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Quantitative Methods > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

What is a claim

A

An assertion made by

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2
Q

What is evidence?

A

Is a reason and connected with a warrant.

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3
Q

What is a warrant?

A

It is connect to evidence and a claim

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4
Q

What is backing?

A

Additional evidence to support the warrant when a counter argument can be made.

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5
Q

What are the 5 Ways of Knowing?

A
  1. Personal Experience
  2. Intuition
  3. Authority
  4. Appeals to tradition, custom, and faith
  5. Magic, superstition, and mysticism
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6
Q

Personal Experience…

A

Tends to be seen as the most trustworthy but is biased

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7
Q

Intuition…

A

Perceptions like cloud figures => biased

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8
Q

Authority…

A

Trust on people

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9
Q

Appeals to tradition, custom, and faith…

A

Can lead to stereotypes because it is always been like that

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10
Q

Magic, superstition, and mysticism…

A

Mysteries are used to explain the unexplainable

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11
Q

What are the 6 Characteristics of Research?

A
  1. Research is based on curiosity and asking questions
  2. Research is a systematic process
  3. Research is potentially replicable
  4. Research is reflexive and self-critical => knows its limitations
  5. Research is cumulative and self-correcting => others can add
  6. Research is cyclical => continuous
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12
Q

What is systematic process?

A

5 step-by-step phases

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13
Q

What are the 5 step-by-step phases?

A
  1. Conceptualization what needs to be studied
  2. Planning and designing
  3. Methodologies
  4. Data analysis
  5. Reconceptualization of what studied and learned
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14
Q

What is proprietary research?

A

For a specific audience (i.e a teacher for her own reflection)

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15
Q

What is scholarly research?

A

For public access

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16
Q

What are the 3 Academic Cultures of Research?

A
  1. Physical science
  2. Humanities
  3. Social or human science
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17
Q

What is physical science?

A

biology, chemistry, physics

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18
Q

humanities?

A

art, music, literature

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19
Q

social or human science?

A

human behavior

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20
Q

Communication overlaps with which 3 Academic Cultures of Research?

A

communication overlaps with all 3

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21
Q

Positivist paradigm vs. naturalistic paradigms

A

how these paradigms approach the “ologies”

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22
Q

What is a paradigm

A

a worldview

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23
Q

positivist paradigm?

A

emphasize the word science in social science by trying to use physical science methods to study human behavior

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24
Q

positivist paradigm - ontological?

A

singular reality and objective

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25
Q

positivist paradigm - epistemological?

A

there is an independent relationship between researcher and participants

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26
Q

positivist paradigm - axiological?

A

the researcher’s values and biases have no effect

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27
Q

positivist paradigm - methodological?

A

the methods preferred is deduction (from general to specific), cause and effect relationships, research-controlled settings, and quantitative methods

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28
Q

positivist paradigm - rhetorical assumption?

A

formal and impersonal

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29
Q

naturalistic paradigm?

A

emphasize the word social in social science by trying to develop new methods to capture social behaviour

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30
Q

naturalistic paradigm - ontological?

A

multiple realities

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31
Q

naturalistic paradigm - epistemological?

A

there is an interdependent relationship between researcher and participants

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32
Q

naturalistic paradigm - axiological

A

the researcher’s values and biases have an effect

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33
Q

naturalistic paradigm - methodological?

A

the methods preferred is induction (from specific to general), holistic understanding, natural settings, and qualitative methods

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34
Q

naturalistic paradigm - rhetorical assumption?

A

informal and personal

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35
Q

Definition of communication

A

the process by which verbal and nonverbal messages are used to create and share meaning. Making things common ⇒ information exchange perspective

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36
Q

Communication research

A

focus on messages and message creating behaviors

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37
Q

Definition of technical communication

A

the process of making technical messages accessible to a lay audience

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38
Q

Basic Research

A

-Nature of problem
-theory
-commonsense theories
-Goals
-methodology

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39
Q

methodology of basic research

A

hypothesis testing

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40
Q

Goals of basic research

A

to increased knowledge on communication phenomena because theories are ongoing and can always benefit from fine tuning

