Quiz
1. Epistemology, Photo Elicitation, Reflexivity and Social Construction
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Questions in this quiz (92)
1Qualitative research uses
- AImages
- BSounds
- CObservations of behaviours
- DMeasurement
- EWords
- FStatistics
2Epistemology is the theory of knowledge, especially with regard to it's methods, validity and scope, and the justified distinction between justified belief and opinion.
- ATrue
- BFalse
3[blank_start]Epistemology[blank_end] is the theory of knowledge, especially with regard to it's methods, validity and scope, and the justified distinction between justified belief and opinion.
- AEpistemology
4Epistemology is...
- Athe branch of medicine which deals with the incidence, distribution, and possible control of diseases and other factors relating to health.
- Bthe theory of knowledge, especially with regard to it's methods, validity and scope, and the justified distinction between justified belief and opinion.
- Ca set of concepts and categories in a subject area or domain that shows their properties and the relations between them.
5[blank_start]Qualitative[blank_end] research employs a large-grained sieve.
[blank_start]Quantitative[blank_end] research is very structured.
Sometimes important stuff cannot be [blank_start]quantified[blank_end].
[blank_start]Qualitative[blank_end] is more open-ended.
[blank_start]Qualitative[blank_end] methods can help discover the unknown unknowns.
Behind numbers, there is usually a [blank_start]qualitative[blank_end] judgement.
[blank_start]Quantitative[blank_end] research employs a fine-grained sieve.
Some things are better not [blank_start]quantified[blank_end].
[blank_start]Quantitative[blank_end] research is variable-centric.- AQualitative
- BQuantitative
- CQuantitative
- DQualitative
- Equantified
- Fqualified
- GQualitative
- HQuantitative
- IQualitative
- JQuantitative
- Kqualitative
- Lquantitative
- MQuantitative
- NQualitative
- Oquantified
- Pqualified
- QQuantitative
- RQualitative
6[blank_start]Ontology[blank_end]: The nature of reality.
[blank_start]Epistemology[blank_end]: The way we know what we know.
[blank_start]Ideology[blank_end]: The relevance of values.
[blank_start]Methodology[blank_end]: The role of the researcher, relationship with participants and the design of the research.- AOntology
- BEpistemology
- CIdeology
- DMethodology
7Ontology is the way we know what we know.
- ATrue
- BFalse
8Epistemology is the relevance of values.
- ATrue
- BFalse
9Ideology is the relevance of values.
- ATrue
- BFalse
10Ontology is the nature of reality
- ATrue
- BFalse
11Epistemology is the way we know what we know.
- ATrue
- BFalse
12Epistemology is the
- AWay we know what we know
- BNature of reality
- CRelevance of values
13Ideology is
- AThe way we know what we know
- Bthe relevance of values
- CThe nature of reality
14Ontology is
- AThe relevance of values
- BThe role of the researcher
- CThe nature of reality
- DThe way we know what we know
15Methodology is
- AThe role of the researcher
- BThe nature of reality
- CThe relationship with research participants
- DThe design of the research
- EThe way we know what we know
- FThe relevance of values
16Qualitative methods are not good for understanding participants' lived experiences.
- ATrue
- BFalse
17[blank_start]Ontology[blank_end] is about the nature of reality.
- AOntology
18[blank_start]Epistemology[blank_end] is the way we know what we know.
- AEpistemology
19[blank_start]Ideology[blank_end] is about the relevance of values.
- AIdeology
20Further investigation of an incident may be required if a participant minimises their experience.
For example, a participant says "just normal everyday losing the plot", is further investigation required to find out what losing the plot means?- ATrue
- BFalse
21If you are [blank_start]controlling[blank_end] the setting you’re more likely to be [blank_start]quantitative[blank_end], if you are [blank_start]observing[blank_end] you are more likely to be [blank_start]qualitative[blank_end].
- Acontrolling
- Bquantitative
- Cobserving
- Dqualitative
22Qualitative research is pre-categorised, you say ahead of time what the valid response options will be.
- ATrue
- BFalse
23The distinction between qualitative and quantitative research is very simple and easy to understand.
- ATrue
- BFalse
24Quantifying things can be a hard habit to give up.
