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PSYC 307 test 3
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1To have a good grasp of ethics, there are a few things we need to consider...
[blank_start]Epistemology[blank_end]
[blank_start]paradigms[blank_end]
[blank_start]methodology[blank_end]
[blank_start]ideology[blank_end]- AEpistemology
- Bparadigms
- Cmethodology
- Dideology
2a paradigm determines -
- what is to be [blank_start]observed[blank_end] and [blank_start]scrutinized[blank_end]
- the kind of [blank_start]questions[blank_end] that are supposed to be altered
- how these questions are to be [blank_start]structured[blank_end]
- how these results of [blank_start]scientific investigations[blank_end] should be [blank_start]interpreted[blank_end]- Aobserved
- Bscrutinized
- Cquestions
- Dstructured
- Escientific investigations
- Finterpreted
3your chosen paradigm, epistemology, methodology, and ideology all influence the [blank_start]ethical[blank_end] considerations of a research project
- Aethical
4ethics should inform every stage of your [blank_start]research process[blank_end]
- [blank_start]risk[blank_end] should be minimised
- [blank_start]privacy[blank_end], [blank_start]anonymity[blank_end] and [blank_start]confidentiality[blank_end] need to be respected
- research goals and methods should be [blank_start]socially[blank_end] and [blank_start]culturally[blank_end] responsive
- [blank_start]exploitation[blank_end] of researcher-participant relationship should be prevented- Aresearch process
- Brisk
- Cprivacy
- Danonymity
- Econfidentiality
- Fsocially
- Gculturally
- Hexploitation
5[blank_start]case-centric[blank_end] research begins with a case and discovers the best characteristics to describe the case
- Acase-centric
6[blank_start]variable[blank_end]-centric research begins with some ideas about variables and finds sufficient cases to test the hypothesis
- Avariable
7qualitative research components
- [blank_start]words[blank_end]
- [blank_start]understand[blank_end] and [blank_start]interpret[blank_end] data/experiences
- [blank_start]small[blank_end] amount of [blank_start]rich[blank_end] data
- generates [blank_start]theories[blank_end]- Awords
- Bunderstand
- Cinterpret
- Dsmall
- Erich
- Ftheories
8[blank_start]methodology[blank_end] - a framework for -
- use of specific paradigm
- your research method
- how you went about conducting the method
- who the participants are
- what was analysed- Amethodology
9[blank_start]method[blank_end] -
- interviewing
- ethnography
- focus groups
- observation
- evaluation
- participatory action research
- photo elicitation- Amethod
10Research [blank_start]objective[blank_end] and [blank_start]topic[blank_end] will influence your choice of [blank_start]paradigm[blank_end], which will influence your choice of research [blank_start]method[blank_end], which will influence your choice of [blank_start]analysis[blank_end], which determines the [blank_start]overall process[blank_end] of your research.
- Aobjective
- Btopic
- Cparadigm
- Dmethod
- Eanalysis
- Foverall process
11key values of qualitative research are [blank_start]subjectivity[blank_end] and [blank_start]reflexivity[blank_end]
- Asubjectivity
- Breflexivity
12[blank_start]subjectivity[blank_end] is a key value because it acknowledges what we bring as a researcher to the research. our histories, values and assumptions all play a part. the topic we choose, the questions we ask, the aspects of the data that excite us, they reflect who we are.
- Asubjectivity
13[blank_start]reflexivity[blank_end] is a key value because it highlights the importance of constant internal dialogue and critical self evaluation of the researchers positionality and recognition that this position may affect the research process and outcome
- Areflexivity
14we acknowledge our [blank_start]subjectivity[blank_end] through being [blank_start]reflexive[blank_end]
- Asubjectivity
- Breflexive
15advantages of a [blank_start]structured[blank_end] interview are -
- obtains statistical data
- can be used on large samples
- useful when there is pre-existing knowledge about topic and likely responses
- used to study variables across cases- Astructured
16disadvantages of a [blank_start]structured[blank_end] interview -
- cant be used if there is a limited knowledge on the topic
- cant be used if the sample is small
- cant be used if aim is to understand participants experience- Astructured
17advantages of a [blank_start]semi-structured[blank_end] interview -
- can be used to understand a participants experience
- enables the participant to tell their story- Asemi-structured
18disadvantages of [blank_start]unstructured[blank_end] interview -
- cant be used to cover the same topic with everyone
- cant be used to draw comparisons between groups
- cant be used to measure effects of a program
- cant be used for quantitative measures- Aunstructured
19advantages of [blank_start]unstructured[blank_end] interview -
- able to get a purposeful conversation
- can focus on participants understanding
- interviewer can keep focus of inquiry in mind while listening and formatting questions
- can understand the experience from the inside- Aunstructured
2012 key principles for qualitative interviewers -
- [blank_start]knowledgeable[blank_end] - thoroughly familiar with the focus of the interview
- [blank_start]structure[blank_end] - gives purpose for interview
- [blank_start]clear[blank_end] - asks simple, easy, short questions
- [blank_start]gentle[blank_end] - lets people finish
- [blank_start]sensitive[blank_end] - listens attentively to what is said and how it is said
- [blank_start]open[blank_end] - responds to what is important to interview
- [blank_start]steering[blank_end] - knows what they want to find out
- [blank_start]critical[blank_end] - is prepared to challenge what is said
- [blank_start]remembers[blank_end] - relates what is said to what has been previously said
- [blank_start]interprets[blank_end] - clarifies and extends meanings
- [blank_start]balanced[blank_end] - does not talk too much or too little
- [blank_start]ethically sensitive[blank_end] - ethical dimensions of interviewing- Aknowledgeable
- Bstructure
- Cclear
- Dgentle
- Esensitive
- Fopen
- Gsteering
- Hcritical
- Iremembers
- Jinterprets
- Kbalanced
- Lethically sensitive
21good qualitative interviews are quality [blank_start]conversations[blank_end]
- Aconversations
22techniques that you can use to ensure that the responses to your interview are rich in detail are...
- [blank_start]open-ended questions[blank_end]
- [blank_start]active listening[blank_end]
- probing
- checking
- encourages
- steering with a light touch- Aopen-ended questions
- Bactive listening
23the mcdonalization of qualitative research- issues
- [blank_start]efficiency[blank_end] - the problem with fast and efficient ways of obtaining data. rather, proper field work takes time, energy and involves a degree of reciprocity.
- [blank_start]calculability[blank_end] - the problem with predetermining and quantifying your research. Rather, qualitative research can produce the richest data when you leave some 'wiggle room'.
- [blank_start]predictability[blank_end] - the problem with controlled factors, constants and uniformity. Rather, welcome surprises. A little spontaneity can result in the most exciting stories/data.
instead of mcdonaldization, we should aim to develop the [blank_start]craft[blank_end] of qualitative inquiry- Aefficiency
- Bcalculability
- Cpredictability
- Dcraft
24narrative research -
- A practical means for a person to [blank_start]construct meaning[blank_end] from our various life experiences
- provides sense of [blank_start]continuity[blank_end] between the past, present and future
- narratives incorporate temporality, a social context, complicated events and an evaluative conclusion - making coherent stories
