research methods - exam 3

open-ended questions

free-form and not governed by simple one-worded answers

closed-ended questions

provide quantitative data; limited insight but easy to analyze and compile into reports

graphic rating scale

requires a mark along a continuous 100-milimeter line that is anchored with descriptions at each end

semantic differential scale

measure of the meaning of concepts; respondents rate any concept on a series of bi-polar adjectives using 7 point scales

nonverbal scale for children

“point to the face that shows how you feel”

likert scale

for each question or statement, subjects choose from a range of possible responses

anchoring

where an early piece of information ‘sets the tone’ and limits or influences all of your participants subsequent answers

priming

even easier to do by accident. it happens when someone is influenced by an idea, maybe an unrelated one, that has been introduced before they answer the question

primacy

first item is salient because it falls at the beginning of an experience when the person is most alert and is learning and understanding the nature of the task

recency

the final item linger in the memory because it’s the last thing the person sees when they complete the survey

assimilation

once someone makes a judgement, they’ll become biased towards maintaining their point of view, thus making other neutral information seem to support their ideas

contrast

if something they see or read goes against their anchored judgement, they will be biased against it

fatigue and drop-offs

you can typically expect to see a person’s attention wane during a task like survey taking after a peak of attention at the beginning. some fail to finish

response bias

biased, misleading and dishonest responses lead to inaccurate info that prevents good decision making

social desirability bias

rather than answer honestly — provide what they believe is the more socially desirable response

non-response bias

when people who don’t respond to a survey question differ significantly to those who do respond

demand bias

occurs when participants change their behaviors or views simply because they assume to know or do know the research agenda

extreme response bias

occurs when the respondents answer a question with an extreme view, ecen if they don’t have an extreme opinion on the subject

neutral response

the opposite of extreme response bias and occurs when a respondent simply provides a neutral response to every question

acquiescence bias

respondents simply agree with research statements — regardless of their own opinion

dissent bias

the complete opposite of acquiescence bias in that respondents simply disagree with the statements they’re presented with, rather than give true opinions

probability sampling

each member of the population has a specifiable probability of being chosen

non-probability sampling

unknown probability of any member being chosen

simple random sampling

equal probability

stratified random sampling

divided into subgroups (strata) and random samples are taken from each strata

cluster sampling

identify clusters and sample from three clusters

haphazard sampling

convenience sampling; ‘take them where you find them’ method

quota sampling

sample reflects the numerical composition of various subgroups in the population

continuous variables

can theoretically take on any value within a certain range of values

discrete variables

take on a limited number of values

internal validity

the extent to which a study can demonstrate that the observed effects in the experiment are due to the mainpulation of the independent variable and not other confounding factors

posttest-only design

experimental research design where participants are randomly assigned to different groups (typically an experimental group and a control group), and only after the intervention or treatment is applied, they are measured on the dependent variable

pretest-posttest design

an experimental research design where participants are measured on the dependent variable both before and after the experimental treatment or intervention

solomon-four group design

a robust experimental design used to evaluate the effects of an intervention while also addressing potential biases such as testing effects

independent group design

participants participate in only one group

repeated measures design

participants are in all conditions

complete counterbalancing

all possible orders of the presentations are included in the experiment

latin squares

a limited set of orders constructed