My replication book synposis slideshow
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This is a slideshow for my first self-published book on survey research replication. In this slideshow, I summarize my book's eight chapters. The slideshow is navigable and works best in Office 365 (due to use of Zoom).
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Grounded Theory and the Constant Comparative Method
Grounded Theory and the Constant Comparative Method
Grounded Theory
A comprehensive presentation based on a qualitative research methodology 'Grounded Theory, presented at Government College University Lahore, Pakistan.
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Grounded Theory and the Constant Comparative Method
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A comprehensive presentation based on a qualitative research methodology 'Grounded Theory, presented at Government College University Lahore, Pakistan.
PSY326 WEEK 2 ASSIGNMENT RESEARCH QUESTION, HYPOTHESIS, AND APPRO.docx
PSY326 WEEK 2 ASSIGNMENT: RESEARCH QUESTION, HYPOTHESIS, AND APPROACH 1
Name: Date:
Instructor:
1. State the focus topic you selected in Week 1.
Answer:
2. Devise a specific research question on an aspect of the topic.
Answer:
3. Formulate a testable research hypothesis.
Answer:
4. Identify the research design category you believe is suitable for investigating your research question.
Answer:
5. Explain why this research design category is an appropriate choice. Use citations in this area.
Answer:
6. List the authors, title, and year of any sources you cited above.
Answer:
2 Design, Measurement, and Testing Hypotheses
José Antonio Moreno/age fotostock/Superstock
Learning Outcomes
By the end of this chapter, you should be able to:
• Outline the key features of descriptive, correlational, and experimental research designs.
• Explain the importance of reliability and validity in designing research studies.
• Compare and contrast the different scaling methods for measuring variables.
• Identify the pros and cons of behavioral, physiological, and self-report measures.
• Describe the process of framing and testing hypotheses.
new82698_02_c02_045-082.indd 45 5/16/16 3:13 PM
© 2016 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
46
Section 2.1 Overview of Research Designs
In the early 1950s, Canadian physician Hans Selye introduced the term stress into both the
medical and popular lexicons. By that time, it had been accepted that humans have a well-
evolved fight-or-flight response, which prepares them either to fight back or flee from danger,
largely by releasing adrenaline and mobilizing the body’s resources more efficiently. While
working at McGill University, Selye began to wonder about the health consequences of adren-
aline and designed an experiment to test his ideas using rats. Selye injected rats with doses
of adrenaline over a period of several days and then euthanized the rats in order to examine
the physical effects of the injections. Just as he had hypothesized, rats that were exposed to
adrenaline had developed ill effects, such as ulcers, increased arterial plaques, and decreases
in the size of reproductive glands—all now understood to be consequences of long-term
stress exposure. But there was just one problem. When Selye took a second group of rats and
injected them with a placebo, they also developed ulcers, plaques, and shrunken reproductive
glands.
Fortunately, Selye was able to solve this scientific mystery with a little self-reflection. Despite
all his methodological savvy, he turned out to be rather clumsy when it came to handling
rats, occasionally dropping one when he removed it from its cage for an injection. In essence,
the experience for both groups of rats was one that we would now call stressful, and it is no
surprise that they developed physical ailments in response. Rather than testing the effects of
adrenaline injections, Selye was i ...
Discussion 1 Group Research Designs (Du
Discussion 1: Group Research Designs
(Due on 6/30/21)
There are several different types of research designs. Each design is intended to respond to a particular type of research question. The type of research design depends on the type of research questions asked. For this Discussion, select one of the articles from the reading list and consider several classifications of group research designs.
Post your response to the following: Describe which groups are compared in the research. Then, classify the research design as follows:
1. By explaining whether the study is pre-experimental (cross-sectional, one-shot case study, and longitudinal), experimental (control group with pretest and posttest, posttest only, or four-group design), or quasi-experimental (comparing one group to itself at different times or comparing two different groups)
2. By indicating what the researchers report about limitations of the study
3. By explaining concerns you have regarding internal validity and the ability of the study to draw conclusions about causality
4. By explaining any concerns you have about the generalizability of the study (external validity) and what aspect of the research design might limit generalizability
TRANSCRIPT:
Hernandez Family Episode 5 Program Transcript
FEMALE SPEAKER: They've missed four of their parenting classes so far.
FEMALE SPEAKER: So they haven't completed their parenting group?
FEMALE SPEAKER: I have to call the ACS worker and let her know. They're probably going to have to take the classes over again, and that's going to be tough. The classes caused the father to miss overtime at work, and they really rely on that money to make ends meet.
FEMALE SPEAKER: But they have to finish the program. They're only allowed three missed classes. There's another problem. You know the agency's been conducting a study of our performance. Well, it lowers our completion numbers. Lower numbers put our funding at risk. Our bosses start questioning the credibility of what we're trying to do here.
FEMALE SPEAKER: But I can't give the Hernandez family the post test. They won't be able to complete it.
FEMALE SPEAKER: No, that's not why I brought this up. The agency needs data to determine how effective these parenting classes are. The more attrition we have when parents don't finish the program, there's no data. No data means no support for what we're teaching or how it might benefit other populations.
FEMALE SPEAKER: Maybe we should account for the attrition then. Maybe there's something we can learn from it?
Hernandez Family Episode 5 Additional Content Attribution
References:
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson.
· Chapter 5, “Quantitative Research” (pp. 100-125)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Sourc ...
RESEARCH AND THEORYCHAPTER 2RES.docx
RESEARCH
AND
THEORY
CHAPTER 2
*
RESEARCHMeans to study thoroughly through the process of scholarly or scientific inquiry.
Social science research studiesHuman societyRelationships
SCIENTIFIC METHODFormulate questions (hypotheses)
Seek answers (studies)QuantitativeCount, measureQualitativeVerbal, written
8 STEPS IN THE
SCIENTIFIC METHOD
Topic
Question
Conceptualization
Definitions
Method
Population
Data
Apply
1. Choosing the research topicVariable:Characteristic measured in a study(Independent vs dependent)Correlations:Show relationships between variables in a studyIMPORTANT: CORRELATIONS DO NOT PROVE CAUSE AND EFFECT
2. Creating the research question/ THE HYPOTHESISLiterature ReviewHYPOTHESIS:A speculative statement about a variable or the relationship between variables
3. ConceptualizationList of all the concepts (or constructs) under investigation
Can put abstract concepts into concrete terms
4. Using operational/empirical definitionsDescription of the concept/construct being studied
5. Choosing the research method:
Four Common in Family Research
1. SURVEYSSample—Group of peopleResponse RateValidity
2. OBSERVATIONS
3. CASE STUDIES
4. EXPERIMENTAL DESIGN
Experimental Group Control Group
6. Population and samplingPopulation=Whole groupSample=Selected group out of whole groupProbability/randomNon-probability/not randomRepresentativenessSample size
7. Data: Collecting, processing, analyzing
Ask about sample size and representativeness Response rate 50%+ adequateAsk about “confounding variables”
8. Applying research findingsConferenceJournal—professional, peer reviewedInform policy developmentInform program development
RESEARCH ETHICSInstitutional Review Board (Human Subjects Committee)SafetyInformed consentPrivacy/confidentialityResearch integrity--truth
Family Research PerspectiveStructural FunctionalismInstrumental RolesExpressive RolesStructures-patterns of role arrangementsFocused on nuclear familyGrandfather of family theories
THEORYA general principle that is used to understand or to explain events
SOME THEORIES USED IN FAMILY RESEARCH
Ecological
Family Development
Conflict
Family Systems
Symbolic Interaction
Social Exchange
1. Ecological Theory
Covered in Chapter 1
2. Family Development Theory
PHASES/STAGESDEVELOPMENTAL TASKSOn-timeOff-timeHEALTHY FAMILIES ADAPT OVER TIME
3. Conflict Theory
Conflict normal and predictableUnderstand sources of conflictUnderstand sources of power
4. Family Systems TheoryIs application of the General Systems Theory to families
Wholeness: Must look at whole family
Interconnections: Interactions between family members
Behaviors affected by others in familyMORE IN CHAPTER 3
5. Symbolic Interaction TheoryCONTINUOUS OBSERVATION AND REACTIONS TO OTHERSFocus on communicationVerbal and non-verbalMORE IN CHAPTER 3
6. Social Exchange TheoryCosts vs. RewardsDrawn to relationships that are rewardingAvoid relationsh ...
2 3Discussion Board 2 Learning StylesPersonalityAfter .docx
2 / 3
Discussion Board 2: Learning Styles/Personality
After reading Chapter 7: Strategic Learning and Studying & chapter 8: Test-Taking Skills and Strategies, and looking at the Learning Style Youtube clip in this module, I would like for you to answer the following questions in the Discussion Board:
1) What is your preferred learning style?
