Test Bank

Chapter 4: Conceptualization and Measurement

Multiple Choice

1. The process by which a researcher specifically defines what they mean when using a term is known a ______.

a. conceptualization

b. operationalization

c. generalization

d. reliability

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Knowledge

Answer Location: Conceptualization and Measurement

Difficulty Level: Easy

2. What is the procedure for identifying or indicating the value of cases on a variable?

a. generalizing

b. conceptualization

c. measuring

d. operationalization

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Comprehension

Answer Location: From Concepts to Indicators

Difficulty Level: Medium

3. Variables that only have two values are known as ______.

a. generals

b. dichotomies

c. case studies

d. ordinals

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Knowledge

Answer Location: The Special Case of Dichotomies

Difficulty Level: Easy

4. Which of the following is true regarding closed-ended questions?

a. They are used primarily in interviews and field work.

b. They are easy to process with computers and analyze with statistics.

c. They make it more difficult for respondents to answer questions.

d. They often increase confusion about meaning of responses involving complex concepts.

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Comprehension

Answer Location: Asking Questions

Difficulty Level: Medium

5. When are open-ended questions preferable to closed-ended questions?

a. Responses are mutually exclusive but not exhaustive.

b. The number of respondents is very large.

c. There is little time to review questions before data collection.

d. The range of responses cannot be anticipated.

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Comprehension

Answer Location: Asking Questions

Difficulty Level: Medium

6. Which of the following is true about variables measured at the nominal level of measurement?

a. rankings are possible

b. addition and subtraction are possible

c. multiplication and division are possible

d. values measure in kind but not quantity

Learning Objective: 4.4: Give examples of the four levels of measurement.

Cognitive Domain: Knowledge

Answer Location: Nominal Level of Measurement

Difficulty Level: Easy

7. A ______ is a characteristic that does not change across cases.

a. variable

b. constant

c. operation

d. scale

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Knowledge

Answer Location: From Concepts to Indicators

Difficulty Level: Easy

8. What kind of validity is achieved by establishing that a measure is related to a variety of other measures as specified in a theory?

a. face validity

b. criterion validity

c. construct validity

d. discriminant validity

Learning Objective: 4.6: Compare the advantages and disadvantages of the four approaches to testing measurement validity.

Cognitive Domain: Knowledge

Answer Location: Construct Validity

Difficulty Level: Easy

9. At the ______ level of measurement, numbers indicate ______.

a. ordinal; the order of the cases

b. nominal; kind but not amount

c. triangulation; types of research methodologies

d. interval; fixed measurement units

Learning Objective: 4.4: Give examples of the four levels of measurement.

Cognitive Domain: Application

Answer Location: Ordinal Level of Measurement

Difficulty Level: Hard

10. Interobserver reliability occurs when different observers ______.

a. measure the same phenomena in the same way

b. agree on a definition of measurement

c. administer an instrument

d. contribute to the conceptualization process

Learning Objective: 4.7: Define measurement reliability.

Cognitive Domain: Knowledge

Answer Location: Measurement Reliability

Difficulty Level: Easy

11 Which of these is the best example of an ordinal measure?

a. nationality

b. blue

c. somewhat disagree

d. carrying a weapon

Learning Objective: 4.4: Give examples of the four levels of measurement.

Cognitive Domain: Knowledge

Answer Location: Ordinal Level of Measurement

Difficulty Level: Easy

12. When researchers measure an unchanging phenomenon at two different times, the degree to which the two measurements are related is called ______.

a. criterion validity

b. test-retest reliability

c. predictive validity

d. inter-item reliability

Learning Objective: 4.7: Define measurement reliability.

Cognitive Domain: Knowledge

Answer Location: Measurement Reliability

Difficulty Level: Easy

13. Reliability refers to a measurement that ______.

a. captures what it intends to measure

b. includes all dimensions of a concept

c. is free of error

d. yields consistent scores

Learning Objective: 4.7: Define measurement reliability.

Cognitive Domain: Knowledge

Answer Location: Measurement Reliability

Difficulty Level: Easy

14. Predictive validity occurs when a measure ______.

a. can predict scores on a criterion measured in the past

b. relates to other measures specified in a social theory

c. is associated with a criterion collected at the same time

d. can predict scores on a criterion measured in the future

Learning Objective: 4.6: Compare the advantages and disadvantages of the four approaches to testing measurement validity.

