Social Research Methods: Errors, Motives, Types, and Research Methods, Exams of Psychology

An introduction to social research methods, covering common errors in reasoning, motives for social research, types of research, and different research methods. It explores quantitative and qualitative methods, inductive and deductive research, and the importance of theory in social science. The document also discusses ethical considerations in research, including informed consent and protecting research participants.

Typology: Exams

2024/2025

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Social Research Methods
1. 4 Errors:
Illogical
Reasoning
2. 4 Errors:
Over-
generalizatio
n
3. 4 Errors:
Observ- ing
4. 4 Errors:
Resis- tance to
change
When we prematurely jump to conclusions or argue on the basis of
invalid as-
sumptions.
Occurs when we unjustifiably conclude that what is true for some cases is
true for
all cases.
Ex:
There
are
many
over
generalizations
in
blogs.
-
Selective Observation: Choosing to look only at things that are in line
with our
preferences or beliefs.
Ex:
Noticing
that
women
in
your
oflce
complain
a
lot
-
Inaccurate
Observation:
An
observation
based
on
faulty
perceptions
of
empirical
reality.
Ex: You are sitting in a computer lab and you think there are 14 students
present,
when there are actually 17.
The reluctance to change our ideas in light of new
information.
Ex:
Science
shows
milk
is
bad
for
us,
so
we
should
listen
to
them.
-
Common
May
occur
because
of:
-
Ego-based
commitments
-
Excessive
devotion
to
tradition
-
Uncritical
agreement
with
authority
5.
What is science?
A
set
of
logical,
systematic,
documented
methods
for
investigating
nature
and
natural processes; the knowledge produced by the
investigation.
The
scientific
approach
to
answering
questions
about
the
natural
world
and
the
social world is designed to greatly reduce these potential sources of
error in
everyday reasoning.
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1 / Social Research Methods

  1. 4 Errors: Illogical Reasoning
  2. 4 Errors: Over- generalizatio n
  3. 4 Errors: Observ- ing
  4. 4 Errors: Resis- tance to change When we prematurely jump to conclusions or argue on the basis of invalid as- sumptions. Occurs when we unjustifiably conclude that what is true for some cases is true for all cases. Ex: There are many over generalizations in blogs. - Selective Observation: Choosing to look only at things that are in line with our preferences or beliefs. Ex: Noticing that women in your oflce complain a lot - Inaccurate Observation: An observation based on faulty perceptions of empirical reality. Ex: You are sitting in a computer lab and you think there are 14 students present, when there are actually 17. The reluctance to change our ideas in light of new information. Ex: Science shows milk is bad for us, so we should listen to them. - Common May occur because of: - Ego-based commitments - Excessive devotion to tradition - Uncritical agreement with authority
  5. What is science? A set of logical, systematic, documented methods for investigating nature and natural processes; the knowledge produced by the investigation. The scientific approach to answering questions about the natural world and the social world is designed to greatly reduce these potential sources of error in everyday reasoning.

2 / Social Research Methods Science relies on logical and systematic methods to answer questions, and it does

4 / Social Research Methods Quantitativ e Methods

  1. Qualitative Meth- ods
  2. Inductive Re- search
  3. Deductive Re- search
  4. Theory Methods such as surveys and experiments that record variation in social life in terms of quantities. Data that is treated as quantitative are either numbers or attributes that can ordered in terms of magnitude. Ex: Researchers reported their findings as percentages and other statistics that summarized the relationship between Internet usage and various aspects of social relations. Data collection methods such as participant observation, intensive interviewing, and focus groups that are designed to capture social life as participants experience it rather than in categories predetermined by the researcher. Exploration is the most often used motive. Other motives: explanatory, descriptive, or evaluation.
    • First collecting the data and then developing a theory that explains patterns in the data. "This marker smells really bad."
    • Inductive reasoning enters into deductive research when we find unexpected patterns in the data we have collected for testing a hypothesis.
    • We may call these patterns serendipitous findings or anomalous findings. Exploratory research question --> Qualitative research --> Induce theory from observations
    • Starting with a social theory and then testing some of its implications with data.

5 / Social Research Methods

  • A specific expectation deduced from a general theoretical premise and then tested with data that have been collected for this purpose.

7 / Ex: The prediction that social ties decrease among those who use the Internet more

  • this can move us closer to understanding actual social processes.
  1. Interpretivism

8 /

  1. Social Science journals and the review process
  2. Protecting re- search partici- pants
    • ethical principles The belief that reality is socially constructed and that the goal of social scientists is to understand what meanings people give to that reality. Social science research can improve our understanding of empirical reality - the reality we encounter firsthand. - Achieving Valid Results: Commitment to achieving valid results is the necessary starting point for ethical research practice. - Honesty and Openess: The scientific concern with validity requires that scientists be open in disclosing their methods and honest in presenting their findings. - Protecting Research Participants: The Code's standards concerning the treatment of human subjects include federal regulations and ethics guidelines emphasized by most professional social science organizations. - Avoid Harming Research Participants: Although this standard may seem straight- forward, it can be diflcult to interpret in specific cases and hater yet to define in a way agreeable to all social scientists. - Does it mean that subjects should not be at all harmed psychologically as well as physically? - That they should feel no anxiety or distress whatever during the study or only after their involvement ends?
  3. Deception Avoid deception in research, except in limited circumstances. Occurs when subjects are misled about research procedures to determine how they would react to the treatment if they were not research subjects. It is a critical component of many social psychology experiments, in part because of the diflculty of simulating real-world stresses and dilemmas in a laboratory setting.
  4. Stanley Milgram's Shock Experiment study

