SOST60421 Survey Research Methods \u2013 Assessment Instructions
\nAssessment Part 2 \u2013 Individual Essay
\nTask: Write a structured essay about how you would construct a survey on a specific topic (different
\ntopic to the group work assessment). Explain the entire survey design process and its different steps.
\nInstructions for essay:
\n\uf0b7 Find a research question which can be answered\/studied with the help of a survey (different
\nfrom group work topic)
\n\uf0b7 Find a matching target population (no limitations)
\n\uf0b7 Outline how you would design a survey in order to answer your research question(s)
\n\uf0b7 Assume reasonable\/realistic limitations on (1) time, (2) budget and (3) other resources
\n\uf0b7 Explain your choices for survey type, data collection methods and sampling strategy
\n\uf0b7 Discuss potential ethical issues regarding the research question, target population and data
\ncollection method
\n\uf0b7 Discuss the advantages and disadvantages of your choices and possible alternativesin relation
\nto your topic and target population
\n\uf0b7 Explain what kind of practical difficulties you might encounter in your surveys and how you
\nwould attempt to avoid them beforehand or deal with them in post-survey processing
\n\uf0b7 Make references to methodological literature where appropriate (not lecture slides)
\n\uf0b7 Present up to 3 key questions, you would include in order to answer your research question
\nand evaluate their format and design
\nAssessment criteria:
\n\uf0b7 How well do the research question(s) and the target population match (15%)
\n\uf0b7 What ethical issues should be considered given the chosen research topic and the survey
\npopulation (15%)
\n\uf0b7 How well do the sampling strategy and data collection methods match the target population
\n(15%) and how well are the strengths and weaknesses of alternative methods discussed (15%)
\n\uf0b7 Which practical difficulties are considered (10%) and what design choices are explained to
\navoid them (15%)
\n\uf0b7 How well are the 3 key questions designed to answer the research question (15%)
\nFormatting Specifications:
\n\uf0b7 Essay shouldn\u2019t exceed 2500 words
\n\uf0b7 Double-spaced
\n\uf0b7 Font size 12 point in Times New Roman or Arial
\n\uf0b7 Use the Harvard system of referencing
\nThe assignment is about how you would (hypothetically) conduct a survey and to demonstrate your
\nunderstanding of the whole survey design process. Please DO NOT CONDUCT ANY SURVEY OR
\nCOLLECT DATA of any kind.
\nSubmission date: 16th January 2023, 2pm
\nContribution to total mark: 80%
\n—
\n\u4f34\u4fa3\u4e0b\u5355\u8868
\n\u4e3a\u4e86\u8bba\u6587\u7684\u51c6\u786e\u5ea6\uff0c\u6211\u4eec\u5f3a\u70c8\u5f3a\u70c8\u5f3a\u70c8\u5efa\u8bae\u60a8\u9644\u4ef6\u4e2d\u63d0\u4f9b\u4ee5\u4e0b\u5185\u5bb9\uff1a