Cognitive Domain: Knowledge

Answer Location: Criterion Validity

Difficulty Level: Easy

15. Ben is a researcher studying depression. When using a survey that includes a new index, he must include ______ in order to establish concurrent validity.

a. a system for weighting responses

b. multiple forms of the same index

c. a previously validated measure of depression

d. single items and matrix questions

Learning Objective: 4.3: Explain the rationale for creating multi-item indexes and discuss the issues related to indexes.

Cognitive Domain: Comprehension

Answer Location: Criterion Validity

Difficulty Level: Medium

16. What does face validity refer to

a. The ability of subsets of items to predict one another.

b. The strength of items to predict one another.

c. The apparent appropriateness of how a concept is measured.

d. The likelihood that multiple indicators measure the same phenomenon.

Learning Objective: 4.6: Compare the advantages and disadvantages of the four approaches to testing measurement validity.

Cognitive Domain: Knowledge

Answer Location: Face Validity

Difficulty Level: Easy

17. Which of the following is an example of a variable measured at the nominal level of measurement?

a. location in which respondent was born

b. religiosity measured as not religious, somewhat religious, and very religious

c. time in seconds in which a subject completes a given task

d. number of respondents’ first cousins

Learning Objective: 4.4: Give examples of the four levels of measurement.

Cognitive Domain: Comprehension

Answer Location: Nominal Level of Measurement

Difficulty Level: Easy

18. When a respondent is asked to choose among explicit response categories, he or she has been asked what type of question?

a. qualitative

b. closed-ended

c. hermeneutic

d. open-ended

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Comprehension

Answer Location: Asking Questions

Difficulty Level: Medium

19. Using more than one measure of the same variable is known as ______.

a. validation

b. reliability

c. conceptualization

d. triangulation

Learning Objective: 4.4: Give examples of the four levels of measurement.

Cognitive Domain: Knowledge

Answer Location: Combining Measurement Operations

Difficulty Level: Easy

20. Which type of closed-ended question does not require mutually exclusive response categories?

a. qualitative

b. check all that apply

c. race/ethnicity

d. emographic

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Application

Answer Location: Asking Questions

Difficulty Level: Medium

21. Choose the best example of an unobtrusive measure.

a. first person interviews

b. reviewing physical traces of past behavior

c. taking pictures

d. online surveys

Learning Objective: 4.4: Give examples of the four levels of measurement.

Cognitive Domain: Application

Answer Location: Collecting Unobtrusive Measures

Difficulty Level: Medium

22. The nominal level of measurement is synonymous with which level of measurement?

a. interval

b. categorical

c. ordinal

d. ratio

Learning Objective: 4.4: Give examples of the four levels of measurement.

Cognitive Domain: Comprehension

Answer Location: Nominal Level of Measurement

Difficulty Level: Easy

23. Ashley is taking a survey and doesn’t find a response choice that matches her answer. In this scenario, what is Ashley likely to do?

a. skip the question

b. choose multiple answers

c. create in-test reliability

d. commit a method factor error

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Application

Answer Location: Asking Questions

Difficulty Level: Easy

24. The sum or average of responses is known as a(n) ______.

a. response rate

b. index

c. interobserver reliability

d. construct validity

Learning Objective: 4.3: Explain the rationale for creating multi-item indexes and discuss the issues related to indexes.

Cognitive Domain: Knowledge

Answer Location: Measurement Reliability

Difficulty Level: Easy

25. Using 24 questions to represent multiple dimensions of the problems associated with alcohol abuse is an attempt to establish ______ validity.

a. construct

b. content

c. face

d. concurrent

Learning Objective: 4.6: Compare the advantages and disadvantages of the four approaches to testing measurement validity.

Cognitive Domain: Application

Answer Location: Content Validity

Difficulty Level: Medium

26. ______ is a prerequisite for measurement ______.

a. Reliability; validity

b. Conceptualization; speculation

c. Trust; reliability

d. Triangulation; analysis

Learning Objective: 4.7: Define measurement reliability.

