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PO 217 Mid-Term SOS

PO 217 Mid-Term SOS. Jessica Behnke. UNIT I: Science & Scientific Reasoning. Science v . Nonscience Natural science v . social science Ontology v . epistemology Positivsm & post-positivism v . Interpretivism & Social construction. UNIT I Continued. Qualitative v . Quantitative

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PO 217 Mid-Term SOS

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  1. PO 217 Mid-Term SOS Jessica Behnke

  2. UNIT I: Science & Scientific Reasoning • Science v. Nonscience • Natural science v. social science • Ontology v. epistemology • Positivsm & post-positivism v. Interpretivism & Social construction

  3. UNIT I Continued • Qualitative v. Quantitative • Inductive v. deductive reasoning • Nomotheticv. Idiographic explanation

  4. Post-Positivism v. Interpretivist Methods

  5. UNIT I: Practice Questions • A researcher who has traveled to Bali to study the distinct power relationships in a specific community is likely looking for what type of explanations? • Which of the following is NOT a characteristic of science: • Empirical • Commitment to tradition • Falsifiable • Replicable • None of the above

  6. UNIT I: Practice Questions 2 3. TRUE or FALSE: • Interpretivists believe social phenomena are fundamentally different from natural phenomena • Deductive method looks at data and tries to extrapolate conclusions from the data • Idiographic explanations seek to explain a general class of events • Positivists only use quantitative data collection techniques • Social science methods can be equally as scientific as natural science methods

  7. UNIT I Practice Questions 3 4. More True and False • The investigation of what is justified belief is called an epistemology • Positivists are concerned with intention and meaning behind actors • Positivists believe in objectivism • Both positivism and interpretivism are social science epistemologies.

  8. UNIT II: THEORY & HYPOTHESES • Paradigm v. Theory • Criteria of a Theory: • Testable • Logically sound • General • Parsimonious

  9. UNIT II: THEORY & HYPOTHESES • 3 levels of theory: • Grand • Mid-level • Low-level • Concepts v. Variables • Hypotheses: Independent Variable, Dependent Variable, Intervening Variable

  10. UNIT II Cont’d • Types of relationships between variables • Causal • Causally Intervening • Conditioning • Spurious Association (= NO real relationship, just covariation)

  11. UNIT II: Practice Questions 1. Categorize the following as variables OR not variables: • Muslim • Youth • Political Ideology • Partisanship • NDP • Weight • Political Efficacy • Very active politically • Social capital • Female • Voted in last federal election • Disease pandemics

  12. UNIT II: Practice Questions 2 2. Pick out what you think the independent and dependent variables are based on the following journal article titles: • “Differences in democratic transitions due to Foreign Policy Realignment.” • “Institutional Change and impacts on Electoral Reform in Latin America.” • “Violent out-breaks in conflict sensitive areas due to lack of identity recognition.”

  13. UNIT II: Practice Questions 3 3. Identify the type of relationship in the following hypotheses: • A student’s academic performance is negatively related to the number of nights a week they party. • Student’s performance in 217 is higher if the attend lectures, but only if they also do the readings. • Student’s who’s parents are politically engaged tend to major in political science, and hence display higher levels of political interest • Number of student’s who use drugs is higher at larger post secondary institutions

  14. UNIT III: Measurement • Theoretical hypothesis Urban/rural residence--------> Political ideology • Operational hypothesis Residence question ------->Likert scale of statements re:ideology

  15. Unit III: Measurement • Levels of measurement CATEGORICAL CONTINUOUS Nominal Interval Ordinal Ratio

  16. UNIT III: Measurement • Measurement error • Random error • Systematic error • Measurement reliability • Stability • Internal reliability • Inter-coder consistency

  17. UNIT III: Measurement • Measurement Validity • Face/content • Concurrent • Predictive • Known-group • Correlation Coefficient- measures association between 2 variables

  18. UNIT III: Measurement • Indexes • Ex- most desirable place to live • Ex- best university professors • Scales • Ex- subjective social capital • I feel I can trust most people • In general, my neighbours are not trust worthy • I feel that if I lost my wallet, most people would return it • In general, you have to watch out for yourself, because no one else will