\n\u2022\t\u8bf7\u628a\u8be5\u8bba\u6587\u76f8\u5173\u7684\u8bfe\u7a0b\u8bfe\u4ef6\u63d0\u4f9b\u7ed9\u6211\u4eec\uff08\u8bf7\u5c3d\u53ef\u80fd\u63d0\u4f9b\u51c6\u786e\u7684\u8bfe\u4ef6\uff09\uff0c\u4ee5\u4fbf\u5199\u624b\u6839\u636e\u6240\u5b66\u77e5\u8bc6\u8fdb\u884c\u8fdb\u4e00\u6b65\u8fd0\u7528\uff0c\u82f1\u6587\u586b\u5199\u4e0b\u5355\u8868\u3002
\n\u2022\t\u8bf7\u63d0\u4f9b\u8be5\u8bba\u6587\u6216\u4f5c\u4e1a\u7684\u8bc4\u5206\u6807\u51c6\uff08Criteria\uff09
\n\u2022\t\u8bf7\u63d0\u4f9b\u8303\u6587\uff08Model paper\uff09\uff08\u5c3d\u91cf\u63d0\u4f9b\uff09
\n\u8ba2\u5355\u7f16\u53f7\uff08\u5ba2\u670d\u63d0\u4f9b\uff09Order numbeir:
\nBL-23010501
\n\u4f5c\u4e1a\u5b57\u6570\/PPT\u9875\u6570Number of Words\/Number of slides:
\n2500
\n\u9700\u8981\u7684\u65e5\u671f\uff08\u8bf7\u4ee5\u5f53\u5730\u65f6\u95f4\u4e3a\u51c6\uff0c\u6ce8\u660e\u5730\u533a\uff0c\u4f8b\u5982\uff1a\u7f8e\u56fd\uff0c\u82f1\u56fd\uff09Paper Urgency:
\n2023\/01\/10 UK
\n\u4f5c\u4e1a\u79cd\u7c7b (\u8bba\u6587\uff0c\u62a5\u544a\uff0c\u6f14\u8bb2\u7a3f\uff0c\u6da6\u8272)Type of homework:
\nESSAY
\n\u5b66\u6821\/\u4e13\u4e1a\/\u8bba\u6587\u79d1\u76eeuniversity\/professional\/Subject Area:
\nUniversity of Manchester\/Social research methods and statistics\/ Survey Research Methods
\n\u5f15\u6587\u7c7b\u578b(APA\uff0cHARVARD\uff0cMLT\u2026\u6ca1\u6709\u7279\u6b8a\u8981\u6c42\u53ef\u4e0d\u5199\uff09Paper Style:
\nHARVARD
\n\u5f15\u7528\u6570\u91cf\uff08\u5e38\u89c4\u4e3a\u6bcf\u5343\u5b575\u4e2a,\u5982\u9700\u6dfb\u52a0\u9700\u989d\u5916\u6536\u8d39\uff09The number of References:
\n12\/13
\n\u8bba\u6587\u5177\u4f53\u8bf4\u660e.Instructions\uff08\u8bf7\u5199\u4e0b\u60a8\u9700\u8981\u5199\u624b\u6ce8\u610f\u7684\u9700\u6c42\uff0c\u6587\u6863\u7c7b\u8d44\u6599\u4e0e\u672c\u8ba2\u5355\u4e00\u8d77\u53d1\u9001\u5230\u5ba2\u670d\u90ae\u7bb1\uff09:
\n\uf06c\tI chose “The correlation between Chinese students’ socializing and drinking in the UK” as the research question. It’s just a thought. If you have something better, please ignore it.
\n\uf06c\tApply the concepts mentioned in the powerpoint as much as possible
\n\uf06c\tMore critical analysis
\n\uf06c\tLow repetition rate
\n\u4e0b\u5355\u8bf4\u660e\uff1a
\n1.\u672c\u8bba\u6587\u4ec5\u7528\u4e8e\u5b66\u672f\u4ea4\u6d41\uff0c\u4e0d\u5f97\u7528\u4e8e\u5b66\u672f\u6210\u7ee9\u83b7\u5f97\uff0c\u4ea4\u6613\u7ed3\u675f\u524d\u8bba\u6587\u7684\u7248\u6743\u5f52\u6211\u53f8\u6240\u6709\uff0c\u4ea4\u6613\u7ed3\u675f\u540e\uff0c\u8bba\u6587\u6240\u6709\u77e5\u8bc6\u4ea7\u6743\u90fd\u4e3a\u5ba2\u6237\u6240\u6709\uff0c\u7248\u6743\u79fb\u4ea4\u540e\u6211\u53f8\u4e0d\u4e3a\u8bba\u6587\u7684\u7528\u9014\u8d1f\u8d23\uff1b
\n2.\u5f3a\u70c8\u5efa\u8bae\u5ba2\u6237\u5c3d\u91cf\u7528\u82f1\u6587\u63d0\u51fa\u5199\u4f5c\u8981\u6c42\uff0c\u5982\u679c\u5199\u4f5c\u8981\u6c42\u7528\u4e2d\u6587\u63d0\u51fa\uff0c\u6211\u4eec\u5c06\u5b89\u6392\u4e13\u4e1a\u82f1\u6587\u7ffb\u8bd1\u514d\u8d39\u8fdb\u884c\u7ffb\u8bd1\uff08\u6211\u4eec\u5c06\u5bf9\u7ffb\u8bd1\u8fdb\u884c\u9ad8\u6807\u51c6\u4e25\u8981\u6c42\uff0c\u4e89\u53d6\u8fbe\u5230\u4fe1\u8fbe\u96c5\uff0c\u5728\u8ba4\u77e5\u76f8\u540c\u7684\u60c5\u51b5\u4e0b\uff0c\u5c3d\u529b\u4e0e\u5ba2\u6237\u8981\u6c42\u4e00\u81f4\uff09\uff1b
