Final Flashcards

1
Q

Characteristics of ethnomethodology?

A
  • People’s COMMON SENSE knowledge of society
  • People’s adequate grounds of inference
  • Actions people take in the company of their peers
  • STUDYING EVERYDAY LIFE
  • Not interpreting people’s activities, but figure out how they make sense of things.
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2
Q

What are the uses of ethnomethodology for communication research?

A
  • Studying codes & unconscious belief systems lying behind our utterances and everyday actions
    • This could be done to media texts, songs, ads etc.

Example: humorists as code violators.

E.g. jokes with unexpected resolution of the narrative, surprising and amusing us

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3
Q

Who characterized ethnomethodology?

A

Harold Garfinkel

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4
Q

What is participation observation?

A

A qualitative research technique to study people in real-life situations.
***Literally participating in observation of others.

  • Focused, systematic and objective
  • Researcher becomes involved with the group
  • Balance between the roles of participant/observer (to avoid “going native”)
  • Remain focused: what do you want to find out?
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5
Q

Types of participant observation (features)

A
  1. Participation as the observer = observer functioning as part of the group.
  2. Observer as participant = observer as a neutral outsider.
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6
Q

Ethical principles in conduct of research observation

A
  • ** To tell or not to tell people that you are studying them?
  • Ethical rule governing research on human beings
  • Don’t deceive
  • Don’t use people as a means for your ends
  • Don’t harm them (physical/mental)
  • Be honest
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7
Q

Pros of participation observation?

A
  1. Helps understand what’s going on in a setting (systematic observation)
  2. Helps figure out which questions to ask informants
  3. An unobtrusive way of getting information (in optimal situation, observer becomes “taken for granted”)
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8
Q

Cons of participation observation?

A
  • find a narrow enough focus/topic of observation
  • Reactivity: observer affecting behavior
  • Unrecognized selectivity (what is important)
  • Mind reading: attribution of our interpretations (instead: ask)
  • Validity of observations: how representative?
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9
Q

Types of survey (features)

A
  • Descriptive survey describes the population: demographic information (age, gender, race, income, etc.) related to opinions, beliefs, values etc.
  • Analytical survey: why people behave the way they do; causes of certain types of behavior (with relation to social and demographic data)
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10
Q

Ratings Vs. Shares?

A
  • Rating: percentage of people in an area tuned to a specific station (out of households)
  • Share: percentage of people tuned to a specific station correlated with sets in use (out of households with sets in use)
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11
Q

Closed-ended Vs. Open-ended questions

A
  • Open-ended: the respondent would construct their own answer to the question.
  • Closed-ended: respondent chooses from lists of provided answers (multiple-choice, Likert scales etc.) / mutually exclusive (1 option) / Exhaustive (all possible options).
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12
Q

Reliable samples must ____ & ______

A
  1. Be representative

2. Have adequate size

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13
Q

3 major sampling methods and their uses

A
  1. Homogenous population = same exact to give you results.
  2. Heterogenous population = all elements in the same proportion as the population.
  3. Random sampling = each member of society has an equal chance.
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14
Q

Why do we sample?

A

Because we don’t have the resources to study the whole population i.e. Consensus

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15
Q

Basics of experiment design,

A

d

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16
Q

Stratified random sampling?

A

** To find representative groups and then survey them randomly

  • You divide your population into subcategories known as strata
  • Ex.: working on inter-racial communication among students, you have strata of various Universities (e.g. national, regional and local) and randomly select from each stratum
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17
Q

Pluses and minuses of experimental method?

