Chapter 6 + 7

Question 1

Open-ended questions

Answer 1

Respondents may answer any way they like. Pro: They provide researchers with a lot of rich information. Con: Processing the coding and categorizing diverse responses can be difficult and time-consuming. Therefore, researchers sometimes restrict the answers that people provide in one of the following ways.

Question 2

Forced-choice format

Answer 2

People provide their opinion by choosing the best of two or more options. They are used in political polls (for example, Which of the following candidates would you vote for for president?), for asking for opinions on current issues (for example, Do you think women should have the right to choose whether to have an abortion? Yes or No), or to determine a preference between two choices (for example, Which of these two statements describes you?

Question 3

Likert scale

Answer 3

Easy 1 2 3 4 5 Hard
A Likert scale is anchored by the terms strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree. A Likert-type scale deviates slightly from this format

Question 4

Semantic differential format

Answer 4

Respondents are asked to rate a target object using a numeric scale anchored by adjectives (for example, rate your professor on level of difficulty on a scale from 1 [show up and pass] to 5 [hardest thing I’ve ever done]).

Question 5

Leading questions

Answer 5

smash vs hit

Question 6

Double-barreled questions

Answer 6

Asking two questions in one

Question 7

Response sets

Answer 7

always the same answer

Question 8

Acquiescence

Answer 8

yea-saying

Question 9

Fence sitting

Answer 9

Always medium or idk

Question 10

Observational research

Answer 10

in which a researcher watches people or animals and systematically records their actions
Can be used with Frequency, association and causal claims.

Question 11

Observer bias

Answer 11

When observers’ expectations influence their interpretations of participants’ behaviors or the outcome of the research. Observers rate behaviors according to their own expectations or hypotheses instead of rating behaviors objectively

Question 12

Observer effects

Answer 12

when observers change the behavior of the participants to match the observer’s expectations; also known as expectancy effects.

Question 13

Masked research design

Answer 13

the observers do not know to which conditions the participants have been assigned, and they are not aware of what the study is about.

Question 14

Reactivity

Answer 14

when people change their behavior in some way when they know that someone else is watching them.

Question 15

Population

Answer 15

entire set of people or things in which you are interested; for example, all freshman currently enrolled at your college or university

Question 16

Sample

Answer 16

smaller set of people or things that is taken from the population; for example, 100 freshman currently enrolled at your college or university

Question 17

Census

Answer 17

If you sample every member of the population (for example, every college freshman currently enrolled at your college or university), then you are conducting a census.

Question 18

population of interest

Answer 18

they are not talking about the entire population of the world, but rather the population to which they want their research findings to generalize.

Question 19

biased sample

Answer 19

(unrepresentative sample), not all members of a population have an equal probability of being included

Question 20

unbiased sample

Answer 20

(representative sample), all members of the population have an equal probability of being included

Question 21

convenience sampling

Answer 21

sampling only those individuals who are easiest to contact

Question 22

Self-selection

Answer 22

a type of biased sampling in which only people who volunteer participate in a study. Self-selection is especially prevalent in online polls

Question 23

probability sampling

Answer 23

random sampling), in which every member of the population of interest has an equal chance of being selected for the sample.

Question 24

Cluster sampling

Answer 24

All individuals in a cluster are used. ie: high schools

Question 25

Multistage sampling

Answer 25

Cluster with an extra step. Ie: using only some of the students in the high school

Question 26

Stratified random sampling

Answer 26

Choosing categories and sampling from them. ie: freshman, sophomore, etc.

Question 27

Oversampling

Answer 27

a researcher over represents one or more groups. For example, perhaps a researcher wants to sample 1,000 people, making sure to include South Asians in the sample. Maybe the researcher’s population of interest has a low percentage of South Asians (say, 4%). Because 40 individuals may not be enough to make accurate statistical estimates, the researcher decides that of the 1,000 people he samples, a full 100 will be sampled at random from the Canadian South Asian community.

Question 28

Systematic sampling

Answer 28

Roll two dice, one represents where we start, and the 2nd how many we skip over.

Question 29

Random sampling

Answer 29

creating a sample using some random method so that each member of the population of interest has an equal chance of being in the sample; this method increases external validity.

Question 30

Random assignment

Answer 30

only used in experiments; participants are randomly put into different groups (usually a treatment group and a comparison group); this method increases internal validity.

Question 31

Purposive sampling

Answer 31

used when you want to study certain kinds of people, so you only recruit those types of participants. For example, if you wanted to recruit smokers, you might recruit participants from a tobacco store.

Question 32

Snowball sampling

Answer 32

Asking participants to recommend other participants

Question 33

Quota sampling

Answer 33

: like stratified, but nonrandom. ie: you want 20 students from each year in college and then have the few you find to find others, using snowball