Exam 1 Flashcards
examples of ________
- peer-reviewed, journal articles
- edited book chapters
- research monographs by government or foundation
- books– are good to cite when the authors are reputable or experts in the field
scholarships
___________: Scholars emphasize the importance of publishing research (1) to inform researchers and practitioners of their
findings, (2) to establish their credentials as a researcher through a track record of research, and (3) to increase
chances of funding. Yet, publishing is often difficult given the competing obligations of faculty members.1
Definition of scholarship, what it is and why it is important
___________ refers to the process of having one’s scholarship evaluated by qualified (i.e., experts
in the field) and impartial peers to determine if the work merits publication.
Peer review/refereeing
_______ _____ _____ means the reviewers do not know whose works they are reviewing.
Blind peer review
_________
Mission: Disseminate scholarly findings
Submission: Open to anyone with expertise related to the journal’s
aims and scopes
Review: Blind peer review and editorial review
Target audience: Researchers, practitioners, educators, policy makers
Scholarly journals
Mission: Entertainment or personal learning
_________
Submission: Limited to magazine writers and some external contributors
Review: Editorial review
Target audience: Lay audience
Magazine
_____ ______ indicates the frequency of citations of an average article in a particular journal in a certain time
period.2 Generally, a journal’s _____ _____ is calculated as follows:
Total # of citations in a year (e.g., 2013) in the journal
# of citable items published in the journal in the prior 2 years (e.g., 2011 & 2012)
• _____ _____ is often considered a more “objective” method of evaluating a journal’s value/prestige.
Impact factor
________
o Purpose of the study
o Review of literature that sets up the study.
o Research question(s) and/or hypotheses
o Should justify the importance of the study by answering the following questions: (1) “so what?” and
“why is this study important?” and (2) “what contributions this study is making to literature or theory?”
Introduction
__________– Enough information should be provided so someone else could replicate the study.
Procedures
______ ______ – Describe the participants in the study (e.g., age, ethnicity, gender).
Sample characteristics
_________ – How were the variables measured?
Ex: giving someone a survey, asking siblings about the participants behavior, calling, how many times the person can do something during a set of time, etc.
Measuresments
What analyses were conducted and what were the ______.
In other words, what did the researcher find at the end of their experiment.
Results
_________
o Restate the purpose of the study
o Brief summary of important results.
o Discuss the important findings: Why did the study find these results? Similar to past research? Does
theory support the results? If different than previous studies, why?
Discussion
____ _____ _______– How can results be used by practitioners, educators, policy makers, and/or
therapists?
Implications for practice
________ what are the current problems with the study?
Limitations
\_\_\_\_\_\_\_ What point(s) does the author want to leave with the reader?
Conclusion
_______ _______
Generally, the 1st author makes the most contribution, followed by the 2nd author, and so on.
• There are some exceptions (e.g., “anchor authorship” – where a principal investigator takes last authorship
while more junior authors (e.g., students, more junior faculty) take a higher position in authorship.
-Decide on order of authorship ahead of time.
- Being a research assistant does not guarantee authorship on an article.
- Designate tasks for each author (with time lines for completion of each part).
ESTABLISHING AUTHORSHIP
_____ _____
-Ensure the accuracy of all information in the manuscript.
- Do not send a manuscript to more than one journal at a time.
- Do not publish the same study in more than one outlet.
- Note: One research project can produce multiple publications because there may be numerous variables,
several possible research questions, and different ways of examining the data.
BEING ETHICAL
_______ _____
- Ensure the accuracy of all information in the manuscript.
- Do not send a manuscript to more than one journal at a time.
- Do not publish the same study in more than one outlet.
Note: One research project can produce multiple publications because there may be numerous variables,
several possible research questions, and different ways of examining the data.
BEING ETHICAL
_________
Stealing someone’s ideas, works (e.g., images, designs), and/or words (i.e., literary theft) and presenting them
as your own.
• To use other people’s ideas, works, or words without giving proper credit to those persons.
• To take credit for an original idea when it is someone else’s idea.
Plagiarism
______ ______ occurs when a person deliberately engages in plagiarism.
Ex: copy and paste from an article and use it as your own without giving someone credit.
Intentional plagiarism
________ ______ occurs when a person does not understand what constitutes plagiarism, and/or the
person has a lack of knowledge on how to properly paraphrase, quote, or give credit.
