and ask whether or not there is a child between 2 and .2 years old living in the household. If there is, their 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.

2 ) 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: 5 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.03 Understand the key parts of random sampling techniques 3 ) How large is your sample?

A) 200 B) 500 C) 2,000 D) 2,500 E) 5,000 Answer: C Diff: 5 Page Ref: .51 Topic: Probability Sampling Skill: 27. Properly use random sample terms & calculate stats.

Objective: 06.04 Calculate elm sampling statistics & confid. intervals 4 ) 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 = .,000, Sample standard deviation = 55 B) sample size = .00, Sample standard deviation = 5.5 C) sample size = .0,000, Sample standard deviation = 55 D) sample size = .,000, Sample standard deviation = 5.5 E) sample size = .0,000, Sample standard deviation = ..0 Answer: E Diff: 7 Page Ref: .51 Topic: Probability Sampling Skill: 27. Properly use random sample terms & calculate stats.

Objective: 06.04 Calculate elm sampling statistics & confid. intervals 5 ) According to the central limit theorem used in inferential statistics,

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A) the bigger your sample, the better your results.

B) if you draw 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 Page Ref: .51 Topic: Probability Sampling Skill: 27. Properly use random sample terms & calculate stats.

Objective: 06.03 Understand the key parts of random sampling techniques Refer to the following paragraph to answer the questions below.

Robert Rabbitear, president 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’s billing list. He selected customers from the 20,000 households on the billing list by taking every 40th household. A trained interviewer visited each household and asked detailed questions about the viewing habits of various family members.

6 ) What is the sampling frame of the 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 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.03 Understand the key parts of random sampling techniques 7 ) What type of sampling did he use?

A) simple random B) systematic C) disproportionate D) cluster E) stratified Answer: B Diff: 4 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations 4 ..

Objective: 06.05 Be familiar with various types of random samples 8 ) How large is his sample?

A) 500 B) .,000 C) .,500 D) 2,000 E) 20,000 Answer: A Diff: 7 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.04 Calculate elm sampling statistics & confid. intervals 9 ) What is his sampling ratio?

A) .002 or 0.2% B) .005 or 0.5% C) .025 or 2.5% D) .050 or 5% E) none of the above Answer: C Diff: 6 Page Ref: .51 Topic: –Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.04 Calculate elm sampling statistics & confid. intervals

Refer to the following paragraph to answer the questions below.

Dr. Martinez 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. .0 ) What is the sampling interval?

A) .00.

B) .0.

C) ..0 D) .0 E) .00 Answer: E Diff: 4 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations 5 ..

Objective: 06.04 Calculate elm sampling statistics & confid. intervals .1 ) What is the sampling ratio?

A) .00.

B) .0.

C) ..0 D) .0 E) .00 Answer: B Diff: 5 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.04 Calculate elm sampling statistics & confid. intervals

Refer to the following paragraph to answer the questions below.

Professor Alco Drunkman studied class level and drinking behavior at Wild State University in Boozville, Texas. Every student is required to live in one of six twentystory-tall dormitories, and has a single room. All dormitory room phone numbers began with the prefix 747 or 757 (e.g., phone numbers are 747-000. to 757-9999). He used the student telephone directory, and after a random start selected every .5th student. He then mailed a questionnaire to the .,000 students selected and had two follow-up postcard reminders. A total of 900 students returned questionnaires. Later, he asked the university registrar whether any students were omitted from the directory. .2 ) What is Drunkman's sampling frame?

A) the drinking behavior of students B) students both in the directory and not in the directory C) the 2002 student telephone directory D) Wild State University E) the class levels Answer: C Diff: 5 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.03 Understand the key parts of random sampling techniques .3 ) What is Drunkman's population?

A) all students living in Boozville, Texas B) all students enrolled in Wild State University C) students who drink alcohol D) all residents of Boozville, Texas E) students who have roommates

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Answer: B Diff: 6 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.03 Understand the key parts of random sampling techniques .4 ) About how many students are listed in the 2002 Wild State University student telephone directory?

A) 2,000 B) .0,000 C) .5,000 D) 20,000 E) 35,000 Answer: C Diff: 7 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.04 Calculate elm sampling statistics & confid. intervals .5 ) What type of sampling did Drunkman use?

A) stratified B) quota C) cluster D) systematic E) simple random Answer: D Diff: 3 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.05 Be familiar with various types of random samples .6 ) The registrar's office stated that 3,000 currently-enrolled student names were omitted from the directory, but everyone in the directory was still enrolled. With this revised estimate of the population and final number of students on which he has data, what is Drunkman's actual sampling ratio?

A) . percent B) 5 percent C) 8 percent D) .0 percent E) .5 percent Answer: B Diff: 8 Page Ref: .51 7 ..

Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.04 Calculate elm sampling statistics & confid. intervals .7 ) Professor Drunkman's questionnaire asked each student to name every other student with whom they drank during the past two months. Dry Temperance, his assistant, sent a questionnaire to each person named by students in the first sample in which the same question was asked. Ms. Temperance next sent a questionnaire to everyone named as a drinking partner in the second sample and so on until she had sent out ten different waves of questionnaires. She then drew up a list of all students who drank with anyone else that returned a questionnaire, and used it as a sample for a study on drinking networks on campus. What kind of sampling was Ms. Temperance using?

A) accidental sampling B) snowball sampling C) quota sampling D) cluster sampling E) stratified sampling Answer: B Diff: 3 Page Ref: .47 Topic: Nonprobability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.02 Understand non-probability types of sampling .8 ) Drunkman wants to mail out questionnaires, but he wants to be certain that the sample contains an equal number of freshman, sophomore, junior, and senior students.

He asks you to draw a stratified sample. What is the best way to draw the sample?

A) Choose every .0th, instead of .5th, name when selecting students.

B) Use the registrar's list of students instead of the telephone directory, and select every .5th student name.

C) Get a list of each class (e.g., freshman, sophomore) 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 “freshman,” the first 500 saying “sophomore,” etc.

E) First randomly select .0 dormitories, then randomly select every other floor of the .0 selected dormitories, then mail questionnaires to students on the students living in rooms on the selected floors.

Answer: C Diff: 5 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.05 Be familiar with various types of random samples

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.9 ) Drunkman decided to conduct his study using a telephone interview instead using a mailed questionnaire. Which is the most accurate way to 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 747 or 757 prefix D) a quota sample with an equal number of students from each dormitory E) a stratified sample from .00-, 200-, 300-, and 400-numbered courses Answer: C Diff: 4 Page Ref: .51 Topic: Probability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.05 Be familiar with various types of random samples 20 ) John Johnson used nonrandom sampling in his study of successful scientists. He knew most got excellent grades in high school and college, excelled in mathematics, and had a strong interest in science from a 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 in science until they reached college or later in life. What type of sampling was he using?

A) snowball B) theoretical C) sequential D) deviant case E) quota Answer: D Diff: 4 Page Ref: .47 Topic: Nonprobability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.02 Understand non-probability types of sampling

Refer to the following paragraph to answer the questions below.

Market researcher Shoko Yamamoto wants to test whether men like a new flavor of yogurt, which tastes like cigar smoke and beer, more than women. She has 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. Afterwards, 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.

2. ) What type of sampling was used in the study?

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A) random B) quota C) stratified D) snowball E) cluster Answer: B Diff: 3 Page Ref: .47 Topic: Nonprobability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.02 Understand non-probability types of sampling

22) Professor Hangnail wants to study how people join a small extremist political organization dedicated to right-wing ideas. He first interviews recent recruits and asks who introduced him/her to the organization. He next interviews the named person and asked who introduced them to the organization, and so forth. This is A) snowball sampling.

B) systematic sampling.

C) deviant case sampling.

D) accidental sampling.

E) cluster sampling.

Answer: A Diff: 2 Page Ref: .47 Topic: Nonprobability Sampling Skill: 0.. Apply abstract learning to realistic situations Objective: 06.02 Understand non-probability types of sampling 23) What is the name in sampling for the people who engage in illegal or concealed activities; often a researcher must use purposive sampling to find them.

A) hidden population B) target population C) moving target D) cluster E) sociogram Answer: A Diff: 3 Page Ref: .47 Topic Nonprobability Sampling Skill: 26. Identify types & know use of non-probability samples Objective: 06.0. Explain basic purpose & limits of sampling 24) If you use this, you do not give an exact estimate of the population parameter. Instead the range is from a little below and a little above your best estimate of the population

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parameter based on statistics about the sampling error from your random sample and how certain you want to be of an answer.

A) confidence interval B) deviant case sampling C) sampling distribution D) sampling ratio E) probability proportionate to size (PPS) Answer: A Diff: 4 Page Ref: .51 Topic: Probability Sampling Skill: 27. Properly use random sample terms & calculate stats.

Objective: .0.06 Understand basics of infer. stats & stat. signif.

6.3 Key Terms Vocabulary Questions . ) central limit theorem Answer: A law-like mathematical relationship that states: Whenever many random samples are drawn from a population and plotted, a normal distribution is formed, and the center of such a distribution for a variable is equal to its population parameter.

Diff: 4 Page Ref: .55 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques 2 ) 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 Page Ref: .61 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.05 Be familiar with various types of random samples 3 ) 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 Page Ref: .55

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Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.04 Calculate elm sampling statistics & confid. intervals 4 ) 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 Page Ref: .51 Topic: Nonprobability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.02 Understand non-probability types of sampling 5 ) haphazard sampling Answer: A type of nonrandom sample in which the researcher selects anyone he or she happens to come across.

Diff: 4 Page Ref: .47 Topic: Nonprobability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.0. Explain basic purpose & limits of sampling 6 ) 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 Page Ref: .66 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.0. Explain basic purpose & limits of sampling 7 ) 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 Page Ref: .68 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.06 Understand sample size issues & inferring from samples 8 ) nonrandom sample

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Answer: A type of sample in which the sampling elements are selected using something other than a mathematically random process.

Diff: 4 Page Ref: .47 Topic: Nonprobability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.02 Understand non-probability types of sampling 9 ) parameter Answer: A characteristic of the entire population that is estimated from a sample.

Diff: 4 Page Ref: .53 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques .0 ) population Answer: The name for the large group of many cases from which a researcher draws a sample and which is usually described in broad, theoretical terms.

Diff: 4 Page Ref: .46 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques .1 ) 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 Page Ref: .63 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.05 Be familiar with various types of random samples .2 ) 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 Page Ref: .49 Topic: Nonprobability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.02 Understand non-probability types of sampling .3 ) quota sampling

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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 Page Ref: .48 Topic: Nonprobability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.02 Understand non-probability types of sampling .4 ) 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 Page Ref: .64 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.05 Be familiar with various types of random samples .5 ) 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 Page Ref: .54 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques .6 ) 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 Page Ref: .54 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.05 Be familiar with various types of random samples .7 ) 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 Page Ref: .46 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.0. Explain basic purpose & limits of sampling

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.8 ) sampling distribution Answer: A distribution of values created by drawing many random samples from the same population.

Diff: 4 Page Ref: .55 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques .9 ) sampling element Answer: The name for a case or single unit to be selected into a sample.

Diff: 4 Page Ref: .51 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques 20 ) sampling error Answer: How much a random sample deviates from being representative of the entire population from which it was drawn.

Diff: 4 Page Ref: .54 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques 2. ) 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 Page Ref: .52 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques 22 ) sampling interval Answer: The inverse of the sampling ratio. It is used in systematic sampling to select cases into the sample.

Diff: 4 Page Ref: .57 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques 23 ) sampling ratio

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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 Page Ref: .52 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques 24 ) 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 Page Ref: .51 Topic: Nonprobability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.02 Understand non-probability types of sampling 25 ) 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 Page Ref: .54 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.05 Be familiar with various types of random samples 26 ) 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 Page Ref: .49 Topic: Nonprobability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.02 Understand non-probability types of sampling 27 ) sociogram Answer: A diagram or "map" that shows the network of social relationships, influence, patterns, or communication paths among a groups of people or units.

Diff: 4 Page Ref: .50 Topic: Nonprobability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.02 Understand non-probability types of sampling

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28 ) statistic Answer: A numerical estimate of a population parameter computed from a sample.

Diff: 4 Page Ref: .53 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques 29 ) 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 Page Ref: .59 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.05 Be familiar with various types of random samples 30 ) systematic sampling Answer: A type of random sample in which a researcher selects every kth (e.g., .2th) case from the sampling frame by using a sampling interval.

Diff: 4 Page Ref: .57 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.05 Be familiar with various types of random samples 3. ) 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 Page Ref: .51 Topic: Probability Sampling Skill: 50. Ability to Define Key Terms Objective: 06.03 Understand the key parts of random sampling techniques

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Chapter 7 Survey Research 7.. Essay Questions . )What are the six aspects of social life which can be addressed in a survey? Provide an example for each category.

Diff: 2 Page Ref: .72 Topic: When to Use a Survey Skill: 06. Explain reasons for using a specific process/procedure Objective: 07.0. Recognize types of survey questions & purposes 2 ) Identify eight of the twelve things which you should avoid when writing survey questions and briefly explain each of the eight.

Diff: 5 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 29. Write good survey questions & use good survey design Objective: 07.02 Understand concerns in writing good survey items 3 ) How should you organize questions in a questionnaire? Refer to order effects, a funnel sequence, and context effects in your answer.

Diff: 6 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 29. Write good survey questions & use good survey design Objective: 07.0. Recognize types of survey questions & purposes 4 ) What topics are threatening to respondents? Which create social desirability problems? What can a researcher do about them?

Diff: 6 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 06. Explain reasons for using a specific process/procedure Objective: 07.0. Recognize types of survey questions & purposes 5 ) What are advantages and disadvantages of open versus closed questions?

Diff: 4 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 07. Make distinctions among related ideas/processes Objective: 07.0. Recognize types of survey questions & purposes 6 ) Distinguish between the following types of questions: contingency, matrix, filtered, quasi-filtered, and standard questions? Explain when you should use each type. . ..

Diff: 6 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 06. Explain reasons for using a specific process/procedure Objective: 07.0. Recognize types of survey questions & purposes 7 ) What are five ways that an ordinary conversation differs from a survey research interview?

Diff: 5 Page Ref: .97 Topic: Interviewing Skill: 32. Identify good survey interview technique Objective: 07.04 Understand proper survey interview techniques 8 ) Under what conditions is it best to use each of the following: mail questionnaires, telephone interviews, face-to-face interviews, or Web survey?

Diff: 6 Page Ref: .94 Topic: Types of Surveys: Advantages and Disadvantages Skill: 3.. Identify strengths/weakness of survey types Objective: 07.03 Know strengths of different survey methods

7.2 Multiple Choice Questions . ) Which of the following is(are) a problem(s) with this survey question?

"Don't you agree with our heroic president that we must crush the blood-thirsty extremists now murdering the peace-loving innocent women and children of Outer Bunga?"

A) leading question B) prestige basis C) emotionally loaded D) assumes knowledge beyond that which most respondents possess E) all of the above Answer: E Diff: 4 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 29. Writes good survey questions and use good survey design Objective: 07.02 Understand concerns in writing good survey items 2 ) Which of the following survey questions is best, i.e., avoids most of the errors in question writing?

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 U.S. Surgeon General that smoking is bad for your health?"

C) "Have you ever had angina or cardiac fibrillation?"

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D) "Do you jog and do sit ups 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 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 0.. Apply abstract learning to realistic situations Objective: 07.02 Understand concerns in writing good survey items 3 ) "How old were you when one of your parents first took you to a restaurant?" .. under 6 months old 2. 6 months to .2 months old 3. .3 months to 24 months old 4. 25 months to 3 years old 5. more than 3 years old What is the MAJOR weakness of this item?

A) It is double-barreled.

B) It has jargon.

C) It is too long.

D) It is not mutually exclusive.

E) Respondents are not fully capable to answer.

Answer: E Diff: 4 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 0.. Apply abstract learning to realistic situations Objective: 07.02 Understand concerns in writing good survey items 4 ) You come across an old question survey with the following item: "The Soviets cheated on every agreement to freeze nuclear weapons development since .950. Don't you agree that the United States should give up on establishing a limitations agreement?" .. Yes 2. Not sure 3. No What is the MAJOR weakness with this item?

A) It is socially desirable.

B) It is too long.

C) It is biased or leading.

D) It is double-barreled.

E) It is not clear.

Answer: C 3 ..

Diff: 5 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 0.. Apply abstract learning to realistic situations Objective: 07.02 Understand concerns in writing good survey items 5 ) Dr. Hightone devised a questionnaire in which she asked, "How often do you get sexually aroused while smoking marijuana?" What type of problem might she encounter if she used this question?

A) It is a leading question.

B) It has social desirability bias.

C) It is a double-barreled question.

D) It is threatening.

E) It has special terminology or jargon.

