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Research clinic > Readings > Flashcards

Readings Flashcards

1
Q

statement of relations among concepts within a set of boundary assumptions and constraints. It is no more than a linguistic
device used to organize a complex empirical
world.

A

Theory

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2
Q

f preventing the observer from being dazzled by the full blown complexity of natural or concrete events

A

Function of theory

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3
Q

Purpose of theoretical statements

A
  1. to organize (parsimoniously) (karig, simpel)
  2. to communicate (clearly)
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4
Q

Features or quality of individual things, acts or events

A

Description (different than theories)

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5
Q

Three types of description

A
  1. categorisation of raw data
  2. categorisation of typologies
  3. Categorisation of metaphors
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6
Q

Empirically categorising things (type of description)

A

categorisation of raw data

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7
Q

Mental construct formed by the synthesis of many individual phenomena
which are arranged according to certain points of view (more abstract than categ. of raw data) (type of description

A

categorisation of typologies

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8
Q

Statement that says that two phenomena are isomorphic (have characteristics
in common)
(type of description

A

categorisation of metaphors

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9
Q

Statement of relationships between units observed or approximated in the empirical world, answers the questions how, when, why, system of constructs and variables in which the constructs are related to each other by propositions and the variables are related to each other by hypotheses, bounded by theorist’s assumptions

A

Theory

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10
Q

Constructs which by their nature can’t be observed directly

A

Approximated units

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11
Q

Variables which are empirically operationalised by measurement

A

observed units

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12
Q

Based on assumptions about value time and space (implicit values of theorist, explicit restrictions [limit theory to specific units of analysis])

A

boundaries of theories

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13
Q

Whether a theory is constructed such that empirical refutation (act of disproving or challenging) is possible, theory can’t be proven but only disproven.

A

falsifiability

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14
Q

Two primary criteria upon which any theory may be evaluated

A

falsifiability and utility

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15
Q

Usefulness of theoretical system, bridge that connects theory and research, theory is useful if it can explain and predict, often only good for prediction but does not provide explanation

A

Utility

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16
Q

Theory is useful when … : core elements of utility

A
  1. explanation
  2. prediction
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17
Q

Types of falsifiability

A
  • falsifiability of variables
  • falsifiability of constructs
  • Falsifiability of relationship
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18
Q

Types of utility

A
  • utility of variables and constructs
  • utility of relationships
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19
Q

Falsifiability of variables

A

Measurement issues, variables must be coherent (validity, noncontinuousness,
reliability)

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20
Q

falsifiability of constructs

A

Construct validity. one can empirically differentiate the construct from other constructs that may be similar, and that one can point out what is unrelated to the
construct, construct validity can only be rejected and not confirmed.

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21
Q

criteria of Falsifiability of Relationships

A

Logical and Empirical Adequacy

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22
Q

Implicit or explicit logic embedded in the hypotheses and propositions which
ensures that hypotheses and propositions are capable of being disconfirmed. must be nontautological (meaningful, substantive information_ and nature of relationship between antecedent and consequent must be specified

A

Logical adequacy

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23
Q

Propositions and hypotheses can be operationalised in a way that allows the
theory to be disconfirmed

A

Empirical adequacy

24
Q

THe utility of variables and contstructs

A

Scope.
Variables included must tap the domain of the construct, constructs
must tap the domain of the phenomenon in question

25
Q

Utility of relationships:

A

Explanatory Potential and
Predictive Adequacy

26
Q

Do you have predictive theory for theory to be acceptable? degree to which
hypotheses and propositions approximate reality

A

Predictive adequacy

27
Q

Two types of prediction

A
  1. probabilistic
  2. theory based
28
Q

Based on universal law of probability

A

probabilistic predicton

29
Q

Grounded in propositions and deduced hypotheses, made in specific period of
time and number of cases

A

THeory based prediction

30
Q

Ability of a new theory to bridge gap between two or more different theories, explaining something between domains of previous theories, new knowledge is created

A

connective theory

31
Q

Causes preexisting theory to be reevaluated in a new light

A

Transformational theory

32
Q

Which data is not good for addressing questions about causality or change because of time factor?

A

cross sectional data

33
Q

Causal inference needs …. or … data

A

longitudinal panel or experimental

34
Q

Practical problems confronting researchers as they design studies

A
  1. there are no hard and fast rules to apply
  2. external factors sometimes constrain researchers’ ability to carry out optimal designs
35
Q

three broad design problems that were common sources of rejection

A
  1. Mismatch between research question and research design (cross sectional data and inappropriate samples and procedures)
  2. measurement and operational issues (construct validity)
  3. inappropriate or incomplete model specification.
36
Q

Mismatch between RQ and research design because of:

A

Cross-sectional data
inappropriate samples and procedures

37
Q

measurement and operational issues (construct validity) because of:

A
  • Inappropriate adaptation of existing measures
  • Inappropriate application of existing mea
    sures
  • Common method variance
38
Q

presents a serious threat to interpretation of observed correlations, because such
correlations may be the result of systematic error variance due to measurement methods

A

Common method variance

39
Q

Model specification through

A
  • Proper inclusion of control variables
  • Operationalizing mediators
40
Q

Framing of research project (MRC)

A

The audience and prior research
RQ

41
Q

THe nucleus of the MRC

A

the puzzle

42
Q

The Theoretical framework (MRC)

A

Theoretical constructs and relationships

43
Q

Empirical methods (MRC)

A

Research setting
Research design and analysis

44
Q

Conclusions (MRC)

A

Empirical findings
Contributions
Boundary conditions and limitations

45
Q

THree fundamental characteristics of qualitiative data that offer potential advantages over quantitative data

A
  • open-ended (: No need to predetermine precise constructs and measures to collect qualitative data)
  • concrete and vivid (Activate cognitive processes that foster development and communication of ideas)
  • rich and nuanced ( Capture details and mechanisms that are overlooked in quantitative data)
46
Q

Reasons to use qualitative data

A
  • To build new theory when prior theory is absent, underdeveloped, or flawed
  • To capture individuals’ lived experiences and interpretations
  • To understand complex process issues
  • To illustrate an abstract idea
  • To examine narratives, discourse, or other linguistic phenomena
47
Q

challenges of qualitative research in review prcoess/publication process

A
  • writing the ‘front-end’ (establishes that the topic is new)
  • Describing analysis
  • Addressing biases
48
Q

Create interest in article, show why it is relevant, identify primary literature, set out
assumptions and boundary conditions

A

Common ground

49
Q

Present problem/puzzle in academic discussion, show missing element of current research

A

complication

50
Q

Explain why gap in research (complication) matters

A

concern

51
Q

How you address and resolve central complication, argue that it is relevant
and effective.

A

Course of action

52
Q

This entails explaining how your work will shape or change the conversation

A

contribution

53
Q

Pitfalls of grounding the hypotheses

A
  1. Lack of specifity
  2. fragmented theorizing
  3. stating the obvious
54
Q

Pitfalls of theory section

A
  • argument by citiation
  • ignoring prior related conversation (not enough citations)
55
Q

THeory section should ground hyptoheses by:

A
  1. Positioning hypotheses in relation to related research
  2. Develop a clear, logical argument why core variables/processes are related
  3. Create a sense of coherence in the relationships among the variables and processes
56
Q

In theory section, develop a clear, logical argument why core variables/processes are related when :

A
  • substantiating hypotheses
  • multiple theories are used
57
Q

how these variables fit together
in a way that creates a strong theoretical contribution

A

coherence

Research clinic (4 decks)

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