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Criminal Justice Research > 7-13 (Final) > Flashcards

7-13 (Final) Flashcards

1
Q

Experimentation

A

-an approach to research best suited for explanation and evaluation.
-a process of observation to be carried out in a situation expressly brought about for that purpose

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2
Q

Experiments involve:

A

-Taking action
-Observing Consequences
(Especially suited for hypothesis testing)

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3
Q

Central Features of the Classical Experiment

A

-Variables, Time Order, Measures, and Groups

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4
Q

Three Pairs of Components of classical experiments

A

-Independent and dependent variables
-Pretesting and post testing
-experimental and control groups

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5
Q

The outcome, or the effect we expect to see depends on

A

the independent variable

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6
Q

The Independent Variable

A

Takes the form of a stimulus that is either present or absent. “The Cause”

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7
Q

The Dependent Variable

A

The outcome, the effect we expect to see. Depends on the independent variable.

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8
Q

Pretested

A

Subjects are initially measured in terms of the dependent variable prior to association with the independent variable

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9
Q

Posttesting

A

Subjects are remeasured in terms of the dependent variable. Differences noted attributed to influence of independent variable

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10
Q

Experimental Group

A

Exposed to whatever treatment, policy, or initiative we are testing

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11
Q

Control Group

A

Very similar to experimental group, except that they are NOT exposed.

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12
Q

Hawthorne Effect

A

Pointed to necessity of control groups
Independent: improved working conditions (better lighting)
Dependent: improvement of employee satisfaction and productivity
Workers were responding more to the attention than to the improved working conditions

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13
Q

Placebo

A

Ensures that changes in the Dependent Variable actually result from the Independent Variable and are not psychologically based

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14
Q

Double-Blind Experiment

A

Neither the subjects nor the experimenters know which is the experiment group and which is the control group

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15
Q

Cardinal Rule

A

Ensure that Experimental and Control groups are as similar as possible

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16
Q

Selecting Subjects

A
  1. Decide on target population
  2. How to select particular members from that group for your experiment
    (Randomization)
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17
Q

Randomization

A

Central Feature of the classical experiment to get statistically equivalent groups

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18
Q

Threats to Internal Validity

A

Conclusions drawn from experimental results may not reflect what went on in the experiment

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19
Q

History

A

External events may occur during the course of the experiment

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20
Q

Maturation

A

People constantly are growing

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21
Q

Testing

A

The process of testing and retesting

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22
Q

Instrumentation

A

Changes in the measurement process

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23
Q

Statistical Regression

A

Extreme scores regress to the mean

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24
Q

Selection biases

A

The way in which subjects are chosen (use random assignment)

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25
Q

Experimental Morality

A

Subjects may drop out prior to completion of experiment

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26
Q

Causal Time Order

A

Ambiguity about order of stimulus and Dependent Variable (which caused which)

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27
Q

Diffusion/Imitation of Treatment

A

Experimental group may pass on elements to Control group when communicating

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28
Q

Compensatory Treatment

A

Control group is deprived of something considered to be of value

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29
Q

Compensatory Rivalry

A

Control Group deprived of the stimulus may try to compensate by working harder

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30
Q

Demoralization

A

Feelings of deprivation among control group result in subjects giving up

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31
Q

Generalizability

A

generalize from experimental findings to the real world

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32
Q

Two dimension of generalizability

A

Construct Validity and External Validity

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33
Q

Threats to Construct Validity

A

Concerned with generalizing from experiment to actual causal processes in real world. Link structure and measures to theory. Clearly indicate what constructs are represented by what measures. Decide how much treatment is required to produce change in dependent variable

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34
Q

Threats to external validity

A

Significant for experiments conducted under carefully controlled conditions rather than more natural conditions (reduces internal validity)

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35
Q

Explanatory Studies

A

Internal Validity

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36
Q

Applied Studies

A

External Validity

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37
Q

Quasi-Experimental Designs

A

When randomization isnt possible for legal/ethical reasons. (Internal Validity threat)

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38
Q

Two categories of Quasi Experimental Designs

A

Nonequivalent-group designs
Time - series designs

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39
Q

Cohort

A

Group of subjects who enter or leave an institution at the same time

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40
Q

Longitudinal Studies

A

Examine a series of observations over time

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41
Q

Interrupted

A

Observations compared before and after some intervention (cause and effect studies)

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42
Q

Sampling

A

The process of selecting observations (allows researcher to make a small subset of observations and then generalize the rest of the population)