\n3.\u6211\u4eec\u7684\u5199\u624b\u5747\u6bd5\u4e1a\u4e8e\u725b\u5251\u3001MIT\u3001\u4f2f\u514b\u5229\u3001\u5e1d\u56fd\u7406\u5de5\u3001UCL\u7b49\u9876\u7ea7\u5927\u5b66\uff0c\u4f5c\u4e1a\u5199\u4f5c\u53ea\u662f\u4ed6\u4eec\u7814\u7a76\u548c\u5de5\u4f5c\u5916\u521b\u6536\u7684\u4e00\u90e8\u5206\uff0c\u56e0\u6b64\uff1a
\n\uff081\uff09\u6211\u4eec\u5efa\u8bae\u60a8\u5c3d\u91cf\u53ea\u628a\u4e0e\u4f5c\u4e1a\u76f8\u5173\u7684\u6750\u6599\u53d1\u7ed9\u6211\u4eec\uff0c\u5982\u679c\u6750\u6599\u8fc7\u591a\uff08\u591a\u4e8e\u5343\u5b572.5\u4e2a\uff09\uff0c\u7531\u4e8e\u5199\u624b\u65f6\u95f4\u6781\u4e3a\u5b9d\u8d35\uff0c\u53ef\u80fd\u9020\u6210\u5c11\u8bfb\u6216\u8df3\u8bfb\uff08\u5982\u679c\u60a8\u6750\u6599\u8fc7\u591a\uff0c\u65e0\u6cd5\u7b5b\u9009\uff0c\u8bf7\u548c\u6211\u4eec\u8fdb\u4e00\u6b65\u8054\u7cfb\uff0c\u6211\u4eec\u5c3d\u529b\u4e3a\u60a8\u548c\u5199\u624b\u6c9f\u901a\uff09\uff1b
\n\uff082\uff09\u5199\u624b\u5c06\u514d\u8d39\u4e3a\u5ba2\u6237\u63d0\u4f9b\u591a\u8f6e\u6b21\u7684\u5e38\u89c4\u4fee\u6539\u670d\u52a1\u4ee5\u6ee1\u8db3\u6559\u6388\u8981\u6c42\uff0c\u4f46\u5982\u5ba2\u6237\u6709\u548c\u539f\u59cb\u8ba2\u5355\u8f83\u5927\u504f\u5dee\u7684\u6539\u52a8\uff0c\u6211\u4eec\u5c06\u514d\u8d39\u4e3a\u5ba2\u6237\u548c\u5199\u624b\u6c9f\u901a\uff0c\u4e89\u53d6\u5728\u6700\u5c11\u7684\u8d39\u7528\u4e0b\u5b8c\u6210\u4f5c\u4e1a\uff1b
\n4.\u6211\u4eec\u5e0c\u671b\u5706\u6ee1\u5b8c\u6210\u60a8\u7684\u4f5c\u4e1a\uff0c\u5728\u4e0b\u5355\u5230\u7ea6\u5b9a\u4ea4\u7a3f\u65f6\u95f4\u7684\u524d\u4e00\u534a\uff0c\u6211\u4eec\u514d\u8d39\u63a5\u6536\u60a8\u6dfb\u52a0\u6750\u6599\uff1b\u8d85\u8fc7\u4e00\u534a\u65f6\u95f4\u6dfb\u52a0\u6750\u6599\uff0c\u8bf7\u548c\u5ba2\u670d\u8054\u7cfb\uff0c\u6211\u4eec\u4f1a\u4e3a\u60a8\u914c\u60c5\u5904\u7406\uff1b
\n5.\u6211\u4eec\u662f\u5b66\u672f\u670d\u52a1\u7684\u642c\u8fd0\u5de5\uff0c\u5199\u624b\u9ad8\u6602\u7684\u8d39\u7528\u5728\u4e0b\u5355\u540e\u90fd\u662f\u6211\u4eec\u63d0\u524d\u4e3a\u5ba2\u6237\u57ab\u4ed8\u7684\uff0c\u5728\u4ea4\u4ed8\u7a3f\u4ef6\u540e\u8bf7\u60a8\u4ea4\u4ed8\u5c3e\u6b3e\uff0c\u5e76\u901a\u77e5\u5ba2\u670d\uff08\u7ecf\u6c9f\u901a\u903e\u671f\u672a\u4ea4\u4ed8\uff0c\u6211\u4eec\u5c06\u9002\u5ea6\u6536\u53d6\u6ede\u7eb3\u91d1\uff09\uff1b<\/p>\n
SURVEY RESEARCH METHODS
\nSOST60421 2022-23
\nAcquiesce
\n2
\nOverview
\n3
\nSession Date Topic Lecturer
\n1 27th Sep Introduction Tina
\n2 4th Oct Survey Inference and Errors Tina
\n3 11th Oct Questions and Answers Kingsley
\n4 18th Oct Questionnaire Development Kingsley
\n5 25th Oct Pretesting Kingsley
\n1st Nov Reading Week
\n6 8th Nov Mode of Data Collection Tina
\n7 15th Nov Computer-Assisted Data Collection Kingsley
\n8 22nd Nov Interviewing Tina
\n9 29th Nov Nonresponse Tina
\n10 6th Dec Sampling Kingsley
\n11 13th Dec Post-Survey Processing; Estimation Tina
\nSurvey error
\nBias
\nTypes of non response
\nPractical exploratory work
\n4 Reminder from last week\u2026….