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)?
3) What are some strategies (according to your learning style) you use to study?
Preferred Leaning Styles
Please respond to the following questions, use 12 front times new roman, proper citation 300 to 500 words
Collapse
1. Learning Styles - Discussion Board
1) What is your preferred learning style? I am definitely a kinesthetic learner. I can hear something or study something but will not feel comfortable with it until I have hands on experience with it.
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)? My preferred learning environment is in a classroom setting with others. Working with other classmates on projects really seems to help me. Good lighting is always helpful.
3) What are some strategies (according to your learning style) you use to study? I like to take notes during instruction. Since that is not possible through online classes participating in the discussions with other classmates is also a good way to study and learn. Their perspective on a topic can be a different way at looking at something that I may not have learned on my own.
2. Learning Styles - Discussion Board
My proffered learning style is visual and kinesthetic. I like studying in a bright cold room because it is harder to get tired because we all know studying is tiring. I usually just were headphones and study alone as well. Strategies I use to study include reading the content over and over again, writing down notes on the material multiple times, and using flash cards to help me.
Required Resources Week 2
Required Text
Read from the course text, Applied project: Capstone in psychology:
a. Chapter 3: Between and Within Groups Research Designs
b. Chapter 6: Survey and Questionnaire Research
Book
American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders. (5th ed.). Washington, D.C.: American Psychiatric Publishing.
· This is the manual of psychiatric diagnostic criteria used by mental health professionals.
Articles
Bauer, R.M. (2007). Evidence-based practice in psychology: Implications for research and research training.Journal of Clinical Psychology, 63(7), 685–694. Retrieved from the EBSCOhost database.
· This article discusses the implications of evidence-based practice (EBP) for research and research training in clinical psychology. Bauer argues that EBP provides a useful framework for addressing some heretofore ig ...
Chapter 4Survey Research—Describing and Predicng Behavior
Chapter 4
Survey Research—Describing and Predic�ng Behavior
Kim Steele/Photodisc/Ge�y Images
Chapter Contents
Introduc�on to Survey Research (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.1#sec1.1)
Designing Ques�onnaires (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.2#sec1.2)
Sampling From the Popula�on (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.3#sec1.3)
Analyzing Survey Data (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.4#sec1.4)
Ethical Issues in Survey Research (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.5#sec1.5)
In a highly influen�al book published in the 1960s, the sociologist Erving Goffman (1963) defined s�gma as an unusual characteris�c that triggers a nega�ve
evalua�on. In his words, "The s�gma�zed person is one who is reduced in our minds from a whole and usual person to a tainted, discounted one" (1963, p. 3).
People's beliefs about s�gma�zed characteris�cs exist largely in the eye of the beholder but have substan�al influence on social interac�ons with the s�gma�zed
(see Snyder, Tanke, & Berscheid, 1977). A large research tradi�on in psychology has been devoted to understanding both the origins of s�gma and the
consequences of being s�gma�zed. According to Goffman and others, the characteris�cs associated with the greatest degree of s�gma have three features in
common: They are highly visible, they are perceived as controllable, and they are misunderstood by the public.
Recently, researchers have taken considerable interest in people's a�tudes toward members of the gay and lesbian community. Although these a�tudes have
become more posi�ve over �me, this group s�ll encounters harassment and other forms of discrimina�on on a regular basis (see Na�onal Gay Task Force, 1984).
One of the top recognized experts on this subject is Gregory Herek, professor of psychology at the University of California at Davis
(h�p://psychology.ucdavis.edu/herek/ (h�p://psychology.ucdavis.edu/herek/) ). In a 1988 ar�cle, Herek conducted a survey of heterosexuals' a�tudes toward both
lesbians and gay men, with the goal of understanding the predictors of nega�ve a�tudes. Herek approached this research ques�on by construc�ng a scale to
measure a�tudes toward these groups. In three studies, par�cipants were asked to complete this a�tude measure, along with other exis�ng scales assessing
a�tudes about gender roles, religion, and tradi�onal ideologies.
Herek's (1988) research revealed that, as hypothesized, heterosexual males tended to hold more nega�ve a�tudes about gay men and lesbians than heterosexual
females. However, the same psychological mechanisms ...
AsthmaYour NameWalden UniversityCourse number an.docx
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
CHAPTER 7 RESEARCH QUESTIONS AND HYPOTHESESInvestigators place
CHAPTER 7 RESEARCH QUESTIONS AND HYPOTHESES
Investigators place signposts to carry the reader through a plan for a study. The first signpost is the purpose statement, which establishes the central intent for the study. The next would be the research questions or hypotheses that narrow the purpose statement to predictions about what will be learned or questions to be answered in the study. This chapter begins by advancing several principles in designing qualitative research questions and helpful scripts for writing these questions. It then turns to the design of quantitative research questions and hypotheses and ways to write these elements into a study. Finally, it advances the use of research questions and hypotheses in mixed methods studies, and it suggests the development of a unique mixed methods question that ties together or integrates the quantitative and qualitative data in a study.
QUALITATIVE RESEARCH QUESTIONS
In a qualitative study, inquirers state research questions, not objectives (i.e., specific goals for the research) or hypotheses (i.e., predictions that involve variables and statistical tests). These research questions assume two forms: (a) a central question and (b) associated subquestions.
Ask one or two central research questions. The central question is a broad question that asks for an exploration of the central phenomenon or concept in a study. The inquirer poses this question, consistent with the emerging methodology of qualitative research, as a general issue so as to not limit the views of participants. To arrive at this question, ask, “What is the broadest question that I can ask in the study?” Beginning researchers trained in quantitative research might struggle with this approach because they are accustomed to reverse thinking. They narrow the quantitative study to specific, narrow questions or hypotheses based on a few variables. In qualitative research, the intent is to explore the general, complex set of factors surrounding the central phenomenon and present the broad, varied perspectives or meanings that participants hold. The following are guidelines for writing qualitative research questions:
Ask no more than five to seven subquestions in addition to your central questions. Several subquestions follow each general central question; they narrow the focus of the study but leave open the questioning. This approach is well within the limits set by Miles and Huberman (1994), who recommended that researchers write no more than a dozen qualitative research questions in all (central and subquestions). The subquestions, in turn, become specific questions used during interviews (or in observing or when looking at documents). In developing an interview protocol or guide, the researcher might ask an icebreaker question at the beginning, for example, followed by five or so subquestions in the study (see Chapter 9). The interview would then end with an additional wrap-up or summary question or by asking, “Who should I ...
A bathroom scale is reliable if it has the ability to produce simi.docx
A bathroom scale is reliable if it has the ability to produce similar results when repeated measurements are made under identical conditions. It is a valid measurement if it is designed to measure weight and that is what it measures. Provide an example of an everyday measure that you deem to be both reliable and valid.
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
•Submit summaries on two more articles on your topic, using the questions outlined previously (Week 2)
•The articles must be research studies where data was collected. (Theory pieces are fine for your paper, but not for this assignment.)
Summarize the design of each of the articles by answering the following questions using the terminology from your reading
Was the study correlational, experimental, or some combination of both?
How do you know?
Was it done in the laboratory or the field?
What conclusions can be drawn from the study?
What conclusions cannot be drawn from the study?
What are some strengths and limitations of the research design?
Name two areas for future research based on the article (either those listed in the paper or your own ideas)
•Click the Submit Assignment button below to upload your assignment to Turnitin no later than Sunday
Plagiarism
Three common types of plagiarism you need to be aware of as a student:
•Recycling a paper; “double-dipping”; self-plagiarism: Reusing a paper you have written for a previous course
•Copying directly from a source without proper quotations or paraphrasing: When you try to pass something off as your own work
•Not using proper citations
According to the Academic Integrity and Academic Dishonesty Handbook:
Your paper should have at least 80% of your own original thought, not “borrowed, paraphrased [or] quoted” from material pulled from the Internet, articles, journals, books, etc. Your thoughts, not someone else’s!
Running head: SOCIAL PERCEPTION 1
SOCIAL PERCEPTION 4
Social Perception
Cherod Jones
Florida Tech
Social Perception Research Topic Proposal
Social personal perception is the way a person perceives and understands issues. This is an interesting topic to do research because people are different, and they perceive issues from an array of viewpoints. For my research proposal, the topic I would like to investigate is the determinants of social perception. My main objective is to identify and determine the various factors that determine how people perceive issues. I have seen how people, cultures, nationalities can perceive the same action in different ways, such as kneeling during the National Anthem at professional football games. Upon preliminary research, some literature that I read claimed that both internal and external factors determine a person’s perception. My research shall highlight on pointing out the various internal and external factors, as well as clarifying how these factors shapes and forms the perception that the person show.
