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Research Methods > Test #3 > Flashcards

Test #3 Flashcards

1
Q

Study of texts or messages can be central to the communication discipline.

A

Quantitative analysis of text

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2
Q

What are the 2 data collection and analytical methods?

A
  1. Content analysis

2. Interaction analysis

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3
Q

What kind of approach are content analysis and interaction analysis?

A

Quantitative

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4
Q

A data collection and analytical technique that allows researchers to make inferences by identifying specific characteristics of messages.

A

Content analysis

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5
Q

Characteristics of content itself on the surface.

A

Manifest content

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6
Q

Characteristics of implied content hidden below the surface. (Plus what’s on the surface)

A

Latent content

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7
Q

Is latent content an objective or subjective approach?

A

Subjective

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8
Q

Evaluating and deciding (in latent context)

A

Coding

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9
Q

Content analysis must be ?

A
  1. Systematic
  2. Have generality
  3. Objective as possible
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10
Q

Findings should have theoretical relevance.

A

Generality

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11
Q

Identifying content to be coded and coding and interpreting the content.

A

Systematic in content analysis

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12
Q

Carried out according to rules and procedures determined before the research begins.

A

Objectivity in content analysis

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13
Q

Why is content analysis a quantitative approach?

A

It uses frequency counts.

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14
Q

A number of messages can be classified into a set of categories.

A

Basic principle of content analysis

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15
Q

Categories produce frequency counts to allow for comparisons.

A

Basic principle of content analysis

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16
Q

Researcher addresses the relevance of frequencies to the theoretical propositions supporting the study.

A

Frequency counts

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17
Q

What content can be analyzed?

A

Any message or aspect of a message that can be captured. (Senders, sources, or recipients of messages)

Ex. Media, tv shows, etc)

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18
Q

What is the core to content analysis?

A

Developing content categories

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19
Q

Defining/choosing content categories must be:

A
  1. Exhaustive
  2. Equivalent
  3. Mutually exclusive
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20
Q

When should “other” be used as a category?

A
  1. When it makes sense theoretically

2. When it doesn’t include too many cases

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21
Q

Is content analysis a time consuming and tedious process?

A

Yes

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22
Q

All coders must be trained in content analysis. T/F?

A

True

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23
Q

Coders must:

A
  1. Use written coding system and rules

2. Practice on similar texts or messages

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24
Q

Coders work independently once…

A

Sufficient degree of reliability is established.

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25
Q

When coders have very similar results.

A

Coding reliability

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26
Q

Intercoder or interrater reliability is established when…

A

There is coding reliability and unitizing reliability

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27
Q

Appropriateness and adequacy of coding scheme for this set of messages.

A

Validity

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28
Q

What are the strengths of content analysis?

A
  1. Unobtrusive (not with people)
  2. Applicable to a variety of text structures.
  3. Adaptable
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29
Q

What are the limitations of content analysis?

A
  1. If the message cannot be captured it cannot be coded.

2. Selection process may not be representative. (Room for sampling error)

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30
Q

Researcher codes content of ongoing communication between two or more individuals.

A

Interaction analysis

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31
Q

Interaction analysis is the same as content analysis except for…

A

What you analyze

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32
Q

What does interaction analysis identify?

A

Verbal or nonverbal features or functions or the stream of conversational elements.

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33
Q

What is interaction analysis usually limited to?

A

Those in interpersonal Comm

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34
Q

What does interaction analysis allow for?

A

Complex analysis:
Intent and function of messages
Effect of messages

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35
Q

4 steps of analyzing and interpreting the coded data in interaction analysis?

A
  1. Return to the RQ or hypothesis
  2. Compare to the theoretical position
  3. Frequency analysis is common
  4. Look for patterns that simple frequency analyses cannot illuminate
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36
Q

Strengths of interaction analysis?

A
  1. Elements before/after a coded element are considered.
  2. Places emphasis on relative position.
  3. Several coding schemes have been developed and validated over time.
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37
Q

Limitations of interaction analysis

A
  1. Limited by validity and representativeness of coding scheme.
  2. Ongoing streams of conversation are not neat and tidy which can make them difficult to code.
  3. Time consuming
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38
Q

In qualitative research what is the primary data collection instrument?

A

The researcher

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39
Q

Participation and observation are…

A

Integrated

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40
Q

Focuses on specific interactions in specific Comm contexts and events.

A

Qualitative research

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41
Q

Is qualitative research subjective or objective?

A

Subjective

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42
Q

Role of researcher is integrated within the context of individuals being observed.

A

Researchers role in qualitative methodologies

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43
Q

What are the 4 types of observation approaches?