Answer: D Diff: 5 Page Ref: .75 Topic: Constructing a Questionnaire Skill: 0.. Apply abstract learning to realistic situations Objective: 07.0. Recognize types of survey questions & purposes 6 ) By asking survey respondents, "Do you think that highly-educated people smoke cigarettes as much as less-educated people?" when you want to test the hypothesis that education is negatively associated with smoking, what is the problem with this question?

A) It is a double-barreled question.

B) It treats people's beliefs as being actual relationships.

C) It is a biased question.

D) It is a threatening question.

E) No problem, it is a good question.

Answer: B Diff: 5 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 0.. Apply abstract learning to realistic situations Objective: 07.02 Understand concerns in writing good survey items 7 ) In writing survey questions, it is a good idea to A) include your independent and dependent variable in the same question to test hypotheses quickly.

B) use filter or quasi-filter questions if respondents are unfamiliar with the issue.

C) use closed-ended questions when beginning research on a new issue.

D) use double-barreled questions to save space and time.

E) none of the above Answer: B Diff: 4 Page Ref: .75 Topic: Constructing the Questionnaire 4 ..

Skill: 29. Write good survey questions & use good survey design Objective: 07.02 Understand concerns in writing good survey items 8 ) A desirable characteristic of a survey question is that it A) uses jargon or slang so people feel comfortable.

B) contains two issues in the same question to save space.

C) begins by referring to a well-known and respected group or individual's position on the issue to provide guidance.

D) states the issue in inflammatory, emotionally-charged language, because that is how most people think and speak.

E) none of the above Answer: E Diff: 5 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 29. Write good survey questions & use good survey design Objective: 07.02 Understand concerns in writing good survey items 9 ) Darnell's questionnaire has two sets of questions. One set asks whites about black people, and the other asks black people about whites. The set of questions respondents answer depend upon their answer to the second question in the questionnaire, "What is your race?" Darnell is using a A) dual-ballot question.

B) forced-choice question.

C) contingency question.

D) sign-post question.

E) double-barreled question.

Answer: C Diff: 6 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 0.. Apply abstract learning to realistic situations Objective: 07.0. Recognize types of survey questions & purposes .0 ) 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) another term for an open-ended question E) a method for interviewing people who are not cooperative Answer: C Diff: 4 Page Ref: .75 Topic: Constructing the Questionnaire 5 ..

Skill: 29. Write good survey questions & use good survey design Objective: 07.0. Recognize types of survey questions & purposes .1 ) What is the name of the following type of question?

Do you have an opinion about the recent events in Egypt? [TO INTERVIEWER: IF NO, SKIP TO NEXT QUESTION. IF YES, CONTINUE.] Please tell me if you Agree, Disagree, or Have No Opinion On regarding the statement: The Egyptian government should give in to the demands of people staging mass demonstrations in the streets.

A) a partially open question B) an open-ended question C) a standard-format question D) a quasi-filter question E) a full-filter question Answer: E Diff: 4 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 29. Write good survey questions & use good survey design Objective: 07.02 Understand concerns in writing good survey items

.2 ) What is the major error illustrated in this question?

What is your marital status? __ Married __ Single A) NOT mutually exclusive B) NOT exhaustive C) double-barreled D) false premise E) nothing wrong with question Answer: B Diff: 4 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 0.. Apply abstract learning to realistic situations Objective: 07.02 Understand concerns in writing good survey items .3 ) What is the following type of question called?

"Please tell me if you Agree, Disagree, or Have No Opinion On regarding the statement: The law should change the age at which a person can legally purchase alcohol, raising it to 25."

A) a partially open question B) a quasi-filter question C) an open-ended question 6 ..

D) a full-filter question E) a standard-format question Answer: B Diff: 3 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 0.. Apply abstract learning to realistic situations Objective: 07.02 Understand concerns in writing good survey items .4 ) Survey respondents are likely to UNDERSTATE their true behavior of 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 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 29. Write good survey questions & use good survey design Objective: 07.02 Understand concerns in writing good survey items .5 ) Which behavior is a respondent most likely to OVERSTATE in a survey interview?

A) tax evasion B) having a venereal disease C) alcohol consumption D) giving to a charity or helping friends E) savings and other wealth owned Answer: D Diff: 4 Page Ref: .75 Topic: Constructing a Questionnaire Skill: 29. Write good survey questions & use good survey design Objective: 07.02 Understand concerns in writing good survey items .6 ) When is it most appropriate to use an open-ended question?

A) when there are many floaters in your sample B) when there are really only a few simple choices for your questions C) when doing exploratory research or starting a new research area D) when you want to use lots of statistics and graphs for results E) when your sample has many people with limited speaking/writing abilities Answer: C Diff: 5 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 29. Write good survey questions & use good survey design 7 ..

Objective: 07.02 Understand concerns in writing good survey items .7 ) In general, a closed-ended question can A) yield results that may differ from an open-ended question.

B) yield answers even if respondents don't really agree with any of the answer choices that a researcher offers.

C) provide the researcher with quantitative data on respondents that is easy to analyze by using statistics.

D) avoid bias against people who find it difficult to express themselves in complex oral discussions.

E) all of the above Answer: E Diff: 2 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 30. Identify & know how to use various kinds of survey q.s Objective: 07.0. Recognize types of survey questions & purposes .8 ) If you were going to ask a question about a highly sensitive topic (e.g., masturbation, homosexuality, extramarital affairs), where should you place it in a survey?

A) as the very first question B) mixed somewhere among unrelated questions in the middle C) always the absolute last question D) among the last questions, unless it fits into a set of similar questions; then with similar questions E) such questions are never asked in survey research Answer: D Diff: 2 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 29. Write good survey questions & use good survey design Objective: 07.05 Be familiar with good questionnaire layout/organiz. .9 ) It is a BAD idea when ordering the questions in a questionnaire to A) put the more sensitive questions towards the end.

B) put questions on a similar topic together, proceeding by a transition statement.

C) put a long list of "standard demographic" questions at the beginning (e.g., how old are you, how many children do you have, how many bathrooms are in your house, etc.).

D) A and B. E) B and C. Answer: C Diff: 3 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 29. Write good survey questions & use good survey design Objective: 07.05 Be familiar with good questionnaire layout/organiz.

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20 ) What is a "probe" in survey research?

A) A "trick question" to see whether a respondent is lying.

B) A question in which a respondent who answers "yes" to a first question will get one second question, but a different second question if she answered "no."

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) The name for a follow-up question asked by an interviewer to have a respondent clarify or elaborate on an answer.

Answer: E Diff: 3 Page Ref: .97 Topic: Interviewing Skill: 32. Identify good survey interview technique Objective: 07.04 Understand proper survey interview techniques 2. ) When conducting a survey research interview an interviewer should A) offer his or her own opinion first to build rapport.

B) skip over questions if you already know the answer for the respondent.

C) indicate his or her personal reaction to each answer to show interest.

D) speak without facial expression or change in tone of voice, like a robot, because otherwise he or she will influence the respondent.

E) none of the above.

Answer: E Diff: 4 Page Ref: .97 Topic: Interviewing Skill: 32. Identify good survey interview technique Objective: 07.04 Understand proper survey interview techniques 22 ) The correct stance or attitude for a survey research interviewer to take is A) as an actor or actress told to read lines without any facial expression or any change in tone of voice, like a robot.

B) an aggressive police interrogator.

C) a neutral tone, with natural expression of the exact wording on the interview schedule.

D) a close friend, therapist, or family member.

E) an expressive, interested participant to the point of beginning arguments on issues.

Answer: C Diff: 4 Page Ref: .97 Topic: Interviewing Skill: 32. Identify good survey interview technique Objective: 07.04 Understand proper survey interview techniques 23 ) Survey research interviewers should 9 ..

A) rephrase each question into terms with which the respondent will feel most comfortable.

B) invite family, friends, and neighbors to the interview so respondents will be in a natural setting.

C) communicate his/her own feelings and opinions, so that the respondent will feel free to divulge personal information also.

D) never promise that answers will remain confidential or anonymous.

E) none of the above Answer: E Diff: 3 Page Ref: .97 Topic: Interviewing Skill: 32. Identify good survey interview technique Objective: 07.04 Understand proper survey interview techniques 24 ) When asking questionnaire items, 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 easy questions first, skipping questions that the respondent is slow to answer and then return to difficult questions later.

C) react with a verbal response (e.g., Yes, Oh no! That's a good answer) to show interest after the respondent answers a question.

D) give assistance by offering his or her own personal answer for questions with which the respondent has difficulty.

E) summarize and reword what respondent says in response to an open-ended question, so that it is a more meaningful answer.

Answer: A Diff: 3 Page Ref: .97 Topic: Interviewing Skill: 32. Identify good survey interview technique Objective: 07.04 Understand proper survey interview techniques 25 ) This type of survey has the highest response rate.

A) telephone interview B) mail questionnaire C) face-to-face interview D) Web survey Answer: C Diff: . Page Ref: .94 Topic: Types of Surveys: Advantages and Disadvantages Skill: 3.. Identify strengths/weakness of survey types Objective: 07.03 Know strengths of different survey methods 26 ) This kind of survey has the lowest response rate. .0 ..

A) telephone interview B) mail questionnaire C) face-to-face interview D) web survey Answer: B Diff: 2 Page Ref: .94 Topic: Types of Surveys: Advantages and Disadvantages Skill: 3.. Identify strengths/weakness of survey types Objective: 07.03 Know strengths of different survey methods 27 ) This is the survey method to choose if one wants the quickest results.

A) telephone interview B) mail questionnaire C) face-to-face interview D) Web survey Answer: D Diff: 3 Page Ref: .94 Topic: Types of Surveys: Advantages and Disadvantages Skill: 3.. Identify strengths/weakness of survey types Objective: 07.03 Know strengths of different survey methods 28 ) This survey method permits the longest interview and the most complex questions.

A) telephone interview B) mail questionnaire C) face-to-face interview D) Web survey Answer: C Diff: 2 Page Ref: .94 Topic: Types of Surveys: Advantages and Disadvantages Skill: 3.. Identify strengths/weakness of survey types Objective: 07.03 Know strengths of different survey methods 29 ) A survey research interviewer asks a respondent .8 Likert scale questions about a politician. All .8 questions are worded such that a person who favors the politician will say "Agree." The respondent quickly answers "Agree" to all .8, but does not really think about each. This is an example of A) social desirability effect.

B) prestige question effect.

C) sleeper effect.

D) response set effect.

E) order effects.

Answer: D .1 ..

Diff: 4 Page Ref: .75 Topic: Constructing the Questionnaire Skill: 0.. Apply abstract learning to realistic situations Objective: 07.02 Understand concerns in writing good survey items 30 ) When reporting survey research results, what 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) All of the above are needed.

Answer: E Diff: 4 Page Ref: 203 Topic: The Ethical Survey Skill: .2. Recognize and apply ethical principles Objective: 07.05 Be familiar with good questionnaire layout/organizational principles

7.3 Key Terms Vocabulary Questions . ) closed-ended question Answer: A type of survey research question in which respondents must chose from a fixed set of answers.

Diff: 4 Page Ref: .84 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.0. Recognize types of survey questions & purposes 2 ) 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 Page Ref: 20.

Topic: Interviewing Skill: 50. Ability to Define Key Terms Objective: 07.04 Understand proper survey interview techniques 3 ) 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. .2 ..

Diff: 4 Page Ref: .90 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.05 Be familiar with good questionnaire layout/organiz.

4 ) 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 Page Ref: .83 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.0. Recognize types of survey questions & purposes 5 ) cover sheet Answer: One or more pages at the beginning of a questionnaire with information about an interview or respondent.

Diff: 4 Page Ref: .91 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.05 Be familiar with good questionnaire layout/organiz.

6 ) double-barreled 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 Page Ref: .77 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.02 Understand concerns in writing good survey items 7 ) floaters Answer: Respondents who lack a belief or opinion on an issue, but who give an answer anyway if asked in a survey research. Often their answers are inconsistent.

Diff: 4 Page Ref: .87 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.02 Understand concerns in writing good survey items 8 ) full-filter question

.3 ..

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 Page Ref: .87 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.02 Understand concerns in writing good survey items 9 ) funnel sequence Answer: A way to order survey research questions in a questionnaire from general ones to specific ones.

Diff: 4 Page Ref: .90 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.05 Be familiar with good questionnaire layout/organiz. .0 ) interview schedule Answer: The name of a survey research questionnaire when a telephone or face-to-face interview is used.

Diff: 4 Page Ref: .73 Topic: The Logic of Survey Research Skill: 50. Ability to Define Key Terms Objective: 07.04 Understand proper survey interview techniques .1 ) matrix question Answer: A type of survey research question in which a set of questions is listed in a compact form together, all questions sharing the same set of answer categories.

Diff: 4 Page Ref: .91 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.0. Recognize types of survey questions & purposes .2 ) 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 Page Ref: .83-.84 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.0. Recognize types of survey questions & purposes .3 ) order effect .4 ..

Answer: An effect in survey research in which respondents hear some specific question before others, and the earlier questions affect their answers to later questions.

Diff: 4 Page Ref: .88 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.05 Be familiar with good questionnaire layout/organiz. .4 ) partially-open question Answer: A type of survey research question in which respondents are given a fixed set of answers to choose from, but in addition an "other" category is offered so that they can specify a different answer if they want to.

Diff: 4 Page Ref: .89 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.0. Recognize types of survey questions & purposes .5 ) 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 Page Ref: .77 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.02 Understand concerns in writing good survey items .6 ) 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 Page Ref: .99 Topic: Interviewing Skill: 50. Ability to Define Key Terms Objective: 07.04 Understand proper survey interview techniques .7 ) quasi-filter question Answer: A type of survey research question that includes the answer choice "No opinion" or "Don't know."

Diff: 4 Page Ref: .87 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.0. Recognize types of survey questions & purposes .8 ) response set .5 ..

Answer: An effect in survey research when respondents tend to agree with every question in a series rather than thinking though their answer to each question.

Diff: 4 Page Ref: .87 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.02 Understand concerns in writing good survey items .9 ) 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 Page Ref: .82 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.02 Understand concerns in writing good survey items 20 ) 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 Page Ref: .86 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.0. Recognize types of survey questions & purposes 2. ) threatening questions Answer: A type of survey research question in which respondents are likely to cover up or lie about their true behavior or beliefs because they fear a loss of self-image or that they may appear to be undesirable or deviant.

Diff: 4 Page Ref: .79 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.0. Recognize types of survey questions & purposes 22 ) 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 Page Ref: .88 Topic: Constructing the Questionnaire Skill: 50. Ability to Define Key Terms Objective: 07.05 Be familiar with good questionnaire layout/organiz.

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Chapter 8 Experimental Research 8.. Essay Questions . ) Describe an example of the parts of the classical experimental design and three preexperimental designs.

Diff: 6 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 08. Provide examples of abstract ideas/principles Objective: 08.0. Know parts of experiments & various designs 2 ) Explain a 3 X 2 design and factorial designs. Why do experimenters use them?

Diff: 6 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 06. Explain reasons for using a specific process/procedure Objective: 08.0. Know parts of experiments & various designs 3 ) How do the interrupted and the equivalent time-series designs differ?

Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 07. Make distinctions among related ideas/processes Objective: 08.0. Know parts of experiments & various designs 4 ) What is control important in experimental research? How is it related to internal validity?

Diff: 8 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 06. Explain reasons for using a specific process/procedure Objective: 08.03 Understand experimental control and internal validity 5 ) Describe the testing effect and its relation to the Solomon four-group design.

Diff: 6 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 34. Identify threats to internal validity Objective: 08.03 Understand experimental control and internal validity 6 ) What is a double-blind experiment? Why would a researcher use it?

Diff: 6 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 33. Identify parts of experiments and the various designs

.

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Objective: 08.03 Understand experimental control and internal validity 7 ) What is reactivity and why is it less an issue in field experiments than ones conducted in a laboratory?

Diff: 5 Page Ref: 224 Topic: Internal and External Validity Skill: 06. Explain reasons for using a specific process/procedure Objective: 08.04 Understand reactivity & external validity 8 ) Explain why mortality, maturation, and history effects threaten a researcher's ability to demonstrate a causal relationship. Why are they more common in longer experiments?

Diff: 8 Page Ref: 224 Topic: Internal and External Validity Skill: 06. Explain reasons for using a specific process/procedure Objective: 08.03 Understand experimental control and internal validity 9 ) Why is randomization used instead of matching when selecting subjects for most experiments?

Diff: 8 Page Ref: 2.3 Topic: Random Assignment Skill: 07. Make distinctions among related ideas/processes Objective: 08.02 Recognize importance of randomization for experiment .0 ) Many experiments use confederates, placebos, and various types of deception. Why is deception used in many experiments and how should researchers act ethically when using it?

Diff: 8 Page Ref: 233 Topic: A Word on Ethics Skill: 06. Explain reasons for using a specific process/procedure Objective: 08.05 Recognize ethical issues specific to experiments

8.2 Multiple Choice Questions . ) If the time between the pretest and the posttest is very short, then the A) history effect is more likely to occur.