Research in Social Psychology [WLOs 1, 3, 4, 5, 6] [CLOs 1, 2, 3.docx
Research in Social Psychology [WLOs: 1, 3, 4, 5, 6] [CLOs: 1, 2, 3, 4, 5]
To prepare for this discussion, please read
Chapter 1: Studying Social Psychology
of your textbook and
Exploring the Ethics and Psychological Impact of Deception in Psychological Research
article.
In this discussion, you will consider principles of scientific research, including methodology and ethical considerations.
First, visit the
Online Social Psychology Studies (Links to an external site.)
web page and select any study from the list. (Note that some links may be broken; if you choose a study that is unavailable, simply pick another option.) Participate in the research by following the instructions. After you have completed the study, answer the following questions (see Chapter 1 and Boynton, Portnoy, & Johnson, 2013):
Indicate
the study you completed, including the web link.
Describe
the research that was conducted. What did you do? What type of method do you think the researcher was utilizing? Can you identify the hypothesis and/or theory?
Appraise
the study based on your understanding of research gained from the reading. What elements of the study “worked” and what would you suggest the researchers do to improve their study? Mention at least three specific elements.
Indicate
any relevant ethical concerns. Was deception utilized?
Identify
situational factors and/or social and cultural influences that may impact the phenomenon being studied.
Illustrate
how this insight may be relevant to your personal or professional life through specific examples.
To fully demonstrate content knowledge and critical thinking in your Research in Social Psychology discussion
Interpret
course concepts explicitly, applying them to your personal experiences/observations, and cite the required readings as appropriate.
Be thorough and specific
, structuring your work intentionally (with an introductory and concluding sentence or two), providing clear context, and concisely and precisely explaining relevant course concepts.
Use personal examples
to illustrate as appropriate, but do be sure to provide an objective analysis too,
referencing required materials
and using additional sources as needed to support your insight.
Use your own
Academic Voice
(Links to an external site.)
and apply in-text citations
appropriately throughout your post.
Review
APA: Citing Within Your Paper (Links to an external site.)
for more information.
Your original post should be a
minimum of 300 words
.
Social Thinking [WLOs: 1, 2, 3, 4, 5, 6] [CLOs: 1, 2, 3, 5]
To prepare for this discussion, please read
Chapter 4: Attitudes, Attributions, and Behaviors
;
Chapter 5: Making Judgments
; and
Chapter 6: Prejudice
of your textbook, and
Judgment Under Uncertainty: Heuristics and Biases
and
Intergroup Contact Theory
articles. In addition, watch
A Class Divided
.
In this discussion, you will consider theoretical perspectives on the formation, maintenance, .
OverviewThis activity is to be completed after studying the pres.docx
Overview
This activity is to be completed after studying the presentation, Turning Your Review of the Literature into a Draft Answer, and its accompanying discussion questions.
For this activity, you will evaluate a sample response to the discussion question with which you worked earlier. Please read the sample response below and then follow the directions to evaluate the response.
Humanistic Psychology is also called Third-Force Psychology. Discuss the change that Humanistic Psychology brought, and how this affected psychologists' ways of understanding human behavior. Also, address the ways in which Humanistic Psychology asked questions and conducted research, and analyze how they differed from Behaviorism. Provide at least two peer-reviewed articles to support your ideas.
Sample Response to the Discussion Question
In this response, there will be four main points. They are, first, the change that humanistic psychology brought; second, how that change affected psychologists' understanding of human nature; third, ways the humanistic psychologists asked their questions and conducted their research; and fourth, how those methods differed from behaviorists' ways of doing so.
Abraham Maslow, considered the founder of third force or humanistic psychology, wrote in 1969 that he found it necessary to avoid being “anti-Freudian” or “anti-behaviorist,” and to adopt—even if it meant taking serious intellectual risks—an untested attitude; namely, to view human beings from the perspective of psychological health and potential rather than otherwise. He wrote that it was time for psychology to concern itself with understanding what human beings could do if properly nourished and nurtured (what was their potential?), rather than trying to elucidate merely their behavioral functioning or their mental illnesses. He advocated a key change in psychologists’ view of science, as he had written in his earlier Psychology of Science (1966): to consider human beings as free and autonomous persons and to shift psychology as a science away from the idea that our goal is prediction and control of human beings. In his words, “Do we ourselves want to be predicted and predictable? Controlled and controllable?” (1966, p.729). These ideas—looking at human healthiness and potential, treating humans as free and autonomous persons, and viewing our science as a science of spontaneity and of the real concerns of real people living in their real worlds—formed the central core of the new third force in psychology, which deliberately separated itself from the older dominating schools of thought, behaviorism and psychoanalysis.
How did these ideas affect psychologists’ understanding of human nature? In their fascinating review of George Kelly’s view of the human person—personal construct psychology—Franz Epting and Mark Paris (2006) wrote that Kelly’s use of the term “constructive” embraced four related but quite distinct meanings. The first contrasts “constructive” with “regressiv ...
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-QualCritiques written o.docx
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-Qual
Critiques written on articles that are not research articles will receive no points (0). If you are not sure if your article is a quantitative research article, check with your instructor.
· Students must provide copies of the articles (If a copy of the article is not provided, no grade will be given, resulting in no points (0) for that critique.
· Critiques should be double-spaced, with 12 point font, and 1 inch margins on all sides. Do NOT use a cover sheet.
· Organize your paper into paragraphs using the subsections and headings listed below.
· Total length of the critique should not be longer than 4 pages.
SPECIFIC DIRECTIONS and SCORING CRITERIA
(1) Identify the research article using the APA reference format (2 points)
(2) Summarize BRIEFLY (no more than ¾ page) (10 points)
· Research problem
· Research design
· Sample
· Instruments
· Method of analysis
· Conclusion
Critique:
(3) Introduction and Literature Review (4 points)
Use the criteria to evaluate the article. Prepare a written critique according to the criteria set. You do not need to answer each specific question. Summarize and cover the relevant points.
Criteria
Is the general purpose of the study clear?
Is the study significant? Will it make a practical or theoretical contribution?
Is the introduction well organized and clear?
Is the review comprehensive?
Is the review up to date?
Is there an emphasis on primary sources?
Is there a critical review or summary of findings?
Is the review well organized? Does it contain extraneous information?
Does the review clearly relate previous studies to the current research problem?
Does the review help establish the importance of the research?
(4) Research Problem or Question (2 points)
Is the problem or question clear and concise?
Does the problem communicate the type of research and population?
Is the context clearly delineated?
Methodology: Sampling (4 points)
Is the population described adequately?
Is the sample clearly described?
Is the method of selecting the sample clear?
Could the method of selection affect the results?
Are subjects likely to be motivated to give biased responses?
Is the sample known to the researcher? Could this result in researcher bias?
Methodology: Data Collection(5 points)
For each method of collection used in the study consider the following:
Is there a clear description of the instrument and how it was used?
Is there a clear description if how the instrument was administered?
Is it likely that subjects would fake their responses?
Are interviewers and observers trained?
Design/Theoretical Framework (8 points)
What kind of approach is being used?
Is there a stated theoretical viewpoint?
Are there any clear weaknesses in the design of the study?
Are the procedures for collecting information described fully?
Is it likely that the researcher is biased?
Is there evidence of trustworthiness built ...
1. Need all 3 article read and compared answering the questions I .docx
1. Need all 3 article read and compared answering the questions I have left blank Please expound on article 2 & 3 on every question just incase. Document name is
psy801.v10r.expandedcomparisonmatrix_student_1.docx
Use Article1
Use Article 2
Use Article 3
2. Need a 1500 word paper written (instructions below)
Comparing all 3 articles I HAVE CHOSEN and answering the questions below.
Your comparisons should answer the following questions:
a) In which study(ies) are the themes of the literature review similar? Different?
b) Who (if any) are the authors that you see in common to the literature review of all three studies?
c) In which study(ies) does the data appear to support the conclusion?
d) In which study(ies) does the conclusion answer the research question?
e) What questions would you ask the author(s)?
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are ...
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
OVERVIEW
w
Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.
The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.
CONTEXT
Research conducted on the delay of gratification in the 1960s by Walter Mischel and his colleagues attempted to explain the concept of willpower by examining how long preschool children could resist settling for a small, immediately available reward in order to get a larger reward later. Follow-up surveys with the same group found that children who were able to resist for a longer period of time also scored higher on SAT tests, had higher levels of self-worth, and coped better with stress. The study also found that those children who had at first decided to wait and then chose the immediate reward were 30 percent more likely to be overweight by the age of 11 (Mischel, et al., 2011). Some of the ways the children self-regulated their behavior in order to delay gratification to receive a higher reward were to lay their heads down on the table, nap, talk to themselves, and sing.
