Chapter 1 1. A question about one or more topics that can be answered through research is referred to as a a. hypothesis. b. social inquiry. c. research question. d. unit of analysis. e. none of these. ANSWER: c REFERENCES: page 2 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 2. Which of the following is an authority, or socially defined source of knowledge? a. parents b. media c. religious leaders d. professors e. all of these ANSWER: e REFERENCES: page 4 LEARNING OBJECTIVES: AISR.ADLE.15. 01.01 - Recognize the advantages of knowledge based on research over knowledge from authorities and knowledge from personal inquiry 3. When we rely on physicians, clergy members, and elected officials for information, we are putting our faith in a. their knowledge in those positions of authority. b. their individual knowledge. c. their knowledge of scientific methods. d. our ability to compare our own inquiry and experiences with theirs. e. their access to superior knowledge. ANSWER: a REFERENCES: page 4 LEARNING OBJECTIVES: AISR.ADLE.15. 01.01 - Recognize the advantages of knowledge based on research over knowledge from authorities and knowledge from personal inquiry 4. Knowledge that is based on evidence from our senses is referred to an a. authority. b. sensory knowledge. c. personal inquiry. d. positivism. e. applied research. ANSWER: REFERENCES:
c page 5
5. When individuals rely on their own experiences as a basis for knowledge about the world, they are using a. knowledge from authorities. b. a scientific approach. c. personal inquiry. d. intersubjectivity. e. none of these. ANSWER: c REFERENCES: page 5 LEARNING OBJECTIVES: AISR.ADLE.15. 01.01 - Recognize the advantages of knowledge based on research over knowledge from authorities and knowledge from personal inquiry 6. What is a potential problem with knowledge from personal inquiry? a. one may overgeneralize. b. perceive selectivity. c. premature closure. d. uses senses alone. e. all of these. ANSWER: e REFERENCES: page 5 LEARNING OBJECTIVES: AISR.ADLE.15. 01.01 - Recognize the advantages of knowledge based on research over knowledge from authorities and knowledge from personal inquiry 7. The positivist view of science states that a. science should always focus on things which benefit society. b. we should only study things that can be observed and measured. c. science is beneficial for providing solid ground for things in society that can be speculated about. d. science should be objective, free from personal biases e. none of these ANSWER: b REFERENCES: page 6 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 8. Among the elements of the scientific method are a. specifying the scope of an inquiry. b. examining research that has been published in the past. c. the connection between research and theory. d. subjecting research findings to review by a community of scholars. e. all of these. ANSWER: e REFERENCES: page 6 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science
9. The view that knowledge is not based on irrefutable observable grounds, that it is always somewhat speculative, but that science can provide some solid ground for these speculations is known as a. an empiricist view of science b. an optimist view of science c. a positivist view of science d. a post-positivist view of science e. both empiricist and positivist views of science ANSWER: d REFERENCES: page 7 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 10. Which of the following statements about intersubjectivity is true? a. Sometimes subjectivity in research is necessary in order to get to a specific outcome. b. Scientists engaging in positivist research often strive for intersubjectivity. c. Intersubjective science is filled with bias and personal feelings. d. Two or more researchers can compare findings to look for consistencies about reality. e. None of these. ANSWER: d REFERENCES: page 7 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 11. In scientific inquiry, intersubjectivity works to gain a. critical analysis of previously accepted truths. b. increased subjectivity by scholars. c. agreement among researchers that their findings approximate reality because they are consistent with each other. d. eliminate the possibility of bias in research. e. publications. ANSWER: c REFERENCES: page 7 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science
12. One of the great strengths of the scientific method is that a. it involves communities of knowledge “authorities”. b. it involves the senses’ evidence for arriving at knowledge. c. it promotes skepticism about its knowledge claim. d. it relies on authority and personal inquiry. e. none of these. ANSWER: c REFERENCES: page 8 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 13. Which of the following statements is factually testable? a. All extra-terrestrials have large skulls. b. Individuals with more education earn more than less educated individuals. c. The death penalty is less moral than first-degree murder. d. War should be outlawed. e. None of these. ANSWER: b REFERENCES: page 9 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 14. The communal aspects of the scientific method are complemented by which of the following goals? a. factual testability. b. logic. c. explicable through scientific theory. d. all of these. e. none of these. ANSWER: d REFERENCES: page 9 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 15. Which of the following represents one of the tenets of the scientific method? a. The scientific method should adhere to the rigors or logical thinking. b. Logical reasoning is not synonymous with the scientific method. c. The scientific method relies heavily on theoretical explanations. d. Intersubjectivity is a necessary component of the scientific method. e. The scientific method requires strict reliance on prior knowledge. ANSWER: a REFERENCES: page 10 LEARNING OBJECTIVES: AISR.ADLE.15.02.02 - Distinguish between independent and dependent variables
16. A researcher is curious about why some students perform better on essay exams than others. He is engaged in a. applied research. b. descriptive research. c. basic research. d. quantitative research. e. evaluation research. ANSWER: c REFERENCES: page 11 LEARNING OBJECTIVES: AISR.ADLE.15.01.03 - Distinguish between basic and applied research 17. Which of the following would describe applied research? a. The primary goal of research is to add to our fundamental understanding and knowledge of the social world. b. The aim of research is to have practical results for use in the immediate future. c. The goal of research is to test hypotheses. d. The goal of research is to create social theory. e. None of these describe applied research. ANSWER: b REFERENCES: page 11 LEARNING OBJECTIVES: AISR.ADLE.15.01.03 - Distinguish between basic and applied research 18. One type of applied research that jointly involves researchers and community members is called a. evaluation research. b. social theory. c. participatory action research. d. quantitative methods. e. none of these. ANSWER: c REFERENCES: page 11 LEARNING OBJECTIVES: AISR.ADLE.15.01.03 - Distinguish between basic and applied research 19. In applied research, investigators are interested in a. knowledge for the sake of knowledge. b. research having practical and useful outcomes. c. knowing about fields where there is little previous research. d. creating social theory. e. none of these. ANSWER: b REFERENCES: page 11 LEARNING OBJECTIVES: AISR.ADLE.15.01.03 - Distinguish between basic and applied research
20. Exploratory research is a. ideal for testing a theory. b. ideal for examining unstudied phenomena. c. a method for bringing social injustices to the public’s attention. d. a way of examining whether interventions are having their intended effect. e. designed to describe, in detail, groups, activities, situations, events. ANSWER: b REFERENCES: page 13 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation 21. Exploratory research a. is research which seeks to provide a picture of how “the land lies” on a particular social issue. b. tends to be deductive using pre-existing theories to decide what kinds of data should be collected. c. is analysis that results in the interpretation of action or representation of meanings in the researcher’s own words. d. is ground breaking research on a relatively unstudied topic or in a new area. e. generally includes theory-testing. ANSWER: d REFERENCES: page 13 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation 22. If we are presenting a detailed picture of a population, in terms of gender, age, income, residence, we have most likely conducted a. evaluation research. b. exploratory research. c. explanatory research. d. descriptive research. e. applied research. ANSWER: d REFERENCES: page 14 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation
23. Descriptive research a. uses reasoning that moves from less general to more general statements. b. is analysis based on the statistical summary of data. c. is research designed to explain why subjects vary in one way or another. d. is research which seeks to provide a picture of how “the land lies” on a particular social issue. e. all of these. ANSWER: d REFERENCES: page 14 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation 24. When researchers have few cases and desire to interpret the meanings of words, they are engaging in _____________________. a. qualitative analysis b. quantitative analysis c. applied research d. exploratory research e. descriptive research ANSWER: a REFERENCES: page 14 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation 25. When a researcher _____________, she is engaged in explanatory research. a. suggests that program interventions are not having their intended effect b. describes a population in detail c. critiques the existing social order d. determines that one variable causes another or is related to another variable e. proposes community social action campaign ANSWER: d REFERENCES: page 15 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation
26. Let’s say that there is a wellknown theory that we can call “The General Attraction Theory” and that it suggests that people who are physically attractive get more of society’s rewards than less attractive people. If we have a hypothesis that people who are physically attractive are more likely to be hired for certain jobs than their less attractive peers and wanted to test this theory in a specific industry, we would be conducting a. descriptive research. b. applied research. c. explanatory research. d. critical research. e. evaluation research. ANSWER: c REFERENCES: page 15 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation 27. The difference between basic research and applied research is a. basic research uses on qualitative methods and applied research uses quantitative methods. b. basic research uses quantitative methods and applied research uses qualitative methods. c. applied research aims to improve something and basic research aims to add to the knowledge base. d. applied research works primarily with descriptive research and basic research works with explanatory research. e. none of the above. ANSWER: c REFERENCES: page 15 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation 28. Evaluation research a. is designed to assess programs or policies. b. is always quantitative. c. is dependent on personal inquiry. d. leads to significant change. e. is equivalent to explanatory research. ANSWER: a REFERENCES: page 16 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation
29. In many ways, the scientific method a. compensates for the shortcomings of other approaches to knowledge. b. relies exclusively on the word of “authorities” and “personal inquiry”. c. emphasizes the value of communities of scientists and critical skepticism. d. compensates for the shortcomings of other approaches to knowledge and emphasizes the value of communities of scientists and critical skepticism. e. all of these. ANSWER: d REFERENCES: page 16 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 30. A researcher is interested in understanding why some students choose to live in residence halls while others do not. The unit of analysis is the student. a. True b. False ANSWER: True REFERENCES: page 3 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 31. Research is distinguished from other ways of knowing about the world because it is done by authorities. a. True b. False ANSWER: False REFERENCES: page 4 LEARNING OBJECTIVES: AISR.ADLE.15. 01.01 - Recognize the advantages of knowledge based on research over knowledge from authorities and knowledge from personal inquiry 32. An early step involved in doing science is to specify the goals of inquiry. a. True b. False ANSWER: True REFERENCES: page 7 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 33. The ability to see the world as it is without prejudice and free of personal opinion is referred to as intersubjectivity. a. True b. False ANSWER: False REFERENCES: page 7 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science
34. The publication of research allows for public scrutiny. a. True b. False ANSWER: True REFERENCES: page 8 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 35. Researchers must subject their findings to the scrutiny of other researchers. a. True b. False ANSWER: True REFERENCES: page 8 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 36. The scientific method benefits from the pursuit of counterexamples. a. True b. False ANSWER: True REFERENCES: page 9 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 37. In applied research, investigators are seeking to critique existing social relationships. a. True b. False ANSWER: False REFERENCES: page 11 LEARNING OBJECTIVES: AISR.ADLE.15.01.03 - Distinguish between basic and applied research 38. Basic research serves the function of developing knowledge for its own sake. a. True b. False ANSWER: True REFERENCES: page 11 LEARNING OBJECTIVES: AISR.ADLE.15.01.03 - Distinguish between basic and applied research
39. Research designed to add to our fundamental understanding and knowledge of the social world is referred to as basic research. a. True b. False ANSWER: True REFERENCES: page 11 LEARNING OBJECTIVES: AISR.ADLE.15.01.03 - Distinguish between basic and applied research 40. Evaluation research and participatory action research are two different types of basic research. a. True b. False ANSWER: False REFERENCES: page 11 LEARNING OBJECTIVES: AISR.ADLE.15.01.03 - Distinguish between basic and applied research 41. In descriptive research, researchers aim to make judgments on whether interventions are working in the real world. a. True b. False ANSWER: False REFERENCES: page 14 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation 42. If we were interested in learning why individuals turn to lives of crime, we would be conducting explanatory research. a. True b. False ANSWER: True REFERENCES: page 15 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation 43. Qualitative research is based on the statistical summary of data. a. True b. False ANSWER: False REFERENCES: page 15 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation
44. A researcher studying the effectiveness of an AIDS program is engaged in evaluation research. a. True b. False ANSWER: True REFERENCES: page 15 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation 45. Individuals often rely on their own experiences to learn about the world. What are some of the advantages and disadvantages of relying on personal inquiry to learn about the world? ANSWER: Not provided REFERENCES: pages 5-6 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 46. Describe the scientific method to someone unfamiliar with research. ANSWER: Not provided REFERENCES: page 6 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 47. What is intersubjectivity and why is it important in the scientific method? ANSWER: Not provided REFERENCES: page 7 LEARNING OBJECTIVES: AISR.ADLE.15.01.02 - Appreciate the importance of both care and community in science 48. Describe how basic and applied research differ. Provide an example of each. ANSWER: Not provided REFERENCES: pages 10-16 LEARNING OBJECTIVES: AISR.ADLE.15.01.03 - Distinguish between basic and applied research
49. What is the primary purpose of these research projects? Are they primarily exploratory, descriptive, or explanatory research? A. A researcher wants to find out what proportion of students receives their bachelor's degree in five years or less. B. A researcher wants to find out why some students receive their bachelor's degree in 5 years or less and others haven't finished after 6 or more years. C. A researcher wants to find out what happens to teenagers who have been homeless for at least 6 months of their lives. D. A researcher does research to find out if parenting classes taken by men and women before the birth of their first child decreases the amount of child abuse and increases the child's school readiness. ANSWER: Not provided REFERENCES: pages 10-16 LEARNING OBJECTIVES: AISR.ADLE.15.01.04 - Learn about the four purposes of scientific research: exploration, description, explanation and evaluation
