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SOCI 313 > quiz 2 > Flashcards

quiz 2 Flashcards

1
Q

concepts

A

idea or mental representations of things, they are categories for the organization of ideas and observations

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2
Q

conceptualization

A

is the process of defining the concepts that one employs in one’s research - specifying the meaning of something for research

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3
Q

operationalization

A

is the process of determining how one will measure a concept through one’s research

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4
Q

nomothetic explanations
what are the three criteria of causation

A

involve attributions of cause and effect, expressed in terms of general laws and principles
- typically quantitative

  1. correlation
  2. time order
  3. non-spuriousness
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5
Q

idiographic explanation

A

involve a rich description of a person or group and seek to explain the particular
typically qualitative
- not meant to apply to persons or groups who were not part of the study

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6
Q

reliability
- what are its three different meanings

A

concerned with the consistency of measures
1. stability over time
2. internal reliability
3. inter-observer consistency.

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7
Q

reliability
(stability over time)

A

whether the results of a measure fluctuate as time progresses assuming that what is being measured is not changing
- can be measured using the test-retest method
- it is extremely difficult to quantify stability over time because of the number of factors that may come into play over the passage of time

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8
Q

reliability
(internal consistency)

A

whether multiple measures that are administered in one sitting are consistent

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9
Q

reliability
(inter-observer consistency)

A

all observers should classify behaviour or attitudes in the same way
- two researchers looking at the same study should agree

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10
Q

measurement validity
and the four kinds

A

concerned with whether one is measuring what one wants to measure
1. face validity
2. concurrent validity
3. construct validity
4. convergent validity

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11
Q

explain face validity

A

established if at first glance the measure appears to be valid

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12
Q

explain concurrent validity

A

established if the measure correlates with some criterion thought to be relevant to the concept
a lack of correlation brings some doubt onto the validity (correctness) of the original measure

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13
Q

construct validity

A

established if the concepts relate to each other in the way that is consistent with the researcher’s theory - confirmed by seeing that the results match what would be predicted given the theory

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14
Q

convergent validity

A

established if a measure of a concept correlates with a second measure of the concept that uses a different measurement technique

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15
Q

what are the levels of measurement

A

nominal
ordinal
interval
ratio

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16
Q

nominal

A

a variable comprised of categories that cannot be ranked

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17
Q

ordinal

A

a variable whose categories can be ranked in order but the distance between the categories is not equal or known across the range

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18
Q

interval

A

a variable for which the intervals between categories are identical and quantifiable

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19
Q

ratio

A

an interval variable with a true zero point

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20
Q

units of analysis

A

the things that are the object of a study’s attention (individuals, organizations or groups, social artifacts

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21
Q

unit of observation

A

the kinds of objects from which evidence is collected

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22
Q

in the research example how did they measure school quality

A

average of percent on standardized testing

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23
Q

in the research example how did they measure ethnic composition

A

by schools through official data

24
Q

in the research example how did they measure poverty

A

how many students are eligible for free lunch

25
Q

what is the unit of analysis in the research example

A

schools

26
Q

what is the unit of observation in research example

A

individuals

27
Q

in the research example, what was the result comparing race and testing

A

reading and math- white, Asian, native/other, Hispanic, black (highest to lowest grades)
- vertical mosaic

28
Q

what demonstrates a vertical mosaic in the research example

A

school quality by racial composition

29
Q

poverty level makes a BIG difference in

A

school quality

30
Q

the impact of location on quality depends on

A

the level of poverty in the school district

31
Q

what type of location has the most poverty

A

inner city

32
Q

most racial/ethnic disparities are linked not so much to racial composition of schools as to their ______ ___ _______

A

levels of poverty

33
Q

what races are concentrated in the two high poverty schools of the research

A

Hispanic, Native, black

34
Q

how are porverty and school quality related

A

inversely

35
Q

which variables mattered at the end of the study

A

race and poverty
- not location

36
Q

what kind of research design did the study follow

A

positivist
- quantitative
-cross-sectional
-logical
-operationalization
-levels of measurement
- reliability and validity
- typologies

37
Q

what approach was used throughout the study

A

deductive
- the construction of typology was done inductively

38
Q

what where the control, independent, and dependent variables in the study

A
  • poverty/location
  • race
  • ranking on test
39
Q

which variable had debatable validity

A

school ranking (does test grades really measure quality)

40
Q

when creating the typology what was the independent and dependent variables

A

type of school independent
school quality- dependent

41
Q

what is unobtrusive method

A

use of existing statistics provided
(researchers had no impact)

42
Q

primary goal of quantatitive researchers

A

measurement
establishing causality (internal validity)
generalization
replication

43
Q

external validity. what controls this?

A

achieved if results of a study can be generalized beyond research context affected by research design picked

44
Q

what are the three main reasons for the attention given to measurement

A
  1. can detect fine differences
  2. can define a consistent yardstick for such distinctions
  3. basis for correlation analysis
45
Q

indicator

A

something employed to measure a concept can refer to anything but mainly indirect measure used when no direct measure is available

46
Q

what is the likert scale

A

measure the intensity of feelings about a particular topic

47
Q

multiple indicators allow for

A

factor analysis and cluster analysis

48
Q

factor analysis

A
  • Factor analysis provides an indication of the extent to which (a) multiple measures really are measuring a single concept as opposed to more than one concept; and (b) individual items are measuring the concept in question.
49
Q

cluster analysis

A

Cluster analysis allows researchers to determine whether people or other units of study can be grouped together on the basis of shared characteristic

50
Q

coding three principles

A
  1. categories must not overlap
  2. must be exhaustive
  3. clear rules about how codes are applied
51
Q

reliability is concerned with

A

consistency of measures
1. stability over time
2. internal
3. inter-observer consistancy

52
Q

internal reliability

A
  • The key issue here is whether multiple measures that are administered in one sitting are consistent—in other words, whether respondents’ scores on any one indicator tend to be related to their scores on the other indicators.
53
Q

face validity

A
  • Appears to reflect the content of the concept In question
54
Q
  1. Concurrent validity
A
  • The researcher can also seek to gauge the concurrent validity of the measure by examining a criterion relevant to the concept in question at about the same time as the measure of interest is administered
55
Q

which test for stability over time

A

test-retest

56
Q

The criticism that quantitative research’s reliance on instruments and procedures produces a disjuncture between research and everyday life relates to the question of

A

external validity.

SOCI 313 (14 decks)

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