- narrative research values [blank_start]knowledge[blank_end] rooted in [blank_start]experience[blank_end]
- the narrator is an [blank_start]active agent[blank_end] in their story- Aconstruct meaning
- Bcontinuity
- Cknowledge
- Dexperience
- Eactive agent
25narrative research as an engaged research -
- doing research [blank_start]with[blank_end] and [blank_start]alongside[blank_end], rather than on
- reducing the distance between [blank_start]researcher[blank_end] and [blank_start]participants[blank_end]
- [blank_start]reflexivity[blank_end] - being clear about our own personality and challenging assumptions and common-sense or dominant views
- creating space for the [blank_start]lifeworlds[blank_end] of participants
- [blank_start]responsiveness[blank_end] and relinquishing full control of the research process
- being [blank_start]curios[blank_end], [blank_start]innovative[blank_end] and [blank_start]creative[blank_end]- Awith
- Balongside
- Cresearcher
- Dparticipants
- Ereflexivity
- Flifeworlds
- Gresponsiveness
- Hcurios
- Iinnovative
- Jcreative
26varied methodologies of narrative research -
- [blank_start]sociocultural[blank_end] - a focus on broader cultural narratives that influence individual experiences
- [blank_start]naturalist[blank_end] - a focus on particular events or issues
- [blank_start]literary[blank_end] - a focus on discourse, or language used when describing an experience- Asociocultural
- Bnaturalist
- Cliterary
27- to [blank_start]reduce[blank_end] the amount of information
- to identify [blank_start]patterns[blank_end]
- to develop [blank_start]explanations[blank_end]
- to evaluate the [blank_start]information[blank_end]
- to [blank_start]interpret[blank_end]
- to raise [blank_start]questions[blank_end]
Above all - analysis is about [blank_start]making meaning[blank_end]- Areduce
- Bpatterns
- Cexplanations
- Dinformation
- Einterpret
- Fquestions
- Gmaking meaning
28qualitative is different to quantitative in that it is about [blank_start]exemplars[blank_end], not [blank_start]samples[blank_end]
- Aexemplars
- Bsamples
29qualitative analysis is a process of -
- data [blank_start]reduction[blank_end]
- data [blank_start]display[blank_end]
- drawing [blank_start]conclusions[blank_end]
All require human judgement- Areduction
- Bdisplay
- Cconclusions
30[blank_start]thematic[blank_end] analysis - a method for identifying themes and patterns of meaning across a dataset in relation to a research question.
- the most commonly used method in qualitative analysis
- involves generating codes and then themes from your 'data'- Athematic
31key steps of a thematic analysis -
1 - [blank_start]familiarisation[blank_end] with your data
2 - [blank_start]coding[blank_end]
3 - searching for [blank_start]themes[blank_end]
4 - [blank_start]reviewing[blank_end] themes
5 - [blank_start]defining[blank_end] and [blank_start]naming[blank_end] themes
6 - [blank_start]writing up[blank_end]- Afamiliarisation
- Bcoding
- Cthemes
- Dreviewing
- Enaming
- Fdefining
- Gwriting up
32key things for coding
- you can [blank_start]generate[blank_end] codes - from careful reading of the data and theoretical orientation
- best not to code on [blank_start]first reading[blank_end] - get to know your data first
- keep text snippets in [blank_start]context[blank_end] - the meaning of the sentence may depend on what preceded it
- favour [blank_start]holism[blank_end] over [blank_start]atomisation[blank_end] of text - usually bigger text chunks are more meaningful than a few words
- be prepared to [blank_start]revise[blank_end] your codes
- record your thoughts on what the [blank_start]categories[blank_end] mean- Agenerate
- Bfirst reading
- Ccontext
- Dholism
- Eatomisation
- Fcategories
- Grevise
33data display -
- bundle [blank_start]similar[blank_end] bits of text together
- [blank_start]re-read[blank_end] bundles
- read text [blank_start]deeply[blank_end]
- try [blank_start]visual[blank_end] methods- Asimilar
- Bre-read
- Cdeeply
- Dvisual
34key things of drawing conclusions -
- focus on what the participants [blank_start]said[blank_end] and [blank_start]how[blank_end] they said it, not what you [blank_start]think[blank_end]
- remain [blank_start]flexible[blank_end]; keep an open mind - premature closure is perhaps the biggest danger to trustworthy qualitative data analysis
- constantly [blank_start]interrogate[blank_end] your information - does this pattern hold here?