\nWeek 3 Survey Questions and Answers
\n6 Recent Survey Example\u2026..
\nThis Week\u2019s Main Issues
\n7
\nCognitive processes in answering questions
\nProblems in answering survey questions
\nSurveys – from a design perspective
\n8
\nMeasurement
\nConstruct
\nResponse
\nTarget Population
\nRespondents
\nSampling Frame
\nSample
\nPost survey Adjustments
\nSurvey Statistic
\nEdited Response
\nMeasurement Representation
\nSource: Groves et al. (2009)
\nUnderstanding How Respondents
\nAnswer Questions
\n9
\n\u00a8 Knowing how Respondents produce answers, e.g. their mental
\nprocesses, helps us understand where things can go wrong
\n(we try to reduce error)
\n\u00a8 Writing better questions can be supported, by understanding the
\nresponse process
\n\u00a8 Can help explain \u201cresponse effects\u201d in existing data
\n\u00a4 E.g. question order effects
\nTypes of questions
\n10
\n\u00a8 Behaviours and facts vs. attitudes
\n\u00a4 Have you ever been a regular cigarette smoker, that is, at least one
\npack a week?
\n\u00a4 To reduce cigarette smoking some countries have increased tax on the
\npurchase of cigarettes. Do you support or oppose this kind of tax?
\nOK lets think about asking questions\u2026
\n11
\n\u00a8 How happy are you?
\nOK lets think about asking questions\u2026
\n12
\n\u00a8 How happy are you?
\n\u00a8 Make a note of the process your brain went through
\nWhat did you first think about?
\n13
\n\u00a8 Sensitive (or threatening) vs. non-sensitive topics
\nHow many pets do you have?
\nHow much money to do your parents earn?
\nHow many sexual partners have you had in your life?
\n\u00a8 Closed vs. open questions
\nWhat political party do you identify with: Republican party,
\nDemocratic party, Independent or something else?
\nWhy do you identify with that party?
\nTypes of Questions
\nSurvey Example From Brazilian Election Polling
\n14
\nhttps:\/\/www.washingtonpost.com\/world\/2022\/10\/03\/bolsonaro-brazil-polls-trump\/
\nhttps:\/\/www.bloomberg.com\/news\/articles\/2022-10-03\/pollsters-fail-to-capture-bolsonaro-support-again-in-brazil-vote
\nSimple Model of the Response Process
\n15
\nComprehension
\nof the question
\nRetrieval of
\ninformation
\nJudgement
\nand estimation
\nReporting
\nan answer
\nSimple Model of the Response Process
\n16
\n\u00a8 Sequential although respondents can backtrack
\n\u00a8 Models ideal performance, but:
\n\u00a4 Respondents may misunderstand question
\n\u00a4 Event(s) may not be recorded (\u201cencoded\u201d) in Respondent\u2019s memory
\n\u00a4 Respondents may forget relevant events: recall error
\n\u00a4 Respondents may take shortcuts: satisficing, acquiescence
\n\u00a4 Respondents may intentionally misreport: social desirability
\nComprehension
\nof the question
\nRetrieval of
\ninformation
\nJudgement
\nand estimation
\nReporting
\nan answer
\nComprehension Processes
\n17
\n\u00a8 Comprehension usually assumed to involve analysis at various
\nlevels:
\n\u00a4 sensory: segment speech stream into words, recognize printed
\ncharacters
\n\u00a4 lexical: retrieve meaning(s), pronunciation, part of speech, etc.
