1.
This is the unit about which information is collected and that provides the basis of analysis (e.g., people, couples, families, organizations).
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A. Element
2.
In this term, researchers look for what the sample size is comprised of.
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A. Element
3.
This is all the potential elements who can be surveyed / aggregation of study elements.
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C. Population
4.
This is the aggregate of elements from which the sample is actually selected.
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E. Study Population
5.
This is the elements the researcher selects to be surveyed from that sample.
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D. Sample
6.
This is the group of elements with whom our findings apply.
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B. Generalizability
7.
In this type of sampling, we do not know or have access to the entire population, so we sample people who represent that population in some way. This is what researchers think is a good representation of the population.
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Nonprobability
8.
For example in this type of sampling, researchers cannot realistically create a list of all the romantic partners in the country (population). So, they put an announcement out in the Iowa City local newspaper for romantic partners (study population), and then use the first 100 couples who qualify for our study (sample).
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Nonprobability
9.
This nonprobability sampling technique takes what you can get or have access to, such as someone in a mall stopping people with a survey board.Researchers here don't have access to all the students in the US, but they DO have access to students here at Iowa throught the LISTSERV emails.
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A. Convenience Sampling
10.
This nonprobability sampling technique puts a restriction on entrance.An example of this would be coping with infertility for 12 months or more.
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B. Purposive Sampling
11.
This nonprobability sampling technique uses the sample researchers have to access and let it expand through friends, etc. As the snowball rolls down the hill, it gets bigger and bigger.For example, a researcher might sample a family and they say, “We have friends going through this, you should interview them, too”.
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D. Snowball Sampling
12.
This nonprobability sampling technique shows equal representation. So if you wanted to sample all sororities at Iowa, that would be like taking 3 people from each sorority.If you know it’s 60% female and 40% male at U of Iowa, this sample will represent that.
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C. Quota Sampling
13.
In this probability sampling technique, every participant is assigned a number and researchers make sure they have an equal chance of being selected.An example is a table of random numbers. In random digit dialing, this is when random numbers are dialed in Iowa City for interviews, which has a poor response rate.
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A. Simple Random Sampling
14.
In this probability sampling technique, an example would be picking every third person on a random list of names.
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C. Systematic Sampling
15.
In this probability sampling technique, it is very similar to quota sampling. It's different because it’s done through a probability sample.For example, if we have a 60:40 female:male ratio at the university, researchers would draw 60% female, 40% male. It's random, whereas in quota sampling, they would interview whoever responded/contacted us first
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B. Stratified Sampling
16.
This is one of the type of questions communication researchers ask. This is when respondents can be asked to recall their past behaviors, their present behaviors, and their intended behaviors for the future.
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A. Behaviors
17.
This is one of the type of questions communication researchers ask. Examples of these are age, location, status, and income.
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B. Demographics
18.
This is one of the type of questions communication researchers ask. This is a trait measure that assesses the orientation of a person, such as personality or style. An example of this would be road rage.
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C. Dispositions
19.
This is one of the type of questions communication researchers ask. This is when respondents are asked to indicate whether they feel that something is positive or negative, liked or disliked, favorably or unfavorably evaluated, and so forth. An example could be relationship satisfaction.
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D. Emotional Responses
20.
This is one of the type of questions communication researchers ask. These are related to different pieces of information, such as a test or an exam.
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E. Factual Knowledge
21.
This is one of the type of questions communication researchers ask. This type of question explains who communicates with whom about what through which modalities.
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F. Networks of Communication
22.
This is one of the type of questions communication researchers ask. These are beliefs or experiences in general, such as relationships or self questions. An example would be asking if one thinks society supports gay marriage.
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G. Perceptions
23.
What are the challenges for asking one of the seven types of questions communication researchers ask?
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G. All of the above
24.
This is one of the general guidelines to writing good questions. This is like avoiding value language, leading sentences, e.g., “Don’t you agree with most people that…”For example, a researcher can’t walk into a bunch of prisoners that are in jail for domestic abuse and ask, “So when did you last beat your wife?”
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A. Avoid Biased Wording
25.
