foundations of sociological inquiry causal reasoning
TRANSCRIPT
Foundations of Sociological Inquiry
Causal Reasoning
Today’s Objectives Asch Experiments Linking Theory and Research Midterm Course Evaluations Questions?
Which two lines are of equal length
1 2 3 4
45%
0%0%
55%1. X and A
2. X and B
3. A and C
4. X and C
Which two lines are of equal length
1 2 3 4
67%
0%0%
33%
1. X and A
2. X and B
3. A and C
4. X and C
Which two lines are of equal length
1 2 3 4
75%
0%0%
25%
1. X and A
2. X and B
3. A and C
4. X and C
Which two lines are of equal length
1 2 3 4
71%
0%1%
28%
1. X and A
2. X and B
3. A and C
4. X and C
Social Science Paradigms Asch Experiment (1958)
A group of subjects is presented with a set of lines on a screen and asked to identify the two lines that are equal in length.
Others in the group identify A or C as the correct answer, while you know that B is the correct answer.
Walking with an open umbrella on a beautiful day or using hands to eat mashed potatoes are techniques used by _____ to understand the social world.
1 2 3 4 5
2%6%
79%
6%7%
1. social Darwinists
2. conflict theorists
3. structural functionalists
4. symbolic interactionists
5. ethnomethodologists
The Links Between Theory and Research Deductive Model – research is used to test theories. Inductive Model – theories are developed from
analysis of data.
Which one of the following statements best summarizes the role of deduction and induction?
1 2 3 4 5
0%2%
44%
10%
44%1. Deduction is the preferred approach.
2. Induction is the preferred approach.
3. In practice, scientific inquiry involves an alternation between deduction and induction.
4. In practice, scientific inquiry involves primarily one or the other approach.
5. In practice, scientific inquiry involves the use of both at the same time.
Are you in Section AA, AB, or AC?
1 2
38%
62%
1. Yes
2. No
This course as a whole is (AA, AB, AC):
1 2 3 4 5 6
13%
43%
0%0%1%
43%1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.32
This course as a whole is:
1 2 3 4 5 6
8%
44%
2%0%
3%
44%1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.4844
The course content is (AA, AB, AC):
1 2 3 4 5 6
11%
30%
0%1%5%
53%
1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.5556
The course content is:
1 2 3 4 5 6
6%
39%
0%2%
9%
44%1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.6296
The instructor overall is (AA, AB, AC):
1 2 3 4 5 6
26%
56%
0%0%1%
17%
1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 1.9359
The instructor overall is:
1 2 3 4 5 6
26%
50%
0%0%
4%
20%
1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.02
The instructor’s contribution to your understanding of concepts/ideas is (AA, AB, AC):
1 2 3 4 5 6
24%
37%
0%0%
8%
31%
1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.2267
The instructor’s contribution to your understanding of concepts/ideas is:
1 2 3 4 5 6
15%
45%
0%0%
6%
34%
1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.3019
The instructor’s interest in whether students learned is (AA, AB, AC):
1 2 3 4 5 6
35%
31%
0%0%1%
32%
1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2
The instructor’s interest in whether students learned is:
1 2 3 4 5 6
27%
35%
2%0%
4%
31%
1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.1961
The amount learned in the course is (AA, AB, AC):
1 2 3 4 5 6
7%
33%
0%1%
21%
38%1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.7763
The amount learned in the course is:
1 2 3 4 5 6
2%
37%
2%2%
15%
43%1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2.8333
The relevance and usefulness of homework assignments is (AA, AB, AC):
1 2 3 4 5 6
33% 33%
0%0%0%
33%1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
Mean = 2
The relevance and usefulness of homework assignments is:
1 2 3 4 5 6
0% 0% 0%0%0%0%
1. Excellent
2. Very Good
3. Good
4. Fair
5. Poor
6. Very Poor
0 of 5 Mean =
15
Professor Pettit examines how sending an e-mail to students affects students assessment of a course. Pettit compares evaluations of students who received an e-mail declaring her devotion to student learning with those who didn’t receive an e-mail. She is conducting:
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61%
10%
3%
25%
2%
1. an experiment
2. deception
3. no harm to participants
4. qualitative research
5. ethnography
Professor Pettit did an experiment on her students in a classroom. She measured their views about the course on the first week, randomly assigned half of them to receive an offer for extra help on the second week, and measured their views about the course on the third week. Measuring the student’s views on the third week is the
1 2 3 4 5
50% 50%
0%0%0%
1. independent variable.
2. posttest.
3. pretest.
4. experimental group.
5. control variable
Professor Pettit did an experiment on her students in a classroom. She measured their views about the course on the first week, randomly assigned half of them to receive an offer for extra help on the second week, and measured their views about the course on the third week.
1 2 3 4 5
10%15%
1%
70%
4%
The half of the students who did not receive an offer of extra help are known as the
1. independent variable.
2. experimental group.
3. pretest.
4. control group.
5. posttest.
Professor Pettit did an experiment in class over the space of a few weeks to examine the effect of specific interventions on course evaluations. She randomly assigned students to the experimental and control groups and did a pretest and posttest. At the time of the posttest, several student realized that they received the same questions on the pretest, and used the same answers they had originally given on the pretest even though their evaluations may
1 2 3 4 5
46%
20%
3%
14%17%
1. history
2. maturation
3. instrumentation
4. testing
5. mortality
have changed. Which source of internal invalidity does this example reflect?
Questions?