- ATrue
- BFalse
25Quantitative research is often described as...
- AResearch is value free.
- BResearch is value-laden.
- CTechnical competence is all that matters.
- DResearch shaped by the culture, class, gender, life experience etc. of the researcher.
- EResearcher remains distant and uninvolved, subjects are often naive about the research.
- FResearcher is engaged with the research participants who play an active part in the study.
- GResearcher maintains control of the setting, often manipulating an independent variable (e.g. experiments).
- HResearcher observes whatever arises in the setting (e.g. naturalistic research).
- ILarge pre-determined. Research often tests a hypothesis.
- JFlexible. Emergent. Research open to whatever is observed.
26Qualitative research is often described as...
- AResearch is value free.
- BResearch is value-laden.
- CTechnical competence is all that matters.
- DResearch shaped by the culture, class, gender, life experience etc. of the researcher.
- EResearcher remains distant and uninvolved, subjects are often naive about the research.
- FResearcher is engaged with the research participants who play an active part in the study.
- GResearcher maintains control of the setting, often manipulating an independent variable (e.g. experiments).
- HResearcher observes whatever arises in the setting (e.g. naturalistic research).
- ILarge pre-determined. Research often tests a hypothesis.
- JFlexible. Emergent. Research open to whatever is observed.
27[blank_start]Case-centric[blank_end] research combines a [blank_start]small[blank_end] number of cases with a large number of variables and values.
[blank_start]Variable-centric[blank_end] research examines a small number of variables and values over a [blank_start]large[blank_end] number of cases.- ACase-centric
- BVariable-centric
- Csmall
- Dlarge
28What are students' experiences of the University campus?
This is an exmaple of which type of research?- ACase-centric
- BVariable-centric
29The relationship between gender and safety on campus is an example of which type of research?
- ACase-centric
- BVariable-centric
30Variable-centric research is [blank_start]quantitative[blank_end].
Case-centric research is [blank_start]qualitative[blank_end].- Aquantitative
- Bqualitative
31Design strategies for qualitative research includes
[blank_start]Naturalistic inquiry[blank_end]: Studying real-world situations as they unfold naturally; Nonmanipulative and noncontrolling; Openness to whatever emerges with a lack of predetermined constraints on findings.
[blank_start]Emergent design flexibility[blank_end]: Openness to adapting inquiry as understanding deepens and/or situations change; avoids getting locked into a rigid design that eliminates responsiveness and pursues new paths of discovery as they emerge.
[blank_start]Purposeful sampling[blank_end]: Cases for study are selected because they are information rich and illuminative. Sampling is aimed at insight about phenomena, not empirical generalisation from a sample to a population.- ANaturalistic inquiry
- BEmergent design flexibility
- CPurposeful sampling
- DQualitative data
- EPersonal experience and engagement
- FEmpathic neutrality and mindfulness
- GDynamic systems
- HUnique case orientation
- IInductive analysis & creative synthesis
- JHolistic perspective
- KContext sensitivity
- LVoice, perspectives, and reflexivity
32Data collection and fieldwork strategies
[blank_start]Qualitative data[blank_end]: Observations that yield detailed, thick descriptions; inquiry in depth; interviews that capture direct quotations about personal perspectives and experiences.
[blank_start]Personal experience and engagement[blank_end]: Direct contact with and gets close to the people, situation and phenomenon under study; the researchers' personal experiences are an important part of the inquiry and critical to understanding the phenomenon.
[blank_start]Empathic neutrality and mindfulness[blank_end]: Seeks vicarious understanding without judgement (neutrality) by showing openness, sensitivity, respect, awareness, and responsiveness. Being fully present.
[blank_start]Dynamic systems[blank_end]: Attention to process; assumes change as ongoing whether the focus is on an individual, organisation, community or culture. Mindful of and attentive to system and situation dynamics.- AQualitative data
- BPersonal experience and engagement
- CEmpathic neutrality and mindfulness
- DDynamic systems
- ENaturalistic inquiry
- FEmergent design flexibility
- GPurposeful sampling
- HUnique case orientation
- IInductive analysis & creative synthesis
- JHolistic perspective
- KContext sensitivity
- LVoice, perspective, and reflexivity
33Analysis strategies
[blank_start]Unique case orientation[blank_end]: Assumes that each case is special and unique; the first level of analysis is being true to, respecting, and capturing the details of the individual cases being studied; cross-case analysis follows from and depends on the quality of individual case studies.
