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1
Week 7/Chapter 4:
General Issues in
Research Design
© 2018 Cengage Learning. All Rights Reserved.
2
© 2018 Cengage Learning. All Rights Reserved.
Learning Objectives
• Recognize how explanatory scientific research
centers on the notion of cause and effect, and
why this is a probabilistic model of causation
• Describe different units of analysis in criminal
justice research
• Explain how the ecological fallacy relates to
units of analysis
3
© 2018 Cengage Learning. All Rights Reserved.
Learning Objectives, cont.
• Understand the time dimension, together with
the differences between cross-sectional and
longitudinal research
• Describe how retrospective studies may
approximate longitudinal studies
4
© 2018 Cengage Learning. All Rights Reserved.
Introduction
• Causation, units, and time are key
elements in planning a research study
• As social scientists, we seek to explain the
causes of some phenomenon (e.g., crime)
• Who or what we are studying is an
important part of research
• Researchers also must consider the time
order of events
5
© 2018 Cengage Learning. All Rights Reserved.
Causation in the Social Sciences
• Causation is the focus of explanatory
research
6
© 2018 Cengage Learning. All Rights Reserved.
Causation in the Social Sciences
• Causation is the focus of explanatory
research
• Cause in social science is inherently
probabilistic
• Unhealthy diet increases the probability that one will
die because of the increase likelihood of heart attack
• Certain factors make crime/delinquency more or less
likely within groups of people
7
© 2018 Cengage Learning. All Rights Reserved.
Causation in the Social Sciences
• Two models of explanation
• Ideographic: Lists the many, perhaps
unique considerations behind an action
• Nomothetic: Lists the most important (and
fewest) considerations/variables that best
explain general patterns of cause and
effect
8
© 2018 Cengage Learning. All Rights Reserved.
Units of Analysis
• What or who is studied
• Individuals: Police, victims, defendants, inmates, gang
members, burglars, etc.
• Groups: Multiple persons with same characteristics (gangs,
cities, counties, etc.)
• Organizations: Formal groups with established leaders and
rules (prisons, police departments, courtrooms, drug
treatment facilities, etc.)
• Social artifacts: Products of social beings and their
behavior (stories in newspapers, posts on the Internet,
photographs of crime scenes, incident reports,
police/citizen interactions)
9
© 2018 Cengage Learning. All Rights Reserved.
Units of Analysis
• What or who is studied
• Individuals: Police, victims, defendants, inmates, gang
members, burglars, etc.
• Groups: Multiple persons with same characteristics (gangs,
cities, counties, etc.)
• Organizations: Formal groups with established leaders and
rules (prisons, police departments, courtrooms, drug
treatment facilities, etc.)
• Social artifacts: Products of social beings and their
behavior (stories in newspapers, posts on the Internet,
photographs of crime scenes, incident reports,
police/citizen interactions)
10
© 2018 Cengage Learning. All Rights Reserved.
Units of Analysis
• Units of analysis are the people or things whose
characteristics researchers observe, describe, and
explain.
• The unit of analysis in criminal justice research is
often the individual person, but it may also be a
group, organization, or social artifact.
11
© 2018 Cengage Learning. All Rights Reserved.
The ecological fallacy
• Researchers sometimes confuse units of
analysis, resulting in the ecological
fallacy or the individualistic fallacy.
12
© 2018 Cengage Learning. All Rights Reserved.
Issues of Logic
• Ecological fallacy: Danger of making assertions
about individuals based on the examination of
groups or aggregations
• Poor areas = more crime, therefore poor people commit more
crime
13
© 2018 Cengage Learning. All Rights Reserved.
The Time Dimension
• Time sequence is critical in determining causation
• Time is also involved in the generalizability of research
findings
• Observations can either be made more or less at one
point, or stretched over a longer period
• Observations made at more than one time point can
look forward or backward
14
© 2018 Cengage Learning. All Rights Reserved.
Cross-Sectional Studies
15
© 2018 Cengage Learning. All Rights Reserved.
Cross-Sectional Studies
• Observing a single point in time (cross-section)
• Simple and least costly way to conduct research
• Typically descriptive or exploratory in nature
• A single wave of the National Crime
Victimization Survey (NCVS) is a descriptive
cross-sectional study that estimates how many
people have been victims of crime in a given
time
16
© 2018 Cengage Learning. All Rights Reserved.
