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A comprehensive overview of key concepts in research methodology, focusing on measurement quality, reliability, and validity. It delves into the principles of experimental design, including independent and dependent variables, experimental and control groups, and randomization. The document also explores threats to internal and external validity, highlighting the importance of controlling for confounding variables. Additionally, it examines different types of research designs, including quasi-experimental designs, and discusses the use of self-report surveys in criminal justice research.
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criteria for measurement quality - ANSWER reliability and validity precise measurements are superior to imprecise ones but not always necessary reliability -repeatedly to the same thing, will yield the same results ANSWER matter of whether a particular measurement technique, applied
consistency and stability does not ensure accuracy issues with reliability -single observer ANSWER reliability is questioned every time there is only a
reliability is also questioned when there is more than one observer takingmeasurements
test-retest reliability -findings upon different administrators; an estimate of reliability obtained by correlating ANSWER degree to which test provides stable, consistent pairs of scores from the sample people on two different administrations of the same test interrater reliability - ANSWER agreement among raters on the measurement degree to which independent test administrators agree in their scoring of test data
validity -the concept under consideration ANSWER whether an empirical measure adequately reflects the meaning of
measuring what you say you are face validity - ANSWER the measure selected needs to make logical sense tells us degree to which a test looks like it measures what it's supposed to measure-reflects perception of appropriateness or obviousness of test
limitation: allows subject to manipulate results of measurement criterion-related validity -criterion ANSWER compare your measure with some external
a measure can be validated when it can be shown to predict scores on another measurethat is generally accepted as valid
multiple measures -concept ANSWER comparing your measure to other measures of the same
classical experiment - ANSWER independent and dependent variables pretesting and post-testing experimental and control groups randomization
confidence in statistical techniques and reasoning that rely on randomization criteria for causation - ANSWER temporal ordering correlationnon-spuriousness
temporal ordering - ANSWER the cause must come before the effect correlation - ANSWER one must happen because of the other non-spuriousness -explained by a third variable ANSWER relationship between the cause and effect could not be
minneapolis domestic violence experiment (1984) - ANSWER methods: arrest assailant - most effective send both parties to counselingsend assailant away for a couple of hours
results:
conclusion:- best response was to arrest
problems:
endures that sample obtained is not representative of intended population endogenous change - ANSWER maturation:
statistical regression:- subjects who initially measure at an extreme are naturally inclined to measure closer to the mean
small sample size can be a problem issues with control of experimental conditions can impact statistical findings factorial design -independent variable and measures the dependent variable ANSWER experiment that consist of 2 or more levels of an
building blocks of classical experimental design -and control groups ANSWER number of experimental
number of and variation of independent variables number of pretest and posttest measurements procedures used to select subjects and assign them to a group quasi-experimental designs - ANSWER randomization is not possible quasi = "to a certain degree" threats to internal validity:
non-equivalent groups - ANSWER randomization is not used to create equivalent
groups so it cannot be assumed the groups are equivalent select subjects for groups in a way that makes these groups as comparable as possible- matching
referred to as comparison groups rather than control groups cohort designs -same time ANSWER group of subjects who enter or leave an institution at the
cohort is exposed to some experimental stimulus time-series design - ANSWER longitudinal examining a series of observations on some variable over time
self-reports -commit criminal, delinquent, or deviant acts ANSWER for research attempting to explain or explore why people
surveys - what to do - ANSWER questions and statements add flexibility be clear short items make sure wording of questions matches intended audience surveys - what to avoid - ANSWER double-barreled questions
biased items/terms- social desirability: people answer in a way that they think people want to hear -> avoid by making surveys confidential and anonymous issues with self-report surveys - ANSWER prisoners
respondents may not have to answer every question matrix questions - ANSWER saves space in questionnaire respondents find it easier to complete makes it easier for respondents and researchers to compare and answer questions problem
ordering survey items - ANSWER start with the most interesting questions self-administered surveys -validity ANSWER high in reliability and generalizability, but weak in
easiest to complete and least expensive mail online
could get sent to email as junk survey: computer-assisted in-person interview - ANSWER pros: respondents may be more honest- not as concerned with confidentiality
cons: people can hang up on you limited to people who have phones
features of qualitative interviewing - ANSWER richness: thick descriptions that help lead to real understanding meaning: can shed light on complex processes that might otherwise go unnoticed shared cultural views: people living in similar communities or subcultures have shared cultural meanings thatare shared through communication
qualitative interview: structured interview - ANSWER predetermined questions standardized qualitative interview: semi-structured interview -semi-structured interview allow you to explore themes that emerge during the interview ANSWER still standardized, but
acceptable to use unscheduled probes- attention, clarification, continuation probe
qualitative interview: unstructured interview -interview guide ANSWER conversation or use of an free-flowing
recording data - ANSWER options: audio recording video recordingphotographs
after interview, you have to write up your field notes that were taken during and afterinterview
field research -examining processes over time ANSWER effective for studying the subtle nuances of behavior and for
strengths:
complete observer - ANSWER strictly watching and not interacting with targets full participant -in a setting ANSWER goes about ordinary life in a role or set of roles constructed
people see you as a participant and not a researcher pros: increases reliability and validity
participant-as-observer -she is conducting research ANSWER participates with the group, but it is clear that he or
observer-as-participant -interacts with participants, but makes no pretense of being a participant ANSWER identifies himself or herself as a researcher and
example: going on a ride along with officers going native -that they become a part of it and lose sight of their objective ANSWER researcher becomes so involved with what they are studying
thinking units
repetitions
theory-related material
others have collected data that other people can readily access and use become very popular