[blank_start]Inductive analysis & creative synthesis[blank_end]: Immersion in the details and specifics of the data to discover important patterns, themes, and interrelationships; begins by exploring, then confirming, guided by analytical principles rather than rules, ends with a creative synthesis.
[blank_start]Holistic perspective[blank_end]: The whole phenomenon under study is understood as a complex system that is more than the sum of its parts; focus on complex interdependencies and system dynamics that cannot meaningfully be reduced to a few discrete variables and linear, causeeffect relationships.
[blank_start]Context sensitivity[blank_end]: Places findings in a social, historical, and temporal context; careful about, even dubious of, the possibility or meaningfulness of generalizations across time and space; emphasizes instead careful comparative case analyses and extrapolating patterns for possible transferability and adaptation in new settings.
[blank_start]Voice, perspective, and reflexivity[blank_end]: The qualitative analyst owns and is reflective about her or his own voice and perspective; a credible voice conveys authenticity and trustworthiness; complete objectivity being impossible and pure subjectivity undermining credibility, the researcher’s focus becomes balance—understanding and depicting the world authentically in all its complexity while being self-analytical, politically aware, and reflexive in consciousness- AUnique case orientation
- BInductive analysis & creative synthesis
- CHolistic perspective
- DContext sensitivity
- EVoice, perspective, and reflexivity
- FNaturalistic inquiry
- GEmergent design flexibility
- HPurposeful sampling
- IQualitative data
- JPersonal experience and engagement
- KEmpathic neutrality and mindfulness
- LDynamic systems
34What is
Studying real-world situations as they unfold naturally; Nonmanipulative and noncontrolling; Openness to whatever emerges with a lack of predetermined constraints on findings.- AContext sensitivity
- BHolistic perspective
- CNaturalistic inquiry
- DPersonal experience and engagement
35What is
Openness to adapting inquiry as understanding deepens and/or situations change; avoids getting locked into a rigid design that eliminates responsiveness and pursues new paths of discovery as they emerge.- AEmergent design and flexibility
- BInductive analysis & creativity synthesis
- CVoice, perspective, and reflexivity
- DDynamic systems
36What is
Cases for study are selected because they are information rich and illuminative. Sampling is aimed at insight about phenomena, not empirical generalisation from a sample to a population.- AQualitative data
- BHolistic perspective
- CUnique case orientation
- DPurposeful sampling
37What is
Observations that yield detailed, thick descriptions; inquiry in depth; interviews that capture direct quotations about personal perspectives and experiences.- AEmpathic neutrality and midnfulness
- BPurposeful sampling
- CQualitative data
- DPersonal experience and engagement
38What is
Direct contact with and gets close to the people, situation and phenomenon under study; the researchers' personal experiences are an important part of the inquiry and critical to understanding the phenomenon.- AVoice, perspective, and reflexivity
- BPersonal experience and engagement
- CContext sensitivity
- DPurposeful sampling
39What is
Seeks vicarious understanding without judgement (neutrality) by showing openness, sensitivity, respect, awareness, and responsiveness. Being fully present.- AEmpathic neutrality and mindfulness
- BHolistic perspective
- CNaturalistic inquiry
- DInductive analysis & creative synthesis
40What is
Attention to process; assumes change as ongoing whether the focus is on an individual, organisation, community or culture. Mindful of and attentive to system and situation dynamics.- AEmergent design flexibility
- BPurposeful sampling
- CUnique case orientation
- DDynamic systems
41What is
Assumes that each case is special and unique; the first level of analysis is being true to, respecting, and capturing the details of the individual cases being studied; cross-case analysis follows from and depends on the quality of individual case studies.- AHolistic perspective
- BUnique case orientation
- CContext sensitivity
- DQualitative data
42What is
Immersion in the details and specifics of the data to discover important patterns, themes, and interrelationships; begins by exploring, then confirming, guided by analytical principles rather than rules, ends with a creative synthesis.- AQualitative data
- BVoice, perspective, and reflexivity
- CInductive analysis & creative synthesis
- DContext sensitvity