\n\u00a4 syntactic: string words into a grammatical sequence
\n\u00a4 semantic: determine overall sentence (question) meaning
\n\u00a4 pragmatic: infer speakers\u2019 intentions
\nRetrieval Processes
\n18
\n\u00a8 Consensus view is that respondents search their long-term
\nmemories on basis of words in questions or \u201cretrieval cues\u201d
\n\u00a8 Successful extension of the cue in question, if it matches indexes,
\nwith which the event is stored in memory
\nRetrieval Processes – Cues
\n19
\n\u00a8 Cues can affect what people recall:
\n\u00a4 Couper, Tourangeau & Kenyon (2004) asked questions like \u201cHow many
\nsporting events have you attended in the past year?\u201d and presented
\nimages (in web survey)
\n\u00a4 Images were either low frequency (Premiership) or high frequency
\n(local game)
\n\u00a4 Low frequency images led to lower reports than high frequency
\nimages
\n20
\n\u00a8 Cues can remind people of events:
\n\u00a4 National Crime and Victimisation Survey (NCVS) item for shopping
\nincludes: \u201cdrugs, clothing, grocery, hardware and convenience stores\u201d
\n\u00a8 In general, exact times and dates are poor cues
\nRetrieval Processes – Cues
\nEstimation and Judgment Processes
\n21
\n\u00a8 In the past two years, how many times did you donate blood?
\n\u00a8 For someone who donates regularly in the same workplace
\nlocation, there is little to distinguish one donation from the next so
\nit\u2019s hard to recall and count up each one
\n\u00a8 How much alcohol did you drink last week?
\nReporting An Answer
\n22
\n\u00a8 People have to choose available options for answers
\n\u00a4 when response options are read out loud, people show preference for
\nthe last one read (\u201crecency effect\u201d) possibly due to limits of working
\nmemory capacity
\nn Shuman & Presser (1981) study on housing, older respondents showed
\nrecency effects while younger respondents showed little evidence of the
\neffect
\n\u00a4 when response options self-administered, people show a preference
\nfor the first one read (\u201cprimacy effect\u201d)
\nn Krosnick and Alwin (1987) interpret as evidence of \u201csurvey satisficing\u201d –
\nchoosing the first acceptable option as a time-saving behavior
\nLet\u2019s go back to the happiness question\u2026.
\n23
\nHow happy are you?
\nWhat process did you notice your brain going through?
\nDid you think of today, recently or in general?
\nThe Cognitive Process\u2026…
\n24
\n\u00a8 Developing a survey involves defining and translating concepts and issues
\ninto a form that is measurable (De Vaus, 2013).
\n\u00a8 Respondents engage in four cognitive operations when assessing survey
\nitems (comprehension, recall, judgement and response) (Tourangeu 1984).
\n\u00a8 Holbrook et al. (2003: 82) state that \u2018a respondent must interpret the
\nmeaning and intent of each question, retrieve all relevant information from
\nmemory, integrate that information into a summary judgment, and report
\nthat judgment accurately\u2019. Many social surveys are conducted by an
\ninterviewer and so there is a dialogical nature to survey questions.
\nDiscourse Framing
\n25
\n\u00a8 How is the question framed?
\n\u00a8 Example – Question about attitudes towards immigration.
\n\u00a8 Try and write a question on this subject.
\nESS Example Question
\n26
\nESS Example Question – Critique
\n27
\nProblems in Answering Survey Questions
\n28
\nTypes of problem that can cause errors:
\n1. Failure to encode the information sought
\n2. Misinterpretation of the question
\n3. Forgetting and other memory problems
\n4. Inaccurate or unwarranted judgment\/estimation strategies
\n5. Problems in formatting an answer
\n6. More or less deliberate misreporting
\n7. Failure to follow instructions
\nEncoding
\n29
\n\u00a8 Some events are less likely to be encoded in memory than others
\n\u00a8 Lee et al. (1999) demonstrated that parents\u2019 poor memory for
\nchildren\u2019s vaccinations due to not encoding the events
\n\u00a4 Assessed parents\u2019 recall accuracy by comparing reports to medical
\nrecords
\n\u00a4 Parents reported that vaccinations were up-to-date for 80% of those
\nchildren who were not up-to-date
\n\u00a4 Childhood injections are frequent, not particularly distinctive and occur
\nin batches
\n\u00a4 Parents may simply have not encoded enough to accurately recall and
\nreport the events
\nMisinterpretation
\n30
\nTypes of comprehension problems
\n\u00a4 Ambiguity and Conceptual Misalignment
\n\u00a4 Excessive complexity
\n\u00a4 Faulty presupposition
\n\u00a4 Vague concepts
\n\u00a4 Vague quantifiers
\n\u00a4 Unfamiliar terms
\n\u00a4 False inferences
\nComprehension Problems:
\nTwo kinds of ambiguity
\n31
\n(1) Lexical ambiguity:
\nQ: \u201cThe best way to prevent cancer is to catch it early!\u201d
\nA: strongly agree; somewhat agree; somewhat disagree; strongly
\ndisagree
\n\u00a8 Unclear which sense of \u201ccatch\u201d is intended
\n\u00a4 word label corresponds to more than one meaning
\n32
\n(2) Referential ambiguity
\nInterviewer: Last week, did you have more than one job including
\npart-time, evening or weekend work?