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43
Q

Logic of Probability Sampling

A

Enables us to generalize findings from observing cases to a larger unobserved population

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44
Q

Representative

A

Each member of the population has a known and equal chance of being selected into the sample

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45
Q

Sample Element

A

Who or what are we studying

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46
Q

Population

A

Whole Group

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47
Q

Population Parameter

A

The value for a given variable in a population

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48
Q

Sample Statistic

A

The summary description of a given variable in the sample; we use sample statistics to make estimates or inferences of population parameter

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49
Q

Purpose of Sampling

A

To select a set of elements from a population in such a way that descriptions of those elements accurately portray the parameters of the total population from which the elements are selected

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50
Q

Sampling Distribution

A

The range of sample statistics we will obtain if we select many samples

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51
Q

Sampling Frame

A

List of elements in our population

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52
Q

Probability Theory

A

Gives us a formula for estimating how closely the sample statistics are clustered around the true sample

53
Q

Standard Error

A

A measure of sampling error that tells us how sample statistics will be dispersed or clustered around a population parameter

54
Q

Two Key Components of Sampling Error

A

Confidence Levels and Confidence Intervals

55
Q

Simple Random Sampling

A

Each element in a sampling frame is assigned a number, choices are then made through random number generation as to which elements will be included in your sample

56
Q

Systematic Sampling

A

Elements in the total list are chosen systematically for inclusion in the sample

57
Q

Stratified Sampling

A

Ensures that appropriate numbers are drawn from homogeneous subsets of that population

58
Q

Disproportionate stratified sampling

A

way of obtaining a sufficient number of rare cases by selecting a disproportionate number

59
Q

Multistage Cluster Sampling

A

Involves the repetition of listing and sampling

60
Q

Nonprobability Sampling

A

Sampling in which the probability that an element will be included in the sample is not known

61
Q

Purposive Sampling

A

Selecting a sample on the basis of your judgement and the purpose of the study

62
Q

Quota Sampling

A

Units are selected so that total sample has the same distribution of characteristics as are assumed to exist in the population being studied

63
Q

Snowball Sampling

A

You interview some individuals and then ask them to identify others who will participate in the study, who ask others, etc.

64
Q

Three Types of nonprobability sampling

A

Purposive, Quota, Snowball

65
Q

Counting Crime

A

Asking people about victimization counters problems of data collected by police

66
Q

Self-Reports

A

Dominant method for studying the etiology of crime

67
Q

Perceptions and Attitudes

A

To learn how people feel about crime and CJ policy

68
Q

Targeted Victim Surveys

A

Used to Evaluate policy innovations and program successes

69
Q

Open-Ended

A

Respondent is asked to provide his or her own answer

70
Q

Closed-Ended

A

Respondent selects an answer from a list

71
Q

Make items clear

A

Avoid ambiguous questions; do not ask double barreled questions

72
Q

Short Items are Best

A

Respondents like to read and answer a question quickly

73
Q

Avoid Negative Items

A

Leads to misinterpretation

74
Q

Avoid Biased Items and Terms

A

Do not ask questions that encourage a certain answer

75
Q

Designing Self-Report Items

A

Use of computer-assisted interviewing techniques

76
Q

Contingency Questions

A

Relevant only to some respondents-answered only based on the previous response

77
Q

Matrix Questions

A

Same set of answer categories used in multiple questions

78
Q

Warning Mailings

A

Address correction requested card sent out to determine incorrect addresses and to warn residents to expect questionnaire in the mail

79
Q

Cover Letters

A

Detail why survey is being conducted, why respondent was selected, why it is important

80
Q

Strengths of Survey Research

A

useful for large populations
standardized questionnaires ensure uniform responses and measurement
protects against respondents interpreting concepts differently

81
Q

Weaknesses of Survey Research

A

Superficial coverage of complex topics
Cannot readily deal with specific contexts
Some populations hard to contact
Often represent the least common denominator for assessment

82
Q

Qualitative Interview

A

An interaction between an interviewer and a respondent where the interviewer has a general plan of inquiry, including topics to be covered

83
Q

Interview Schedule

A

The structure of the interview that may have predetermined questions or topical areas to be discussed

84
Q

Structured interviews

A

Create standardized responses so respondents are given the same stimulus, allowing for responses to be compared

85
Q

semi-structured interview

A

Has standardized questions but allows the interviewer to explore themes that emerge during the interview

