|
|
|
Reading Guides for
L. R. Frey; C. H. Botan; & G. L. Kreps (2000),
Investigating
communication |
| Chapter
1: Introduction to the Research Culture |
Be able to
explain the importance of
research in supporting claims. Be able to define, compare, and
contrast proprietary research and scholarly research. Be able to explain the importance of each of the six
characteristics of research (pp. 13, 16, 17).
Be able to LIST and
explain the five-phase model of research (14-16). Be able to define, compare
and contrast the Positivist and Naturalist research paradigms.
Be able to explain
the importance of distinguishing between research and pseudoresearch. |
|
Chapter 2: Introduction to the
Research Culture. |
| Be able to
define, compare, and contrast basic and applied research, and the forms of
applied research. Be able to define, write, and identify effective
research questions and hypotheses. Be able to define, identify
and/or compare/contrast independent and dependent variables,
ordered and nominal variables, causal and noncausal
variables, one-tailed
and two-tailed hypotheses, positive and negative
relationships. Be
able to define/compare/contrast recursive causal models and nonrecursive
causal models, |
|
Chapter 3: Finding, Reading and Using Research. |
Be able to define, compare, and contrast
primary and secondary research; scholarly journals, scholarly
texts, conference paper; peer review and blind review. [While you
should be able to apply material on “Finding Research Materials” (pp.
56-66) there will be no questions on the exam.] Be
able to define, to explain the relationships among: the title,
abstract, introduction, review of literature, research
question/hypotheses, methodology, research participants, texts, procedures,
data treatment, results, discussion, references (in scholarly articles).
Be able to LIST and concisely explain the five sections of a
literature review; be able to explain or identify specific advice
regarding preparation of a literature review.
APA style: Given the basic information about a book, journal
article, or magazine or newspaper article, be able to put that information
into correct APA format {in short, examples 1-7; we will cover other forms on
Second Examination].
|
|
Chapter 4: Observing and Measuring Communication Variables. |
Be
able to define, compare, and contrast conceptual and operational
definitions. Be able to cite
Barker’s three questions/criteria for evaluating operational
definitions. Be able to write
a clear operational definition. Be
able to define/compare/contrast quantitative and qualitative measures; be
able to explain basic concept of triangulation.
Be able to define/compare/contrast the following measurement
scales: nominal, ordinal, ipsative, normative interval, ratio, Likert,
Likert-like, semantic
differential, and Thurstone. Be
able to define/contrast unidimensional and multidimensional concepts.
Be able to define/compare/contrast/explain: closed and open
questions; directive and nondirective interviews; structured, semistructured, and unstructured interviews; question, tunnel, funnel, and
inverted funnel formats; consistency, fatigue, and redundancy effects.
Be able to cite or identify relative advantages of questionnaires and
interviews. Be able to define
and contrast direct and indirect observation (no questions about
various measures used in indirect observations).
|
|
Chapter 5: Designing Valid Communication Research |
Be able to
define and explain "validity" and "reliability;" be
able to list, name, define, and explain the two types of validity; be able
to name, define, and explain the three threats to validity. Be able
to identify and define the three criteria used to establish external
validity. Given an
example or a definition, be able to name the following terms: measurement
reliability, true score component, error score component, random error,
measurement error, pilot study, reliability coefficient, test-retest
method, alternative procedure method, coefficient of equivalence, split
half reliability (note the four methods), Cronbach's alpha. Be able
to define/compare/contrast/identify content validity, criterion-related
validity, and construct validity; be able to define and relate the
following terms to the previously listed forms of validity: face validity,
concurrent validity, convergent validity, predictive validity. Be
able to define "random sampling" and explain its importance; be
able to define population/universe, target group, census, sample; be
able to explain/compare/contrast sampling error, simple random
sample, random number table, systematic sample, stratified sample,
proportional stratified sample, nonrandom sample, convenience sample,
volunteer sample, purposive sample, quota sample, and network
sample. |
|
Chapter 6: Research Ethics
and Politics |
|
Be able to define
ethics, research ethics, and "ethical communication researcher."
Be able to define and explain the functions of IRB's, to name and explain
the congressional act which mandated IRB's, and to identify/explain the
factors which caused Congress to mandate IRB's. What is voluntary
informed consent, and why does it pose problems for researchers? Be able to
define/explain/compare/contrast
anonymity and confidentiality. Be able to name and define the ethical
standard which applies to academic research but not proprietary research. |
|
Chapter 7: Experimental Research |
|
Be able to define experimental research;
to define, identify, compare, and contrast examples of dependent and
independent variables, universal laws, and statistical laws. Be able
to explain the role of causation in designing experimental research.
Be able to define "control" and to list, define, and explain the
three factors which shape experimental control. Be able to define,
identify, and explain experimental group, control group, placebo group, comparison group,
attribute variable, equivalence, random assignment, random sampling, difference scores, double-blind procedures, John Henry
effect, intervening variable (but not all the various types of intervening
variables). Be able to list, define, compare and contrast the experimental designs identified by Campbell and
Stanley. Be able to list, define, compare and contrast laboratory
experiments and field experiments. |
| |
|