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
If you could learn how your thoughts may interfere with your own happiness and success, would you want to know?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.
•
Boer, D., & Fischer, R. (2013).
How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages
.
Psychological Bulletin
,
139
(5), 1113–1147.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin
,
139
(3), 655–701.
•
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011).
Behavioral and neural correlates of delay of gratification 40 years later
.
Proc Natl Acad Sci U S A
,
108
(36), 14998–15003.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality
,
31
(4), 343–348.
•
Hu, H., & Driscoll, M. P. (2.
Literature ReviewsPlanning and Writing Them1You’ve.docx
Literature Reviews
Planning and Writing Them
1
You’ve done the hard part!
You did your secondary research with your annotated bibliography
Now, take that research and compile it into a cohesive, useful narrative that explains the “conversation” around the topic you’re going to be looking into
2
What is a lit review?
Lit reviews usually are at the beginnings of research articles
Summarize the “conversation” on the subject and establish why your study is important
Look at Zakreski article, Greene article – see in the beginning of their articles, they summarize and explain what others have had to say about the topic
Your annotated bib should easily transition into what will be the first part of your paper, the literature review.
Duggar has lots of citations; 16 in her bib. She talks about lots of different ideas here to lay the groundwork for what she is going to do
Greene has fewer, but has more to say about them
3
Three functions of a lit review
Your literature review will become the first part of your research paper. Thus, it should do three things:
Include a short introduction that defines or identifies the general topic, issue, or area of concern, thus providing an appropriate context for reviewing the literature (this is called establishing a territory)
Synthesize other research on the topic, explaining what is known about it
Conclude by stating what is missing, what is controversial, what is not yet known, or what needs to be resolved in the discussion. This will provide the transition later to your own study and your research questions (this is called “establishing a niche”)
4
How do I write it?
Your literature review should synthesize all the information from your annotated bibliography
You can organize the information chronologically
You can organize the information by topic
by least-most recent studies or vice versa; clump everything by what was found, what
5
How do I write it, con’t
Your lit review should have an intro, body, and conclusion
This is not true of ALL lit reviews, but it is a good general rule to follow
The intro will serve at the intro to your paper
The body will establish the “conversation”
The conclusion will serve to transition your paper into a discussion of your study
The body can (and probably should) have multiple paragraphs, based on how you’ve organized it
6
About the conclusion
In the conclusion, you want to establish why your study is important
You need to somehow point out a gap in the knowledge, a question you have about other research, or a counter-point you want to raise
If you can’t prove that your study authentically adds to the conversation, then you really shouldn’t be doing the research
Leads to your methods section
7
Example lit reviews
See the link on Isidore on the “Info on Lit Reviews” page, “Example Lit Review”
From York College in New York – web.York.cuny.edu/~washton/student/Org-Behavior/lit_rev_eg.pdf
Also see https://owl.english.purdue.edu/owl/res ...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
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PSY326 WEEK 2 ASSIGNMENT RESEARCH QUESTION, HYPOTHESIS, AND APPRO.docx
PSY326 WEEK 2 ASSIGNMENT: RESEARCH QUESTION, HYPOTHESIS, AND APPROACH 1
Name: Date:
Instructor:
1. State the focus topic you selected in Week 1.
Answer:
2. Devise a specific research question on an aspect of the topic.
Answer:
3. Formulate a testable research hypothesis.
Answer:
4. Identify the research design category you believe is suitable for investigating your research question.
Answer:
5. Explain why this research design category is an appropriate choice. Use citations in this area.
Answer:
6. List the authors, title, and year of any sources you cited above.
Answer:
2 Design, Measurement, and Testing Hypotheses
José Antonio Moreno/age fotostock/Superstock
Learning Outcomes
By the end of this chapter, you should be able to:
• Outline the key features of descriptive, correlational, and experimental research designs.
• Explain the importance of reliability and validity in designing research studies.
• Compare and contrast the different scaling methods for measuring variables.
• Identify the pros and cons of behavioral, physiological, and self-report measures.
• Describe the process of framing and testing hypotheses.
new82698_02_c02_045-082.indd 45 5/16/16 3:13 PM
© 2016 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
46
Section 2.1 Overview of Research Designs
In the early 1950s, Canadian physician Hans Selye introduced the term stress into both the
medical and popular lexicons. By that time, it had been accepted that humans have a well-
evolved fight-or-flight response, which prepares them either to fight back or flee from danger,
largely by releasing adrenaline and mobilizing the body’s resources more efficiently. While
working at McGill University, Selye began to wonder about the health consequences of adren-
aline and designed an experiment to test his ideas using rats. Selye injected rats with doses
of adrenaline over a period of several days and then euthanized the rats in order to examine
the physical effects of the injections. Just as he had hypothesized, rats that were exposed to
adrenaline had developed ill effects, such as ulcers, increased arterial plaques, and decreases
in the size of reproductive glands—all now understood to be consequences of long-term
stress exposure. But there was just one problem. When Selye took a second group of rats and
injected them with a placebo, they also developed ulcers, plaques, and shrunken reproductive
glands.
Fortunately, Selye was able to solve this scientific mystery with a little self-reflection. Despite
all his methodological savvy, he turned out to be rather clumsy when it came to handling
rats, occasionally dropping one when he removed it from its cage for an injection. In essence,
the experience for both groups of rats was one that we would now call stressful, and it is no
surprise that they developed physical ailments in response. Rather than testing the effects of
adrenaline injections, Selye was i ...
Discussion 1 Group Research Designs (Du
Discussion 1: Group Research Designs
(Due on 6/30/21)
There are several different types of research designs. Each design is intended to respond to a particular type of research question. The type of research design depends on the type of research questions asked. For this Discussion, select one of the articles from the reading list and consider several classifications of group research designs.
Post your response to the following: Describe which groups are compared in the research. Then, classify the research design as follows:
1. By explaining whether the study is pre-experimental (cross-sectional, one-shot case study, and longitudinal), experimental (control group with pretest and posttest, posttest only, or four-group design), or quasi-experimental (comparing one group to itself at different times or comparing two different groups)
2. By indicating what the researchers report about limitations of the study
3. By explaining concerns you have regarding internal validity and the ability of the study to draw conclusions about causality
4. By explaining any concerns you have about the generalizability of the study (external validity) and what aspect of the research design might limit generalizability
TRANSCRIPT:
Hernandez Family Episode 5 Program Transcript
FEMALE SPEAKER: They've missed four of their parenting classes so far.
FEMALE SPEAKER: So they haven't completed their parenting group?
FEMALE SPEAKER: I have to call the ACS worker and let her know. They're probably going to have to take the classes over again, and that's going to be tough. The classes caused the father to miss overtime at work, and they really rely on that money to make ends meet.
FEMALE SPEAKER: But they have to finish the program. They're only allowed three missed classes. There's another problem. You know the agency's been conducting a study of our performance. Well, it lowers our completion numbers. Lower numbers put our funding at risk. Our bosses start questioning the credibility of what we're trying to do here.
FEMALE SPEAKER: But I can't give the Hernandez family the post test. They won't be able to complete it.
FEMALE SPEAKER: No, that's not why I brought this up. The agency needs data to determine how effective these parenting classes are. The more attrition we have when parents don't finish the program, there's no data. No data means no support for what we're teaching or how it might benefit other populations.
FEMALE SPEAKER: Maybe we should account for the attrition then. Maybe there's something we can learn from it?
Hernandez Family Episode 5 Additional Content Attribution
References:
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018). Research methods for social workers (8th ed.). New York, NY: Pearson.
· Chapter 5, “Quantitative Research” (pp. 100-125)
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Sourc ...
RESEARCH AND THEORYCHAPTER 2RES.docx
RESEARCH
AND
THEORY
CHAPTER 2
*
RESEARCHMeans to study thoroughly through the process of scholarly or scientific inquiry.