Possible reasons for _______ ________:
o Not knowing how to paraphrase and/or cite sources correctly.
o Not understanding that plagiarism includes stealing ideas.
o Cultural differences regarding plagiarism.
o Difficulty distinguishing whether information is common knowledge and/or public domain.
o Misperception that non-copyrighted material is public domain. Online information is often perceived to
be public domain, but often the information has been plagiarized by others and posted online.
o Careless note taking (e.g., you paste in a quote intending to come back later and rewrite in your own
words, but you forget).
Unintentional plagiarism
T or F
Unintentional plagiarism is not an excuse
True
_____ _____ _____ ______– There are natural phenomena in the real world that exist independently of
human perceptions.
Assumption of objective reality
________ _______ – Events occurring in nature are orderly and lawful (i.e., natural events are
caused by other natural events).
• There are patterns or regularities in these natural phenomena.
• These patterns can be observed through the use of scientific procedure
Assumption of determinism
______ ____ ____ ____– Any event occurring in nature is causally related to a finite/limited number
of other natural events.
Assumption of limited causality
______ – a model of how ideas relate to each other; a conceptual framework that guides research.
Paradigm
______– a set of interrelated constructs/paradigms and propositions that specify relations among variables
with the purpose of explaining and predicting a particular phenomenon.
• ____ are general principles that summarize what we know about a particular set of relationships.
Theory
______– Researchers reproduce a study’s findings by following the same or similar procedures.
• Even though _____ is important, _____ studies are lacking in social sciences.
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• Insightful article on ______
Replication
_______ ______ occurs when the same empirical finding is produced in many different studies
Empirical generalization
_______ means conditions are arranged so that personal or subjective elements enter into the research as
little as possible.
Objectivity
\_\_\_\_\_ \_\_\_\_\_ (pure research) has no immediate application at the time it is completed. It is the pursuit of knowledge for its own sake.
Basic scientific investigation seeks new knowledge about phenomena, hoping to establish general principles
with which to explain them.
Goal: to produce new knowledge (e.g., discovery of relationships) and have the capacity to predict
outcomes under various conditions.
Basic research
______ _____ has an immediate application. In other words, it is research that is conducted so that the
knowledge obtained can be utilized or applied by policy makers, sponsors, or practitioners.
_______ ______ seeks to understand a social problem and to provide practitioners and/or policy makers
well-grounded guides to action.
• The goal is to gain necessary knowledge that can be immediately useful to practitioners and/or policymakers
who seek to eliminate or alleviate a social problem.
Applied research
_______ ______ – The systematic study of programmatic development and outcomes.
- ______ ______ seeks to assess outcomes of the treatment applied to a problem (e.g., drug abuse treatment)
or the outcome of some type of program (e.g., parent education class).
-The goal is to provide an accurate assessment of the effectiveness of the treatment program in relation to a
social problem.
Evaluation research
______ ______ – Collaborative, self-reflective inquiry by a group of
people interested in finding practical solutions to social issues.
• Seeks to address social issues impacting people’s lives through cycles of
planning, action, observation, and reflection.
• The goal is to address social issues of mutual concern by engaging in a
participatory, democratic process with all interested parties (e.g.,
practitioners, clients, lay people, community leaders).
Action research
_______ _____is based on non-numerical examination and analysis of observations, interviews, or
written materials.
Qualitative research
_______ _____ is based on numerical measurement and analyses.
Quantitative research
_______ ______
-Develops theory
-seeks pattern from in depth-description
-More inductive reasoning (observation -> pattern -> tentative
hypothesis -> theory)
-More subjective measurement
-Reports narrative and individual interpretation
-researcher is part of the process
-small sample size
-research questions
Qualitative Research
______ _______ relates events that have occurred in the past to one another or to current events.
Examples
- Examining the history of marijuana laws in the United States.
- Examining the evolution of attitudes toward homosexuality in the media.
- Examining housing market trends or spending habits over time
Historical research
_______ ______ generates ideas about, and insights into, a relatively little-
understood issue.
• The result is the generation of more precise research questions or testable hypotheses, or
to find if a more rigorous study would be feasible.
Example – exploring romantic/marital relationships between humans and anime
characters or robots.
Exploratory research
_____ ____refers to observations or assessments that are made on the same subjects more than
once so that naturally occurring changes can be detected. With two or more observations of the same
individuals, changes in their scores can be calculated
Ex: measuring the same children throughout their lifespan from childhood until they are 15 yrs old. (Only has to be the same person, doesn’t matter if they are different ages)
Longitudinal design
____ ____ are repeated observations or measures that are taken of
the same group of individuals (i.e., panel) across time.
