BASICS OF SOCIAL RESEARCH QUALITATIVE AND QUANTITATIVE APPROACHES, 3RD ED BY W. LAWRENCE - TEST BANK

BASICS OF SOCIAL RESEARCH QUALITATIVE AND QUANTITATIVE APPROACHES, 3RD ED BY W. LAWRENCE – TEST BANK

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Chapter 5 Qualitative and Quantitative Measurement

5.1 Essay Questions

1 ) How does a researcher use the conceptual definition of a construct in operationalization and conceptualization?

Diff: 8 Page Ref: 115, 121

Topic: Parts of the Measurement Process; Reliability and Validity

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.01 Compare Qual & Quant Measurement Processes

2 ) How do reliability and validity differ? How do they complement each other? Can a measure be reliable but invalid? How?

Diff: 8 Page Ref: 121

Topic: Reliability and Validity

Skill: 22. Distinguish between reliability & validity, & the types

Objective: 05.01 Compare Qual & Quant Measurement Processes

3 ) Name the levels of measurement and explain how they differ. Give examples.

Diff: 7 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 25. Identify a variable’s level of measurement

Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var

4 ) What are the differences among face, content, and criterion validity?

Diff: 8 Page Ref: 121

Topic: Reliability and Validity

Skill: 22. Distinguish between reliability & validity, & the types

Objective: 05.03 Discuss Reliability & Validity for Measurement

5 ) How do qualitative and quantitative ideas about validity differ?

Diff: 6 Page Ref: 121

Topic: Reliability and Validity

Skill: 16. Compare qual. & quantitative. research design/data analysis

Objective: 05.01 Compare Qual & Quant Measurement Processes

6 ) Explain the difference between the logic of a scale and an index.

Diff: 6 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.05 Be aware of index construction issues

7 ) How can a measure have unidimensionality, but also use multiple indicators which capture all parts of the content of a construct?

Diff: 9 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.05 Be aware of index construction issues

8 ) Create three example items using the Likert scale which have mutually exclusive and exhaustive categories and no problem with the response set.

Diff: 4 Page Ref: 135

Topic: Scales

Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.08 Recognize & know how to use social sci. scales

9 ) Explain how to use the Bogardus Social Distance Scale to measure whether people feel more socially distant from ex-mental hospital patients or heroin addicts.

Diff: 6 Page Ref: 135

Topic: Scales

Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.08 Recognize & know how to use social sci. scales

10 ) How does standardization make comparisons easier?

Diff: 7 Page Ref: 132

Topic: Index Construction

Skill: 24. Discern when standardization is necessary for measurement

Objective: 05.06 Show awareness of need to standardize data

5.2 Multiple Choice Questions

1 ) Most social scientists do not accept a person’s height in centimeters and millimeters as a measure of her or his intelligence because it lacks

A) precision.
B) reliability.
C) accuracy.
D) validity.
E) all of the above

Answer: D

Diff: 3 Page Ref: 121

Topic: Reliability and Validity

Skill: 22. Distinguish between reliability & validity, & the types

Objective: 05.03 Discuss Reliability & Validity for Measurement

2 ) Which sequence illustrates the progression of quantitative measurement steps?

A) conceptualization, conceptual definition, operational definition, and measurement in the empirical world
B) conceptual definition, conceptualization, operational definition, and measurement in the empirical world
C) operational definition, conceptualization, conceptual definition, and measurement in the empirical world
D) conceptual definition, operationalization, conceptualization, and empirical world measurement
E) conceptualization, operationalization, conceptual definition, and empirical world measurement

Answer: A

Diff: 5 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.02 Discuss Conceptualization & Operationalization

3 ) Safrina developed a way to measure sexist attitudes. It worked such that a person with a sexist-attitude score of zero truly had neutral attitude. Also, a person who had a score of 50 had exactly double the score of someone with a score of 25. She created a(n)

A) nominal variable.
B) interval variable.
C) ratio variable.
D) ordinal variable.
E) none of the above

Answer: C

Diff: 4 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var

4 ) Anthony DeGrassi asked 200 students about individual forms of physical exercise they have seriously tried. He asked questions about: (1) bicycling, (2) swimming, (3) jogging/long-distance running, and (4) weight training [free-weights or exercise machines]. When he looked at the results he found that a large majority of those who tried weight training previously had tried bicycling, swimming, and jogging. At the same time, joggers usually had tried swimming and bicycling, but not weight lifting. Also, many of those who bicycle had never tried any other form of exercise listed. With this type of result, what scaling technique should you recommend he use to organize the information?