Chapter 2 1. _________________ are words or signs that are used to describe phenomena. a. Variables b. Categories c. Concepts d. Theories e. Hypotheses ANSWER: c REFERENCES: page 20 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 2. An example of a concept that may interest sociologists is a. the states in the United States. b. the days of the week. c. social class. d. self-esteem. e. both self-esteem and social class. ANSWER: e REFERENCES: page 20 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 3. A theory a. has to do with the conceptualization of concepts. b. is a characteristic that may vary from one subject to another. c. is an explanation about how and why something is as it is. d. is a testable statement about how two or more variables are expected to be related to one another. e. None of these. ANSWER: c REFERENCES: page 20 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 4. Which of the following would be considered a variable: a. employment status b. education c. religion d. marital status e. all of these are variables ANSWER: e REFERENCES: page 21 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are
5. Which of the following is a category of a variable? a. male b. Asian c. sociology d. divorced e. all of these are categories of variables ANSWER: e REFERENCES: page 21 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 6. “In our research, we are looking at how gender (male or female) affects the amount of money individuals leave for tips at restaurants.” In the previous statement, _____ is the variable, and _____ is/are the categories of the variable. a. gender; male or female b. gender amount of money c. male or female; gender d. male or female; amount of money e. none of these ANSWER: a REFERENCES: page 21 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 7. A hypothesis a. is a causal relationship. b. is a testable statement about how two or more variables are expected to be related to one another. c. ensures spuriousness. d. is non-causal. e. none of these. ANSWER: b REFERENCES: page 23 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 8. “In our research, we are looking at how gender (male or female) affects the amount of money individuals leave for tips at restaurants.” A possible hypothesis based on this research question is a. men are more likely to be large tippers than women. b. women are more likely to be large tippers than men. c. large tippers are more likely to be physically attracted to restaurant workers of the opposite sex. d. all of these are plausible hypotheses. e. none of these are plausible hypotheses. ANSWER: d REFERENCES: page 23 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are
9. ____________________ is a statement about two or more ___________________ are expected to relate to each other. a. A theory; hypotheses b. A hypothesis ; theories c. A hypothesis; variables d. A compatibility test; variables e. A theory; concepts ANSWER: c REFERENCES: page 23 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 10. The dependent variable (DV) is defined as a. a variable that affects or influences another variable. b. a variable that is being influenced by another variable. c. a statement about how two or more variables are expected to be related to one another. d. a variable that comes before and is responsible for the association between the dependent and independent variable. e. the condition of empirical association. ANSWER: b REFERENCES: page 23 LEARNING OBJECTIVES: AISR.ADLE.15.02.02 - Distinguish between independent and dependent variables 11. “In our research, we are looking at how gender (male or female) affects the amount of money individuals leave for tips at restaurants.” In this example, the independent variable is _____ and the dependent variable is _____. a. gender; amount of tip b. amount of tip; gender c. male; female d. amount of tip; gender e. amount of tip; female ANSWER: a REFERENCES: page 24 LEARNING OBJECTIVES: AISR.ADLE.15.02.02 - Distinguish between independent and dependent variables 12. An antecedent variable a. comes after the independent variable. b. comes after the independent variable and before the dependent variable. c. comes before both the independent variable and the dependent variable. d. comes after the dependent variable. e. none of these. ANSWER: c REFERENCES: page 26 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship
13. A/n _____ relationship exists when an antecedent variable explains the original relationship between an independent variable and a dependent variable. a. intervening b. extraneous c. spurious d. inductive e. deductive ANSWER: c REFERENCES: page 27 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship 14. Demonstrating non-spuriousnessness means to a. establish causality. b. eliminate alternative explanations. c. give evidence for time order. d. give evidence for a hypothesis. e. none of these. ANSWER: b REFERENCES: page 27 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship 15. Which of the following is NOT one of the three conditions that must exist before we can say that an independent variable causes a dependent variable? a. non-spuriousness b. time order c. empirical association d. temporal precedence e. all of these must exist for causality ANSWER: e REFERENCES: page 27 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship 16. A ___________________ variable has an effect on the dependent variable as well as an effect on the independent variable. a. independent b. antecedent c. intervening d. extraneous e. time order ANSWER: d REFERENCES: page 28 LEARNING OBJECTIVES: AISR.ADLE.15.02.04 - Identify antecedent, intervening, and extraneous variables
17. Extraneous variables a. provide a complementary reason for variation in the dependent variable. b. always occur after the independent and dependent variables. c. produces changes in the independent variable. d. comes in between the independent and dependent variables. e. comes before the independent and dependent variables. ANSWER: a REFERENCES: page 28 LEARNING OBJECTIVES: AISR.ADLE.15.02.04 - Identify antecedent, intervening, and extraneous variables 18. The focal research example on role theory by Adler and Clark was an example of a. causal research b. inductive reasoning c. deductive reasoning d. empirical association e. non-spuriousness ANSWER: c REFERENCES: page 29 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 19. Which of the following was not demonstrated in the focal research examples? a. the relationship between theory and research b. social theory is obvious in society c. social theory can be a hidden aspect of society d. theory can be described at either the beginning or end of an article e. social theories allow aspects of social life to be articulated and understood ANSWER: b REFERENCES: page 29 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 20. When we develop ways to classify subjects to represent variables that we are interested in understanding, we are employing a. measurement. b. deductive reasoning. c. inductive reasoning. d. variable analysis. e. none of these. ANSWER: a REFERENCES: page 30 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory
21. Measurement a. is basically a representation of variable concepts. b. is an empirical statement. c. is an empirical generalization. d. has nothing to do with variables. e. none of these. ANSWER: a REFERENCES: page 30 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 22. If we approach a setting with a theory we want to test, we are employing a. common sense. b. inductive reasoning. c. deductive reasoning. d. personal knowledge. e. both inductive reasoning and personal knowledge. ANSWER: c REFERENCES: page 31 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 23. If we are planning to test a theory about information channels and will be using electronic communications among professionals to understand how information moves through an organization, we are most likely using a. inductive reasoning. b. deductive reasoning. c. empirical generalizations. d. the cyclical model of science. e. causality. ANSWER: b REFERENCES: page 31 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 24. If in our research, we have observed that 10 individuals with characteristic X seem to be more committed to ideas about social equality than other individuals without that characteristic, we are making a. unfounded assumptions. b. theories. c. empirical generalizations. d. deductive conclusions. e. hypotheses. ANSWER: c REFERENCES: page 31 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory
25. The steps involved in inductive reasoning involve a. making observations, generalizing, theorizing. b. theorizing, generalizing, and testing with observations. c. making observations, theorizing, and testing these. d. making observations, measuring, and theorizing. e. generalizing and theorizing. ANSWER: a REFERENCES: page 32 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 26. Which of the following is associated with grounded theory? a. empirical association b. inductive reasoning c. deductive reasoning d. conceptualization e. concepts ANSWER: b REFERENCES: page 32 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 27. One of the implications of Wallace's cyclical model is a. the model explains all research. b. research may not touch on all elements of the model at once. c. the model is ideal for testing a theory. d. the model can be altered to fit specific research questions. e. none of these ANSWER: b REFERENCES: page 33 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 28. If social scientists want to develop or build theories about an aspect of social life that has previously been misunderstood, they might engage in a. developing grounded theory b. deductive reasoning c. testing existing theory d. inductive reasoning e. both inductive reasoning and developing grounded theory ANSWER: e REFERENCES: page 33 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory
29. Resulting summaries that come from a set of observations are referred to as. a. inductive reasoning b. qualitative analysis c. deductive reasoning d. causality e. empirical generalizations ANSWER: e REFERENCES: page 33 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 30. If we are using the variable of “language” to understand responses to a survey, categories might include French, Italian, Spanish, and English. a. True b. False ANSWER: True REFERENCES: page 21 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 31. A hypothesis is a testable statement about how two or more variables link together. a. True b. False ANSWER: True REFERENCES: page 23 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 32. If we were interested in understanding the impact of listening to rap music on the development of creativity in youngsters, we would measure creativity as the independent variable. a. True b. False ANSWER: False REFERENCES: page 23 LEARNING OBJECTIVES: AISR.ADLE.15.02.02 - Distinguish between independent and dependent variables 33. Independent variables influence dependent variables. a. True b. False ANSWER: True REFERENCES: page 23 LEARNING OBJECTIVES: AISR.ADLE.15.02.02 - Distinguish between independent and dependent variables
34. In order to prove that variables are causally related, that is that no one causes the other, it is necessary to determine that no other variable is in fact the causal agent. a. True b. False ANSWER: True REFERENCES: page 25 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship 35. Just because two variables are related to each other in some manner does not mean that they are necessarily causally related. a. True b. False ANSWER: True REFERENCES: page 25 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship 36. One reason causality is hard to establish is because we want to make sure the cause comes “after”, not “before”, the effect. a. True b. False ANSWER: False REFERENCES: page 27 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship 37. The fact that two variables are associated does not necessarily mean that one variable causes another variable. a. True b. False ANSWER: True REFERENCES: page 27 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship 38. Empirical association refers to two variables being statistically related. a. True b. False ANSWER: False REFERENCES: page 27 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship
39. A variable that has an effect on both the independent variable and the dependent variable is called an intervening variable. a. True b. False ANSWER: False REFERENCES: page 28 LEARNING OBJECTIVES: AISR.ADLE.15.02.04 - Identify antecedent, intervening, and extraneous variables 40. Deductive reasoning refers to the process of making observations and then creating a theory. a. True b. False ANSWER: False REFERENCES: page 31 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 41. If we move from specific observations to more general abstractions, we are using deductive logic. a. True b. False ANSWER: False REFERENCES: page 31 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 42. Grounded theory is associated with empirical generalizations. a. True b. False ANSWER: False REFERENCES: page 33 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 43. The cyclical model of science is meant to represent the relationship between theory testing and theory building. a. True b. False ANSWER: True REFERENCES: page 34 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 44. Grounded theory refers to a theory developed from the data. a. True b. False ANSWER: True REFERENCES: page 36 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory
45. Identify three concepts related to education attainment. How might these concepts be conceptualized? ANSWER: Not provided REFERENCES: pages 20 LEARNING OBJECTIVES: AISR.ADLE.15.02.01 - Know what concepts, variables, and hypotheses are 46. Write a research question. Identify the independent and dependent variables in the research question. ANSWER: Not provided REFERENCES: pages 20-23 LEARNING OBJECTIVES: AISR.ADLE.15.02.02 - Distinguish between independent and dependent variables 47. Explain the requirements of causation. ANSWER: Not provided REFERENCES: pages 25-28 LEARNING OBJECTIVES: AISR.ADLE.15.02.03 - Learn the criteria for demonstrating a causal relationship 48. What is the difference between inductive and deductive reasoning in the development of theory? ANSWER: Not provided REFERENCES: pages 31-34 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory 49. Describe Wallace's cyclical model of science. What are the strengths of this model? ANSWER: Not provided REFERENCES: pages 32-24 LEARNING OBJECTIVES: AISR.ADLE.15.02.05 - Understand the ways in which research informs theory
Chapter 3 1. _________ refer(s) to a set of abstract principles that are used to determine appropriate and acceptable social conduct. a. Informed consent b. Professional rules of conduct c. Ethics d. Moral code e. IRB ANSWER: c REFERENCES: page 38 LEARNING OBJECTIVES: AISR.ADLE.15.03.01 - Know the ethical responsibilities of researchers 2. Determining appropriate research behavior a. is universally applicable. b. is a complex topic and a source of heated debate. c. is a case-by-case approach to determine what is ethical. d. varies depending on the magnitude of the study’s benefits. e. none of the these ANSWER: b REFERENCES: page 38 LEARNING OBJECTIVES: AISR.ADLE.15.03.01 - Know the ethical responsibilities of researchers 3. What stimulated the impetus for social science disciplines to consider ethical issues? a. ASA ruling that ethical guidelines must be followed b. Nuremberg trials after World War II c. Atomic Energy Commission d. NSF ethical research guidelines e. None of these ANSWER: b REFERENCES: page 38-40 LEARNING OBJECTIVES: AISR.ADLE.15.03.02 - Gain a historical perspective on research ethics 4. Which of the following represents the correct chronological order of events? a. Tuskegee, Milgram, ASA Code of Ethics, Common Rule b. Milgram, Common Rule, Tuskegee, ASA Code of Ethics c. Milgram, Tuskegee, Common Rules, ASA Code of Ethics d. Common Rule, Tuskegee, Milgram, ASA Code of Ethnics e. ASA Code of Ethics, Tuskegee, Milgram, Common Rule ANSWER: a REFERENCES: page 39 LEARNING OBJECTIVES: AISR.ADLE.15.03.02 - Gain a historical perspective on research ethics