Social science research studiesHuman societyRelationships
SCIENTIFIC METHODFormulate questions (hypotheses)
Seek answers (studies)QuantitativeCount, measureQualitativeVerbal, written
8 STEPS IN THE
SCIENTIFIC METHOD
Topic
Question
Conceptualization
Definitions
Method
Population
Data
Apply
1. Choosing the research topicVariable:Characteristic measured in a study(Independent vs dependent)Correlations:Show relationships between variables in a studyIMPORTANT: CORRELATIONS DO NOT PROVE CAUSE AND EFFECT
2. Creating the research question/ THE HYPOTHESISLiterature ReviewHYPOTHESIS:A speculative statement about a variable or the relationship between variables
3. ConceptualizationList of all the concepts (or constructs) under investigation
Can put abstract concepts into concrete terms
4. Using operational/empirical definitionsDescription of the concept/construct being studied
5. Choosing the research method:
Four Common in Family Research
1. SURVEYSSample—Group of peopleResponse RateValidity
2. OBSERVATIONS
3. CASE STUDIES
4. EXPERIMENTAL DESIGN
Experimental Group Control Group
6. Population and samplingPopulation=Whole groupSample=Selected group out of whole groupProbability/randomNon-probability/not randomRepresentativenessSample size
7. Data: Collecting, processing, analyzing
Ask about sample size and representativeness Response rate 50%+ adequateAsk about “confounding variables”
8. Applying research findingsConferenceJournal—professional, peer reviewedInform policy developmentInform program development
RESEARCH ETHICSInstitutional Review Board (Human Subjects Committee)SafetyInformed consentPrivacy/confidentialityResearch integrity--truth
Family Research PerspectiveStructural FunctionalismInstrumental RolesExpressive RolesStructures-patterns of role arrangementsFocused on nuclear familyGrandfather of family theories
THEORYA general principle that is used to understand or to explain events
SOME THEORIES USED IN FAMILY RESEARCH
Ecological
Family Development
Conflict
Family Systems
Symbolic Interaction
Social Exchange
1. Ecological Theory
Covered in Chapter 1
2. Family Development Theory
PHASES/STAGESDEVELOPMENTAL TASKSOn-timeOff-timeHEALTHY FAMILIES ADAPT OVER TIME
3. Conflict Theory
Conflict normal and predictableUnderstand sources of conflictUnderstand sources of power
4. Family Systems TheoryIs application of the General Systems Theory to families
Wholeness: Must look at whole family
Interconnections: Interactions between family members
Behaviors affected by others in familyMORE IN CHAPTER 3
5. Symbolic Interaction TheoryCONTINUOUS OBSERVATION AND REACTIONS TO OTHERSFocus on communicationVerbal and non-verbalMORE IN CHAPTER 3
6. Social Exchange TheoryCosts vs. RewardsDrawn to relationships that are rewardingAvoid relationsh ...
2 3Discussion Board 2 Learning StylesPersonalityAfter .docx
2 / 3
Discussion Board 2: Learning Styles/Personality
After reading Chapter 7: Strategic Learning and Studying & chapter 8: Test-Taking Skills and Strategies, and looking at the Learning Style Youtube clip in this module, I would like for you to answer the following questions in the Discussion Board:
1) What is your preferred learning style?
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)?
3) What are some strategies (according to your learning style) you use to study?
Preferred Leaning Styles
Please respond to the following questions, use 12 front times new roman, proper citation 300 to 500 words
Collapse
1. Learning Styles - Discussion Board
1) What is your preferred learning style? I am definitely a kinesthetic learner. I can hear something or study something but will not feel comfortable with it until I have hands on experience with it.
2) What is your preferred learning environment (sound, temperature, lighting, lecture vs. hands-on vs. discussion, working with others or not, etc.)? My preferred learning environment is in a classroom setting with others. Working with other classmates on projects really seems to help me. Good lighting is always helpful.
3) What are some strategies (according to your learning style) you use to study? I like to take notes during instruction. Since that is not possible through online classes participating in the discussions with other classmates is also a good way to study and learn. Their perspective on a topic can be a different way at looking at something that I may not have learned on my own.
2. Learning Styles - Discussion Board
My proffered learning style is visual and kinesthetic. I like studying in a bright cold room because it is harder to get tired because we all know studying is tiring. I usually just were headphones and study alone as well. Strategies I use to study include reading the content over and over again, writing down notes on the material multiple times, and using flash cards to help me.
Required Resources Week 2
Required Text
Read from the course text, Applied project: Capstone in psychology:
a. Chapter 3: Between and Within Groups Research Designs
b. Chapter 6: Survey and Questionnaire Research
Book
American Psychiatric Association. (2013). The Diagnostic and Statistical Manual of Mental Disorders. (5th ed.). Washington, D.C.: American Psychiatric Publishing.
· This is the manual of psychiatric diagnostic criteria used by mental health professionals.
Articles
Bauer, R.M. (2007). Evidence-based practice in psychology: Implications for research and research training.Journal of Clinical Psychology, 63(7), 685–694. Retrieved from the EBSCOhost database.
· This article discusses the implications of evidence-based practice (EBP) for research and research training in clinical psychology. Bauer argues that EBP provides a useful framework for addressing some heretofore ig ...
Chapter 4Survey Research—Describing and Predicng Behavior
Chapter 4
Survey Research—Describing and Predic�ng Behavior
Kim Steele/Photodisc/Ge�y Images
Chapter Contents
Introduc�on to Survey Research (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.1#sec1.1)
Designing Ques�onnaires (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.2#sec1.2)
Sampling From the Popula�on (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.3#sec1.3)
Analyzing Survey Data (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.4#sec1.4)
Ethical Issues in Survey Research (h�p://content.thuzelearning.com/books/Malec.5743.13.1/sec�ons/sec1.5#sec1.5)
In a highly influen�al book published in the 1960s, the sociologist Erving Goffman (1963) defined s�gma as an unusual characteris�c that triggers a nega�ve
evalua�on. In his words, "The s�gma�zed person is one who is reduced in our minds from a whole and usual person to a tainted, discounted one" (1963, p. 3).
People's beliefs about s�gma�zed characteris�cs exist largely in the eye of the beholder but have substan�al influence on social interac�ons with the s�gma�zed
(see Snyder, Tanke, & Berscheid, 1977). A large research tradi�on in psychology has been devoted to understanding both the origins of s�gma and the
consequences of being s�gma�zed. According to Goffman and others, the characteris�cs associated with the greatest degree of s�gma have three features in
common: They are highly visible, they are perceived as controllable, and they are misunderstood by the public.
Recently, researchers have taken considerable interest in people's a�tudes toward members of the gay and lesbian community. Although these a�tudes have
become more posi�ve over �me, this group s�ll encounters harassment and other forms of discrimina�on on a regular basis (see Na�onal Gay Task Force, 1984).
One of the top recognized experts on this subject is Gregory Herek, professor of psychology at the University of California at Davis
(h�p://psychology.ucdavis.edu/herek/ (h�p://psychology.ucdavis.edu/herek/) ). In a 1988 ar�cle, Herek conducted a survey of heterosexuals' a�tudes toward both
lesbians and gay men, with the goal of understanding the predictors of nega�ve a�tudes. Herek approached this research ques�on by construc�ng a scale to
measure a�tudes toward these groups. In three studies, par�cipants were asked to complete this a�tude measure, along with other exis�ng scales assessing
a�tudes about gender roles, religion, and tradi�onal ideologies.
Herek's (1988) research revealed that, as hypothesized, heterosexual males tended to hold more nega�ve a�tudes about gay men and lesbians than heterosexual
females. However, the same psychological mechanisms ...
AsthmaYour NameWalden UniversityCourse number an.docx
Asthma
Your Name
Walden University
Course number and section
Instructor’s name
Date
(Note: This last assignment is due in four hours)
Asthma
Type your introductory paragraph here for asthma including:
- An explanation of Asthma and why you selected it and
- A description of the audience you are addressing and the reason why you chose that group. (Research and cite)
- On the next page, create your fact sheet (handout).
Keep in mind that originality is always welcome, but quality content is the goal.
· Summary
· you need a Ref. list relating to the citations in your narrative ONLY. DO NOT include in the RL the authors you may have used to build your handout.
References Comment by JDG: Not bold.
As you know, the Ref. List refers to the citations you made in your text. If an author is not cited in your narrative (text), it should not be in the RL.
In a scholarly paper, several scholarly references are expected.
Look at the Course Information - Assignment Grading Rubric; this will give you a guidance as to what is expected.
Textbooks are not considered as scholarly sources. One of the goals behind writing a paper is to bring to light information from research already available.
This RL pertains to your text only, not the handout. Only citations in the narrative should be included in the RL.
Don’t include in the RL the websites or references you used to build your handout.
(These references are samples only)
About Stroke (2015). The American Stroke Association. Retrieved from http://www.strokeassociation.org/STROKEORG/AboutStroke/About-Stroke_UCM_308529_SubHomePage.jsp.
Baum, N. H., & Dowling, R. A. (2011). Health literacy: How do your patients rate? Urology Times, 39(9), 32. Retrieved from http://web.a.ebscohost.ezp.com.waldenulirbrary.org
Caruso, K. (n.d.). Elderly suicide. Retrieved from http://www.suicide.org/elderly-suicide.html
IMPORTANT
· Read and understand ALL the instructions before starting your paper.
· Meet ALL the requirements.