86
Q

Two Main Approaches to Unstructured Interviews

A

Conversations and Interview Guide

87
Q

Focus Groups can be:

A

Natural groups with an existing connection or artificial groups selected by criteria and brought together

88
Q

Focus Groups

A

6-12 People brought together to engage in guided group discussion

89
Q

Focus groups can

A

Generate hypotheses or be combined with other types of data gathering

90
Q

Diachronic

A

A diachronic delivery of material starts at the beginning and progresses chronologically

91
Q

Synchronic

A

A synchronic framework does not depend on time

92
Q

Two Types of Qualitative Interview Questions

A

Branch Approach and River-and-Channel approach

93
Q

Reflexivity

A

Refers to your subjectivity and the meaning you give to information

94
Q

Memoing

A

Involves writing about your research process and is important to recognize subjectivity

95
Q

Field Research

A

Gives comprehensive perspective, enhances validity, especially appropriate for topics best understood in their natural setting.

96
Q

Ethnography

A

Focuses on detailed and accurate description rather than an explanation.

97
Q

Complete participant

A

Participate fully; true identity and purpose not known to subjects

98
Q

Participant-as-observer

A

Make known your position as researcher and participate with the group

99
Q

Observer-as-participant

A

Make known your position as a researcher; do not actually participate

100
Q

Complete Observer

A

Observe without becoming a participant

101
Q

Field Notes

A

Observations are recorded as written notes; often in a field journal; first take sketchy notes and then rewrite in detail

102
Q

Structured Observations

A

Observers mark closed-ended forms, which produce numeric measures

103
Q

Flexibility

A

No need to prepare much in advance

104
Q

Field Observations - Strengths and Weaknesses

A

-Great depth of understanding
-Flexibility
-High Validity
-Low Reliability
-Generalizability
-Precise probability samples can’t normally be drawn

105
Q

High Validity

A

Quantitative measures-incomplete picture

106
Q

Low reliability

A

Often very personal

107
Q

Generalizability

A

Personal nature may produce findings that may not be replicated by another

108
Q

Data from Agency Records

A

Agencies collect a vast amount of crime and criminal justice data

109
Q

Secondary Analysis

A

Analyzing data previously collected

110
Q

Content Analysis

A

Researchers examine a class of social artifacts (typically written docs)

111
Q

Gov Orgs that routinely collect and publish compilations of data

A

FBI, Census, BJS, Federal Bureau of Prisons, Admin Office of Courts

112
Q

Ted Robert Gurr (1989)

A

Used published statistics on violent crime dating back to thirteenth-century England to examine how social and political events affected pattens of homicide through 1984

113
Q

Collecting New Data

A

-Specific Research Purposes
-“Hybrid” source (observation, interview, CJ agency activity)
-Needs cooperation of orgs and staff

114
Q

Content Analysis

A

Systemic study of messages through any form of communication

115
Q

Coding in Content Analysis

A

-Establish universe, units of analysis, sampling frame, then sample
-Conceptual Framework
-Manifest Content or Latent Content

116
Q

Manifest Content

A

Visible, surface content-similar to using closed-ended survey questions

117
Q

Latent Content

A

Underlying meaning

118
Q

Secondary Analysis

A

Data collected by other researchers used to address new research questions

119
Q

Advantages of Secondary Analysis

A

Cheaper, faster, benefit from work of skilled researchers

120
Q

Disadvantages of Secondary Analysis

A

Data may not be appropriate to your research question; least useful for evaluation studies (specific questions/programs), validity

121
Q

Evaluation Research

A

Refers to research purpose rather than a specific method; seeks to evaluate the impact of interventions

122
Q

Problem Analysis

A

Designed to help public officials choose from alternative future actions

123
Q

Policy Intervention

A

An action taken for the purpose of producing some intended result

124
Q

Evidence-Based Policy

A

The actions of justice agencies are linked to evidence used for planning and evaluation

125
Q

Policy Process

A

-Demand for new action or policy
-Policymakers consider ultimate goals
-Outputs
-Impacts
-Result

126
Q

Outputs

A

The means to achieve desired goals

127
Q

Impacts

A

Refer to basic questions about what a policy seeks to achieve

128
Q

Problem Formation and Measurement

A

Different stakeholders have different views and goals. Must clearly specify outcomes; create objectives, define and measure

129
Q

Chula Vista

A

Common area of auto thefts; increased police; reduced in those areas but not Chula Vista as a whole

Criminal Justice Research (2 decks)

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