5. In some cases, research subjects have been deceived about the real purpose of the research they were participating in. One of the most outrageous instances of this was the infamous a. Manhattan project. b. Tuskegee study. c. Tennessee Valley study. d. Surgeon General study. e. National Science Foundation study. ANSWER: b REFERENCES: page 41-42 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 6. A committee on human subjects is more commonly known as a. American Sociological Association code of ethics b. Institutional Review Board c. National Science Foundation ethical standards d. American Psychological Association code of ethics e. Nuremberg Codes ANSWER: b REFERENCES: page 42 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 7. The general purpose of Institutional Reviews Boards is to a. review research protocol to guarantee that the benefits of research outweigh the risk to the subjects. b. determine whether subjects will be properly informed about the research. c. assess whether the researcher is qualified to conduct the sort of research he or she is interested in. d. both review research protocol to guarantee that the benefits of research outweigh the risk to the subjects and to determine whether subjects will be properly informed about the research. e. determine whether subjects will be properly informed about the research and assess whether the researcher is qualified to conduct the sort of research he or she is interested in. ANSWER: d REFERENCES: page 42 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 8. Institutional Review Boards are found a. only at research centers. b. at most libraries. c. at every college, university and research center. d. at all hospitals. e. none of these ANSWER: c REFERENCES: page 42 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects
9. The "Common Rule’s" ethical standards rest on the principles of ________. a. truth, deception and risk b. respect, beneficence and justice c. justice, confidentiality and profit d. ethics, justice and moral character e. none of these ANSWER: b REFERENCES: page 42 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 10. According to federal policy on the ethical treatment of research subjects, ethical research rests on three main principles. Which of the following is not one of these principles? a. Respect b. Dignity c. Beneficence d. Justice ANSWER: b REFERENCES: page 42 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 11. Desiree Ciambrone learned many lessons in her research of HIV/AIDS. Which ethical principle was not in question in her research? a. deception b. informed consent c. confidentiality d. integrity e. none of these ANSWER: a REFERENCES: page 44-48 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 12. First and foremost, the central ethical obligation for researchers is to a. obtain informed consent. b. receive IRB approval. c. protect study participants from harm. d. both A and B. e. none of these ANSWER: c REFERENCES: page 49 LEARNING OBJECTIVES: AISR.ADLE.15.03.05 - Understand how to protect participants from harm
13. "To do no harm" researchers must be careful not to cause pain to subjects. Critics of Milgram's study argue that he violated this principle by a. failing to provide incentives to participants. b. failing to anticipate that subjects might suffer by participating in the study. c. disclosing participants' identities and causing embarrassment. d. allowing some individuals to inflict pain on others. e. all of these ANSWER: b REFERENCES: page 51 LEARNING OBJECTIVES: AISR.ADLE.15.03.05 - Understand how to protect participants from harm 14. _________ is when subjects are informed about the general purpose of the research. a. Informed consent b. Confidentiality c. Voluntary participation d. Ethical research e. IRB ANSWER: a REFERENCES: page 52 LEARNING OBJECTIVES: AISR.ADLE.15.03.06 - Define informed consent 15. A written consent form is used to a. compel the participation of subjects. b. convince participants that the researcher will do no harm. c. let the participants know that their time and effort is valuable to the researcher. d. inform the participants about the research and any potential benefits and risks associated with their participation in the study. e. let participants know that they will be quoted in the research study. ANSWER: d REFERENCES: page 52 LEARNING OBJECTIVES: AISR.ADLE.15.03.06 - Define informed consent 16. An example of a lack of voluntary participation is when a. an individual with power over another asks that he or she participate in a project. b. when an individual is free to participate or not without consequences from either decision. c. when someone will suffer some consequence from not participating in a project. d. a researcher expects someone to participate in research without offering payment. e. none of these ANSWER: a REFERENCES: page 52 LEARNING OBJECTIVES: AISR.ADLE.15.03.06 - Define informed consent
17. Which of the following is not a component of voluntary participation and informed consent? a. Participants are told that they are not required to participate. b. Participants are told of the data collection methods. c. Participants are told the extent of confidentiality. d. Participants are told they can discontinue at any time. e. All of the above are components of voluntary participation and informed consent. ANSWER: e REFERENCES: page 52 LEARNING OBJECTIVES: AISR.ADLE.15.03.06 - Define informed consent 18. An informed consent form would include a. a promise of anonymity and confidentiality. b. a description of the study. c. a statement that participation is completely voluntary. d. the contact information for the principal investigator. e. all of the above would be included on an informed consent form ANSWER: e REFERENCES: page 52-53 LEARNING OBJECTIVES: AISR.ADLE.15.03.06 - Define informed consent 19. _____ consent is also referred to as "opt out" informed consent. a. Trivial b. Passive c. Negative d. Minor e. Protection ANSWER: b REFERENCES: page 53 LEARNING OBJECTIVES: AISR.ADLE.15.03.06 - Define informed consent 20. When using minors as participants, you can obtain _______________, a form parents sign stating they do not want their children to participate in the study. a. informed consent b. active consent c. passive consent d. negative consent e. declined consent ANSWER: c REFERENCES: page 53 LEARNING OBJECTIVES: AISR.ADLE.15.03.06 - Define informed consent
21. _____________ is when it is impossible for the researcher or anyone else to connect individuals with specific data. a. Anonymity b. Confidentiality c. Informed consent d. Poor research design e. IRB ANSWER: a REFERENCES: page 55 LEARNING OBJECTIVES: AISR.ADLE.15.03.07 - Differentiate between anonymity and confidentiality 22. The text provides several examples of ‘famous cases’ on questionable ethics practices. Which of the following is about brief, impersonal, homosexual acts in public restrooms? The study violated two principles of ethical research: voluntary participation and informed consent. a. Tuskeegee Study b. Milgram Study c. Tearoom Trade Study d. Brooklyn Jewish Hospital Study e. Holocaust Study ANSWER: c REFERENCES: page 56 LEARNING OBJECTIVES: AISR.ADLE.15.03.02 - Gain a historical perspective on research ethics AISR.ADLE.15.03.06 - Define informed consent AISR.ADLE.15.03.07 - Differentiate between anonymity and confidentiality 23. According to the text, the two most important ethical principles are _____ and _____. a. anonymity; confidentiality b. deception; pretence c. voluntary consent; methodology d. informed consent; voluntary participation e. competence; integrity ANSWER: a REFERENCES: page 56 LEARNING OBJECTIVES: AISR.ADLE.15.03.03 - Learn about American Sociological Association's guidelines for ethical research AISR.ADLE.15.03.07 - Differentiate between anonymity and confidentiality
24. In The Tea Room Trade, Humphreys may have violated the ethical principle of a. confidentiality. b. informed consent. c. anonymity. d. confidentiality and informed consent e. anonymity, confidentiality, and informed consent ANSWER: d REFERENCES: page 57 LEARNING OBJECTIVES: AISR.ADLE.15.03.06 - Define informed consent AISR.ADLE.15.03.07 - Differentiate between anonymity and confidentiality 25. Researchers who do not honestly report their results may a. be fined. b. be arrested. c. have their reputations tarnished. d. be fired. e. have their degrees revoked. ANSWER: c REFERENCES: page 58 LEARNING OBJECTIVES: AISR.ADLE.15.03.08 - Understand researchers' ethical responsibilities to colleagues, the community, and the public AISR.ADLE.15.03.11 - Identify responsibilities when publishing research 26. Researchers can best protect the identity of participants whose disclosure is likely to result in legal action (for example, drug dealers, prostitutes) by a. storing all information in a locked cabinet. b. destroying all records immediately after the data is used. c. relying on the researcher's right to privacy. d. not doing research on these populations since it could potentially result in some harm coming to them. e. none of these ANSWER: b REFERENCES: page 60 LEARNING OBJECTIVES: AISR.ADLE.15.03.05 - Understand how to protect participants from harm AISR.ADLE.15.03.10 - Be aware of legal issues when doing research AISR.ADLE.15.03.11 - Identify responsibilities when publishing research
