Técnicas de Registro en el Proceso de Investigación: Observación y Entrevistas - Prof. Man, Apuntes de Psicología

¡Descarga Técnicas de Registro en el Proceso de Investigación: Observación y Entrevistas - Prof. Man y más Apuntes en PDF de Psicología solo en Docsity! 10/10/17 UNIT 3 TOPIC 3. RECORDING TECHNIQUES 1. OBSERVATION WHERE • Research process • Methodological strategies TYPES • According to the degree of interaction observer-observed (incl. reactivity) PROCESS OF MAKING THE OBS INSTRUMENT SISTEMATIC • Steps • Leading to • E and me requirements • Fuzziness • Core and plasticity • Molar vs. molecular (response levels) RECORDING TECHNIQUES IN THE RESEARCH PROCESS • Research problem: theory gap, rival theories, contradictory findings, lack of findings, curiosity • Specific aim: feasible for a single study • Define population, behaviour, situation, etc. of interest • Choose a way of gathering information: the recording technique (a.k.a research techniques or instrument) • Gather information • Organize and give meaning to the information • Contrast information gathered with the aim with previous information • Consider the directions for the future research • In the same study, several techniques of the same type can be used ok • In the same study, different types of research techniques can be used: complement observation with a questionnaire on opinions, beliefs; complement questionnaire with an in-depth interviewok • Different studies may use different recording techniques for studying the same variable of interest mind the interpretation • Different studies may use different instances if the same type of instrument comparable? OBSERVATIONAL RECORDING TECHNIQUES • Can be part of: • Quantitative methodology and experimental methodological strategy: ■ Emphasis on observable behaviors, which are provoked and take place in a controlled environment ■ Observational instruments are usually pre-existing • Quantitative methology and observational methodological strategy: ■ Emphasis on ecological validity: observable behaviors, which are spontaneous, taking place in their natural context ■ May be necessary to create new instruments • Quantitative methodology: DecisionsCoding scheme (category system) Challe ges ■ Emphasis on observable behaviors and the interpretation of the participants in interviews (emic approach) ■ Observational instruments are created ad hoc or only informal notes are taken IS x COLLABORATING ENOUGH WITH THE TEAM? • (Hidden) camera(s) possible? Is an external observer acceptable? Is an internal observer objective? • All people/behaviors observable from location? • Define types of collaborations behaviour:definition according to context of the meeting (is humor/break necessary?) and according to knowledge expected? • Define types of not collaborative behavior • Define irrelevant behavior (e.g. eating) • How much unobservable inference can you handle? (molar vs molecular) • Etic categories vs. emic (what did you mean?) • Count frequencies (times) • Take the final product into account (group) vs individual • Keep in mind the core and the plasticity of categories in the definitions • Deal with the categories’ fuzziness in the examples and counterexamples RESPONSE LEVELS Simple levels (molecular): • Verbal • Nonverbal • Facial expressions • Gestures • Body position • Vocal • Proxemic: distance and movement Complex levels (molar) A combination of response levels (as in the previous examples) 17/10/17 • Methodological strategies • Observational qual. Vs quant. • Selective • Experimental RECORDING TECHNIQUES: OBSERVATION • Quantitative methodology • Aim to be objective and obtain quantitative information • As non-participant as possible • A series of decisions to be made prior to gathering the data • Category system: focus on the operative definition of the target behavior (easier if etic & molecular) • Qualitative methodology • Participant observation, analyzing the reactivity (reflexivity) • Notes: Focus on describing environment, organization in groups, activities, events, tools, individuals • Distinguish what is observed from the researcher’s impressions • Important of triangulation: several methods to gather data from different sources RECORDING TECHINQUES: QUALI & QUANTI Quantitative methodology • Selective methodological strategy: questionnaires emphasis external validity and on standardizing many instruments have already been created and validated first step: locate existing and see if OK for your aim Qualitative methodology • Selective methodological strategy: interviews emphasis on understanding the participant and explaining the results with his/her own words (emic approach) interview questions are created ad hoc. WHAT IS AN INTERVIEW USEFUL FOR? • Describe a difficult experience at work and how you handled it • Describe yourself • Describe your career goals • Describe your work style • Describe do you prefer to work alone or on a team? • Etc. INTERVIEW: FEATURES • Face to face meeting: bidirectional interchange • One- directional aim to acquire information • Focus on verbal information + nonverbal to help interpret • Flexibility to adapt the exact features of the instrument to different studies degree of structuring according to the qualitative or quantitative approach INTERVIEW: STRENGTHS • Especially useful when information cannot be gathered otherwise (e.g. observation) or to triangulate • Part of participant observation • time efficiency: no waiting to occur • need to trust the answer are honest • Usually idiographic - e.g. extreme cases, scattered