B) statistical regression effect is less likely to occur.

C) testing effect is more likely to occur.

D) maturation effect is less likely to occur.

E) statistical regression effect is more likely to occur.

Answer: D

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Diff: 6 Page Ref: 224 Topic: Internal and External Validity Skill: 34. Identify threats to internal validity Objective: 08.03 Understand experimental control and internal validity 2 ) The difference between randomization and random sampling is A) nothing, they are two words for the same thing.

B) randomization means randomly assigning people into two or more groups, random sampling meaning choosing a sample from a population in a random way.

C) random sampling means randomly assigning people into two or more groups, randomization means choosing a sample from a population in a random way.

D) randomization is a close approximation of true random sampling.

E) randomization uses random numbers while random sampling does not.

Answer: B Diff: 4 Page Ref: 2.3 Topic: Random Assignment Skill: 27. Properly use random sample terms & calculate stats.

Objective: 08.02 Recognize importance of randomization for experiment 3 ) Dr. Shortstuff conducted an experiment to raise IQ scores by having experimental subjects eat three bananas each day for a month, while control groups had no bananas.

Below are his results (scores = average IQ score for group of subjects).

Experimental Group Control Group

Pretest .02 80

Posttest .10 .10

Which of the following can you say about the results?

A) The experiment proves that the Dr. Shortstuff's treatment works.

B) The experiment has selection bias problems.

C) All experimental subjects ended up the same whether or not they had the treatment.

D) A and B. E) B and C. Answer: E Diff: 5 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 37. Capable of interpreting basic results of an experiment Objective: 08.03 Understand experimental control and internal validity 4 ) The classical experimental design contains all EXCEPT which of the following?

A) an experimental and control group B) pretest and posttest measures C) random assignment of subjects D) at least two different independent variables

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E) A and D only Answer: D Diff: 2 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 33. Identify parts of experiments and the various designs Objective: 08.0. Know parts of experiments & various designs 5 ) After the delivery of a baby, new parents at General Hospital were given a poison knowledge test. While at the hospital they attended a three-hour training session on poison. A week later, they took the poison test again. After the delivery of a baby, new parents at 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?

A) one-group pretest-posttest control group B) time-series C) nonequivalent control group D) cross-sectional design E) multiple time-series Answer: A Diff: 5 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 0.. Apply abstract learning to realistic situations Objective: 08.0. Know parts of experiments & various designs 6 ) The speed limit on interstate highways in the United States was reduced from 65 to 55 mile per hour in .976. It was raised back to 65 in .988; then in .996 individual state governments could decide the limit and many raised it to 75 miles per hour. Proponents and critics of the law have looked at the number of traffic deaths per .000 miles driven on the highways between .970 and .998 to see whether the law affected traffic deaths. What type of design is this?

A) one-shot case study B) equivalent time-series design C) pretest-posttest one-group design D) interrupted time-series design E) Solomon four-group design Answer: D Diff: 5 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 0.. Apply abstract learning to realistic situations Objective: 08.0. Know parts of experiments & various designs

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7 ) Pete Pepsi wanted to see whether caffeine intake increased a subject's arousal state.

He randomly assigned .00 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. He then measured and compared arousal states for both groups. What type of design did Pete use?

A) two-group posttest-only design B) pretest-posttest C) classical experimental D) static group comparison E) interrupted time-series Answer: A Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 0.. Apply abstract learning to realistic situations Objective: 08.0. Know parts of experiments & various designs 8 ) Jerry Jones, the coach at Hometown 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 in which order he should have his team members train (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, posttest B) Solomon four-group design C) Latin square design D) classical experiment design E) posttest-only design Answer: C Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 0.. Apply abstract learning to realistic situations Objective: 08.0. Know parts of experiments & various designs 9 ) 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) posttest-only control group design D) one-shot case study E) All of the above are equally effective.

Answer: D Diff: 6 Page Ref: 2.6 5 ..

Topic: Experimental Design Logic Skill: 34. Identify threats to internal validity Objective: 08.03 Understand experimental control and internal validity .0 ) Dr. Hooknose said, "I've got to debrief the subjects" and walked into the experimental lab. What is he 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 Page Ref: 232 Topic: Practical Considerations Skill: 0.. Apply abstract learning to realistic situations Objective: 08.05 Recognize ethical issues specific to experiments .1 ) 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 Page Ref: 224 Topic: Internal and External Validity Skill: 07. Make distinctions among related ideas/processes Objective: 08.04 Understand reactivity & external validity .2 ) An article you read refers to the Hawthorne effect. What does this mean?

A) It is a special instrument for measuring emotionally-charged attitudes invented in the .930s Hawthorne, England.

B) It is a type of experimental design using three control groups developed by Sir Thomas Hawthorne in the .960s, when investigating the effects of noise on mental concentration.

C) It is what happens when the researcher uses a two-way mirror in research to observe people without them being aware of it.

D) It is the effect that occurs when a researcher measures the dependent variable 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) none of the above.

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Answer: E Diff: 4 Page Ref: 224 Topic: Internal and External Validity Skill: 35. Recognize reactivity & external validity problems Objective: 08.04 Understand reactivity & external validity .3 ) Dr. Nose conducted an experiment to test changes in sex roles due to spending a entire day reading about the achievements of great women artists and scientists. The experimental group read fifteen articles about great women. The control group read fifteen 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) none of the above Answer: C Diff: 5 Page Ref: 224 Topic: Internal and External Validity Skill: 0.. Apply abstract learning to realistic situations Objective: 08.03 Understand experimental control and internal validity .4 ) The Solomon four-group design combines which two other designs?

A) case study and two-group posttest-only B) classical experimental and equivalent time-series C) one-group pretest-posttest and static group comparison D) classical experimental and two-group posttest only E) classical experimental design and static group comparison Answer: D Diff: 5 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 33. Identify parts of experiments and the various designs Objective: 08.0. Know parts of experiments & various designs .5 ) Several people criticized Dr. Bluenose's experiment on the effects of density of living conditions on aggression for its external validity problems. This means problems with A) randomization to the experimental or control group.

B) generalizability.

C) ethics.

D) posttest effects.

E) selection of subjects into experimental and control groups.

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Answer: B Diff: 3 Page Ref: 224 Topic: Internal and External Validity Skill: 0.. Apply abstract learning to realistic situations Objective: 08.04 Understand reactivity & external validity .6 ) Which of the following is NOT one of the seven parts of an experiment?

A) control group B) random assignment C) RDD D) posttest E) dependent variable Answer: C Diff: 3 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 33. Identify parts of experiments and the various designs Objective: 08.0. Know parts of experiments & various designs .7 ) An experimenter says "it was a 3 by 3." What does this mean?

A) It was a factorial design with three independent variables.

B) It was a time-series design with three X's and three O's.

C) It was a Latin square design with three groups.

D) It was a factorial design with two variables; each had three levels.

E) It was a static group comparison design with nine dependent variables.

Answer: D Diff: 5 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 0.. Apply abstract learning to realistic situations Objective: 08.0. Know parts of experiments & various designs .8 ) The Vice President for Human Relations at Widget 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; then he gave one group flexible working hours. 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 his analysis, he found that all of the experimental-group subjects happened to be office employees and all of the control-group people were 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 satisfaction. Which of the following threats to internal validity DID NOT occur during the experiment?

A) history effect

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B) selection bias C) mortality D) statistical regression E) all of the above Answer: D Diff: 6 Page Ref: 224 Topic: Internal and External Validity Skill: 0.. Apply abstract learning to realistic situations Objective: 08.03 Understand experimental control and internal validity .9 ) 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 behavior 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 Page Ref: 224 Topic: Internal and External Validity Skill: 34. Identify threats to internal validity Objective: 08.03 Understand experimental control and internal validity 20 ) The following design notation for an experimental design is called: 0000000000X0000000 0 A) classical experimental B) Solomon four-group C) interrupted time series D) equivalent time-series E) two-group posttest-only Answer: C Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 36. Capable of reading design notation formats Objective: 08.0. Know parts of experiments & various designs Yolanda wanted to test the effectiveness of a new four-hour anger management treatment session at the Purple County social work agency. She first took 24 clients who had been

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referred for anger management in March and divided them randomly into two groups of .2 clients. One group was assigned to the new four-hour session, the other group went to an old, traditional anger management session. Each was given an intake assessment measuring anger management skills. After clients finished the two-week sessions, she measured the level of anger management skills among all clients in both groups.

2. ) 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-posttest Answer: A Diff: 5 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 0.. Apply abstract learning to realistic situations Objective: 08.0. Know parts of experiments & various designs 22 ) During the course of her experiment, Yolanda learned that seven of the .2 clients in her new four-hour session had quit and walked out of the session before it was completed. What 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 Page Ref: 224 Topic: Internal and External Validity Skill: 0.. Apply abstract learning to realistic situations Objective: 08.03 Understand experimental control and internal validity 23 ) Henrietta designed and produced a 30-second radio commercial for Jack's Used Clunkers, a local automobile seller. Next, she had the three most widely-listened-to radio stations in town play the commercial .5 times a day, every day, for two weeks. She waited until the end of the two-week period; then she called Jack to see what his sales had been lately. 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-posttest

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Answer: B Diff: 5 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 0.. Apply abstract learning to realistic situations Objective: 08.0. Know parts of experiments & various designs 24 ) Timothy got a job working for a political candidate who was running for mayor. He decided to apply his knowledge about experiments in his new job and test whether the method of distributing campaign literature caused more people to vote for a candidate. He distributed campaign literature about the candidate to the Riverdale neighborhood in a bright blue envelope that a volunteer hand-placed in each person's front door. He distributed the same campaign literature about the candidate to the Golfview neighborhood by mailing it in a plain white envelope that went to each address. He later learned that Riverdale was a low-income area of the city that was almost entirely Latino and was 95% Catholic. Golfview was a mostly upper-income area in the city and its residents were .00% white Protestants. What problem with internal validity might threaten his ability to trust the experimental results?

A) selection bias B) history effect C) experimental mortality D) maturation E) testing effect Answer: A Diff: 6 Page Ref: 224 Topic: Internal and External Validity Skill: 0.. Apply abstract learning to realistic situations Objective: 08.03 Understand experimental control and internal validity 25 ) George used the classical experimental design to test ways to raise self-assurance in stressful situations. He gathered .00 students from Introduction to Psychology in a room and randomly assigned each 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-colored cube to align their colors, and he created stress by having a large clock in the room. The dependent variable was speed in getting the Cube's colors to align. He measured the level of self-assurance of people in one group with a questionnaire with .5 Likert scale items; then had them 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; then had the people 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. In what part of the experiment does George measure the level of his dependent variable after he introduced the independent variable?

A) control group B) experimental group

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C) pretest D) posttest E) random assignment Answer: D Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 0.. Apply abstract learning to realistic situations Objective: 08.0. Know parts of experiments & various designs Refer to the following paragraph to answer the questions below.

Jack Short and Sharon Tall 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 Chicago-area schools. They randomly assign students and give a pretest in September followed by a posttest in January. The treatment is the teaching method. The experimental groups are taught with special in-class demonstrations and pictorial games-quizzes on computers, but no homework assignments, textbooks, or tests.

The control groups are taught in the traditional way with a textbook, homework assignments, formulas on the blackboard, and tests.

% Passing the Math Exam Pretest Posttest Score Score A Experimental Group Control Group B Experimental Group Control Group C Experimental Group Control Group D Experimental Group Control Group E Experimental Group .

Control Group .

Experimental Group 2 Control Group 2

20 % 8.% .9% 62 % 33% .5% 56%

87%

22% 25%

77% 76%

66% 67%

69% 98%

2.% 79% 20% 66 % 68% 56%

26 ) Which results for a set of classes suggests that there might have been a testing effect from the pretest? .2 ..

A) A B) B C) C D) D E) E Answer: E Diff: 7 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 37. Capable of interpreting basic results of an experiment Objective: 08.03 Understand experimental control and internal validity 27 ) 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 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 37. Capable of interpreting basic results of an experiment Objective: 08.03 Understand experimental control and internal validity 28 ) 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 Page Ref: 224 Topic: Internal and External Validity Skill: 37. Capable of interpreting basic results of an experiment Objective: 08.03 Understand experimental control and internal validity 29 ) Looking at all five sets, which set of classes appears to be made up of a nonrandom sample of students from the Chicago-area schools?

A) A B) B C) C D) D

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E) E Answer: D Diff: 7 Page Ref: 2.3 Topic: Random Assignment Skill: 37. Capable of interpreting basic results of an experiment Objective: 08.03 Understand experimental control and internal validity 30 ) What is the name for the experimental design in the following symbolic representation?

OX O A) one-group pretest posttest B) one-shot case study C) two-group posttest-only D) static group comparison E) factorial design Answer: A Diff: 6 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 36. Capable of reading design notation formats Objective: 08.0. Know parts of experiments & various designs 3. ) 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) an experimenter expectancy occurs 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 posttest.

Answer: D Diff: 9 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 33. Identify parts of experiments and the various designs Objective: 08.0. Know parts of experiments & various designs 8.3 Key Terms Vocabulary Questions . ) classical experimental design

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Answer: An experimental design that has random assignment, a control group, an experimental group, and pretests and posttests for each group.

Diff: 4 Page Ref: 2.7 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 2 ) control group Answer: The group in an experiment that does not get the treatment.

Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 3 ) 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 Page Ref: 233 Topic: Experimental Results: Making Comparisons Skill: 50. Ability to Define Key Terms Objective: 08.05 Recognize ethical issues specific to experiments 4 ) 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 behavior to study goals.

Diff: 4 Page Ref: 2.7 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.05 Recognize ethical issues specific to experiments 5 ) demand characteristics Answer: A type of reactivity in which experimental subjects pick up clues as to the purpose of the experiment and modify their behavior accordingly.

Diff: 4 Page Ref: 227 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.04 Understand reactivity & external validity 6 ) design notation

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Answer: The name of a symbol system used to discuss the parts of an experiment and to make diagrams of them.

Diff: 4 Page Ref: 223 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 7 ) 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 behavior because they learn of the treatment.

Diff: 4 Page Ref: 226 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.03 Understand experimental control and internal validity 8 ) 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 Page Ref: 227 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.03 Understand experimental control and internal validity 9 ) equivalent time-series Answer: An experimental design in which there are several repeated pretests, posts, and treatments for one group, often over a period of time.

Diff: 4 Page Ref: 220 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs .0 ) experimental design Answer: Arranging the parts of an experiment and putting them together.

Diff: 4 Page Ref: 2.7 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs .1 ) experimental group Answer: The group that receives the treatment in an experiment.

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Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs .2) experimental mortality Answer: Attrition that arises when some participants do not continue throughout the entire experiment.

Diff: 4 Page Ref: 226 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs .3) experimental realism Answer: The impact of an experimental treatment or setting on people.

Diff: 4 Page Ref: 23.

Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs .4) experimental expectancy Answer: Experimenter behavior that might threaten internal validity if the experimentor indirectly communicates a desired outcome.

Diff: 4 Page Ref: 227 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs .5) external validity Answer: The ability to generalize experimental findings.

Diff: 4 Page Ref: 229 Topic: Internal and External Validity Skill: 50: Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs .6) factorial design Answer: A type of experimental design that considers the impact of several independent variables simultaneously.

Diff: 4 Page Ref: 22.

Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms

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Objective: 08.0. Know parts of experiments & various designs .7) field experiment Answer: Experimental research that takes place in a natural setting.

Diff: 4 Page Ref: 22.

Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.04 Understand reactivity & external validity .8 ) 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 Page Ref: 23.

Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.04 Understand reactivity & external validity .9 ) 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 Page Ref: 225 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.03 Understand experimental control and internal validity 20 ) interaction effect 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 Page Ref: 22.

Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 2.) internal validity Answer: When the independent variable, and nothing else, influences the dependent variable.

Diff: 4 Page Ref: 224-225 Topic: Internal and External Validity

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Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 22 ) 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 Page Ref: 2.9 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 23 ) laboratory experiment Answer: Experimental research that takes place in an artificial setting over which the experimenter has great control.

Diff: 4 Page Ref: 23.

Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.04 Understand reactivity & external validity 24 ) 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 Page Ref: 220 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 25 ) 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 Page Ref: 225 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.03 Understand experimental control and internal validity

26 ) one-shot case study Answer: An experimental design with only an experimental group and a posttest, no pretest.

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Diff: 4 Page Ref: 2.8 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 27 ) 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 Page Ref: 227 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.03 Understand experimental control and internal validity 28 ) posttest Answer: The measurement of the dependent variable in experimental research after the treatment has occurred.

Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 29 ) preexperimental 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 Page Ref: 2.8 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 30 ) pretest Answer: The measurement of the dependent variable in experimental research before the treatment occurs.

Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 3. ) quasi-experimental designs

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Answer: A class of experimental designs that are stronger than preexperimental 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 Page Ref: 2.9 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 32 ) random assignment Answer: Dividing subjects into groups at the beginning of experimental research using a random process, so that the experimental can treat the groups as being equivalent.