A
    • Pros:
  • Evidence on the effects of a given independent variable
  • Can be replicated to confirm the validity
  • *Cons:
  • Artificially conducted: lab settings
  • Overemphasis on causal relations: other factors involved?
  • Potential ethical issues
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18
Q

The four levels of measurement; functions, differences

A
  1. Nomial = categorizing / naming values
    - Mutually exclusive / exhaustive
    Ex: What is your gender, marital status. Hint: You’re giving them the choices.
  2. Ordinal = ordering
    - Rank ____, _____ & _____ from favorite to least favorite
  3. Interval scale = “how do you feel about the following statements?”
    - strongly agree, neutral, strongly disagree
  4. Ratio: Equal interval w/ an absolute zero
    - How many times did you watch Survivor ______ <– they can answer this by themselves.
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19
Q

Descriptive statistics:

A

Descriptive: to obtain from raw data information that characterizes the whole set of data

20
Q

Inferential Statistics:

A

Inferential: to generalize from the data collected

21
Q

Mathematical methods to analyze, summarize, and interpret numerical data…

A

Statistics!

22
Q

Three descriptive characteristics of distributions:

A
  1. Location: where on the axis? (mean, median, mode)
  2. Dispersion: how broad? (range, standard deviation)
  3. Shape: in what form? (normal/bell-shaped curve)

**Each one has its own statistical measures

23
Q

Measures of central tendency indicate the central point of distribution

A

(1) The mean (X): arithmetic average (sum of all values divided by the sample size).
(2) The median (Me): central point of distribution (from low to high).
(3) The mode (Mo): the most frequent value.

24
Q

The statistics describing how broad the interval is:

A
  • The range (R): different between the max and min values. Here: 10
  • Standard deviation (SD or s): the degree to which all values deviate from the mean. The hardest but the most useful measure of dispersion.
25
What are the skepticisms of statistics?
- Who collected the data? Are they timely? - How complete are the data? Other data (contradicting)? - Useful comparisons? How interpreted? figures don’t mean anything in and of themselves - Difference in interpretation of the same data: using statistics selectively
26
Structure of research reports;
1. Formal style: not colloquial 2. In third person (usually) 3. Gender-neutral: they instead of he/she 4. Use of transitions: to guide readers 5. Active voice (preferred to passive) 6. Verbs (in lit. review: past; in discussion: present and future) 7. No jargon 8. Developed writing: detailed/colored by definitions, examples, cause-effects, comparisons etc.
27
Common writing problems?
Awkwardness: stiff /not well-formed Coherence: smooth flow (using transitions) Dash vs. hyphen: a dash ( – ) is made of two hyphens (- ) hyphen for compounds (son-in-law); dash for a long pause Comma faults: not to set off two complete sentences Fragments: use complete sentences Padding or wordiness: be concise Spelling errors Clarity Pronoun reference: agreement with immediate preceding noun Repetitiveness: vary the structure and length of sentences Verb agreement with subjects
28
What is appealing to false authority?
Legitimacy on the subject... | - celebrities condoning health products
29
What is stacking the deck?
Selected instances; to honestly deal with ALL of the data, all sides
30
What is overgeneralizing?
What is true for X is true for all X | - all stereotyping
31
Imperfect analogies & comparisons?
Country like a body, society like a family. | - making comparisons that don't make sense?
32
Misrepresenting other's ideas?
Aka the straw man phenomenon
33
Pushing arguments to absurd extremes?
exaggerating / ignoring qualifications
34
Before, therefore, because of
**If x occurs before y, x causes y - Ex. Restaurant eating = stomachache
35
Misleading percentages
** Without absolute number -50% increase in book sale?
36
Misleading impressive absolute numbers
** Without percentage - 500 economists see this bill as… (among?)
37
Misleading use of “average”
Average income in the U.S.
38
Incorrect assumptions
Always check on your assumptions
39
False conclusions
8 out of 200 students complained thus…
40
Mistaking correlation and causation
A factor causing or contributing?
41
Diversion of attention (emotional)
“Argument weak—yell like crazy”! | “red herrings” (intentional distraction to avoid questions)
42
Begging the question (petitio principii)
Argument that assumes its conclusion Assuming the answer to the question is obvious, because it is in the conclusion Ex. “smoking is good for you because it is healthful”
43
Oversimplification
Ignoring other elements
44
Ad Hominem arguments
Attacking the person “Credibility” Who vs. what
45
Ad Populum arguments
Assuming that everyone agrees (appealing to public opinion)
46
pooh-poohing arguments
Avoiding logical argument (by ridiculing)