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communication research
Communication Research Asking Questions Finding Answers 4th Edition Joann Keyton - Solutions
8. Variation due to the statistical processing of the data. For example, the researcher acciden- tally selects the wrong independent variable from the pulldown menu in the statistical software. Or the researcher unexpectedly uses the wrong spreadsheet and not all par- ticipant responses are
7. Variation affected by mechanical or proce- dural issues. In a research experiment, you are asked to recall your last conflict with your relational partner and write out what you said to him or her. As you recall the conflict incident, you recognize that the conflict was a lengthy one lasting for
6. Variation due to unclear measuring device. As an assistant to a researcher, you are asked to observe students giving speeches and count the number of times they use incom- plete sentences. In one speech, the speaker gives an incomplete sentence but before mov- ing on to the next sentence catches
5. Variation due to the number of items in- cluded in the measuring device. Asking only one question about each of the conflict management styles would not be the same as asking several questions about each style. Multiple items are required to capture the breadth and complexity of most communica-
4. Variation due to differences in how the research project is administered. Different researchers may use different communica- tion styles in working with research partici- pants. Would you respond differently to a researcher who appears to be bored than you would respond to a researcher who
3. Variation or differences due to situational fac- tors. Would your choice of conflict manage- ment strategy be different at school, at work, at home?
2. Variation or differences due to personal fac- tors, such as mood, fatigue, health, time of day, and so on. How would these factors af- fect your reporting of which conflict manage- ment strategy you would use?
1. Variation due to factors not measured in the research study. For example, you want to measure effects of personality on conflict management strategy choice. A researcher would have to check the research literature to determine if personality is the best choice of independent variable. Rather
10. Question the measurement procedures and data interpretations reported by researchers.
9. Collect, report, and interpret data accurately, ethically, and responsibly.
8. Consider research design issues that may threaten validity and reliability.
7. Understand the relationship between valid- ity and reliability.
6. Understand the basic principles of validity and reliability and how they affect research results.
5. Develop effective and appropriate Likert- type scales.
4. Distinguish among the three types of con- tinuous level data ordinal, interval, and ratio and use them appropriately.
3. Develop categories for nominal data that are mutually exclusive, exhaustive, and equivalent.
2. Explain the principle that numbers have no inherent meaning until the researcher assigns or imposes meaning.
1. Understand that measurement is a process.
15. Quantitative research must address threats to reliability and validity, including using imprecise measures of variables, attempt- ing to measure something that is unknown or irrelevant to participants, and difficulty in capturing the complexity of human interaction.
14. Limitations of quantitative research include difficulty in capturing the complexity or depth of communication over time, and the inability to capture communication phenomenon that cannot be replicated or simulated in a controlled environment.
13. Advantages of quantitative research in- clude a certain degree of rigor, objectivity achieved through the use of numbers and statistics, and ability to make comparisons among a large group of participants.
12. Researchers can also use research ques- tions as a foundation for their quantitative research. Research questions are appropri- ate to use when there is little known about a communication phenomenon or when previous results are inconclusive.
11. A hypothesis includes both independent and dependent variables.
10. Although researchers develop research hypotheses, the null hypothesis is actually the focus of the statistical test.
9. Hypotheses should be simply stated, have variables and their relationships clearly specified, and be testable.
8. Quantitative research typically relies on the use of hypotheses to drive the research process.
7. Operationalizations are the specific way in which researchers observe and measure variables in quantitative research.
6. Quantitative research requires that every phenomenon studied be conceptualized and then explicitly defined. Researchers work from concepts to constructs to variables to operationalizations in providing the degree of objective specificity needed to examine communication phenomena.
5. The quantitative research model includes five components: research purpose, litera- ture foundation, research questions and research hypotheses, research methods, and validity and reliability.
4. The primary objective of quantitative re- search is to test propositions developed from theory.
3. Quantitative research relies on deductive reasoning.
2. Researchers bring objectivity to the study of communication through the use of tradi- tional quantitative approaches and statisti- cal techniques.
1. Quantitative research relies on the use of numbers as a way of observing and measur- ing communication phenomena.
8. Variation due to the statistical processing of the data. For example, the researcher acciden- tally selects the wrong statistical test from the pulldown menu. Or the person who enters the data in the computer pushes "4" every time you have responded with a "5."
7. Variation affected by mechanical or proce- dural issues. In a research experiment, you are asked to recall your last conflict with your relational partner and write out what you said to him or her. As you recall the conflict incident, you recognize that the conflict was a lengthy one lasting for
6. Variation due to unclear measuring device. As an assistant to a researcher, you are asked to observe students giving speeches and count the number of times students use incomplete sentences. In one speech, the speaker gives an incomplete sentence but before moving on to the next sentence catches
5. Variation due to the number of items in- cluded in the measuring device. Asking only one question about each of the conflict management styles would not be the same as asking several questions about each style. Multiple items are required to capture the breadth and complexity of most communica-
4. Variation due to differences in how the research project is administered. Different researchers may use different communica- tion styles in working with research partici- pants. Would you respond differently to a researcher who appears to be bored than you would respond to a researcher who
3. Variation or differences due to situational factors. Would your choice of conflict man- agement strategy be different for conflicts at school, at work, at home?
2. Variation or differences due to personal factors, such as mood, fatigue, health, time of day, and so on. How would these factors affect your choice of conflict management strategy?