27. When publishing results, what is one common ethical dilemma a researcher can face? a. Participants may be able to be identified despite pseudonyms. b. Published material may have a negative impact on study participants. c. Results may not be as anticipated. d. Participants may be able to be identified despite pseudonyms and published material may have a negative impact on study participants. e. all of the these ANSWER: d REFERENCES: page 63 LEARNING OBJECTIVES: AISR.ADLE.15.03.11 - Identify responsibilities when publishing research 28. Which of the following statements is true regarding research risks? a. No study is completely risk-free. b. Research can be conducted in such a way that all risk is removed. c. The amount of risk involved in a study depends on the research question. d. The IRB will remove any risk from a study. e. none of the above ANSWER: a REFERENCES: page 64 LEARNING OBJECTIVES: AISR.ADLE.15.03.09 - Know about potential conflicts between ethical principles and research interests 29. Ethical questions do not arise in which of the following situations? a. choosing subjects b. recruiting participants c. publishing the results of research d. conducting the actual research interview e. dilemmas occur in all of the above ANSWER: e REFERENCES: page 65 LEARNING OBJECTIVES: AISR.ADLE.15.03.01 - Know the ethical responsibilities of researchers 30. Which of the following research methods does not involve ethical concerns? a. in person interviews b. mail in questionnaire c. observation in a public place d. experiments e. none of the above ANSWER: e REFERENCES: page 65 LEARNING OBJECTIVES: AISR.ADLE.15.03.01 - Know the ethical responsibilities of researchers
31. The American Sociological Association adopted its first set of ethical codes before Milgram and Humphries completed their research. a. True b. False ANSWER: False REFERENCES: page 39 LEARNING OBJECTIVES: AISR.ADLE.15.03.02 - Gain a historical perspective on research ethics 32. The American Sociological Association's Code of Ethics applies only to research conducted for professional purposes. a. True b. False ANSWER: False REFERENCES: page 40 LEARNING OBJECTIVES: AISR.ADLE.15.03.03 - Learn about American Sociological Association's guidelines for ethical research 33. An institutional review board (IRB) is designed to make sure that the researcher will not publish false results. a. True b. False ANSWER: False REFERENCES: page 42 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 34. The majority of social science researchers feel the IRB process creates impediments and hurdles to achieving relevant and critical social science research. a. True b. False ANSWER: False REFERENCES: page 42 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 35. Many federal agencies have adopted the "Common Rule" which outlines a set of regulations for human subjects research. a. True b. False ANSWER: True REFERENCES: page 42 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects
36. If subjects can withdraw from research at any time, it will be impossible for a researcher to conduct good research. a. True b. False ANSWER: False REFERENCES: page 54 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 37. If no force or coercion is used to enroll subjects in a study, that will satisfy the question of whether they are voluntarily participating in the research. a. True b. False ANSWER: False REFERENCES: page 54 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 38. If a third party is able to identify a research participant, informed consent has been violated. a. True b. False ANSWER: False REFERENCES: page 55 LEARNING OBJECTIVES: AISR.ADLE.15.03.06 - Define informed consent AISR.ADLE.15.03.07 - Differentiate between anonymity and confidentiality 39. The researcher can assure anonymity only if the identity of the participants is known only to the researcher. a. True b. False ANSWER: False REFERENCES: page 55 LEARNING OBJECTIVES: AISR.ADLE.15.03.07 - Differentiate between anonymity and confidentiality 40. Sometimes, a researcher is justified in using deception to conduct an investigation. a. True b. False ANSWER: True REFERENCES: page 57 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects
41. A researcher observing behavior in a public place, for example, a bus station or a public library, is under no ethical obligation to disclose to those in the setting that he or she is conducting research. a. True b. False ANSWER: True REFERENCES: page 57 LEARNING OBJECTIVES: AISR.ADLE.15.03.08 - Understand researchers' ethical responsibilities to colleagues, the community, and the public 42. It is ethical to ask permission to observe groups or organizations who meet in private settings. a. True b. False ANSWER: True REFERENCES: page 57 LEARNING OBJECTIVES: AISR.ADLE.15.03.08 - Understand researchers' ethical responsibilities to colleagues, the community, and the public 43. Anonymity is when the identities and information disclosed by all research participants is kept private from all other parties. a. True b. False ANSWER: False REFERENCES: page 57 LEARNING OBJECTIVES: AISR.ADLE.15.03.07 - Differentiate between anonymity and confidentiality 44. Two main principles that Humphreys violated in his study, The Tearoom Trade, are anonymity and confidentiality. a. True b. False ANSWER: False REFERENCES: page 57 LEARNING OBJECTIVES: AISR.ADLE.15.03.07 - Differentiate between anonymity and confidentiality 45. Describe the five principles of the ASA's Code of Ethics. ANSWER: Not provided REFERENCES: pages 40 LEARNING OBJECTIVES: AISR.ADLE.15.03.03 - Learn about American Sociological Association's guidelines for ethical research 46. What are the benefits of Institutional Review Boards to social science research? What are the negatives? ANSWER: Not provided REFERENCES: pages 42-43 LEARNING OBJECTIVES: AISR.ADLE.15.03.01 - Know the ethical responsibilities of researchers
47. A fellow student is interested in how careful freshmen are about safe sex precautions. To conduct her research, she plans to ask fifty first-year students on campus to be interviewed about "adjustment to college life." She has decided to use this topic as a cover because she believes that few students would attend interviews that were explicitly about "safe sex." Is this student's rationale for not disclosing the real purpose of the interview ethical? What other steps should she take to assure that the research is conducted in an ethical manner? ANSWER: Not provided REFERENCES: pages 49-59 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects 48. What is the difference between confidentiality and anonymity? What is the benefit to keeping data confidential versus anonymous? ANSWER: Not provided REFERENCES: pages 55-57 LEARNING OBJECTIVES: AISR.ADLE.15.03.07 - Differentiate between anonymity and confidentiality 49. Identify and explain how Humphrey's research was unethical. Do you believe that these violations outweighted the benefits of his findings? Explain your answer. ANSWER: Not provided REFERENCES: page 57 LEARNING OBJECTIVES: AISR.ADLE.15.03.04 - Identify ethical issues in research projects
Chapter 4 1. Research questions can be about a. local or global governments. b. individuals or organizations. c. entire society. d. local or global governments as well as entire society. e. all of these. ANSWER: e REFERENCES: page 70 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions 2. Scott believes that the higher a student’s GPA in the freshmen year, the more likely he or she will be to graduate from college in four years. This is an example of a a. research question. b. hypothesis. c. feasibility study. d. sociological concept. e. literature review. ANSWER: b REFERENCES: page 70 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions 3. Research questions are questions about topics that can be answered through a. research. b. access to funding. c. social change. d. significant cost. e. observation ANSWER: a REFERENCES: page 70 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions 4. What influences the amount of research on a particular topic? a. the individual interest of researchers b. change in society c. funding sources d. current event e. all of these influence the amount of research on a particular topic ANSWER: e REFERENCES: page 70 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions AISR.ADLE.15.04.04 - Understand sources and impacts of research funding