Panel studies
Examples of ______ ____
o Measuring mental health outcomes each year in a panel of Vietnam
War veterans.
o _____ ____ of income dynamics has gathered data on economic,
health, and social behavior from the same 8000 USA families since
1968.
o Body mass index and disability in adulthood: A 20-year panel
study
Panel study
_______________ – Data are collected only once on subjects of different ages (instead of tracking the
same subjects across different ages such as in longitudinal research).
-The assumption is that collecting data from different age groups can still demonstrate whether or not there
are differences between ages on the variable of interest OR if age is related to the variable of interest.
Cross-sectional designs
Examples of _____________
o Measuring whether academic motivation is related to GPA for 9th, 10th, 11th, and 12th graders.
o Assessing girls’ current eating and exercise in relation to their current body image.
Cross-sectional-design
Examples of ___________
Advantages
o Reduces amount of time and expense
o Collect a large amount of data quickly
o Don’t have to keep track of participants in the study
Disadvantages
o Can’t track changes in the participants over time
o Subjects chosen may not be representative of the whole population
Cross-sectional-design
_______ ______ – A combination of cross-sectional and longitudinal designs. Data are collected from
large groups at one point in time and from some of the subjects at different points in time.
Example – Measuring whether 9th, 10th, 11th, and 12th graders differ in academic motivation, and also
measuring academic motivation at 9th grade to see if it relates to GPA at the end of the 12th grade.
Sequential designs
_______ ______– Examines how two or more variables are related to one another. ______ _____ also examines how well a specific
outcome might be predicted by one or more
pieces of data.
Examples of \_\_\_\_\_\_ \_\_\_\_\_\_- -The relationship between seat belt use and fatalities. - The relationship between self-esteem and depressive symptoms. -The relationship between environmental comfort and work satisfaction.
it establishes associations, but not casual relations.
Correlational research
_________________ (“post hoc” or “after the fact”) is when participants are assigned to groups
based on some characteristic or quality that the participants bring to the study.
Causal-comparative research
_________________ is also known as (“post hoc” or “after the fact”)
Causal-comparative research
Examples
- Comparing single, cohabiting, married, and divorced people on life expectancy.
- Assessing differences between men and women on listening skills.
- Comparing smokers to non-smokers on risk of lung cancer.
Examples of Causal-comparative research
_______ ______ – The study of specific human cultures (e.g.,
societies, organizations, small groups) through fieldwork and direct
observation.
Ethnographic research
the study of:
Ex: societies, organizations, small groups are all example of _______.
Ethnographic research
_______, simply stated, is the study of people in their own environment through the use of methods such as participant observation and face-to-face interviewing.
Ethnography
___________: studies broadly-defined cultural groups.
- Examples – Aborigines in Australia, Eskimos
Macro-ethnography
_______ studies narrowly-defined cultural groups.
- Examples – Sudanese refugees in refugee camps in Kenya, members of
the United States Congress
Micro-ethnography
_____ ______– An insider or native’s perspective of a given culture; typically, the primary focus.
Emic perspective
_____ ______ – An outsider or non-member’s interpretation of a given culture
Etic perspective
\_\_\_\_\_ \_\_\_\_\_\_\_ – A study in which the investigator manipulates, applies, or introduces the independent variable (or treatment) and observes its effect on the dependent (outcome) variable.
Experimental research
________ ________ (X) refer to the type of treatment, program, or intervention that is
manipulated/provided by the researcher. Subscripts are often used to denote different levels of treatment.
• Example: Weight training group (X1) versus cardiovascular training group (X2)
Treatments or programs
_____ ______refers to the group(s) that does not receive the treatment/program.
• Various notations are used to denote control groups (e.g., ~X, X-, X0),
while other times no notation is used to denote a control group
Control (comparison) group
______ _____ ____ occurs when a researcher
selects two or more groups that seem similar.
Nonequivalent group assignment (N)
______ _____ (R)
Random assignment
______ ___ _____ is another pragmatic way to make assignments to groups based on sequence of
arrival or some characteristic. Some examples follow:
-First 30 people that sign up for the program get the treatment, the rest are out.
Assignment by cutoff (C)
______ _________ Lack an appropriate control group and lack random assignment
Pre-Experimental Designs
________ ________ _____ Lack random assignment.
When to use:
• It is often not possible to randomly select people, places, or things.
• There are times when random selection into the control and experimental groups are not ethical and/or legal.
Example – Denying parenting education to parents who are potentially abusing their children – the
potential harm to children may outweigh the knowledge gained from the experimental design
Quasi-Experimental (Causal-Comparative Or Compromise) Designs
Group 1: treatment (X1) -> posttest (O1)
Example Parent education (X1) -> Parenting skills (O1)
-just a treatment and a posttest
One-shot case study design
