Here's What I Remember...
Here are the questions from our Study Guides that (I think) I remember seeing on the MC Exam Preview. I'm sure I don't have all of them (and I may have a few that I think I saw, but really weren't there) but here's a start:
Chapter 8
5. An experimenter wanted to see the effects of caffeine intake on the arousal state of her subjects. She randomly assigned subjects to experimental and control groups and administered caffeine-rich soda to one group of subjects and caffeine-free soda to the other group; she then compared the arousal states of the members of both groups. This is an example of a
a. posttest-only control group
b. pretest-posttest design
c. double-blind experiment
d. classical design
e. static-group comparison
8. Matching refers to
a. linking subjects in the pretest group with those in the posttest group
b. selecting pairs of subjects who are included and not included in an experiment
c. selecting similar pairs of subjects and assigning each member randomly to the experimental and control groups
d. linking pairs of subjects on the independent variable with those on the dependent variable
e. assigning similar pairs of subjects to different settings for the same experiment
11. Elmer, a subject in Professor Jencken's experiment testing the effects of certain films on a person's emotional state, has just undergone a break-up with his girlfriend. He continues with the experiment, however. Which one of the following threats to internal validity is reflected in this example?
a. history
b. maturation
c. selection biases
d. statistical regression
e. experimental mortality
14. What is the basic difference between the classical design and the Solomon four-group design?
a. There is no difference.
b. More time elapses between the stimulus and the second observation in the Solomon four-group design.
c. The Solomon four-group design has randomization.
d. The Solomon four-group design repeats the classical design but adds groups that are not pretested.
e. The Solomon four-group design repeats the classical design but adds groups that are not posttested.
Chapter 9
7. Professor Kaled wishes to ask three additional questions only of those respondents who have been active in a political organization in the previous year. Best to use would be
a. contingency questions
b. matrix questions
c. matched questions
d. separate questionnaires
e. different response sets
8. Response set is most likely to occur in which kinds of questions?
a. matrix questions
b. contingency questions
c. closed-ended questions
d. open-ended questions
e. interview questions
9. A particularly useful strategy for improving rates to self-administered questionnaires is to
a. offer an inducement
b. use commemorative stamps
c. use colored paper
d. use hand delivery and/or pick up
e. use a jazzy cover letter
11. According to Babbie, a 60 percent return rate is considered
a. poor
b. adequate
c. good
d. very good
e. excellent
13. Interviewers can be helpful in dealing with confusing situations regarding a given item through the use of clarifying comments known as
a. specifications
b. elaborations
c. matrix questions
d. response set formats
e. conversations
14. Which one of the following is false regarding telephone interviews?
a. They are cheaper than in-person interviews.
b. They save time over in-person interviews.
c. They enhance the safety of the interviewer.
d. They make it harder for the respondent to terminate the interview.
e. They have a bad reputation.
Chapter 10
5. Professor Sullivan performed an observational study of the norms that govern interactions between cab drivers and their passengers. Which one of the following does this example reflect?
a. roles
b. encounters
c. episodes
d. groups
e. settlements
9.Which one of the following is false regarding field notes? Or are they all true?
a. Don't trust your memory more than you have to.
b. Take notes in stages.
c. Get the major points, but don't worry about getting as many details as you can.
d. Rewrite your notes before going to sleep.
e. All are true.
13. In comparison to surveys and experiments, field research has
a. high validity and high reliability
b. high validity and low reliability
c. low validity and low reliability
d. low validity and high reliability
e. high reliability, but only when the validity is high
Those are the ones I remember so far from the Study Guides, but it's not these ones that I am worried about. It's the ones that I have not seen before, can not remember, and don't know the answers to.
Any help on remembering any other questions - or even just the subject or topic that might trigger my own memory would be greatly appreciated!
-hope
Chapter 8
5. An experimenter wanted to see the effects of caffeine intake on the arousal state of her subjects. She randomly assigned subjects to experimental and control groups and administered caffeine-rich soda to one group of subjects and caffeine-free soda to the other group; she then compared the arousal states of the members of both groups. This is an example of a
a. posttest-only control group
b. pretest-posttest design
c. double-blind experiment
d. classical design
e. static-group comparison
8. Matching refers to
a. linking subjects in the pretest group with those in the posttest group
b. selecting pairs of subjects who are included and not included in an experiment
c. selecting similar pairs of subjects and assigning each member randomly to the experimental and control groups
d. linking pairs of subjects on the independent variable with those on the dependent variable
e. assigning similar pairs of subjects to different settings for the same experiment
11. Elmer, a subject in Professor Jencken's experiment testing the effects of certain films on a person's emotional state, has just undergone a break-up with his girlfriend. He continues with the experiment, however. Which one of the following threats to internal validity is reflected in this example?
a. history
b. maturation
c. selection biases
d. statistical regression
e. experimental mortality
14. What is the basic difference between the classical design and the Solomon four-group design?
a. There is no difference.
b. More time elapses between the stimulus and the second observation in the Solomon four-group design.
c. The Solomon four-group design has randomization.
d. The Solomon four-group design repeats the classical design but adds groups that are not pretested.
e. The Solomon four-group design repeats the classical design but adds groups that are not posttested.
