Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Question
Match the following terms and the descriptions:1) Has the potential to occur when researchers explore sensitive topics, or use methods in which participants re-live negative situations.
2)A person who pretends to be participating in the research project but is really helping the researcher with the conditions of the study.
3)Purposely and necessarily misleading participants so they are ignorant about the purpose of the research study.
4)Opportunity for researcher to explain the purpose of the study and expected results
5)Overly invasive physical procedures
6)Information or data the participant provides is controlled by the researcher so others do not have access to it.
7)Information that can identify participants are not attached to the data.
A. psychological harm
B. confederate
C. deception
D. debriefing
E. physical harm
F. confidentiality
G. anonymity
Answer
This answer is hidden. It contains 27 characters.
Related questions
Q:
Qualitative research relies on logic of formal and statistical arguments.
Q:
Because of its focus on subjectivity, qualitative research uses credibility rather than reliability and validity to evaluate the quality of data interpretation.
Q:
Match the following terms and their descriptions:
1)Interdisciplinary triangulation
2)Investigator triangulation
3)Data triangulation
A. Using researchers from a variety of disciplines to collect and interpret data in the same study.
B. Using several different researchers or evaluators in one study.
C. Using a variety of data sources in one study.
Q:
Researchers should draw readers' attention to those limitations that are most likely to influence the research results.
Q:
The problem statement is the same as and can act as a substitute for hypotheses and research questions.
Q:
When dealing with unexpected results:
A.the researcher should throw out the results and discontinue writing the research report.
B.the researcher should consider alternative explanations for findings.
C.the researcher should talk to others with expertise in their research topic and methodology for useful insight.
D.all of the above.
E.b and c only.
Q:
Training coders for an interaction analysis research project will eliminate all differences in their application of the coding scheme.
Q:
Calculating and identifying an acceptable level of intercoder reliability is fairly straightforward.
Q:
Intercoder reliability is calculated for either unitizing reliability or for categorizing reliability as calculating reliability for both decisions in content analysis is unnecessary.
Q:
Categories used in content analysis can be derived from theory or previous research, or can emerge from the data.
Q:
As a quantitative method, content analysis is used:
A.to produce scores for participants who produced the content.
B.to produce frequency counts for each coded element so they can be compared.
C.to compute means and standard deviations for each coded element.
D.to count the time or space between thought units.
E.as a measure of participants' knowledge.
Q:
Regardless of how the research hypothesis is stated, there is a complementary null hypothesis.
Q:
Correlations can also be computed for variables based on ordinal or nominal data. These tests include:
A.point biserial correlation
B.spearman correlation coefficient
C.coefficient of determination
D.a and b.
E.b and c.
Q:
Match the following terms and descriptions of statistical tests of differences. Some responses can be used more than once.
1) Stetistical test for determining if differences among categories are statistically significant.
2) Can test for an interaction effect.
3) Statistical test for determining differences between two group of the independent variable on a continuous level dependent variable.
4) The data for all variables in this statistical test must be nominal or categorical.
5) Is an extension of the t-test.
6) Two nominal variables are displayed in a contingency table.
7) Represented by 8) This test cannot determine causal statements about the data.
9) The one independent variable must be a nominal variable composed of only two groups.
10) Is represented by the symbol F
A. ANOVA
B. Chi-squre
C. t-test
Q:
The further out a score is on the distribution, the:
A.more skewed the score.
B.more common the score.
C.more extreme the score.
D.more normal the score.
E.more likely the score will fall beyond the +/-4 deviation.
Q:
The normal curve is:
A.a theoretical distribution of scores.
B.characterized by the majority of cases at one end of the curve.
C.asymmetrical.
D.characterized by very few very high or very few very low scores.
E.the distribution of participants' scores for all variables.
Q:
In considering the distribution of scores, there are four standards to the right of the midpoint, and four standards to the left of the midpoint.
Q:
Respect for persons is achieved when:
A.research participants are treated as capable of making decisions for themselves.
B.researchers take extra steps to protect those participants who are not capable of making their own decisions.
C.participants voluntarily participate in the research project.
D.participants agree to participate after being given a description of the project and their involvement.
E.all of the above.
Q:
Many websites or which the URL ends with .com are regarded as quality resources written by knowledgeable experts.
Q:
The goal of library research is to determine if the answer to your question is available.
Q:
Put the following descriptions of the steps of theory building in order from start to finish:
1)Step 3
2)Step 4
3)Step 2
4)Step 6
5)Step 1
6)Step 5
A. Moves from the specific event or observation to a more generalized form.
B. Develops predictions.
C. Creates an explanation for the event or observation.
D. Confirms, revises, expands, or abandons the tested proposition.
E. Describes the event or observation that needs understanding.
F. Develops test for the proposed theory.
Q:
The method section in a qualitative research report:
A.is unnecessary due to the unstructured nature of qualitative research.
B.should not include references as to when the field work was conducted.
C.does not need to include the steps and methods for analyzing the data.
D.should include information about the research methods and procedures used in the study.
Q:
Triangulation is used by researchers to overcome threats to external validity.
Q:
Analytical memos are written to share with research participants.
Q:
A researcher can enhance his or her credibility by:
A.using triangulation methods.
B.engaging in member checks or member validations.
C.prolonging engagement with interactants.
D.all of the above.
Q:
Open coding:
A.is used in later passes after axial coding has been used.
B.is restricted coding.
C.is unrestricted and is the first pass through coding.
D.should not be used in qualitative data analysis.
Q:
When data is theoretically saturated:
A.categories are still emerging.
B.the data may not fit into a specific category.
C.conducted from the role of the complete observer.
D.no new categories are emerging and the existing category structure appears stable.
Q:
Data produced by focus groups do not need to be analyzed if the moderator followed the focus group outline.
Q:
Focus group participants can be solicited or selected through a sampling technique.
Q:
Counting the number of times a theme appears in your field notes is a good way to analyze field notes.