- maintain the participants [blank_start]voice[blank_end]
- look for [blank_start]conflicting[blank_end] evidence
-- Asaid
- Bhow
- Cthink
- Dflexible
- Einterrogate
- Fvoice
- Gconflicting
35qualitative data ignores reliability and validity and rather questions if the analysis and conclusions be [blank_start]trusted[blank_end]
- Atrusted
36enhancing trustworthiness -
- [blank_start]check analysis[blank_end] with participants
- using [blank_start]triangulation[blank_end] across participants, researchers, and data sources
- [blank_start]peer debriefing[blank_end]
- be [blank_start]transparent[blank_end]- Acheck analysis
- Btriangulation
- Cpeer debriefing
- Dtransparent
37[blank_start]emic[blank_end] approaches - internal, indigenous approaches to conducting research
- Aemic
38[blank_start]etic[blank_end] approaches - external, often euro western inspired research approaches
- Aetic
39a combination of etic and emic provides the ability to bridge [blank_start]indigenous[blank_end] perspectives with aspects of the [blank_start]euro-American[blank_end] dominated discipline
- Aindigenous
- Beuro-American
40key aspects of a focus group -
- social interaction
- useful for [blank_start]novel[blank_end] information
- beneficial when working with [blank_start]marginalized[blank_end] groups
- how to negotiate [blank_start]sensitive[blank_end] information
- no guarantee of [blank_start]confidentiality[blank_end]- Anovel
- Bmarginalized
- Csensitive
- Dconfidentiality
41you might use a focus group instead of a interview depending on the
- t[blank_start]opic[blank_end]
- c[blank_start]ontext[blank_end]
- e[blank_start]xperience[blank_end]
- p[blank_start]articipant[blank_end]
- FG is considered as one unit of [blank_start]data[blank_end]- Aopic
- Bontext
- Cxperience
- Darticipant
- Edata
42role of the moderator -
- create [blank_start]conversation[blank_end]
- [blank_start]guides[blank_end] the conversation so it stays on topic
- b[blank_start]ody language[blank_end]
- group [blank_start]dynamics[blank_end]
- [blank_start]power[blank_end]- Aconversation
- Bguides
- Cody language
- Ddynamics
- Epower
43h[blank_start]omogeneity[blank_end] is preferred for focus groups
- Aomogeneity
44evaluation research - attempts to answer questions about the [blank_start]value[blank_end] of social service programs and to derive [blank_start]information[blank_end] which will improve programs and policies.
- [blank_start]community[blank_end] and applied [blank_start]social[blank_end] psychologists
- is [blank_start]inter-disciplinary[blank_end]
- usually [blank_start]multi-method[blank_end] - qual and quant- Avalue
- Binformation
- Ccommunity
- Dsocial
- Einter-disciplinary
- Fmulti-method
45the main purposes of a evaluation
- to determine the [blank_start]worth[blank_end] of a program
- to help program managers [blank_start]improve[blank_end] programs
- to help maximize the [blank_start]allocation[blank_end] of source resources- Aworth
- Bimprove
- Callocation
46types and stages of evaluation -
- [blank_start]formative[blank_end] (and needs assessment) - before program finishes - is a program needed, what sort of program
- [blank_start]process[blank_end] (monitoring) - early in life of program - what are the strengths and weaknesses, how can it be improved
- [blank_start]outcome[blank_end] (impact) - "mature program" - what is the effect of the program
- [blank_start]cost effectiveness[blank_end] - mature program - how efficient is the program- Aoutcome
- Bprocess
- Cformative
- Dcost effectiveness
47steps involved when conducting an evaluation -
- request for [blank_start]proposals[blank_end] from those wanting it
- write [blank_start]proposal[blank_end] from those willing to do it
- [blank_start]selection[blank_end] and signing of contract- Aproposals
- Bproposal
- Cselection
48evaluation is a [blank_start]political process[blank_end] because it requires care in handling with stakeholders
- Apolitical process
49the role of the evaluator is -
- [blank_start]impartial referee[blank_end] (judge)
- [blank_start]involved[blank_end] and [blank_start]partial[blank_end] (coach)
- [blank_start]cheerleader[blank_end]- Aimpartial referee
- Binvolved
- Cpartial
- Dcheerleader
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- Quiz on PSYC 307 test 3, created by Karissa Paterson on 04/10/2018.
- Author
- Karissa Paterson
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- English
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