Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

ZZ1 > Quantitative and Qualitative Measurement > Flashcards

Quantitative and Qualitative Measurement Flashcards

1
Q

How do quantitative researchers measure data?

A
  • Measurement occurs prior to data collection (deduction)
  • Measurements and data are numbers
  • Measurements link concepts to data
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

How do qualitative researchers measure data?

A
  • Measurement occurs during data collection (induction)
  • Measurements and data are abstract
  • Concepts are developed based on measurements
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is conceptualization?

A

Process of developing clear conceptual definitions for abstract ideas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is quantitative conceptual definition?

A

A careful, systematic definition of a construct that is explicitly written to clarify one’s thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is quantitative operationalization?

A

The process of moving from the conceptual definition of a concept to a set of measures that allow a researcher to observe it empirically

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is quantitative operational definition?

A

The definition of a variable in terms of the specific activities to measure or indicate it with empirical evidence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is a conceptual hypothesis?

A
  • Researcher expresses variables in abstract, conceptual terms, and expresses relationship among variables in theoretical way
  • Abstract, causal relationship between 2 concepts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is an empirical hypothesis?

A
  • Researcher expresses variables in specific terms and expresses the association among the measured indicators of empirical evidence
  • Degree of association between indicators
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the concrete empirical world?

A

If the operational indicators of variables are logically linked to a concept, they will capture what happens in the empirical social world and relate it to the conceptual level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is qualitative conceptualization?

A

Process of forming theoretical definitions as the researcher organizes (CODES) data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is qualitative operationalization?

A
  • Describing how specific observations about data contributed to working ideas that are the basis of conceptual definitions
  • Not pre-planned; after-the-fact description
  • Occurs BEFORE conceptualization
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is reliability?

A
  • Dependability/consistency of the measure of a variable
  • Measurement will repeat same results under same conditions
  • Necessary for validity (for quantitative) and easier to achieve
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

How do you increase reliability?

A
  1. Clear conceptualization to eliminate “noise”
    - Each measure should indicate only 1 concept
  2. Use a precise level of measurement
    - To pick up detailed information
  3. Use multiple indicators to measure a variable
    - Several measures are less likely to have the same systematic error
  4. Use pilot tests or pre-tests
    - You can even search literature to replicate measures other researchers have used
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is validity?

A
  • The ability to generalize findings outside a study, the quality of measurement, and the proper use of procedure
  • A term meaning “truth” that can be applied to the logical tightness of experimental design
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are the 4 types of validity?

A
  1. Internal validity: ability of experimenters to strengthen a causal explanation’s logical rigour by eliminating potential alternative explanations for an association
  2. External validity: ability to generalize from experimental research to settings or people that differ from the specific conditions of the study
  3. Statistical validity: achieved when the appropriate statistical procedure is selected and the assumptions of the procedure are fully met
  4. Measurement validity: how well an empirical indicator fits with the conceptual definition of the concept
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What are the 3 types of measurement validity?

A
  1. Face validity: indicator “makes sense” as a measure of a construct in the judgement of the scientific community
  2. Content validity: measure represents all aspects of the conceptual definition of a construct
  3. Criterion validity: relies on independent, outside verification; if 2 measures are for a similar concept, they should yield similar results
17
Q

What are the 2 types of criterion validity?

A
  1. Concurrent validity: relies on pre-existing and already accepted measure to verify the indicator of a concept
  2. Predictive validity: relies on the occurrence of a future event or behaviour that is logically consistent to verify the indicator of a concept
    - Eg. if LSAT has high predictive validity, then students who get high LSAT scores will do well in law score
18
Q

What is authenticity?

A
  • Giving a fair, honest, and balanced account of social life from the viewpoint of someone who lives it everyday
  • We resist reliability because things change between individuals and over time ⟶ “dependability”
  • We always want to have validity (tight fight between understanding of social world and what is occurring in it)
19
Q

What are levels of measurement?