Diff: 4 Page Ref: 2.3 Topic: Random Assignment Skill: 50. Ability to Define Key Terms Objective: 08.02 Recognize importance of randomization for experiment 33 ) 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 Page Ref: 23.

Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.04 Understand reactivity & external validity 34 ) selection bias Answer: A threat to internal validity when groups in an experiment are not equivalent at the beginning of an experiment.

Diff: 4 Page Ref: 225 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.03 Understand experimental control and internal validity 35 ) 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 posttest.

Diff: 4 Page Ref: 22.

Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs

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36 ) static group comparison Answer: An experimental design with two groups, no random assignment, and only a posttest.

Diff: 4 Page Ref: 2.8 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 37 ) subjects Answer: Research participants.

Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 38 ) testing effect Answer: A threat to internal validity because more than the treatment alone is affecting the dependent variable Diff: 4 Page Ref: 225 Topic: Internal and External Validity Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs 39 ) treatment Answer: The name for the intervention or independent variable in experimental research.

Diff: 4 Page Ref: 2.6 Topic: Experimental Design Logic Skill: 50. Ability to Define Key Terms Objective: 08.0. Know parts of experiments & various designs

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Chapter 9 Nonreactive Research and Secondary Analysis 9.. Essay Questions . ) What reliability problems can arise in existing statistics research?

Diff: 5 Page Ref: 239 Topic: Content Analysis Skill: 06. Explain reasons for using a specific process/procedure Objective: 09.0. Understand reliability & validity in nonreactive res.

2 ) What is secondary data analysis? What are its advantages and disadvantages?

Diff: 5 Page Ref: 249 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 04. Express familiarity with the range of techniques/methods Objective: 09.02 Recognize strengths/limits of exist stats & secondary 3 ) What is the purpose of multiple coders in content analysis? What possible problem can this create? How might one deal with the problem?

Diff: 6 Page Ref: 239 Topic: Content Analysis Skill: 06. Explain reasons for using a specific process/procedure Objective: 09.03 Distinguish types of coding in content analysis/issues 4 ) Describe the aggregation problem in existing statistics.

Diff: 7 Page Ref: 249 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 39. Identify strengths/weakness of second data & existing st Objective: 09.02 Recognize strengths/limits of exist stats & secondary 5 ) Explain problems with inferences and validity in content analysis research.

Diff: 6 Page Ref: 239 Topic: Content Analysis Skill: 38. Explain coding in content analysis and know limitations Objective: 09.0. Understand reliability & validity in nonreactive res.

6 ) Give an example of the fallacy of misplaced concreteness and explain why it is deceptive.

Diff: 4 Page Ref: 249 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 08. Provide examples of abstract ideas/principles

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Objective: 09.02 Recognize strengths/limits of exist stats & secondary

9.2 Multiple Choice Questions Refer to the following paragraph to answer the questions below.

Sally Simpson conducted a content analysis study of the New York Times newspaper between .915 and 2005. She first identified relevant articles involving government regulation of business. After finding 20,000 such articles, she systematically sampled articles with a sampling interval of 50. She then coded each sampled article based on the subjective meaning it expressed, as pro- or anti-government regulation using a . to .0 scale (. = very anti-regulation, .0 = very pro-regulation). . ) In this study, Ms. Simpson used A) latent coding.

B) manifest coding.

C) generic coding.

D) intervention strategy coding.

E) contingency coding.

Answer: A Diff: 4 Page Ref: 239 Topic: Content Analysis Skill: 0.. Apply abstract learning to realistic situations Objective: 09.03 Distinguish types of coding in content analysis/issues 2 ) How many articles did Ms. Simpson code?

A) 20,000 B) 4,000 C) .,000 D) 400 E) insufficient information is given Answer: D Diff: 4 Page Ref: 239 Topic: Content Analysis Skill: 0.. Apply abstract learning to realistic situations Objective: 09.03 Distinguish types of content analysis coding and know coding issues 3 ) Which of the following is FALSE about secondary data analysis?

A) A gap may exist between a researcher's conceptualization of a variable and how it is measured in available data.

B) Locating data with specific variables of interest can be time consuming and sometimes a researcher may not make data available.

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C) Information about how data was collected may be insufficient to determine whether there is bias.

D) It is very expensive compared to equivalent primary data collection.

E) It facilitates replication.

Answer: D Diff: 4 Page Ref: 249 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 39. Identify strengths/weakness of second data & existing st Objective: 09.02 Recognize strengths/limits of exist stats & secondary 4 ) The most valuable general source of existing statistics for studying the United States is: A) Gallup polls.

B) the Demographic Yearbook.

C) the World Book Encyclopedia.

D) the superintendent of documents.

E) the Statistical Abstract of the United States.

Answer: E Diff: 2 Page Ref:249 Topic: Existing Statistics/Documents and Secondary Analysis Skill: .5. Understand types & strengths/weaknesses of sources Objective: 09.02 Recognize strengths/limits of exist stats & secondary 5 ) Professor Deve Gowda was interested in using Statistics Canada data to examine the trend in Canadian unemployment rates for the last forty years. Yet, he found that unemployment was not recorded accurately in each year. This is an issue of A) reliability.

B) validity.

C) ecological fallacy.

D) ideal types.

E) verstehen.

Answer: A Diff: 5 Page Ref: 239 Topic: Content Analysis Skill: 39. Identify strengths/weakness of second data & existing st Objective: 09.02 Recognize strengths/limits of exist stats & secondary 6 ) Claude DuPere has a list of measures on the French influence in the New Orleans area. He asked you to identify the one that is NOT an unobtrusive measure. Which one is it?

A) the wear on novels in the New Orleans Public Library written in French

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B) walking down a street in New Orleans and noticing that most of the signs in stores in a neighborhood are in French or French-Cajun C) a list of votes supporting bills on bilingual education in the Louisiana state legislature with the area represented by each legislator noted on the list D) a box of 300 letters written by people living in New Orleans to relatives living in French-speaking areas outside the state (e.g., Quebec) between .980 and .985 E) a survey using a three-page questionnaire partly written in French that was distributed to residents of a neighborhood Answer: E Diff: 6 Page Ref: 238 Topic: Nonreactive Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 09.0. Understand reliability & validity in nonreactive res.

7 ) 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) all of the above E) none of the above Answer: E Diff: 4 Page Ref: 238 Topic: Nonreactive Measurement Skill: 35. Recognize reactivity & external validity problems Objective: 09.0. Understand reliability & validity in nonreactive res.

8 ) In content analysis, researchers usually use what type of sampling?

A) snowball B) quota C) probabilistic or random D) judgmental E) none, sampling does not occur Answer: C Diff: 4 Page Ref: 239 Topic: Content Analysis Skill: 28. Recognize situations for various types of random samples Objective: 09.03 Distinguish types of coding in content analysis/issues 9 ) Professor Hague counts the number of total people and percentage who are black in a sample of 400 TV commercials shown during a one-month period on two Miami stations.

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She wants to see whether the percentage of blacks in commercials equals, is greater than, or is less than the percentage of blacks in the area population. She 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 Page Ref: 239 Topic: Content Analysis Skill: 0.. Apply abstract learning to realistic situations Objective: 09.03 Distinguish types of coding in content analysis/issues .0 ) Which is a major ADVANTAGE of content analysis?

A) It is time consuming and requires a large staff with specialized equipment.

B) It is unobtrusive.

C) It cannot measure how people experience the "text" or how the text affects them.

D) It cannot be used to study materials that are not written or recorded.

E) none of the above Answer: B Diff: 3 Page Ref: 239 Topic: Content Analysis Skill: 38. Explain coding in content analysis and know limitations Objective: 09.03 Distinguish types of coding in content analysis/issues .1 ) Compared to latent coding in content analysis, manifest coding seems to have A) greater reliability than latent coding.

B) lower validity than latent coding.

C) greater validity than latent coding.

D) lower reliability than latent coding.

E) A and B. Answer: E Diff: 5 Page Ref: 239 Topic: Content Analysis Skill: 38. Explain coding in content analysis and know limitations Objective: 09.03 Distinguish types of coding in content analysis/issues .2 ) Professor Huang codes the number of times the word "sex" is used in commercials.

She is examining A) lateral structure.

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B) ecological content.

C) manifest content.

D) corroboration.

E) latent content.

Answer: C Diff: 2 Page Ref: 239 Topic: Content Analysis Skill: 0.. Apply abstract learning to realistic situations Objective: 09.03 Distinguish types of coding in content analysis/issues .3 ) What is in garbage dumps or the trash left over after a movie are examples of A) traces.

B) erosion.

C) accretion.

D) hash marks.

E) vital statistics.

Answer: C Diff: 4 Page Ref: 238 Topic: Nonreactive Measurement Skill: 0.. Apply abstract learning to realistic situations Objective: 09.0. Understand reliability & validity in nonreactive res. .4 ) Dr. Headstrong compared two textbooks. He counted the word "he" 80 times in book A and 20 times in book B. He also found book A contained the word "chairman" 40 times while it only appeared .0 times in book B. He can conclude 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 become more sexist than those using book B. D) a teacher who chooses book A is more sexist than one who chooses book B. E) C and D. Answer: B Diff: 6 Page Ref: 239 Topic: Content Analysis Skill: 0.. Apply abstract learning to realistic situations Objective: 09.02 Recognize strengths/limits of exist stats & secondary .5 ) An example of a problem with existing statistics can occur when a researcher defines a concept, such a unemployment, in one way but the available statistical information gathered by a government agency uses a different definition. This can create what type of problem?

6 ..

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: 6 Page Ref: 249 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 0.. Apply abstract learning to realistic situations Objective: 09.02 Recognize strengths/limits of exist stats & secondary

9.3 Key Terms Vocabulary Questions . ) accretion measures Answer: Nonreactive measures of the residue of the activity of people or what they leave behind.

Diff: 4 Page Ref: 238 Topic: Nonreactive Measurement Skill: 50. Ability to Define Key Terms Objective: 09.0. Understand reliability & validity in nonreactive res.

2 ) 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 Page Ref: 24.

Topic: Content Analysis Skill: 50. Ability to Define Key Terms Objective: 09.03 Distinguish types of coding in content analysis/issues 3 ) 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 Page Ref: 24.

Topic: Content Analysis Skill: 50. Ability to Define Key Terms Objective: 09.03 Distinguish types of coding in content analysis/issues 4 ) content analysis

7

..

Answer: Research in which one examine patterns of symbolic meaning within text that may be written, audio, visual, or other mediums of communication.

Diff: 4 Page Ref: 239 Topic: Content Analysis Skill: 50. Ability to Define Key Terms Objective: 09.03 Distinguish types of coding in content analysis/issues 5 ) erosion measures Answer: Nonreactive measures of the wear or deterioration on surfaces due to the activity of people.

Diff: 4 Page Ref: 238 Topic Nonreactive Measurement Skill: 50. Ability to Define Key Terms Objective: 09.0. Understand reliability & validity in nonreactive res.

6 ) 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 Page Ref: 255 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 50. Ability to Define Key Terms Objective: 09.02 Recognize strengths/limits of exist stats & secondary 7 ) General Social Survey (GSS) Answer: A survey of a random sample of about .,500 U.S. adults that has been conducted in most years from .972 to the present. The data are available for researchers to analyze using secondary data analysis.

Diff: 4 Page Ref: 254 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 50. Ability to Define Key Terms Objective: 09.02 Recognize strengths/limits of exist stats & secondary 8 ) 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 Page Ref: 243 Topic: Content Analysis Skill: 50. Ability to Define Key Terms Objective: 09.03 Distinguish types of coding in content analysis/issues 9 ) manifest coding

8 ..

Answer: A type of content analysis coding in which a researcher first develops a list of specific words, phases, or symbols, then finds them in a communication medium.

Diff: 4 Page Ref: 243 Topic: Content Analysis Skill: 50. Ability to Define Key Terms Objective: 09.03 Distinguish types of coding in content analysis/issues .0 ) nonreactive Answer: Measures in which the people being studied are unaware that they are in a study.

Diff: 4 Page Ref: 238 Topic: Nonreactive Measurement Skill: 50. Ability to Define Key Terms Objective: 09.0. Understand reliability & validity in nonreactive res. .1 ) recoding sheet Answer: One or more pages on which a researcher writes down systematically what has been coded from text in content analysis.

Diff: 4 Page Ref: 247 Topic: Content Analysis Skill: 50. Ability to Define Key Terms Objective: 09.03 Distinguish types of coding in content analysis/issues .2 ) Statistical Abstract of the United States Answer: A U.S. federal government publication that appears annually and contains an extensive compilation of statistical tables and information.

Diff: 4 Page Ref: 252 Topic: Existing Statistics/Documents and Secondary Analysis Skill: 50. Ability to Define Key Terms Objective: 09.02 Recognize strengths/limits of exist stats & secondary .3 ) 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 Page Ref: 242 Topic: Content Analysis Skill: 50. Ability to Define Key Terms Objective: 09.0. Understand reliability & validity in nonreactive res. .4 ) text

9 ..

Answer: A general name for symbolic meaning expressed within a communication medium and measured in content analysis.

Diff: 4 Page Ref: 239 Topic: Content Analysis Skill: 50. Ability to Define Key Terms Objective: 09.03 Distinguish types of coding in content analysis/issues .5 ) 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 Page Ref: 238 Topic: Nonreactive Measurement Skill: 50. Ability to Define Key Terms Objective: 09.0. Understand reliability & validity in nonreactive res.

.0 ..

Chapter .0 Analysis of Quantitative Data .0.. Essay Questions . ) Explain how a researcher uses a codebook in quantitative research and two ways to "clean" the quantitative data prior to analysis.

Diff: 3 Page Ref: 262 Topic: Dealing with Data Skill: 04. Express familiarity with the range of techniques/methods Objective: .0.0. Know how to code, enter & clean quant. data 2 ) Describe three ways a researcher can display information on one variable.

Diff: 4 Page Ref: 265 Topic: Results with One Variable Skill: 04. Express familiarity with the range of techniques/methods Objective: .0.02 Familiar with basic univariate statistics 3 ) What are the differences between the mean, median, and mode? How are they affected by a normal versus a skewed distribution of data?

Diff: 6 Page Ref: 265 Topic: Results with One Variable Skill: 40. Able to calculate and interpret univariate statistics Objective: .0.02 Familiar with basic univariate statistics 4 ) Why is knowing the variability or dispersion of a variable as important as knowing its central tendency?

Diff: 7 Page Ref: 265 Topic: Results with One Variable Skill: 40. Able to calculate and interpret univariate statistics Objective: .0.02 Familiar with basic univariate statistics 5 ) What features of a bivariate relationship can be seen from a scattergram?

Diff: 6 Page Ref: 270 Topic: Results with Two Variables Skill: 4.. Able to calculate & interpret basic bivariate statistics Objective: .0.03 Familiar with basic bivariate statistics 6 ) What must be true before a researcher can generalize from a scattergram to a percentaged table when looking for a relationship among variables?

Diff: 5 Page Ref: 270

.

..

Topic: Results with Two Variables Skill: 03. Display ability to extend learning to new situations Objective: .0.02 Familiar with basic univariate statistics 7 ) Discuss the concept of control as it is used in trivariate analysis. In what ways it is similar to or different from control in experiments?

Diff: 9 Page Ref: 279 Topic: More Than Two Variables Skill: 03. Display ability to extend learning to new situations Objective: .0.04 Understand logic of multivariate statistics 8 ) Someone says, "It is statistically significant at the ..0 level." What does it mean? Is a Type I or a Type II error more likely if a .05 level had been used? Explain.

Diff: 9 Page Ref: 283 Topic: Inferential Statistics Skill: 06. Explain reasons for using a specific process/procedure Objective: .0.06 Understand basics of infer. stats & stat. signif.

.0.2 Multiple Choice Questions . ) A researcher wants to express the middle of a distribution of numbers, such that half the cases are higher and half lower than a value. What statistical measure should he use?

A) mean B) median C) mode D) standard deviation E) correlation Answer: B Diff: 2 Page Ref: 265 Topic: Results with One Variable Skill: 40. Able to calculate and interpret univariate statistics Objective: .0.02 Familiar with basic univariate statistics 2 ) My wife wears a size 2 blazer. She went to her favorite clothing store and found that the mean size of the store's stock of blazers is a size .0 with a standard deviation of 4 sizes. What is her z-score in the distribution of the store's blazers?

A) zero B) .

C) 2 D) -..5 E) -2

2 ..

Answer: E Diff: 7 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics 3 ) Phyllis found a strong relationship between a student's level of academic achievement and whether they came from a single-parent or two-parent home. In a trivariate table, she controlled for the student's race. She 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) ex post facto hypothesizing.

Answer: B Diff: 6 Page Ref: 279 Topic: More Than Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.05 Read 3-way % tables using elaboration paradigm 4 ) Professor Doner asked you to interpret a correlation of -..8. You say it indicates a(n) A) exceedingly strong relationship.

