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Here is the structured markdown of the document: # Methods of Research - On-Line Class - Study Guide for Midterm Exam Dr. Bruce J. Arneklev, Spring 2025 The following is a list of issues and questions that the midterm will cover. These are not the exam questions that will be on the exam but rathe...

Here is the structured markdown of the document: # Methods of Research - On-Line Class - Study Guide for Midterm Exam Dr. Bruce J. Arneklev, Spring 2025 The following is a list of issues and questions that the midterm will cover. These are not the exam questions that will be on the exam but rather describe the material on which you will be tested. The exam takes place **On-Line** on **Tuesday, Feb. 18th**. Students must take the exam on that Tuesday. ***All short assessments close permanently at 10:59 pm the night before the exam on Monday, Feb. 17th.*** * **Topic 1A&B** (Review of.05 level of significance, and the Topic: How do we develop and answer Research Questions?) * Understand the.05 level of significance means (and how it relates to all of the issues that we discussed the first day class). * What is a Research Question? How can a Research Question get turned into a theory? NOTE: It should be much clearer now as to what was going on when we answered the Research Question: *Does use of the Death Penalty reduce Homicide?* (You may want to compare it to the discussion of the "4 steps" we talked about during Recitation #1 (in BB Class Session #3).) * (Hint: **I would suggest studying Topic 1 very well!**) There are all sorts of things in it that is related to a lot of other topics; e.g. pos. v. neg, relationships, etc.) * **Learning Module #2** * **Topic 2 (Science & the Nature of Human Inquiry - Common Errors in Human Inquiry)** * What is an Agreement Reality and how does it differ from an Experiential Reality? What is "reification"? What is peer review? * What is science and what are its aims/purposes? How is science different from everyday casual human inquiry? What are the seven common Errors in human inquiry (especially casual)? * Be able to identify which error is occurring in a given scenario. How does use of the social scientific method reduce or eliminate each of these errors? Can you ever prove that a theory is correct? * Why or why not? What does social science theory focus on? (Hint: I would study the end of Topic 2 well also.) * **Learning Module #3** * **Topic 3 (Creating & Testing Theories):** * Understand the 4 Steps in the Process of Constructing and Testing Theories. * What are concepts? What are theoretical propositions and hypotheses? How are theoretical propositions different from hypotheses? * What was Emile Durkheim's Proposition? What was the basic hypothesis that he derived from his proposition? * Understand "The Logic of Theory Testing". What can you conclude if the outcome predicted by a theory appears to be true? * What is the Falsification School? What is the Confirmation School? What can be done to establish that a theory has greater credibility/confirmation? * $X_1 \xrightarrow{n.s.} Y$ * **Learning Module #4** * **Topic 4 (Causality)** (Which actually began with *The Language of Variables*) * What is a variable? What is an attribute? What is a constant? What are nomothetic and ideographic explanations? * Be able to identify which type of explanation is being used in a given scenario. What are independent and dependent variables? * What are control variables or dependent in a given hypothesis. \[And see Recitation #1 and Recitation #2 for "identification" of Independent and Dependent variables, Units of Analysis, Range of Phenomena, etc.] * Understand the four different types of Causation. What is the least common type of causation in social science research? * How do you establish causality? More specifically, what are the three steps in establishing causality? * What is a positive and negative relationship? (Also see the two pages of examples from Topic 1A for Pos. and Neg. relationship examples.) * When a relationship is spurious? How do you demonstrate non-spuriosness? * What are the benefits of each of these procedures? Why is multiple independent causation (and multivariate analyses) so important? Understand the use of control variables. * **Learning Module #5** * **Topic 5 (Conceptualization & Measurement)** * What step of the Wheel of Science does Conceptualization take place? * What about Operationalization? Understand the process of conceptualization and operationalization. What does it mean when we say concepts are Multidimensional? How do nominal (conceptual) definitions differ from operational definitions? * Are operational definitions so important? Concrete! Be able to identify the difference between a nominal definition and an operational