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Crime 1208 > Test #2 > Flashcards

Test #2 Flashcards

1
Q

Three threats to causal inference and how to control against each?

A

o Does cause precede effect?—Pre and post testing
o Relationship between DV & IV? –Comparing pre and post testing
o Third variable problem?—Post testing and random assignment

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2
Q

Classical experiment

A

Research design with 3 components- pre/post test, experimental/control groups and random assignment

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3
Q

quasi-experiment

A
  • Research design that includes out, but not all, elements of an experimental design
  • does not use random assignment
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4
Q

Experimental group

A

Subjects in experiment who receive the experimental treatment

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5
Q

double blind

A

Neither participants nor researcher know which group is experimental or control

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6
Q

Placebo

A

Drug administered that is not actually a drug to eliminate

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7
Q

Threats to internal validity (12)

A
  • History
  • Maturation
  • Testing
  • Instrumentation
  • Statistical Regression
  • Selection Bias
  • Experimental Mortality
  • Causal time order
  • Diffusion of treatments
  • Compensatory Treatment
  • Compensatory Rivalry
  • Demoralization
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8
Q

History

A
  • External events can effect study results

- Ex. Terrorist attack, tsunami, death

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9
Q

Maturation

A
  • People constantly growing

- Ex. young kids are deviant = mature and grow

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10
Q

Testing

A
  • Process of testing & retesting

- ex. people change their answer to what they want to hear after seeing it already

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11
Q

Instrumentation

A
  • Changes in measurement process

- ex. update survey and try and compare with old data using old surveys

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12
Q

Statistical regression

A
  • Extreme scores regret to the mean

- ex. extreme scores will usually go back down to the mean

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13
Q

Selection bias

A
  • Way in which subjects are chosen

- ex. people choose groups, experimenter selects place convenient for them

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14
Q

Experimental mortality

A
  • when subjects drop out prior to experiment completion
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15
Q

Causal time order

A
  • IV or DV come first, may only collect data at one time point
  • Check which comes first
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16
Q

Diffusion of treatments

A
  • Experimental group may pass on elements to control group, have contact w/ eachother
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17
Q

compensatory treatment

A
  • control group deprived; researchers compensate
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18
Q

compensatory rivalry

A
  • control group deprived; may compensate by working harder
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19
Q

Demoralization

A
  • Feelings of deprivation among control group affect results at post-test
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20
Q

Non-equivalent groups design

A
  • Select subjects in a way that makes the 2 groups as comparable as possible
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21
Q

time series deigns

A
  • A type of quasi-experimental design where changes in a DV are monitored over some time period
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22
Q

Cohort design

A
  • Group of subjects that enter or leave an institution at the same time
  • ex. groups of people who graded in may
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23
Q

Case oriented research

A
  • Many cases are examined to understand a small number of variables
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24
Q

variable-oriented research

A
  • Large number of variables are studied for a small number of cases or subjects
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25
Q

Representative sampling

A
  • All population members have known & = chance of being sampled
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26
Q

Probability Sampling

A
  • Sampling in which the probability that en element will be included in a sample is known
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27
Q

Non-probability sampling

A
  • Sampling which the probability that an element will be included in a sample is not known
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28
Q

Equal probability of selection method (EPSEM)

A
  • representativeness achieved if sample charac. = population charac.
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29
Q

Standard error

A
  • how far away we find scores device away from the mean
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30
Q

Confidence intervals

A
  • how confident you will get results near the mean range
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31
Q

4 types of non-probability sampling

A
  • Purposive/judgemental sampling
  • Quota sampling
  • Reliance on available subjects
  • Snowball sampling
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32
Q

Purposive/judgemental sampling

A
  • select a sample based on our own knowledge of the population, its elements, and the nature of our research aims
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33
Q

Quota sampling

A
  • use matrix or table to describe the characteristics of the population we want to represent
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34
Q

Reliance on available subjects

A

stopping people on a street corner or other location

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35
Q

Snowball sampling

A

ask one subject, then that subject tells others, and etc.

36
Q

Survey

A
  • A data collection method that applies a standard instrument in a systematic way to take measures from a large number of units
37
Q

Matrix Questions

A
  • ask respondents to select 1 answer against a range of related topics
  • Ex. strongly disagree— strongly agree
38
Q

Contingency question

A
  • An answer to one questions prompts whether you answer the next or answer another question
    Ex. If yes, answer ques 21
39
Q

3 ways to administer surveys

A
  • self administered questionnaires
  • in person interviews
  • Telephone surveys
40
Q

Self administered questionnaires

A
  • mail, computer online surveys,
    cheap and easy, can allow for large number of responses
  • Not everyone will reply honestly
41
Q

In person interviews

A
  • ask questions orally
  • More likely to get honest answers
  • Costly, lots of time, not many people want to sit for it so small SS, people may feel uncomfortable talking about certain topics
42
Q

Telephone surveys

A
  • Researchers appearance will have no effect on answers
  • low time and cost
  • computer assisted telephone interviews , computers dial up phone numbers
43
Q