Cognitive Domain: Comprehension

Answer Location: Measurement Reliability

Difficulty Level: Medium

27. ______ research projects usually take an inductive approach.

a. Qualitative

b. Quantitative

c. Fixed choice

d. Exhaustive

Learning Objective: 4.5: Define the individual and group units of analysis and the ecological and reductionist fallacies.

Cognitive Domain: Knowledge

Answer Location: From Observations to Concepts

Difficulty Level: Easy

28. Drawing conclusions about individual level processes from group level data could result in a(n) ______.

a. ecological fallacy

b. unit of analysis

c. individualistic fallacy

d. sociological investigation

Learning Objective: 4.5: Define the individual and group units of analysis and the ecological and reductionist fallacies.

Cognitive Domain: Application

Answer Location: Units of Analysis

Difficulty Level: Medium

29. When measures about individuals are used to make assertations about groups, the research may be engaging in ______.

a. ecology

b. reductionism

c. analysis

d. face validity

Learning Objective: 4.5: Define the individual and group units of analysis and the ecological and reductionist fallacies.

Cognitive Domain: Application

Answer Location: Units of Analysis

Difficulty Level: Medium

30. Joan is studying the relationship between dance and social cohesion. She has observed students at one local dance school, collected information about their personal preferences, and is preparing to write up her conclusions. It is likely Joan is making a(n) ______ fallacy.

a. reductionist

b. ecological

c. measurement

d. validity

Learning Objective: 4.5: Define the individual and group units of analysis and the ecological and reductionist fallacies.

Cognitive Domain: Application

Answer Location: Units of Analysis

Difficulty Level: Hard

31. An index composed of questions to measure knowledge of poverty related public policies would be unreliable if respondents’ answers to each question were totally ______ of their answers to the others.

a. dependent

b. consistent

c. independent

d. similar

Learning Objective: 4.3: Explain the rationale for creating multi-item indexes and discuss the issues related to indexes.

Cognitive Domain: Comprehension

Answer Location: Measurement Reliability

Difficulty Level: Medium

32. An index has ______ when component items are closely related.

a. interitem reliability

b. interitem validity

c. extra-test validity

d. measurement cohesion

Learning Objective:4.3: Explain the rationale for creating multi-item indexes and discuss the issues related to indexes.

Cognitive Domain: Comprehension

Answer Location: Measurement Reliability

Difficulty Level: Medium

33. ______ involves connecting concepts to methods of measurement.

a. Conceptualizing

b. Organizing

c. Operationalizing

d. Indicating

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Knowledge.

Answer Location: From Concepts to Indicators

Difficulty Level: Easy

34. In the 1960’s U.S. Census individuals were asked for the first time to self-identify and indicate their race for the record. This is an example of the U.S. government ______ race.

a. operationalizing

b. validating

c. assessing

d. conceptualizing

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Comprehension

Answer Location: Operationalizing the Concept of Race

Difficulty Level: Medium

35. ______ is the process of linking abstract concepts to empirical indicators.

a. Conceptualization

b. Operationalization

c. Measurement

d. Asking questions

Learning Objective: 4.3: Explain the rationale for creating multi-item indexes and discuss the issues related to indexes.

Cognitive Domain: Knowledge

Answer Location: Measurement Alternatives

Difficulty Level: Easy

36. Fixed choice question response choices must be mutually exclusive and ______.

a. open-ended

b. inconclusive

c. exhaustive

d. operationalized

Learning Objective: 4.3: Explain the rationale for creating multi-item indexes and discuss the issues related to indexes.

Cognitive Domain: Comprehension

Answer Location: Asking Questions

Difficulty Level: Medium

37. When researchers have failed to come to consensus regarding the meaning of a term or concept, they have not ______ the phenomenon.

a. conceptualized

b. operationalized

c. measured

d. validated

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Comprehension

Answer Location: Youth Gangs

Difficulty Level: Medium

38. Concepts such as poverty are difficult to conceptualize because they can be defined by ______ standards.

a. maladaptive

b. subjective

c. objective

d. realistic

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Knowledge

Answer Location: Poverty

Difficulty Level: Easy

39. A survey question that offers pre-formatted response choices is an example of which question type?

a. open-ended

b. closed-ended

c. closed-choice

d. intermittent-choice

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Knowledge

Answer Location: Asking Questions

Difficulty Level: Easy

40. A question’s response choices are ______ when every case can be classified as having only one attribute or value.

a. mutually exclusive

b. relevant

c. open-ended

d. exhaustive

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Knowledge

Answer Location: Making Observations

Difficulty Level: Easy

True/False

1. Brent Simpson combined answers to three questions from a national survey to operationalize the concept of general trust.