definition in a scenario. * What are the characteristics of good measures? What is Accuracy and Precision? What is Validity? * What is Reliability? How do they differ? Understand the various methods used to assess validity and realiability. * What is the basic "rule of thumb" about the number of indicators that you should use to operationalize a set of concepts that have to do with your respondent's opinions about things? * Be able to determine whether a given measure is precise, accurate, valid, and/or reliable and (to state why it is so especially for validity and reliability). * How do you get reliable measures? * **Recitation #1** * **Recitation #1:** * 1. Know and briefly be able to explain each of the four steps in the process of constructing and testing theories. * 2. Be able to identify what the dependent and/or independent variable is in a given hypothesis. Understand and be able to identify what the "unit of analysis" is in any given hypothesis. Also, understand and be able to identify the Range of Phenomena in any given hypothesis. (And See Recitation #2 for other examples of "identification"). Understand the 3 Steps for establishing Causality. Understand the Deductive and Inductive models. * Be Able to identify which one is in use in a given scenario. Understand the conclusions one can draw from testing a research hypothesis. \[See Recitation #2 (below)]} * **Learning Module #6** * **Topic 6 (Operationalization)** * Understand the issues related to "The Permitted Range of Response Variation" (i.e. the first 2 pages of Operationalization). * What is the difference between Qualitative and Quantitative concepts? * Understand and be able to distinguish among the 4 levels of measurement: nominal, ordinal, interval, and ratio. * Understand what the categories of the various levels of measurement (e.g. what should a high number reflect?) * What is what does it mean for categories to be mutually exclusive and/or exhaustive (or neither). What do the numbers assigned to different response categories (or levels of measurement) mean? * Understand the issues related to "The Number of Indicators (You Use): Single or Multiple? * What are the issues and common problems with the format/wording of questions when operationalizing variables (i.e. writing questions)? Be able to identify what is wrong with the way a given question is written. What is a double-barreled question? * (Hint:. I would suggest studying the entire operationalization day well! \_{And 1) M.C. and 2) Scenario Practice Questions!\} * **Learning Module #8, Recitation #2** * **Topic 8 (Research Design)** (Topic 7 - Ethics - was covered in Recitation #2 this semester – below), * What are the purposes of designing a research project? What are exploratory, descriptive, and explanatory studies? How do they differ from one another? * Define the unit of analysis in a given example. (Also be able to understand what the "Range of Phenomena" is in a given hypothesis.) * What are micro and macro units of analysis? What is the most common unit of analysis? Understand what an ecological fallacy and fallacy of composition are and be able to determine when one has occurred in a given scenario. * What are characteristics, attitudes, and behaviors? How do they relate to micro and macro units of analysis? * What are cross-sectional and longitudinal research designs? What are trend, cohort, and panel research designs and how do they differ from one another? * Be able to identify which is being conducted in a given scenario. What is a "retrospective" question? Is the IRB and what is it responsible for? * Can you ever rule out all risks in social science research? What are Anonymity and Confidentiality? Be able to identify which is occurring (or not occurring) in a given scenario. * Understand the Deductive and Inductive models. Be able to identify which model is being used in a given scenario. * What is one way to think about Science? Understand the conclusions one can draw when testing a research hypothesis. Understand the material reviewed and discussed throughout the end of Recitation #2 (e.g. Identification, etc.) * **Class Session #6** * **(1) Review of "Homework" Questions and Answers.** * **(1) Review for Exam #1 (that follows the Study Guide) is in CANVAS Class Session #6 (which opens on Tuesday, Feb. 11th.** * **(2) Questions and Answers over the computer via live "Zoom" (see Syllabus) on Monday, Feb. 17th.** *** * **CANVAS Class Session #7**: **Exam #1: Tuesday, Feb. 18th.** The "Orientation Quiz, all Self-Quizzes and Practice Quiz 1 will close Monday day night, Feb. 17th by 10:59 p.m., which is last chance to maximize your score (e.g. to 100% correct). **Scores** for Exam #1 will be posted on **CANVAS** - Exam #1 is the only activity that will be conducted during CANVAS Class Session #7.