43What is
The whole phenomenon under study is understood as a complex system that is more than the sum of its parts; focus on complex interdependencies and system dynamics that cannot meaningfully be reduced to a few discrete variables and linear, causeeffect relationships.- AHolistic perspective
- BContext sensitivity
- CNaturalistic inquiry
- DPersonal experience and engagement
44What is
Places findings in a social, historical, and temporal context; careful about, even dubious of, the possibility or meaningfulness of generalizations across time and space; emphasizes instead careful comparative case analyses and extrapolating patterns for possible transferability and adaptation in new settings.- APurposeful sampling
- BPersonal experience and engagement
- CVoice, perspective, and reflexivity
- DContext sensitivity
45What is
The qualitative analyst owns and is reflective about her or his own voice and perspective; a credible voice conveys authenticity and trustworthiness; complete objectivity being impossible and pure subjectivity undermining credibility, the researcher’s focus becomes balance—understanding and depicting the world authentically in all its complexity while being self-analytical, politically aware, and reflexive in consciousness- AVoice, perspective, and reflexivity
- BHolistic perspective
- CUnique case orientation
- DQualitative data
46Photo elicitation is also called
- APhoto voice
- BPhoto novella
- CParticipatory photography
- DPhoto diary
47Social construction of knowledge includes
- AConstructing meaning through interactions with others
- BThe idea or notion that appears to be natural and obvious to people who accept it
- CAre collectively held beliefs
- DCan and do change: groups may actively work to renegotiate meanings associated with them
48According to social construction
- AThere are multiple, socially constructed realities
- BResearched shaped by the culture, class, gender, life experience etc. of the researcher
- CThere is a single, objective reality that exists "out there"
- DTechincal competence of the researcher is all that matters
49In quantitative research, the researcher is the instrument
- ATrue
- BFalse
50Social constructions are singularly held beliefs?
- ATrue
- BFalse
51Do we construct meaning through interactions with others?
- ATrue
- BFalse
52It is possible for social constructions to change.
- ATrue
- BFalse
53In qualitative research the researcher is the [blank_start]instrument[blank_end].
- Ainstrument
- Bexperiment
- Cparticipant
- Dsocial construct
54Reflexivity is the construction of meaning through interactions with others.
- ATrue
- BFalse
55Reflexivity is the critical self-evaluation of researcher's positionality.
- ATrue
- BFalse
56Reflexivity understands that a researchers positionality [blank_start]may[blank_end] affect the research process and outcome.
- Amay
- Bwill
- Cwon't
57[blank_start]Reflexivity[blank_end] is the process of a continual internal dialogue and critical self-evaluation of researcher's positionality as well as active acknowledgement and explicit recognition that this problem may affect the research process and outcome.
- AReflexivity
58Researcher positioning can include which of the following:
- AGender, race and affiliation
- BAge
- CSexual orientation
- DImmigration status
- EPersonal experiences
- FLinguistic tradtion
- GBeliefs and biases
- HPreferences
- ITheoretical, political and ideological stances
- JEmotional responses to participant
59Things that are relevant to a researchers positioning for reflexivity is not dependent on the context
- ATrue
- BFalse
60A researcher's [blank_start]position[blank_end] is relevant because it can affect access to the 'field', it may shape the nature of the researcher-participant relationship, it may affect the way in which we construct the world, use language, pose questions, choose our frameworks, and how we make meaning of the information we gather.
- Aposition
61The position of the researcher may shape the nature of the researcher-participant relationship. However, this will not affect the information that participants are willing to share.
- ATrue
- BFalse
62The position of the researcher may affect the way they construct the world which will affect how meaning is made from gathered information.
- ATrue
- BFalse
63Reflexivity can be achieved by
- AHaving multiple researchers
- BBeing transparent with participants
- CKeeping a journal
- DRestricting access to participants
- EConducting double-blind studies
- FRandomly assigning participants to conditions
64Keeping a journal will help with reflexivity
- ATrue
- BFalse
65What should be recorded in a journal to assist with reflexivity?