A) Borgadus Social Distance Scale
B) semantic differential
C) Harrison’s scale
D) Likert scale
E) Guttman scaling

Answer: E

Diff: 5 Page Ref: 135

Topic: Scales

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.08 Recognize & know how to use social sci. scales

5 ) Janice developed a new measure of intelligence. She then tested two groups of people. One group scored low on existing IQ tests. The other scored very high. Those who scored low on old tests usually scored low on her new test; those who scored very high on old tests usually scored high on the new test. Her new measure has

A) concurrent validity.
B) face validity.
C) content validity.
D) internal validity.
E) statistical validity.

Answer: A

Diff: 4 Page Ref: 121

Topic: Reliability and Validity

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.03 Discuss Reliability & Validity for Measurement

6 ) During the conceptualization process, a quantitative researcher should

A) look for multiple dimensions of a construct.
B) ignore definitions of other scientists, because it creates confusion.
C) avoid thinking about measuring the concept.
D) use vague, general definitions to protect a definition from criticism.
E) include a mix of unrelated ideas in your definition.

Answer: A

Diff: 3 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.02 Discuss Conceptualization & Operationalization

7 ) I took an abstract idea and developed a clear conceptual definition for it. This is called

A) androtempration.
B) conceptualization.
C) operationalization.
D) replication.
E) triangulation.

Answer: B

Diff: 2 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.01 Compare Qual & Quant Measurement Processes

8 ) Dr. Smellie’s survey question asked students to indicate their class standing as one of the following: Fresh., Soph., Jr., Sr., or Grad. He measured the variable at what level of measurement?

A) nominal
B) ordinal
C) interval
D) ratio

Answer: B

Diff: 3 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var

9 ) Which one of the following is FALSE?

A) Ordinal measures have the properties of interval measures.
B) Interval measures have the properties of nominal measures.
C) Ratio measures have the properties of ordinal measures.
D) Ordinal measures have the properties of nominal measures.
E) all are true

Answer: B

Diff: 6 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 25. Identify a variable’s level of measurement

Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var

10 ) Which of the following is NOT measured at a higher level than the nominal level?

A) temperature
B) student grades
C) personal income in a year
D) the color of a person’s hair (blond, brunette, redhead)
E) the number of members in a club

Answer: D

Diff: 3 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var

11 ) Which of the following is measured at the ordinal level?

A) George weighs the same as Harry.
B) Mary weighs less than Janet.
C) Martha weighs eight pounds more than Ruth.
D) Sam weighs twice as much as his dog.
E) Henry and Charlie weigh 150 lbs.

Answer: B

Diff: 4 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var

12 ) When a researcher seeks to validate a measure by comparing it with a “tried and true” preexisting measure, this type of validity is called

A) face.
B) predictive.
C) criterion.
D) concurrent.
E) content.

Answer: D

Diff: 4 Page Ref: 121

Topic: Reliability and Validity

Skill: 22. Distinguish between reliability & validity, & the types

Objective: 05.03 Discuss Reliability & Validity for Measurement

13 ) Kim Jae-On said his measure of community had unidimensionality. This means

A) the independent variable causes the dependent variable, and vice versa.
B) it only measures one thing or a single construct.
C) the unit of analysis is the individual.
D) measures are divided by a common base so that comparison is possible.
E) it measures something across different time periods.

Answer: B

Diff: 3 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.05 Be aware of index construction issues

14 ) Which of the following statements about the role of a conceptual definition in variable measurement is TRUE?

A) Value judgments never play a role.
B) There is agreement among researchers about the single best definition for all concepts, and we just have to find it.
C) Good definitions are ones that are explicit and unambiguous.
D) Never provide an example for a definition.
E) Conceptual definitions should never contain multiple dimensions.

Answer: C

Diff: 4 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.02 Discuss Conceptualization & Operationalization

15 ) Dr. Liu developed a new measure of fear of crime. His conceptual definition was: The degree of emotional, behavioral, or mental response to a real or imagined theft of property or attack on one’s person or family members. He then developed one question for a survey to measure his concept: “Do you lock your car doors when you park to go shopping?” What is the MAJOR problem with his measure?

A) reliability
B) content validity
C) face validity
D) internal validity
E) representative validity

Answer: B

Diff: 7 Page Ref: 121

Topic: Reliability and Validity

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.03 Discuss Reliability & Validity for Measurement

16 ) Dr. Liu found a high correlation between his operational definition of fear of crime and watching too much prime-time television. From this he can conclude

A) his measure of fear of crime is valid.
B) his measure of fear of crime is reliable.
C) there is proof that watching TV causes a much greater fear of crime.
D) some evidence suggests that people who watch prime-time TV a lot have taken precautions to avoid some crimes.
E) people who fear crime a lot stay at home more, and while they are at home, they watch a lot of television.

Answer: D

Diff: 8 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.03 Discuss Reliability & Validity for Measurement

17 ) What level of measurement is being used in the statement: “A fox terrier is smaller than a Russian wolfhound, but bigger than a Chinchilla.”