B) moderate relationship.

C) weak relationship.

D) error in calculations.

E) none of the above Answer: D Diff: 4 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 5 ) You find a positive relationship between mother's education and respondent's income at age 40. The relationship remained after controlling for family social class. This means A) social class is really the causal variable.

B) social class does not have an effect on the relationship.

C) the original relationship is spurious.

D) income is caused by neither mother's education level nor social class.

E) mother's education no effect on future respondent income.

3 ..

Answer: B Diff: 9 Page Ref: 279 Topic: More Than Two Variables Skill: 43. Interpret multivariate statistical relationships Objective: .0.05 Read 3-way % tables using elaboration paradigm 6 ) Professor Rodriguez found a strong positive relationship between the number of extracurricular activities in high school and occupational success as an adult. She then controlled for the respondents’ family class background upon beginning high school and the relationship vanished. In the elaboration paradigm, this is called A) a replication pattern.

B) a specification pattern.

C) an interpretation pattern.

D) an explanation pattern.

E) ex post facto hypothesizing.

Answer: D Diff: 7 Page Ref: 279 Topic: More Than Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.05 Read 3-way % tables using elaboration paradigm 7 ) Rocky Rococo found a correlation of .00. between the amount of pizza a person consumed in a year and the number of Italian phrases the person could correctly translate into English. From this, he should conclude A) to accept the null hypothesis.

B) to reject the null hypothesis.

C) there is a strong positive relationship between the variables.

D) there is a strong negative relationship between the variables.

E) B and D only.

Answer: A Diff: 8 Page Ref: 283 Topic: Inferential Statistics Skill: 0.. Apply abstract learning to realistic situations Objective: .0.06 Understand basics of infer. stats & stat. signif.

Refer to the information provided in Table .0.. below to answer the questions that follow.

Table .0..: 2005 survey of .,000 randomly-selected adult residents of Seattle, Years of schooling by whether or not one agrees with the statement, "Seattle should require the registration of hand guns with the city police department.”

4 ..

Years of School Under 8-.1 .2 .3-.5 .6 .7 or more

Strongly Agree 8 30% 35% 40% 50% 60% 80%

Agree 25% 20% 30% 25% 25% .0%

Disagree 30% 30% .5% 20% .0% 5%

Strongly Disagree .5% .5% 5% 5% 5% 5%

Total .00% .00% .00% .00% .00% .00%

(N) (.00) (.00) (200) (300) (200) (.00)

8 ) What does this table show?

A) There is a negative relationship between amount of schooling and support for gun registration.

B) A majority of people with .2 or fewer years of schooling oppose (disagree or strongly disagree) with gun registration.

C) More of the .,000 people surveyed Strongly Agree with gun registration than the total number who disagree or strongly disagree combined.

D) A and B. E) A and C. Answer: C Diff: 5 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 9 ) An elementary school teacher has three classes. She finds the following mean and standard deviations for student IQ scores.

Mean Class #.

Class #2 Class #3

.06 .04 .10

Standard Deviation 32 9 .6

She knows she is more effective if the students are at similar ability levels and that IQ measures ability level in this situation. Which class is she likely to be most effective with? [NOTE: IQ scores for the general population range from about 70 to .30 with a mean of .00].

A) Class #.

B) Class #2 C) Class #3 D) Classes #. and #2 equally E) Classes #. and #3 equally

..

5

Answer: B Diff: 4 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics .0 ) After examining the bivariate relationship between years of schooling and knowledge about politics, Dr. Bushhead controls for hair color. He finds that the relationship in partial tables is identical to the bivariate tables. In the elaboration paradigm, this is a(n) A) identification pattern.

B) explanation pattern.

C) replication pattern.

D) specification pattern.

E) interpretation pattern.

Answer: C Diff: 5 Page Ref: 279 Topic: More Than Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.05 Read 3-way % tables using elaboration paradigm .1 ) An example of multivariate analysis would be A) an examination 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 Santa Fe, New Mexico.

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) all of the above Answer: B Diff: 4 Page Ref: 279 Topic: More Than Two Variables Skill: 03. Display ability to extend learning to new situations Objective: .0.04 Understand logic of multivariate statistics .2 ) Susan weighs .40 pounds. You learn for the women in her sorority the mean weight is .30 pounds, the median is .25, the mode is .20, and the standard deviation is .0 pounds. What is Susan's z-score in the weight distribution in the sorority?

A) zero B) .

C) 2 D) ..5 6 ..

E) -.

Answer: B Diff: 6 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics .3 ) 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 which 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: . Page Ref: 262 Topic: Dealing with Data Skill: 50. Ability to Define Key Terms Objective: .0.0. Know how to code, enter & clean quant. data Use the information in Table .0.2 to answer the following questions.

Table .0.2: Amount of Formal Education 0-8 Years 9-.1 Years .2, HS Grad .3-.5 Years .6, BA Degree .7-.8 Years .9 or More

0-5

6-.0

Average Hours of TV Watched Per Week .1-.5 .6-20 2.-25 26-30 Over 30

0% 0% 0% .0% 20% 30% 50%

0 5 .0 .0 20 20 30

5 .0 .0 .0 .5 20 .0

.0 .5 .0 20 .5 20 .0

.5 20 30 25 .5 .0 0

20 20 20 .5 .0 0 0

50 30 20 .0 5 0 0

TOTAL .00% .00% .00% .00% .00% .00% .00%

.4 ) Which best expresses the bivariate relationship between the amount of education and amount of television watched per week?

A) positive B) negative C) nonlinear D) independent

7 ..

Answer: B Diff: 5 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics .5 ) Which of the following is FALSE based upon the table?

A) A majority of people with eight or less years of education watch at least 25 hours of television per week.

B) The more education a person has, the less likely they are to watch television.

C) About 80 percent of the people with advanced degrees (over .8 years of education) watch .0 hours or fewer hours of television per week.

D) The table is percentaged by column because television watching is the independent variable.

E) People who have completed only .2 years of education watch more television, on average, than people who have completed college.

Answer: D Diff: 6 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics .6 ) Ten college students, five males and five females, took a test on geography knowledge with 20 questions. The number correct is listed below.

Student James Henry Daniel Joseph Mohammad

Number Correct 20 .0 .5 .0 .0

Student Tanya Judy Janice Denise Donna

Number Correct .0 .0 .8 .7 20

Which of the following is TRUE, if any?

A) Males had a higher mean score than females.

B) Both males and females had the same median score.

C) Females had a higher mode than males.

D) One male student got the same number right as the mean score for the females.

E) All are false.

Answer: D Diff: 7 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations 8 ..

Objective: .0.02 Familiar with basic bivariate statistics

Refer to the information provided in Table .0.3 below to answer the questions that follow.

Table .0.3: Annual Family Income and Education* Statistics for Three Neighborhoods

Mean Median Mode Stand Dev. (N)

GLENBROOK Income Education $78,000 .7 Years $27,000 .8 $26,000 20 $ 8,000 3 (300)

MEADOWBROOK Income Education $28,000 .5 Years $28,000 .6 $28,000 .1 $ 2,000 6 (300)

ELMBROOK Income Education $.6,000 .1 Years $.8,000 .1 $.2,000 .1 $ 3,000 ..0 (300)

* 4 yrs college = .6 yrs; masters/law degrees = .8 yrs; PhD/MD degrees = 20 yrs. .7 ) Which neighborhood(s) has a skewed income distribution?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C E) B and C Answer: D Diff: 5 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics .8 ) Which neighborhood(s) has an income distribution that is like the normal curve?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C E) B and C Answer: B Diff: 5 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations 9 ..

Objective: .0.02 Familiar with basic univariate statistics .9 ) Which neighborhood(s) has the greatest differences among the incomes of families?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C E) B and C Answer: A Diff: 5 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics 20 ) Which neighborhood(s) has the smallest differences among the incomes of families?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C E) B and C Answer: B Diff: 5 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics 2. ) Which neighborhood(s) has half the families with incomes of $28,000 or more?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C E) B and C Answer: E Diff: 5 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics 22 ) Which neighborhood(s) has the largest number of families with the lowest income?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C

.0 ..

E) B and C Answer: C Diff: 5 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics 23 ) Which neighborhood(s) has the 50th percentile of education as a college education?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C E) B and C Answer: B Diff: 5 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics 24 ) Which neighborhood(s) has a tiny number of very high-income people, while more families earn $26,000 than any other amount?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C E) B and C Answer: A Diff: 5 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics 25 ) Which neighborhood(s) has half or more people who completed a master’s, Ph.D., M.D., or law degree?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C E) B and C Answer: A Diff: 5 Page Ref: 265 Topic: Results with One Variable

.1 ..

Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics 26 ) Which neighborhood(s) has the greatest variation in the amount of education people have?

A) Glenbrook B) Meadowbrook C) Elmbrook D) A and C E) B and C Answer: B Diff: 5 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics Refer to the information provided below to answer the following questions.

Table .0.4: Education by Violence in Crime Education Level of Offender Level of Violence

0-8 Yrs

9-.2 Yrs

High Medium Low Total (N)

80% .0% .0% .00% (400)

40% 50% .0% .00% (500)

.3-.6 Yrs .0% 20% 70% .00% (300)

.7+ Yrs 5% .0% 85% .00% (200)

27 ) How many people in the study who have more than a college degree (.7+ years education) were arrested for committing a medium violent crime?

A) 20 B) .80 C) .60 D) 55 E) insufficient information Answer: A Diff: 6 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics

.2 ..

28 ) Based on Table .0.4, what type of relationship is there between degree of violence in the crime committed and level of education?

A) no relationship, independence B) negative relationship C) positive relationship D) non-linear relationship E) recursive relationship Answer: B Diff: 5 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 29 ) Given the following means and standard deviations for monthly crime rates in four cities, which is the safest in which to live?

City #.

City #2 City #3 City #4

Mean .16 .01 .09 99

Standard Deviation .2 3 29 22

A) City #.

B) City #2 C) City #3 D) City #4 E) all the same Answer: B Diff: 4 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics Given the following 6 men's shoe sizes: 9, .0, .0, 8, .2, .1 30 ) The MEAN is A) 8 B) 8.5 C) 9 D) 9.5

.3 ..

E) .0 Answer: E Diff: 2 Page Ref: 265 Topic: Results with One Variable Skill: 40. Able to calculate and interpret univariate statistics Objective: .0.02 Familiar with basic univariate statistics 3. ) The MEDIAN is A) 8 B) 8.5 C) 9 D) 9.5 E) .0 Answer: E Diff: 2 Page Ref: 265 Topic: Results with One Variable Skill: 40. Able to calculate and interpret univariate statistics Objective: .0.02 Familiar with basic univariate statistics 32 ) The MODE is A) 8 B) 8.5 C) 9 D) 9.5 E) .0 Answer: E Diff: . Page Ref: 265 Topic: Results with One Variable Skill: 40. Able to calculate and interpret univariate statistics Objective: .0.02 Familiar with basic univariate statistics 33 ) Professor Wilton decided to test the hypothesis that blondes have more fun than others. Wilton surveyed .600 people and obtained the following results.

Amount of Fun Lots of fun Some fun No fun Total

Blonde 250 .00 .50 500

Hair Color Redhead 50 200 .50 400

Other 300 .00 300 700

For this hypothesis, the BEST way to percentage the table is (are) A) within columns, down.

.4 ..

Total 600 400 600 .600

B) within rows, across.

C) divide each cell by .600.

D) all of the above Answer: A Diff: 6 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 34 ) All the sales representatives at Hometown Insurance are female, and their mean annual salary is $60,000 with a standard deviation of $5,000. All customer account managers are male and they have a mean salary of $80,000 with a standard deviation of $.5,000. 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) -.

C) 0 D) + .

E) + 2 Answer: B Diff: 8 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics Use the information in this table to answer the following questions.

TYPE OF CRIME Violent Property

Male

Female

20% 80% .00% (800)

.0% 90% .00% (400)

35 ) How many males were arrested for committing a violent crime?

A) 20 B) 56 C) .60 D) .40 Answer: C

.5 ..

Diff: 5 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 36 ) Among the violent offenders, what is the ratio of males to females?

A) . male to . female, or ..

B) 2 males to 3 females, or 2:3 C) 4 males to . female, or 4:.

D) 2 males to . female, or 2:.

Answer: C Diff: 6 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics Use the information in this table to answer the following questions.

Campus by College Major for Four Campuses, 2006

Campus South North East West Total

Major Sociology Business 40% 30% 30% 25% 5% .0% 20% 40% .00% .00%

Education 22% .5% 28% 35% .00%

37 ) Identify what you can be certain is a TRUE statement about the information in the table above on campus and major.

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% 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 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics

.6 ..

Refer to the following paragraph to answer the questions below.

Researchers debate the degree to which racism is a major source of white anti-immigrant attitudes in the United States, since most recent immigrants are non-white. To examine this relationship, I used a measure of racial prejudice among whites not wanting a black person to marry a close relative and cross-tabulated it with an opinion question about immigration using data from the 2000 General Social Survey. The variables are percentaged both by row and by column. MARRY BLACK: How would you respond to a close relative marrying a black person? Strongly Favor, Favor, Neither Favor or Oppose, Oppose, Strongly Oppose. IMMIGRANTS: Should the number of people coming from other countries to the U.S. as immigrants be Increased, Stay the Same, or Decrease? Data only for Race = White, GSS 2000. Note: Missing data, Don't Know, No Answer removed from Table. Immigrant response collapsed into three categories.

Increase At lot and Increase a Little combined into Increase, Same, Decrease a Little and Decrease a Lot are combined into Decrease.

Column Percentage Immigrants Marry Black STRG FAVOR FAVOR NEITHER OPPOSE STRG OPPOSE Total

Increased Same 24.7% .4.3% 7.6% .8.8% .4..% .1.8%

Decreased

Total .2..% .3.4%

34.0% .6.

30.7 0% %

39.0% .4.5% 2..0% .00.0%

[475]

[476]

[.036]

Increased Same .6.8% 54.4% 28.8%

Decreased

Total[N] .00.0% [.25]

40.0% 43.8% 7..% .4.3% 9.4% .3.5% .00.0% .00.0% .00.0% [85]

Row Percentage Immigrants Marry Black STRG FAVOR FAVOR NEITHER OPPOSE STRG OPPOSE Total

.1.5% 48.2% 40.3% 8.4% 5..5% 40..% 4.0% 45.3% 3.7% 29.4%

50.7% 67.0%

8.2%

45.9%

45.8%

.7 ..

.00.0% [.39] .00.0% [404] .00.0% [.50] .00.0% [2.8] .00. 0 % [ .036]

38 ) Looking at data from the above two tables, which of the following is TRUE? A) Over one-half of the whites who want immigration to stay the same strongly favor a relative marrying a black person.

B) Over one-half of whites who strongly oppose having a relative marrying a black person also want a decrease in immigrants coming to the U.S. C) Among whites who strongly favor having a relative marrying a black person, a higher percentage want increased immigration than decreased immigration.

D) Among all whites in the U.S., a substantial majority wants immigration to decrease.

E) Among the whites who want immigration to decrease, over one-half also either oppose or strongly oppose having a relative marry a black person.

Answer: B Diff: 8 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 39 ) Looking at the data from the above two tables, what percentage of whites who strongly accept the idea of a close relative marrying a black person also support increased immigration into the United States?

A) 3.7% B) 9.4% C) .6.8% D) 24.7% E) 28.8% Answer: C Diff: 8 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 40 ) Looking at data from the above two tables, which of the following is FALSE? A) Over one in four whites favor or strongly favor having a relative marry a black person.

B) Among whites, a positive relationship exists between opposing immigration and not wanting a black person to marry into one's family.

C) About 35 percent of whites oppose or strongly oppose having a black person marry into their family.

D) More than 40 percent of whites favor keeping immigration rates the same, except for those whites who strongly oppose having a black person marry into their family.

E) Among whites who neither support nor oppose a black person marrying a close relative, 40 percent would like to see immigration increased.

Answer: E Diff: 8 Page Ref: 270 Topic: Results with Two Variables

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Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 4. ) You discover that the years of marriage before a divorce for nine white people and nine non-white people are as follows: Whites .2, ., 8, 9, .0, .7, 3, 6, 6 Non-whites ., 9, .5, .8, .1, .3, .4, 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 is the same for both groups.

D) On average, non-whites stay married longer prior to divorce than the whites.

E) The mode for the two groups is the same.

Answer: D Diff: 4 Page Ref: 265 Topic: Results with One Variable Skill: 40. Able to calculate and interpret univariate statistics Objective: .0.02 Familiar with basic univariate statistics 42 ) Professor Hogshead found a statistically significant relationship between variable X and variable Y. It is statistically significant at the .05 level. What does this mean?

A) There are 95 chances in .00 that the results are true.

B) There is a 5% chance that the results are true.

C) If .00 samples were drawn, results like these could be obtained by pure random chance .0% of the time.