Cross-Sectional Studies
• Observing a single point in time (cross-section)
• Simple and least costly way to conduct research
• Typically descriptive or exploratory in nature
• A single wave of the National Crime
Victimization Survey (NCVS) is a descriptive
cross-sectional study that estimates how many
people have been victims of crime in a given
time
17
© 2018 Cengage Learning. All Rights Reserved.
Longitudinal Studies
• Permit observations over time
18
© 2018 Cengage Learning. All Rights Reserved.
Longitudinal Studies
• Permit observations over time
• Trend: Those that study changes within some general
population over time (UCR)
• Cohort: Examine more specific populations as they
change over time (Wolfgang study)
• Panel: Similar to trend or cohort, but the same set of
people is interviewed on two or more occasions
(NCVS, panel attrition)
19
© 2018 Cengage Learning. All Rights Reserved.
Approximating Longitudinal Studies
• Gun ownership and violence study by Swiss
researcher Martin Killias (1993)
• Compared rates of gun ownership as reported in an international
crime survey to rates of homicide and suicide committed with
guns
• May be possible to draw approximate
conclusions about processes that take place
over time, even when only CS data is available
• When time order of variables is clear, logical
inferences can be made about processes taking
place over time

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Chapter 04 S.pptx

  • 1. 1 Week 7/Chapter 4: General Issues in Research Design © 2018 Cengage Learning. All Rights Reserved.
  • 2. 2 © 2018 Cengage Learning. All Rights Reserved. Learning Objectives • Recognize how explanatory scientific research centers on the notion of cause and effect, and why this is a probabilistic model of causation • Describe different units of analysis in criminal justice research • Explain how the ecological fallacy relates to units of analysis
  • 3. 3 © 2018 Cengage Learning. All Rights Reserved. Learning Objectives, cont. • Understand the time dimension, together with the differences between cross-sectional and longitudinal research • Describe how retrospective studies may approximate longitudinal studies
  • 4. 4 © 2018 Cengage Learning. All Rights Reserved. Introduction • Causation, units, and time are key elements in planning a research study • As social scientists, we seek to explain the causes of some phenomenon (e.g., crime) • Who or what we are studying is an important part of research • Researchers also must consider the time order of events
  • 5. 5 © 2018 Cengage Learning. All Rights Reserved. Causation in the Social Sciences • Causation is the focus of explanatory research
  • 6. 6 © 2018 Cengage Learning. All Rights Reserved. Causation in the Social Sciences • Causation is the focus of explanatory research • Cause in social science is inherently probabilistic • Unhealthy diet increases the probability that one will die because of the increase likelihood of heart attack • Certain factors make crime/delinquency more or less likely within groups of people
  • 7. 7 © 2018 Cengage Learning. All Rights Reserved. Causation in the Social Sciences • Two models of explanation • Ideographic: Lists the many, perhaps unique considerations behind an action • Nomothetic: Lists the most important (and fewest) considerations/variables that best explain general patterns of cause and effect
  • 8. 8 © 2018 Cengage Learning. All Rights Reserved. Units of Analysis • What or who is studied • Individuals: Police, victims, defendants, inmates, gang members, burglars, etc. • Groups: Multiple persons with same characteristics (gangs, cities, counties, etc.) • Organizations: Formal groups with established leaders and rules (prisons, police departments, courtrooms, drug treatment facilities, etc.) • Social artifacts: Products of social beings and their behavior (stories in newspapers, posts on the Internet, photographs of crime scenes, incident reports, police/citizen interactions)
  • 9. 9 © 2018 Cengage Learning. All Rights Reserved. Units of Analysis • What or who is studied • Individuals: Police, victims, defendants, inmates, gang members, burglars, etc. • Groups: Multiple persons with same characteristics (gangs, cities, counties, etc.) • Organizations: Formal groups with established leaders and rules (prisons, police departments, courtrooms, drug treatment facilities, etc.) • Social artifacts: Products of social beings and their behavior (stories in newspapers, posts on the Internet, photographs of crime scenes, incident reports, police/citizen interactions)
  • 10. 10 © 2018 Cengage Learning. All Rights Reserved. Units of Analysis • Units of analysis are the people or things whose characteristics researchers observe, describe, and explain. • The unit of analysis in criminal justice research is often the individual person, but it may also be a group, organization, or social artifact.
  • 11. 11 © 2018 Cengage Learning. All Rights Reserved. The ecological fallacy • Researchers sometimes confuse units of analysis, resulting in the ecological fallacy or the individualistic fallacy.