5. Real research is a. well organized and methodical. b. messy. c. full of false starts. d. formal. e. messy and full of false starts. ANSWER: e REFERENCES: page 71 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions 6. The reason that Michele Hoffnung undertook her research was because a. she felt alienated from her job and wanted to understand whether dual career families experienced high levels of stress. b. she was a working mother and was interested in learning how young women balanced work and family demands. c. there was an opportunity to apply for a large research grant to support the investigation. d. although she had no personal interest in the topic, she thought that the topic of working mothers was a very important social issue. e. none of these. ANSWER: b REFERENCES: page 72-73 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions 7. Values, ________________, and personal factors are three sources of research topics. a. changing social and political climate b. intellectual curiosity c. the availability of funding d. changing social and political climate as well as intellectual curiosity e. intellectual curiosity as well as the availability of funding ANSWER: a REFERENCES: page 76-82 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions AISR.ADLE.15.04.03 - Consider the relationship between values and science
8. Martha is a researcher who grew up in poverty and has struggled to be upwardly mobile in her career. Her research questions now center on the experiences and struggles of those currently in poverty. Because of her background, Martha should be make sure her research is a. feasible b. funded c. publishable d. value free e. centered on personal factors ANSWER: d REFERENCES: page 77 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions 9. We can expect that the interest in certain topics will change over time. This is due to a. different sources of funding. b. changing political, social, and economic elements. c. changing personal factors. d. all of these. e. none of these. ANSWER: d REFERENCES: page 77-84 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions AISR.ADLE.15.04.03 - Consider the relationship between values and science AISR.ADLE.15.04.04 - Understand sources and impacts of research funding 10. Before the 1970s, a. few studies focused on women. b. gender was a primary focus in social sciences. c. sexuality was a major research concern. d. age segregation was fully studied. e. all of these. ANSWER: a REFERENCES: page 80 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions 11. How has research responded to social and environmental crises, such as unemployment and hurricanes? a. research has not responded to these issues b. there is no definitive conclusion to how research has been affected by these issues c. research on these specific issues is increasing d. sociologists have no specific interests in environmental crises e. none of these are true ANSWER: c REFERENCES: page 82 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions
12. Although researchers may be pleased to receive funding for their research, this may prove troublesome because a. funders may not impose controls on researchers. b. funders may impose limitations on the topics under investigation and the release of research findings. c. funders may only support research that interests them in pursuit of social and political ends. d. funders may impose limitations on the topics under investigation and the release of research findngs as well as only support research that interests them in pursuit of social and political ends. e. none of these ANSWER: d REFERENCES: page 82-84 LEARNING OBJECTIVES: AISR.ADLE.15.04.04 - Understand sources and impacts of research funding 13. Professor Kent is very interested in investigating whether the parenting styles of single fathers and single mothers differ with respect to modeling of sex roles for children. Professor Kent has recently become a single father of two young children. Is this a researchable and feasible question? a. This is not researchable because Professor Kent is not likely to be value-free. b. This is a researchable question because it is answerable through research and feasible if Kent can gain access to the population and find time and money to support the study. c. This is not a researchable question because it is not possible to design a way to study this in the real world and it is not feasible because it is unlikely that parents would let researchers have access to this data. d. This is a researchable question because many people have already investigated this topic and it is feasible because single parents are usually eager to participate in research. e. This is a researchable question because a sampling frame does exist of single parent mothers and fathers in the United States. ANSWER: b REFERENCES: page 84 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions 14. Which of the following is a researchable question? a. Is the death penalty moral? b. Is high academic achievement in high school related to academic success in college? c. Is ketchup or mustard better on hamburgers? d. all of these are researchable questions. e. none of these are researchable questions. ANSWER: b REFERENCES: page 84 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions
15. Which of the following is not a common source for finding academic materials for a literature review? a. internet search b. books c. articles d. government documents e. all of these are common sources for finding materials for a literature review ANSWER: e REFERENCES: page 84-87 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review 16. In searching for literature that is relevant to your topic, it is useful to a. use keywords. b. rely on academic indexes. c. confine your interest to a well-researched topic as early as possible in the study design. d. use keywords and rely on academic indexes. e. all of these. ANSWER: d REFERENCES: page 85-86 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review 17. The value of a good literature search is that a. it helps insure that you are not duplicating the work that has already been done by another researcher. b. it is an easy way to do your bibliography. c. it helps broaden your research question. d. it provides an overview of the current state of research and narrows your inquiry. e. it helps you see which research to duplicate. ANSWER: d REFERENCES: page 86 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review 18. Researchers a. always complete the literature review before collecting data. b. examine existing literature to develop their own research questions and hypotheses. c. write their literature reviews after they collect data. d. find that a review of literature is essential at some point in the research process. e. none of these. ANSWER: d REFERENCES: page 86 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review
19. A research article has all of the following except a. a literature review. b. an abstract. c. conclusions. d. references. e. a list of funding sources. ANSWER: e REFERENCES: page 87 LEARNING OBJECTIVES: AISR.ADLE.15.04.06 - Distinguish the parts of a research article 20. A researchable question must be feasible. Which of the following is not an element of feasibility? a. It must be possible to get access to the information needed for the study. b. There must be sufficient time to do the study. c. There must be a grant to support the investigation. d. There must be resources to do the research even if there are minimal costs associated with it. e. all of these are elements of feasibility. ANSWER: c REFERENCES: page 88 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study 21. Which of the following is not a feasible research question? a. What kinds of jobs to college students with degrees in Sociology get after they graduate? b. Does parental divorce have long-term effects on children? c. Do students who take internships while in school get better jobs upon graduation compared to those who do not take internships? d. What is the social and psychological impact of the use of the cell phone? e. Does the death penalty have an impact on crime rate? ANSWER: d REFERENCES: page 88 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study
