EXAM #1 REVIEW

There are approximately 65 multiple choice and/or true false questions. You will have 75
minutes to complete the exam. Additionally, you will not be able to “go backwards” once you
have submitted a question. The format of the exam tends to be challenging. Advanced
preparation is the key! Due to the time constraint and various application based questions,
you will not have time to contemplate or review once the test has begun. Study, study, study
and know the material inside and out prior to beginning the exam.

Also, per the syllabus, computer and internet functionality is the responsibility of the student.
Computer and/or internet malfunction does not constitute a retake or make-up exam. Check
all connectivity in advance. Canvas requirements are listed in the Getting Started section of
the course. In addition, Canvas support at 940-565-2324 can help run all the proper checks in
advance to make sure your system is up to speed. See the syllabus for scheduled exam times.
Course materials will disappear as soon as the exam opens.

Babbie Reading: Chapter 1, Chapter 3, Chapter 4, Chapter 5

Lesson 1:
stages of research design, sources of starting assumptions (tradition, authority, illogical
reasoning, selective observation, overgeneralization, inaccurate observation), objective vs.
subjective reality, inductive vs. deductive reasoning, nomothetic vs. idiosyncratic explanation,
determinism vs. agency, replication, independent variable, dependent variable, hypothesis,
plagiarism (defined, examples), core principles of academic honesty, literature review
(defined, purpose), theory, peer review, considerations for evaluations sources, primary vs.
secondary sources, when to cite, what did the economists find out about money as a
motivator

Lesson 2:
3 purposes of research, idiographic vs. nomothetic, 3 criteria for causality, false criteria for
causality, hypothesis, direction of the relationship, necessary and sufficient causes, unit of
analysis (types be able to identify), social artifact, ecological fallacy (examples), exception
fallacy (examples), reductionism (examples), longitudinal studies (types), cross sectional
studies, why longitudinal research is better, elements of the research proposal , why is the
Harvard Grant study so powerful

Lesson 3:
ethical, 6 ethical issues in research (anonymity, confidentiality, deception, voluntary
participation, no harm to participants, informed consent), examples of unethical research (and
ethical issues not addressed in each example (i.e. Tuskegee Syphilis Study, Nazi Experiments,
Milgram’s Experiment, Trouble in the Tearoom, Zimbardo’s Prison Experiment), culturally
competent, debriefing, code of ethics, Institutional Review Board (IRB), politics in research,
ethical consequences of technological advancement (i.e. sexting)

Lesson 4:
concepts as constructs, conceptualization (identify examples), dimensions vs. indicators
(identify examples), operationalization (identify examples), operational definition vs.
conceptual definition, conceptual hypothesis vs. operational hypothesis (identify examples),
issues of variable measurement, level of variable measurement (nominal, ordinal, interval,
ratio defined, examples of each), mutually exclusive, exhaustive, why higher level of
measurement is better, reliability (defined, be able to identify), validity (defined, types, be able
to identify), tension between reliability & validity, ways to improve reliability, split half
method, interrater reliability

EXAMPLE QUESTION:

Jennifer notices that she speaks a lot in three of her university courses, and very little in two
others. She also notices that the classes in which she speaks a lot have female instructors. She
begins to list all of the courses she has taken in college and finds that she tends to speak more
in classes with female instructors than those with male instructors. Because she is gathering
data first before she develops a theory, Jennifer is using

A. Deductive reasoning
B. Inductive reasoning
C. Nomothetic explanation
D. Idiographic explanation