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Mass Communication Research > Test 3 > Flashcards

Test 3 Flashcards

1
Q

The process of determining the characteristics and/or quantity of a variable through systematic recording and organization of observations

A

Measurement

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2
Q

Four levels of measurement

A

Nominal, Ordinal, Interval, Ratio

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3
Q

Level of measurement that is:

  • Qualitative
  • Has no order
  • Numbers do not carry any numerical value
  • Assigned numbers are used to label
A

Nominal Level

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4
Q

Level of measurement that is:

  • Quantitative
  • An ordered category or rank
  • Can determine if an observation is greater than, less than or equal to other observations
  • Does not indicate how much the difference is
  • The amount separating the levels is unknown
A

Ordinal Level

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5
Q

Level of measurement that is:

  • Quantitative
  • Specifies relative position
  • Assumes equal distance between points on the scale
  • No true zero
  • Impossible to make proportional statements because zero is meaningless
A

Interval Level

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6
Q

Level of measurement that is:

  • Quantitative
  • The most specific type of measurement
  • Has a true and meaningful zero
  • Can be used to measure a type of behavior of a participant
A

Ratio Level

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7
Q

What are the four scales of the Interval Level?

A

Likert, Semantic Differential, Guttman/Cumulative, Multi-Item

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8
Q

Scale that measures a participant’s feelings or attitudes toward another person, issue or event

A

Likert Scale

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9
Q

Scale that measures the meanings participants assign to some stimulus

A

Semantic Differential

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10
Q

Scale that measures from broad to more specific

A

Guttman/Cumulative

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11
Q

Scale that cannot be truly measured

A

Multi-Item Scale

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12
Q

When something expresses accuracy/truthfulness, it has:

A

Validity

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13
Q

Validity that makes sense on its face

A

Face Validity

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14
Q

Validity that deals with how a particular measure holds up when compared to some outside criterion

A

Criterion Validity

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15
Q

How well a measure predicts that something will happen in the future

A

Predictive Validity

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16
Q

How well a scale measures up against another scale that has been demonstrated to measure exactly the same thing

A

Concurrent Validity

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17
Q

The extent to which your variables are logical related to other variables; constructs relate in a logical way

A

Construct validity

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18
Q

When two measures you expect to be related are shown to be positively statistically related

A

Convergent Validity

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19
Q

To what extent you can replicate the same results

A

Reliability

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20
Q

Reliability measured when you give a survey to the same participants at different times

A

Test/Retest Reliability

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21
Q

An indicator of how similarly codes are coding content both in terms of identifying units of analysis and in the contextual labels they ascribe to those units

A

Inter-Coder Reliability

22
Q

The order in which the items in a measure are presented affect the ways in which people respond

A

Alternate Form Reliability

23
Q

A means of evaluating internal consistency of a scale that compares the total score for a scale with individual item scores for the same scale

A

Item-Total Reliability

24
Q

A means of evaluating internal consistency of a scale that compares one randomly selected half of a scale from the other randomly selected half of the same scale

A

Split-Half Reliability

25
Q

Four types of questions on a survey

A

Frequency items, nominal items, ordinal items, Likert scale items

26
Q

Survey question that:

  • Tells the researcher how often someone does something
  • Can suggest ranges
A

Frequency items

27
Q

Survey question where respondents self- report things that only they can know about themselves

A

Nominal Self Items

28
Q

Survey question where respondents report their perceptions of a person or an object

A

Nominal Items

29
Q

Survey questions where respondents reveal how they rate or rank related objects

A

Ordinal Items

30
Q

Scales on a survey that tell researchers how strongly someone likes or dislikes something

A

Likert Scale Items

31
Q

The entire group of interest in a research project

A

Population

32
Q

A subset group of the chosen population

A

Sample

33
Q

What is used by researchers to control variables?

A

Experiments

34
Q

Experiments that:

  • Have manipulation of independent variables
  • Have random assignment of participants
  • Have a control group
A

Full Experiment

35
Q

Experiments that:

  • lack random assignment and/or a control group
  • are designed to rule out history and maturation as validity threats
  • uses pretests and post-tests in more complicated ways
A

Quasi-Experiment

36
Q

Three Conditions for Establishing Causation

A
  1. Independent Variable must precede Dependent Variable
  2. IV and DV must covary
  3. Alternative causation must be ruled out to ensure that changes in the DV came from changes in the IV
37
Q

Three Conditions for Full Experiments

A
  1. Independent Variable
  2. Randomly divided assignment of participants
  3. Always have a control group
38
Q

A likelihood of relationship between two variables

A

Correlation

39
Q

Implies that one variable causes a change in the direction of the other variable

A

Causation

40
Q

Group in an experiment that receives no manipulation

A

Control Group

41
Q

Group in an experiment that receives fake manipulation

A

Placebo Group

42
Q

Group in an experiment that receives complete manipulation

A

Experimental group

43
Q

7 Main Threats to Validity

A

History, Hawthorne effect, Maturation, Sleeper Effect, Ceiling/Floor Effects, Sensitization, Mortality

44
Q

A threat to validity issue where something totally unrelated to your study happened at a particular time and may have affected the responses

A

History

45
Q

A validity issue dealing with the fact that subjects can change over time, which can affect their responses to the measures a researcher is interested in

A

Maturation

46
Q

Validity issue phenomenon that relates to persuasion; delayed increase of the effect of a message that is accompanied by a discounting cue

A

Sleeper Effect

47
Q

Validity issue where participants develop a strategy to do better/worse in the experiment

A

Sensitization

48
Q

Validity issue where participants may have moved away, decided to drop out or got bored

A

Mortality

49
Q

Validity issue where the tendency for participants to change their behavior or responses when they know they are being observed

A

Hawthorne Effect

50
Q

Validity issue where participants scores cluster toward the high end of the measurement

A

Ceiling Effect

51
Q

Validity issue where participants scores cluster toward the low end of the measurement

A

Floor Effect

Mass Communication Research (2 decks)

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