· Avoid websites such as Wikipedia, Answers.com, etc… Instead, use your course material, and if more references are required, browse the University library to find quality journal articles.
· Remember: title page + introduction + handout + RL.
Good luck!!
Dr. D
Note: Because of formatting issues, you may find it easier to place your handout at the very end; that’s okay.
If you work your handout with Microsoft Publisher and have difficulty inserting the handout in your WORD file, you can save each page of the handout as a JPEG and drag those files in your work.
That said, there are many ways/programs to design a flyer. It is your responsibility to find out (Google, YouTube, etc…) how to insert the handout in your work. I would suggest that you don’t wait at the last minute; I expect 1 WORD file only.
Running head: ASTHMA 1
Sample EDUCATIONAL FLYER 6
THIS IS JUST A FORMA ...
CHAPTER 7 RESEARCH QUESTIONS AND HYPOTHESESInvestigators place
CHAPTER 7 RESEARCH QUESTIONS AND HYPOTHESES
Investigators place signposts to carry the reader through a plan for a study. The first signpost is the purpose statement, which establishes the central intent for the study. The next would be the research questions or hypotheses that narrow the purpose statement to predictions about what will be learned or questions to be answered in the study. This chapter begins by advancing several principles in designing qualitative research questions and helpful scripts for writing these questions. It then turns to the design of quantitative research questions and hypotheses and ways to write these elements into a study. Finally, it advances the use of research questions and hypotheses in mixed methods studies, and it suggests the development of a unique mixed methods question that ties together or integrates the quantitative and qualitative data in a study.
QUALITATIVE RESEARCH QUESTIONS
In a qualitative study, inquirers state research questions, not objectives (i.e., specific goals for the research) or hypotheses (i.e., predictions that involve variables and statistical tests). These research questions assume two forms: (a) a central question and (b) associated subquestions.
Ask one or two central research questions. The central question is a broad question that asks for an exploration of the central phenomenon or concept in a study. The inquirer poses this question, consistent with the emerging methodology of qualitative research, as a general issue so as to not limit the views of participants. To arrive at this question, ask, “What is the broadest question that I can ask in the study?” Beginning researchers trained in quantitative research might struggle with this approach because they are accustomed to reverse thinking. They narrow the quantitative study to specific, narrow questions or hypotheses based on a few variables. In qualitative research, the intent is to explore the general, complex set of factors surrounding the central phenomenon and present the broad, varied perspectives or meanings that participants hold. The following are guidelines for writing qualitative research questions:
Ask no more than five to seven subquestions in addition to your central questions. Several subquestions follow each general central question; they narrow the focus of the study but leave open the questioning. This approach is well within the limits set by Miles and Huberman (1994), who recommended that researchers write no more than a dozen qualitative research questions in all (central and subquestions). The subquestions, in turn, become specific questions used during interviews (or in observing or when looking at documents). In developing an interview protocol or guide, the researcher might ask an icebreaker question at the beginning, for example, followed by five or so subquestions in the study (see Chapter 9). The interview would then end with an additional wrap-up or summary question or by asking, “Who should I ...
A bathroom scale is reliable if it has the ability to produce simi.docx
A bathroom scale is reliable if it has the ability to produce similar results when repeated measurements are made under identical conditions. It is a valid measurement if it is designed to measure weight and that is what it measures. Provide an example of an everyday measure that you deem to be both reliable and valid.
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
•Submit summaries on two more articles on your topic, using the questions outlined previously (Week 2)
•The articles must be research studies where data was collected. (Theory pieces are fine for your paper, but not for this assignment.)
Summarize the design of each of the articles by answering the following questions using the terminology from your reading
Was the study correlational, experimental, or some combination of both?
How do you know?
Was it done in the laboratory or the field?
What conclusions can be drawn from the study?
What conclusions cannot be drawn from the study?
What are some strengths and limitations of the research design?
Name two areas for future research based on the article (either those listed in the paper or your own ideas)
•Click the Submit Assignment button below to upload your assignment to Turnitin no later than Sunday
Plagiarism
Three common types of plagiarism you need to be aware of as a student:
•Recycling a paper; “double-dipping”; self-plagiarism: Reusing a paper you have written for a previous course
•Copying directly from a source without proper quotations or paraphrasing: When you try to pass something off as your own work
•Not using proper citations
According to the Academic Integrity and Academic Dishonesty Handbook:
Your paper should have at least 80% of your own original thought, not “borrowed, paraphrased [or] quoted” from material pulled from the Internet, articles, journals, books, etc. Your thoughts, not someone else’s!
Running head: SOCIAL PERCEPTION 1
SOCIAL PERCEPTION 4
Social Perception
Cherod Jones
Florida Tech
Social Perception Research Topic Proposal
Social personal perception is the way a person perceives and understands issues. This is an interesting topic to do research because people are different, and they perceive issues from an array of viewpoints. For my research proposal, the topic I would like to investigate is the determinants of social perception. My main objective is to identify and determine the various factors that determine how people perceive issues. I have seen how people, cultures, nationalities can perceive the same action in different ways, such as kneeling during the National Anthem at professional football games. Upon preliminary research, some literature that I read claimed that both internal and external factors determine a person’s perception. My research shall highlight on pointing out the various internal and external factors, as well as clarifying how these factors shapes and forms the perception that the person show.
Research in Social Psychology [WLOs 1, 3, 4, 5, 6] [CLOs 1, 2, 3.docx
Research in Social Psychology [WLOs: 1, 3, 4, 5, 6] [CLOs: 1, 2, 3, 4, 5]
To prepare for this discussion, please read
Chapter 1: Studying Social Psychology
of your textbook and
Exploring the Ethics and Psychological Impact of Deception in Psychological Research
article.
In this discussion, you will consider principles of scientific research, including methodology and ethical considerations.
First, visit the
Online Social Psychology Studies (Links to an external site.)
web page and select any study from the list. (Note that some links may be broken; if you choose a study that is unavailable, simply pick another option.) Participate in the research by following the instructions. After you have completed the study, answer the following questions (see Chapter 1 and Boynton, Portnoy, & Johnson, 2013):
Indicate
the study you completed, including the web link.
Describe
the research that was conducted. What did you do? What type of method do you think the researcher was utilizing? Can you identify the hypothesis and/or theory?
Appraise
the study based on your understanding of research gained from the reading. What elements of the study “worked” and what would you suggest the researchers do to improve their study? Mention at least three specific elements.
Indicate
any relevant ethical concerns. Was deception utilized?
Identify
situational factors and/or social and cultural influences that may impact the phenomenon being studied.
Illustrate
how this insight may be relevant to your personal or professional life through specific examples.
To fully demonstrate content knowledge and critical thinking in your Research in Social Psychology discussion
Interpret
course concepts explicitly, applying them to your personal experiences/observations, and cite the required readings as appropriate.
Be thorough and specific
, structuring your work intentionally (with an introductory and concluding sentence or two), providing clear context, and concisely and precisely explaining relevant course concepts.
Use personal examples
to illustrate as appropriate, but do be sure to provide an objective analysis too,
referencing required materials
and using additional sources as needed to support your insight.
Use your own
Academic Voice
(Links to an external site.)
and apply in-text citations
appropriately throughout your post.
Review
APA: Citing Within Your Paper (Links to an external site.)
for more information.
Your original post should be a
minimum of 300 words
.
Social Thinking [WLOs: 1, 2, 3, 4, 5, 6] [CLOs: 1, 2, 3, 5]
To prepare for this discussion, please read
Chapter 4: Attitudes, Attributions, and Behaviors
;
Chapter 5: Making Judgments
; and
Chapter 6: Prejudice
of your textbook, and
Judgment Under Uncertainty: Heuristics and Biases
and
Intergroup Contact Theory
articles. In addition, watch
A Class Divided
.
In this discussion, you will consider theoretical perspectives on the formation, maintenance, .
OverviewThis activity is to be completed after studying the pres.docx
Overview
This activity is to be completed after studying the presentation, Turning Your Review of the Literature into a Draft Answer, and its accompanying discussion questions.
For this activity, you will evaluate a sample response to the discussion question with which you worked earlier. Please read the sample response below and then follow the directions to evaluate the response.
Humanistic Psychology is also called Third-Force Psychology. Discuss the change that Humanistic Psychology brought, and how this affected psychologists' ways of understanding human behavior. Also, address the ways in which Humanistic Psychology asked questions and conducted research, and analyze how they differed from Behaviorism. Provide at least two peer-reviewed articles to support your ideas.
Sample Response to the Discussion Question
In this response, there will be four main points. They are, first, the change that humanistic psychology brought; second, how that change affected psychologists' understanding of human nature; third, ways the humanistic psychologists asked their questions and conducted their research; and fourth, how those methods differed from behaviorists' ways of doing so.