10 /

  1. Vulnerable popu- lations
  2. Informed con- sent
  3. Institutional Re- view Board (IRB)
  4. Conceptualiza- tion
  5. The various as- pects of mea- surement
  6. Use of available data Children under the age of 18, prisoners, pregnant women, persons with mental disabilities, and educationally or economically disadvantaged persons. Children under the age of 18 would need parental consent and you would verbally need that child's consent. To be informed, consent must be given by persons who are competent to consent, have consented voluntarily, are fully informed about the research, and have comprehended what they have been told. Every institution that seeks federal funds for research on human subjects must have a IRB. The process of specifying what we mean by a term. In deductive research, concep- tualization helps translate portions of an abstract theory into specific variables that can be used in testable hypotheses. In inductive research, conceptualization is an important part of the process used to make sense of related observations.
    • Using available data
    • Constructing questions
    • Making observations
    • Collecting unobtrusive measures: A measurement based on physical traces or other data that are collected without the knowledge or participation of the individ- uals or groups that generated the data.
    • Combining measurement operations a. Government reports b. Organizations ranging from nonprofit service groups to private businesses also compile a wealth of figures that may be available. c. Data collected by a single agency (such as the US Census Bureau) is usually of higher quality that data collected at local levels

11 / and compiled into a single database (such as Uniform Crime Report), because of ditterent definitions and measurements at the local level. d. Data collected in many social science surveys are archived and made available

13 /

  • Face Validity
  • Content Validity: establishes that the measure covers the full range of the con- cept's meaning.
  • Construct Validity
  • Criterion Validity A survey question to which the respondent replies in his or her own words, either by writing or by talking. A survey question that provides pre formatted response choices for the respondent to circle or check. Refer to the mathematical precision with which the values of a variable are ex- pressed. There are 4 levels. In every case, the values (the options or "scores") must be mutually exclusive and exhaustive.

14 /

  1. Nominal level of measurement
  2. Ordinal level of measurement
  3. Interval level of measurement
  4. Ratio level of measuremen t Respondents may be unwilling to respond to some specifics (e.g., income), so lower levels of measurement can be used. Variables whose values have no mathematical interpretation; they vary in kind or quality, but not in amount. Categorical level of measurement. Ex: eye color, political views. Specifies only the rank or order of cases. Greater than/less than operations. Indicates relative position of cases. Assumes that respondents have similar interpretations of the terms used to des- ignate the ordered responses. At this level, the numbers assigned to cases specify only the order for the cases, permitting "greater than" and "less than" distinctions. Providing explicit anchor points for respondents can improve the comparability of responses to ordinal ranking questions. Ex: Rank your teachers to least favorite to favorite. Movie ratings (wonderful, not so great, horrible. Numbers represent fixed measurement units but have no absolute, or fixed, zero point.
    • Addition and subtraction are possible
    • Ratios are meaningless
    • Must be exhaustive and mutually exclusive Ex: Women's pant sizes. (a size 0 doesn't mean 0 of something, a size 2 is not had of a size 4.) Numbers represent the values at the ratio level of measurement represent fixed measuring units and an absolute zero point (no amount)
    • Multiplication and division are possible, so ratios are meaningful.
    • Highest level of mathematical precision.

16 /

  1. Measurement er- ror
  2. Idiosyncratic In- dividual Errors
  3. Generic Individ- ual Errors the numbers can compared in a ratio. Ex: People's ages can be represented by values ranging from 0 years (or some fractions of a year) to 120 or more. A person who is 30 years old is 15 years older than someone who is 15 years old (30-15=15) and is twice as old as that person (30/15=2). Ex: Income (number of dollars per year) When a measure "missed the mark" - when it is not valid - our measurement procedure has been attected by measurement error. Errors that attect a relatively small number of individuals in unique ways that are unlikely to be repeated in just the same way. Ex: Individuals make idiosyncratic errors when they don't understand a questions, when some unique feelings are triggered by the wording of question, or when they are feeling out of sorts due to some rent events. Occurs when the responses of groups of individuals are attected by factors that are not "what the instrument is inter to measure." Ex: Individuals who like to please others by giving socially desirable responses may have a tendency to say that they "agree" with statements, simply because they are trying to avoid saying they "disagree with anyone."
  4. Method Factors Can also create errors in the responses of most or all respondents. Questions that are unclear may be misinterpreted by most respondents, while unbalanced response choices may lead most respondents to give positive rather than negative responses. Ex: If respondents are asked a question with unbalanced response choices, they are more likely to respond to that something is wrong or right than if they are asked questions with the balanced response choices.