D) A person could be 95% 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: 7 Page Ref: 283 Topic: Inferential Statistics Skill: 42. Able to explain and correctly interp. statistical signif Objective: .0.06 Understand basics of infer. stats & stat. signif.

43 ) Professor Smith 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.

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E) a spurious relationship.

Answer: B Diff: 6 Page Ref: 279 Topic: More Than Two Variables Skill: 43. Interpret multivariate statistical relationships Objective: .0.05 Read 3-way % tables using elaboration paradigm 44 ) Connie and Tom both got a 75% correct on the research methods final exam. The mean for all women who took the test was 80% and the median was 75% with a standard deviation of 5%. The mean for the men was 65% correct and the median was 65% with a standard deviation of .0%. What is the z-score for Connie and Tom relative to those of their own sex?

A) Connie's z-score is +., Tom's is -2, so Connie really did better.

B) Connie's z-score is -., Tom's is +., so Tom really did better.

C) Both Connie and Tom have the same z-score, ., so they are the same.

D) Connie's z-score is 0 and Tom's is +., so he did worse.

E) Connie's z-score is -2 and Tom's is -., so Tom did better.

Answer: B Diff: 8 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics Refer to the following paragraph to answer the questions below.

The infant mortality rate (number of infants who die in their first year per .,000 births) has a mean for the OECD (most advanced industrial countries) of 8 with a standard deviation of ..

45 ) The infant mortality rate in the U.S. is 9 infant deaths per .,000 births. The rate for Ireland, Singapore, Hong Kong, Netherlands, France, Canada, Germany, and Switzerland are all the same. Their rate is 2 z-scores below that of the U.S. What is their rate?

A) 6 B) 6.5 C) 7 D) 7.5 E) 8 Answer: C Diff: 8 Page Ref: 265 Topic: Results with One Variable

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Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics 46 ) Japan has a rate of 5 infant deaths per .,000 births. What is its z-score among the OECD nations?

A) -.5 B) -.

C) -2 D) -3 E) -4 Answer: D Diff: 8 Page Ref: 265 Topic: Results with One Variable Skill: 0.. Apply abstract learning to realistic situations Objective: .0.02 Familiar with basic univariate statistics Refer to the following paragraph to answer the question below.

With slight modification, the following tables appeared in Cernlo, Karen. .993 "Symbols and the World System: National Anthems and Flags," Sociological Forum 8:243-7.. The tables represent critical empirical evidence in the study. Dr. Cernlo studied how types of nations in the world system relate to the type of flag they have. She divided nations into two categories according to world system theory (core/non-core) and three categories according to modernization theory (pre-modern, modernizing, postmodern). She divided flag design, her dependent variable, into a basic or embellished graphic syntax.

Basic Graphic Syntax Embellished Graphic Syntax Total

Basic Graphic Syntax Embellished Graphic Syntax Total

World System Core nations Non-core nations 67% 37% 33% 63% .00%

.00%

Pre-modern 5.% 49%

Modernization Modernizing 47% 53%

Postmodern 47% 53%

.00%

.00%

.00%

47 ) Which of the following conclusions is correct? (Note that one of these statements is a close paraphrase directly taken from her article, the others are alternative, opposing hypotheses she was testing.)

2. ..

A) A nation's position in the world economy, according to world system theory, and its level of modernization, according to modernization theory, are equally strong at predicting a nation's flag design.

B) Neither nation's position in the world economy, according to world system theory, nor its level of modernization, according to modernization theory, have any impact on a nation's flag design.

C) A nation's position in the world economy, according to world system theory, is stronger at distinguishing a nation's flag design than its level of modernization, according to modernization theory.

D) A nation's level of modernization, according to modernization theory, is stronger at distinguishing a nation's flag design than its position in the world economy, according to world system theory.

Answer: C Diff: 7 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 48 ) If someone told you that they calculated a correlation of -.75, what does that mean?

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 Page Ref: 270 Topic: Results with Two Variables Skill: 0.. Apply abstract learning to realistic situations Objective: .0.03 Familiar with basic bivariate statistics 49 ) 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 Page Ref: 283 Topic: Inferential Statistics Skill: 42. Able to explain and correctly interp. statistical signif

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Objective: .0.06 Understand basics of infer. stats & stat. signif.

50 ) Which of the following is an example of a multivariate statistic?

A) multiple regression B) standard deviation C) z-score D) chi-square E) none of the above Answer: A Diff: 4 Page Ref: 279 Topic: More Than Two Variables Skill: 43. Interpret multivariate statistical relationships Objective: .0.04 Understand logic of multivariate statistics

.0.3 Key Terms Vocabulary Questions . ) 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 Page Ref: 265 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 2 ) bivariate statistics Answer: Statistical measures that involve two variables only.

Diff: 4 Page Ref: 270 Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics 3 ) body of a table Answer: The center part of a contingency table. It contains all the cells, but not the totals or labels.

Diff: 4 Page Ref: 274 Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics 4 ) cell of a table

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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 Page Ref: 274 Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics 5 ) code sheets 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 Page Ref: 263 Topic: Dealing with Data Skill: 50. Ability to Define Key Terms Objective: .0.0. Know how to code, enter & clean quant. data 6 ) codebook Answer: A document that describes the procedure for coding variables and their location in a format for computers.

Diff: 4 Page Ref: 262 Topic: Dealing with Data Skill: 50. Ability to Define Key Terms Objective: .0.0. Know how to code, enter & clean quant. data 7 ) contingency cleaning Answer: Cleaning data using a computer in which the researcher looks at the combination of categories for two variables to seek out logically impossible combinations.

Diff: 4 Page Ref: 263 Topic: Dealing with Data Skill: 50. Ability to Define Key Terms Objective: .0.0. Know how to code, enter & clean quant. data 8 ) 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 Page Ref: 273 Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics 9 ) control variable

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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 Page Ref: 279 Topic: More than Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.04 Understand logic of multivariate statistics .0 ) covariation 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 in the second variable.

Diff: 4 Page Ref: 27.

Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics .1 ) 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 Page Ref: 273 Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics .2 ) 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 Page Ref: 272 Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics .3 ) descriptive statistics Answer: A general type of simple statistics used by researchers to describe basic patterns in the data.

Diff: 4 Page Ref: 265 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 25 ..

.4 ) direct entry method Answer: A method for entering data into a computer by typing data values on a keyboard.

Diff: 4 Page Ref: 263 Topic: Dealing with Data Skill: 50. Ability to Define Key Terms Objective: .0.0. Know how to code, enter & clean quant. data .5 ) 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 Page Ref: 280 Topic: More Than Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.05 Read 3-way % tables using elaboration paradigm .6 ) 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 Page Ref: 28.

Topic: More Than Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.05 Read 3-way % tables using elaboration paradigm .7 ) 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 Page Ref: 265 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics .8 ) frequency polygon Answer: A graph of connected points that shows the distribution of how many cases fall into each category of a variable.

Diff: 4 Page Ref: 265 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics

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.9 ) independence Answer: The absence of a statistical relationship between two variables. It indicates there is no association between the variables.

Diff: 4 Page Ref: 27.

Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics 20 ) 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 Page Ref: 28.

Topic: More Than Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.05 Read 3-way % tables using elaboration paradigm 2. ) 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 random chance.

Diff: 4 Page Ref: 284 Topic: Inferential Statistics Skill: 50. Ability to Define Key Terms Objective: .0.06 Understand basics of infer. stats & stat. signif.

22 ) 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 Page Ref: 272 Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics 23 ) marginals Answer: The totals of a contingency table, outside the body of a table.

Diff: 4 Page Ref: 274

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Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics 24 ) 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 Page Ref: 267 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 25 ) 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 Page Ref: 267 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 26 ) mode Answer: A measure of central tendency for one variable that indicates the most frequent value or category of a variable.

Diff: 4 Page Ref: 265 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 27 ) 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 Page Ref: 268 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 28 ) 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.

28 ..

Diff: 4 Page Ref: 279 Topic: More Than Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.05 Read 3-way % tables using elaboration paradigm 29 ) 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 Page Ref: 268 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 30 ) 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 Page Ref: 265 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 3. ) 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 Page Ref: 263 Topic: Dealing with Data Skill: 50. Ability to Define Key Terms Objective: .0.0. Know how to code, enter & clean quant. data 32 ) range Answer: A measure of dispersion for one variable indicating the highest and lowest scores.

Diff: 4 Page Ref: 268 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 33 ) 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 Page Ref: 28.

29

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Topic: More Than Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.05 Read 3-way % tables using elaboration paradigm 34 ) scattergram Answer: A diagram that displays the statistical relationship between two continuous variables by plotting each case's values for both variables.

Diff: 4 Page Ref: 272 Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics 35 ) 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 Page Ref: 267 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.03 Familiar with basic bivariate statistics 36 ) 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 the other partials.

Diff: 4 Page Ref: 28.

Topic: More Than Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.05 Read 3-way % tables using elaboration paradigm 37 ) standard deviation Answer: A measure of dispersion for one continuous variable that indicates the average distance of scores from the mean.

Diff: 4 Page Ref: 268 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 38 ) 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.

30 ..

Diff: 4 Page Ref: 284 Topic: Inferential Statistics Skill: 50. Ability to Define Key Terms Objective: .0.06 Understand basics of infer. stats & stat. signif.

39 ) 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 Page Ref: 28.

Topic: More Than Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.05 Read 3-way % tables using elaboration paradigm 40 ) Type I error Answer: The logical error of falsely rejecting the null hypothesis that uses statistical significance.

Diff: 4 Page Ref: 285 Topic: Inferential Statistics Skill: 50. Ability to Define Key Terms Objective: .0.06 Understand basics of infer. stats & stat. signif.

4. ) Type II error Answer: The logical error of falsely accepting the null hypothesis based on statistical significance.

Diff: 4 Page Ref: 285 Topic: Inferential Statistics Skill: 50. Ability to Define Key Terms Objective: .0.06 Understand basics of infer. stats & stat. signif.

42 ) univariate statistics Answer: Statistical measures that deal with one variable only.

Diff: 4 Page Ref: 265 Topic: Results with One Variable Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics 43 ) 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 Page Ref: 270

3. ..

Topic: Results with Two Variables Skill: 50. Ability to Define Key Terms Objective: .0.02 Familiar with basic univariate statistics

32 ..

Chapter .1 Field Research and Focus Group Research .1.. Essay Questions . ) Why should a field researcher read the literature before beginning field work? Does this contradict the idea of defusing? How might it aid in dealing with gatekeepers or in relations in the field setting?

Diff: 7 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 44. Identify field research entry & interview techniques Objective: .1.02 Understand field site selection and entry issues 2 ) Identify the characteristics of a field site that make it a good one for a beginning field researcher. Explain why they make it a "good" one.

Diff: 4 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 06. Explain reasons for using a specific process/procedure Objective: .1.02 Understand field site selection and entry issues 3 ) How does the "presentation of self" affect a field researcher's work?

Diff: 6 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 06. Explain reasons for using a specific process/procedure Objective: .1.03 Be familiar with field site relations 4 ) What is the attitude of strangeness? Why is it used in field research?

Diff: 5 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 06. Explain reasons for using a specific process/procedure Objective: .1.03 Be familiar with field site relations 5 ) What are relevant considerations when choosing roles in the field? How can the degree of researcher involvement vary? Why is "going native" a threat?

Diff: 6 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 06. Explain reasons for using a specific process/procedure Objective: .1.03 Be familiar with field site relations 6 ) Identify three ways to ensure high-quality field research data. How does reliability and validity play a role?

.

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Diff: 8 Page Ref: 3.2 Topic: The Field Research Interview Skill: 45. Capable of taking notes for field research Objective: .1.05 Familiar with data gathering & field notes 7 ) Compare differences between a field research and a survey research interview. How does a field interview differ from a friendly conversation?

Diff: 5 Page Ref: 3.2 Topic: The Field Research Interview Skill: 44. Identify field research entry & interview techniques Objective: .1.04 Describe questions used in field research interviews 8 ) Identify three different types of field notes and describe the purpose of each.

Diff: 5 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 45. Capable of taking notes for field research Objective: .1.05 Familiar with data gathering & field notes

.1.2 Multiple Choice Questions . ) Field researchers attempt to achieve reliability and validity for the data collected in several ways. Of the following, which is NOT one of the ways they try to ensure reliability and validity?

A) member validation B) ecological validity C) internal consistency D) external consistency E) none of the above Answer: E Diff: 7 Page Ref: 3.2 Topic: The Field Research Interview Skill: 22. Distinguish between reliability & validity, & the types Objective: .1.05 Familiar with data gathering & field notes 2 ) During her field research project at a daycare center, Sally explained social research to the daycare center workers, told about her own background, and ignored minor rule infractions. This illustrates A) normalizing field research.

B) use of small favors.

C) negotiating with a gatekeeper.

D) appearance of interest.

E) attitude of strangeness.

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Answer: A Diff: 6 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 0.. Apply abstract learning to realistic situations Objective: .1.02 Understand field site selection and entry issues 3 ) Sally uses 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 towards members in the field setting.

E) questions and notices ordinary details as if she was a stranger.

Answer: E Diff: 4 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 46. Explain social roles and relations in a field site Objective: .1.03 Be familiar with field site relations 4 ) When observing in the field observation, Sally helped the daycare teachers clean up at the end of the day. She also answered the telephone when everyone else was busy. This illustrates A) the use of gatekeepers.

B) the use of small favors.

C) appearance of interest.

D) managing conflict in the field.

Answer: B Diff: 4 Page Ref: 293 Topic: Conducting A Field Research Study Skill: 0.. Apply abstract learning to realistic situations Objective: .1.03 Be familiar with field site relations 5 ) 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 occur in individual interviews.

Answer: E Diff: 7 Page Ref: 3.8 Topic: Focus Group Research

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Skill: 44. Identify field research entry & interview techniques Objective: .1.07 Understand the operation and limits of focus groups 6 ) 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 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 45. Capable of taking notes for field research Objective: .1.05 Familiar with data gathering & field notes 7 ) Which of the following is an example of a structural question used in field research interviewing?

A) Which way is the bathroom?

B) How many people work here on the night shift?

C) What do a gin fizz and a screwdriver have in common?

D) Is a "cig and a coffee slurper" a type of customer you have here?

E) What is a typical day here like?

Answer: D Diff: 6 Page Ref: 3.2 Topic: The Field Research Interview Skill: 44. Identify field research entry & interview techniques Objective: .1.04 Describe questions used in field research interviews 8 ) In field research, A) interviewers can reveal their personal background or interests to the interviewee to build trust and rapport.

B) interviewers never use probes or followup questions.

C) interviewers must read each question exactly as it appears on the interview questionnaire.

D) interviewers never tailor the question to a specific informant.

E) leading questions and biased questions are allowed and should be used often.

Answer: A Diff: 4 Page Ref: 3.2 Topic: The Field Research Interview Skill: 44. Identify field research entry & interview techniques Objective: .1.05 Familiar with data gathering & field notes

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9 ) Which of the following is TRUE regarding field research?

A) It is easily replicated.

B) It is the most expensive data collection technique.

C) It yields generalizable laws of human behavior.

D) It is usually conducted by a researcher alone or in a small team.

E) all of the above Answer: D Diff: 4 Page Ref: 290 Topic: Introduction to Field Research Skill: 20. Understand principles of qualt. design Objective: .1.0. Understand principles of field research .0 ) 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 the expert on the scene.

Answer: B Diff: 4 Page Ref: 3.7 Topic: Ethical Dilemmas of Field Research Skill: 45. Capable of taking notes for field research Objective: .1.05 Familiar with data gathering & field notes .1 ) The field researcher should NOT A) wait at least a week after leaving the field before writing down any notes. This way the important things can be determined.

B) expect a great deal of time and self-discipline to maintain good quality field notes.

C) place a running description of events, people, and conversation in direct observation field notes.

D) keep observations in the field notes concrete. Describe specific behaviors and restate specific conversations verbatim if possible.

E) keep a section of field notes for analytic ideas, hypotheses, or her emotional state while in the field.

Answer: A Diff: 3 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 45. Capable of taking notes for field research Objective: .1.05 Familiar with data gathering & field notes

5

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.2 ) 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.

Answer: C Diff: 5 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 46. Explain social roles and relations in a field site Objective: .1.03 Be familiar with field site relations .3 ) 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: 5 Page Ref: 290 Topic: Introduction to Field Research Skill: 20. Understand principles of qualt. design Objective: .1.0. Understand principles of field research .4 ) What type of question did Dr. Hotseat use when he asked an informant, in reference to the terms for types of police officers encountered by tramps who live on the street, "How do 'flyboys' differ from 'ragpickers'?"

A) structural B) contrast C) descriptive D) baseline E) grounded Answer: B Diff: 7 Page Ref: 3.2 Topic: The Field Research Interview Skill: 44. Identify field research entry & interview techniques Objective: .1.04 Describe questions used in field research interviews .5 ) Researchers use unstructured or intensive interviews in field research in order to do what?