This is one of the general guidelines to writing good questions. Only ask one question at a time.An example of this would be "Are you hungry and tired?"
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B. Avoid Double-Barreled
26.
This is one of the general guidelines to writing good questions. If you say the US should not recognize Cuba, it throws people off.
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C. Avoid Negative Wording
27.
This is one of the general guidelines to writing good questions. In this guideline, one shouldn't ask, "Does 'butter' include margarine?" It's too wordy and/or may take too long to read.
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D. Clarity, Precision, and Simplicity
28.
This is one of the general guidelines to writing good questions. Does the respondent care about that topic enough to provide an opinion about it? They won't answer if they don't give a shit about the question.
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E. Question Relevance
29.
This is one of the general guidelines to writing good questions. Do the respondents think in those terms? Researchers must use common, every day language and must make sure they are thinking in the terms they are asking.
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F. Responders' Competence
30.
This is one of the general guidelines to writing good questions. This is like social desirability and anonymity. People might not trust the process so they might be less likely to report abuse if they know you will report it to the cops. Researchers must make the person feel safe.An example would be keeping the subject line of an email private and simple.
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G. Responders' Willingness
31.
This is a format for asking questions in communication research. For example:
Email has increased misunderstandings between people.
1 2 3 4 5
Strongly Agree Neither Agree Disagree Strongly
Agree Nor Disagree Disagree
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A. Likert-Type
32.
This is a format for asking questions in communication research. For example:
Email:
Good __ : __ : __ : __ : __ : __ : ___ Bad
Not Enjoyable __ : __ : __ : __ : __ : __ : ___ Enjoyable
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B. Semantic Differential
33.
When organizing the questions in question order, focus on being conscious of the level of intensity in the survey. Start off by asking really easy questions to get you into the mind set and gradually move into higher intensity based questions.Never end an interview on a negative note; it helps them balance their emotions.
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C. Counter-Balancing
34.
When organizing the questions in question order, move things around and the meaning of the study goes away very quickly.
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A. Coherence Order
35.
When organizing the questions in question order, if they say “no”, you skip to the next phase, instead of asking specifics to the question they answered no to. For example, “Do you exercise?” No. “Do you run?” No. “Do you use the elliptical?” NO! ß skip the specifics.
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B. Contingency Questions
36.
When organizing the questions in question order, asking specific questions helps get them in the mind set of answering you with more clarity. It helps them get an idea of what the researcher is talking about. Sometimes it works, and sometimes it doesn't.
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D. Reverse Funnel Format
37.
This is when a researcher purposefully manipulates one or more variables in the hope of seeing how this manipulation affects other variables of interest.
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Experiment
38.
This is one of the researcher-related threats. This is when the researcher or confederate could unconsciously treat participants differently which can affect participant behavior.
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A. Experimenter Effect
39.
This is one of the researcher-related threats. These are unconscious biases of the dependent variable, such as preferring a couple because they smile more.
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B. Observer Bias
40.
This is one of the researcher-related threats. This is an attribute of the researcher that can impact participant behaviors.
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C. Researcher Attribute Effect
41.
This is one of the participant-related threats. These are changes that occur to a sample naturally over time.
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A. Experiment Mortality
42.
This is one of the participant-related threats. When being observed, a change in behavior may occur.
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B. Hawthorne Effect
43.
This is one of the participant-related threats. This is a systematic change in participants during the course of experiment that is related to how they score on the dependent variable.
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C. Maturation
44.
This is one of the participant-related threats. This is when taking something at Time1 influence people’s behavior at Time2.
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D. Testing Effect
45.
This is a procedure-related threat in which some historical event has caused the sample to change in way that is not measurable.
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A. History
46.
This is a procedure-related threat in which the instrument changes between Time1 and Time2.
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B. Instrumentation
47.
This is a key point of assignment that is indicated with an R, as opposed to non-random assignment.
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D. Random Assignment
48.
This is a key point of assignment that is indicated with a blank space.
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A. Control Group
49.
This is a key point of assignment that is indicated with an X.
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B. Independent Variable/Manipulation
50.
This is a key point of assignment that is indicated with an O with subscripts representing order of observations.
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C. Observation of Independent Variable