Abraham Maslow, considered the founder of third force or humanistic psychology, wrote in 1969 that he found it necessary to avoid being “anti-Freudian” or “anti-behaviorist,” and to adopt—even if it meant taking serious intellectual risks—an untested attitude; namely, to view human beings from the perspective of psychological health and potential rather than otherwise. He wrote that it was time for psychology to concern itself with understanding what human beings could do if properly nourished and nurtured (what was their potential?), rather than trying to elucidate merely their behavioral functioning or their mental illnesses. He advocated a key change in psychologists’ view of science, as he had written in his earlier Psychology of Science (1966): to consider human beings as free and autonomous persons and to shift psychology as a science away from the idea that our goal is prediction and control of human beings. In his words, “Do we ourselves want to be predicted and predictable? Controlled and controllable?” (1966, p.729). These ideas—looking at human healthiness and potential, treating humans as free and autonomous persons, and viewing our science as a science of spontaneity and of the real concerns of real people living in their real worlds—formed the central core of the new third force in psychology, which deliberately separated itself from the older dominating schools of thought, behaviorism and psychoanalysis.
How did these ideas affect psychologists’ understanding of human nature? In their fascinating review of George Kelly’s view of the human person—personal construct psychology—Franz Epting and Mark Paris (2006) wrote that Kelly’s use of the term “constructive” embraced four related but quite distinct meanings. The first contrasts “constructive” with “regressiv ...
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-QualCritiques written o.docx
GUIDELINES FOR RESEARCH ARTICLE CRITIQUE-Qual
Critiques written on articles that are not research articles will receive no points (0). If you are not sure if your article is a quantitative research article, check with your instructor.
· Students must provide copies of the articles (If a copy of the article is not provided, no grade will be given, resulting in no points (0) for that critique.
· Critiques should be double-spaced, with 12 point font, and 1 inch margins on all sides. Do NOT use a cover sheet.
· Organize your paper into paragraphs using the subsections and headings listed below.
· Total length of the critique should not be longer than 4 pages.
SPECIFIC DIRECTIONS and SCORING CRITERIA
(1) Identify the research article using the APA reference format (2 points)
(2) Summarize BRIEFLY (no more than ¾ page) (10 points)
· Research problem
· Research design
· Sample
· Instruments
· Method of analysis
· Conclusion
Critique:
(3) Introduction and Literature Review (4 points)
Use the criteria to evaluate the article. Prepare a written critique according to the criteria set. You do not need to answer each specific question. Summarize and cover the relevant points.
Criteria
Is the general purpose of the study clear?
Is the study significant? Will it make a practical or theoretical contribution?
Is the introduction well organized and clear?
Is the review comprehensive?
Is the review up to date?
Is there an emphasis on primary sources?
Is there a critical review or summary of findings?
Is the review well organized? Does it contain extraneous information?
Does the review clearly relate previous studies to the current research problem?
Does the review help establish the importance of the research?
(4) Research Problem or Question (2 points)
Is the problem or question clear and concise?
Does the problem communicate the type of research and population?
Is the context clearly delineated?
Methodology: Sampling (4 points)
Is the population described adequately?
Is the sample clearly described?
Is the method of selecting the sample clear?
Could the method of selection affect the results?
Are subjects likely to be motivated to give biased responses?
Is the sample known to the researcher? Could this result in researcher bias?
Methodology: Data Collection(5 points)
For each method of collection used in the study consider the following:
Is there a clear description of the instrument and how it was used?
Is there a clear description if how the instrument was administered?
Is it likely that subjects would fake their responses?
Are interviewers and observers trained?
Design/Theoretical Framework (8 points)
What kind of approach is being used?
Is there a stated theoretical viewpoint?
Are there any clear weaknesses in the design of the study?
Are the procedures for collecting information described fully?
Is it likely that the researcher is biased?
Is there evidence of trustworthiness built ...
1. Need all 3 article read and compared answering the questions I .docx
1. Need all 3 article read and compared answering the questions I have left blank Please expound on article 2 & 3 on every question just incase. Document name is
psy801.v10r.expandedcomparisonmatrix_student_1.docx
Use Article1
Use Article 2
Use Article 3
2. Need a 1500 word paper written (instructions below)
Comparing all 3 articles I HAVE CHOSEN and answering the questions below.
Your comparisons should answer the following questions:
a) In which study(ies) are the themes of the literature review similar? Different?
b) Who (if any) are the authors that you see in common to the literature review of all three studies?
c) In which study(ies) does the data appear to support the conclusion?
d) In which study(ies) does the conclusion answer the research question?
e) What questions would you ask the author(s)?
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
http://web.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&vid=10&hid=123
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=97347305&site=ehost-live&scope=site
Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are ...
OVERVIEWwWrite a 3–4-page assessment in which you use exampl.docx
OVERVIEW
w
Write a 3–4-page assessment in which you use examples and research findings to explain the connections between technology and self-regulation.
The more self-knowledge and self-awareness we have, the more intentional we can be about our behavioral choices and the more we can resolve conflicts between ourselves and the social world.
CONTEXT
Research conducted on the delay of gratification in the 1960s by Walter Mischel and his colleagues attempted to explain the concept of willpower by examining how long preschool children could resist settling for a small, immediately available reward in order to get a larger reward later. Follow-up surveys with the same group found that children who were able to resist for a longer period of time also scored higher on SAT tests, had higher levels of self-worth, and coped better with stress. The study also found that those children who had at first decided to wait and then chose the immediate reward were 30 percent more likely to be overweight by the age of 11 (Mischel, et al., 2011). Some of the ways the children self-regulated their behavior in order to delay gratification to receive a higher reward were to lay their heads down on the table, nap, talk to themselves, and sing.
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
If you could learn how your thoughts may interfere with your own happiness and success, would you want to know?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course. It is important to note that some of the articles listed here are fairly old but are considered seminal works in the field of social psychology.
•
Boer, D., & Fischer, R. (2013).
How and when do personal values guide our attitudes and sociality? Explaining cross-cultural variability in attitude–value linkages
.
Psychological Bulletin
,
139
(5), 1113–1147.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin
,
139
(3), 655–701.
•
Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., & . . . Shoda, Y. (2011).
Behavioral and neural correlates of delay of gratification 40 years later
.
Proc Natl Acad Sci U S A
,
108
(36), 14998–15003.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality
,
31
(4), 343–348.
•
Hu, H., & Driscoll, M. P. (2.
Literature ReviewsPlanning and Writing Them1You’ve.docx
Literature Reviews
Planning and Writing Them
1
You’ve done the hard part!
You did your secondary research with your annotated bibliography
Now, take that research and compile it into a cohesive, useful narrative that explains the “conversation” around the topic you’re going to be looking into
2
What is a lit review?
Lit reviews usually are at the beginnings of research articles
Summarize the “conversation” on the subject and establish why your study is important
Look at Zakreski article, Greene article – see in the beginning of their articles, they summarize and explain what others have had to say about the topic
Your annotated bib should easily transition into what will be the first part of your paper, the literature review.
Duggar has lots of citations; 16 in her bib. She talks about lots of different ideas here to lay the groundwork for what she is going to do
Greene has fewer, but has more to say about them
3
Three functions of a lit review
Your literature review will become the first part of your research paper. Thus, it should do three things:
Include a short introduction that defines or identifies the general topic, issue, or area of concern, thus providing an appropriate context for reviewing the literature (this is called establishing a territory)
Synthesize other research on the topic, explaining what is known about it
Conclude by stating what is missing, what is controversial, what is not yet known, or what needs to be resolved in the discussion. This will provide the transition later to your own study and your research questions (this is called “establishing a niche”)
4
How do I write it?
Your literature review should synthesize all the information from your annotated bibliography
You can organize the information chronologically
You can organize the information by topic
by least-most recent studies or vice versa; clump everything by what was found, what
5
How do I write it, con’t
Your lit review should have an intro, body, and conclusion
This is not true of ALL lit reviews, but it is a good general rule to follow
The intro will serve at the intro to your paper
The body will establish the “conversation”
The conclusion will serve to transition your paper into a discussion of your study
The body can (and probably should) have multiple paragraphs, based on how you’ve organized it
6
About the conclusion
In the conclusion, you want to establish why your study is important
You need to somehow point out a gap in the knowledge, a question you have about other research, or a counter-point you want to raise
If you can’t prove that your study authentically adds to the conversation, then you really shouldn’t be doing the research
Leads to your methods section
7
Example lit reviews
See the link on Isidore on the “Info on Lit Reviews” page, “Example Lit Review”
From York College in New York – web.York.cuny.edu/~washton/student/Org-Behavior/lit_rev_eg.pdf
Also see https://owl.english.purdue.edu/owl/res ...