22. If a researcher has access to the population and the time to do the study, but lacks funds to pursue the research question, a. her study is not feasible. b. she has not designed a researchable question. c. she has most likely overlooked an important part of the literature search. d. she must reconsider her hypothesis. e. her research is feasible. ANSWER: a REFERENCES: page 88 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study 23. Gaining access to data means a. getting permission to use data from public records. b. the ability to obtain information to conduct the study. c. the various costs associated with the research. d. the time it will take to complete the project. e. none of the above. ANSWER: b REFERENCES: page 88 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study 24. Which of the following would be difficult to access for the purposes of research? a. homeless people b. aggregate Census data c. school teachers d. vital records e. past court case files ANSWER: a REFERENCES: page 88 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study
25. Some topics may be interesting and important, but gaining access to the population may be very difficult. Which of the following presents the greatest obstacles? a. college students living in a dormitory b. individuals who are members of a bowling league c. children who are hospitalized for minor illness d. individuals who are members of a secret cult e. singles who go on a singles’ cruise ANSWER: d REFERENCES: page 88-89 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study 26. A student in Professor Smith’s class is interested in which students in his class are likely to graduate from college. The student would like to identify students with high GPAs, average GPAs, and low GPAs and then track them through their undergraduate careers by sending them questionnaires to answer. Which is likely to be the biggest challenge to feasibility the student is likely to face? a. lack of adequate theory to explain differences b. lack of access c. lack of funds to support the work d. lack of time to complete the study e. both lack of funds to support the work and lack of time to complete the study ANSWER: e REFERENCES: page 91-92 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study 27. Some research is likely to be quite expensive while other research can be conducted with few costs. Of the following, which study design is likely to be the least costly? a. using available data from a library b. distributing a mail questionnaire once to a convenience sample c. a multi-site investigation conducted over a period of several years d. in person interviews e. focus groups ANSWER: a REFERENCES: page 92 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study
28. Research costs include a. salaries b. pre-testing data costs c. equipment costs d. data collection costs e. all of these ANSWER: e REFERENCES: page 92 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study 29. The time it takes to complete all stages of a research project from the planning stages to the final report is referred to as a. obtaining access b. finishing report c. publishing results d. time expenditures e. feasibility studies ANSWER: d REFERENCES: page 92 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study 30. The selection of a research question is often the result of many factors. Which of the following is not one of these factors? a. personal interests, experiences, values, and passions b. the desire to satisfy scientific curiosity c. lack of previous research on a specific topic d. feasibility for the study e. all of these factor into the selection of a research question ANSWER: e REFERENCES: page 92 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions 31. Exploratory research typically starts with research questions; explanatory research typically starts with hypotheses. a. True b. False ANSWER: True REFERENCES: page 70 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions
32. A hypothesis is a testable relationship between how two variables are related. a. True b. False ANSWER: True REFERENCES: page 70 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions 33. Until recently, all research was considered to be value free. a. True b. False ANSWER: True REFERENCES: page 77 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions 34. It is essential that researchers be “value free” in order to conduct credible research. a. True b. False ANSWER: False REFERENCES: page 77 LEARNING OBJECTIVES: AISR.ADLE.15.04.03 - Consider the relationship between values and science 35. Personal interest in a topic is often a very good basis for investment of time and energy in research. a. True b. False ANSWER: True REFERENCES: page 78 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions 36. Most current research is based primarily on personal interest alone. a. True b. False ANSWER: False REFERENCES: page 80 LEARNING OBJECTIVES: AISR.ADLE.15.04.02 - Identify sources of research questions 37. A researchable question is usually one that other researchers have already explored. a. True b. False ANSWER: False REFERENCES: page 84 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions
38. "What impact do cell phones have on society?" This is an example of a researchable question. a. True b. False ANSWER: False REFERENCES: page 84 LEARNING OBJECTIVES: AISR.ADLE.15.04.01 - Develop the ability to create research questions 39. A complete literature review includes reviewing a sample of readily available research. a. True b. False ANSWER: False REFERENCES: page 85 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review 40. Peer-reviewed journals include articles that have been evaluated by content experts before publication. a. True b. False ANSWER: True REFERENCES: page 85 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review 41. Keywords are terms and concepts of interest; they are helpful when finding sources for a literature review. a. True b. False ANSWER: True REFERENCES: page 85 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review 42. A review of existing research helps to put current research into context. a. True b. False ANSWER: True REFERENCES: page 86 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review 43. An abstract is a summary of the research article that includes the major arguments and conclusions. a. True b. False ANSWER: True REFERENCES: page 87 LEARNING OBJECTIVES: AISR.ADLE.15.04.06 - Distinguish the parts of a research article
44. A datakeeper can help researchers either gain access or permission to do a study; they can also deny the researcher access or permission as well. a. True b. False ANSWER: False REFERENCES: page 88 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study 45. Research typically has higher research costs than time expenditures. a. True b. False ANSWER: False REFERENCES: page 92 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study 46. Describe how the social, political, and economic world influences research. ANSWER: Not provided REFERENCES: pages 80-82 LEARNING OBJECTIVES: AISR.ADLE.15.04.04 - Understand sources and impacts of research funding 47. Describe how funding sources may influence whether research is value free. ANSWER: Not provided REFERENCES: page 83 LEARNING OBJECTIVES: AISR.ADLE.15.04.04 - Understand sources and impacts of research funding 48. What are the purposes of conducting a literature review? ANSWER: Not provided REFERENCES: pages 84-88 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review 49. A researcher is interested in whether that number of single fathers has increased over the past twenty years. What keywords might you use to search for sources? Where might you begin your search? ANSWER: Not provided REFERENCES: pages 85-86 LEARNING OBJECTIVES: AISR.ADLE.15.04.05 - Learn to do a literature review 50. What conditions determine whether a study is feasible? ANSWER: Not provided REFERENCES: page 88 LEARNING OBJECTIVES: AISR.ADLE.15.04.07 - Estimate feasibility (access, time, and costs) in planning a study