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A) minimize interviewer bias B) gain an in-depth understanding of respondent views and beliefs C) obtain easily tabulated data D) obtain closed-ended responses E) control factors that may affect a respondent's answers Answer: B Diff: 4 Page Ref: 3.2 Topic: The Field Research Interview Skill: 06. Explain reasons for using a specific process/procedure Objective: .1.0. Understand principles of field research .6 ) In the preliminary evaluation of a field site for possible research and gaining access, field researchers do which of the following?

A) Never find that researcher background (e.g., age, race, gender) is a barrier to gaining access.

B) Ignore ethical issues; they can be resolved later after spending a few months in the field.

C) Always ask the permission of everyone involved before beginning to do any observation.

D) Begin with a list of variables and a written hypothesis.

E) none of the above Answer: E Diff: 4 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 44. Identify field research entry & interview techniques Objective: .1.02 Understand field site selection and entry issues .7 ) When does guilty knowledge occur?

A) A researcher becomes over-involved in the field setting and loses the objectivity of the role of researcher and 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 Page Ref: 3.7 Topic: Ethical Dilemmas of Field Research Skill: .2. Recognize and apply ethical principles Objective: .1.06 Aware of ethical issues in field research .8 ) Which of the following is a recommendation for taking GOOD field notes?

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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 Page Ref: 293 Topic: Conducting a Field Research Study Skill: 45. Capable of taking notes for field research Objective: .1.05 Familiar with data gathering & field notes .9 ) What should a field researcher do when conducting interviews in a field site?

A) Intersperse questions into informal conversations and tailor questions to specific people being interviewed.

B) Follow the exact wording of questions and do not improvise.

C) Never reveal any personal information and him/herself to anyone being interviewed.

D) Always ask the same questions in the same order to each person in a field site.

E) none of the above Answer: A Diff: 3 Page Ref: 3.2 Topic: The Field Research Interview Skill: 44. Identify field research entry & interview techniques Objective: .1.04 Describe questions used in field research interviews 20 ) Which of the following is a structural question in field research interviewing?

A) Is a "cig and a coffee slurper" a type of customer you have here?

B) What is a typical day here like?

C) How many people work here on the night shift?

D) What do the drinks, a "gin fizz" and a "screwdriver" have in common?

E) none of the above Answer: A Diff: 6 Page Ref: 3.2 Topic: The Field Research Interview Skill: 08. Provide examples of abstract ideas/principles Objective: .1.04 Describe questions used in field research interviews

.1.3 Key Terms Vocabulary Questions . ) acceptable incompetent 8 ..

Answer: A role a researcher takes in the field as a friendly but somewhat naïve outsider.

Diff: 3 Page Ref: 303 Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.03 Be familiar with developing and maintaining relations in a field site 2) analytic memos Answer: The written notes a qualitative researcher takes during data collection and uses afterwards to develop concepts, themes, or preliminary generalizations.

Diff: 4 Page Ref: 309 Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.05 Familiar with data gathering & field notes 3 ) 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 though the researcher may be uninterested or very bored.

Diff: 4 Page Ref: 303 Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.03 Be familiar with field site relations 4 ) 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 Page Ref: 30.

Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.03 Be familiar with field site relations 5) competent insider performance Answer: The ability of a nonmember to interact effectively as a member or pass as one.

Diff: 4 Page Ref: 3.6 Topic: The Field Research Interview Skill: 50. Ability to Define Key Terms Objective: .1.03 Be familiar with developing and maintaining relations in a field site 6) defocusing

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Answer: The ability to release restrictions on what to observe, remove limits on attention, and loosen the boundaries of your awareness.

Diff: 4 Page Ref: 294-295 Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.05 Be familiar with how good quality data is gathered in field research and how to take field notes 7 ) direct observation notes Answer: Notes taken in field research in which a researcher attempts to include all details and specifics that were heard or observed at the field site. They usually are written in chronological order and in a way that permits interpretation later.

Diff: 4 Page Ref: 308 Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.05 Familiar with data gathering & field notes 8 ) ecological validity Answer: A way to demonstrate the authenticity and trustworthiness of a field research study by showing that the researcher's description of the field site matches those of the members from the site, and that the researcher was not a major disturbance.

Diff: 4 Page Ref: 3.6 Topic: The Field Research Interview Skill: 50. Ability to Define Key Terms Objective: .1.0. Understand principles of field research 9 ) ethnography Answer: An approach to field research that emphasizes providing 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 Page Ref: 290 Topic: Introduction to Field Research Skill: 50. Ability to Define Key Terms Objective: .1.0. Understand principles of field research .0 ) ethnomethodology Answer: An approach to social science that combines philosophy, social theory, and a method of study. It focuses on creating detailed descriptions and analyses of the microprocesses by which people create social meaning as they engage in fluid social interactions.

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Diff: 4 Page Ref: 292 Topic: Introduction to Field Research Skill: 50. Ability to Define Key Terms Objective: .1.0. Understand principles of field research .1 ) external consistency Answer: A way to achieve reliability of data in field research. A researcher cross-checks and verifies qualitative data by using multiple sources of information.

Diff: 4 Page Ref: 3.5 Topic: The Field Research Interview Skill: 50. Ability to Define Key Terms Objective: .1.0. Understand principles of field research .2 ) field site Answer: The one or more natural locations where a researcher conducts field research observations.

Diff: 4 Page Ref: 296 Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.02 Understand field site selection and entry issues .3 ) focus group Answer: A type of group interview in which an interviewer asks open-ended questions to a small group. Answers are obtained in an open discussion among group members.

Diff: 4 Page Ref: 3.8 Topic: Focus Group Research Skill: 50. Ability to Define Key Terms Objective: .1.07 Understand the operation and limits of focus groups .4 ) 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 Page Ref: 302 Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.03 Be familiar with field site relations .5 ) guilty knowledge

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Answer: Illegal, unethical, or immoral activity that a field researcher learns about during the study of a field site and members in it.

Diff: 4 Page Ref: 3.7 Topic: Ethical Dilemmas of Field Research Skill: 50. Ability to Define Key Terms Objective: .1.06 Aware of ethical issues in field research .6 ) internal consistency Answer: A way to achieve reliability of data in field research in which a researcher examines the data for plausibility and sees whether the data form a coherent picture, based on everything that has been learned about a person or event and trying to avoid common forms of deception or misleading information.

Diff: 4 Page Ref: 3.5 Topic: The Field Research Interview Skill: 50. Ability to Define Key Terms Objective: .1.0. Understand principles of field research .7 ) 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 Page Ref: 308 Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.05 Familiar with data gathering & field notes .8) members Answer: Insiders or natives in the field who belong to a group, subculture, or social setting that you, the “outsider” field researcher, wants to penetrate and learn about.

Diff: 4 Page Ref: 290 Topic: Introduction to Field Research Skill: 50. Ability to Define Key Terms Objective: .1.0. Understand principles of field research .9 ) member validation Answer: A way to demonstrate the authenticity and trustworthiness of a field research study by having the people who were studied (i.e., members of the field site) read and confirm what the researcher wrote as being true.

Diff: 4 Page Ref: 3.6 Topic: The Field Research Interview

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Skill: 50. Ability to Define Key Terms Objective: .1.0. Understand principles of field research 20 ) naturalism Answer: The principle that researchers should examine events as they occur in natural, everyday, ongoing social settings.

Diff: 4 Page Ref: 293 Topic: Introduction to Field Research Skill: 50. Ability to Define Key Terms Objective: .1.0. Understand principles of field research 2. ) 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 Page Ref: 299 Topic: Conducting a Field Research Study Skill: 50. Ability to Define Key Terms Objective: .1.03 Be familiar with field site relations

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Chapter .2 Historical-Comparative Research .2.. Essay Questions . ) Identify the unique features of H-C research and compare H-C to field research.

Diff: 8 Page Ref: 323 Topic: The Logic of Historical-Comparative Research Skill: 06. Explain reasons for using a specific process/procedure Objective: .2.0. Explain features of H-C as a distinct method 2 ) What is the difference between internal and external criticism of primary historical materials? What is the purpose of each?

Diff: 7 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 06. Explain reasons for using a specific process/procedure Objective: .2.02 Discuss primary hist sources & how to use/evaluate 3 ) What are the limitations of using secondary historical sources?

Diff: 6 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 07. Make distinctions among related ideas/processes Objective: .2.03 Discuss secondary hist sources & how to use/evaluate 4 ) Identify three advantages and three problems to using a comparative method.

Diff: 6 Page Ref: 338 Topic: Comparative Research Skill: 06. Explain reasons for using a specific process/procedure Objective: .2.04 Explain logic, strengths & limits of comparative res.

5 ) What is the importance of equivalence? What are the four types of it?

Diff: 8 Page Ref: 344 Topic: Equivalence in Historical-Comparative Research Skill: 06. Explain reasons for using a specific process/procedure Objective: .2.05 Discuss the relevance/types of equivalence in HC res.

6 ) Describe how back translation works and explain its purpose.

Answer: Diff: 6 Page Ref: 344 Topic: Equivalence in Historical-Comparative Research Skill: 06. Explain reasons for using a specific process/procedure . ..

Objective: .2.04 Explain logic, strengths & limits of comparative res.

7 ) What are the strengths and weaknesses of using recollections as historical data?

Diff: 7 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 05. Show awareness of appropriate procedures/techniques Objective: .2.02 Discuss primary hist sources & how to use/evaluate 8 ) Identify at least three major difficulties you should expect if you do archival research.

Diff: 5 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 47. Explain complexities of H-C data gathering Objective: .2.02 Discuss primary hist sources & how to use/evaluate

.2.2 Multiple Choice Questions . ) Which of the following is a characteristic of a distinct historical-comparative 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 Page Ref: 323 Topic: The Logic of Historical-Comparative Research Skill: 04. Express familiarity with the range of techniques/methods Objective: .2.0. Explain features of H-C as a distinct method 2 ) Which 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 Page Ref: 323 2 ..

Topic: The Logic of Historical-Comparative Research Skill: 05. Show awareness of appropriate procedures/techniques Objective: .2.0. Explain features of H-C as a distinct method 3 ) You pick up a book called the Australia in the Penal Colony Years. When reading it, you notice that the author really only discusses the lives and ideas of five individuals based upon their diaries. The book is very micro-level. It only tells about the particular people with no generalization or integrating themes. This book illustrates which problem with secondary sources?

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: 7 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 0.. Apply abstract learning to realistic situations Objective: .2.03 Discuss secondary hist sources & how to use/evaluate 4 ) Primary historical evidence on the .920s U.S. Prohibition era includes a(n) A) article written in .962 titled "The Prohibition Years."

B) local police department report found in the back of an old filing cabinet detailing police raids on "speakeasies" conducted in .922.

C) magazine article in last month's Newsweek magazine comparing recent attempts to change drinking laws with Prohibition.

D) illegal still and equipment used to make "bathtub" gin in .924.

E) B and D only Answer: E Diff: 6 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 0.. Apply abstract learning to realistic situations Objective: .2.02 Discuss primary hist sources & how to use/evaluate 5 ) Suzie studied the language of the Nuzski. In the language there is no word equal to the English word "compassion." She knows that the Nuzski people experience the emotion.

This illustrates a problem with A) lexicon equivalence.

B) contextual equivalence.

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C) conceptual equivalence.

D) measurement equivalence.

E) anachronism.

Answer: A Diff: 4 Page Ref: 344 Topic: Equivalence in Historical-Comparative Research Skill: 47. Explain complexities of H-C data gathering Objective: .2.05 Discuss the relevance/types of equivalence in HC res.

6 ) Where would a researcher look to find information that represents a compilation of ethnographic studies conducted by anthropologists on many different cultures?

A) Human Relations Area Files B) The National Geographic Atlas C) Statistical Abstract of the U.S. D) Demographic Yearbook E) World Handbook of Social and Political Indicators Answer: A Diff: 4 Page Ref: 338 Topic: Comparative Research Skill: .5. Understand types & strengths/weaknesses of sources Objective: .2.04 Explain logic, strengths & limits of comparative res.

7 ) Primary historical evidence on the .930s Depression decade includes a(n) A) book written in .953 titled The Depression Years in America.

B) film starring Katherine Hepburn made in .936.

C) article in last month's Time magazine the Depression Diet.

D) letter written by my mother and sent to me two years ago telling me what she experienced growing up in the Depression period.

E) A and B only Answer: B Diff: 5 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 0.. Apply abstract learning to realistic situations Objective: .2.02 Discuss primary hist sources & how to use/evaluate 8 ) A great deal of primary historical data is located in archives. Which of the following is TRUE about doing archival research?

A) Virtually all archival materials have been put onto computers 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 seven days a week for .2 hours per day.

C) Archival materials are usually very well organized and sorted. All material is clearly labeled and categorized for easy searching.

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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 individuals 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 connect and include everything of relevance.

Answer: D Diff: 3 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 47. Explain complexities of H-C data gathering Objective: .2.02 Discuss primary hist sources & how to use/evaluate 9 ) Which of the following is internal criticism of a letter by General Rao written in .904?

A) checking that the letter was not actually written in .864 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 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 0.. Apply abstract learning to realistic situations Objective: .2.02 Discuss primary hist sources & how to use/evaluate .0 ) Todd conducted a study of American Indian tribes in the state of Colorado between .880 and .920. He interviewed elderly Indians about what they remembered of their childhood and the stories told to them by their parents and grandparents. His data is a(n) A) running records.

B) oral history.

C) supporting evidence.

D) non-source based knowledge.

E) primary sources.

Answer: B Diff: 3 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 0.. Apply abstract learning to realistic situations Objective: .2.02 Discuss primary hist sources & how to use/evaluate .1 ) The pure historian and the historical-comparative sociologist differ. The sociologist is more likely to A) use primary evidence much more than secondary or other evidence.

B) use a pure idiographic approach.

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C) use primary data to study details of a very specific place and time, (e.g., What did slaveholders in Smallsville, Mississippi do in .842?).

D) make some empirical generalizations and use limited theory.

E) A and C Answer: D Diff: 6 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 47. Explain complexities of H-C data gathering Objective: .2.0. Explain features of H-C as a distinct method .2 ) Galton's problem is A) a school of historiography.

B) mixing up the dates of events.

C) not being able to translate between two different languages.

D) when people try to make things appear better than they really are and give a false impression of events.

E) a problem with units of analysis that may appear to be separate and distinct, but which are actually closely related or the same.

Answer: E Diff: 7 Page Ref: 338 Topic: Comparative Research Skill: 47. Explain complexities of H-C data gathering Objective: .2.04 Explain logic, strengths & limits of comparative res. .3 ) Professor Henshaw went to the state historical library and state revenue department.

He looked up the records of taxes paid each year by the twenty largest companies in the state between .950 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 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 0.. Apply abstract learning to realistic situations Objective: .2.02 Discuss primary hist sources & how to use/evaluate .4 ) Which the following is a weakness of historical-comparative 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.

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E) It helps researchers develop concepts that are not specific to one culture or historical period.

Answer: D Diff: 7 Page Ref: 323 Topic: The Logic of Historical-Comparative Research Skill: 47. Explain complexities of H-C data gathering Objective: .2.0. Explain features of H-C as a distinct method .5 ) A comparative-historical researcher can encounter each of the following ethical issues, EXCEPT which one?

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 that the researcher could learn much from.

C) The different cultural values may include different standards of privacy or acceptable behavior.

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 Page Ref: 349 Topic: Ethics Skill: .2. Recognize and apply ethical principles Objective: .2.06 Discuss ethics in H-C research

.2.3 Key Terms Vocabulary Questions . ) 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, next translates it from the second language back into the original language, and then compares the two original language texts.

Diff: 4 Page Ref: 346 Topic: Equivalence in Historical-Comparative Research Skill: 50. Ability to Define Key Terms Objective: .2.05 Discuss the relevance/types of equivalence in HC res.

2 ) 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 cultural or historical settings.

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Diff: 4 Page Ref: 347 Topic: Equivalence in Historical-Comparative Research Skill: 50. Ability to Define Key Terms Objective: .2.05 Discuss the relevance/types of equivalence in HC res.

3 ) 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 Page Ref: 347 Topic: Equivalence in Historical-Comparative Research Skill: 50. Ability to Define Key Terms Objective: .2.05 Discuss the relevance/types of equivalence in HC res.

4 ) external criticism Answer: In historical research, a way to check the authenticity of primary sources by accurately locating the place and time of source creation (i.e., it is not a forgery).

Diff: 4 Page Ref: 337 Topic: Data and Evidence in Historical Context Skill: 50. Ability to Define Key Terms Objective: .2.02 Discuss primary hist sources & how to use/evaluate 5 ) Galton's problem Answer: In comparative research, the problem of finding correlations or associations among variables or characteristics in multiple cases or units when, in reality, the characteristics are actually diffused from a common source. Thus, the researcher cannot really treat the multiple units (e.g., countries, cultures, etc.) in which an association is found as being separate cases.