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41
Q

Theory

A

a generalization made to explain why something happens

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42
Q

Nature of problem of basic research

A

research done to test a theory and make generalizations about communication

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43
Q

Applied Research

A

-Nature of problem
Focus on a specific event or challenge to make generalizations
-goals of action research
-social justice communication research
-methodology

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44
Q

Nature of problem for action reasearch

A

research done to solve a problem

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45
Q

goals of action research

A

engaged in not only finding a solution but implementing it

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46
Q

social justice communication research

A

focus on the underrepresented

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47
Q

methodology of applied research

A

observe and test out solution

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48
Q

Reasons for reviewing previous research

A

-To get an understanding of what you are studying by learning what others have said before
-To find gaps in the research
-To refine a research question
-To design own study

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49
Q

What are scholarly research articles?

A

-Primary research reports
-Published in journals that are run by professionals in each discipline
-They have gone through peer-review process

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50
Q

Primary research reports

A

the first reporting of a study by the people who conducted the study

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51
Q

How research is presented

A

-Reading scholarly Journal articles
-They represent the most up to date research in the field
-Meant to be read a report of the findings from the study

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52
Q

Typical Quantitative Scholarly Journal Article

A

-Title
-Abstract
-Introduction
-Literature review
-Methodology
-Results
-Discussion
-References

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53
Q

Title

A

present the topic and variables studied

54
Q

Abstract

A

summary of the purpose of the study, methods, key findings, and contributions

55
Q

Introduction

A

establishes the purpose and significance of the study

56
Q

Literature review

A

an establishment of the previous work done by others

57
Q

Research question/ hypothesis

A

concludes the LR

58
Q

Methodology in an article

A

an explanation of how the study took place

59
Q

Participants.

A

people or texts studied

60
Q

Procedures

A

the step-by-step

61
Q

Data treatment

A

how data was analyzed

62
Q

Results

A

summary of what data was collected

63
Q

Discussion

A

interpretations of the results, problems and limitations are shared

64
Q

References

A

list of sources

65
Q

SPSS

A

a software used to help a researcher identify patterns in data

66
Q

data page

A

the page where the data is imputed

67
Q

variable page

A

where the labels for the data are added (i.e age, major)

68
Q

Conceptual definitions

A

-Dictionary-like definitions that describes a concept with other terms (i.e argumentative = to debate)
-abstract

69
Q

Operational definitions

A

-meaning is constructed by defining what activities are needed to measure it (i.e love = you do these nice things)
-concrete

70
Q

Measurement theory

A

-Determining how the variables will be observed
-Is the process of determining changes within variable in terms of size, characteristic, or quantity

71
Q

Quantitative

A

use numerical values to determine the amount of something (i.e 250 pounds)

72
Q

Qualitative

A

use symbols to appoint meaning (i.e heavy)

73
Q

triangulation

A

studying something in multiple ways within a single study

74
Q

Methodological - triangulation

A

using multiple methods to study same phenomena

75
Q

Data - triangulation

A

different sources for data collection were used

76
Q

researcher - triangulation

A

multiple researchers collected and analyzed the data

77
Q

Theoretical - triangulation

A

use multiple perspectives to interpret same data

78
Q

Levels of Measurement

A

NOIR

79
Q

Nominal ⇒ classification

A

-mutually exclusive (can’t belong to multiple groups), equivalent, exhaustive
-Examples ⇒ yes/no question, select from a checklist, open-ended questions then categorized
-Pro ⇒ can lead to important findings
-Con ⇒ can be limiting

80
Q

Ordinal ⇒ rank order

A

-(fixed measurements for greater than to less than like sibling ranking)
-Pro ⇒ turn discrete classifications into ordered classifications
-Con ⇒ can’t tell a researcher how much of a variable was measured (i.e how much age difference is between the siblings)

81
Q

Interval (types) ⇒ Likert Scale

A

(ratings by perception, (-1, 0, 1 ⇒ 0 is not absence but a point in the scale)

82
Q

Ratio ⇒ counts

A

0 means absence; no negative numbers

83
Q

Unidimensional

A

indicators that can be added together toward a single, overall score

84
Q

Multidimensional

A

concept is made up of independent factors

85
Q

Measurement Methods

A

-Self-Reports
-Other’s reports
-Behavioral Acts

86
Q

Self-Reports

A

-asking people to report on themselves.
-Pro ⇒ This is a good way to learn people’s beliefs, attitudes, and values.
-Con ⇒ people can provide inaccurate information if they can’t remember or may be biased