- AExperiences and feelings
- BDecisions and how they were made
- CMilage
- DEquipment used
- EThe number of cups of tea consumed
66For reflexivity purposes, once a journal entry has been written it should not be reviewed.
- ATrue
- BFalse
67[blank_start]Transparent positioning[blank_end] is about being open and clear about a researcher's position.
- ATransparent positioning
68[blank_start]2.[blank_end] Devising an initial theme for taking pictures
[blank_start]4.[blank_end] Selecting photographs for discussion
[blank_start]1.[blank_end] Photovoice training
[blank_start]6.[blank_end] Codifying issues, themes, theories
[blank_start]5.[blank_end] Contextualising and storytelling
[blank_start]3.[blank_end] Taking pictures- A2.
- B4.
- C1.
- D6.
- E5.
- F3.
69Photo elicitation studies should be directed, by providing guidance on what and how particiaptns should take photos.
- ATrue
- BFalse
70Photo elicitation is...
- Aa process
- Ba single step
- Cnot a good way to conduct research
- Dquantitative
71[blank_start]Photo elicitation[blank_end] provides [blank_start]participants[blank_end] the opportunity to tell tales about their [blank_start]everyday[blank_end] experience
- APhoto elicitation
- BSocial construction
- Cparticipants
- Dsubjects
- Eeveryday
- Fobjective
72Photo elicitation studies allow access to what some researchers conceptualise as the 'unknown unknowns'. Things that the researcher may not even be aware of when conducting a study.
- ATrue
- BFalse
73What are some of the unknown unknowns mentioned in the 'Picture this' study on sexuality and schooling conducted by Lousia Allen?
- ALearning about sexuality from graffiti
- BLearning about sexuality from sports
- CThe 5cm rule
- DUnofficial spaces
- ELearning about sexuality from peers
74Reasons given for why photo elicitation studies in schools are unconventional from the 'Picture this' sexualities and schooling study by Lousia Allen include:
- ASchools are risk-averse
- BTeenagers are already self-centered, giving them cameras will only inflate their sense of self importance.
- CCameras incite anxieties around issues of privacy and appropriate use
- DTeenagers don't have the maturity to take relevant photos
75Participants are unlikely to take staged or premeditated photos in a photo elicitation study, they are more likely to take opportunistic photos. Answer in reference to the 'Picture this' sexuality and schooling study by Louisa Allen.
- ATrue
- BFalse
76Some participants in the 'Picture this' sexuality and schooling study by Louisa Allen were initially uncertain about what photos to capture. This may have been attributable to the way sexuality is both 'everywhere and nowhere' at school.
- ATrue
- BFalse
77Researchers are often disappointed on first viewing participant images as they appear mundane and uninteresting.
- ATrue
- BFalse
78The following can be/are socially constructed:
- AColours
- BLanguage
- CFood
- DGestures
- EPeople
79Stereotypes are not forms of social construction.
- ATrue
- BFalse
80[blank_start]social movements[blank_end] such as [blank_start]civil rights and feminism[blank_end] can in part be seen as [blank_start]collective[blank_end] efforts to change [blank_start]socially constructed ideas[blank_end] about the world.
- Asocial movements
- Bcivil rights and feminism
- Ccollective
- Dsocially constructed ideas
81Examples of social constructions:
[blank_start]Language[blank_end]: The word cat, it doesn't look like a cat, but we as a society have decided it represents sounds that make up the word cat.
[blank_start]Colours[blank_end]: Pink is for girls, blue is for boys.
[blank_start]Food[blank_end]: Eating bacon and eggs for breakfast is western, in Korea vegetable soup for breakfast. Fortune cookies are not a Chinese invention but Japanese, in America Chinese food is served with fortune cookies.
[blank_start]Gestures[blank_end]: Thumbs up means good or well done in western society. In Iraq, it means screw you. Discussion around Michelle and Barak Obama fist bumping and what it means, apparaently it can have links to terrorism?
[blank_start]People[blank_end]: Women love shopping. American Indians are closer to nature.- ALanguage
- BColours
- CFood
- DGestures
- EPeople
82A [blank_start]symbol[blank_end] is a thing that stands in for another thing e.g. the USA Flag represents the United States and it's people.