A) nominal
B) ordinal
C) internal
D) ratio

Answer: B

Diff: 3 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var

18 ) Fat Harry got on the scale at 7:00 a.m. and weighed 295 pounds. At 7:02 a.m. he again got on the scale and weighed 200 pounds. At 7:04 he weighed 499 pounds. The measurement of Harry’s weight has problems with

A) reliability.
B) induction.
C) standardization
D) conceptualization.
E) precision.

Answer: A

Diff: 5 Page Ref: 121

Topic: Reliability and Validity

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.03 Discuss Reliability & Validity for Measurement

19 ) Professor Howery created a measure of how students feel about the effectiveness of college teaching. He identified many subjective dimensions and labeled each with polar extremes. The extremes referred to general evaluative adverbs and adjectives. Subjects marked answers on one of nine spaces between the two extremes. Howery used a

A) semantic differential.
B) Guttman scale.
C) Bogardus Social Distance Scale.
D) Likert scale.

Answer: A

Diff: 5 Page Ref: 135

Topic: Scales

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.08 Recognize & know how to use social sci. scales

Refer to the following paragraph to answer the questions below.

Maria Valencia developed a new test to measure intelligence or IQ. She claimed that, using her test, someone with an IQ of 180 would be considered twice as intelligent as someone with an IQ of 90. In addition, someone with an IQ of 90 was three times as intelligent as someone with an IQ of 30. In order to see how good it was, she tested two groups of students with her new test during the first week of the semester. One group scored low on existing IQ tests. The other scored very high.

She found that those who scored low on old tests usually scored low on her new test, while those who scored very high on old tests usually scored high on the new test. In addition, she had the group of people who took the new test retake it at the midterm and again at the end of the semester. She found that a person’s IQ score did not change across the three times it was measured during the semester.

20 ) What is the level of measurement of her new test?

A) nominal variable
B) interval variable
C) ratio variable
D) ordinal variable
E) none of the above

Answer: C

Diff: 5 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.04 Understand 4 levels of measurement & discrete/cont. var

21 ) By comparing it with an old test, she has shown the new measure to have

A) content validity.
B) face validity.
C) concurrent validity.
D) internal validity.
E) reliability.

Answer: C

Diff: 5 Page Ref: 121

Topic: Reliability and Validity

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.03 Discuss Reliability & Validity for Measurement

22 ) Which of the following lists contains all variables?

A) female, Catholic, educational level
B) accountant, professor, carpenter
C) occupation, number of children, rate of divorce
D) 21 years old, married, middle-class
E) frequency of attending religious services, Chinese heritage, farmer

Answer: C

Diff: 3 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.02 Discuss Conceptualization & Operationalization

23 ) Dr. Horse developed a measure of an ideal place to live. He added together measures of many factors: tax rate, quality of school system, cultural and recreational opportunities, pollution, traffic congestion, crime rate, and health-care availability for 100 U.S. cities to get a score for each. Dr. Horse created a(n)

A) index.
B) scale.
C) measure of central tendency.
D) statistic.
E) item analysis.

Answer: A

Diff: 3 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.05 Be aware of index construction issues

24 ) Beth Bobson wants to develop a composite measure of how employees feel about a new corporate name and logo. She uses a measure where employees note their feelings on a continuum between two extremes. The polar extremes are labeled and refer to general evaluative adjectives. Which of the following is she using?

A) Guttman scale
B) Bogardus Social Distance Scale
C) an index
D) semantic differential
E) Likert scale

Answer: D

Diff: 4 Page Ref: 135

Topic: Scales

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.08 Recognize & know how to use social sci. scales

25 ) Jack Jackson, owner of the Jackson Automobile Supermarket, wanted to find out the kinds of cars to push to graduating college students. He asked 100 college seniors to rate ten aspects of 11 models his dealership sold: style, fuel economy, engineering, safety, performance, prestige, comfort, price, selection or options, and interior size. Each car was rated on the ten aspects from 0 (poor) to 5 (excellent). Each student also rated the importance of each aspect (1 = unimportant, 2 = moderate importance, 3 = very important). Then each aspect rating was weighed (multiplied) by its importance rating. Next, everything was added together for a score. Each car received a score of 0 to 150. After calculating the information and reviewing the results, Jack focused on selling cars with scores of 80 and higher to graduating students. What measurement technique did Jack use in his study?

A) semantic differential
B) Bogardus Social Distance Scale
C) Likert scale
D) Hawthorne scale
E) an index

Answer: E

Diff: 4 Page Ref: 132

Topic: Index Construction

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.05 Be aware of index construction issues

26 ) What is the problem with this measure of college-student age?