\n\u00a8 Unclear how to apply \u201cmore than one job\u201d to one\u2019s circumstances
\n\u00a4 which circumstances are included and which are not?
\nComprehension Problems:
\nTwo kinds of ambiguity
\nTwo kinds of solutions
\n33
\n\u00a8 First case (Lexical ambiguity)
\n\u00a4 pretesting, e.g. \u201ccognitive interviewing,\u201d should uncover problems
\n\u00a4 can be improved with less ambiguous question wording
\nn e.g. replace \u201ccatch\u201d with \u201cdetect\u201d
\n\u00a8 Second case (Referential ambiguity )
\n\u00a4 pretesting cannot anticipate all borderline circumstances, especially if
\nthere are many
\n\u00a4 question cannot be worded to address all of them
\n\u00a4 can be improved with clarification during interview
\nn e.g. \u201cin this survey, we count that as one job\u201d
\nTry and write a question yourself\u2026.
\n34
\n\u00a8 Subject: the impact of children\u2019s exposure to violence on
\nTV
\n35
\nDo you think children suffer any ill effects from watching programmes
\nwith violence in them?
\n\u00a8 Belson (1981) determined that respondents interpreted children,
\nill effects, and violence in numerous ways
\n\u00a4 e.g. \u201cchildren\u201d: < 8 years, < 19 – 20 years
\n\u00a4 children as students
\n\u00a4 only 8% interpreted question as intended
\n\u00a8 Additional words can clarify the intended meaning, but this may
\nlead to unwieldy, convoluted questions
\n\u00a4 tradeoff between clarity and complexity
\nComprehension Problems:
\nConceptual Variability
\nHow complex can you get?
\n36
\nExample:
\nDo you think that children suffer any ill effects from watching TV
\nwith violence in them, other than ordinary Westerns? By children, I
\nmean people under age 14; by ill effects, I mean increased
\naggression at school or at home, increased nightmares, inability to
\nconcentrate on routine chores, and so on; by violence, I mean
\ngraphic depictions of individuals inflicting physical injuries on
\nthemselves or others, depictions of individuals want only damaging
\nproperty or possessions, abusive behaviors or language to others,
\nand so on.
\nAmended question
\n37
\n\u00a8 Trying to strike a balance between complexity and clarity,
\nperhaps it could be better to ask openly about the ill effects and
\nthen code the spontaneous answers:
\nWhat ill effects do you think children (under 14) suffer from
\nwatching TV with graphic depictions of violence?
\n\u00a8 A pilot questionnaire should be used to uncover any problems
\nComprehension Problems:
\nPresupposition
\n38
\n\u00a8 Some sentences (or questions) refer to what has previously been
\nsaid or implied
\n\u00a8 What if presupposition is not accepted by respondent?
\nFamily life often suffers because parents concentrate too much on their
\nwork. Do you strongly agree, somewhat agree, etc.?
\n\u00a8 \u201cDon\u2019t know\u201d option does not solve the problem because can imply
\nacceptance of presupposition
\nComprehension Problems:
\nVague quantifiers
\n39
\n\u00a8 Non-numerical terms for quantity have different numerical
\ninterpretations
\n\u00a4 What does a few years mean?
\nComprehension Problems:
\nVague quantifiers
\n40
\nBelson (1981) found that the quantifier \u201cfew\u201d in \u201cover the last few years\u201d
\nmeant:
\n\u00a4 \u201cno more than two years\u201d (7\/59)
\n\u00a4 \u201cseven or more years\u201d (19\/59)
\n\u00a4 \u201cten or more\u201d (11\/59)
\n41
\n\u00a8 Particularly problematic in response options
\nHow often do you feel really excited? Very often, pretty often, not too
\noften or never?