- Asymbol
83[blank_start]Social constructions[blank_end] are collectively held beliefs where a culture agrees on a meaning. They can be difficult to change.
[blank_start]Stereotypes[blank_end] are forms of social constructions.- ASocial constructions
- BStereotypes
84There is an assumption among researchers that bias or skewedness in a research study is undesireable.
- ATrue
- BFalse
85[blank_start]preconceptions[blank_end] are not the same as [blank_start]bias[blank_end], unless the researcher fails to mention them.
Different researchers will approach a study from different [blank_start]positions[blank_end] or perspectives. This might lead to different, although equally [blank_start]valid[blank_end], [blank_start]understandings[blank_end] of a particular situation under study.
While some may see these different ways of [blank_start]knowing[blank_end] as a [blank_start]reliability[blank_end] problem, others feel that these different ways of seeing provide a [blank_start]richer[blank_end], more developed understanding of [blank_start]complex[blank_end] phenomena.
Understanding something about the position, perspective, beliefs and [blank_start]values[blank_end] of the researcher is an issue in all [blank_start]research[blank_end], but particulary in [blank_start]qualitative[blank_end] research where the researcher is often constructed as the [blank_start]human research instrument[blank_end].- Apreconceptions
- Bbias
- Cpositions
- Dvalid
- Eunderstandings
- Fknowing
- Greliability
- Hricher
- Icomplex
- Jvalues
- Kresearch
- Lqualitative
- Mquantitative
- Nhuman research instrument
86One way to foster reflexivity and reflexive research design [blank_start]is to[blank_end] report research perspectives, positions, values and beliefs in manuscripts and other publications. Many believe this is [blank_start]valuable[blank_end] and [blank_start]essential[blank_end] to briefly report in manuscripts, as best as possible, how one's preconceptions, beliefs, values, assumptions and position may have come into play during the research process.
- Ais to
- Bis not to
- Cvaluable
- Da waste of time
- Eessential
- Funnecessary
87Fostering reflexivity and good reflexive design includes only one researcher.
- ATrue
- BFalse
88A journal is a good way to foster reflexivity and encourage good reflexive research design.
- ATrue
- BFalse
89We construct meaning through interactions with others when
- Aface to face
- Binteracting with media
- CBoth face to face and interacting with the media
90[blank_start]Collectively[blank_end] held beliefs are an idea or notion that appears to be [blank_start]natural and obvious[blank_end] to people who [blank_start]accept[blank_end] it (war, beneficiaries, beauty). However, if they can be [blank_start]constructed[blank_end], they can be [blank_start]deconstructed[blank_end] (i.e. the term queer is now a matter of pride).
- ACollectively
- BIndividually
- Cnatural and obvious
- Dunnatural and illogical
- Eaccept
- Freject
- Gconstructed
- Hdeconstructed
91[blank_start]Positivist/experimental/quantitative[blank_end] research does tend to take a view that there is a single objective reality that exists “out there”. Technical competence of the researcher is all that matters.
[blank_start]Social construction/critical psychology[blank_end]: There are multiple socially constructed realities. I.e. 9/11 world trade centre, compared to a battery factory in India exploded where 5000 people died. Or the Alleppey Junta regime (1973). Research shaped by culture, class, gender, life experience of the researcher.- APositivist/experimental/quantitative
- BSocial construction/critical psychology
- CSocial construction/critical psychology
- DPositivist/experimental/quantitative
92In qualitative research, the researcher is the [blank_start]instrument[blank_end].
[blank_start]Reflexivity[blank_end] the process of a continual internal dialogue and critical self-evaluation of the researcher’s positionality.
Position in the field: Insiders or Outsiders. [blank_start]Insiders[blank_end] are generally favoured and don't have to make participants at ease. i.e. for tightly knit or religious communities. [blank_start]Outsiders[blank_end] can be good as they may have an objective view but have to get participants to feel at ease.- Ainstrument
- Bparticipant
- CReflexivity
- DSocial construction
- EInsiders
- FOutsiders
Information
- Description
- Qualitative Research
- Author
- Ryan Bentham
- Language
- English
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