87
Q

Other’s reports

A

-asking people to observe other people
-Pro ⇒ may remove some biases (example a professor will have biases on the clarity of their teaching than a student)
-Con ⇒ the person may not have enough knowledge on an observation; doesn’t remove 100% biases

88
Q

Behavioral Acts

A

-the researcher observes a person’s behavior
-Pro ⇒ can reveal if what they say matches what they do
-Con ⇒ can’t show how people feel or think or interest

89
Q

Measurement Techniques

A

-Questionnaires
-Interviews
-Observations

90
Q

Questionnaires

A

written questions that yield written responses

91
Q

Questionnaires: What are they used for?

A

to measure variables

92
Q

Interviews

A

verbal questions that yield verbal responses

93
Q

Closed questions

A

provide participants with preselected answers

94
Q

Open questions

A

participants use their own words to respond to questions

95
Q

Directive questionnaires & interviews

A

predetermined set of questions

96
Q

Nondirective questionnaires & interviews

A

respondent’s initial responses determine what they will be asked next

97
Q

Observations

A

inspection and interpretation of behavior

98
Q

Direct observation

A

researchers watch people engage with communication directly

99
Q

Indirect observation

A

researchers observe communication artifacts

100
Q

What is validity?

A

The degree of accuracy that a researcher is measuring what they claim to be measuring

101
Q

Internal validity

A

deals with the accuracy of conclusions made

102
Q

External validity

A

deals with the generalizability of the findings from a study

103
Q

The best are…

A

those that are high on both internal and external validity

104
Q

What is reliability?

A

To be consistent and stable

105
Q

Reliable

A

70% or 1.0

106
Q

What is measurement validity?

A

How well a researcher’s methods measure what they intend to measure

107
Q

What is measurement reliability?

A

When what is measured is consistent and reliable

108
Q

Trust score component

A

the score if everything was perfect

109
Q

Error score component

A

deviation to take into consideration that people’s behavior changes and fluctuates

110
Q

Techniques to assess reliability

A

*Multiple-administration techniques
*Single-administration techniques

111
Q

Multiple-administration techniques

A

test-retest method

112
Q

Test retest method

A

administers the same procedures to the same people at different times

113
Q

Single-administration techniques

A

-split half reliability
-Cronbach’s alpha
-intercoder reliability

114
Q

split half reliability

A

dividing the responses in half where 1st half is similar to 2nd half

115
Q

Cronbach’s alpha

A

every item is compared to every item

116
Q

intercoder reliability

A

coding is stable when a data is coded by multiple people, multiple times

117
Q

Validity threats due to

A

-How the research is conducted
-the research participants
-The researcher effects

118
Q

History

A

external factors that influence people’s behavior in the study

119
Q

Sleeper effect

A

effects that take time to manifest

120
Q

Sensitization

A

initial measurements influence the latter

121
Q

Data analysis

A

improper procedures

122
Q

How the research is conducted

A

-History
-Sleeper effect
-Sensitization
-Data analysis

123
Q

the research participants

A

-The Hawthorne effect
-Selection
-Mortality
-Maturation
-Interparticipant bias

124
Q

The Hawthorne effect

A

if people are aware of a researcher’s intent, it will influence their behavior

125
Q

Selection

A

the people selected should belong to the group for which they were selected for (i.e a 15-year-old should be 15)

126
Q

Mortality

A

the loss of participants during the study

127
Q

Maturation

A

changes within a participant that affects their behavior

128
Q

Interparticipant bias

A

participants influence others in a study

129
Q

Researcher personal attribute effect

A

when the researcher influences people’s behavior

129
Q

The researcher effects

A

-Researcher personal attribute effect
-Researcher unintentional expectancy effect
-Researcher observational biases

130
Q

Researcher unintentional expectancy effect

A

influence through indirectly informing people of the desired behavior

131
Q

Researcher observational biases

A

when a researcher’s knowledge influenced their observations by focusing on desired outcome

Quantitative Methods (1 decks)

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