A
  1. Overt
  2. Covert
  3. Observer
  4. Participant
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44
Q

Researcher is among participant but his/ her identity is hidden. (Covert)

A

Complete participant

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45
Q

Researcher is both a participant and an observer.

A

Participant as observer

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46
Q

Focus is more on participation in what type of observation?

A

Participant as observer

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47
Q

Researcher is both participant and observer.

A

Observer as participant

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48
Q

Focus is more on observation in what type of observation approach?

A

Observer as participant

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49
Q

Solely observes and does not interact with participants at all.

A

Complete observer

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50
Q

Researcher must make decision at each step and provide reasons for that decision in which type observation?

A

Complete observer

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51
Q

What does qualitative tend to emphasize?

A

Description and explanation

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52
Q

What kinds of questions should qualitative researchers start with?

A

Interesting/compelling questions

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53
Q

Cannot process large sample size but can obtain in depth information from the given sample.

A

Sampling in qualitative studies

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54
Q

What type of sampling do qualitative studies usually use?

A

Non probability sampling (snowball, purposive)

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55
Q

Studying few people and have them refer others to continue studying.

A

Snowball sampling

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56
Q

Choosing to study people who have the qualities you need to study.

A

Purposive sampling

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57
Q

How should the sample be determined?

A

Identifying desirable sample characteristics

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58
Q

Randomly selecting days and times for data gathering…

A

Increases representativeness

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59
Q

Gaining access in a research setting is particularly important in?

A

Field observation

60
Q

Your acceptance by others depends on your ability to play the part in?

A

A covert role

61
Q

Access is about?

A

Physical access and the access people grant you when they are comfortable with you.

62
Q

What must be addressed due to the researcher’s intimate role with participants in overt observation?

A

Trust

63
Q

What is paramount for qualitative studies?

A

Trust between participants and researchers

64
Q

To develop report…

A
  1. Awk simple questions
  2. Maintain positive conversation posture.
  3. Learn names and titles
  4. Perform commitment acts (interact with participants and assist them)
  5. Locate key informants
65
Q

Observing is…

A

Purposeful not accidental

66
Q

Observe for…

A

Prolonged periods of time

67
Q

When should the researcher read through and reflect on field notes?

A

Immediately after leaving the scene

68
Q

Videotaping can be

A

Inappropriate depending on the context

69
Q

What is data in qualitative research?

A

Anything that can be observed/captured

70
Q

What can decrease the data quality?

A

Researcher and participants bias

71
Q

Research should be

A

As diverse as possible

72
Q

What may credibility replace?

A

Reliability and validity

73
Q

What enhances credibility?

A

Triangulation (multiple methods)
Audit trial
Participants checks

74
Q

Method for discovering how people think and feel about their communication practices.

A

Field interviewing

75
Q

Conversation in field interviews are…

A

Semi directed

76
Q

What is the goal of field interviewing?

A

To uncover the participant’s POV

77
Q

Field interviews can be formal, informal, or both. T/F

A

T

78
Q

Interviewing via email, Skype, website, fax, etc.

A

Electronic interviewing

79
Q

What are the advantages of electronic interviewing?

A

Low cost and can reach long distances.

80
Q

What are the disadvantages of electronic interviewing?

A

Difficult to develop rapport
Creates fictional social reality
Cant check nonverbals
May take longer

81
Q

What are the steps in the interview process?

A
  1. Conceptualize the interview study
  2. Ask questions
  3. Conclude the interview
  4. Transcribe the interview
82
Q

Open ended questions are better than closed questions. T/F

A

T

83
Q

Moderator led group discussion.

A

Focus groups

84
Q

How many people are typically in a focus group?

A

5-10

85
Q

How long is the group discussion (focused conversation) in a focus group?

A

60-90 minutes

86
Q

Focus groups are not to be used as?

A

A decision making group

87
Q

Focus groups are most commonly used in?

A

Marketing

88
Q

Selecting focus group participants is based on?

A

The research question

89
Q

To be effective, a focus group must be…

A

As homogenous as possible (with respect to demographic and socioeconomic characteristics)

90
Q

What should researchers use to qualify participation in a focus group?

A

Screening questions

91
Q

What is the most important role in the focus group?

A

Moderator

92
Q

Moderator may not be…

A

The researcher

93
Q

The moderator needs to…

A

Guide discussion
Ensure key aspects of the topic are being discussed
Observe interactions
Record dialogue and reactions

94
Q

The moderator needs to be someone the participants can…

A

Identify with

95
Q

Moderator should have…

A

Credibility

96
Q

A focus group is the most…

A

Costly method in qualitative research

97
Q

Standardized list of questions or topics to cover that usually funnel from general to more specific.

A

Focus group outline

98
Q

Opening questions should be…

A

Broad

99
Q

How is data gathered in a focus group?