Chapter 9
7. Professor Kaled wishes to ask three additional questions only of those respondents who have been active in a political organization in the previous year. Best to use would be
a. contingency questions
b. matrix questions
c. matched questions
d. separate questionnaires
e. different response sets
8. Response set is most likely to occur in which kinds of questions?
a. matrix questions
b. contingency questions
c. closed-ended questions
d. open-ended questions
e. interview questions
9. A particularly useful strategy for improving rates to self-administered questionnaires is to
a. offer an inducement
b. use commemorative stamps
c. use colored paper
d. use hand delivery and/or pick up
e. use a jazzy cover letter
11. According to Babbie, a 60 percent return rate is considered
a. poor
b. adequate
c. good
d. very good
e. excellent
13. Interviewers can be helpful in dealing with confusing situations regarding a given item through the use of clarifying comments known as
a. specifications
b. elaborations
c. matrix questions
d. response set formats
e. conversations
14. Which one of the following is false regarding telephone interviews?
a. They are cheaper than in-person interviews.
b. They save time over in-person interviews.
c. They enhance the safety of the interviewer.
d. They make it harder for the respondent to terminate the interview.
e. They have a bad reputation.
Chapter 10
5. Professor Sullivan performed an observational study of the norms that govern interactions between cab drivers and their passengers. Which one of the following does this example reflect?
a. roles
b. encounters
c. episodes
d. groups
e. settlements
9.Which one of the following is false regarding field notes? Or are they all true?
a. Don't trust your memory more than you have to.
b. Take notes in stages.
c. Get the major points, but don't worry about getting as many details as you can.
d. Rewrite your notes before going to sleep.
e. All are true.
13. In comparison to surveys and experiments, field research has
a. high validity and high reliability
b. high validity and low reliability
c. low validity and low reliability
d. low validity and high reliability
e. high reliability, but only when the validity is high
Those are the ones I remember so far from the Study Guides, but it's not these ones that I am worried about. It's the ones that I have not seen before, can not remember, and don't know the answers to.
Any help on remembering any other questions - or even just the subject or topic that might trigger my own memory would be greatly appreciated!
-hope
posted by harvestorm at 4:24 PM
5 Comments:
I wasn't here (root canal) the day we went over these in class... So - why is #11 maturation...? I'd have thought it'd be history. (Though as I write this, I guess maturation would be personal changes and history might be macro changes...?)
I can't comment on any of the other chapters as I haven't gotten there yet... ::heavy sigh::
The only notes I have for what I saw on the MC test are:
Expt Design - control/expt design, 4 group, PTest, Posttest
Grounded theory steps
Interviewing in Field Research, what type?
For #11 - you pretty much got it.
History IS more macro as it is an historical event.
Maturation is personal things that affect an individual - not like a historical event that would affect the group/the nation/the world.
For the Interviewing in Field Research, what type? There is a question in the Chapter 10 Study Guide that says:
8. Which one of the following is most appropriate for asking questions during field research?
a. structured questionnaire
b. unstructured questionnaire
c. structured interviews
D. QUALITATIVE INTERVIEWS
e. projective techniques
That might have been one of the questions on the exam.
Grounded Theory Steps:
(not sure, but do know...)
- is inductive
- attempt to derive theories from analysis of patterns, themes, and common catergories discovered in OBSERVATIONAL DATA
- never ending process
- emphasizes research procedures
- systematic coding is important
- open to use of qualitative studies in conjunction with qualitative ones
- originated with Glaser and Strauss as combination of positivism and interactivism
Ah - Blogger's been throwing errors as I've tried to respond to this for the last 10min. Weird.
Cool on the maturation vs history. Thx.
The Q from Ch10 sounds like the exact thing.
The grounded theory Q threw me for a loop because I knew what grounded theory WAS but that didn't help me answer the question.
I *think* it was one of those 'what's the first step in doing grounded theory research' and it was observation or theorizing or whatever else.
I know I was stuck because I thought with grounded theory it didn't matter what the steps were - the point was that it was a fluid exchange of inductive and deductive reasoning. Observation leading to theory leading to more observation, etc. So where it starts I'd think would depend on your research.
Maybe my understanding is mistaken and it always starts with observation (moving to theory, moving to further observation, etc). ??
When distinguishing Grounded Theory from, say, hypothesis testing the difference is that GROUNDED THEORY STARTS WITH OBSERVATIONS whereas hypothesis testing where theory is used to generate hypotheses to be tested through observations.
Not to add to the confusion, but if the question does not specify Grounded Theory, then remember Question 7 from Chapter 10:
7. A common first step in doing field research is
a. considering ethics
b. forming a hypothesis
c. constructing a theory
d. deciding on level of participation
E. REVIEWING LITERATURE
These two (grounded theory and field research) are closely related, but depending on the question and how it is worded, the answer could be two different things.
Thanks for the grounded theory starts with observations thing... v helpful!
Oddly, I do remember the field theory first step one, I think nigem talked about it a lot when going over the homework.
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