Please indicate your age:

(i) 17 to 18 years old

(ii) 19 to 20 years old

(iii) 21 to 22 years old

A) Its attributes are mutually exclusive.
B) Its attributes are not exhaustive.
C) Its attributes are at a nominal level of measurement.
D) Its attributes are double-barreled.
E) There is nothing wrong with it.

Answer: B

Diff: 3 Page Ref: 127

Topic: A Guide to Quantitative Measurement

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.07 Understand mutually exclusive & exhaustive

27 ) Blue Health Clinic wants to measure the feelings of people towards people suffering from AIDS (Acquired Immune Deficiency). A questionnaire is created with an item that has six categories for the degree of contact. It goes from “Having people with AIDS in my city,” to “Having someone who tests positive for the AIDS virus as a roommate.” People are to begin with the first category and mark all those that they feel personally comfortable with. The questionnaire uses the

A) semantic differential.
B) Likert scale.
C) Harrison scale.
D) Guttman scale.
E) none of the above

Answer: E

Diff: 6 Page Ref: 135

Topic: Scales

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.08 Recognize & know how to use social sci. scales

28 ) Green County Social Services Department is interested in placing a group home for adults with mental retardation in a neighborhood. The department wants to measure the feelings of people in the Meadowood neighborhood towards cognitively disabled adults. The staff creates a questionnaire that contains an item that has six categories for the degree of contact that goes from “Having cognitively disabled adults in my city,” to “Having a cognitively disabled adult as a roommate.” Neighborhood residents are to begin with the first category and mark all those that they feel personally comfortable with. The questionnaire uses the

A) semantic differential.
B) Bogardus Social Distance Scale.
C) Likert scale.
D) Guttman scale.
E) Thurstone scale.

Answer: B

Diff: 4 Page Ref: 135

Topic: Scales

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.08 Recognize & know how to use social sci. scales

29 ) Dr. Soundstorm developed a measure of an ideal rock group. She added together ratings of six factors: clear beat in music, on-stage performance excitement, new electronic sound, dress and appearance of performers, distinctiveness of sound, and degree to which lyrics were relevant. She rated 25 groups on the six factors to get an overall measure of each rock group. She created a(n)

A) index.
B) scale.
C) measure of central tendency.
D) statistic.
E) item analysis.

Answer: A

Diff: 3 Page Ref: 132

Topic: Index Construction

Skill: 01. Apply abstract learning to realistic situations

Objective: 05.05 Be aware of index construction issues

30 ) When should a researcher consider using the Guttman scale?

A) when there is only one indicator in a measure
B) in a survey when everyone gives identical answers to a question
C) when one thinks there might be a pattern in data or survey responses, such that all who agree with a strong position also agree with mild positions, but those holding a mild position rarely take a strong stand
D) in a study when the data or results have absolutely no pattern
E) when the researcher plans to add together all responses to a questionnaire into a single number

Answer: C

Diff: 4 Page Ref: 135

Topic: Scales

Skill: 23. Identify measurement scales & explain index constr.

Objective: 05.08 Recognize & know how to use social sci. scales

Use the letters marking parts of the diagram of the measurement process to identify the following parts.

31 ) Operational definition of the dependent variable:

A) F
B) G
C) K
D) J
E) L

Answer: C

Diff: 4 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.02 Discuss Conceptualization & Operationalization

32 ) Conceptual definition of the dependent variable:

A) K
B) G
C) B
D) A
E) C

Answer: B

Diff: 4 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.02 Discuss Conceptualization & Operationalization

33 ) Conceptualization of the dependent variable:

A) E
B) I
C) H
D) D
E) F

Answer: A

Diff: 4 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.02 Discuss Conceptualization & Operationalization

34 ) Empirical hypothesis:

A) L
B) B
C) H
D) G
E) C

Answer: A

Diff: 4 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.02 Discuss Conceptualization & Operationalization

35 ) When comparing a qualitative and a quantitative approaches to measurement, operationalization in the qualitative approach involves

A) more of an “after-the-fact” description based on what was observed in the data than based on a preplanned idea.
B) a researcher taking a carefully developed theoretical definition and developing specific empirical indicators of it for use when later gathering data.
C) a process that comes after careful conceptualization; operationalization never comes before careful conceptualization in qualitative research.
D) There is no difference between qualitative and quantitative operationalization.
E) There is no operationalization in qualitative research.

Answer: A

Diff: 4 Page Ref: 115

Topic: Parts of the Measurement Process

Skill: 21. Recognize and describe parts of the measurement process

Objective: 05.01 Compare Qual & Quant Measurement Processes

5.3 Key Terms Vocabulary Questions

1 ) Bogardus Social Distance Scale

Answer: A scale that measures the distance between two or more social groups by having members of one group express the point at which they feel comfortable with various types of social interaction or closeness with member of other groups(s).

Diff: 4 Page Ref: 138

Topic: Scales