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| A specific aspect of a concept. EX) Voting would be a dimension of political participation |
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| An observation that we choose to consider as a reflection of a variable we wish to study, EX) attending religious services might be considered an indicator of religiosity |
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1. Conceptualization
2. Nominal Definition
3.Oporational definition
4. Measurements in the real world |
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| The process through which we specify what we mean when we use a particular terms in research |
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| The statement that assigns a definition to a concept |
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| Specifies precisely how a concept will be measured |
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| Measurements in the real world |
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| EX) a telephone interview was constructed on Jan 21, 2011 |
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| Oporationalization Choices/quality must haves |
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Definition
1. The attributes shoud be exhaustive (everyone can answer)
2. Attributes must be mutually exclusive (everyone can put themselves in just one category) |
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| Nominal level of measurement |
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| Ordinal level of measurement |
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| variables with attributes we can logically rank in order |
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| Interval level of measurement |
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| Variables with attributes we can logically rank in order and for which the distance between attributes or categories has equal meaning and that has an arbitrary zero |
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| Ratio level of Measurement |
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| Varibales with attributes we can logically rank in order and for which the distance between attributes or categories has equal meaning and has a non-arbitrary zero (zero means NONE) |
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What type of score do we get with measurements
? what is a perfect score? |
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Definition
-Observed score
-True Score |
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| What is the Observed score? |
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| What types of errors are there? |
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| An error with no consistent effect. (no relationship between the true score and the error) |
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| What is a systematic error? |
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| An error that has a consistent or pattern effect. (relationship between the true score and error) |
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| It means the results will be consistent. (the same data would have been collected each time in repeated observations) |
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| What does it mean for an operationalization to be reliable? |
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| A measure is considered reliable if it would give us the same results over and over again. |
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| What is a way to check for reliability? |
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Definition
| Multiple indicators (EX: what is your gpa / which type of student are you?) |
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| Types of Reliability test |
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Definition
1. Inter-term reliability
2.Test-retest
3.Split-half reliability test |
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Definition
| A reliability test: Use a different operationalization of a variable, then compare the answers. (do you strongly approve, approve, disapprove & how warm are you to pres obama 0-100) |
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| Reliability test: Ask the SAME people the SAME questions at TWO different times. Used when you predict the answer to be constant (shoes size) |
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Definition
| A list of questions that are meant to operationalize your variable, split the questions in half and compare the total scores on one half to the total scores on another |
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| It measures what it intended to. |
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| What does it mean for an operationalization to be valid? |
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Definition
| If it seems to measure what it is suppose to. |
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Definition
1. Face Validity
@.Content Validity |
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| A subjective evaluation of whether an operationalization is measuring what it is suppose to |
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| The degree to which a measure covers the range of meaning included within a concept. |
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1. Criterion-related
2. Construct |
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| Validity test: when one measurement can be linked to some other external measurement. Can be achieved through PREDICTIVE VALIDITY |
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| If someone scores high on a predetermined criterion-related validity test, they will more likely act as they reported in the prior test. |
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| A formal test of validity: The degree to which a measure relates to other variables as expected within a system of theoretical relationships. |
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| Assessing the reliability and validity of operationalized variables in research--4 questions |
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Definition
1. Did they do a reliability/variability test?
2. Which ones?
3. What was the result?
4. What does it mean if researchers didnt do a reliability test on an operationalization? |
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| Cataloging ALL the reasones one thing happened |
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| General reasons that a type of thing/event happens |
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| Starting from observations |
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| The non-numerical examination and interpretation of observations |
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| Studies where data can be handled numerically |
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| Knowledge for knowledge's sake. (ex--what variables might make two people more likely to cooperate with each other?) |
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| Knowledge developed with a specific use in mind |
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| A systematic explanation for how some aspect of the world works |
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-Shape the kinds of observations we are likely to make.
-Determine the kinds of facts we will discover.
-Shape the conclusions we will draw from the facts |
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-Specified
-Testable
-Expectation
-Empirical reality
-From a more general proposition |
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| Suggests there is no relationship between the variables being tested. |
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| States the variables conceptually |
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| States the variables operationalized |
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| Five guidelines for ethical conduct in research |
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Definition
1. Voluntary Participation
2.No harm to the participants
3. Anonymity and confidentiality
4.Deception within social research needs to be justified by scientific or administrative concerns.
5. Analysis and reporting--no hiding shortcomings of research |
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| A variable that makes the IV or DV more or less intense/strong |
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| Indicators of a moderator (3) |
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Definition
1. The effect is stronger if...
2. The effect is weakened if....
4. This is especially the case for ... (a certain type of people) |
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| Is FIRST the effect of the IV and then the CAUSE of the DV. Gets in the middle. |
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| Is FIRST the effect of the IV and then the CAUSE of the DV. Gets in the middle. |
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| Indicators of a mediator (2) |
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Definition
1. This in turn causes
2. this works through.... to affect.... |
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| Positive correlation diagram |
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Definition
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| Negative correlation diagram |
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Definition
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Definition
| A type of composite measure that summarizes and ran-orders several specific observations and represents some more general dimension |
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| A composite measurement that takes into consideration the intensity with which different items reflects that variable being measured. |
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| Combination of two types of information into one variable (private or public school and city or suburb) |
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| Criteria for Nomothetic Causality |
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Definition
1. Correlation
2. Time order--Cause precedes the effect in time.
3.Nonspuriousness |
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| Represents a condition that must be present for the effect to follow (ex. To win a soccer game, you have to show up and play--but you might not play well, and therefore lose) |
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| Represents a condition that, if it's present, guarantees the effect in question. (ex. to be marked present, students must say "here" when their teacher calls their name --thats the one thing they have to do to be marked present) |
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Term
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Definition
1. individuals
2. groups (teams/families)
3. Organizations/institutions (schools, hospitals, political parties)
4. artifacts (photos, newspaper stories)
5. Geographical units (town, census tract, state)
6. Social interactions (dyadic relatons, divorces, arrest) |
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| A strict limitation of the kinds of concepts to be considered relevant to the phenomenon under study (ex. focusing on an individual when predicting which team will win a game) |
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| Occurs when you make conclusions about an individual based only on analyses of group data |
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It takes a “slice” (a cross section) of a population at a given time.
-doesnt show time order |
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| designed to permit observation of the same phenomenon over time. |
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what type of study are theses?
Trend studies
Cohort studies
Panel studies |
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Definition
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| tracks a variable across time by looking at surveys from different times |
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| examines specific sub-populations as they change over time. |
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Definition
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| examines the exact same set of people over time. |
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