Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
mgmt212
marketing research
| Question | Answer |
|---|---|
| categorical/classicatory | limited number of distinct values i.e. gender, SES, colour, size, eta |
| Continuous | infinite number of distinct values i.e. sales, length, weight |
| Dependent variable | variable that is to be predicted or explained - influenced by the independent variable |
| independent variable | variable that is expected to influence the dependent variable - can be manipulated by researcher, or be naturally occurring groups |
| exploratory research | typically used to provide structure and insight into the research problem. |
| conclusive research | test specific hypotheses, examine specific relationships, make predictions, can be descriptive or causal |
| descriptive research | (conclusive research) used to describe something, usually market characteristics or functions. i.e. determining the average age of purchasers of your product |
| causal research | (conclusive research) used to obtain evidence regarding cause-and-effect relationships. i.e. determining if increased advertising spending has led to an increase in sales |
| secondary research benefits | low cost, less effort, less time, at times, the only way to obtain data |
| secondary research limitations | collected for some other purpose, no control over data collection, may not be accurate, may be outdated, may need to make assumptions |
| survey research | systematic collection of information directly from respondents |
| survey research advantages | large sample sizes easy - increases generalisability of results, ease of administering and recording answers, allows advanced statistical analyses, ability to tap into factors and relationships that can't be directly observed |
| survey research disadvantages | can take a long time, low-response rates, hard to know if respondents are being truthful, subjectivity when interpreting data |
| experimental research | the researcher manipulates one or more variables in such a way that its effect on one or more other variables can be measured |
| laboratory experiments | where the treatment manipulation is introduced in an artificial setting. High in internal validity and low in external valdity |
| field experiments | where the treatment manipulation is introduced in a completely natural setting (e.g. test market). High in external validity but low in internal validity |
| measurement | the assignment of numbers or other symbols to characteristics of objects according to certain pre-specified rules |
| scaling | an extension of measurement; involves the generation of a continuum upon which measured objects are located |
| operational definitions | specifications of exactly what steps, or operations are conducted to arrive at a particular measurement |
| Why is the level of scale measurement important? | determines what info is obtained, which statistical analysis you can use |
| comparative scales | a direct comparison of stimulus objects is elicited. e.g. two brands may be compared along a dimension such as quality |
| non-comparative scales | only one object is evaluated at a time, the respondent provides whatever standard seems appropriate; e.g. one brand is rated on a scale independent of other brands |
| reliability | extent to which a scale produces consistent results if repeated measurements are made on the characteristic; the scale is free from random error |
| validity | differences in observed scale scores reflect true differences among objects on the characteristic being measured, rather than systematic or random errors. Refers to the accuracy of the measurement |
| population | complete set of observations about which an investigator wishes to draw conclusions. defined by the interest of the investigator and in terms of observations rather than people |
| sample | part of the population, also defined in terms of observations |
| census | measurement of all members of the population |
| determine sample frame | list of all eligible sampling units from which the sample will be drawn (e.g. telephone directories, electoral registers, company lists, club membership lists, etc.) |
| sample frame error | failure to account for the entire population |
| probability samples | sampling units are selected by chance and for which there is a known chance of each unit being selected |
| non-probability samples | chance selected procedures are not used |
| simple random sample | each unit has an identical chance of selection, using blind draw or a table of random numbers |
| systematic sample | the sample is drawn by selecting a random starting point and selecting every xth element in succession |
| stratified sample | the target population is divided mutually exclusive and collectively exhaustive sub-populations or strata - a random sample is taken from each strata |
| convenience sample | only criterion for selecting the sampling units is the convenience of the sampler (non-probability) |
| judgement sample | an attempt is made to draw a sample of the population using an educated guess - useful if broad population inferences are not required (non-probability) |
| referral (snowball) sample | participants provide names of other potential sample units - characteristics will be similar to the person referring (non-probability) |
| quota sample | demographic characteristics of interest are int he same proportion as they are in the population - the sample elements are selected based on convenience or judgement (non-probability) |
| purposive sample | chosen to achieve some objective, such as heavy users, frequent viewers, small population sub-samples (non-probability) |
| research question | determining what information is needed and how it can be obtained in the most feasible way (are interrogative) |
| hypothesis | an unproven statement or proposition about a factor or phenomenon that is of interest to the researcher. statements of relationships rather than questions to which answers are sought (Are declarative and can be tested empirically) |
| null hypothesis | a statement in which no difference or effect is expected. if accepted (i.e. not rejected) no changes in opinions or actions will be made |
| alternative hypothesis | a statement that some difference or effect is expected. accepting will lead to changes in opinions or actions |
| mean advantages | easy to understand, simple to calculate, deals with all the data, can be determined exactly, possesses mathematical properties that can be used as the basis for further analysis |
| mean disadvantages | may not be truly representative, may give undue weight to items with extremely high or low values |
| median advantages | easy to understand, not affected by extreme items, can be obtained even when the values of some items are not known |
| median disadvantages | data must be arrayed in order of size, with few items it's unlikely to be representative of the data set, not useful for further analysis, limited use in practical work |
| mode advantages | easy to understand, not affected by extreme values, can be instantly identified from data distribution, is the most descriptive average (For some data sets) |
| mode disadvantages | possibly not representative if there are only a few items, can't be used for further arithmetic manipulation, sometimes data set contains two or more of this measure of central location |
| range | represents the maximum breadth of a data set, crudest measure of dispersion, ignores all other values in the data set, of limited use when exceptionally low and/or high values are present |
| error | leftover variation that cannot be explained by any of the other sources |
| variation | the sum of squares of the deviations of the values from the mean of those values; can come from different sources such as the model or factor, occurs anytime that all of the data values are not identical |
| variance | the difference of each item from the mean is squared, these squared differences are added together, and the result is then divided by the number of items |
| standard deviation | the square root of the variance |
Created by:
ladypotlove
Popular Marketing sets