collectives INTERVIEW: LIMITATIONS • Possibility that the information is not precise: falsified, exaggerated • Difference between what people think/say and what they di: need to observe • Behavior according to circumstances. Are the answers capturing this diversity? • Interpretational problems due to not knowing the informant’s context INTERVIEW: RESEARCH PHASES • Aim and quali/quanti approach • Choose type of interview • Determine the topics of interest DIFFERENCES • Interview and questionnaire • Less influences researcher in Q • More specific and shorter answer in Q • Written Q spoken I • More objective Q ■ No influence of researcher ■ Standardized situation • Same questions for everyone, in the same order, same alternative s, same scoring procedure, same interpretatio ns of this score • Effort for ■ Participant: I ■ Researcher: I Q • Question understood? SIMILARITIES • Questions and answers (want the truth) • Participants motivate • Need informed consent • Confidential/anonymous • No correct answers • You can create your own instrument for your topic, but… SOME PRELIMINARY RELEVANT ASPECTS • Ensure quality responding • Sincere and correct responses thanks to…? • Allowing for an intermediate alternative? • Acquiescence • Any subjective terms? • Multiple-choice questions and types of alternatives • An instrument has to be adapted to the local context! • An instrument can always be revised (e.g. reference group and percentiles1)! • Dimensions: how do we analyze the responses? • How do we know that the instrument measures personality traits? QUESTIONNAIRES AND SURVEYS Aims: • Education: quantify what’s learned • Diagnostics: disorders and learning problems • Job selection: assess aptitudes • Orientation: studying and professional • Political/social: get to know the population’s needs and attitudes toward policies and services + voting intention • Commercial: marketing, acceptability of products • Research opinions on psy/ social phenomena • Estimate a certain magnitude • Describe a population • Check a hypothesis QUESTIONNARIES • A highly structured interview • Written or spoken (pros and cons in terms of understanding – pilot testing – and sincerity) • Nomothetic + random sampling if possible QUESTIONNAIRES: ADVANTATGES • Offers standardized information about a set of variables: arbitrary, but objective • Reduces the time required for gathering the data • Promote answer anonymity • Makes easier the application of different analysis • Easy communication of result e.g. percentiles QUESTIONNAIRES: LIMITATIONS • The purpose of their use is only descriptive/correlational (e.g. relation between height and IQ; between baldness and income) • The information provided is shallow in relation to other recording techniques • Knowledge and time (e.g. a separate study) are required for its creation QUESTIONNAIRES: PHASES 1. Aim: measure variables relevant for the study’s aim and hypotheses 2. Planning (if not already available!!): from high to low generality • Content areas (e.g. motivation) • Variables (intrinsic and extrinsic) • Indicators (type of questions: asses 0-10 the importance of salary vs. – of job freedom when accepting a job) 3. Elaboration: • Write the questions and alternatives for responding • Order them • Write the introduction (instructions) and closing 1 El percentil es una medida de posición usada en estadística que indica, una vez ordenados los datos de menor a mayor, el valor de la variable por debajo del cual se encuentra un porcentaje dado de observaciones en un grupo de observaciones. 4. Quality analysis: • Pilot testing vs. • Formal assessment of a psychometric instrument • Assess content validity via a Delphi study • Test dimensional structure: one dimension vs. several dimensions vs. treat Qs separately • Concurrent or predictive validity: correlation with another instrument or external criterion • Reliability: test-retest; internal consistency within a dimension (alpha) 5. Decide application mode (related to the target population): • Individual vs. collective • Face to face vs. online • Spoken vs. written 6. Data collection and interpretation: • Administer • Tabulate: participants x variables data matrix • Quantitative data analysis • Relate to aims/hypothesis and previous findings QUESTIONNNAIRES: TYPE OF Q • Issues that can be measured objectively • Examples: • How many times have you gone to a restaurant in the last month? • How many subjects did you pass last year? • How many cigarettes do you smoke a day? SUBJECTIVE QUESTIONS • Measure attitudes, beliefs, feelings, values, etc • Usual model measurement is Likert scales • Procedure: • 1. Present QUESTIONNAIRES: TYPES OF Q&A Type of answer required according to the information required: • Binary: yes/no; T/F • Semantic differential scale: conservative….liberal • Mutiple-choice • Ordinal rating according to agreement/frequency (Likert), visual analogue scale (continuous) • Sort according to preferences • Free text/number QUESTIONNAIRES: ADVICE FOR Q • Must be relevant • Use appropriate language to the respondent • Use as models of other accepted questionnaires • Perform successive approximations to issues of interest • For Likert scales: balance un-unfavorable questions: against acquiescence • Revise: according to subjective criteria (content analysis, writing and location) and empirical criteria (statistical analysis of the answers) • Avoid biasing 2the response (e.g. giving the answer to an apparently open question; social desirability) • Avoid more than one topic in the same question 2 Influencia, tendención