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My replication book synposis slideshow
- 1. Welcome to a synopsis of my book
- 2. Quick Facts First book authored by James M. Tamayose, M.Ed. Written in American Psychological Association 6th ed. Writing Style 238 references, 13 tables, and 16 images
- 3. A couple of notes before going into the synopsis My book represents my abilities and limitations at the time I wrote my book. My imperfections are special to me because I can expand and contract from them.
- 4. Chapter 1. Book Overview Chapter 2: Replication Chapter 3: Surveys Chapter 4: Statistics Chapters 5 – 7: Examples Chapter 8: The Gems
- 5. Chapter 1. Book Overview Chapter 2: Replication Chapter 3: Surveys Chapter 4: Statistics Chapters 5 – 7: Examples Chapter 8: The Gems
- 6. Chapter 1. Book Overview Chapter 2: Replication Chapter 3: Surveys Chapter 4: Statistics Chapters 5 – 7: Examples Chapter 8: The Gems
- 7. Chapter 1. Book Overview Chapter 2: Replication Chapter 3: Surveys Chapter 4: Statistics Chapters 5 – 7: Examples Chapter 8: The Gems
- 8. Chapter 1. Book Overview Chapter 2: Replication Chapter 3: Surveys Chapter 4: Statistics Chapters 5 – 7: Examples Chapter 8: The Gems
- 9. Chapter 1. Book Overview Chapter 2: Replication Chapter 3: Surveys Chapter 4: Statistics Chapters 5 – 7: Examples Chapter 8: The Gems
- 10. Chapter 1. Book Overview Chapter 2: Replication Chapter 3: Surveys Chapter 4: Statistics Chapters 5 – 7: Examples Chapter 8: The Gems
- 11. Chapter 1. Book Overview (can be read on Amazon) 1. Book Structure 3. My Book’s Benefits 2. The Need for My Book 4. Why I Chose Replication 5. Why Me as Author
- 13. Researchers cannot effectively conduct replication studies without knowing replication’s definitions. 2.1 Replication’s Definition Before researchers decide what to replicate, they have to know what they are about to do.
- 14. Replication’s multiple definitions inspire multiple kinds of replication studies 2.2 Research Replication Kinds Note: Section 2.2 has five tables describing different kinds of replication research
- 15. Replication is deeper than establishing confidence in research 2.3 Why do Researchers Care?
- 16. Aside from replicating things from earlier studies, other barriers to replication exist. 2.4 Replication is NOT Easy
- 17. Slide 4 Chapter 3. Surveys
- 18. Surveys are a vehicle for social cognition, the study of how people understand the self, others, and the interdependence between self and others (Fiske & Taylor, 2013; Markus & Kitayama, 1991). 3.1 Social Cognition Fiske, S.T. & Taylor, S.E. (2013). Social Cognition: From brains to culture (2nd ed.). Thousand Oaks, CA: Sage. Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224–253.
- 19. Researchers cannot effectively conduct replication studies without knowing replication’s definitions. 3.2 Face Validity and Pretesting
- 20. William Shakespeare wrote “The Taming of the Shrew” o True o False William Shakespeare wrote “The Taming of the Shrew” o False o True Version #1 Version #2 Attaining face validity: Depends on what is being studied and how well questions appear to measure whatever is being studied. Version #1 and Version #2 could establish face validity for a test on Shakespearean Literature.
- 21. William Shakespeare wrote “The Taming of the Shrew” o True o False Version #1 Version #2 Pre-Testing: Pre-study quality control, useful for getting feedback. Pre-testing Version #2 may elicit negative feedback from people accustomed to seeing True listed as the first option. For the formal survey administration, Version #1 may be used. William Shakespeare wrote “The Taming of the Shrew” o False o True Version #2
- 22. Wording differences can yield differing responses even when questions’ substantive content are the same (Schumann & Presser, 1977, 1986). 3.3 Word Choice Schuman, H., & Presser, S. (1977). Question wording as an independent variable in survey analysis. Sociological Methods and Research, 6(2), 151–170. Schuman, H., & Presser, S. (1996). Questions and answers in attitude surveys: Experiments in question form, wording, and content. Thousand Oaks, CA: Sage.
- 23. 3.4 Item Bias Biased Items are items with differing psychological meanings functioning differently across groups (Ackerman, 1992; Holland & Thayer, 1988; van de Vijver & Tanzer, 1997). Ackerman, T. A. (1992). A didactic explanation of item bias, item impact, and item validity from a multidimensional perspective. Journal of Educational Measurement, 29(1), 67–91. Holland, P. W., & Thayer, D. T. (1988). Differential item performance and the Mantel-Haenszel procedure. In H. Wainer & H. I. Braun (Eds.), Test validity (pp. 129–145). Hillsdale NJ: Erlbaum. van de Vijver, F. J. R., & Tanzer, N. K. (1997). Bias and equivalence in cross-cultural assessment: An overview. European Review of Applied Psychology, 47(4), 263–279.
- 24. A response combination is a specific way a respondent responds to a set of items. Response combinations differ conceptual from response styles and response sets. 3.5 Response Combinations From Peer and Gamliel (2011), response style, tendency to distort responses in a certain direction; response set, respondents’ desire to express a certain image to researcher(s). Peer, E., & Gambiel, E. (2011). Too Reliable to Believe? Response Bias as a Potential Source of Inflation in Paper-and-Pencil Questionnaires Reliability. Practical Assessment, Research and Evaluation. 16(9).
- 25. Slide 4 Chapter 4. Statistics
- 26. If false null hypotheses testing for significance is bad, then imagine the replicating of false null hypotheses for significance. 4.1 Null Hypotheses For surveys, false null hypotheses may be easy to set up because survey items cannot be truly isolated from the survey context.
- 27. Researchers cannot effectively conduct replication studies without knowing replication’s definitions. 4.2 Thoughts on Bayesian Stats
- 28. Creative uses of ransacking, partitioning, and the Yates’ Correction may improve data analyzability 4.3 Contingency Tables Key References used for Section 4.3 Fisher, R. A. (1954). Statistical methods for research workers. Edinburgh, UK: Hafner Publishing. Goodman, L. A. (1969). How to ransack social mobility tables and other kinds of cross – classification tables. American Journal of Sociology, 75(1), 1–40. Sharpe, D. (2015). Your Chi-Square Test is Statistically Significant: Now What? Practical Assessment, Research & Evaluation, 20(8), 1–10. Yates, F. (1934). Contingency tables involving small numbers and the χ 2 test. Supplement to the Journal of the Royal Statistical Society, 1(2), 217–235.
- 29. 4.4 Broken Latent Variables Fundamentally, researchers cannot analyze latent variables (e.g. factors and classes) that researchers cannot describe or explain. In Section 4.4, I describe five ways (e.g. item wording and its implications; response combinations exceeding population size) that latent variables become broken.
- 30. A response combination is a specific way a respondent responds to a set of items. Response combinations differ conceptual from response styles and response sets. 4.5 Missing Data
- 31. A Multiple Imputation Shortcoming? Survey with missing data and unobserved response combinations Response combinations that were unobserved prior to multiple imputation to become observed Multiple imputation may result in Two kinds of observed response combinations: (1) Observed without imputation and (2) Observed because of imputation Are these two kinds of response combinations comparable?
- 32. A Maximum Likelihood Estimation Issue? Maximum likelihood estimation works around missing data (i.e. uses available data but does not lead to imputed values) Do the two tables of response combinations below differ? True-True True-False False-True False-False True-True True-False True-Miss False-True False-False False-Miss Miss-True Miss-False Miss-Miss
- 33. Chapter 5 – 7. Examples
- 34. Contains three short survey-related institutional research scenarios. Chapter 5. Institutional Research Short highlight: Grey areas of high stakes institutional research survey findings’ meaning(s) can be easily maneuvered and difficult to understand when replicated.
- 35. Consists of two scenarios looking at different survey research-related practices in mental health Chapter 6: Mental Health Short highlight 1: Specific response combinations are powerful Short highlight 2: Item parceling can be a dangerous practice
- 36. Composed of coverage on equivalence and an examination into Dr. Morris Rosenberg’s Self- Esteem Scale (RSES) Chapter 7: Cross-cultural Psychology Short highlight 1: Equivalence is not just statistical, it’s conceptual as well Short highlight 2: Cross-cultural equivalence is hard to establish, replicating it is even harder.
- 37. The Gems are a collection of valuable thoughts that I could not fit into one of the other chapters. In my book’s earlier drafts, I incorporated The Gems into the text but doing so resulted in mixing scholarly and anecdotal content. For myself, keeping The Gems separate taught me about writing efficiency. Chapter 8. The Gems