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Comprehension

Answer Location: Operationalizing the Concept of Trust

Difficulty Level: Medium

2. We call poverty a measurement—a mental image that summarizes a set of similar observations, feelings, or ideas.

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Knowledge

Answer Location: Measurement Alternatives

Difficulty Level: Easy

3. Responses to open-ended questions are easy to answer, to process with computers, and analyze with statistics.

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Knowledge

Answer Location: Asking Questions

Difficulty Level: Easy

4. When a variable’s attributes are mutually exclusive and exhaustive, every case corresponds to different attributes.

Learning Objective: 4.4: Give examples of the four levels of measurement.

Cognitive Domain: Comprehension

Answer Location: Nominal Level of Measurement

Difficulty Level: Medium

5. Content validity establishes that the measure covers none or little of the concept’s meaning.

Learning Objective: 4.6: Compare the advantages and disadvantages of the four approaches to testing measurement validity.

Cognitive Domain: Comprehension

Answer Location: Content Validity

Difficulty Level: Medium

6. By using tried and true measures, researchers are not responsible for testing the reliability and validity of the measure in their own studies.

Learning Objective: 4.6: Compare the advantages and disadvantages of the four approaches to testing measurement validity.

Cognitive Domain: Application

Answer Location: Measurement Reliability

Difficulty Level: Medium

7. In most sociological and psychological studies, the units of analysis are individuals.

Learning Objective: 4.5: Define the individual and group units of analysis and the ecological and reductionist fallacies.

Cognitive Domain: Knowledge

Answer Location: Units of Analysis

Difficulty Level: Easy

8. A reliable measure is a valid measure.

Learning Objective: 4.6: Compare the advantages and disadvantages of the four approaches to testing measurement validity.

Cognitive Domain: Comprehension

Answer Location: Measurement Reliability

Difficulty Level: Medium

9. The available resources and opportunities rarely determine the choice of a particular measurement method.

Learning Objective: 4.6: Compare the advantages and disadvantages of the four approaches to testing measurement validity.

Cognitive Domain: Knowledge

Answer Location: Combining Measurement Operations

Difficulty Level: Easy

10. It is usually a good idea to try to measure variables at the lowest level of measurement possible.

Learning Objective: 4.4: Give examples of the four levels of measurement.

Cognitive Domain: Application

Answer Location: Comparison of Levels of Measurement

Difficulty Level: Medium

Short Answer

1. Explain the difference between reliability and validity. Why is it important for a measurement instrument to have both?

Learning Objective: 4.6: Compare the advantages and disadvantages of the four approaches to testing measurement validity.

Cognitive Domain: Analysis

Answer Location: Measurement Validity

Difficulty Level: Hard

2. Explain what it means for a question to be mutually exclusive and exhaustive. Why is this important for data collection?

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Analysis

Answer Location: Asking Questions

Difficulty Level: Medium

3. Explain why a lot of surveys use closed-ended questions.

Learning Objective: 4.2: Identify the different forms of single questions and response choices.

Cognitive Domain: Analysis

Answer Location: Asking Questions

Difficulty Level: Hard

4. Discuss the difference between conceptualization and operationalization.

Learning Objective: 4.1: Define and distinguish conceptualization and operationalization.

Cognitive Domain: Comprehension

Answer Location: From Concepts to Indicators

Difficulty Level: Medium

5. Compare and contrast ecological and reductionist fallacies. Explain why it is important for researchers to avoid these ways of thinking when conducting research.

Learning Objective: 4.5: Define the individual and group units of analysis and the ecological and reductionist fallacies.

Cognitive Domain: Analysis

Answer Location: Units of Analysis

Difficulty Level: Hard