3 rules of interviewing

A
  • Appearance and demeanour: dress in fashion to those similar to who they are interviewing
    Familiarity with the questionnaire: researcher should not stumble
    Probing for responses: make sure probes are neutral
44
Q

Qualitative interview

A
  • A verbal interaction between an interviewer and a participant that follows a general plan of inquiry, but not necessarily a specific set of questions
45
Q

3 main features of qualitative interview

A
  • Richness, meaning and shared cultural views
  • Critical realist approach
  • Platform for creating questions
46
Q

Critical realist approach

A
  • A philosophical view that reality exists, but knowledge is constructed through multiple meanings
47
Q

3 types of qualitative interviews

A
  • structured/semi-structured interview
  • Unstructured interviews
  • Focus group interviews
48
Q

Natural focus group

A
  • individuals in group may already be acquainted or have an existing connection
49
Q

Artificial focus group

A
  • People selected according to criteria
50
Q

unstructured interview

A
  • most open style of interviewing, no guidelines
51
Q

focus group

A

interview groups of people at same time

52
Q

Tree-and-branch

A

main topic with branching questions

53
Q

river-and-channel

A

main streams of questioning that lead into the main channel

54
Q

4 main steps of gaining access to formal organizations

A
  • Sponsor, find sponsor in related field
  • Letter, email, tell what you will do for study
  • phone call and follow up
  • Meeting, further explain intentions and how this will benefit them
55
Q

ethnography

A
  • detailed and accurate description (what and how)
56
Q

4 roles field observer could take on

A
  • complete participant
  • participant-as-observer
  • observer-as-participant
  • complete observer
57
Q

complete participant

A
  • Researcher told unknown to subjects; participate fully as member of studied group
  • ex. study hells angels, become hells angels = break law?
  • “Going native”= acting like group you study
58
Q

Participant-as-observer

A
  • Researcher role known to groups subjects; still participate as member of studied group
  • Participants may act differently
59
Q

Observer-as-participant

A
  • researcher role known to subject; do not participate as member of group studied
  • People may act different
60
Q

complete observer

A
  • researcher role (& often identity) unknown; observes w/o participating w/ subjects
  • May not fully understand process
61
Q

4 ways to record observations during field research

A
  • note taking/tape recording: interviewing or dilation of observations
  • Photos/videos
  • field notes: field journal
  • Structured observations: observers mark closed ended forms
62
Q

Strength of field research

A

o High validity
o Depth of understanding
o Flexible
o Better for measuring behavior

63
Q

Weaknesses of field research

A

o Not everyone can be studied this way
o Reliability- not asking everyone same ques
o Not generalizable
o May not represent entire population

64
Q

Obtrusive measurement

A
  • People are aware data are being collected
65
Q

Unobtrusive measurement

A
  • People are unaware that data are being collected
66
Q

Agency records (3 subtypes)

A
  • Collect vast amount of crime and CJ data
  • Published ex. stats
  • Nonpublic agency records ex. study internally (police officers)
  • New data collection by agency staff
67
Q

Content Analysis

A
  • Examines class of social artifacts (any recorded document)
  • Not created for research but can be examined
  • Ex. blink video
68
Q

Secondary Analysis

A
  • Analyzing data collected by other researchers
69
Q

“hybrid source”

A
  • Combines collection of new data by agency staff w/ day to day agency activities
70
Q

Manifest content

A
  • visible, surface content vs. ex. blinks
71
Q

Latent content

A
  • Underlying meaning, ex. lying
72
Q

Descriptive statistics

A
  • Computations that describe either the characteristics of a variable or that relationship among variables
73
Q

Inferential statistics

A
  • Computations for making inferences from findings based on sample observations to some larger population
74
Q

Univariate

A

examines distribution of cases only one variable at a time

75
Q

Bivariate

A

two variables involved

76
Q

Multivariate

A

examines relationships among several variables

77
Q

Central tendency

A
  • Clustering of observations to a midpoint in a distribution
  • Mean (average), Median (middle attribute) and Mode (most frequent)
78
Q

Dispersion

A
  • Distribution of values around some central value, such as average
  • Range, Standard deviation, CI
79
Q

Rate

A
  • Standardize some measure for comparative purposes

- Allow us to make more meaningful comparisons

80
Q

Proportional reduction of error

A
  • Used to summarize the association between two variables
81
Q

Lambda

A
  • Represents the reduction in error as a proportion of the errors that would have been made based on the overall distribution
  • used for two nominal
82
Q

Gamma

A
  • Computed from 2 quantities: # of pairs that have the same ranking on the 2 variables and # of pairs that have opposite ranking on same variable
83
Q

Pearson product moment correlation

A
  • Used for interval and ratio

- guessing the value of 1 variable by knowing the other

84
Q

Levels of significance

A
  • probability of the measured associations being due only to sampling error
85
Q

Chi square test

A
  • Predict the joint distribution that would be expected if there were no relationship between the 2 variables
86
Q

Statistically discernible difference

A
  • considered statistically significant if found in a random sample
87
Q

Hawthorne effect

A
  • Individuals modify an aspect of their behavior in response to theis awareness of being observed

Crime 1208 (2 decks)

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