A
  1. Discussions are audio or videotaped
  2. Tapes are transcribed and verified
  3. Moderator should make field notes immediately following each session
100
Q

What are the strengths of a focus group?

A
  1. Views and opinions on participants own words
  2. Allows consensus or conflict to emerge among participants.
  3. Can generate info about the same topic from different people
101
Q

What are the limitations of focus groups?

A
  1. Talkative or overly opinionated participants.
  2. Group effect
  3. Use of ineffective moderator
  4. Easy to overgeneralize findings
102
Q

Hesitant to express opinions that oppose other people’s opinions

A

Group effect

103
Q

Study and representation of people and their interactions in their cultural or subcultural group.

A

Ethnography

104
Q

What field developed and refined the ethnography?

A

Anthropology

105
Q

How long is the researcher immersed into the field in an ethnography?

A

Long periods of time. Months, years

106
Q

What is the data in an ethnography?

A

What the researcher observes/experiences

107
Q

What context does an ethnography capture data in?

A

Natural context

108
Q

Ethnographers share the environment…

A

With those being studied

109
Q

Researchers are unlikely to have well developed research questions in an ethnography. T/F

A

True

110
Q

Does data fit into neat categories in an ethnography?

A

No

111
Q

What is the focus on in an ethnography?

A

One case or a small number of cases

112
Q

Research method that takes the most time to complete.

A

Ethnography

113
Q

How does the researcher gain entry in an ethnography?

A

By becoming a part of the interaction environment

114
Q

Why must ethnographers be integrated into the culture?

A

So others interact normally with and toward the researcher

115
Q

What is considered data in an ethnography?

A

Everything (nothing is accidental)

116
Q

What are the strengths of ethnographies?

A
  1. Rich, deep descriptions

2. Researcher develops intimacy with communicators and context otherwise not possible.

117
Q

What are the limitations of ethnographies?

A
  1. Time commitment
  2. Researcher must be saturated in the data, thus can create bias.
  3. Can over identify with the participants, creating bias.
118
Q

Process of labeling and breaking down raw data. (Messy, ambiguous, and time consuming)

A

Analysis

119
Q

What brings order, structure and interpretation?

A

Analysis

120
Q

Back and forth between data from participants and interpretation.

A

Reflecting

121
Q

Analysis is inductive. T/F

A

True

122
Q

Captures first impressions and reflections. (Not part of the data)

A

Analytical memos

123
Q

Who writes analytical memos?

A

The researcher

124
Q

What helps see relationships?

A

Placing data into tables, diagrams, or graphs

125
Q

What can computer assisted data analysis be used for?

A

Data management

Data analysis

126
Q

Data reduction process that reduces data into a manageable size.

A

Coding and categorizing data

127
Q

Set of similar examples or themes.

A

Categories

128
Q

What should the researcher look for in categorizing?

A

Opposite or negative cases

129
Q

How should categories be labeled?

A

Descriptive words or short phrases

130
Q

Making sense or giving meaning to the results of thematic analyses.

A

Process of interpretation

131
Q

Translating categories into meaningful whole by switching from micro frame to macro frame.

A

Process of interpretation (what it entails)

132
Q

How to evaluate the interpretation:

A
  1. Do participant quote illuminate the analysis?
  2. Credibility (believe able, agreeable to participants.)
  3. Triangulation, audit trial, participation checks.
133
Q

Overuse and long quotes should be avoided. T/F

A

True

134
Q

When is a quantitative study complete?

A

When the research report is written

135
Q

The framework of the research investigation based on the literature used to design and develop the research study.

A

The literature review

136
Q

What does the literature review do?

A

Puts the present study into perspective

137
Q

The literature review provides…

A

A historical overview of the variables studied

138
Q

What does the literature review include?

A

Analysis, synthesis, and critique

139
Q

Positioned near the beginning of the literature review and identifies the research objective in a few sentences.

A

The problem statement

140
Q

What should the problem statement provide?

A

Justification for conducting the research

141
Q

At the end of the literature review (as they emerge from the lit reviewed) and stated separately as a question or sentence.

A

Research questions and hypotheses

142
Q

Provides a description for how the research study was executed.
(Description of the participants, research procedure, and variables)

A

Methods section

143
Q

Presented in the order of the research questions and hypothesis.

A

Results section

144
Q

Researcher’s interpretation of the results. (Not a restatement of the findings. What do the results mean and the implications)

A

Discussion session

145
Q

What does the discussion section do?

A

Links conclusions back to lit
Provides limitations
Suggests future research

146
Q

What are the issues in writing?

A 
Careless writing
Unspecified assumptions 
Failure to place study within published research 
Unclear hypothesis or research questions
Vague or undefined terms

Research Methods (3 decks)

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