\n\u00a4 If respondents says more than very often, Schaeffer & Bradburn
\nasked for number
\n\u00a4 For those with higher level qualifications and younger respondents,
\n\u201cpretty often\u201d and \u201cvery often\u201d were associated with larger numbers
\nComprehension Problems:
\nVague quantifiers
\nForgetting and other memory problems
\n42
\n\u00a8 Different forms of memory failure:
\n1. Mismatch between terms in question and terms used to encode
\nevents initially
\n2. Distortions in the representation over time
\n3. Retrieval Failure
\n4. Reconstruction Errors
\nMemory problems: Mismatch
\n43
\n\u201cHow often do you do light or moderate activities for at least 10
\nminutes that causes only light sweating or a slight to moderate
\nincrease in breathing or heart rate?\u201d (NHIS)
\n\u00a8 If respondent did not include walking as \u201clight to moderate
\nactivity\u201d\u2026…. Under reporting?
\nMemory problems: Distortion over time
\n44
\n\u00a8 Hard to distinguish whether information was actually experienced
\nor added through retelling of or thinking about event afterward
\n45
\n\u00a8 Even inferred aspects of events are hard to distinguish from
\nactual aspects of events:
\n\u00a4 Experimental participants watched film of traffic incident
\n\u00a4 \u201cHow fast was the car going when it went through the stop sign\u201d
\n\u00a4 Led to reports of stop sign in original traffic event on a subsequent
\nmemory test even when one was not present (Loftus, 1979)
\nMemory problems: Distortion over time
\nMemory Problems: Retrieval failure
\n46
\n\u00a8 Interference
\n\u00a4 The longer the time period in question (e.g. 1 year vs. 1 month) the
\nmore likely other similar events will have occurred
\n\u00a4 Hard to distinguish details of one event from others
\n\u00a4 Tend to blend into single generic memory
\n\u00a8 Decay
\n\u00a4 The more time since the events, the weaker the memory
\n\u00a4 Forgetting is most rapidly in period immediately after event
\n\u00a4 However, forgetting continues after as many as 50 years(!)
\nEstimation Problems
\n47
\n\u201cNow think about the past 12 months, from [DATE] through today. We
\nwant to know how many days you\u2019ve used any prescription tranquilizer that
\nwas not prescribed to you or that you took only for the experience or the
\nfeeling it caused during the past 12 months.\u201d (NSDUH)
\n\u00a8 Telescoping: Events in the past seem closer to present than they
\nactually are
\nEstimation Problems:
\nBehavioral Frequency Questions
\n48
\n\u00a8 At least three broad strategies could be taken by respondents,
\neach leading to different types of error
\n\u00a4 recall and count: underestimation
\nn more likely to forget than invent an event
\n\u00a4 rate-based estimation: overestimation
\nn for regularly occurring events, rates can be quite accurate except when
\nrespondents fail to take exceptions (e.g., not doing the behavior) into account
\n\u00a4 impression-based estimation: overestimation
\nn translation of impression to number cannot be any lower than 0 but is
\nunbounded on the high end
\nJudgment Problems: Opinion Questions
\n49
\n\u201cNow turning to business conditions in the country as a whole — do you think that during the next 12 months we\u2019ll have good
\ntimes financially, or bad times, or what?\u201d (SCA)
\nAssuming Respondent has not already formed an opinion, set of
\nstrategies similar to those used for factual questions
\n\u00a4 vague impression
\n\u00a4 construct evaluation (count and compare specific beliefs about the issues)
\nHarder (or maybe impossible) to assess the truth of attitude than
\nbehavioural reports
\n50
\n\u00a8 Problems with Open Numerical format
\n\u201cNow thinking about your physical health, which includes illness and injury,
\nfor how many days during the past 30 days was your physical health not
\ngood?\u201d (BRFSS)
\n\u00a4 May be hard to convert vague impression into number
\n\u00a4 Rounded numbers may indicate difficulty with conversion or
\nunwillingness to be precise because truthful response is
\nembarrassing\/fear of consequences
\nFormatting Problems
\nFormatting Problems:
\nOrdered Response Scales
\n51
\n\u00a8 Problems with Ordered Response scales
\n\u00a8 Bias:
\n\u00a4 Respondents tend to endorse more positive than negative values
\n\u00a4 Schwarz, et al. (1991) suggested more extreme values with numerical
\nlabels lead to more negative interpretation of low-end verbal labels
\nPositivity Bias
\n52
\n\u00a8 Schwarz, et al. (1991):
\n\u201cHow successful would you say you have been in life?\u201d
\n\u00a4 34% of 0 to 10 group responded in lower half (0 to 5)
\n\u00a4 13% of -5 to +5 group responded in lower half (-5 to 0)
\n\u00a4 zero scale anchor combined with label to mean \u201cabsence of success\u201d
\n\u00a4 negative scale values combined with label to mean \u201cpresence of failure\u201d
\nOther Problems\u2026.