  • 12. 12 © 2018 Cengage Learning. All Rights Reserved. Issues of Logic • Ecological fallacy: Danger of making assertions about individuals based on the examination of groups or aggregations • Poor areas = more crime, therefore poor people commit more crime
  • 13. 13 © 2018 Cengage Learning. All Rights Reserved. The Time Dimension • Time sequence is critical in determining causation • Time is also involved in the generalizability of research findings • Observations can either be made more or less at one point, or stretched over a longer period • Observations made at more than one time point can look forward or backward
  • 14. 14 © 2018 Cengage Learning. All Rights Reserved. Cross-Sectional Studies
  • 15. 15 © 2018 Cengage Learning. All Rights Reserved. Cross-Sectional Studies • Observing a single point in time (cross-section) • Simple and least costly way to conduct research • Typically descriptive or exploratory in nature • A single wave of the National Crime Victimization Survey (NCVS) is a descriptive cross-sectional study that estimates how many people have been victims of crime in a given time
  • 16. 16 © 2018 Cengage Learning. All Rights Reserved. Cross-Sectional Studies • Observing a single point in time (cross-section) • Simple and least costly way to conduct research • Typically descriptive or exploratory in nature • A single wave of the National Crime Victimization Survey (NCVS) is a descriptive cross-sectional study that estimates how many people have been victims of crime in a given time
  • 17. 17 © 2018 Cengage Learning. All Rights Reserved. Longitudinal Studies • Permit observations over time
  • 18. 18 © 2018 Cengage Learning. All Rights Reserved. Longitudinal Studies • Permit observations over time • Trend: Those that study changes within some general population over time (UCR) • Cohort: Examine more specific populations as they change over time (Wolfgang study) • Panel: Similar to trend or cohort, but the same set of people is interviewed on two or more occasions (NCVS, panel attrition)
  • 19. 19 © 2018 Cengage Learning. All Rights Reserved. Approximating Longitudinal Studies • Gun ownership and violence study by Swiss researcher Martin Killias (1993) • Compared rates of gun ownership as reported in an international crime survey to rates of homicide and suicide committed with guns • May be possible to draw approximate conclusions about processes that take place over time, even when only CS data is available • When time order of variables is clear, logical inferences can be made about processes taking place over time

Editor's Notes

  1. talk to women (for example, through interviews or focus groups) about their own experiences with sexism and discrimination.
  2. LO 6
  3. LO 7
  4. LO 8 The Time Dimension (LO 8, 9) Time sequence is critical in determining causation. Because time order is a requirement for causal inferences, the time dimension of research requires careful planning Time is also involved in the generalizability of research findings Observations may be made more or less at one time point, or they may be deliberately stretched over a longer period Time is a factor in determining what type of researcher administers; in terms of time, there are two main types of studies cross-sectional and longitudinal. Cross-sectional studies are those that are administered at just one point in time. These offer researchers a sort of snapshot in time and give us an idea about how things are for our respondents at the particular point in time that the study is administered.  cross-sectional studies are administered at one time, and longitudinal studies are administered over time.
  5. LO 8 Cross-sectional studies are those based on observations made at one time. Although such studies are limited by this characteristic, inferences can often be made about processes that occur over time
  6. LO 8 Cross-sectional studies are those based on observations made at one time. Although such studies are limited by this characteristic, inferences can often be made about processes that occur over time
  7. LO 8 Cross-sectional studies are those based on observations made at one time. Although such studies are limited by this characteristic, inferences can often be made about processes that occur over time n terms of time, there are two main types of studies cross-sectional and longitudinal. Cross-sectional studies are those that are administered at just one point in time. These offer researchers a sort of snapshot in time and give us an idea about how things are for our respondents at the particular point in time that the study is administered. 
  8. LO 8 .Longitudinal studies are those in which observations are made at many times. Such observations may be made of samples drawn from general populations (trend studies), samples drawn from more specific subpopulations (cohort studies), or the same sample of people each time (panel studies).
  9. LO 8 Designed to permit observations over an extended period Three special types of longitudinal studies: Trend studies Look at changes within some general population over time Trend study = slide show: a series of snapshots in sequence over time, allows us to tell how some indicator varies over time Cohort studies Examine more specific populations as they change over time. Typically, an age group Often defined as a group of people who enter or leave an institution at the same time Panel studies Observations made on the same set of people on two or more occasions Panel study = motion picture gives information about individual observations over time Longitudinal studies tend to be expensive and difficult to conduct; panel studies face the problem of panel attrition Panel study = motion picture gives information about individual observations over time
  10. Longitudinal Studies Designed to permit observations over an extended period to be expensive and difficult to conduct; panel studies face the problem of panel attrition