Diff: 4 Page Ref: 342 Topic: Comparative Research Skill: 50. Ability to Define Key Terms Objective: .2.04 Explain logic, strengths & limits of comparative res.

6 ) Human Relations Area Files (HRAF) Answer: An extensive catalog and comprehensive collection of ethnographies on many cultures (mostly preliterate) that permits a researcher to make comparison across cultural units.

Diff: 4 Page Ref: 343 Topic: Comparative Research Skill: 50. Ability to Define Key Terms Objective: .2.04 Explain logic, strengths & limits of comparative res.

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7 ) internal criticism Answer: How historical researchers establish the authenticity and credibility of primary source material. They seek to determine whether a source is accurate as an account of what occurred.

Diff: 4 Page Ref: 337 Topic: Data and Evidence in Historical Context Skill: 50. Ability to Define Key Terms Objective: .2.02 Discuss primary hist sources & how to use/evaluate 8 ) 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 Page Ref: 346 Topic: Equivalence in Historical-Comparative Research Skill: 50. Ability to Define Key Terms Objective: .2.05 Discuss the relevance/types of equivalence in HC res.

9 ) 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 culture or historical settings.

Diff: 4 Page Ref: 348 Topic: Equivalence in Historical-Comparative Research Skill: 50. Ability to Define Key Terms Objective: .2.05 Discuss the relevance/types of equivalence in HC res. .0 ) 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 Page Ref: 335 Topic: Data and Evidence in Historical Context Skill: 50. Ability to Define Key Terms Objective: .2.02 Discuss primary hist sources & how to use/evaluate .1 ) 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 Page Ref: 333 Topic: Data and Evidence in Historical Context 9 ..

Skill: 50. Ability to Define Key Terms Objective: .2.02 Discuss primary hist sources & how to use/evaluate .2 ) 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 Page Ref: 334 Topic: Data and Evidence in Historical Context Skill: 50. Ability to Define Key Terms Objective: .2.02 Discuss primary hist sources & how to use/evaluate .3 ) 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 Page Ref: 334 Topic: Data and Evidence in Historical Context Skill: 50. Ability to Define Key Terms Objective: .2.02 Discuss primary hist sources & how to use/evaluate .4 ) 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 Page Ref: 333 Topic: Data and Evidence in Historical Context Skill: 50. Ability to Define Key Terms Objective: .2.03 Discuss secondary hist sources & how to use/evaluate

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Chapter .3 Analysis of Qualitative Data .3.. Essay Questions . ) Identify four differences between quantitative and qualitative data analysis. How is the process of conceptualization different between them?

Diff: 7 Page Ref: 352 Topic: Comparing Methods of Data Analysis Skill: .6. Compare qual. & quantitative. research design/data analy Objective: .3.0. Distinguish quantitative & qualitative data analysis 2 ) How does a researcher code qualitative data? What are the three kinds of coding used by a qualitative researcher?

Diff: 8 Page Ref: 353 Topic: Coding and Concept Formation Skill: 48. Explain qualt. data coding and data analysis strategies Objective: .3.02 Discuss coding in qualitative data analysis 3 ) Describe successive approximation. How is it similar to or different from ideal type analysis?

Diff: 9 Page Ref: 360 Topic: Analytic Strategies for Qualitative Data Skill: 07. Make distinctions among related ideas/processes Objective: .3.03 Discuss various strategies for qual data analysis 4 ) What are the empty boxes in the illustrative method? How are they used?

Diff: 4 Page Ref: 360 Topic: Analytic Strategies for Qualitative Data Skill: 48. Explain qualt. data coding and data analysis strategies Objective: .3.03 Discuss various strategies for qual data analysis 5 ) Explain the connection between conceptualization in qualitative research and qualitative data analysis, and contrast it with conceptualization and data analysis in quantitative research.

Diff: 8 Page Ref: 353 Topic: Coding and Concept Formation Skill: 07. Make distinctions among related ideas/processes Objective: .3.0. Distinguish quantitative & qualitative data analysis 6 ) Give an example of how qualitative researchers might use diagrams to help them analyze data. . ..

Diff: 6 Page Ref: 365 Topic: Other Techniques Skill: 08. Provide examples of abstract ideas/principles Objective: .3.03 Discuss various strategies for qual data analysis

.3.2 Multiple Choice Questions . ) While analyzing qualitative data, Kristen Kurrenski made a first pass through her notes. She read slowly and put a preliminary label in the notes to identify themes in the data. She was using A) open coding.

B) axial coding.

C) selective coding.

D) contingency coding.

E) divergent coding.

Answer: A Diff: 3 Page Ref: 353 Topic: Coding and Concept Formation Skill: 0.. Apply abstract learning to realistic situations Objective: .3.02 Discuss coding in qualitative data analysis 2 ) When analyzing his qualitative data, Nicholas Grigoryevich made a last pass through his 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 Page Ref: 353 Topic: Coding and Concept Formation Skill: 0.. Apply abstract learning to realistic situations Objective: .3.02 Discuss coding in qualitative data analysis 3 ) 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.

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E) after writing an analytic memo, ignore it until it is time to write up a final report.

Answer: A Diff: 3 Page Ref: 353 Topic: Coding and Concept Formation Skill: 05. Show awareness of appropriate procedures/techniques Objective: .3.03 Discuss various strategies for qual data analysis 4 ) Jacob Ladder developed a pure model of the "college student." He identified several characteristics that make up this picture of a hypothetical student. Next, he examined many college students and compared them to his idealized model. He discovered that students at private colleges fit the model better than students at public colleges. 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. He used A) successive approximation.

B) illustrative method.

C) narrative analysis.

D) ideal type analysis.

E) regression analysis.

Answer: D Diff: 5 Page Ref: 360 Topic: Analytic Strategies for Qualitative Data Skill: 0.. Apply abstract learning to realistic situations Objective: .3.03 Discuss various strategies for qual data analysis 5 ) Sybil Thorndike developed an abstract model of the "perfect" poem. Her model included five factors: (.) 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.

She had created a(n) A) illustrative method.

B) natural history.

C) axial code.

D) ideal type.

E) narrative.

Answer: D Diff: 7 Page Ref: 360 Topic: Analytic Strategies for Qualitative Data Skill: 0.. Apply abstract learning to realistic situations Objective: .3.03 Discuss various strategies for qual data analysis

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6 ) 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 analysis C) successive approximation D) ideal type analysis E) illustrative method Answer: E Diff: 5 Page Ref: 360 Topic: Analytic Strategies for Qualitative Data Skill: 48. Explain qualt. data coding and data analysis strategies Objective: .3.03 Discuss various strategies for qual data analysis 7 ) Professor Clondike asked the people she was studying to look at a set of .50 photos she had collected of their community. Each person was to take a set of the photos and sort them into piles that represented categories that made sense to them. Professor Clondike then asked for an explanation of what criteria were used to divide the photos. The methods Professor Clondike was used is called: A) illustrative method.

B) flow chart development.

C) time allocation analysis.

D) successive approximation.

E) multiple sorting procedure.

Answer: E Diff: 5 Page Ref: 360 Topic: Analytic Strategies for Qualitative Data Skill: 48. Explain qualt. data coding and data analysis strategies Objective: .3.03 Discuss various strategies for qual data analysis 8 ) A researcher carefully followed ten nurses, one at a time, for four days. He recorded what each nurse did minute-by-minute and how long they spent on every activity.

Afterwards, he examined how they really spent their time. He was conducting a(n) A) time allocation analysis.

B) ideal type analysis.

C) matrix analysis.

D) successive approximation.

E) multiple sorting procedure.

Answer: A Diff: 5 Page Ref: 365 Topic: Other Techniques 4 ..

Skill: 0.. Apply abstract learning to realistic situations Objective: .3.03 Discuss various strategies for qual data analysis

.3.3 Key Terms Vocabulary Questions . ) axial coding Answer: A second coding of qualitative data after open coding. The researcher organizes the codes, develops links among them, and discovers key analytic categories.

Diff: 4 Page Ref: 356 Topic: Coding and Concept Formation Skill: 50. Ability to Define Key Terms Objective: .3.02 Discuss coding in qualitative data analysis 2 ) 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 Page Ref:364 Topic: Analytic Strategies for Qualitative Data Skill: 50. Ability to Define Key Terms Objective: .3.03 Discuss various strategies for qual data analysis 3 ) illustrative method Answer: A method of qualitative data analysis in which a researcher takes the concepts of a social theory or explanation and treats them as empty boxes to be filled with empirical examples and descriptions.

Diff: 4 Page Ref: 364 Topic: Analytic Strategies for Qualitative Data Skill: 50. Ability to Define Key Terms Objective: .3.03 Discuss various strategies for qual data analysis 4 ) narrative Answer: A type of writing about historical or other qualitative research in which the writer attempts to "tell a story" by following chronological orders, describing particular people and events, and focusing on many colorful details.

Diff: 4 Page Ref: 36.

Topic: Analytic Strategies for Qualitative Data Skill: 50. Ability to Define Key Terms Objective: .3.03 Discuss various strategies for qual data analysis 5 ) open coding 5 ..

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 Page Ref: 354 Topic: Coding and Concept Formation Skill: 50. Ability to Define Key Terms Objective: .3.02 Discuss coding in qualitative data analysis 6 ) 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 Page Ref: 357 Topic: Coding and Concept Formation Skill: 50. Ability to Define Key Terms Objective: .3.02 Discuss coding in qualitative data analysis 7 ) 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 Page Ref: 363 Topic: Analytic Strategies for Qualitative Data Skill: 50. Ability to Define Key Terms Objective: .3.03 Discuss various strategies for qual data analysis

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Chapter .4 Writing the Research Report .4.. Essay Questions . ) What are the major differences between a report on qualitative versus quantitative research?

Diff: 5 Page Ref: 380-384 Topic: The Research Report Skill: 07. Make distinctions among related ideas/processes Objective: .4.02 Recognize distinctions between qual & quant reports 2 ) What is the general process by which social researchers go about locating, applying for, and using outside funds to construct a study?

Diff: 5 Page Ref: 384 Topic: The Research Report Skill: 05. Show awareness of appropriate procedures/techniques Objective: .4.03 Understand basics of grant proposal processes

.4.2 Multiple Choice Questions . ) Borrowing someone else's ideas or words, but failing to properly document the original source is called A) paraphrasing.

B) writer's block.

C) plagiarism.

D) editing.

E) rewriting.

Answer: C Diff: 2 Page Ref: 377 Topic: The Research Report Skill: .2. Recognize and apply ethical principles Objective: .4.0. Understand the writing process 2 ) In the writing process, in which step should you organize initial notes, make lists of ideas, outline thoughts, and make certain that your bibliographic citations are complete?

A) prewriting B) editing C) rewriting D) revising E) freewriting Answer: A Diff: 2 Page Ref: 377 . ..

Topic: The Research Report Skill: 05. Show awareness of appropriate procedures/techniques Objective: .4.0. Understand the writing process 3 ) Which of the following is often found in a quantitative data research report, but rarely in a research report based on qualitative data from a field or historical-comparative study?

A) a separate section labeled Methods or Data B) an informal writing tone C) a statement about the researcher's personal experiences while conducting the study D) a "natural history" style of organization E) numerous footnotes documenting original source materials Answer: A Diff: 4 Page Ref: 380-384 Topic: The Research Report Skill: 49. Distinguish between qual & quant research reports Objective: .4.02 Recognize distinctions between qual & quant reports 4 ) Ebony was delayed in finishing her research report. She blamed it on writer's block.

What was she complaining about?

A) A reference tool that helps researchers writing a report learn alternative words for the same idea.

B) An Internet source that provides writers with new source materials.

C) A "support group" formed by writers with others who are writing on similar topics to discuss ideas and process.

D) The temporary inability of a writer to continue with the writing process, i.e., to generate ideas and put ideas into words.

E) A physical object that writers place on a writing table or surface that helps with organizing notes.

Answer: D Diff: 3 Page Ref: 377 Topic: The Research Report Skill: 0.. Apply abstract learning to realistic situations Objective: .4.0. Understand the writing process 5 ) Quinetta said she was going to attend a workshop on grantsmanship next week. She will learn about A) how to locate funding sources for research and ways to write more competitive proposals when requesting funds for a study.

B) how to run an IRB and principles of ethical research procedure.

C) the legal ways to distribute money to charities and needy persons.

D) proper interview procedures for different types of situations and people.

E) the etiquette to be used when interacting with elites.

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Answer: A Diff: 3 Page Ref: 384 Topic: The Research Report Skill: 0.. Apply abstract learning to realistic situations Objective: .4.03 Understand basics of grant proposal processes 6 ) When writing a report about a field research study, researchers often mix data and analysis together. If they do NOT do so, they are committing A) the error of segregation.

B) Bacon's fallacy.

C) separation of inference.

D) the error of reductionism.

E) the error of misplaced concreteness.

Answer: A Diff: 5 Page Ref: 382 Topic: The Research Report Skill: 04. Express familiarity with the range of techniques/methods Objective: .4.02 Recognize distinctions between qual & quant reports 7 ) In the methods section of a report on quantitative research, you would NOT expect to learn about A) the type of study or data collection technique (e.g., experiment, survey).

B) exactly how data were gathered.

C) how variables were measured.

D) main finding or conclusion of the study.

E) characteristics of the sample (e.g., method of sampling, sample size).

Answer: D Diff: 3 Page Ref: 380 Topic: The Research Report Skill: 49. Distinguish between qual & quant research reports Objective: .4.02 Recognize distinctions between qual & quant reports 8 ) Professor Yang said she just received an RFP in the mail. What is an RFP? A) Requiem from Pretense - a scholarly literature term stating that one's research study is only a repeat of past work and contains nothing original B) Request for Proposals - a funding agency announcement that it is asking for research proposals C) Return for Preview - a manuscript for a scholarly journal article that has been reviewed and is being revised D) Response From Police - a notification that one has engaged in illegal research activity E) Rejection from Peers - a research report that is rejected by a scholarly journal Answer: B Diff: 4 Page Ref: 384 3 ..

Topic: The Research Report Skill: 0.. Apply abstract learning to realistic situations Objective: .4.03 Understand basics of grant proposal processes

.4.3 Key Terms Vocabulary Questions . ) editing Answer: A step in the writing process that is part of rewriting, in which a writer cleans up and tightens the language and checks grammar, verb agreement, usage, sentence length, and paragraph organization to improve communication.

Diff: 4 Page Ref: 378 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.0. Understand the writing process 2 ) error of segregation Answer: A mistake that can occur when writing qualitative research in which a writer separates concrete empirical details from abstract ideas too much.

Diff: 4 Page Ref: 382 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.02 Recognize distinctions between qual & quant reports 3 ) executive summary Answer: A summary of a research project's findings placed at the beginning of a report for an applied, nonspecialist audience. Usually it is a little longer than the abstract of a scholarly journal article.

Diff: 4 Page Ref: 380 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.02 Recognize distinctions between qual & quant reports 4 ) grantsmanship Answer: The strategies and skills of locating appropriate funding sources and preparing high-quality proposals for research funding.

Diff: 4 Page Ref: 386 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.03 Understand basics of grant proposal processes 5 ) paraphrasing 4 ..

Answer: Giving proper credit to the original source when a writer restates or rewords the ideas of another person.

Diff: 4 Page Ref: 377 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.0. Understand the writing process 6 ) plagiarism Answer: A type of unethical behavior in which one uses the writings or ideas of another person without giving proper credit. It is "stealing" ideas.

Diff: 4 Page Ref: 377 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.0. Understand the writing process 7 ) prewriting Answer: A very early step in the writing process. One organizes initial notes, makes lists of ideas, outlines thoughts, and makes certain that bibliographic citations are complete.

Diff: 4 Page Ref: 378 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.0. Understand the writing process 8 ) principal investigator (PI) Answer: The person who is primarily responsible and in charge of research on a project that is sponsored or funded by an organization.

Diff: 4 Page Ref: 387 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.03 Understand basics of grant proposal processes 9 ) request for proposals (RFP) Answer: An announcement by a funding organization that it is willing to fund research, and it is soliciting written plans for research projects.

Diff: 4 Page Ref: 386 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.03 Understand basics of grant proposal processes .0 ) revising

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Answer: A step in the writing process that is part of rewriting in which a writer adds ideas or evidence, and deletes, rearranges, or changes ideas to improve clarity and better communicate meaning.

Diff: 4 Page Ref: 378 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.0. Understand the writing process .1 ) rewriting Answer: A step in the writing process in which the writer goes over a previous draft to improve the communication of ideas and clarify of expression.

Diff: 4 Page Ref: 377 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.0. Understand the writing process .2 ) zoom lens Answer: An organizational form often used in field research; writing reports that begin broadly then become increasingly narrow, focused, and specific.

Diff: 4 Page Ref: 383 Topic: The Research Report Skill: 50. Ability to Define Key Terms Objective: .4.02 Recognize distinctions between qual & quant reports

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