  19. UNIT III: Practice Questions 1. Identify as operational or theoretical hypothesis: • Program Major ---> Level of involvement at Uni • Age question ----> Voted in last 5 elections • Either US/Canada ----> Coding newspaper articles on portrayal ofclimate change • Green tea consumption -----> Weight loss • Exposure to negative/positive media on Michael Ignatieff ----> Series of questions about view on Michael Ignatieff

  20. UNIT III: Practice Questions 2 2. Identify what the researcher is trying to accomplish: • Administer to survey to a group today, and administer the same survey to the same group 5 weeks from now • Pose the question– does my measure of conservatism seem the capture the concept well? • Give half my Likert statements to a random half of the high school, and the other half of Likert statements to the other half • Ask political science professors to fill out my survey on political and civic engagement • After answering a series of Likert questions on political interest, I also include a question about whether the respondent voted in the last federal/provincial/municipal election

  21. UNIT III: Practice Questions 3 3. True or False • Likert scales always use 5 response categories • Measurement reliability is necessary but not sufficient for measurement validity • If a measure has systematic error, it has weak measurement validity • Measurement validity refers to how accurately your measure is capturing the concept • A correlation coefficient measures how efficiently your operational hypothesis matches your theoretical hypothesis

  22. UNIT III: Practice Questions 4 4. Best represented by a scale or an index? • Democraticness’ • Perception on current government • Conservatism • Religiosity • Final Grade in PO 217 • Political efficacy

  23. UNIT III: Practice Question 5 5. What level of measurement is most appropriate for the following variables? • Weight • Feelings about Stephen Harper • Month • Marital Status • Education

  24. UNIT IV: Research Design & Experimental Design • Research Design • Unit of Analysis • Alternate Rival Hypothesis • Internal Validity • External Validity

  25. UNIT IV: Research and Experimental Design • Experimental design– what is it? • Pro’s + Con’s • Internal + External Validity • 4 types: • Post-test only • Classic • Solomon 4 group • Field • Split-ballot

  26. Experimental Design: Post-test Only Design Time2 Manipulate IV Time1 Random Assignment Time3 Observe DV Group 1 (Treatment Group) Post-test Stimulus1 Subject Pool compare Group 2 Comparison / Control Group Stimulus2 / No Stimulus Post-test

  27. Experimental Design: Classical Experimental Design Time1 Random Assignment Time3 Manipulate IV Time4 Observe DV Compare DV Pre to Post Time2 Observe DV Group 1 (Treatment Group) Change Stimulus1 Post-test Pre-test Subject Pool compare Group 2 Comparison / Control Group Stimulus2 / No Stimulus Pre-test Post-test Change

  28. Experimental Design: Solomon Four Group Design Time1 Random Assignment Time2 Observe DV Time3 Manipulate IV Time4 Observe DV Compare DV Pre to Post Group 1 Treatment Group Change Stimulus Post-test Pre-test Subject Pool compare Group 2 Control Group No Stimulus Pre-test Post-test Change Group 3 Control Group No Pre-test Stimulus Post-test compare Group 4 Control Group No Pre-test No Stimulus Post-test

  29. UNIT IV: Experimental Design

  30. UNIT IV: Practice Question 1 1. True or False • Classic Experimental Design and Solomon 4 group design pre-test all subject groups • Experimental designs are typically high in internal validity, but lower in external validity • Alternate rival hypotheses offer different explanations for your findings than the hypothesis you advance.

  31. UNIT IV: Practice Questions 2 • True or false continued… • Experimental mortality has to do with participants dying before the experiment is over. • Test-effects occur when random assignment gives us a sample that is not representative. • Solomon 4 group designs have higher internal validity than other experimental designs and minimizes selection bias and testing effects, but is more costly and has lower external validity than the other experimental designs

  32. UNIT IV: Practice Questions 3 2 The unit of analysis in the following studies is probably: • “Differences in female adolescent behaviour between different racial groups.” • “Institutional Change and impacts on Electoral Reform in Latin American countries.” • “Differences in voting preferences based on income” • “Differences in opinion on the liberal party based on positive or negative exposure.”

  33. UNIT IV: Practice Questions 4 3. What type of experimental design is most appropriate for the following? • An experiment that has 2 or more Independent variables • An experiment with a high budget that wants to minimize selection bias and test effects • The researcher wants to pre-test the subjects so he can compare the individual responses to the DV before and after the stimulus. • Researcher wants highest external validity as possible

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