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Defining and describing social phenomena of interest is a part of almost any research
investigation |
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| the primary focus of many studies of youth crime and violence |
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| seeks to find out how people get along in the setting under question |
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| seeks to identify causes and effects of phenomena and predicts how one phemonenon will change or vary in response to variation in some other phenomenon |
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| determines the affect of a social program or other type of intervention |
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| true experiments must have 3 things.. |
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1. two groups (one receiving the experiment/intervention and the other is not)
2. the groups must be made randomly
3. assessment of the change in the outcome |
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| quasi-experimental designs vs. true experiments |
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| quasi-experimental designs lack on of the 3 factors in a true experiment |
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| developing a sustained relationship with the people while they go about their normal lives |
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| the reassessing of data that has already been collected |
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| examining a relationship between criminal activity and other social indicators |
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-combinging methodologies to answer a research question
-the use of two or more different measures of the same variable |
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-record variation in social life in terms of categories that vary in amount
-numbers or attributes that can be ordered in terms of magnitude |
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-designed to capture social life as participants experience it
-mostly written or spoken words that do not have a direct numerical interpretation |
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| criminalogical research question |
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| a question about some aspect of crime and/or criminals that you seek answer through the collection and analysis of first hand, verifiable, empirical data |
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| describe what is important to look at to understand, explain, predict and "do something about" crime |
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moves from general ideas to specific reality
-theory --> data |
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moves from specific to general
- data --> theories |
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| a tentative statement about empirical reality, involving a relationship between two or more variables |
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| a variable that is hypothesized to cause or lead to variation in another variable |
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| a variable that is hypothesized to vary depending on the influence of another variable |
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| when both variables move in the same direction |
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| when the variables move in opposite directions |
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1. measurement validity
2. generalizability
2. causal validity (internal validity) |
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| when a measure measures what we think it measures |
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| when a conclusion holds true for the population, group, setting, or event that we say it does, given the conditions that we specify |
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| causal validity (internal validity) |
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| when a conclusion that A leads to or results in B is correct |
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| when the understanding of a social process or social setting is one that reflects fairly the various perspectives of participants in that setting |
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| what 3 ethical principals for the protections of human subjects did the Belmont Report bring? |
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1. respect for persons - treating persons as autonomous agents
2. beneficence - minimize possible harms and maximize benefits
3. justice - distributing benefits and risk of research fairly |
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The belief, shared by most scientists, that there is a reality that exists quite apart from our
own perception of it, although our knowledge of this reality may never be complete |
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| An agreement by different observers on what is happening in the natural or social world |
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The belief that there is an empirical reality but that our understanding of it is limited by
its complexity and by the biases and other limitations of researchers |
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The belief that reality is socially constructed and that the goal of social scientists is
to understand what meanings people give to that reality. |
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| A perspective that emphasizes how different stakeholders in social settings construct their beliefs |
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The process of specifying what we mean by a term
- in deductive research, conceptualization helps translate portions of an abstract theory into testable hypotheses involving specific variables.
-n inductive research, conceptualization is an important part ofthe process used to make sense of related observations |
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The procedure for actually measuring the concepts we intend to measure, identifying the value
of a variable for each case. |
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The process of specifying the operations that will indicate the value ofa variable for
each case. |
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| The extent to which measures indicate what they are intended to measure. |
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| whether it appears to measure what it intends |
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| the measure covers the full range ofthe concept’s meaning |
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| when the scores obtained on one measure can be accurately compared to those obtained with a more direct or already validated measure ofthe same phenomenon |
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a measure is related to a variety ofother
measures as specifiedin atheory. |
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| A measure is reliable when it yields consistent scores or observations of a given phenomenon on different occasions. Reliability is a prerequisite for measurement validity. |
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| variables having only two values |
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| the list, from which elements of the population are selected |
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| refers to the ability to generalize from a sample, or subset, of a larger population to that population itself. |
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| Cross-population generalizability |
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| refers to the ability to generalize from findings about one group, population, or setting to other groups, populations, or settings |
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| of the population for which the generalizations are sought |
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| systematic random sampling |
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the first element is selected randomly from a list
or from sequential files, and then every nth element is systematically selected thereafter |
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| stratified random sampling |
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Definition
-uses information known about the total population prior to sampling to make the sampling process more efficient. -First, all elements in the population are distinguished according to their value on some relevant characteristic, which forms the sampling strata.
-Next, elements are sampled randomly from within these strata. |
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is a naturally occurring, mixed
aggregate of elements of the population, with each element appearing in one and only one cluster |
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you identify one member ofthe population and speakto him or her, then ask
thatperson to identify others in the population and speakto them, then askthem to identify others, and
so on |
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conclusions about individual-level processes from group-level data
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| Causal effect (nomothetic perspective) |
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| When variation in one phenomenon, an independent variable, leads to or results, on average, in variation in another phenomenon, the dependent variable. |
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| Causal effect (idiographic perspective) |
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| When a series of concrete events, thoughts, or actions result in a particular event or individual outcome. |
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| is a relationship between two variables that is not due to variation in a third variable |
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| when the third variable (extrenious) affects the independent and depended variable |
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| true experiments must have these 3 things |
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Definition
1. Two comparison groups, one receiving the experimental condition and the other receiving no treatment
2. Random assignment to the two (or more) comparison groups.
3. Assessment of change in the dependent variable for both groups after the experimental
condition has been received. |
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| Whenever a method utilizes the conditions of an experimental method in a real world setting |
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| all data and research is collected at one point in time |
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| data is collected at more than one point in time |
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| Repeated cross-sectional design (trend study) |
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| A type of longitudinal study in which data are collected at two or more points in time from different samples of the same population |
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Panel members may grow weary of repeated interviews and drop out of the study, or they
may become so used to answering the standard questions in the survey that they start giving stock
answers rather than actually thinking about their current feelings or actions |
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