\n53
\n6. Deliberate misreporting
\n7. Failure to follow instructions
\n54 Recent Government Survey\u2026.
\nWeek 3 – Summary
\n55
\n\u00a8 Developing a survey involves defining and translating concepts and issues
\ninto a form that is measurable (De Vaus, 2013).
\n\u00a8 A number of factors may affect the answers given by survey respondents
\nincluding: interviewer effects (relating to the interaction between
\nrespondent and interviewer); the wording and ordering of the questions
\nand response options; acquiescence bias; primacy or recency effects and
\nresponse fatigue (Bryman, 2018; Lavrakas, 2008).
\n\u00a8 Surveys are political and can be conducted for political purposes.
\nWeek 3
\n56
\nAny questions?
\nReadings For Week 4
\n57
\nMain
\nGroves, R.M. et al. (2009). Chapter 7
\nAlso try the journal: International Journal of Social Research Methodology
\nhttps:\/\/www.tandfonline.com\/journals\/tsrm20
\nRecommended:
\n\u00a4 Bradburn, N., Rips, L, and Shevell, S. (1987). Answering autobiographical questions: The impact of memory and inferences on surveys. Science, 236, 157-161.
\n\u00a4 Bryman, A. (2018) Social Research Methods. Oxford: Oxford University Press.
\n\u00a4 De Vaus, D. (2013) Surveys in Social Research. 6th ed. London: Routledge.
\n\u00a4 Converse, J., and Presser, S. (1986) Survey Questions: Handcrafting the Standardized Questionnaire, Newbury Park: Sage.
\n\u00a4 Holbrook AL, Green MC and Krosnick JA (2003) Telephone versus Face-to-Face Interviewing. Public Opinion Quarterly, 67(1): 79-125.
\n\u00a4 Tourangeau, R., Rips, L., and Rasinski, K. (2000). The Psychology of Survey Response. New York: Cambridge University Press. Chapter 1.
\n\u00a4 Tourangeau, R. (1984) Cognitive science and survey methods: A cognitive perspective. In T. Jabine, M. Straf, J. Tanur, & R. Tourangeau (Eds.), Cognitive aspects of survey
\nmethodology: (pp. 73\u2013100). Washington, DC: National Academy Press.
\n\u00a4 Tourangeau, R. (2017) The Survey Response Process from a Cognitive Viewpoint Improving the Quality of Data Collection in Large Scale Assessments.
\n58 Quiz Question
\nDo you support with the Monetary Control Bill?
\n59 Practical week 3
\nPractical Tasks
\n60
\nLast Week – Find your specific research question(s)
\n\u00a4 In your broad topic:
\nn What is the most interesting aspect?
\nn Which specific question(s) can be answered with your survey?
\nn What existing surveys\/questions exist?
\nThis Week – Identify survey questions and necessary
\nbackground information that are needed to answer your
\nresearch questions.
\nTake notes on your ideas and discussion and post it on
\nBB.<\/p>\n","protected":false},"excerpt":{"rendered":"
SOST60421 Survey Research Methods \u2013 Assessment Instructions Assessment Part 2 \u2013 Individual Essay Task: Write a structured essay about how you would construct a survey on a specific topic (different topic to the group work assessment). Explain the entire survey design process and its different steps. Instructions for essay: \uf0b7 Find a research question which […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[366,124,298],"tags":[429],"class_list":["post-910","post","type-post","status-publish","format-standard","hentry","category-statistics-assignment-help","category-assessment-assignment-help","category-assessment-brief-assignment-help","tag-sost60421"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/910","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/comments?post=910"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/posts\/910\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/media?parent=910"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/categories?post=910"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/us\/wp-json\/wp\/v2\/tags?post=910"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}