1. Variation due to factors not measured in the research study. For example, you want to measure effects of personality on conflict management strategy choice. A researcher would have to check the research literature to determine if personality is the best choice of independent variable. Rather
12. Describe issues of reliability and valid- ity that must be addressed in quantitative research.
11. Explain the advantages and disadvantages of quantitative research.
10. Explain the relationship between indepen- dent and dependent variables.
9. Identify independent and dependent variables.
8. Distinguish among concepts, concep- tual schemes, constructs, variables, and operationalizations.
7. Explain why research questions are used in quantitative research.
6. Assess the effectiveness of hypotheses in quantitative research.
5. Explain the role of hypotheses in quantitative research.
4. Explain the five-component model for quantitative research.
3. Explain analytic deduction.
2. Identify examples of quantitative research.
1. Describe quantitative research and its assumptions.
13. The ethical issues of ensuring accuracy, protecting intellectual property rights, and protecting the identities of individuals in research reports are researcher responsibilities.
12. Debriefing gives researchers the opportu- nity to provide participants with additional knowledge about the research topic or pro- cedure, especially when deception is used.
11. Videotaping and audiotaping participants as part of research procedures can be done only with their express knowledge and consent.
10. Upholding confidentiality and anonymity of research participants during the collection of data is another ethical principle to which researchers must subscribe.
9. Identify ethical concerns when a research study uses online technology.
8. Researchers use deception to purposely mislead participants when it is necessary for participants to be naive about the purpose of a study, or when telling participants all the information beforehand would trigger unnatural responses.
7. Informed consent should be written in lan- guage participants can easily understand, and each participant should receive a copy.
6. Informed consent contains information about the research procedures, including any possible risks and benefits.
5. Obtaining informed consent, or a research participants' agreement to participate in the research project, is almost always required.
4. Universities and colleges have institutional review boards, or human subjects commit- tees, that review the research proposals of professors and students to determine if the rights and welfare of research participants are being adequately protected.
3. Three principles-beneficence, respect for persons, and justice-must be simultane- ously upheld.
2. Researchers have three broad responsibili- ties: a scientific responsibility, a responsibil- ity for developing and conducting research that will yield knowledge worth knowing, and a responsibility for verifying or validat- ing the data they collect.
1. Issues of ethics and integrity are an integral part of the research process and must be explored as the research project is designed and developed.
3. Professional responsibility requires that ethical communication researchers know and comply with the legal and institutional guidelines covering their work. They do not use the work of others as their own, plagiarizing others' ideas or language or appropriating the work of others for which one
2. The value of confidentiality demands that the identity of those being researched be kept confidential except in cases where the research is carried out on public figures or publicly available material. Criticism of another's language, ideas, or logic is a legitimate part of scholarly research,
1. In terms of integrity, ethical communication researchers should employ recog- nized standards of research practice, conducting research that they have been properly trained to do, and avoiding procedures for which they have not been adequately prepared. If in doubt about any ethical matter, they
9. Is the researcher capable of carrying out the procedures in a valid and credible manner?
8. Is the research design valid or credible? Does it take into account relevant theory, methods, and prior findings?
7. How will the researcher's role affect the study?
6. What are the consequences of the study for participants? Will potential harm be out- weighed by expected benefits? Will reporting or publishing the outcomes of the study create risk or harm for participants?
5. What potential harm-physical or psychological could come to the participants as a result of the study?
4. Are the participants appropriate to the pur- pose of the study? Are they representative of the population that is to benefit from the research?
3. How can the confidentiality and anonymity of research participants be handled? Is there a way to disguise participants' identity? Who will have access to the data?
2. How will the consent of participants to participate in the study be gained? Should consent be given orally or in writing? Who should give the consent? Is the participant capable of doing so? If not, who is? How much information about the study needs to be given in advance? What information can
1. What are the benefits of this study? How can the study contribute to understanding communication? Will the contributions of the study be primarily for participants? For others similar to the participants? Or for people in general?
14. Write a description of research participants in such a way as to conceal their identities.
13. Write a research report that does not plagiarize the work of others.
12. Ensure the accuracy of data and findings.
11. Provide an adequate debriefing for research participants.
10. Understand any risks associated with videotaping and audiotaping participants' interactions.
9. Identify ethical concerns when a research study uses online technology.
8. Devise data collection procedures that maintain participants' confidentiality and anonymity.
7. Use deception and confederates only if other alternatives are unavailable, and only if these practices do not cause undue harm for participants.
6. Write an informed consent form that is understandable for participants.
5. Follow procedures and guidelines required by your university's institutional review board.
4. Design a research project that demon- strates beneficence, respect for persons, and justice.
3. Find alternative research procedures to avoid physical or psychological harm to participants.
2. Explain how your research project minimizes risk and enhances benefits to participants.
1. Address potential ethical issues during the design phase of the research project.
15. A literature review is your integrated analy- sis of the scholarly literature and concludes with the statement of the research questions or hypotheses.
14. Using what you found in the library search, organize your material by major and minor points, in chronological order, by answering a series of questions, or from the general to the specific or from specific to general.
13. Your preliminary question may require ad- justment as you discover new information.
12. When you find an article or book that may be helpful, take notes and document all the citation information.
11. Find scholarly articles published in aca- demic journals or scholarly books.
10. Evaluate your preliminary questions for their underlying assumptions,completeness, and clarity prior to conduct- ing the library search.
9. If the answer is neither known nor available, research must be conducted to uncover the answer.
8. Library research can reveal if the answer to your question is available, but not known to you.
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