A
  • A system that organizes the information in the measurement of variables into 4 general levels
  • A wide range of powerful statistical procedures are available for higher levels of measurement, but not for lower
20
Q

What are discrete variables and continuous variables?

A

Discrete variables: variables in which the attributes can be measured only with a limited number of separate categories (eg. marital status)

Continuous variables: variables measured on a continuum in which an infinite number of finer graduations between attributes is possible (eg. age, crime rate)

21
Q

What are the levels of measurement for discrete variables?

A
  1. Nominal measures: the lowest, least precise level of measurement for which there is only a difference in type among the categories of a variable
    - Eg. religion ⟶ Christian, Jewish, Muslim
  2. Ordinal measures: identify difference among categories of a variable and allows the categories to be ranked
    - Eg. letter grades ⟶ A, B, C, D, F
22
Q

What are the levels of measurement for continuous variables?

A
  1. Interval measures: identifies differences among variable attributes, ranks, and categories, and that measures distance between categories, but there is NO true zero
    - Eg. Fahrenheit or Celsius ⟶ 5, 45, 90
    - A rise in temperature from 30 to 60 is not a doubling of temperature because 0 is not the absence of heat
  2. Ratio measures: most precise level of measurement for which variable attributes can be ranked, distance between attributes is precisely measured, and an absolute zero exists
    - Eg. money income ⟶ $10, $100, $500
    - There is a true zero ($0) which makes it possible to state relations in terms of proportions
23
Q

When constructing a measure, you should make sure your attributes are ___ and ___.

A
  1. Mutually exclusive: person’s responses fit into only one category
  2. Exhaustive: measure should provide a category for all possible responses
24
Q

What are proxys?

A

Represent intangible concepts that cannot be measured (eg. GDP for quality of life)

25
Q

What is an index?

A
  • The summing of many separate measures of a construct or variable into a composite measure (single numerical score)
  • Make sure every item in index has face validity
  • Each part of the conecpt should be measured with at least 1 indicator (content validity)
  • Often using ordinal or interval measures
26
Q

What is a scale and what are they used for? What level of measurement are scales most often at?

A
  • A type of quantitative data measure often used in survey research
  • Captures the intensity, direction, level, or potency of a variable construct along a continuum
  • Common in situations where a researcher wants to measure how an individual thinks about something
  • Most are at the ordinal level of measurement
  • Show fit (consistency) between set of indicators and a single construct
  • Produces quantitative measures and can be used with other variables to test hypotheses
27
Q

What is standardization/norming?

A
  • The procedure to statistically adjust measures to permit making an honest comparison by giving a common base to measures of different units
  • Eg. comparing crime rates between cities when different cities have different numbers of people
28
Q

What are the components of trustworthiness?

A
  • Authenticity
  • Dependability
  • Credibility ⟶ does this sound right? (internal validity)
  • Transferability ⟶ the extent to which our findings are applicable beyond our immediate research setting (external validity)
29
Q

An appropriate level of measurement for a variable depends on __ and __.

A

How a concept is defined

The type of indicator or measurement that a researcher uses

30
Q

Can you measure everything?

A
  • Every social phenomenon can be measured

- May have to use proxys ⟶ represent intangible concepts that cannot be measured directly (eg. GDP for quality of life)

31
Q

What is the quantitative process?

A
  1. For BOTH independent and dependent variable:
    - Conceptualization
    - Operationalization
  2. The LINK between independent and dependent variables
    - Conceptual hypothesis
    - Empirical hypothesis
    - Concrete empirical world
32
Q

How does external validity differ from generalization of results?

A

EXTERNAL VALIDITY = “Is my sample representative enough so that the results can apply to the population”

Not to be confused with generalizability of results (the phenomena is applicable to other cultures/populations)

33
Q

What are attributes?

A

The categories of a variable

Eg. if variable = marital status, attributes = married, divorced, never married

ZZ1 (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions